Coming of Age and Patriarchy in Dominicana

Introduction

Identify evidence that supports both sides of a debate. Use logical claims and supporting evidence to support and develop an argument.

“Do Works by Men Implicated by #MeToo Belong in the Classroom?”

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."

“#MeToo Has Done What the Law Could Not”

Standards

LO 1.2BRI.9-10.4RI.9-10.6

Analyze how MacKinnon develops her argument using logical reasoning and supporting evidence.

“#MeToo Has Done What the Law Could Not”

Standards

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.

“How to Be a Man”

Standards

LO 1.3B

Examine how Diaz uses rhetorical features to convey his complex perspective and experiences.

“The Silence: The Legacy of Childhood Trauma”

Standards

LO 1.3BRI.9-10.6

Analyze the literary techniques Oates uses to reveal Connie and Arnold's characters.

“Where Are You Going, Where Have You Been”

Standards

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.”

“Where Are You Going, Where Have You Been”

Standards

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.

“Do Works by Men Implicated by #MeToo Belong in the Classroom?”
“#MeToo Has Done What the Law Could Not”
“How to Be a Man”
“The Silence: The Legacy of Childhood Trauma”
“Where Are You Going, Where Have You Been”

Standards

LO 1.4BLO 5.1ALO 5.1BSL.9-10.1

Writing

Craft an insight piece about toxic masculinity, placing the ideas of Goldberg, Diaz, Singh, and MacKinnon in conversation with one another.

“How to Be a Man”
“#MeToo Has Done What the Law Could Not”
“The Silence: The Legacy of Childhood Trauma”
“Do Works by Men Implicated by #MeToo Belong in the Classroom?”

Standards

LO 1.4BLO 4.1BW.9-10.9

Analyze how Heaney uses imagery, diction, and shifts to reveal the complex experience of blackberry picking.

“Blackberry-Picking”

Standards

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.

Dominicana pp. 3–8 — Part 1

Standards

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.

Dominicana — Part 1

Standards

LO 1.3ARL.9-10.2RL.9-10.3

Analyze how Cruz reveals the complex relationship between Ana and Juan after arriving in New York City.

Dominicana — Part 2

Standards

LO 1.3ARL.9-10.2RL.9-10.3

Analyze how Ana’s character has developed since the beginning of the novel including the factors that are most responsible for that development.

Dominicana — Part 3

Standards

LO 1.3ARL.9-10.2RL.9-10.3

Assessment

Free Response Question

Analyze a single significant moment that reveals Ana’s psychological or moral development and how it shapes her character and perspective.

Dominicana

Standards

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.