Curriculum / ELA / 9th Grade / Unit 17: Comedy, Taming, and Desirability in The Taming of the Shrew / Lesson 10
ELA
Unit 17
9th Grade
Lesson 10 of 20
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Examine the diction and syntax in Cordelia’s speech to determine how Shakespeare reveals Cordelia’s complex character.
Play: King Lear (Excerpt 1.1) — act 1, scene 1, lines 100–116
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Complete a one-pager for 1.1.100–116 that includes the following:
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What lines, words, and phrases reveal Cordelia’s complex character?
What is Shakespeare doing with language in these lines, words, and phrases?
According to Lear, what does Cordelia need to say and express to her father to receive her third of inheritance?
To what extent is this significant to Cordelia? What lines, words, and phrases reveal the level of significance it is to Cordelia?
Zoom in on the following diction choices. What is the denotation for each diction choice? What is the connotation for each diction choice? How does the diction choice inform our understanding of Cordelia’s message and/or her character?
Zoom in the rhetorical question in Cordelia’s monologue: "Why have my sisters husbands if they say / They love you all?" What does it mean? How does Cordelia use this question to convey a message to her father?
How does the diction and syntax that Cordelia uses reveal her complex character?
What does Cordelia’s speech reveal about what makes a desirable daughter?
Reading and/or task to be completed at home in preparation for the next lesson.
Review the Performance Task prompt and choose one of the groups of people from the provided list to research for your performance task. Complete one row of the research tracker.
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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
LO 1.3A — Analyze how literary elements interact to develop the central ideas of a work of literature.
LO 2.3A — Assert a precise central claim that establishes the relationship between a work's features and overall meaning.
LO 2.3B — Organize ideas and evidence to effectively develop and support a thesis.
LO 2.3C — Select and incorporate relevant and compelling evidence to support a thesis.
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.
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.
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.
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
Analyze how Shakespeare uses literary devices to portray characters and their relationships in the opening scene of TToTS.
Analyze how Marge Piercy uses imagery and figurative language in "Barbie Doll" to reveal meaning about desirability.
Standards
LO 1.3BRL.9-10.4
Analyze how Toni Morrison uses symbolism and contrast to develop a critique of American beauty standards.
Explain how Morrison’s critique of American beauty standards connects to ideas around desirability.
Analyze Toni Morrison’s purpose for Maureen Peal in her critique of American desirability standards and colorism.
LO 1.3BRL.9-10.3RL.9-10.5
Analyze how Toni Morrison uses literary devices to develop her critique of beauty standards.
LO 1.3BRL.9-10.3
Analyze how Gay uses contrasts and anecdotes to convey her complex perspective.
RI.9-10.6
Analyze how Brady uses humor to develop her argument in "I Want a Wife."
LO 1.2BRI.9-10.4
Formulate and share unique arguments home and homecoming.
Support arguments with strong and thorough textual evidence in a Socratic seminar.
LO 5.1ALO 5.1BSL.9-10.1
Craft an insight piece about your selected research topic, placing the ideas found in various sources and their authors in conversation with one another.
LO 1.4BLO 4.1BW.9-10.9
Analyze how Shakespeare uses humor to convey his message in "My mistress’ eyes are nothing like the sun."
RL.9-10.4
Analyze how Katherine is perceived by other characters and what this reveals about the values, attitudes, and traditions of the time period.
Analyze Petruchio’s use of language in act 1.2 and how it informs his character and attitude towards different characters.
LO 1.3BRL.9-10.3RL.9-10.4
Analyze and discuss how Shakespeare’s use of language reveals complex relationships between Katherine and Bianca and Katherine and Petruchio.
Consider the values, attitudes, and traditions associated with marriage during this time.
LO 1.4BLO 5.1ALO 5.1BSL.9-10.1
Analyze how Shakespeare uses literary devices to reveal the development in Katherine and Petruchio’s relationship.
Analyze how a character’s failure to meet societal expectations around desirability convey the values, attitudes, and traditions and how it creates social commentary about romantic and social desirability.
LO 1.3ALO 1.3BLO 2.3ALO 2.3BLO 2.3CLO 2.3DRL.9-10.1RL.9-10.2RL.9-10.3RL.9-10.4W.9-10.2W.9-10.9
Analyze and discuss how Shakespeare’s use of language contributes to complex characters and relationships in act 4 of The Taming of the Shrew.
Consider the significance of the title of the play.
Analyze Katherine’s final speech in order to craft an argument about whether Katherine is really tamed.
Formulate and share unique arguments about the larger themes and arguments of The Taming of the Shrew.
Support arguments with strong and thorough textual evidence in a Summative Socratic Seminar.
LO 1.2ALO 1.2BLO 5.1ALO 5.1BRL.9-10.1RL.9-10.2RL.9-10.3SL.9-10.1SL.9-10.2
4 days
Complete the performance task to show mastery of unit content and standards.
LO 2.2ALO 2.2BLO 2.2CLO 2.2ELO 2.4ALO 2.4BLO 2.4CLO 3.3AW.9-10.3W.9-10.4
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