Curriculum / ELA / 10th Grade / Unit 8: Feminism and Self-Respect in Sula / Lesson 5
ELA
Unit 8
10th Grade
Lesson 5 of 21
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Analyze the techniques that Zora Neale Hurston uses to characterize Janie.
Excerpt: Their Eyes Were Watching God, Chapter 9 by Zora Neale Houston pp. 89 – 91
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Zora Neale Hurston use literary techniques to reveal Janie’s complex perspective and character?
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What lines, words, and phrases reveal Janie’s perspective and character? What is Hurston doing with languages in these lines, words, and phrases?
What context is provided in the beginning of the scene? What is the significance of it in this excerpt?
What does the phrase “starched and ironed her face” suggest about Janie? In what way does this juxtapose with the context provided at the beginning of the scene?
What does the phrase “rollicking with the springtime” suggest about Janie?
In what ways does Janie become more self-aware?
What details does the narrator provide about Nanny and Janie’s relationship? What do these details reveal about Janie’s attitude towards Nanny? What is the significance of Janie’s reflection about her relationship with Nanny?
What are Janie’s ideas about love, marriage, and relationships? To what extent are her ideas a reflection of society? A reflection of herself?
Reading and/or task to be completed at home in preparation for the next lesson.
Read and annotate Part 1 of Sula, pages 3-85 by Lesson 9.
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LO 1.3B — Analyze how the writer's use of stylistic elements contributes to a work of literature's effects and meaning.
RL.9-10.3 — Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Standards that are practiced daily but are not priority standards of the unit
LO 1.3A — Analyze how literary elements interact to develop the central ideas of a work of literature.
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.
RL.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.
RL.9-10.2 — Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of 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 that Gloria Naylor uses to characterize Mattie Michael.
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
Characterize Didion’s view of self-respect and analyze how Didion conveys this view.
LO 1.2ARI.9-10.3RI.9-10.5
Analyze the techniques Susan Minot uses to characterize the narrator.
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
LO 1.3BRL.9-10.3
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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