Curriculum / ELA / 12th Grade / Unit 1: Invisible Man / Lesson 6
ELA
Unit 1
12th Grade
Lesson 6 of 36
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Explain how the author uses the Trueblood family as a social critique.
Book: Invisible Man by Ralph Ellison pp. 46 – 70
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
The story of Jim Trueblood and his family is both shocking and disturbing. The reactions of the white people in the novel as well as the black students at the college are meant as a social critique.
What is Ellison critiquing in these pages? Explain using evidence from the text.
Questions about the text that will help guide the students understanding
Suggestions for teachers to help them teach this lesson
Lesson 5
Lesson 7
Identify the setting, infer the major themes of the novel, and identify the author’s purpose for writing the novel.
Explain the narrator’s attitude towards his own “invisibility” by analyzing elements such as diction, tone, motifs, and style.
Explain how the author develops the motifs of invisibility and blindness in Chapter 1.
Explain the connection between the novel and the article.
Explain the impact of the Battle Royal on the narrator.
Explain how the author uses the motif of blindness/invisibility to develop theme.
Analyze the impact of Ellison’s portrayal of the Founder, the trustees, and the university.
Analyze how the author uses the incident at the Golden Day and the character of the veteran to develop the motifs of invisibility and blindness.
Analyze the motif of masks and how the author develops it in Chapter 4.
Explain the significance of Reverend Barbee’s characterization of the Founder and Dr. Bledsoe.
Use evidence from the chapter to analyze Dr. Bledsoe’s character and its impact on the narrator.
Analyze the narrator’s initial experience in New York, contrasting it with his previous experiences in the South.
Explain how the author develops the motif of blindness in Chapter 9.
Analyze the metaphor of the Liberty Paints plant, tracking how the author introduces and develops the metaphor over the first ten pages of Chapter 10.
Track how the author continues to use the metaphor of the Liberty Paints plant to develop the theme of racism in the United States.
Analyze how the author develops the theme of racism in the North and the theme of identity in this chapter.
Analyze the narrator’s internal conflict and be able to explain where he is in the Hero’s Journey stages.
Write an essay response to the prompt using evidence from the first five pages of the chapter.
Analyze the author’s characterization of Brother Jack.
Describe how the narrator evolves in Chapter 13.
Analyze the impact that the Brotherhood has on the narrator’s developing identity.
Explain how the author uses symbolism and imagery to reveal character and theme in this chapter.
Interpret the author’s extended metaphor of blindness as it is developed in this chapter.
Analyze the mood created through the events and images of this chapter.
Analyze Ras the Exhorter’s critique of the Brotherhood.
Writing
Analyze each document and select evidence for use in answer to the essay prompt.
Use evidence from both documents to support an answer to the prompt.
Explain how the narrator’s attitude toward the letter changes over the course of the chapter.
Explain how the author uses diction and other techniques to foreshadow the events of the chapter.
Explain how the author builds suspense in Chapter 20.
Track the shift in the narrator’s attitude toward the Brotherhood by analyzing author’s craft.
Analyze Ellison’s portrayal of the leadership of the Brotherhood and their conflict with the narrator.
Explain how the author uses symbols to develop theme.
Analyze how the narrator’s attitude and actions toward the Brotherhood are shifting.
Analyze the development of the symbol of the briefcase.
Analyze this scene as the Supreme Ordeal of the narrator’s journey and explain his Reward.
Describe how the narrator’s ideas about identity have evolved and what theme the author is conveying.
Assessment
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