Curriculum / ELA / 9th Grade / Unit 16: Coming of Age and Patriarchy in Dominicana / Lesson 18
ELA
Unit 16
9th Grade
Lesson 18 of 20
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Analyze the significance of the ending of Dominicana including the choices that Ana makes and how it contributes to the novel’s central ideas.
Book: Dominicana by Angie Cruz — Part 6
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What choice does Ana make in the ending of the novel? Is this choice one of selfishness or selflessness? Ultimately, what does Ana’s choice reveal about her character and the novel’s central ideas?
How has Ana’s relationships with both Cesar and Juan shifted in Part 6? What factors are most responsible for these relationship shifts? Is this what we expected/wanted to happen as readers of the novel?
Reading and/or task to be completed at home in preparation for the next lesson.
Prepare for the Summative Socratic Seminar by gathering evidence and generating ideas.
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
LO 1.3A — Analyze how literary elements interact to develop the central ideas of a work of literature.
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.
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 1.3B — Analyze how the writer's use of stylistic elements contributes to a work of literature's effects and meaning.
LO 1.4A — Explain the relationship between a text and its historical or cultural context.
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.
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
Formulate and share unique arguments about Dominicana.
Support arguments with strong and thorough textual evidence in a summative Socratic Seminar.
Identify evidence that supports both sides of a debate. Use logical claims and supporting evidence to support and develop an argument.
Standards
LO 1.2ARI.9-10.2RI.9-10.8
Explain how word choice and syntax contribute to tone and style in opening of "#MeToo Has Done What the Law Could Not."
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.
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
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free