Curriculum / ELA / 9th Grade / Unit 13: Visibility & Invisibility in Short Texts / Lesson 7
ELA
Unit 13
9th Grade
Lesson 7 of 15
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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.
Short Story: “How To Date A Brown Girl (black girl, white girl, or halfie)” by Junot DÃaz
Short Story: “"Imitation" from The Things Around Your Neck” by Chimamanda Ngozi Adichie
Essay: “The Joy of Reading and Writing: Superman and Me” by Sherman Alexie
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
In a well-developed paragraph that synthesizes at least two of the texts for support, explain what it means to be invisible, including the factors that make people and places invisible.
Consider “Imitation” and “How to Date a Brown Girl (Black Girl, White Girl, or Halfie).” The subject of both texts is similar, but one narrator is male, and one is female. What are these two texts illustrating about gender roles in our society, specifically when it comes to relationships? How is life different for men and women in these texts, and does this align to your reality? According to these two texts, how are men and women different when it comes to visibility? Use text from both stories to support your ideas.
Marc Lamont Hill says, “To be Nobody is to be vulnerable. In the most basic sense, all of us are vulnerable; to be human is to be susceptible to misfortune, violence, illness, and death [...] Unfortunately, for many citizens—particularly those marked as poor, Black, Brown, immigrant, queer, or trans—State power has only increased their vulnerability, making their lives more rather than less unsafe.” How do “Imitation,” “How to Date a Brown Girl (Black Girl, White Girl, or Halfie),” and “Superman and Me” enhance our understanding of what it means to be a nobody? Which characters, speakers, or narrators help to create a more nuanced understanding for you? How? Why?
Reading and/or task to be completed at home in preparation for the next lesson.
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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.
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.
Standards that are practiced daily but are not priority standards of the unit
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.
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 Frank’s perspective on coming out and being queer including how word choice and figurative language help to develop that perspective.
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.
LO 1.4BRI.9-10.2RL.9-10.2
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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