“Without Ever Leaving the Ground She Could Fly”:

Exploring Complex Structure and Ideas in Literature

Texts

Central Module Text: Song of Solomon by Toni Morrison Supplementary Module Text: “Myth as Structure in Toni Morrison’s Song of Solomon” by A. Leslie Harris

Number of Days in Module

31

Introduction

In this unit, students read and analyze Toni Morrison’s novel Song of Solomon, as they continue to build the skills required to craft strong informative essays and participate effectively in group discussions. Students identify and trace the development of central ideas and motifs in Morrison’s complex narrative of a young African-American man’s journey towards independence and acceptance, engaging with the interrelated concepts of identity, community, love, mercy, freedom, flight, naming, storytelling, and the supernatural. Students make connections across the text as they consider how these central ideas and motifs build upon and support each other, as well as how Morrison’s structural choices and figurative language contribute to the meaning and overall aesthetic impact of the text. The Grade 12 Literary Criticism Module is structured around a gradual release of responsibility to students for their learning, which fosters students’ independent thinking and writing capacities. As the module progresses, scaffolds in key text analysis lessons are strategically removed. Additionally, students keep a notebook or a journal in which they are responsible for generating their own guided focus questions, as well as any other questions that emerge during their reading. Students revisit and add to their notes, questions, and responses in this journal over the course of the module and use their self-generated questions to write the Interim and Performance Assessments.

This unit employs a one-unit structure to facilitate students’ close analysis of the single central text. Once students have completed their analysis of Song of Solomon, students are offered the opportunity to build upon their understanding of the ideas in Morrison’s novel by engaging with two pieces of

related literary criticism: Morrison’s own reflections on her creative process in her foreword to the novel and A. Leslie Harris’s critical essay “Myth as Structure in Toni Morrison’s Song of Solomon,” in which Harris argues that Morrison uses the mythic theme of the hero’s quest to structure her narrative. Teachers who feel their students are not yet ready for this challenge may choose to move directly to the 12 LC Performance Assessment and skip the lessons on Harris’s essay.

In the 12 LC First Interim Assessment, students practice their speaking and listening skills as they participate in a series of discussions that examine how structure, character development, and central ideas in Part 1 of Song of Solomon interact to contribute to overall meaning and aesthetic impact of the text. Student learning is assessed via a fishbowl discussion in response to the following prompt: Identify examples of structure, character development, and central ideas and discuss how they interact in Part 1 to contribute to the overall meaning and aesthetic impact of the text.

In the Second Interim Assessment for the 12 LC Module, students craft a formal essay in response to the following prompt: Write a 2–3 page analysis of Song of Solomon, focusing on a question about the novel that you have explored in your daily journal or a new question left unexplored. Your analysis should reflect an evidence-based interpretation of the novel.

Students are encouraged to reevaluate and adjust their analysis in response to the new thinking presented in the foreword and literary criticism. In the 12 LC Performance Assessment, students demonstrate this skill by revising their original responses to the 12 LC Second Interim Assessment prompt, using the literary criticism to develop or refine their analysis. Students who do not read the literary criticism may use the Performance Assessment as an opportunity to work on writing revisions and may incorporate ideas from Toni Morrison’s Foreword to Song of Solomon where appropriate.

Literacy Skills & Habits

• Read closely for textual details
• Use vocabulary strategies to define unknown words
• Independently read and annotate text in preparation for evidence-based discussion
• Engage in productive evidence-based conversations about text
• Collect and organize evidence from texts to support analysis in writing and discussions
• Practice informative writing techniques and skills
• Revise writing to incorporate new evidence
• Practice speaking and listening skills in a series of class discussions
• Generate and respond to questions in scholarly discourse

“O Solomon don’t leave me here
Cotton balls to choke me
O Solomon don’t leave me here
Buckra’s arms to yoke me
Solomon done fly,
Solomon done gone Solomon cut across the sky,
Solomon gone home.”

Song of Solomon was written in 1977 and is a coming of age story of a man named Milkman Dead—a journey that begins in the midst of tragedy. One that will take him and us through a black world filled with individuals who seek success, liars, assassins, individuals with rare gifts of foresight, and a realm where magical realism meets and collides with a very real society struggling with racial intolerance and the consequences of slavery in America. Toni Morrison was born in 1931 and is well-known for her novels that explore epic themes, are filled with vivid dialogue and detailed characterization. She won the Nobel Prize in 1993 and the Pulitzer Prize in 1987 for her novel Beloved.

Essential Questions for this unit

1. How do the sins of our fathers impact the next generations’ identity, challenges, dreams, conflicts, etc.?
2. What is the significance of knowing one’s name and to what extent does one’s name have a prophetic influence on one’s life?
3. What journeys must a person take, both metaphorical and physical, to find his/her true self?
4. How does a community look inward and understand its collective identity and struggle? What liberties in word and deed does a community have with its own members that members outside do not? Why do these differing rules of conduct exist? Think about language, hidden rules of social conduct, etc.
5. Define betrayal and loyalty to a community. What does each look like? What are the consequences, ironies, and paradoxes of such loyalty and betrayal?
6. 6. How does Morrison present/define black manhood, masculinity, womanhood, and femininity in her work?
7. How and why does race shape and determine the boundaries of our identities, communities, relationships, and life experiences?
8. How and why does Morrison invoke and subvert allusions and myths to enrich the work’s themes?
9. What are the paradoxes and ironies of Song of Solomon? Why are these paradoxes important to the meaning of the work as a whole?
10. Finally, what is the meaning of Song of Solomon as a whole? What is the message Morrison sends to her readers through this work about being human?

Several Themes and Motifs Explored in the Text (Not an exhaustive list):

-Flight, materialism, caste and class, the alienating effects of racism, gender and ethnicity, names, singing, biblical allusion Major Formative and Summative

Assessments for this unit

• 1. Nightly reading notes for the novel
• 2. Various close-reading activities and assessments
• 3. Two Socratic Seminars: for Part One and Part Two of the novel
• 4. IRQP synthesis paper—Rough draft is due on __ and the final draft is due on ___
• 5. Unit and Final Exam: AP Literature Open Question Timed Write and multiple choice exam

English Language Arts Outcomes

Yearlong Target Standards

These standards embody the pedagogical shifts required by the Common Core Standards and will be a strong focus in every ELA module and unit in grades 9–12.

CCS Standards: Reading—Literature
RL.11-12.1	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.
RL.11-12.4	Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11-12.10	By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.
CCS Standards: Reading—Informational Text
RI.11-12.1.a	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. a.       Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).
RI.11-12.4	Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RI.11-12.10	By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
CCS Standards: Writing
W.11-12.9.a, b		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”). b.      Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).
W.11-12.10		Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
CCS Standards: Speaking & Listening
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.
CCS Standards: Language
L.11-12.4.a-d		Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. a.       Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b.      Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c.       Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d.      Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Module-Specific Standards

These standards will be the specific focus of instruction and assessment, based on the texts studied and proficiencies developed in this module.

CCS Standards: Reading Anchor Standards
CCRA.R.9	Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
CCS Standards: Reading – Literature Text
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).
RL.11-12.4		Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
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.
RL.11-12.11		Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and philosophically by making connections to: other texts, ideas, cultural perspectives, eras, personal events, and situations.

	CCS Standards: Reading – Informational Text
	RI.11-12.1	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.
	RI.11-12.6	Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
CCS Standards: Writing
W.11-12.2. a-f		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. a.       Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b.      Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c.       Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d.      Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e.      Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f.        Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
W.11-12.4		Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.5		Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.11-12.9. a, b		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”). b.      Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).
CCS Standards: Speaking & Listening
SL.11-12.1. a, c, d		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. a.       Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. c.       Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d.      Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
CCS Standards: Language
L.11-12.1		Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.11-12.2		Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.11-12.4. a, b		Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. a.       Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b.      Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
L.11-12.5.a		Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a.       Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

Ongoing Assessments
Standards Assessed	CCRA.R.9, RL.11-12.2, RL.11-12.3, RL.11-12.4, RL.11-12.5, RI.11-12.1, RI.11-12.6
Description of Assessment	Students participate in reading and discussion, write informally in response to text-based prompts, and participate in evidence-based discussions.

12 LC First Interim Assessment
Standards Assessed	RL.11-12.2, RL.11-12.3, RL.11-12.5, W.11-12.9.a, SL.11-12.1.a, c, d
Description of Assessment	In the 12 LC First Interim Assessment, students participate in a series of discussions that examine the structure, character development, and central ideas in Part 1 of Song of Solomon. Student learning is assessed via this discussion in response to the following prompt: Identify examples of structure, character development, and central ideas and discuss how they interact in Part 1 to contribute to the overall meaning and aesthetic impact of the text.

12 LC Second Interim Assessment
Standards Assessed	RL.11-12.2, RL.11-12.3, RL.11-12.5, W.11-12.2.a-f, W.11-12.9.a, L.11-12.1, L.11-12.2
Description of Assessment	In the Second Interim Assessment for the 12 LC Module, students craft a formal essay in response to the following prompt: Write a 2–3 page analysis of Song of Solomon, focusing on a question about the novel that you have explored in your daily journal or a new question left unexplored. Your analysis should reflect an evidence-based interpretation of the novel.

Prompt

In this two-lesson Performance Assessment, students revise their responses to the 12 LC Second Interim Assessment prompt, refining their analysis based on their reading of “Myth as Structure in Toni Morrison’s Song of Solomon” by A. Leslie Harris’s and the novel’s Foreword by Toni Morrison. Prompt: Over the course of this module, you have read and analyzed Toni Morrison’s Song of Solomon, Toni Morrison’s Foreword to Song of Solomon, and A. Leslie Harris’s “Myth as Structure in Toni Morrison’s Song of Solomon.” For this assessment, draw upon your analysis of these texts in order to respond to the following prompt: Revise your original response to the 12 LC Second Interim Assessment prompt, using the literary criticism to further develop or refine your analysis.

Lesson 1

Instruct students to take out their annotated copies of Toni Morrison’s Song of Solomon and A. Leslie Harris’s “Myth as Structure in Toni Morrison’s Song of Solomon” as well as their responses to the 12 LC Second Interim Assessments.Instruct students to form small groups to share their ideas for how they will revise their 12 LC Second Interim Assessment responses based on the literary criticism and Foreword to the novel. Instruct students to provide feedback to their peers on their ideas. Each student should have a chance to share 2–3 ideas and receive feedback.For homework, distribute copies of the 12 LC Performance Assessment Rubric and Checklist. Instruct students to review the rubric and checklist for homework, so they are prepared to fulfill the criteria in their responses during the following lesson. Also, instruct students to identify additional evidence from each module text that supports analysis for the Performance Assessment prompt.

Lesson 2

Instruct students to revise their 12 LC Second Interim Assessment written responses. Remind students to use evidence from the module texts to support their analysis.

Module/Unit-at-a-Glance Calendar

Lesson	Text	Learning Outcomes/Goals
1	Song of Solomon by Toni Morrison, Chapter 1, pages 3–9	In this first lesson of the module, students begin their analysis of Toni Morrison’s Song of Solomon. Students read the first six pages of Song of Solomon, in which Morrison tells the story of Mr. Smith’s flight off of the rooftop of Mercy Hospital. Students then analyze this excerpt as they consider how Morrison introduces the setting of her novel through her description of this event.
2	Song of Solomon by Toni Morrison, Chapter 1, pages 9–15	In this lesson, students analyze pages 9–15 of Song of Solomon, in which Morrison introduces the characters of Ruth Foster, her husband Macon Dead, and their children Milkman, Lena, and Corinthians. Students work in groups to analyze how Morrison introduces and develops the character of Ruth.
3	Song of Solomon by Toni Morrison, Chapter 1, pages 15–30	In this lesson, students analyze pages 15–30 of Song of Solomon, in which Morrison explores Macon Dead’s perspective on his family and himself. Students work in groups to analyze how Morrison develops a central idea of the text over the course of this excerpt.
4	Song of Solomon by Toni Morrison, Chapter 2, pages 31–43	In this lesson, students analyze pages 31–43 of Song of Solomon, in which Milkman meets Pilate for the first time, and she shares the details of her father’s death. Students analyze and discuss Pilate’s character development through the story she tells Milkman and Guitar.
5	Song of Solomon by Toni Morrison, Chapter 2, pages 43–55	In this lesson, students analyze pages 43–55 of Song of Solomon, in which Milkman first meets Pilate’s granddaughter, Hagar, and in which Macon tells Milkman about his childhood in Pennsylvania. Students participate in an evidence-based discussion to analyze how Macon’s description of his early years further develops his character.
6	Song of Solomon by Toni Morrison, Chapter 3, pages 56–74	In this lesson, students analyze pages 56–74 of Song of Solomon, in which Milkman grows from a boy of 13 to a young man of 22 years old. In this excerpt, Milkman physically confronts his father and learns about his parents’ troubled marriage. Students analyze the excerpt, paying particular attention to how Morrison develops the central idea of identity.
7	Song of Solomon by Toni Morrison, Chapter 3, pages 74–89	In this lesson, students analyze pages 74–89 of Song of Solomon, in which Milkman struggles to make sense of his recent interactions with his family and recalls the incident that gave him his nickname. Students analyze the excerpt and pay particular attention to how the central ideas of identity and community develop.
8	Song of Solomon by Toni Morrison, Chapter 4, pages 90–112	In this lesson, students analyze pages 90–112 of Song of Solomon, in which Milkman ends his relationship with Hagar and Pilate defends Reba from a violent lover. Additionally, the men of Southside discuss a recent murder in the area, Milkman shares a strange vision with Guitar, and Freddie explains the circumstances of his birth. Students pay particular attention to how Milkman’s and Freddie’s stories contribute to the overall meaning of the novel and consider the aesthetic impact of these stories.
9	Song of Solomon by Toni Morrison, Chapter 5, pages 123–129 and 132–234	In this lesson, students continue analyzing Song of Solomon, discussing three excerpts from the book: pages 123–126, 126–129, and 132–134. In these excerpts Milkman learns about the circumstances of his birth from his mother and Hagar attacks Milkman in Guitar’s apartment. Students participate in a group discussion, considering the development of central ideas in these excerpts.
10	Song of Solomon by Toni Morrison, Chapter 5, pages 149–151	In this lesson, students continue their analysis of Song of Solomon, focusing on pages 149–151. This excerpt describes Pilate’s search for identity and her relationship to the community around her. Students analyze how two central ideas interact and build on one another in pages 149–151.
11	Song of Solomon by Toni Morrison, Chapters 6 and 7, pages 157–161, 162–164, and 168–172	In this lesson, students continue analyzing Song of Solomon through a jigsaw discussion of how structural choices contribute to the development of central ideas in three key excerpts (pages 157–161, 162–164, and 168–172). Over the course of these excerpts, Guitar and Milkman discuss the Seven Days and Milkman hears the story of the gold from Macon.
12	Song of Solomon by Toni Morrison, Chapter 8, pages 173–186	In this lesson, students continue their analysis of Song of Solomon, focusing on pages 173–186. In this excerpt, Milkman tells Guitar about the gold he believes Pilate is keeping in her house, and they take the gold. Students analyze Morrison’s use of figurative language to develop central ideas.
13	Song of Solomon by Toni Morrison, Chapter 9, pages 205–209	In this lesson, students read and analyze pages 205–209 of Song of Solomon, in which Milkman discusses his arrest and Pilate’s sack of bones with his father. Students engage in group discussions focusing on how Morrison’s choices develop the characters and events within the excerpt.
14	Song of Solomon by Toni Morrison, Chapter 9, pages 211–216	In this lesson, students read and analyze pages 211–216 of Song of Solomon, , in which Lena confronts Milkman about his treatment of the women in his family. Students engage in a group discussion focusing on how Milkman’s character develops over the course of the excerpt.
15	Song of Solomon by Toni Morrison, Chapters 1–9	In this lesson, the 12 LC First Interim Assessment, students participate in a series of discussions that examine the structure, character development, and central ideas in Part 1 of Song of Solomon. Students first participate in a jigsaw activity in which they work in groups to organize and discuss key aspects of the text. Students then participate in a fishbowl discussion that examines how these three components interact to contribute to the overall meaning and aesthetic impact of Part 1 of Song of Solomon. Student learning is assessed via this discussion in response to the following prompt: Identify examples of structure, character development, and central ideas and discuss how they interact in Part 1 to contribute to the overall meaning and aesthetic impact of the text. Student learning is assessed using the 12 LC Speaking and Listening Rubric and Checklist.
16	Song of Solomon by Toni Morrison, Chapter 10, pages 219–226	In this lesson, students 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.
17	Song of Solomon by Toni Morrison, Chapter 10, pages 238–258	In this lesson, students analyze pages 238–258 of Song of Solomon, in which Milkman travels to Lincoln’s Heaven, meets Circe, and visits Hunter’s Cave for the first time. Students participate in a jigsaw discussion, focusing on how Milkman’s journey in pages 238–258 develops his character.

18	Song of Solomon by Toni Morrison, Chapter 11, pages 259–281	In this lesson, students analyze pages 259–281 of Song of Solomon, in which Milkman survives Guitar’s assault during a hunting trip. Students discuss what Milkman’s actions demonstrate about his character development.
19	Song of Solomon by Toni Morrison, Chapter 11, pages 281–285	In this lesson, students analyze pages 281–285 of Song of Solomon, in which Milkman participates in the hunting party’s skinning of a bobcat and meets Sweet for the first time. Students complete a pre-discussion Quick Write before engaging in collaborative analysis of Morrison’s structural choices and how they contribute to Milkman’s character development.
20	Song of Solomon by Toni Morrison, Chapter 12, pages 286–304	In this lesson, students analyze pages 286–304 of Song of Solomon, in which Milkman visits Susan Byrd and continues to build a connection to his family’s history. Students participate in an evidence-based discussion of two sections of this excerpt, analyzing Milkman’s character development and central ideas.
21	Song of Solomon by Toni Morrison, Chapter 13, pages 305–319	In this lesson, students analyze pages 305–319 of Song of Solomon, in which Hagar dies as a result of her efforts to regain Milkman’s love. In their analysis, students consider Morrison’s choice to include Hagar’s story at the end of the text.
22	Song of Solomon by Toni Morrison, Chapter 14, pages 320–325	In this lesson, students read and analyze pages 320–325 of Song of Solomon, in which Milkman returns to Susan Byrd’s house to find answers to his questions regarding the Sugarman song and his own family. Students analyze the relationship between Milkman’s newfound knowledge and the epigraph of the novel.
23	Song of Solomon by Toni Morrison, Chapter 15, pages 326–334	In this lesson, students analyze Song of Solomon, pages 326–334. In this excerpt, Milkman returns home, shares the discoveries from his journey with his family, and finds out Hagar is dead. Students analyze the excerpt in groups focusing on how motifs relate to central ideas.
24	Song of Solomon by Toni Morrison, Chapter 15, pages 334–337	In this lesson, students analyze the conclusion of Song of Solomon, pages 334–337. In this excerpt, Milkman and Pilate return to Solomon’s Leap to bury the remains of Milkman’s grandfather, and Guitar confronts Milkman. Students analyze the excerpt by focusing on the structural choices Morrison makes at the end of the novel.
25	Song of Solomon by Toni Morrison, Chapters 1–15	In this lesson, the Second Interim Assessment for the 12 LC Module, students craft a formal essay in response to the following prompt: Write a 2–3 page analysis of Song of Solomon, focusing on a question about the novel that you have explored in your daily journal or a new question left unexplored. Your analysis should reflect an evidence-based interpretation of the novel. Student responses are assessed using the 12 LC Second Interim Assessment Text Analysis Rubric.
26	Song of Solomon by Toni Morrison, Foreword, pages xi–xiv	In this lesson, students read and analyze Toni Morrison’s Foreword to Song of Solomon, pages xi–xiv, in which Morrison offers insights into her writing process, as well as interpretations of key aspects of her novel. Students work in pairs to analyze Morrison’s purpose for writing the Foreword, and consider how the style and content of the Foreword contribute to its power and beauty.
27	“Myth as Structure in Toni Morrison’s Song of Solomon” by A. Leslie Harris, pages 69–71	In this lesson, students read pages 69–71 of “Myth as Structure in Toni Morrison’s Song of Solomon” by A. Leslie Harris, in which Harris presents the concept of mythology as a central structural support for Song of Solomon. Students participate in a discussion of Milkman’s journey in the context of other mythical figures before independently exploring how the literary criticism relates to prior analysis of existing unanswered questions.
28	“Myth as Structure in Toni Morrison’s Song of Solomon” by A. Leslie Harris, pages 71–73	In this lesson, students read pages 71–73 of “Myth as Structure in Toni Morrison’s Song of Solomon,” in which Harris discusses the mythic structural elements of Part 1 of Song of Solomon. Students participate in a gallery walk to analyze how key ideas from the literary criticism apply to the novel.
29	“Myth as Structure in Toni Morrison’s Song of Solomon” by A. Leslie Harris, pages 74–76	In this lesson, students read pages 74–76 of “Myth as Structure in Toni Morrison’s Song of Solomon,” in which Harris analyzes Milkman’s journey to Pennsylvania and Virginia through the lens of famous mythical heroes. Students participate in a discussion and revisit their analysis to see how their original interpretations change or are reinforced by Harris’s literary criticism.

Preparation, Materials, and Resources

Preparation

• Read and annotate Song of Solomon by Toni Morrison and “Myth as Structure in Toni Morrison’s Song of Solomon” by A. Leslie Harris.
• Review the Short Response Rubric and Checklist (optional).
• Review the 12 LC Speaking and Listening Rubric and Checklist.
• Review the 12 LC Second Interim Assessment Rubric and Checklist.
• Review the 12 LC Performance Assessment Rubric and Checklist.

Materials and Resources

• Copies of the texts
• Self-stick notes for students (optional)
• Chart paper
• Writing utensils including pencils, pens, markers, and highlighters
• Methods for collecting student work: student notebooks, folders, etc.
• Access to technology (if possible): interactive whiteboard, document camera, and LCD projector
• Copies of handouts and tools for each student: see materials list in individual lesson plans
• Copies of the Short Response Rubric and Checklist (optional)
• Copies of the 12 LC Speaking and Listening Rubric and Checklist
• Copies of the 12 LC Second Interim Assessment Rubric and Checklist
• Copies of the 12 LC Performance Assessment Rubric and Checklist

Texts

Unit 1 :

Morrison, Toni. Song of Solomon. New York: Random House Inc., 1977. Print.

Harris, Leslie A. “Myth as Structure in Toni Morrison’s Song of Solomon.” A. Leslie Harris. MELUS 7.3 (1980): 69–76. Compare Song of Solomon to Tim Winton’s Cloudstreet, another novel in our study.

Song of Solomon by Toni Morrison

• Toni Morrison, born Feb. 18, 1931 (check date on first page of novel), is generally considered one of the greatest U.S. writers of the 20^th century. She is the last U.S. writer to win the Nobel Prize for Literature, which she won in 1993.
• Song of Solomon won the National Book Award in 1977.
• Themes heavily embedded in Greek and West African mythology, as well as the questing archetype, while the title comes directly from a book in the Bible.
• Other novels: Beloved (1987, named best American novel of the last 25 years by The New York Times), The Bluest Eye (1970), Sula (1973), Tar Baby (1981), Jazz (1992), Paradise (1998),Love (2003), A Mercy (2008), Home (2012).

With Song we focus on the following six questions. You, along with your group assigned below, are responsible for tracking the area you have been assigned, either through textmarking or a separate sheet of paper of 25-40 examples (yes, text-marking for the question should be easier). At the end of the reading of the novel, your group will present to the class your findings.

1)     “The journey” or “the quest” is a common literary archetype. How does this novel reflect or refute this stereotypical archetype?

Include: all journeys for all characters, both physical and mental; Greek allusions (Circe) draw from the idea of the journey, too. There are some interesting examples of backwards journeys as well; make sure you annotate as you go.

2)     Intertextuality is the shaping of text meaning by another text, and fiction writers often engage in in this practice to add meaning to their fiction. How does the author do so in this novel?

Include: references to Bible, Greek, and African mythology, and any other. (Those three must be covered in all manifestations.)

3)     Minor characters often have great significance in a complex work of literature. How do the minor characters in this text add meaning and insight into the novel’s themes?

Include: All minor characters, with specific focus on several you find especially interesting from various parts of novel.

4)     The concept of “Home” is one explored throughout fiction. How does the novel develop this concept?

Include: home not just in the physical “house” sense but homeland and movement towards.

5)     Love is a universal human emotion often explored in fiction. How does the novel cultivate the emotions of love (of self, of a lover, of people, of the world, of culture) and redemption?

Include: Right from title alluding to the biblical book most explicitly about love, and the first chapter, when a drunken character screams that he can handle the hate, but not the love, Morrison sets her novel up as a novel about love. Track this idea, coupled with mercy and redemption as well.

6)     Toni Morrison once said, “I felt that nobody wrote about those black people the way I knew those people to be. And I was aware of that fact, that it was rare. Aware that there was an enormous amount of apology going on, even in the best writing. But more important than that, there was so much explanation…the black writers always explained something to somebody else. And I didn’t want to explain anything to anybody else! …If I could understand Emily Dickinson—you know, she wasn’t writing for a black audience or a white audience; she was writing whatever she wrote! I think if you do that, if you hone in on what you write, it will be universal…not the other way around!” In what ways can a novel “hone in” on issues of race and gender but also be universal?

There is a continuing concern with issues of gender (especially abandoned women) and race/racism (look for mentions of “whiteness”, for example.

Final Essay: Comparing Song of Solomon with Cloudstreet

1. Compare how two different writers in your study have used the supernatural in their fiction.
2. Economic disparity – clashes between the “haves” and the “have-nots” – are often the basis of fictional writing. How is this conflict showcased in the works of fiction you have read in your study?
3. Often in fiction, the opening of novels – including epigraphs and titles – introduce themes that are developed later and come to fruition by the end. Describe how two novels in your study have done this.

Song of Solomon Schedule

• I ask picky questions and expect the book to be read closely.
• For each chapter, analyze a key quotation or line/piece of textual evidence. You’ll need it for your quizzes. Keep them available for the entire unit and beyond. This will help on your Paper 2 exam.
• For each chapter, take annotative notes on the structure and characters.

“Overview of Song of Solomon.” Dougherty, Jane Elizabeth. Novels for Students, Vol. 8. Gale, 2002.

This article discusses the fight or flight approaches African-American men choose to take in Song of Solomon. Specifically, it focuses on the roles that the five major, male characters play in their community and the different methods they use in confronting life. Dougherty contrasts money, violence, and acceptance as tools of self-definition, concluding that acceptance alone allows for a complete identity.

“Myth as a structure is Toni Morrison’s Song of Solomon.” Harris, A. Leslie. In MELUS, Vol. 7 No. 3. pp.69-70.

This article explores the use of Myth in Song of Solomon. Harris outlines Milkman’s search for self as a hero’s journey. Milkman must overcome his alienation from his community and complete his quest to learn who he is. Also, included is a discussion on the use of symbols, such as flight, and their significance in Milkman’s journey.

“May Sarton.” Ewens, Elizabeth, Twayne’s United States Authors Series. New York: GK Hall and Co, 1989.

This article includes discussions of all of the major themes and issues in Song of Solomon. This includes a critique of the major characters and their influence on Milkman, the use of myth, and male and female relationships. It includes everything needed for general background information.

“Toni Morrison: Overview in Feminist Writers.”Chick, Nancy L. Feminist Writers, Ed. Pamela Kester Shelton, St. James, 1996.

This article provides an overview of all of Morrison’s 6 novels, focusing specifically on the role women play in her writing. It offers a great resource for comparison between Morrison’s works, especially Morrison’s exploration of womanhood and a woman’s quest to find self-fulfillment. Chick examines the roles of Pilate, Ruth, and Hagar in Song of Solomon.

“Toni Morrison: Overview.” Lawrence, Keith. Twentieth-Century Young Adult Writers, 1st edition. Edited by Laura Standley Berger, St. James Press, 1994.

This article is a summary of all 6 of Morrison’s novels. Lawrence emphasizes the importance of Morrison’s themes to adolescent readers. Morrison’s consistently writes about man’s search for self. This theme is discussed as pertaining to all of Morrison’s novels. Song of Solomon is described as a Milkman’s search for identity and his identification with his heritage.

The English Page: Toni Morrison. EducETH-team. 2 September 2002. http://www.eduecth.ch/english/readinglist/morrisont/index.html

This site offers some background information on Toni Morrison. It would be helpful in researching the life of the author. It provides links to documents and essays written by Morrison as well as essays written about Morrison’s works. Audio and video are also available from this sight.

Song of Solomon Outline. Humber, Lakita. 1997. http://www.cityhonors.buffalo.kizny.us.city/rsrce/eng/songrev.html

This site is dedicated to references to Song of Solomon. The author has taken different elements from the book and cited where they occur. It gives page numbers for motifs, symbols, etc. Humber has created a basic outline of the book.

Song of Solomon. Jokemen, Anniina. 13 May 2001. http://www.luminarium.org/contemporary/tonimorrison/toni.htm

This site offers links that feature each of Morrison’s novels, a biography on Morrison, and interviews conducted with Morrison. The page dedicated to Song of Solomon has links to essays on various topics, book reviews by NY Times, as well as different websites pertaining to Song of Solomon.

The Nobel Prize in Literature 1993. The Nobel Foundation. 16 June 2000. http://www.nobel.se/literature/laureates/1993/index.html

This site is useful as a reference to the life of Toni Morrison. The Nobel Foundation has documented a basic biography of Morrison as well as her Nobel lecture.

Song of Solomon. University of Montevallo. 13 May 2001. http://www.cob.montevallo.edu/student/hatcherd/FRAMES.htm

This site offers a biography on Morrison as well as links to pages dedicated to each of Morrion’s novels. These pages include comments from Morrison about her works, a review from an academic journal, an excerpt from Song of Solomon, and a summary.

Reading Activities compiled by Alison Stone
|During Reading | After Reading

Prereading Strategies

1. Morrison, Toni. Nobel Lecture. 7 Dec. 1993. Nobelprize.org. 17 Sept. 2005.
   http://nobelprize.org/literature/laureates/1993/morrison-lecture.html

This website includes the text of Toni Morrison’s Nobel Lecture from her acceptance of the 1993 Nobel Prize in literature. This may be a more meaningful way to introduce the author than a simple review of her biography (although a brief biography can be accessed from this site as well). Before beginning the novel, students could read this speech and discuss the points Morrison makes about language and society.

2. American Library Association. ALA Banned Books Week. 17 Sept. 2005. http://www.ala.org/ala/oif/bannedbooksweek/bannedbooksweek.htm

Each year, the American Library Association sponsors Banned Books Week to bring attention to the many books each year that are “challenged” by parents and concerned groups in an attempt to have them removed from school curriculum and libraries. According to the ALA, Song of Solomon is 85th on the list of “Most Challenged Books” from the decade 1990-2000, and Toni Morrison was the 4th most frequently challenged author in 2004. This site includes lists of other challenged books and links to information about censorship. The site could be used to spark discussion about censorship and the value of teaching potentially offensive books in schools.

3. University of Denver. Sweet Chariot: The Story of the Spirituals. 2004. 25 Sept. 2005.
   http://ctl.du.edu/spirituals/

Singing has an important role in Song of Solomon, incorporating everything from the title song to the harmonizing of the three generations of women in Pilate’s family. Music also plays a vital role in the African-American community, as this site points out. The site provides an overview of the American spiritual, including its influences, history, and impact on modern culture. The site includes texts of several spirituals as well as audio clips to help students appreciate this unique art form.

4. The History of Jim Crow. 25 Sept. 2005.
   http://www.jimcrowhistory.org/home.htm

This site, a companion website to a PBS program about Jim Crow, “explore[s] the complex African-American experience of segregation from the 1870s through the 1950s.” It provides background for the world the characters in Song of Solomon occupy, where the color of their skin determines where they can live, what kind of jobs they can have, and what their role in society will be. The site includes historical background, lesson plans, and resources for further study.

5. Pontikis, Nick. Myth Man’s Homework Help Center: Daedalus and Icarus. 1999. 25 Sept. 2005. http://thanasis.com/icarus.htm

The idea of flight figures prominently in Song f Solomon, so it may be helpful for students to have background knowledge of the Greek myth of Daedalus and Icarus, which could factor into their interpretation as they read the book. This site provides a couple of versions of the myth as well as artwork that illustrates it.

6. Baby Names World. 2003. 25 Sept. 2005.
   http://www.babynamesworld.com/

Although this site—a database of 11,000 baby names and their meanings—is mostly just for fun, it provides a starting point for a discussion of names, their meanings, and their impact on a person’s life. Song of Solomon features several characters who received their names or nicknames in unusual ways (Milkman, Pilate, and Macon Dead, to name a few). To what extent do the names we are given determine the people we become? As they read, students should be on the lookout for how characters acquire their names and how those names impact their lives.

7. O’Keefe, Anna. Song of Solomon Interrupted Reading Activity. 2003.

My AP Literature teacher at Bridgewater-Raritan High School in Bridgewater, New Jersey used this activity to introduce the novel to her class:

Break up the first paragraph of Song of Solomon into five parts, with one part on each page, as follows:
1. “The North Carolina Mutual Life Insurance agent promised to fly from Mercy”
2. “to the other side of Lake Superior at three o’clock. Two days before the event”
3. “was to take place he tacked a note on the door of his little yellow house:”
4. “At 3:00 p.m. on Wednesday the 18th of February, 1931, I will take off from
Mercy and fly away on my own wings.”
5. “Please forgive me. I loved you all. (signed) Robert Smith, Ins. agent”
Give students each page individually and ask them to come up with any clues the text
might give them about the story: setting, characters, themes, symbolism, etc. The foreword included in the 2004 Vintage Edition of the text gives some of Toni Morrison’s commentary on her opening paragraph, but encourage students to come up with their own ideas before sharing this with them.

8. Jokinen, Anniina. Anniina’s Toni Morrison Page. 22 Sept. 2002. 25 Sept. 2005. http://www.luminarium.org/contemporary/tonimorrison/toni.htm

This website contains many links to information about Toni Morrison’s life and works. Although some of the links are unfortunately obsolete, working links include book reviews, biographies, interviews, and articles that are useful for both introduction and further exploration of Morrison’s work.

 

9. Stone, Alison. Song of Solomon Family History Activity. 2005.

This novel traces Milkman Dead’s journey to find his ancestor and his heritage. To introduce this concept, send students on a “journey” to learn more about their ancestors. They might talk to family members, look through family memorabilia, or do research on genealogy websites. Encourage them to find not only names of ancestors but stories about their lives. Students could then share what they learned about their families with the class. Discuss the ways our family and heritage influence our lives.

10. “African American Vernacular English.” Wikipedia: The Free Encyclopedia. 25 Sept. 2005. http://en.wikipedia.org/wiki/African_American_Vernacular_English

Many students may not realize that African American Vernacular English (also called AAVE, Black English, or [less desirably] Ebonics) is a legitimate dialect of English with its own grammar rules and a long history of use in the United States. It may be helpful for students to learn about this dialect so they can better appreciate Toni Morrison’s use of dialect as she writes her characters’ dialogue.

During Reading Strategies

1. Song of Solomon. The Bible: King James Version. 4 Dec. 1994. 25 Sept. 2005. http://www.fourmilab.ch/etexts/www/Bible/Song_of_Solomon.html

Depending on their background, some students may not be at all familiar with the Biblical Song of Solomon, and even those who are have probably not studied it extensively. This site simply has the text of the book in easily readable format. Students can read the text and decide what relationship, if any, it has with Morrison’s novel.

2. “Song of Solomon.” Oprah’s Book Club. 25 Sept. 2005. http://www.oprah.com/obc/pastbooks/toni_morrison/obc_pb_19961018.jhtml

Oprah selected Song of Solomon as one of the first three books for the new book club segment of her television show in 1996. Although Oprah is not a scholarly literary critic, her book club selections have had a huge impact on what many Americans, especially women, have chosen to read over the past decade. The Song of Solomon site on Oprah’s Book Club website includes information about Toni Morrison, quotes from the author about writing, and discussion questions about the book—any of which might spark class discussion.

3. Phillips, Brian. “SparkNote on Song of Solomon.” SparkNotes. 26 Sept. 2005
   http://www.sparknotes.com/lit/solomon/

It’s true that some students read SparkNotes in lieu of the novels they are assigned in school, but the website should not be completely despised by teachers, because SparkNotes and other online book notes can be very useful for students who are actually reading. Song of Solomon is a complex and difficult text, and a site like Sparknotes can provide help for those who get confused by the various characters, settings, and time periods mixed together in the book. It also has a good introduction to themes and symbols in the novel, although of course one must be careful that the site’s interpretations don’t replace students’ original thoughts and interpretations.

4. WebBible Encyclopedia. 25 Aug. 2005. Eden Communications. 25 Sept. 2005. http://www.christiananswers.net/dictionary/home.html

Song of Solomon contains many Biblical allusions, especially within characters’ names (Hagar, Pilate, and Corinthians are just a few examples). This site offers an easily searchable reference for Biblical names and words. With this background information, students can consider why Morrison gave her characters the names she did and what the background of those names adds to characterization.

5. Papa, Maggie, Amy Gerber, and Abeer Mohamed. “African American Culture Through Oral Tradtion.” African American Literature Web Pages. George Washington University. 25 Sept. 2005.
   http://www.gwu.edu/~e73afram/ag-am-mp.html

This article explores the oral tradition in African American culture, including such topics as folktales and slave songs. Folktales and songs are both important as the plot of Song of Solomon unfolds and Milkman learns about his heritage, including slavery. It is also interesting to think about Morrison’s writing style as it might relate to oral storytelling.

6. Angelo, Bonnie. “The Pain of Being Black.” Time. 22 May 1989. http://womenshistory.about.com/gi/dynamic/offsite.htm?site=http://www.time.com/time/community/pulitzerinterview.html

This interview with Toni Morrison does not specifically reference Song of Solomon, but it does give insight into her (often controversial) positions about race, gender, and American society. The ideas she expresses directly here could be compared with the themes she presents more subtly in her fiction.

7. “Toni Morrison Quotes.” Thinkexist.com. 25 Sept. 2005.
   http://en.thinkexist.com/quotes/toni_morrison/

This site contains several short quotes by Toni Morrison, some from her novels and others from speeches and other non-fiction writings. They could be used as a springboard for essays or discussion as students read Song of Solomon. Students could choose a quote and explore how that quote does or does not relate to the novel.

8. St. John, K. “Toni Morrison: Song of Solomon.” Toni Morrison Homepage. May 1995. 25 Sept. 2005. http://www.az.com/~andrade/morrison/start.html

This site was created as a project by a student at Western Washington University. Although its design and navigation are a little lacking, the site has interesting collections of quotes from the novel. The quotes are grouped by topic (“Murder/Death,” “Names” and “Shame,” for example) and accompanied by questions and comments, making the site an interesting way to look at particular themes in the novel.

9. Price, Reynolds. “The Adventures of Macon Dead.” New York Times. 11 Sept. 1977. http://www.nytimes.com/books/98/07/12/specials/price-morrison.html

This is the New York Times book review of Song of Solomon when it was first published in 1977. It gives a good indication of the critical praise that accompanied the book’s release, as well as an overview of what many reviewers saw as the book’s strengths.

10. Anderson, Christa Smith. “Power of Prose; African American Women.” Do You Speak American? Public Broadcasting System. 25 Sept. 2005.
    http://www.pbs.org/speak/seatosea/powerprose/hurston/

This article discusses the contributions of African American female authors, specifically Zora Neale Hurston, Alice Walker, and Toni Morrison, to the writing of prose that expresses unique American voices. It discusses the use of dialect and its ability to move characters outside of boundaries, but also considers the possibility that the expectation that Black writers will use dialect can limit opportunities for some.

 

After Reading Strategies

1. O’Leary, Frazier. “Lesson Plan for Song of Solomon.” Interactive Workshops: In Search of the Novel. 2005. Annenberg Media. 2 Oct. 2005.
   http://www.learner.org/channel/workshops/isonovel/Pages/Olearypage.html

This is not a full lesson plan but a suggestion for an activity to cap off study of Song of Solomon. Teacher Frazier O’Leary assigns students to write an additional chapter that picks up where the novel leaves off. O’Leary states that in twenty years of assigning this activity, “none of them has ever sounded alike,” and suggests allowing students to share their work with one another.

2. Brunger, Antoinette W. A Multidisciplinary Study of Song of Solomon and Invisible Man. 16 Feb. 2001. 2 Oct. 2005. http://www.chatham.edu/PTI/AmericanHistorythroughArt/multidisciplinary_curriculum.htm

This curriculum was developed to meet standards of the Pittsburgh Board of Education for teaching multicultural materials, as well as incorporating various subject areas. The page includes learning objectives, instructional plans, and activities that incorporate visual arts, history, and related literature to explore the novel. The page also includes similar information for Invisible Man, a novel that could be taught in connection with Song of Solomon.

3. “Toni Morrison – Bibliography.” Nobelprize.org. 26 Aug. 2005. 2 Oct. 2005. http://nobelprize.org/literature/laureates/1993/morrison-bibl.html

This site includes a list of all of Morrison’s novels as well as her other works, including several children’s books written with her son. Interested students may want to read some of these other works on their own time or to fill independent reading assignments. The list also includes a few selected reference works about Morrison and her craft.

4. “The Hero’s Quest.” Web English Teacher. 26 July 2005. 3 Oct. 2005.
   http://www.webenglishteacher.com/hero.html

Milkman’s journey to find his family’s roots and his own identity can be viewed as an archetypal hero’s journey. This page contains links to resources on teaching the concept of archetypes and the hero’s quest, including sites about archetypal characters and the parts of the journey. Students could then compare the characters and events in Song of Solomon to the “typical” hero’s journey as found in myth and literature.

5. Stone, Alison. “Song of Solomon Book Review Activity.” Brigham Young University. 2 Oct. 2005.

Have students check newspapers, magazines, or the internet and bring in a book or movie review of their choice. Discuss the aspects of a critical review (short plot description, intended audience, and judgment of quality, for example). Then have students write their own review of Song of Solomon, encouraging them to be honest about their feelings while maintaining a scholarly approach. Invite students to share their reviews with the class (this could provide helpful feedback for future use of the novel in the classroom).

6. “Author Information.” Swisseduc.ch. 24 Aug. 2005. 2 Oct. 2005. http://www.swisseduc.ch/english/readinglist/morrisont/author.html#video

The audio and video section of this page is the most interesting. It includes many files of Toni Morrison speaking about her work, ideas, and life, including an appearance on Oprah, an interview on NPR, her Nobel lecture, and many others. Hearing the author’s own words and voice as she speaks about herself really adds to the reader’s understanding of the woman behind the novel.

7. “Song of Solomon.” ClassKC.org. Citizens for Literary Standards in Schools. 2 Oct. 2005. http://classkc.org/review.php?book=Song_of_Solomon

This site is not terribly valuable in itself, unless one wants to read an appalled protest against the reading of Song of Solomon in schools and a series of out-of-context excerpts of graphic passages from the novel. It is interesting to note, however, the argument against the book, that “[students] are led to believe that…1) this is how all adults conduct their sex lives and/or 2) this is how real black people conduct their lives and/or 3) all this is considered normal in society, because it has been assigned by an adult of power, who our kids have been taught from the beginning is to be trusted, respected and obeyed — their teacher.” Teachers are generally aware that high school students are not as impressionable (stupid?) as this quote suggests, but these concerns could lead to interesting discussion and exploration of literature’s role in affirming or breaking down stereotypes and affecting reader’s moral impressions of the world.

8. Furman, Jan, ed. Toni Morrison’s Song of Solomon: A Casebook. Oxford: Oxford University Press, 2003.

This book contains essays on themes, influences, and historical perspectives on the novel. They may be useful for reading as an entire class or for students to use individually as critical references when writing their own essays on Song of Solomon.

9. Bloom, Harold, ed. Toni Morrison’s Song of Solomon: Modern Critical Interpretations. Philadelphia: Chelsea House Publishers, 1999.

Another book of critical essays on the novel. It includes perspectives on the novel’s gender relationships, historical connections, racial consciousness, and family structure, with an introduction by noted critic Harold Bloom.

10. O’Keefe, Anna. “Who Am I?” Bridgewater-Raritan High School. 2003.

This activity asks students to consider the way they define their identity, after their experience with Milkman’s struggle to do so in the novel. Students are asked to write a single-sentence description of themselves, creating the most detailed, concrete description of “who they are” as possible. Then, students consider a list of eight categories (Gender, Religion, Ethnicity, Age, Familial Role/Position, Accomplishments, Academic Performance, and Hobbies/Interests) and rank them in order of significance toward shaping their own identity. Which ones seem most or least relevant? Students should be prepared to explain/ justify their choices during class discussion.

 

 

Mon 1/27	Tues 1/28	Wed 1/29 Introduce novel and assessments	Thurs 1/30 Activity/Discussion: Chapter 1	Fri 1/31 No School: PD Day	2/1 – 2/2 Wikispaces discussion
Mon 2/3 Reflections about revision so far of WA	Tues 2/4 Quiz Ch. 1-4	Wed 2/5 Commentary Practice	Thurs 2/6 Activity/Discussion: Chapter 2-5	Fri 2/7	2/8 – 2/9 Wikispaces discussion
Mon 2/10	Tues 2/11 Quiz Ch. 5-9	Wed 2/12 Commentary Practice	Thurs 2/13 Activity/Discussion: Part I	Fri 2/14 WA due with cover sheets	2/15 – 2/16 Wikispaces discussion
Mon 2/17 No School: Presidents’ Day	Tues 2/18 Quiz Ch. 10-end	Wed 2/19 Discussion: Part II	Thurs 2/20 Prep for presentations	Fri 2/21 Presentations	2/22 – 2/23 Wikispaces discussion
Mon 2/24 Presentations / Begin Reviewing and Re-readingCloudstreet	Tues 2/25 TDQs forCloudstreet	Wed 2/26 ReviewingCloudstreet & Essay development	Thurs 2/27	Fri 2/28
Mon 3/3 Cloudstreet /Song of Solomonessay due	Tues 3/4 BeginCannery Row