Curriculum / ELA / 9th Grade / Unit 5: Gender and Power in The Taming of the Shrew / Lesson 22
ELA
Unit 5
9th Grade
Lesson 22 of 29
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Identify claims made about the double-standard for men and women that exists in sports, and analyze how an author supports that claim with evidence.
Article: “Angel Reese isn’t harming women’s sports. Her pearl-clutching critics are” by Mary McNamara
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does McNamara's argument about the double-standard that exists in sports today connect to Shakesepare's message about gender in his play? Provide specific evidence from both the article and the play and carefully explain your thinking.
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How does McNamara's opening story about Reese and Clark relate to her article's overall claim? Provide specific examples from the article and carefully explain your thinking.
What additional evidence does McNamara use to support her claim? Provide specific examples from the article and carefully explain your thinking.
What is the tone of the article, and how does it reflect McNamara's purpose? Provide specific examples from the article and carefully explain your thinking.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
temerity
n.
excessive confidence or boldness; audacity
admonish
v.
warn or reprimand someone firmly
rancorous
adj.
characterized by bitterness or resentment
parity
the state or condition of being equal, especially regarding status or pay
Reading and/or task to be completed at home in preparation for the next lesson.
Read Act 5, Scene 2.
While reading, answer the following questions.
What argument occurs between Kate and Hortensio's widow?
Describe the bet. What does the majority expect will be the outcome? What is the outcome?
What is the message of Kate's final speech?
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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.9-10.3 — Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
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).
RI.9-10.5 — Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Standards that are practiced daily but are not priority standards of the unit
L.9-10.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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.9-10.6 — 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.
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.
SL.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Next
Analyze Kate's behavior and final speech in the play and what that reveals about how she has changed since the start of the play.
Analyze what the list story reveals about the relationship between the mother and the daughter, as well as gender roles in their society.
Standards
RL.9-10.2RL.9-10.3RL.9-10.4RL.9-10.5RL.9-10.6
Analyze how Singh uses imagery and shifts in point of view to convey his message about societal expectations for men.
RL.9-10.2RL.9-10.4RL.9-10.5RL.9-10.6
Examine the structure and meaning of Elizabeth Cady Stanton's "Declaration of Sentiments."
RI.9-10.4RI.9-10.9
Analyze Adichie's point of view and purpose in her TED Talk.
RI.9-10.2RI.9-10.6RI.9-10.8
Engage in a Socratic Seminar with classmates, drawing evidence from unit texts, and carefully explaining reasoning.
SL.9-10.1SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.dSL.9-10.4
Analyze how Shakespeare uses imagery and figurative language to satirize unrealistic notions of a woman's desirability.
L.9-10.5RL.9-10.2RL.9-10.4
Analyze how Shakespeare uses language to portray characters and their relationships in the opening scene of The Taming of the Shrew.
RL.9-10.3
Analyze how language used about Katherine and Bianca reveals values and attitudes of the time period.
RL.9-10.3RL.9-10.4
Analyze two stage productions of Act 1, Scene 1, evaluating how each version interprets Shakespeare's text.
RL.9-10.7
Analyze what Petruchio's language reveals about his attitude towards marriage and a woman's desirability.
Analyze how Shakespeare uses language to portray the suitors and satirize social customs.
L.9-10.5RL.9-10.3RL.9-10.4
Brainstorm an analytical paragraph comparing messages about gender in Taylor Swift's "The Man" and Act 1 of The Taming of the Shrew.
RL.9-10.1RL.9-10.2W.9-10.1.aW.9-10.1.bW.9-10.1.cW.9-10.1.dW.9-10.1.eW.9-10.4W.9-10.5
Outline and write an analytical paragraph comparing messages about gender in Taylor Swift's "The Man" and Act 1 of The Taming of the Shrew.
W.9-10.1.aW.9-10.1.bW.9-10.1.cW.9-10.1.dW.9-10.1.eW.9-10.4W.9-10.5
Analyze how Shakespeare uses language to reveal the complex relationships between Katherine and Bianca and Katherine and Petruchio.
L.9-10.5RL.9-10.2RL.9-10.3RL.9-10.4
Analyze various film and stage productions of Act 2, Scene 1, evaluating how each version interprets Katherine and Petruchio's relationship dynamic.
Analyze how and why the relationship between Petruchio and Kate has developed since Act 2, Scene 1.
Analyze what Petruchio's behavior and speech reveals about his masculinity.
Identify Baldoni's argument and purpose in his TED Talk.
Analyze Petruchio's behavior and his impact on Katherine.
RL.9-10.3W.9-10.3
Analyze the dialogue between Petruchio and Katherine and what it reveals about the changing power dynamic in their relationship.
Analyze how Shakespeare portrays the male characters in this scene.
RI.9-10.2RI.9-10.3RI.9-10.4RI.9-10.5
Analyze how Brady uses humor to develop her argument in "I Want a Wife."
RL.9-10.2RL.9-10.4RL.9-10.5
Review the expectations of the satirical analysis writing assignment and then reread Katherine's speech, brainstorming and gathering evidence.
RL.9-10.1RL.9-10.2RL.9-10.4
Outline and begin to draft a satirical analysis of Katherine's final speech.
W.9-10.1W.9-10.4W.9-10.5
Finish draft and revise satirical analysis for clarity, mechanics, and organization.
3 days
Prepare for and engage in a class debate on the outcome of the battle of the sexes in The Taming of the Shrew.
RL.9-10.1RL.9-10.2SL.9-10.1SL.9-10.4W.9-10.1W.9-10.4W.9-10.5
Analyze whether or not Katherine has been tamed by Petruchio by the end of the play.
RL.9-10.1RL.9-10.2RL.9-10.3RL.9-10.4W.9-10.1W.9-10.9
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