Curriculum / ELA / 9th Grade / Unit 13: Visibility & Invisibility in Short Texts / Lesson 9
ELA
Unit 13
9th Grade
Lesson 9 of 15
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Lesson Notes
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Analyze “Thank You, Frank Ocean” as a response to Frank Ocean’s coming out letter.
Letter: “Thank You, Frank Ocean” by Dream Hampton
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
In her letter to Frank Ocean, Dream Hampton thanks the music artist for publicly coming out. Write a response in which you analyze the extent to which Dream Hampton’s letter to Frank Ocean is effective.
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What lines, words, phrases, help to reveal Dream Hampton's purpose for writing the letter to Frank Ocean? What is Hampton doing with language in these lines, words, and phrases?
Why does Dream Hampton thank Frank Ocean? Why is he worthy of thanks?
What is Dream Hampton’s tone in the opening paragraph of the letter? How do you know?
Dream Hampton uses a number of allusions throughout her letter. Trace the allusions she uses. What is the effect of Dream Hampton’s allusions?
Reread the first paragraph and last paragraph of the letter. Why does Dream Hampton choose to structure both paragraphs similarly. What effect does the circular ending of the letter create?
Is Dream Hampton’s letter effective at responding to Frank Ocean’s letter?
Is this letter best interpreted as an affirmation, a praise, or acknowledgment?
How do you think Frank Ocean felt after reading this letter?
Are there parts of this letter that are more or less poignant in the wake of the cultural shifts that came out of the “’80s, when gay rights activists were seizing the streets of New York and other major world cities, fighting for visibility”?
Reading and/or task to be completed at home in preparation for the next lesson.
Prepare for tomorrow’s mini Socratic Seminar by crafting key points and selecting and citing strong evidence per question.
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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 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.
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
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 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 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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