Rachel Lenkei English 4 Invisible Man Chapters 13 and 14

March 10, 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:
Is identity permanent or malleable? What responsibilities does an individual have in a community or society?

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

Materials: Invisible Man texts Procedures: Warm Up: Pass out reading quiz (5/6) questions Students will write down questions or quotes from homework on index cards 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 three main parts of chapters 13 and 14 (about 20 min) Eating yams and initial reactions to eviction What are the yams a reminder of and why is this significant for IM? How does the yam scene show a change in IMs perspective of himself? How has eating the yams influence the way IM reacts to the eviction? Eviction speech Analyze repetition of words how does the use of these words shift throughout the speech? How does IM connect to the audience? How does this speech represent IMs identity? Meeting and joining the Brotherhood What other characters or organizations throughout the novel is the Brotherhood similar to? What is their mission? Their values? Their intentions for IM? What is the significance of IM being given a new name and place to live? 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 As groups determine main points, they will write ideas on white board to later explain to the rest of class After about 15-20 min, groups will share information and answers to questions As groups discuss, teacher will refer to previous analysis of institutions Homework: Read Chapter 15, write down 1 theme of the novel and identify 1 pattern of motif, symbol, metaphor, character trait, that has been carried throughout the novel so far (discuss blindness as example) Assessment: Participation in discussion, notes from reading homework, collaboration with classmates, answering of textbased questions Standards:

Rachel Lenkei English 4 Invisible Man Chapters 13 and 14

March 10, 2014

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.F: Evaluate how words and phrases shape meaning and tone in texts.