Curriculum / ELA / 9th Grade / Unit 16: Coming of Age and Patriarchy in Dominicana / Lesson 1
ELA
Unit 16
9th Grade
Lesson 1 of 20
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Identify evidence that supports both sides of a debate. Use logical claims and supporting evidence to support and develop an argument.
Article: “Do Works by Men Implicated by #MeToo Belong in the Classroom?” by Emma Goldberg
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
To what extent should works by men implicated by #MeToo belong in the classroom?
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What lines, words, and phrases support the claim that works by men implicated by #MeToo should not belong in the classroom?
What lines, words, and phrases support the claim that works by men implicated by #MeToo should belong in the classroom?
Why is it important to have this conversation?
Reading and/or task to be completed at home in preparation for the next lesson.
Read and annotate “#MeToo Has Done What the Law Could Not” by Catharine A. MacKinnon.
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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.9-10.2 — Determine a central idea of a text and analyze 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.
RI.9-10.8 — Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Standards that are practiced daily but are not priority standards of the unit
LO 2.1B — Gather and generate a variety of ideas, and select the most appropriate based on the purpose of the composition.
LO 2.2A — Assert a precise central claim.
LO 2.2D — Recognize and address counterclaims effectively.
LO 2.2E — Use carefully selected language, syntax, and stylistic and persuasive elements to strengthen an argument.
LO 2.3C — Select and incorporate relevant and compelling evidence to support a thesis.
LO 5.1B — Cite relevant evidence and evaluate the evidence presented by others.
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.
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
Explain how word choice and syntax contribute to tone and style in opening of "#MeToo Has Done What the Law Could Not."
Standards
LO 1.2ARI.9-10.2RI.9-10.8
LO 1.2BRI.9-10.4RI.9-10.6
Analyze how MacKinnon develops her argument using logical reasoning and supporting evidence.
LO 1.2ARL.9-10.4RL.9-10.6
Analyze how Singh uses repetition, images, and shifts in point of view to convey meaning about societal expectations for men.
LO 1.3B
Examine how Diaz uses rhetorical features to convey his complex perspective and experiences.
LO 1.3BRI.9-10.6
Analyze the literary techniques Oates uses to reveal Connie and Arnold's characters.
LO 1.3ARL.9-10.3
Analyze the symbolic nature of Connie, Arnold, and the ending of the story to craft an overall interpretation about “Where Are You Going, Where Have You Been.”
LO 1.4BLO 5.1ALO 5.1BSL.9-10.1
Formulate and share unique arguments about the #MeToo movement, toxic masculinity, and machismo culture.
Support arguments with strong and thorough textual evidence in a Socratic Seminar.
Craft an insight piece about toxic masculinity, placing the ideas of Goldberg, Diaz, Singh, and MacKinnon in conversation with one another.
LO 1.4BLO 4.1BW.9-10.9
Analyze how Heaney uses imagery, diction, and shifts to reveal the complex experience of blackberry picking.
LO 1.3BRL.9-10.4
Analyze how the author establishes characterization in the opening of Dominicana and how it introduces central ideas of the text.
LO 1.3ARL.9-10.2RL.9-10.3
Analyze how the arranged marriage between Ana and Juan reflects the cultural values of the Dominican Republic during the 1960s.
Analyze how Cruz reveals the complex relationship between Ana and Juan after arriving in New York City.
Analyze how Ana’s character has developed since the beginning of the novel including the factors that are most responsible for that development.
Analyze a single significant moment that reveals Ana’s psychological or moral development and how it shapes her character and perspective.
LO 1.3BLO 2.3CRL.9-10.3W.9-10.9
Analyze how Cruz demonstrates the complex relationship between Ana and Cesar including the role that the political turmoil in the Dominican Republic plays in their relationship.
Analyze the development of Ana and Cesar’s relationship, including the factors that contribute to its development.
Analyze the significance of the ending of Dominicana including the choices that Ana makes and how it contributes to the novel’s central ideas.
Formulate and share unique arguments about Dominicana.
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.
LO 2.2ALO 2.2BLO 2.2DLO 2.2ELO 2.3CLO 4.1ALO 4.1BLO 4.1CRL.9-10.3W.9-10.1W.9-10.1.aW.9-10.1.bW.9-10.1.cW.9-10.1.dW.9-10.1.eW.9-10.7W.9-10.8W.9-10.9
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