Feminism and Self-Respect in Sula

Lesson 1
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ELA

Unit 3

10th Grade

Lesson 1 of 21

Objective


Analyze how word choice and structure impact meaning in the opening sentence of “On Self-Respect.”

Readings and Materials


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Target Task


Writing Prompt

How does Didion use word choice and structure to create meaning in the opening sentence of her essay?

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 

Sample Response

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Key Thinking


Close Read Questions

What word choice and structural elements does Didion use to create meaning in the opening sentence?

Scaffolding Questions

Where can we split the sentence in half? What are the two components?

What pronouns does she use in the first half of the sentence? What tone does it create? Is this tone and pronoun use consistent with the rest of the sentence? Why or why not?

Zoom in on “dry season.” What connotations does this word carry? Is this consistent with the rest of the sentence? Why or why not?

Zoom in on the word “delusion. ”What is the narrator’s state of mind in this sentence? How do you know?

Discourse Questions

We have identified several examples of juxtaposition in this excerpt. How does the juxtaposition Didion uses impact our understanding of the speaker?

Homework


  • Read and annotate “On Self-Respect” by Joan Didion
    • Annotation Focus: What is Joan Didion’s definition of self-respect? To what extent does it align with your own?

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Standards


  • LO 1.3B — Analyze how the writer's use of stylistic elements contributes to a work of literature's effects and meaning.
  • RL.9-10.3 — Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  • RL.9-10.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Supporting Standards

LO 2.3A
LO 2.3B
LO 2.3C
LO 5.1B
RL.9-10.1
SL.9-10.1
W.9-10.2
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Lesson 2

Lesson Map

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