Curriculum / ELA / 9th Grade / Unit 17: Comedy, Taming, and Desirability in The Taming of the Shrew / Lesson 5
ELA
Unit 17
9th Grade
Lesson 5 of 20
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Analyze how Gay uses contrasts and anecdotes to convey her complex perspective.
Excerpt: Roxane Gay: ‘My body is a cage of my own making’ by Roxane Gay (Adapted and abridged from Hunger: A Memoir Of (My) Body published on 6 July by Corsair)
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Complete the following statement: The most important anecdote or contrast that reveals Gay’s complex perspective as an undesirable woman is…
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What lines, words, and phrases reveal Gay’s complex perspective as an undesirable woman?
Where in these lines, words, and phrases do you see interesting contrasts and anecdotes?
Who is the speaker? How does she describe herself physically? What is significant about her description? In other words, what does it reveal about her perspective?
According to Gay, what event in her life led to her overheating? How does Gay describe this event and/or her memories of it? What does her description reveal about the impact this event has/had on her life?
Zoom in on the contrasts that Gay highlights in paragraphs 7–8. What ideas are being contrasted in paragraph 7? In paragraph 8? How do they contribute to Gay’s complex perspective?
In paragraphs 9–11, Gay uses description to explain what it is like living in her body. What details in these paragraphs are the most telling of her experiences? What do these details specifically reveal about her experiences?
In paragraph 12, Gay says, "My body is a cage of my own making. I have been trying to figure a way out of it for more than 20 years." What does she mean by this? In what ways are these lines indicative of her complex perspective throughout the piece?
Zoom in on Gay’s description of her gym anecdote. How does she behave and act? How does the other woman behave and act? What do both of their behaviors reveal about desirability? About the impact of not being desirable on Gay?
Reading and/or task to be completed at home in preparation for the next lesson.
Read and annotate pages xix-xxvi in Taming of the Shrew through the lens of the following annotation focus.
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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.
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.
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.
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.9-10.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
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 Brady uses humor to develop her argument in "I Want a Wife."
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
RI.9-10.6
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
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