Curriculum / ELA / 9th Grade / Unit 1: Me, Myself, and I: Examining Personal Identity in Short Texts / Lesson 15
ELA
Unit 1
9th Grade
Lesson 15 of 20
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Identify a speaker's purpose in two digital texts, analyzing the rhetorical choices the speaker makes to achieve that purpose.
Video: “Our Fight for Disability Rights and Why We're Not Done Yet” by Judith Heumann
Video: “Judy Heumann Reads an Excerpt from Her Memoir Being Heumann” by Judith Heumann
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Compare and contrast the purpose of Judy Heumann's TED Talk and memoir excerpt and the rhetorical choices she uses to achieve that purpose?
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Questions about the text that will help guide the students understanding
What is the purpose of Judy Heumann's TED Talk? Provide evidence from the speech and carefully explain your thinking.
How does Heumann use logos in her presentation? Provide evidence from the speech and carefully explain your thinking.
How does Heumann use pathos in her presentation? Provide evidence from the speech and carefully explain your thinking.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
rhetoric
the art of persuasion, including the study of techniques a writer or speaker uses to inform, motivate, or persuade a specific audience in a specific situation
ethos
a speaker/writer's appeal to their own credibility
logos
a speaker/writer's appeal to logic
pathos
a speaker/writer's appeal to emotions to persuade an audience
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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.
RI.9-10.7 — Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
SL.9-10.3 — Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Standards that are practiced daily but are not priority standards of the unit
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.
RI.9-10.10 — By the end of grade 9, read and comprehend literary nonfiction in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br />By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9—10 text complexity band independently and proficiently.
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.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
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.
Next
Prepare for a Socratic Seminar on overarching questions about Unit 1.
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.
Engage in a small-group hexagonal discussion to make connections between texts read so far in the unit.
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
Analyze how the author uses symbolism and structure to reveal the story's meaning.
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.
RI.9-10.6RI.9-10.7SL.9-10.3
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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