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R English 4 Invisible Man The Doll Rachel Lenkei

Feb. 6, 2014

Enduring Understandings:
An individuals identity is shaped by how they think about themselves, how others see them, and how society influences these perspectives.

Essential Questions:
How do societal norms and values influence the formation of a persons identity? How does an individual come to feel/is made to feel invisible? Why are certain historical or societal events incorporated into fictional literature?

Objectives:
Students will be able to: Analyze the meanings of themes, symbols, and figurative language in a text Connect central themes and ideas across multiple texts Identify societal and historical influences in fictional texts

Materials: Copies of The Doll Procedures: Warm Up: (2nd per.) Review When Malindy Sings speaker, subject, tone, paraphrase Why would he write dialect poems? Who is his audience (who is buying poetry)? Who is shaping his identity as a writer? Instruction: Give historical context of 1890s/1900s for Dunbar and Chestnutt Pass out The Doll Students will read silently How are the identities of the colonel and the barber shaped by the society they live in? What societal pressure is put on the barber and the shop? What arguments are made about how blacks should act in society? What is the significance of the title of the story? What role does the doll play? With a partner - Make connections with We Wear the Mask find quotes in the story to connect Closure: Select one sentence from the story that captures the central message As students share sentences, write on board so class can see common themes/ideas Homework: Read Dorothy Parkers Big Blonde online and take notes on Hazel and answer questions: What is her identity How does she define herself? How is she defined by others? Find quotes from text to support Assessment: Note-taking on texts, participation in discussion, Standards:
CC.1.3.11-12.A: Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text. CC.1.3.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an authors implicit and explicit assumptions and beliefs. CC.1.3.11-12.E: Evaluate the structure of texts including how specific sentences, paragraphs and larger portions of the texts relate to each other and the whole. CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.

R English 4 Invisible Man The Doll Rachel Lenkei

Feb. 6, 2014

CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in texts.

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