Wednesday Mar. 5 Ch.

11 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 external factors influence ones identity development? What elements contribute to an individuals identity?

Objectives:
Students will be able to: Examine character development in a text Identify motifs and themes in a text Analyze patterns, trends, and common themes throughout a text

Materials: Invisible Man texts Procedures: Warm Up: Hand out reading check quiz (2/3 questions) When students finish quiz they can start reviewing ideas for discussion, finding quotes from chapter to support ideas, focusing on: IMs fears Or was it, I thought, starting up the walk, that I was no longer afraid? . . . I was no longer afraid Hospital scene lobotomy, altering identity Use of music throughout chapter Discussion: How has fear debilitated IM/held IM back from living? (249) Read paragraph pg. 249 Or was it, I thought, starting up the walk, that I was no longer afraid? Afraid of what? Pressure from family, white community, failure, humiliation Overcoming fear (medically/neurologically): What is ironic about procedure is IM undergoing and the doctors discussion of it? Playing God; altering identity; unaware of actual consequences (236) Where does identity come from (how is it formed)? Interaction between genes, mental processes, inner personality and external experiences that influence you How does electroshock therapy alter IM? o Something had been disconnected . . . I tried to imagine myself angry . . . (237) unable to express extreme emotions Why does IM hear music when he wakes up in the hospital? What does music represent for him? (Look back to Prologue pg. 8) Why specifically does he relate to Jazz music and Armstrong? o Connect to feelings of invisibility Homework: Read Ch. 12, prepare for Socratic Seminar focusing on IMs transforming identity and new selfawareness should consider every chapter since he has left the school (Ch. 7-12). Students should come to class with notes, quotes from book, and 1 or 2 questions to pose to discussion group How does IMs sense of self/identity change in this chapter? Why do you think he is beginning to question who he is, what

events/experiences/moments have led him to this point? Assessment: Participation in discussion, notes from reading homework 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.1.5.11-12.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.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.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in texts.