Curriculum / ELA / 9th Grade / Unit 13: Visibility & Invisibility in Short Texts / Lesson 15
ELA
Unit 13
9th Grade
Lesson 15 of 15
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Your English class has just finished Unit 1. In this unit, you and your classmates explored the concepts of visibility and invisibility while reading the following collection of poems, short stories, and essays: Marc Lamont Hill’s “Prelude” from Nobody, Emily Dickinson’s “I am Nobody! Who are you?,” Chimamanda Ngozi Adichie’s “Imitation,” Junot Diaz’s “How to Date a Brown Girl (Black Girl, White Girl, or Halfie),” Sherman Alexie’s “The Joy of Reading and Writing: Superman and Me,” Jose Olivarez’s “(citizen) (illegal),” and Fatimah Asghar’s “Super Orphan.” To conclude this unit, you will engage in a performance task that will allow you to synthesize ideas from a variety of perspectives and demonstrate your understanding of visibility and invisibility. In a small group of four to five students, you will create and perform a scripted panel discussion between a moderator and three to four authors of your choice from the unit for a primetime television network such as ABC, NBC, Fox, or MSNBC.
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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 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.
LO 5.2A — Determine the purpose for communication and select an appropriate format.
LO 5.2B — Incorporate effective visual and multimedia tools to enhance the presentation and achieve the intended effect.
LO 5.2C — Demonstrate an awareness of the audience during both the planning and delivery of a presentation, and make adjustments based on the audience's responses.
LO 5.2D — Communicate clearly and effectively, using appropriate verbal and nonverbal techniques.
L.9-10.2.a — Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
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.
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.
Analyze how word choice and structure impact meaning in the opening paragraph of Nobody.
Standards
RI.9-10.2RI.9-10.4RI.9-10.5
Explain Hill’s perspective on invisibility including how specific details, lines, and words help to develop that perspective.
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
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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