Curriculum / ELA / 9th Grade / Unit 17: Comedy, Taming, and Desirability in The Taming of the Shrew / Lesson 8
ELA
Unit 17
9th Grade
Lesson 8 of 20
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Lesson Notes
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Craft an insight piece about your selected research topic, placing the ideas found in various sources and their authors in conversation with one another.
Poem: “Barbie Doll” by Marge Piercy
Book: The Bluest Eye by Toni Morrison
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)
Essay: “I Want a Wife” by Judy Brady
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
In a free-flowing writing piece, synthesize the ideas of Piercy, Morrison, Gay, and Brady; put arguments in conversation with one another and generate a new insight about desirability.
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The following list contains questions that students can use to guide the creation of their insight piece.
What would Piercy say to Morrison, Gay, and Brady?
After I read writer Piercy, I thought ______________; however, after I read writer Morrison, my thinking on this issue had changed in these ways: ______________.
Can I find any areas of agreement (or disagreement), including shared values and beliefs, between Piercy, Morrison, Gay, and Brady?
What new, significant questions do "Barbie Doll," excerpts from The Bluest Eye, "​​I Want a Wife," and "My body is a cage of my own making" raise for me?
After I have wrestled with the ideas in these texts, what are my current views on desirability?
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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LO 1.4B — Synthesize ideas from multiple texts and explain how the texts may convey different perspectives on a common theme or idea.
LO 4.1B — Gather, evaluate, and synthesize evidence from multiple authoritative sources (e.g., print, digital, multimedia) to address the research question or problem.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Standards that are practiced daily but are not priority standards of the unit
W.9-10.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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.
Next
Analyze how Shakespeare uses humor to convey his message in "My mistress’ eyes are nothing like the sun."
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
LO 1.4BLO 4.1BW.9-10.9
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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