Curriculum / ELA / 9th Grade / Unit 6: Short Stories / Lesson 11
ELA
Unit 6
9th Grade
Lesson 11 of 13
Jump To
Explain how the author uses the story’s structure to convey theme.
Short Story: “Roselily” by Alice Walker
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Explain how the author uses the story’s structure, particularly the interspersed lines of wedding vows, to convey theme. Use evidence from the text to support your answer.
What to look for in student response:
She juxtaposes the marriage vows, which imply a happy occasion, with the tension present as Roselily prepares to marry a man who is essentially a stranger. This juxtaposition reveals the author’s message that our past and our experiences make us who we are, and that any attempt to discard our true identities will fail.
Questions about the text that will help guide the students understanding
Suggestions for teachers to help them teach this lesson
In order to write a response reflecting mastery, students need to understand the author's tone, the central conflict, and the theme of the story.
Lesson 10
Lesson 12
Explain how Sherman Alexie uses juxtaposition to characterize Junior.
Practice the systems and routines (vocabulary acquisition, annotation, independent reading) of the high school literature classroom.
Explain the techniques Alexie uses to reveal and develop theme.
Practice the systems and routines (same as yesterday, plus evidence-based writing) of the high school literature classroom.
Explain how the author uses specific diction to characterize the girls on p. 225.
Practice the systems and routines (same as yesterday, plus root study) of the high school literature classroom.
Explain how the author uses diction to reveal important information about characters, plot and conflict.
Practice the systems and routines (same as previous day's, plus vocabulary in context) of the high school literature classroom.
Explain how the author is using the central conflict and characters to develop the theme of identity.
Practice the systems and routines (previous routines, plus habits and expectations of rigorous discussion) of the high school literature classroom.
Explain how the author uses the characterization of Claudia, Mirabella, and Jeannette to further develop the conflict.
Explain how the author continues to develop theme in the final pages of the text.
Discussion & Writing
Discuss the theme of identity and write a thematic statement about the author’s message in "St. Lucy’s".
Writing
Draft a written response to the prompt using brainstorming from day 8.
Explain how the author creates character and establishes conflict in the first four paragraphs of the story.
Compare the authors' craft and the theme development of all three stories through discussion and writing.
Assessment
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
Access rigorous, relevant, and adaptable ELA lesson plans for free