SOS Lessons 21-25 – Honor American Literature

Lesson 21 (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”)

Objectives: Students will analyze Morrison’s purpose of including Hagar’s story at the end of the text.

Aim: How does Morrison’s placement of Hagar’s story contribute to the meaning or aesthetic impact of the novel?

RL.11-12.5

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.

Vocabulary

succumbed (v.) – gave way to superior force; yielded
opulence (n.) – abundance, as of resources or goods; plenty
culminated (v.) – ended or arrived at a final stage
oblivious (adj.) – unmindful; unconscious; unaware
sluicing (v.) – flushing or cleansing with a rush of water
languorous (adj.) – characterized by lack of energy or vitality

Materials: Student copies of the Central Ideas and Motifs Tracking Tool

Do now: Talk in pairs about the discussion questions you developed for homework, specifically focusing on the development of a central idea (RL.11-12.2).

Student questions may include:

How do the different accounts of Hagar’s attacks on Milkman develop the central idea of love?

Mini Lesson with Guided Practice

In pairs, students reread pages 305–307 of Song of Solomon (from “It was a long time after he left, that warm September morning” to “when he led her out of the car into Reba’s arms her eyes were still empty”) for evidence to support their responses as they discuss the following questions before sharing out with the class-

*What is the aesthetic impact of the contrast between the first sentence of Chapter 13 and the conclusion of Chapter 12?
How do Guitar’s interactions with Hagar further develop a central idea in the text?
Lead a brief whole-class discussion of student responses to check understanding.

Student Independent Practice

In pairs, reread and discuss pages 308–316 of Song of Solomon (from “All they knew to do was love her” to “‘He’s never going to like my hair.’ ‘Hush. Hush. Hush, girl, hush’”) for evidence to support their responses as they discuss the following questions in groups before sharing out with the class-

How does Hagar’s response to her appearance develop the central idea of identity?
*How do specific word choices in the description of Hagar’s walk home contribute to the meaning and beauty of the excerpt?
*How does the description of Pilate’s and Reba’s care for Hagar during her illness contribute to the aesthetic impact of the excerpt?
*How do Hagar’s final words contribute to her development as a character?
How does Pilate’s response to Hagar develop a central idea?

Part 2

Reread and discuss in pairs pages 316–319 of Song of Solomon (from “The neighbors took up a collection because Pilate and Reba had spent everything” to “spurting emerald glass and jungle-red wine everywhere”) for evidence to support their responses as they discuss the following questions in groups before sharing out with the class.

*How do the songs at the funeral contribute to the meaning and aesthetic impact of the excerpt?
How do Pilate’s final words at the funeral contribute to the meaning and aesthetic impact of the excerpt?

End of the Lesson Assessment: How does Morrison’s placement of Hagar’s story contribute to the meaning or aesthetic impact of the novel?

Homework: Read pages 320–325 of Song of Solomon (from “Perhaps it was because the sun had hit” to “There’s absolutely nothing in the world going on here. Not a thing”) and annotate for the development of central ideas. Develop 2–3 discussion questions focused on how central ideas develop, interact, or build on one another in the text and prepare possible answers to your questions for discussion.

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Lesson 22 (pages 320–325 of Song of Solomon (from “Perhaps it was because the sun had hit” to “There’s absolutely nothing in the world going on here. Not a thing”)

Objectives: Students will be able to analyze the relationship between Milkman’s newfound knowledge and the epigraph of the novel.

Aim: How does this excerpt relate to the epigraph, “The fathers may soar / And the children may know their names”?

CCS

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

slew (n.) – large number or quantity
tallow (n.) – the harder fat of sheep, cattle, etc., separated by melting from the fibrous and membranous matter naturally mixed with it, and used to make candles, soap, etc.
seedy (adj.) – poorly kept; run-down; shabby
frayed (v.) – worn down at the end or edge

Materials

Student copies of the Central Ideas and Motifs Tracking Tool
Student copies of the Short Response Rubric and Checklist (refer

Do Now:Pair-share- talk about the discussion questions they developed for homework, specifically focusing on how central ideas develop, interact, or build on one another in the text (RL.11-12.2).