Agenda for 3/27/2018
Objectives: Students will be able to respond to an open-ended prompt in a essay form by using evidence from Morrison’s novel Sula to reveal how the novel helps illustrate the ideas embedded in the prompt.
Do Now: Print out the selected prompt. The prompt list is in the first Post on the right hand side of the web page.
Your Task: Write the essay without using the book Sula.
To avoid writing a summary of the book, deconstruct the essay prompt first.
You will have an hour to complete the essay . Please write the essay on loose leaves.
Exit Slip: Hand in the essay with the prompt.
___________________________________________________
Unit Assessment:
For each section of the text ( 12 in total), you will write a written response based on a prompt. You will select 5 responses out of 12 and develop them into full essays to be submitted as the unit assessment. By the end of each week, you will need to submit 1-2 fully developed responses. Be sure to state which section your responses are based on as well as the prompts.
Toni Morrison’s Nobel Prize Speech on youtube
Section 1( pages 3-6) Writing Assignment:
Read the passage carefully. Analyze the overall meaning of the passage and discuss how Morrison uses diction, syntax and tone to reveal her purpose. Due Monday 3/5.
Book Talk in an AP English Literature Class
You will have 10 minutes to talk about the section of the novel you have read. During your talk, you may consider the following. Be well-prepared!
- Specify the page numbers
- Describe the main idea of the section (provide a context for your talk)
- Read aloud small passages within the section before discussing them why they stood out or were strange for you
- Research the background information necessary to understand the section
- Point one most outstanding or prevalent literary technique used in the section and how the author uses it to advance or emphasize certain ideas
- What is the emerging theme? Why?
- One question I have about this section is__________________________.
Presentation Tips:
- Very enthusiastic and knowledgeable
- Voice is clear, words are pronounced correctly and tempo is good
- Maintains eye-contact
Visual Aid
Visual aid is well done and helpful to the presentation.
____________________________________________
Lesson One (3-6)
Objectives: Students will be able to infer Morrison’s beliefs from her Nobel Prize speech and analyze how they are reflected in Sula from pages 3-7.
Do Now: Group presents Morrison’s beliefs
Mini Lesson:
How to examine details through a specific lens?
Guided Practice
Book Talk #1
Independent Practice
Students in small groups examine specific details and imagery through Morrison’s ideas about language.
Lesson 2 ( pages 3-6)
Objectives: Students will be able to analyze the theme of chapter 1 in Sula by examining Toni Morrison’s use of diction, figurative language, and syntax.
Do Now: Share the 1st entry of your reading journal with an elbow partner. Discuss the entries. Is there any part you agree strongly or disagree? Can you offer an alternative perspective? Is the journal only a summary? How do you think your partner can do to make it more analytical?
Mini Lesson: How does the passage (3-6) reveal the African American root and their ways of dealing with their struggles through setting, point of view and song?
Guided Practice
Look for textual examples that reveal : “The neighborhood has
been almost completely swept away by commercial
interests (a golf course), but the remains of what sustained
it (music, dancing, craft, religion, irony, wit) are what the
‘valley man,’ the stranger, sees- or could have seen.”
Student Independent Work
Prompt #1: Analyze the theme of chapter 1 in Sula by examining Toni Morrison’s use of diction, figurative language, and syntax.
Check for understanding: Share analysis #1 with me through google doc.
Homework: Revise the analysis. Read Section 2 pages 7-16.
Lesson 3 ( pages 7-17)
Objectives: Students will be able to evaluate the shell shock effect on war veterans by analyzing in discussing and writing about the character of Shadrack in a collaborative group.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
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Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Determine the meaning of words and phrases as they are used in the text
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
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.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Differentiation: Students select details from the scene based on their individual reading experience and understanding of the text. They are also given various options to respond to the text depending on their personal level of challenges or strengths. Students can raise their own questions to probe into the implied meaning of the excerpt.Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but several of them will also be a timer, recorder, facilitator, presenter, spelling/grammar checker.
Mini Lesson and Guided Practice
Using questions to look deeper into a character:
- What happened to him when he was in France during WWI?
- How has that experience changed him?
- What are the signs Shadrack demonstrate reveal the war trauma or shell shock syndromes?
- What happens to him when he sits down by a roadside and tries to untangle his shoe laces? How does the incident reveal the racial struggle in the 1920s America?
- When Shadrack returns to Medallion, how does he live his life? How do the villagers view him and his life? Do you sense a unity and compassion from the villagers?
- What’s the impact of Suicide Day? What tone is achieved through the impact of such an unusual event?
- What does Morrison reveal through by stating that , “Twenty-two years old, weak, hot, frightened, not daring to
acknowledge the fact that he didn’t even know who or what
he was… with no past, no language, no tribe, no source,…”? - What’s implied in the thought by Shadrack after seeing his face in the water first time after the war: “There in the toilet water he saw a grave black face. A black so definite, so unequivocal, it astonished him. He had been harboring a skittish apprehension that he was not real- that he didn’t exist at all. But when the blackness greeted him with its indisputable presence, he wanted nothing more”?
Student Independent Practice
- Identify an issue Morrison addresses through the character Shadrack.
- Find quotations that address and illustrate the issue.
- Prompt #2: Examine the language, structure and irony in the passage and analyze Morrison’s views toward Shell Shock, its impact and treatment.
- Ask questions to help you discuss the passage.
- AS a group, respond to the prompt in writing.
Exist Slip: Share the group’s written response with me .
Homework: Reread section 3: pages 17-29. Prepare some questions and identify an issue embedded in the passage.
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Lesson 4 ( pages 17-30)
Objectives: Students will be able to analyze how Morrison uses language( diction, figurative language, metonymy) , multiple points of view and structure to reveal black women’s struggles in 1920s America.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Determine the meaning of words and phrases as they are used in the text
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
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.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Differentiation:Students select details from the scene based on their individual reading experience and understanding of the text. They are also given various options to respond to the text depending on their personal level of challenges or strengths. Students can raise their own questions to probe into the implied meaning of the excerpt.
Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but several of them will also be a timer, recorder, facilitator, presenter, spelling/grammar checker.
Do Now: Student presentation of section 3 ( 17-29).
Mini Lesson:
Morrison’s portrayal of black women’s struggle within the black community in the 1920s.
Consider the following questions when responding to the issue:
- How is the great grandmother Cicile portrayed? What kind of values does she hold?
- How is the Rochelle portrayed? What’s her relationship with her daughter Helene?
- Describe Helene, her upbringing, her marriage, her role in the village, her journey to New Orleans, her interactions with the train conductor, the way she keeps her house and her look. How does she view her linage? How does her view reflect who she is? Why does she have the need to erase her past?
- How would you describe Nel? Why does she want to be herself? What does it reveal that Nel wants to be “me” completely separated from women before her?
- In what ways these black women struggles are similar and different?
Student Independent Practice
Write a response to the prompt #3:
Write a well-organized response in which you analyze how Morrison uses language( diction, figurative language, metonymy) , multiple points of view and structure to reveal black women’s struggles in 1920s America.
Homework: Complete response#3.
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Lesson 5 ( 30-48)
Objectives: Students will be able to analyze the role of women in Morrison’s Sula through closely examining the language, details, and irony used to depict female characters such as Eva and Hannah.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Determine the meaning of words and phrases as they are used in the text
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
- How would you describe Eva and Hannah? What stands out to you the most about Eva, the mother? Why?
- What’s the characteristic of language used to portray Eva and Hannah respectively?
- How are men portrayed differently from women?
- How is Morrison’s belief about language, voice, and power represented in this passage?
- What does the ending of this chapter mean? Why?
What stands out to you the most about Eva, the mother? Why?
Prompt#4: Read the chapter closely and discuss how Toni Morrison uses literary techniques such as diction, imagery and irony to reveal the overall theme.
________________________________________________________________
Lesson 6
Objectives: Students will be able to analyze how Morrison portrays female characters through diction, imagery and allusion or symbolism to reveal themes such as suffering, love, and identity.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Determine the meaning of words and phrases as they are used in the text
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Grouping Rationale: Students will be grouped based on personal choice with consideration of individual learning needs, styles, talents and personality to maximize their productivity. In each group, all participants are contributors; but several of them will also be a timer, recorder, facilitator, presenter, spelling/grammar checker.
Do Now: To you, how has Morrison give voice to the voiceless in the novel Sula?
Lesson Activities:
Teacher Models and Guides Student-led discussion:
- Student Presentation of a designated chapter
- Teacher models and and guides discussion during the presentation
- What’s the main idea of the passage?
- Read aloud small passages within the section and explain why they stood out or were strange for you.
- What background information we need to now that is necessary to understand the section?
- What are the prevalent literary technique used in the section and how the author uses it to advance or emphasize certain ideas?
- How are themes continuously being explored? Is there any new theme emerging?
- One question I have about this section is__________________________.
Student Independent Practice
Based on the discussion, organize your notes into a written response. Be sure to use specific evidence to bring out the deeper meaning.
Writing PROMPT:
Read the assigned passage closely and analyze how Morrison portrays female characters through diction, imagery and allusion or symbolism to reveal themes such as suffering, love, and identity. Be sure to cite specific evidence to support your claim.
Homework: Complete the response and submit to me through email. Be prepared for the next chapter’s discussion.
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Reading Journals for SULA by Tony Morrison
From the moment you open the book, Sula, I’d like you to start recording your responses of your reading. You may use the following format for your journals. You will need to write five entries of journal during your winter break. Due on Feb. 26 typed or hand-written.
| Segment with page # | Summary of the Segment | One Quotation from the Segment | Analysis of the Segment ( meaning and purpose) |
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