Curriculum / ELA / 10th Grade / Unit 8: Feminism and Self-Respect in Sula / Lesson 2
ELA
Unit 8
10th Grade
Lesson 2 of 21
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Characterize Didion’s view of self-respect and analyze how Didion conveys this view.
Essay: “On Self-Respect” by Joan Didion
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Joan Didion develop her argument about self-respect?
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What words, lines, and phrases reveal Didion’s perspective on self-respect?
What is Didion doing with language in these words, lines, and phrases?
Zoom into the phrase “the conviction that lights would always turn green for me.” What does this mean? What does it show us about the speaker?
What did she really lose after not getting the Phi Beta Kappa experience?
What does Jordan Baker teach us about self respect?
How does Didion develop her view/argument on self-respect?
According to Didion, how should we act with others? How should we treat ourselves? Which of the two is most important when it comes to self-respect?
Reading and/or task to be completed at home in preparation for the next lesson.
Read and annotate “Lust” by Susan Minot
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LO 1.2A — Analyze the development of an argument, evaluating its central claim(s), the soundness of the reasoning, and the relevance and sufficiency of the evidence.
RI.9-10.3 — Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.9-10.5 — Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Standards that are practiced daily but are not priority standards of the unit
LO 2.3A — Assert a precise central claim that establishes the relationship between a work's features and overall meaning.
LO 2.3B — Organize ideas and evidence to effectively develop and support a thesis.
LO 2.3C — Select and incorporate relevant and compelling evidence to support a thesis.
LO 5.1A — Extend the conversation around an idea, topic, or text by formulating questions and recognizing the claims and perspectives of others.
LO 5.1B — Cite relevant evidence and evaluate the evidence presented by others.
RI.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
W.9-10.2 — Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Next
Analyze the techniques Susan Minot uses to characterize the narrator.
Analyze how word choice and structure impact meaning in the opening sentence of “On Self-Respect.”
Standards
LO 1.3BRL.9-10.3RL.9-10.4
LO 1.2ARI.9-10.3RI.9-10.5
LO 2.3ALO 2.3BLO 2.3CLO 2.3DRL.9-10.3RL.9-10.4
Interpret and evaluate “Lust” through a feminist critical lens using bell hooks’s Feminism Is for Everybody.
LO 5.1ALO 5.1BSL.9-10.1
Analyze the techniques that Zora Neale Hurston uses to characterize Janie.
LO 1.3BRL.9-10.3
Analyze the techniques that Gloria Naylor uses to characterize Mattie Michael.
Explain Deborah Tannen’s line of reasoning in “There Is No Unmarked Woman” by identifying relevant claims and clearly explaining connections among them.
LO 1.3ALO 2.3ALO 2.3CW.9-10.2
Formulate and share unique arguments about self-respect and feminism across texts.
Support arguments with strong and thorough textual evidence in a Summative Socratic Seminar.
LO 5.1ALO 5.1BSL.9-10.1SL.9-10.2
Analyze how the author establishes setting, conflict, and characterization in the beginning of Sula.
Analyze the techniques Morrison uses to reveal Helene’s character.
Examine Morrison’s description of Sula and Nel’s upbringings and explain the impact it has on their friendship
LO 1.3BRI.9-10.3
Analyze how Morrison portrays Eva, Plum, and Hannah and their complex relationships as mother and children.
Analyze how Morrison portrays Sula and Nel and their complex relationship as friends.
Analyze the changes in Nel and Sula’s friendship. Examine the significance of Jude’s infidelity and Sula’s betrayal.
Analyze how the relationship between the deficiencies of a male character and the strengths of a female character in Sula illuminates the central ideas in the text.
LO 1.3ALO 1.3BLO 2.3ALO 2.3BLO 2.3CLO 2.3DRL.9-10.2RL.9-10.3W.9-10.2
Analyze how Denise Levertov uses structure and other poetic techniques to highlight her perspective on marriage.
LO 1.3ALO 1.3BRL.9-10.2RL.9-10.4
Synthesize ideas about marriage, sex, and love across Sula and “About Marriage.”
LO 1.4BRL.9-10.2
Analyze how Morrison portrays the complex relationship between Ajax and Sula.
LO 1.2BLO 1.4BRI.9-10.3
Analyze the paradox of Sula’s evil and the impact it has on the residents of the Bottom.
Examine the ironic nature of Sula’s death and analyze the significance her death had on the community of the Bottom.
LO 1.2BLO 1.4BRL.9-10.3
Formulate and share unique arguments about Sula.
Support arguments with strong and thorough textual evidence in a summative Socratic Seminar.
LO 5.1ALO 5.1BRL.9-10.3SL.9-10.1SL.9-10.2
Complete the performance task to show mastery of unit content and standards.
L.9-10.5LO 1.4BLO 1.4BLO 2.1ALO 2.1BLO 2.4BLO 2.4CLO 3.2BLO 3.3CRI.9-10.2RI.9-10.3RL.9-10.2W.9-10.3W.9-10.4W.9-10.5
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