Curriculum / ELA / 9th Grade / Unit 13: Visibility & Invisibility in Short Texts / Lesson 8
ELA
Unit 13
9th Grade
Lesson 8 of 15
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Explain Frank’s perspective on coming out and being queer including how word choice and figurative language help to develop that perspective.
Letter: “Frank Ocean’s Open Letter”
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
In Frank Ocean’s Open Letter to Tumblr, we learn about Frank Ocean’s first experience of falling in love. Write a response in which you analyze how Frank Ocean uses word choice and figurative language to reveal his perspective on coming out and being queer.
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What word choice and figurative language reveal Frank Ocean's perspective on coming out and being queer?
What is Frank Ocean’s authorial purpose for writing the letter? How do you know?
What is Frank Ocean’s tone in the letter? How do you know?
What makes Frank Ocean vulnerable? How is he impacted by his vulnerability?
What makes coming out a complex experience for Frank Ocean? How and why is the experience complex?
Why is it important for people to be true to themselves? What can you do/we do to embrace the diversity of humanity and people’s differences?
What lines, words, and phrases reveal Frank Ocean's perspective on coming out and being queer? What specifically is Frank Ocean doing with language in these lines, words, and phrases?
Reading and/or task to be completed at home in preparation for the next lesson.
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LO 1.2B — Explain how the rhetorical features of an argument contribute to its effect and meaning.
RI.9-10.6 — Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
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.
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.
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.
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 “Thank You, Frank Ocean” as a response to Frank Ocean’s coming out letter.
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
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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