Curriculum / ELA / 9th Grade / Unit 16: Coming of Age and Patriarchy in Dominicana / Lesson 9
ELA
Unit 16
9th Grade
Lesson 9 of 20
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Lesson Notes
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Craft an insight piece about toxic masculinity, placing the ideas of Goldberg, Diaz, Singh, and MacKinnon in conversation with one another.
Poem: “How to Be a Man” by Simar Singh
Article: “#MeToo Has Done What the Law Could Not” by Catharine A. MacKinnon
Essay: “The Silence: The Legacy of Childhood Trauma” by Junot DÃaz
Article: “Do Works by Men Implicated by #MeToo Belong in the Classroom?” by Emma Goldberg
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
In a free-flowing writing piece, synthesize the ideas of Goldberg, Diaz, Singh, and Mackinnon; put arguments in conversation with one another and generate a new insight about #MeToo, toxic masculinity, and/or societal norms about masculinity and manhood.
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The following list contains questions that students can use to guide the creation of their insight piece.
Reading and/or task to be completed at home in preparation for the next lesson.
Read and annotate Part 2 of Dominicana by Angie Cruz by Lesson 11.
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LO 1.4B — Synthesize ideas from multiple texts and explain how the texts may convey different perspectives on a common theme or idea.
LO 4.1B — Gather, evaluate, and synthesize evidence from multiple authoritative sources (e.g., print, digital, multimedia) to address the research question or problem.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Standards that are practiced daily but are not priority standards of the unit
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.
W.9-10.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Analyze how Heaney uses imagery, diction, and shifts to reveal the complex experience of blackberry picking.
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.
LO 1.4BLO 4.1BW.9-10.9
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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