Curriculum / ELA / 10th Grade / Unit 3: Feminism and Self-Respect in Sula / Lesson 7
ELA
Unit 3
10th Grade
Lesson 7 of 21
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Explain Deborah Tannen’s line of reasoning in “There Is No Unmarked Woman” by identifying relevant claims and clearly explaining connections among them.
Essay: “There Is No Unmarked Woman” by Deborah Tannen
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Explain Tannen’s line of reasoning by identifying the claims used to build her argument and the connections between them.
An example response to the Target Task at the level of detail expected of the students.
Key thinking students do about today's reading.
What lines, words, and phrases reveal Tannen’s central idea about being marked?
How does Tannen begin her essay? What is the effect of this stylistic choice?
According to Tannen, what does it mean to be marked? What are the markers on the three women she describes in the beginning of her essay?
In what other ways are women marked?
Tannen uses research from a book by Fasold to help her support her central idea. What claim does she make using the research from Fasold? How does it connect to her argument about being marked?
Tannen ends the essay with the following quote: “Sitting at the conference table musing on these matters, I felt sad to think that we women didn’t have the freedom to be unmarked that the men sitting next to us had. Some days you just want to get dressed and go about your business. But if you’re a woman, you can’t, because there is no unmarked woman.” What does she mean by this? What is her attitude towards this realization?
How does Tannen use claims to convey her argument?
In what ways have characters such as Mattie, Janie, and the unnamed narrator from “Lust” been marked?
Where have you seen Tannen’s ideas come alive in the short stories and excerpts we have read?
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.
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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 2.3C — Select and incorporate relevant and compelling evidence to support a thesis.
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.
Standards that are practiced daily but are not priority standards of the unit
LO 1.4B — Synthesize ideas from multiple texts and explain how the texts may convey different perspectives on a common theme or idea.
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.
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.
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.
Lesson 6
Lesson 8
Introduction
Analyze how word choice and structure impact meaning in the opening sentence of “On Self-Respect.”
LO 1.3B RL.9-10.3 RL.9-10.4
Close Reading
Characterize Didion’s view of self-respect and analyze how Didion conveys this view.
LO 1.2A RI.9-10.3 RI.9-10.5
Analyze the techniques Susan Minot uses to characterize the narrator.
LO 2.3A LO 2.3B LO 2.3C LO 2.3D RL.9-10.3 RL.9-10.4
Socratic Seminar
Interpret and evaluate “Lust” through a feminist critical lens using bell hooks’s Feminism Is for Everybody.
LO 5.1A LO 5.1B SL.9-10.1
Analyze the techniques that Zora Neale Hurston uses to characterize Janie.
LO 1.3B RL.9-10.3
Analyze the techniques that Gloria Naylor uses to characterize Mattie Michael.
LO 1.3A LO 2.3A LO 2.3C W.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 5.1A LO 5.1B SL.9-10.1 SL.9-10.2
Analyze how the author establishes setting, conflict, and characterization in the beginning of Sula.
Writing
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 1.3B RI.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.
Assessment: Free Response
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 1.3A LO 1.3B LO 2.3A LO 2.3B LO 2.3C LO 2.3D RL.9-10.2 RL.9-10.3 W.9-10.2
Analyze how Denise Levertov uses structure and other poetic techniques to highlight her perspective on marriage.
LO 1.3A LO 1.3B RL.9-10.2 RL.9-10.4
Synthesize ideas about marriage, sex, and love across Sula and “About Marriage.”
LO 1.4B RL.9-10.2
Analyze how Morrison portrays the complex relationship between Ajax and Sula.
LO 1.2B LO 1.4B RI.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 1.2B LO 1.4B RL.9-10.3
Assessment: Socratic Seminar
Formulate and share unique arguments about Sula.
Support arguments with strong and thorough textual evidence in a summative Socratic Seminar.
LO 5.1A LO 5.1B RL.9-10.3 SL.9-10.1 SL.9-10.2
Assessment: Performance Task
Complete the performance task to show mastery of unit content and standards.
L.9-10.5 LO 1.4B LO 1.4B LO 2.1A LO 2.1B LO 2.4B LO 2.4C LO 3.2B LO 3.3C RI.9-10.2 RI.9-10.3 RL.9-10.2 W.9-10.3 W.9-10.4 W.9-10.5
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