Curriculum / ELA / 9th Grade / Unit 16: Coming of Age and Patriarchy in Dominicana / Lesson 6
ELA
Unit 16
9th Grade
Lesson 6 of 20
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Analyze the literary techniques Oates uses to reveal Connie and Arnold's characters.
Short Story: “Where Are You Going, Where Have You Been” by Joyce Carol Oates
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Oates use literary devices to characterize Connie or Arnold?
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What lines, words, and phrases reveal Connie’s character?
What lines, words, and phrases reveal Arnold’s character?
How does Oates describe Connie in the opening paragraph of the story? How does Oates' description of Connie shape your first impressions of her character?
How does Oates describe June in the third paragraph of the story? How does Oates' description of June shape your first impressions of her character?
A literary foil is a character whose purpose is to accentuate or draw attention to the qualities of another character, most often the protagonist. In what ways does June’s character serve as a foil for Connie’s character? What qualities of Connie does June’s character highlight?
Zoom in on the contrasts in paragraph 5. How does Oates describe Connie’s character at home? How does Oates describe Connie’s character outside of her home? In what ways does Connie distance herself from her home? What does this reveal about who or what she wants to be?
How does Connie view boys? The idea of love? Is it a realistic portrayal? Why or why not? What does this reveal about her character?
How does Oates describe Arnold Friend’s physical features, appearance, and mannerism? What does Arnold’s dialogue add to your first impressions of his character?
What is different about how Connie’s character is described in the beginning of the story versus when she meets Arnold Friend and Ellie?
What role does Arnold play in Connie’s character development?
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.
Prepare for tomorrow’s Socratic Seminar by generating ideas and gathering evidence in response to each question.
What happens to Connie at the end of the story? How do you know? Who or what is responsible for what happens to her? Who or what is controlling her actions?
What is the significance of the title of the short story, “Where Are You Going, Where Have You Been?”
How can we interpret the story on a figurative/symbolic level?
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LO 1.3A — Analyze how literary elements interact to develop the central ideas of a work of literature.
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 2.1A — Establish a purpose for the composition and make deliberate choices about genre, organization, and language according to the purpose and intended audience
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.
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.
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.
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 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.”
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
LO 1.3ARL.9-10.3
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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