Curriculum / ELA / 9th Grade / Unit 1: Me, Myself, and I: Examining Personal Identity in Short Texts / Lesson 6
ELA
Unit 1
9th Grade
Lesson 6 of 20
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Analyze how diction establishes and shifts the mood in a poem to convey meaning.
Book: Counting Descent by Clint Smith p. 13 — Poem: "Soles"
Book: Counting Descent by Clint Smith p. 25 — Poem: "Counterfactual"
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Clint Smith's experience in "Counterfactual" reveal the conflict that can exist between personal and social identities? Provide specific evidence from the poem and carefully explain your thinking.
Upgrade to Fishtank Plus to view Sample Response.
Questions about the text that will help guide the students understanding
What is the mood of the opening two stanzas of the poem? What diction contributes to that mood?
How does the arrival of Smith's father change the mood of the scene in the poem? What diction contributes to that change in mood?
In the final stanza, how has Clint Smith's understanding of this moment changed?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
mood
n.
the emotional "atmosphere" of a text, which often evokes feelings in the reader
diction
a speaker or writer's word choice
counterfactual
adj.
relating to or expressing what has not happened or is not the case (the title)
deride
v.
to ridicule
Reading and/or task to be completed at home in preparation for the next lesson.
Read "Super Human" by Nicola Yoon.
Book: Fresh Ink: An Anthology
While reading, answer the following questions.
What message does X broadcast on all media?
Why is Syrita chosen to speak to X?
What did X save Syrita from two years ago?
What does the media focus on when speaking about X's identity? What does this reveal?
What events did X not show up to?
Where does X live? Why is that surprising to Syrita?
How is Syrita different after X saved her?
What happened to X that causes him to lose faith in humanity?
What does X share about his family? Who/what gave him his powers?
What does Syrita say to convince X not to destroy the world?
What does Syrita decide to do at the end? Why?
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
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.
RL.9-10.3 — Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
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.
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.
SL.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Next
Analyze how narrative perspective, structure, and characterization shape the reader's understanding of a story's ending.
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
RL.9-10.2RL.9-10.3RL.9-10.4
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.
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
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free