Rachel Lenkei English 4 Chapter 22

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: What responsibilities does an individual have in a community or society? How does race impact an individuals responsibilities in a society? How does an individual attempt to seek justice, order, and redemption in a society? How do authors use particular language, style, and tone to convey a message?

Objectives: Students will be able to: Examine figurative language and word choice to analyze character development Recognize how a characters speech, actions, and thoughts contribute to the themes in a text Work collaboratively to answer text-based questions Materials: Invisible Man texts, index cards Procedures: Warm Up: Teacher will pass out index cards to students and ask them to write down questions or quotes from homework reading Teacher will sort cards into groups based on connections to different scenes from chapters Teacher will add cards with other questions and passages from text if necessary Group Work: In groups of 3 or 4, students will be examining the four main aspects of chapter 22 using both their classmates quotes and questions and the teachers questions, shown below Use of satire and irony Identify several examples of sarcasm or satire used during the conversation, from both IM and the Brothers. What might Ellison want us to understand about the characters in this chapter? Identify several examples of irony in the chapter. What are these ironic statements meant to show us? Blindness How dies IMs opinion of Jack change when he realizes he has a glass eye? Why does IM choose to stay with the Brotherhood? Clifton Why does the Brotherhood call Clifton a traitor? Do you think he is a traitor? IMs purpose in the Brotherhood Compare and contrast the use and meaning of social responsibility in Ch. 1 and personal responsibility in Ch. 22. What does Jack reveal about IMs purpose with the Brotherhood? Teacher will hand out four or five index cards to groups of three or four students to discuss and respond to With groups, students will find the main points of scenes, answers to classmates questions, and the scenes significance to the narrators development, with quotes to support Teacher will write the four categories on the front board As groups determine main points and answers to questions, they will write ideas on white board to later explain to the rest of class While students are working, teacher will check reading journals After about 15-20 min, groups will present information to the class

Rachel Lenkei English 4 Chapter 22

Homework: Read Ch. 23 and 24, respond in reading journals

Assessment: Participation in discussion, notes from reading homework, collaboration with classmates, answering of text-based questions Standards: 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.D: Evaluate how an authors point of view or purpose shapes the content and style of a text. 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. CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in texts.