Curriculum / ELA / 9th Grade / Unit 13: Visibility & Invisibility in Short Texts / Lesson 1
ELA
Unit 13
9th Grade
Lesson 1 of 15
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Analyze how word choice and structure impact meaning in the opening paragraph of Nobody.
Book: Nobody: Casualties of America's War on the Vulnerable, from Ferguson to Flint and Beyond by Marc Lamont Hill — Preface
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What do we now understand about the speaker based on the contrasts in the second paragraph?
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What jumps out to you, confuses you, or intrigues you? Where do Hill’s choices around language seem most revealing and important?
What two ideas does Marc Lamont Hill contrast in this second paragraph?
What is Marc Lamont Hill’s attitude towards nobodies? Towards the government?
Identify the places in the first two paragraphs where Marc Lamont Hill repeats the idea of vulnerability. What impact does this repetition have on the meaning (tone, perspective, or central ideas) that Marc Lamont Hill conveys in the first two paragraphs?
According to these two paragraphs, what central argument will Marc Lamont Hill be proving throughout his book? How do you know?
How can we characterize the speaker based on the contrasts in this paragraph?
To what extent do you feel sympathy towards Marc Lamont Hill?
Reading and/or task to be completed at home in preparation for the next lesson.
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RI.9-10.2 — Determine a central idea of a text and analyze 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.
RI.9-10.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.9-10.5 — Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Standards that are practiced daily but are not priority standards of the unit
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
Explain Hill’s perspective on invisibility including how specific details, lines, and words help to develop that perspective.
Standards
RI.9-10.2RI.9-10.4RI.9-10.5
LO 1.2BRI.9-10.6
Analyze how Emily Dickinson uses literary devices to convey meaning in “I’m Nobody! Who are you?”
LO 1.3BRL.9-10.4
Analyze the techniques Junot Diaz uses to characterize Yunior, the narrator.
LO 1.3BRL.9-10.3
Characterize Nkem and interpret the symbolic shifts in her character.
Analyze how Alexie uses literary devices to illustrate his complex experience as an Indian on the reservation.
Formulate and share unique arguments about meaning in and across “How to Date…,” “Imitation,” and “Superman and Me.” Support arguments with strong and thorough textual evidence in a Socratic Seminar.
LO 1.4BRI.9-10.2RL.9-10.2
Explain Frank’s perspective on coming out and being queer including how word choice and figurative language help to develop that perspective.
Analyze “Thank You, Frank Ocean” as a response to Frank Ocean’s coming out letter.
Formulate and share unique arguments about meaning in and across Frank Ocean’s Open Letter on Tumblr, and “Thank You, Frank Ocean.” Support arguments with strong and thorough textual evidence in a Socratic Seminar.
Analyze how a character or speaker struggles with visibility and how this struggle contributes to the meaning of the work as a whole in a multi-paragraph response.
L.9-10.2.aLO 1.3ALO 1.3BLO 2.3ALO 2.3BLO 2.3CLO 2.3DRI.9-10.1RL.9-10.2W.9-10.2
Analyze how the author uses literary devices to convey the boy’s complex experience as a child of immigrant parents.
Analyze how the author uses literary devices to convey the speaker’s complex experience.
Formulate and share unique arguments about meaning in and across all texts from Unit 1. Support arguments with strong and thorough textual evidence in a summative Socratic Seminar.
LO 1.4BLO 5.1ALO 5.1BRI.9-10.1RI.9-10.2RL.9-10.1RL.9-10.2RL.9-10.3SL.9-10.1
4 days
Complete the performance task to show mastery of unit content and standards.
L.9-10.2.aLO 1.4BLO 5.1ALO 5.1BLO 5.2ALO 5.2BLO 5.2CLO 5.2DRI.9-10.2RL.9-10.2SL.9-10.1W.9-10.2
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