Curriculum / ELA / 9th Grade / Unit 16: Coming of Age and Patriarchy in Dominicana / Lesson 5
ELA
Unit 16
9th Grade
Lesson 5 of 20
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Examine how Diaz uses rhetorical features to convey his complex perspective and experiences.
Essay: “The Silence: The Legacy of Childhood Trauma” by Junot DÃaz
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Diaz use rhetorical features to convey his complex perspective and experiences?
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What lines, words, and phrases reveal Diaz’s complex perspective and experiences? What does Diaz do with language in these lines, words, and phrases?
Describe the anecdote that Junot Diaz shares in the introduction in the novel. What does it reveal about Junot Diaz’s perspective and experiences? Why does Junot Diaz make this choice to start his essay this way?
What confession does Junot Diaz make? Why is this significant?
How does Diaz describe the impact of his trauma? Zoom in on specific words and phrases. What do these words and phrases reveal about the impact of the trauma?
Junot Diaz says, “real” Dominican men...And if I wasn’t a “real” Dominican man I wasn’t anything.” According to Diaz, what makes a “real” Dominican man” Why is the word “real” in quotation marks? What does this reveal about Diaz’s attitude towards this idea?
Trace the metaphor of the mask. Where does Diaz refer to the mask? What is the mask that he is referring to? How does the mask metaphor connect to the trauma he has experienced?
Diaz concludes the essay with a Toni Morrison quote: “Anything dead coming back to life hurts.” What does this quote mean? Why does Diaz use it to conclude his essay? What does he reveal to readers in the final lines of his essay?
See writing prompt.
To what extent can we resist and defy traditional stereotypical expectations of masculinity and manhood?
Suggestions for teachers to help them teach this lesson
In today's text, "The Silence: The Legacy of Childhood Trauma," Junot Diaz writes about the traumatic experience of being raped, by a grown-up he trusted and the devastating emotional and psychological impact the experience weighed on him as kept silent about it. We have chosen this text because of the parallels between Junot Diaz's silence and cultural context and that of the main character in Dominicana. Please note that this text has mature content and as a result, it may be triggering for students who have similar experiences. In your framing, share with students that we will be talking about sensitive and mature topics and need to engage in discourse with understanding and sensitivity.
If the content of this lesson is too much for your students, please feel free to skip this lesson or replace the text. If you decide to teach this text, we suggest sending home a letter to parents about the nature of this text and previewing the maturity of the subject matter with students prior to today's lesson.
Reading and/or task to be completed at home in preparation for the next lesson.
Read and annotate Part 1 of Dominicana by Angie Cruz by Lesson 9.
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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.
RI.9-10.6 — Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
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 2.3D — Use an appropriate style and carefully selected language to strengthen an analysis.
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.
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.
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
Analyze the literary techniques Oates uses to reveal Connie and Arnold's characters.
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
LO 1.3BRI.9-10.6
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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