Curriculum / ELA / 9th Grade / Unit 16: Coming of Age and Patriarchy in Dominicana / Lesson 4
ELA
Unit 16
9th Grade
Lesson 4 of 20
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Analyze how Singh uses repetition, images, and shifts in point of view to convey meaning about societal expectations for men.
Poem: “How to Be a Man” by Simar Singh
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Complete a poetry one-pager for “How to be a Man” that includes a SWIFT analysis, your annotated poem, and a symbolic illustration of the poem’s meaning.
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In which lines, words, and phrases does Sing use repetition, images, and shifts? What is significant about each of these lines, words, and phrases?
Who is the speaker? How do you know?
What is the speaker’s point of view and how does Singh use it to convey his perspective in the poem?
According to the speaker, what have men been taught about how to act? To what extent does the speaker agree with societal expectations about being a man? How do you know?
Towards the end of the poem, the speaker begins directly addressing the audience? Why does he shift his point of view? What is the impact of this shift on the tone and theme of the poem?
Is this a poem about toxic masculinity or is this a poem about feminism? How does your stance on this compare with that of Singh’s?
Reading and/or task to be completed at home in preparation for the next lesson.
Read and annotate “Where Are You Going, Where Have You Been” by Joyce Carol Oates by Lesson 6.
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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.
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.
RL.9-10.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
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
Examine how Diaz uses rhetorical features to convey his complex perspective and experiences.
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
LO 1.3B
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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