Curriculum  /  ELA  /  9th Grade  /  Unit 1: Me, Myself, and I: Examining Personal Identity in Short Texts  /  Lesson 7

Me, Myself, and I: Examining Personal Identity in Short Texts

Lesson 7
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ELA

Unit 1

9th Grade

Lesson 7 of 20

Objective

Analyze how narrative perspective, structure, and characterization shape the reader's understanding of a story's ending.

Readings and Materials

  • Book: Fresh Ink: An Anthology  pp. 194 – 209 — Short Story: "Super Human" by Nicola Yoon

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Target Task

Writing Prompt

Write the next paragraph(s) of Yoon's story so that there is a clearer resolution of how the story ends. Incorporate specific details from the story into your ending.

Sample Response

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Key Questions

Close Read Questions

  • Consider both the structure and narrative perspective of the story. How do Yoon's choices impact the reader and contribute to the story's meaning?

  • What is the role of the media in the story? Through this, what commentary do you think Yoon is making about the media?

  • What is the significance of the title, and how does it connect to the overall meaning of the story?

Vocabulary

Literary Terms

narrative point of view

 the vantage point from which events of a story are filtered and then relayed to an audience. 

first person

uses the pronouns "I" and "we"; the narrator is a character within the story

second person

uses the pronoun "you"; the narrator speaks directly to the reader

third person

uses pronouns "he," "she," "they," "it"

third person limited

when the narrator only knows the thoughts of one person

third person omniscient

when the narrator know the thoughts of more than one person

flashback

a literary device in which the author includes a scene that occurred before the "present moment" of the text.

Text-based

pensive

adj.

(p. 195)

engaged in, involving, or reflecting deep or serious thought

confer

v.

(p. 196)

have discussions, exchange opinions

pundit

n.

(p. 198)

an expert in a particular subject or field who is frequently called on to give opinions 
about it to the public.

inane

adj.

(p. 198)

silly, stupid

abate

v.

(p. 198)

to lessen, reduce, or remove

frivolous

adj.

(p. 200)

carefree and not serious

defiant

adj.

(p. 202)

openly resistant

existential

adj.

(p. 202)

concerned with existence, especially human existence

dissipate

v.

(p. 205)

to disappear

litany

n.

(p. 208)

a usually lengthy recitation or enumeration/listing

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Standards

  • 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.9-10.5 — Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
  • 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.9-10.3 — Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.

Supporting Standards

L.9-10.1
L.9-10.6
RL.9-10.1
RL.9-10.4
RL.9-10.10
SL.9-10.1
SL.9-10.6

Next

Analyze how the author uses literary devices to convey the boy's complex experience as a child of immigrant parents.

Lesson 8
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