Objective
Characterize Didion’s view of self-respect and analyze how Didion conveys this view.
Readings and Materials
Essay:“On Self-Respect” by Joan Didion
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Target Task
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Writing Prompt
How does Joan Didion develop her argument about self-respect?
Criteria for Success
- Thesis: Responds to the prompt with a thesis that presents a defensible interpretation
- Evidence: Includes multiple and varied evidence to support your line of reasoning
- Commentary: Explains how your evidence supports your line of reasoning (reason or claim used to support a larger thesis)
- Sophistication: Demonstrates sophistication of thought or develops a complex literary argument
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Sample Response
An example response to the Target Task at the level of detail expected of the students.
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Key Thinking
Key thinking students do about today's reading.
Annotation Focus
What words, lines, and phrases reveal Didion’s perspective on self-respect?
What is Didion doing with language in these words, lines, and phrases?
Scaffolding Questions
Zoom into the phrase “the conviction that lights would always turn green for me.” What does this mean? What does it show us about the speaker?
What did she really lose after not getting the Phi Beta Kappa experience?
What does Jordan Baker teach us about self respect?
Discourse Questions
How does Didion develop her view/argument on self-respect?
According to Didion, how should we act with others? How should we treat ourselves? Which of the two is most important when it comes to self-respect?
Homework
Reading and/or task to be completed at home in preparation for the next lesson.
Read and annotate “Lust” by Susan Minot
- Annotation Focus: What are your first impressions of the narrator? Does she have self-respect as defined by Didion?
Enhanced Lesson Plan
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Standards
LO 1.2A— Analyze the development of an argument, evaluating its central claim(s), the soundness of the reasoning, and the relevance and sufficiency of the evidence.
Big Idea 1: Engaging with Texts
LO 1.2A— Analyze the development of an argument, evaluating its central claim(s), the soundness of the reasoning, and the relevance and sufficiency of the evidence.
RI.9-10.3— Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Reading Standards for Informational Text
RI.9-10.3— Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.9-10.5— Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Reading Standards for Informational Text
RI.9-10.5— Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Supporting Standards
Standards that are practiced daily but are not priority standards of the unit
LO 2.3A
Big Idea 2: Constructing Texts
LO 2.3A— Assert a precise central claim that establishes the relationship between a work's features and overall meaning.
LO 2.3B
Big Idea 2: Constructing Texts
LO 2.3B— Organize ideas and evidence to effectively develop and support a thesis.
LO 2.3C
Big Idea 2: Constructing Texts
LO 2.3C— Select and incorporate relevant and compelling evidence to support a thesis.
LO 5.1A
Big idea 5: Entering the Conversation
LO 5.1A— Extend the conversation around an idea, topic, or textby formulating questions and recognizing the claims and perspectives of others.
LO 5.1B
Big idea 5: Entering the Conversation
LO 5.1B— Cite relevant evidence and evaluate the evidence presented by others.
RI.9-10.1
Reading Standards for Informational Text
RI.9-10.1— Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
SL.9-10.1
Speaking and Listening Standards
SL.9-10.1— Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
W.9-10.2
Writing Standards
W.9-10.2— Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Lesson 1
Lesson 3
