I Am The Sun And Moon And Forever Hungry
Description
In this unit, students read and analyze two texts that explore issues of agency and identity for women in America. Students begin by reading "An Address by Elizabeth Cady Stanton," in which Cady Stanton argues for women’s right to vote. Next, students read Audre Lorde’s contemporary poem, "From the House of Yemanjá." Lorde’s exploration of how a daughter’s sense of self is influenced by her complex relationship with her mother provides an alternate voice and perspective on the experience of being a woman in America.
Throughout this unit, students continue to practice their informative/explanatory writing skills while developing their ability to analyze an author’s use of rhetoric and figurative language. Students determine an author’s point of view or purpose, and analyze how style and content contribute to the power, persuasiveness, or beauty of the text. Additionally, students analyze specific word choice and figurative language to determine its role in both texts. In addition to reading and writing, students initiate and participate in a range of collaborative discussions, using textual evidence to support their analysis.
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Bilingual Language Progressions
These resources, developed by the New York State Education Department, provide standard-level scaffolding suggestions for English Language Learners (ELLs) to help them meet grade-level demands. Each resource contains scaffolds at multiple levels of language acquisition and describes the linguistic demands of the standards to help ELA teachers as well as ESL/bilingual teachers scaffold content for their English learning students.
Tags
- CCSS Standard:
- L.11.12.1,
- L.11.12.2,
- L.11.12.4A,
- L.11.12.5A,
- RL.11.12.2,
- RL.11.12.3,
- RL.11.12.4,
- RL.11.12.6,
- SL.11.12.1A,
- SL.11.12.3,
- W.11.12.2A,
- W.11.12.2B,
- W.11.12.2C,
- W.11.12.2D,
- W.11.12.2E,
- W.11.12.2F,
- W.11.12.4,
- W.11.12.5,
- W.11.12.9A,
- W.11.12.9B
