Rachel Lenkei English 4 Invisible Man Chapter 10

March 4, 2014

Enduring Understandings:

Essential Questions:

An individuals identity is shaped by how they How do external factors influence ones identity think about themselves, how others see them, development? and how society influences these perspectives. Is identity fixed or malleable? Objectives: Students will be able to: Examine character development in a text Identify motifs and themes in a text Compare and contrast aspects of popular media with the text Materials: Invisible Man texts, projector, DVD, laptop Procedures: Introduction/Warm Up: Film: Students will watch a portion of the film Ralph Ellison: An American Journey, to supplement their reading of the novel (beginning 5:00, 41:30-44:30) These sections of the movie discuss Ellisons influence on the literary world, how his novel addresses major social and racial issues, and the novels impact on racial relations at the time After watching film, ask for student reactions Transition to text by discussing key statements from film: o White kids are part colored, colored kids are part white o what your class, color, sex might happen to be should have nothing to do with what you become o if there is an American fiction, this is it Group Work: Transition to novel by discussing power and social standing, and how a person gains and maintains power With a partner, students will focus on examining two contrasting characters, Mr. Kimbro and Brockway and looking for descriptions and characteristics of them Teacher will assign page ranges to groups to focus on (half of class looks at Kimbro, half at Brockway): Kimbro 198-200, 202-205 Brockway 207-211, 217-218 As students take notes, and find examples from the text, they will go up to the board to write descriptions and personality qualities of each character When groups are finished writing information, the class will discuss: How does each of the men maintain their position in the factory? Instruction/Discussion: Teacher will shift discussion to Brockway and either through prompting or student comment, introduce Brockway as a representative of the trickster character adjusts quickly to his surroundings, plays the game Introduce Brer Rabbit, the iconic trickster character in African American folktales, and also appears in Native American and African stories The trickster character is one who quickly adapts in extreme situations usually by making trouble for others. Play video clip of Brer Rabbit and the Tar baby story (about 4:50)

Rachel Lenkei English 4 Invisible Man Chapter 10

March 4, 2014

Students will identify similarities between Rabbit and Brockway

Homework: Read Chapter 11, write 1 comment, 1 question, 1 quote response in reading journals Assessment: Participation in discussion, taking notes on reading, collaboration with classmates Standards:

CC.1.2.11-12.C: Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text. CC.1.2.11-12.D: Evaluate how an authors point of view or purpose shapes the content and style of a text.

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.