Rachel Lenkei English 4 Invisible Man Big Blonde

Feb. 7, 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 Analyze character development in a text

Materials: Copies of Big Blonde and Dry September Procedures: Warm Up: Review discussion on The Doll check HW questions Discuss theme of story (Question 1) 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? Check HW notes for Big Blonde Pass out copies of Big Blonde for students to reference Discussion: Give background on Dorothy Parker and New York City society in 1920s Parker (1893-1967) was a prominent writer in the 1920s Big Blonde was awarded Best Short Story in 1929 Parker actively fought for civil rights for blacks and women However, she tried to write realistically about what she saw around her Writing style is known for sharp wit Ask students to share notes on Hazels identity List characteristics on board categorize by inner (personality) and outer (physical) How does her physical appearance contribute to her identity? What is her role in society? How does gender influence this? Is Hazel wearing a mask? Closure: Select one sentence from The Doll that captures the central message of the story As students share sentences, write on board so class can see common themes/ideas Repeat for Big Blonde Homework: Read Dry September Assessment:
Participation in discussion, collaboration with classmates, note-taking

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.1.5.11-12.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.