Lesson 16: pages 219–226 of Song of Solomon (from “When Hansel and Gretel stood in the forest” to “Maybe it was fatigue, but the touching of palms seemed a little weak”)
Objectives: Students will analyze the development and interaction of central ideas in pages 219–226 of Song of Solomon , in which Milkman approaches a run-down house in the woods of Pennsylvania and recounts an earlier conversation with Guitar.
Aim: How do two central ideas interact and build on one another in pages 219–226?
| RL.11-12.2 | 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. |
| W.11-12.9.a | Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). |
Vocabulary
- assuaged (v.) – made milder or less severe; relieved; eased; mitigated
- macadam (n.) – a road surface made of compressed layers of small broken stones
- raucous (adj.) – loud and unpleasant to listen to
- galloping (adj.) – quickly developing or increasing
- invulnerability (n.) – the state of being impossible to harm, damage, or defeat
Materials
- Student copies of the Central Ideas and Motifs Tracking Tool
- Student copies of the Short Response Rubric and Checklist
Do now: Share in pairs your homework response (Read and annotate pages 219–238 of Song of Solomon. Also, develop 2–3 discussion questions focused on how two or more central ideas develop and build on one another over the course of the excerpt ).
Possible questions:
- How does Milkman’s interaction with Reverend Cooper demonstrate the development of two central ideas?
- How does Morrison further develop the story of Milkman’s grandfather? How does his story relate to central ideas of the text?
Mini Lesson with Guided Prctice
In small groups, read and discuss pages 219–222 (from “When Hansel and Gretel stood in the forest” to “I mean what it is they really want”) for evidence to support your responses as you discuss the following questions before sharing out with the class-
- How does Milkman’s airplane ride further develop his character?
- *How does Milkman’s flight further develop central ideas in this section of the text?
- Lead a brief whole-class discussion to check student understanding.
Student Independent Practice
In small groups, reread and discuss pages 222–226 (from “Guitar stretched his legs. ‘They want your life, man.’” to “Maybe it was fatigue, but the touching of palms seemed a little weak”) for evidence to support their responses as they discuss the following questions before sharing out with the class.
- *How does Guitar’s statement “Everybody wants the life of a black man” (p. 222) further develop a central idea in the text?
- What does Guitar’s claim that you can “choose what to die for” (p. 223) suggest about his character?
- *How does Guitar explain that his work with the Seven Days “is about love” (p. 223)?
- How does Guitar’s memory of his mother on page 224 explain his reaction to Pilate’s performance at the jail?
- *How does Guitar and Milkman’s conversation further develop central ideas in this section of the text?
End of the Lesson Assessment: How do two central ideas interact and build on one another in pages 219–226?
Homework
Conduct a brief search into the mythical character of Circe and write a few brief statements about who she is and what she does.
In addition, read and annotate pages 238–258 of Song of Solomon (from “His hat had been knocked off by the first branches” to “And maybe somebody in Virginia would know. Milkman followed in her tracks”). Also, develop 2–3 discussion questions focused on how Milkman’s character develops over the course of the excerpt and prepare possible answers to your questions for discussion.
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Lesson 17 (Text: 238–258 of Song of Solomon (from “His hat had been knocked off by the first branches” to “And maybe somebody in Virginia would know. Milkman followed in her tracks”)
Objectives: Students will be able to analyze the excerpt( 238-258) in which Milkman travels to Lincoln’s Heaven, meets Circe, and visits Hunter’s Cave for the first time through a jigsaw discussion.
Aim: How does Morrison develop Milkman’s character through his journey in pages 238–258?
| RL.11-12.3 | Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). |
SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Vocabulary
- coiffure (n.) – a style of arranging or combing the hair
- rebuffed (v.) – checked; repelled; refused; drove away
- untrammelled (adj.) – not hindered or restricted in thought or action
- mellifluent (adj.) – sweet or smoothly flowing; sweet-sounding
- repelled (adj.) – disgusted
- seductive (adj.) – sexually attractive
- devouring (v.) – looking at (something) with much enjoyment or enthusiasm
- dainty (adj.) – done with small and careful movements
- nonchalantly (adv.) – in a relaxed and calm way that shows that you do not care or are not worried about anything
- agile (adj.) – quick and well-coordinated in movement
- gauge (v.) – to make a judgment about (something)
- dolly (n.) – a piece of equipment that has wheels and that is used for moving heavy objects
Materials
- Student copies of the 12 LC Speaking and Listening Rubric and Checklist (refer to 12 LC Lesson 15)
- Student copies of the Short Response Rubric and Checklist (refer to 12 LC Lesson 1) (optional)
Do now: Pair-share previous lesson’s homework assignment (Conduct a brief search into the mythical character of Circe and write a few brief statements about who she is and what she does.)
Mini Lesson with Guided PRACTICE
- How does Circe in the novel relate to the mythical Circe?
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Lead a brief whole-class discussion to check student responses.
Student Independent Practice
Jigsaw activity-
Step 1: Transition students to the jigsaw discussion by creating groups of four. These are the “home” groups. Decide among themselves which two group members are responsible for which of the following excerpts:
- Pages 238–248 from “His hat had been knocked off by the first branches” to “back over the humming of the dogs.”
- Pages 248–258 from “But the humming and the smell followed him” to “And maybe somebody in Virginia would know. Milkman followed in her tracks.”
Step 2: Leave their home groups to form small “expert” groups so that groups are now based on the section of text for which each student is responsible. (There may be more than one expert group for each section of text). Expert groups are those that read, analyze, and become class experts on their section of the text so that they can share their understanding with their home groups.
Answer all questions, but that those marked with an asterisk (*) are key questions for consideration during their expert and home group discussions. Annotating and taking notes helps you keep track of evidence they will use in assessments (W.11-12.9.a).
Part I:
Questions for students analyzing pages 238–248 (from “His hat had been knocked off by the first branches” to “back over the humming of the dogs”) to answer in their expert groups-
- *Why does Milkman observe that “never … had he felt so lonely” (p. 238)?
- How do Morrison’s word choices to describe the house on pages 238–239 develop the setting?
- What does the description of Circe suggest about Milkman’s character?
- *What does Milkman’s conversation with Circe on pages 246–248 demonstrate about his character?
- How does Circe’s life mirror Guitar’s life?
Part II:
Questions for students analyzing pages 248–258 (from “But the humming and the smell followed him” to “And maybe somebody in Virginia would know. Milkman followed in her tracks”) to answer in their expert group-
- *What difficulties does Milkman face on the journey to the cave? What do these difficulties suggest about Milkman?
- *How does the paragraph that begins “As soon as he put his foot on the first stone” (pp. 250–251) further develop Milkman’s character?
- How does Mr. Garnett react when Milkman offers him money? What does this interaction convey about Milkman’s character development?
- *What do Milkman’s reflections about the gold on page 257 suggest about his current desires?
End of the Lesson Assessment: Analyze how Milkman’s journey in pages 238–258 develops his character.
Homework
Read pages 259–281 of Song of Solomon (from “The women’s hands were empty. No pocketbook, no change purse” to “on the earth and on the place where he walked. And he did not limp”) and annotate for character development. Also, develop 2–3 discussion questions focused on character development and prepare possible answers to your questions for discussion.
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Lesson 18 (pages 259–281 of Song of Solomon (from “The women’s hands were empty. No pocketbook, no change purse” to “on the earth and on the place where he walked. And he did not limp”)
Objectives: Students will be able to discuss what Milkman’s actions demonstrate about his character development.
Aim: How do Milkman’s actions on pages 259–281 compare to his actions on pages 238–258? What does this comparison suggest about his development as a character?
| RL.11-12.3 | Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). |
| W.11-12.9.a | Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). |
Vocabulary
- hamlet (n.) – a small village
- congenially (adv.) – in a way that is agreeable, suitable, or pleasing in nature or character
- noncommittal (adj.) – not telling or showing what you think about something
- sidled (v.) – moved close to someone in a quiet or secret way
- maimed (v.) – deprived of the use of some part of the body by wounding or the like; crippled
- evading (v.) – avoiding doing or fulfilling something
Do now: share in pairs questions you have raised based on your reading assignment ( from yesterday;s homework).
Possible Questions-
- How does Milkman’s understanding of himself change in the “South” (p. 260)?
- How does Milkman’s reaction to the playing children influence his interpretation of Guitar’s motives?
- How does Milkman’s interaction with the men at the general store develop the central idea of community?
Mini Lesson with Guided Practice: Character development
Read and discuss pages 269–281 (from “You pretty good with a bottle. How you with a shotgun?” to “on the earth and on the place where he walked. And he did not limp”) and identify evidence to support your responses .
- How does Milkman interpret the invitation to go hunting?
- What does Milkman’s question “Who were all these people roaming the world trying to kill him?” (p. 270) convey about his character development?
- How is the act of the men “outfit[ting] Milkman completely” symbolic (p. 271)?
- Explain the symbolism of Milkman “tak[ing] that change out [of his] pocket” (p. 272).
- “Sitting in the middle of a woods” (p. 275), what does Milkman realize about his treatment of others?
- What does Milkman realize about his possessions on pages 276–277?
Student Independent Practice
In pairs or small groups, refer to the paragraphs that begin “Down either side of his thighs he felt the sweet gum’s surface” (pp. 279–280) and “They hooted and laughed all the way back to the car” (pp. 280–281). How do these descriptions of nature contribute to Milkman’s character development?
Lead a brief whole-class discussion of to check student understanding.
End of the Lesson Assessment:
Analyze how Milkman’s actions in pages 259–281 compare to his actions in pages 238–258. What does this comparison suggest about his development as a character?
Homework: Read and annotate pages 281–285 of Song of Solomon (from “They met dawn in King Walker’s gas station” to “He said I’ll see you tonight”). Also, develop 2–3 discussion questions focused on Morrison’s structural choices and character development, and prepare possible to your questions for discussion.
Additionally, record any new questions that emerge during your reading, and write answers to any earlier questions that you have resolved.
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Lesson 19 (pages 281–285 of Song of Solomon (from “They met dawn in King Walker’s gas station” to “He said I’ll see you tonight”))
Objectives: Students will be able to analyze Morrison’s structural choices and argue how they contribute to Milkman’s character development in this section of the text.
Aim: How do Morrison’s structural choices in pages 281–285 further develop Milkman’s character?
| RL.11-12.3 | Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). |
Vocabulary
- corrugated (adj.) – wrinkled; furrowed
- gossamer (n.) – an extremely delicate variety of gauze, used especially for veils
- paunch (n.) – a large and protruding belly
- entrails (n.) – intestines
- deft (adj.) – skillful; clever
- butt of their humor (idiom) – the reason for or aim of a joke, especially when it is a person
- incision (n.) – a cut made in something
- diaphragm (n.) – a large flat muscle that separates the lungs from the stomach area and that is used in breathing
- gullet (n.) – the tube that leads from the mouth through the throat to the stomach
- severed (v.) – cut off (something); removed or separated (something) by cutting
- menace (n.) – a dangerous or threatening quality
- query (n.) – a question or request for information about something
Do Now: Pair share: Students discuss questions that have emerged while reading Song of Solomon, and possible answers to those questions.
Mini lesson with Guided Practice
- Pre-discussion quick write question: How do Morrison’s structural choices in pages 281–285 further develop Milkman’s character?
- Teacher lead discussion and check for understanding.
- Consider points of agreement or disagreement with other students, and how the evidence and reasoning presented by other students can help qualify or justify the observations they generated independently. Instruct students to continue to annotate the text as they discuss (W.11-12.9.a).
- Students share their observations and evidence generated during the Quick Write with the whole class.
Student Independent Practice
- Student pairs discuss how their opinions were challenged or verified through discussion, and identify any new connections they made during the discussion.
- Review pages 222–223 (from “Look. It’s the condition our condition is in” to “What good is a man’s life if he can’t even choose what to die for?”). How does Guitar describe “the black man” in these pages?
- How has Milkman’s life been like the life of a “black man” as Guitar describes it on pp. 222–223?
- How are the bobcat’s experiences on pp. 281–283 symbolically similar to Milkman’s experiences as a “black man”?
- How does the comparison of “carv[ing] out the rectal tube” to “coring an apple” (p. 282) help clarify the meaning of the word deft? (L.11-12.4.a)
- What does Milkman’s participation in the skinning of the bobcat suggest about his relation to the men in Shalimar?
- How does the skinning of the bobcat further develop the central ideas of identity and community?
- How does the structure of this excerpt of the text develop Milkman’s understanding of Guitar?
- Review pages 215–217 (from “What do you know about somebody not being good enough for somebody else?” to “Why not take it? He closed the door”). How do Milkman’s interactions with Sweet on page 285 relate to Lena’s accusations?
- What do Milkman’s interactions with Sweet suggest about his character development?
Lead a brief whole-class discussion of student observations.
End of the Lesson Assessment: How do Morrison’s structural choices in pages 281–285 further develop Milkman’s character?
Homework: Read and annotate pages 286–304 of Song of Solomon (from “At four o’clock he knocked on the door” to “happy as he had ever been in his life”). Also, develop 2–3 questions focused on Milkman’s interaction with Susan Byrd, Guitar, or the children singing and prepare possible answers to your questions for discussion.
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Lesson 20 (pages 286–304 of Song of Solomon (from “At four o’clock he knocked on the door” to “happy as he had ever been in his life”)
Objectives: Students will be able to analyze Milkman’s character development and central ideas by participating in an evidence-based discussion of two sections of this excerpt.
Aim: How does Milkman’s character development in this excerpt relates to a central idea?
| RL.11-12.2 | 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. |
| RL.11-12.3 | Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). |
Vocabulary:
- celibate (adj.) – used to describe a person who abstains from sexual relations
- consummation (n.) – the act of completing the union of marriage by the first marital intercourse
- homage (n.) – respect or reverence paid or rendered
- caul (n.) – a part of fetal membrane sometimes covering the head of a child at birth
- skulking (adj.) – moving or hiding in a secret way especially because you are planning to do something bad
- imminent (adj.) – likely to occur at any moment; impending
- deprivation (n.) – the state of not having something that people need; the state of being deprived of something
- ultimatum (n.) – a final threat; a promise that force or punishment will be used if someone does not do what is wanted
Do now: Pair-Share the questions they developed for homework, specifically focusing on Milkman’s interaction with Susan Byrd, Guitar, or the children singing (RL.11-12.3).
- What does the conversation between Milkman and Guitar on pages 295–298 suggest about each man’s character development?
- Why does watching the children make Milkman feel “uncomfortable” (p. 300)?
Mini Lesson with Guided Practice
In small groups, read and discuss pages 292–293 (from “He was curious about these people. He didn’t feel close to them” to “Macon didn’t ever try to get to Virginia. Pilate headed straight for it”) for evidence to support your responses before sharing out with the class.
- Why does Milkman feel “very curious about these people” in Shalimar (p. 292)?
- *How do Milkman’s experiences in Shalimar refine central ideas of the text?
- Lead a brief whole-class discussion to check understanding.
Student Independent Practice
In small groups, read pages 300–301 (from “Milkman smiled remembering Pilate. Hundreds of miles away” to “O Solomon don’t leave me here”) for evidence to support their responses as they discuss the following questions in groups before sharing out with the class.
- *How do Milkman’s reflections on his family on pages 300–301 further develop his character?
- *How does Milkman’s journey to Virginia contribute to his understanding of his family community?
- *How do Milkman’s reflections about his mother and father relate to his treatment of Hagar?
- How does the Solomon song develop Milkman’s identity?
- Lead a brief whole-class discussion of student responses.
End of the Lesson Assessment: Analyze how Milkman’s character development in this excerpt relates to a central idea.
Homework: Read pages 305–319 of Song of Solomon (from “It was a long time after he left, that warm September morning” to “spurting emerald glass and jungle-red wine everywhere”) and annotate for figurative language. Also, reread pages 126–130, 136–138, and 152–153, and develop 2–3 questions related to the development of central ideas in these excerpts and prepare possible answers to your questions for discussion.