Curriculum / ELA / 9th Grade / Unit 1: Me, Myself, and I: Examining Personal Identity in Short Texts / Lesson 10
ELA
Unit 1
9th Grade
Lesson 10 of 20
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Engage in a small-group hexagonal discussion to make connections between texts read so far in the unit.
Poem: “I'm Nobody! Who are you? (260)” by Emily Dickinson
Poem: “(citizen)(illegal)” by José Olivarez
Video: “My Honest Poem” by Rudy Francisco
Book: Quiet: The Power of Introverts in a World That Can't Stop Talking by Susan Cain — "Introduction"
Book: Counting Descent by Clint Smith p. 13 — Poem: "Soles"
Book: Counting Descent by Clint Smith p. 25 — Poem: "Counterfactual"
Book: Fresh Ink: An Anthology pp. 194 – 209 — Short Story: "Super Human" by Nicola Yoon
Excerpt: How Beautiful the Ordinary: Twelve Stories of Identity pp. 63 – 72 — Short Story: “Trev” by Jacqueline Woodson
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What connections about identity can you make between the texts you've read so far in this unit?
In small groups, engage in a discussion and create a hexagonal web that reflects the connections your group made. Once you've completed the web, explain 4–5 of the key connections.
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Reading and/or task to be completed at home in preparation for the next lesson.
Book: The Paper Menagerie and Other Stories by Ken Liu
While reading, answer the following questions.
What makes Jack's mother's origami special?
How did Jack's dad and mom meet?
What does Jack overhear the neighbors say about his dad and him?
What happens between Jack and Mark during their play date?
At the dinner table, what does Jack shout at his mom? Why?
What does Jack do with the paper animals as he gets older?
What happens between Jack and his mother when he goes to college?
What does Jack's mom ask of him on her deathbed?
What is Qingming?
What does Jack find when Laohu unfolds himself?
What important details do we learn about the mother's past?
What does Jack do after reading the letter?
Students might benefit from hearing the story read out loud as they read. Have them listen to LeVar Burton read "The Paper Menagerie" on his podcast "Levar Burton Reads".
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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.
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.a — Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SL.9-10.1.b — Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
SL.9-10.1.c — Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
SL.9-10.1.d — Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
SL.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Standards that are practiced daily but are not priority standards of the unit
L.9-10.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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.9-10.4 — Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Next
Analyze how the author uses symbolism and structure to reveal the story's meaning.
Understand the definition of personal identity and social identity, and use that understanding to create an Identity Chart.
Standards
RI.9-10.1RI.9-10.2SL.9-10.1W.9-10.10
Analyze how Susan Cain's structure and tone relate to her argument and purpose.
RI.9-10.4RI.9-10.5RI.9-10.6
Analyze how the speaker's word choice reveals her perspective on being a "nobody."
RI.9-10.2RL.9-10.2RL.9-10.4
Analyze how Rudy Francisco uses specific details and figurative language to develop his central idea.
L.9-10.5RL.9-10.2RL.9-10.3RL.9-10.4
Plan and write a free verse poem that explores your personal identity.
W.9-10.3W.9-10.4W.9-10.5
Analyze how diction establishes and shifts the mood in a poem to convey meaning.
RL.9-10.2RL.9-10.3RL.9-10.4
Analyze how narrative perspective, structure, and characterization shape the reader's understanding of a story's ending.
RL.9-10.2RL.9-10.3RL.9-10.5W.9-10.10W.9-10.3W.9-10.9
Analyze how the author uses literary devices to convey the boy's complex experience as a child of immigrant parents.
L.9-10.5RL.9-10.2RL.9-10.4RL.9-10.5
Analyze how the motif of dreams communicates an important theme from the story.
RI.9-10.1RL.9-10.1SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.dSL.9-10.6W.9-10.1W.9-10.10W.9-10.9
RL.9-10.3RL.9-10.4RL.9-10.5
Analyze how an author's choice of narrative perspective, structure, and tone contribute to overall meaning in a story.
RL.9-10.4RL.9-10.5
Analyze how the mother's character reveals an important message from the story.
RL.9-10.2RL.9-10.3RL.9-10.5RL.9-10.6
Analyze how the author uses diction and figurative language to show contrasting perspectives on the speaker's hair.
Identify a speaker's purpose in two digital texts, analyzing the rhetorical choices the speaker makes to achieve that purpose.
RI.9-10.6RI.9-10.7SL.9-10.3
Prepare for a Socratic Seminar on overarching questions about Unit 1.
RI.9-10.1RI.9-10.2RL.9-10.1RL.9-10.2RL.9-10.3W.9-10.1W.9-10.10W.9-10.9
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.
RI.9-10.1RI.9-10.2RL.9-10.1RL.9-10.2RL.9-10.3SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.dSL.9-10.6
Brainstorm and outline a personal reflection essay in which students consider how the texts in Unit 1 have been a window into another's identity and/or mirror of their own identity.
RI.9-10.4RI.9-10.5W.9-10.2W.9-10.4
Outline and begin to write a personal reflection essay in which students consider how the texts in Unit 1 have been a window into another's identity and/or mirror of their own identity.
W.9-10.2W.9-10.4
Write a personal reflection essay in which students consider how the texts in Unit 1 have been a window into another's identity and/or mirror of their own identity.
L.9-10.1L.9-10.2W.9-10.2W.9-10.2.dW.9-10.4
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