Curriculum / ELA / 9th Grade / Unit 17: Comedy, Taming, and Desirability in The Taming of the Shrew / Lesson 4
ELA
Unit 17
9th Grade
Lesson 4 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 Toni Morrison uses literary devices to develop her critique of beauty standards.
Book: The Bluest Eye by Toni Morrison pp. 121 – 126
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 Toni Morrison use literary devices to develop her critique of beauty standards?
Upgrade to Fishtank Plus to view Sample Response.
What lines, words, and phrases reveal Morrison’s use of literary elements?
What lines, words, and phrases reveal Morrison’s critique of beauty standards?
What specific words help you understand the tone throughout this section of text?
How does Morrision use flashbacks in this section?
How does Morrison describe Pauline in this section?
How does Morrision describe American beauty standards in this section?
What is the purpose of this section of the text?
Is Morrison’s critique of American beauty standards valid or is she too harsh on society?
Reading and/or task to be completed at home in preparation for the next lesson.
Read and annotate Roxane Gay’s "My body is a cage of my own making" through the following annotation focus?
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.
LO 1.3B — Analyze how the writer's use of stylistic elements contributes to a work of literature's effects and meaning.
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.
Standards that are practiced daily but are not priority standards of the unit
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.
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.
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 Gay uses contrasts and anecdotes to convey her complex perspective.
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
LO 1.3BRL.9-10.3
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."
Examine the diction and syntax in Cordelia’s speech to determine how Shakespeare reveals Cordelia’s complex character.
RL.9-10.4
Analyze how Shakespeare uses literary devices to portray characters and their relationships in the opening scene of TToTS.
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
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