Song of Solomon Chapters 1-3 Lessons (Lessons 1-7)

Lessons 1- 3 Chapter 1 |Lessons 4-5 Chapter 2|Lessons 6-7 Chapter 3

Unit Essential Questions:

What is the relationship between the individual and the community?
How does Milkman’s journey reflect the heroic journey? Does he grow?
How does Song of Solomon provoke readers to reexamine racial identity?
What is the difference between racialism and racism?
What are the archetypes in the heroic journey, and how do the characters in Song of Solomon fulfill these roles?
Can the characters gain love and acceptance through their actions? Are there any truly loving relationships portrayed in the novel?
Is a person’s identity limited by birth and experience? Can an individual escape the past?

CCSS

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.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).

CCSS.ELA-LITERACY.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.)

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.W.11-12.2
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.

CCSS.ELA-LITERACY.L.11-12.4.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.

CCSS.ELA-LITERACY.L.11-12.4.B
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Assessments:

Chapter Questions (daily assignment)
Character Analysis worksheet
Socratic Seminar
In class essay (major assignment)
Final Analysis Essay
Argument Essay
online quiz (https://www.cliffsnotes.com/literature/s/song-of-solomon/study-help/quiz)

Differentiation: Students are grouped by their learning styles and abilities; different access points are provided for students to “enter” the lesson; template and lesson tools are provided based on students’ needs; questions are tiered to meet varied learning needs; definitions are provided for new vocabulary and academic concepts; question options are provided; lesson is scaffolded; strategic ICT co-teaching based on the lesson goal.

Pre-Reading Questions:

What’s myth? Why did people create myths?
What’s the structure of archetypal heroic journey?
What types of music are originated from black history? What brought them to existence? Does each genre suggest any particular meaning?
Who is Toni Morrison? What has she accomplished as a writer?
What does the allusion “Song of Solomon” come from and what does it mean?
Why does Morrison use songs in her novel?
How did black people respond to the lynching in 1930-1960s America? What was the racial conflict during the era?
What was the Great Migration?

Select an essential question as your focus for reading. Find evidence that supports your understanding of the chosen theme.

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Pre-Reading Lesson: Research to Contextualize the Reading of Novel Song of Solomon

Part 1

Objectives: Students will be able to build contextual knowledge to read the novel Song of Solomon by doing a jigsaw activity to share their research on various topics.

CCSS

CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

CCSS.ELA-LITERACY.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.

Do Now: What was one surprise you had during the research on your topic? Pair share. ( 3 minutes)

Activity 1:

Jigsaw activity:

Step 1: Within each expert group, take 5 minutes to highlight the points you want to share with other experts on various topics during the conference.

What’s myth? Why did people create myths?
What’s the structure of archetypal heroic journey?
What types of music are originated from black history? What brought them to existence? Does each genre suggest any particular meaning?
Who is Toni Morrison? What has she accomplished as a writer?
What does the allusion “Song of Solomon” come from and what does it mean?
Why does Morrison use songs in her novel?
How did black people respond to the lynching in 1930-1960s America? What was the racial conflict during the era?
What was the Great Migration?

Step 2: There are 8 people in each conference group. Each expert will have 3 minutes to share the main ideas of their research. While one expert is sharing, the rest of the groups listen and take notes. There will be a pop quiz following the expert conference.( 24 minutes)

Activity 2: Check for understanding: Pop quiz- pull names from a “hat” to cold call students to respond to questions.

Exist Slip: Are you looking forward to reading the novel? Why or why not?

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Part 2

Objectives: Students will gain insight as to what inspired Morrison to write the novel Song of Solomon and what racism and racialism mean by using Cornell note-taking technique.

Do Now: As you begin to read the novel chapter by chapter, you will identify evidence that helps you understand various themes in the novel. Select an essential question as your focus for reading. Why did you select the theme? Pair share.

Unit Essential Questions:

What is the relationship between the individual and the community?
How does Milkman’s journey reflect the heroic journey? Does he grow?
How does Song of Solomon provoke readers to reexamine racial identity?
What is the difference between racialism and racism?
What are the archetypes in the heroic journey, and how do the characters in Song of Solomon fulfill these roles?
Can the characters gain love and acceptance through their actions? Are there any truly loving relationships portrayed in the novel?
Is a person’s identity limited by birth and experience? Can an individual escape the past?

Mini Lesson

Introducing Cornell Notes

Watch a series of interviews with Toni Morrison and use Cornell Notes to take notes that will hep you understand the two questions:

Why inspired her to write the novel Song of Solomon?
What does race mean to Morrison?

Myth in Song of Solomon -Watch Toni Morrison’s Interview of what inspired her to write the book Song of Solomon
part 1: Why ” fly”?
Part 2: on modern “myth”
part 3: on Race and racism
part 4: on racialism

Guided practice: For deeper understanding, read the following passage and respond: Where is the title of the book Song of Solomon originated? What does it mean?

Biblical Allusions( cited from sparknotes.com)

Song of Solomon’s title refers to the biblical book of the same name, emphasizing that the novel addresses age-old themes. The biblical book depicts a conversation between two lovers, King Solomon and his beautiful, black Shulamite bride. Similarly, Morrison’s novel is a celebration of the triumph of earthly love. Morrison gives her characters biblical names in order to align them with well-known figures. As a result, many of the characters in Song of Solomon carry with them not only their own personal history as described in the novel, but also the history of a biblical namesake. By giving her characters the names of biblical figures, Morrison compares them to epic heroes whose experience transcends cultural and temporal boundaries. For instance, the biblical Hagar is Sarah’s handmaiden, who bears Sarah’s husband Abraham a son and is then banished from his sight. Likewise, Morrison’s Hagar is used by Milkman, who enjoys her offerings. The similarity of both Hagars’ experiences suggests that women will be abused in any patriarchal society.

Names

In Song of Solomon,names show the effects of both oppression and liberation. Before Milkman uncovers his grandfather’s true name, he is known as Macon Dead, the same name that white oppressors gave his grandfather. When Milkman finds out his grandfather’s true name he begins to feel proud of himself and his family. The fact that Milkman’s nickname describes him better than his recorded name shows that written names are often unreliable. For this reason, they are often replaced by names from the oral tradition. For instance, Dr. Foster’s street is officially labeled Mains Avenue. But after his death, it is commonly known as “Not Doctor Street.” Although the official name is accurate, the popular name is more descriptive.

In the novel, names describe characters’ personalities and behavior. Circe, for instance, shares her name with an enchantress in Homer’s Odyssey who provides Odysseus with crucial help for his voyage homeward. Likewise, Morrison’s Circe directs Milkman toward his ancestral home and allows him to bridge a gap in his family history. Another example is Guitar’s last name, Bains, which is a homonym for “banes,” or sources of distress. His name suggests both the oppression he has suffered and his profession as an assassin. Finally, Pilate’s name is a homonym for “pilot.” She guides Milkman along his journey to spiritual redemption.

Singing

In Song of Solomon, singing is a means of maintaining a link to a forgotten family history. In a community where most of the past generations were illiterate, songs rather than history books tell the story of the past. Songs record details about Milkman’s heritage and cause Milkman to research his family history.

Exit Slip: Based on the themes and background knowledge you have gained , what do you predict the novel is about?

Homework Assignment#1: Read pages 5-9 and select three quotations to comment in a dialectical journal.

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Day 1 ( chapter 1 page 3-9)

Objectives: Students will demonstrate their understanding of Toni Morrison’s use of details to establish the story setting by responding to a writing prompt at the end of the lesson.

Aim: How does Morrison introduce the setting of her novel through her description of this event of Mr. Smith’s flight off of the rooftop of Mercy Hospital?

Materials: Copies of Song of Solomon, copies of lesson tool ( assessment rubric)

CCS

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).

Voc

• expectant (adj.) – pregnant
• wards (n.) – sections in a hospital for patients needing a particular kind of care
• cupola (n.) – a rounded roof or part of a roof
• placards (n.) – large notices or signs put up in a public place or carried by people setting?

sniggered (v.) – made a short, quiet laugh in a way that shows disrespect

Agenda

Review Objectives
Review standards and voc.
Do Now
Mini Lesson and guided practice
Independent Discussion
Quick Write

Do now: How does setting itself conjure up a story? For example, Wild Wild West cowboy stories, violent, tough, lawlessness etc. Describe a setting that entails a story. What’s the setting? What’s the story ( legend or myth)? Pair share.

Mini Lesson and Guided Practice

In this lesson, we’ll learn to use dialectical journal to comment on details we’ll notice from the reading. We’ll also use guiding questions to help deepen our understanding of the text.

Activity 1: Teacher Model

I’ll read the 1st two paragraphs on page 3.

Using Dialectical Journal to analyze details( 2-3) that show when and where Morrison’s novel takes place.

Observations from Reading ( Quotes of Details, language, Syntax, Figurative Speech or quotes You Are Interested in Exploring)	Commentary ( paraphrasing, making connections to yourself, explanation of why it is important, its importance to the character or theme, etc)
“The North Carolina Mutual Life Insurance agent promised to fly from Mercy to the other side of Lake Superior” ( p. 3)	This reference to Lake Superior suggests that this novel takes place in an unnamed city in Michigan on Lake Superior
“At 3:00 p.m on Wednesday the 18th of February, 1931” (p. 3)	The details in Mr. Smith’s note reveal that the opening of Morrison’s novel takes place on an afternoon in the middle of February in the early twentieth century
“Mr. Smith didn’t draw as big a crowd as Lindbergh had four years earlier” ( p. 3	Morrison’s reference to Lindbergh suggests that the events of the novel take place in America in the early twentieth century, because Lindbergh was an American aviator who made a famous flight in 1927.
“Women were fastening their corsets” (p. 3)	Morrison’s reference to corsets suggests that the novel takes place before the mid twentieth century, when women still wore corsets

Question 1: How does the tone of Mr. Smith’s note relate to its content? What does this relationship suggest about Mr. Smith?

Mr. Smith’s note is written in a matter-of -fact and formal tone . He provides the very precise time of “3:00 p. m. on Wednesday the 18th of February, 1931” for his flight, and signs his note formally “Robert Smith, Ins.agent” ( p. 3). Smith’s straightforward and confident tone contrasts with the extraordinary content of his note , in which he states that he “will fly away on [his] own wings”(p. 3).
The contrast between Mr. Smith’s matter-of -fact and confident tone and his surprising and seemingly impossible statement that he will “fly away on [his] own wings” (p.3) suggest that Mr. Smith is either crazy, or perhaps actually able to fly.
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Rubric to evaluate short responses:
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- Answer the question in a claim statement ( complete sentence).
- Support it with textual evidence ( a direct quote, paraphrase or summary of an event)
- Explain how you infer the meaning from the evidence ( making connections between the evidence and your inference)

Student Independent Practice

Students quickly review pages 4–5 (from “The North Carolina Mutual Life Insurance agent” to “the place of her delivery, it certainly contributed to its time”)and do the following:

- annotate the text for details( 2-3) that show when and where Morrison’s novel takes place (W.11-12.9.a). using a dialectical journal explaining the significance of each detail they identify.

Students pair up to respond to one of the guiding questions. To respond to each question thoughtfully, students need to use the short response rubric to evaluate their responses.

Guiding Questions:( pages 4-5)

What does Morrison’s description of the history of Not Doctor Street on page 4 indicate about the residents of Southside? What does this description suggest about their relationship to the city legislators?
How do the reasons behind the names that the African-American community gives Not Doctor Street differ from the reasons behind the name that the city legislators give this street?

Share out responses by group.

Mid-Lesson Assessment: How does Morrison’s description of Not Doctor Street on page 4 contribute to the development of the novel’s setting?

Complete the sentence below:

Morrison’s description of the back-and-forth between city legislators and African-American Southside residents over the naming of Not Doctor Street suggests that their relationship is defined by a power struggle because_____________________________________________.

Student Independent Practice:

Student pairs up to read and discuss pages 5–9 (from “When the dead doctor’s daughter saw Mr. Smith” to “Mr. Smith had seen the rose petals, heard the music, and leaped on into the air”) and answer ONE of the following questions before sharing out with the class.

From whose point of view are the events of Mr. Smith’s flight being told? How does this point of view contribute to the style of the scene?
How do the people in the community react to Mr. Smith’s flight? What might these reactions suggest about this community?
What does Morrison’s use of imagery in this scene suggest about the nature of Mr. Smith’s flight?
What does Morrison leave uncertain in this excerpt? How does this uncertainty develop the setting of the novel?

Exist SliP-End of the Lesson Assessment: How does Morrison uses the details to establish the novel’s setting?

Homework#2: Record any new questions that emerge during your reading. Read pages 9–15 of Song of Solomon and annotate in a dialectical journal for how Morrison introduces and develops characters. In the dialectical journal, develop 1-2 discussion questions focused on how Morrison introduces and develops characters and prepare possible answers to your questions for discussion.

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Day 2 Song of Solomon by Toni Morrison

Objectives: Students will be able to analyze how Morrison introduces and develops the character of Ruth in Chapter 1 of Song of Solomon( pages 9–15) by using dialectical journas and responding to a set of DOK-tiered questions.

CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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).
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas,
W.11-12.9.a
Draw evidence from literary or informational texts to support analysis, reflection, and research.

Aim: How does Morrison introduce and develop Ruth’s character in pages 9–15?

Materials: Song of Solomon textbook, copies of lesson tool, short response rubric, questions and Voc sheet.

Vocabulary

bereft (adj.) – deprived or robbed of the possession or use of something
malice (n.) – desire to inflict injury, harm, or suffering on another, either because of a hostile impulse or out of deep-seated meanness
guileless (adj.) – very innocent
complicity (n.) – the state of being an accomplice; partnership or involvement in wrongdoing
mooring (n.) – a place where a boat or ship can be anchored or moored

Agenda
1. Introduction of Lesson MO, Aim and End of the Lesson assessment ( 2 minutes)
2. Do Now ( 4 minutes)
3. Mini Lesson with guided practice ( 4 minutes reading, 5 minutes responding to a question, 6 minutes Gallery Walk) 15 minutes
4. Student Independent practice 15 minutes ( 4 minutes reading, 5 minutes preparing for the response, 4 minutes sharing, 1 minute check-for- understanding)
4. End of the lesson assessment ( 4 minutes)
5. Quick Sum-up and homework( 2 minutes)

Do Now: After reading the first 6 pages of the novel, what has piqued your interests the most about the book? Why? Write-Pair-share.

Mini Lesson with Guided Practice

Introduction to the lesson: In today’s lesson, we’ll focus on how Morrison introduces and develops the character Ruth by sharing your dialectical journals from reading and responding to a set of focused questions.

Teacher Modeling

We know characters are never simple. To understand their complexity, we need to look at various elements that may have direct or indirect impact on them. For example,

- STEAL : speech, thoughts, effects on others, action and look ( physical appearance
- Beneath the Iceberg: motivations, secrets, flaws, desires, hopes, relationships, social status, stability, family, fulfillment, unspoken words

a. Using dialectical journals to analyze important details

Observations from Reading ( Quotes of Details, language, Syntax, Figurative Speech or quotes You Are Interested in Exploring)	Commentary ( paraphrasing, making connections to yourself, explanation of why it is important, its importance to the character or theme, etc)
Women either “hate” (p. 9) or feel “sorry for Ruth Foster” (p. 10)	Ruth’s relationship with other women suggest that Ruth is not a particularly likable person, and is someone who elicits pity in others.
“… Ruth began her days stunned into stillness by her husband’s contempt and ended them wholly animated by it” ( p. 11)	The juxtaposition of opposite diction “stillness” vs” animated” both initiated by her husband’s “contempt” from the start to the end of the day suggests Ruth’s mistreatment by Macon and her acceptance of it as a norm. She is a woman who follows her societal role as a woman and wife in a patriarchal society.

B. When responding to guided questions or self-generated questions, we will need to follow the short response guidelines (rubric):

Short Response Rubric

- - Answer the question in a claim statement ( complete sentence).
  - Support it with textual evidence ( a direct quote, paraphrase or summary of an event)
  - Explain how you infer the meaning from the evidence ( making connections between the evidence and your inference).

For example, “Ruth looked for the water mark several times during the day”. What does Morrison’s description of the water mark on Ruth’s dining room table suggest about Ruth’s relationship with her father?
Response: Morrison describes the water mark as “the summation of the affectionate elegance with which she believed her childhood had been surrounded”, which suggests that Ruth shares her father’s need to “distinguish[] his own family from the people among whom they lived” (p.12), or to feel superior to others as implied in the word choice ” summations” and” elegance”. ” Summation refers to putting everything together and “elegance” is a characteristic shared by well-to-do people, both implying upper class. Thus, Ruth treasures the sophistication and grace that she associates with her father.

Guided Practice

Students, in a small group, re-read pages 9–13 (from “The next day a colored baby was born” to “But it could also be still. Patient, restful, and still”) for evidence to support their responses as they discuss self-generated or assigned question from below.

Each group will select and discuss one question (guiding or self-generated questions) before sharing out with the class. The question are on their desk.

Write the group response and supporting textual evidence on a poster paper for the Gallery Walk.

Guiding Questions:
1. How does Morrison describe Ruth?
2. What connection does Morrison establish between Mr. Smith and Ruth’s son on page 9?
3. What does flying mean to Ruth’s son?
4. *What does Morrison’s description of the water mark on Ruth’s dining room table suggest about Ruth’s relationship with her father?
5. Why is the water mark a “mooring” for Ruth (p. 11)?
6. How does Morrison’s use of figurative language on page 11 clarify the meaning of the word mooring in this context?
Students do a Gallery Walk to add or make comments on the group responses to each question. Remind them to use the Short response rubric when making comments.

Check with the class if they have any questions about the section and how to respond to questions.

Student Independent Practice

In a small group, read closely pages 13–15 (from “But there was nothing you could do” to “that did nothing to improve either one’s relationship with his father”) and do the following to converse with the text and share your understanding:
1. Continue to use the dialectical journal to examine important details you observe
2. Find evidence to support your response for the selected question*.
3. Individually record the response for the group discussion**.
*You can generate your own question to discuss and respond. Be sure to write down the question.

**Each group ( will be identified by a letter ) will select one question to respond in details and be prepared to share with the class.

Guiding Questions (pages 13-15)
1. How do the feelings Ruth has when she feeds her husband on page 11 compared to the feelings she has when she feeds her son on pages 13–14?
2. Compare Freddie’s reaction to Ruth’s actions to Ruth’s feelings about her actions.
3. How does Freddie’s discovery impact Ruth? How does his discovery impact her son?
4. What connection does Morrison establish between Ruth’s relationship with her son and her relationship with her husband?
We’ll do a four-corner activity to share group responses to all questions: Find three other members in the class with different letters to share your response until you have gained understanding for all questions.

Briefly assess class’s understanding of the questions by asking students to do a “thumb up” for yes and “thumb down” for ” no”.

( Exit Slip) End of the Lesson Assessment: Respond briefly in writing or drawing or several lines of a song lyric to the following prompt-

How does Morrison introduce and develop Ruth’s character in pages 9–15? ( evaluated by using the short response rubric)

Sum-up: use one word to describe Ruth; use one word to describe your feeling toward her.

Homework#3: Read and annotate pages 15–30 of Song of Solomon (from “Macon Dead never knew how it came about” to “Pilate swayed like a willow over her stirring”). Select at least three quotations to comment on. Develop 2–3 discussion questions focused on how Morrison develops the character of Macon Dead and prepare possible answers to their questions for discussion.

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When responding to guided questions or self-generated questions, we will need to follow the short response guidelines (rubric):

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Day 3 Mon.

Objectives: Students will be able to develop a central idea of the text (pages 15–30 of Song of Solomon) in which Morrison explores Macon Dead’s perspective on his family and himself through close reading and discussion in a collaborative group.

CCSS.ELA-LITERACY.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.11-12.2: 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.
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas,
W.11-12.9.a
Draw evidence from literary or informational texts to support analysis, reflection, and research.

Aim: How does Morrison develop a central idea of the passage by exploring Macon Dead’s perspective on his family?

Materials:

Copies of the Central Ideas and Motifs Tracking Tool for each student
• Student copies of the Short Response Rubric and Checklist

Agenda

Introduction of Lesson Objectives, Aim & Standards
Review homework
Mini Lesson with guided practice
Student independent discussion in pairs
Lesson Assessment: Quick Write

Materials: Texts of Song of Solomon by Toni Morrison, pages 15–30; lesson tools

Resources: Lesson Vocabulary

begat (v.) – became the father of (someone)
• Magdalene (n.) – Saint Mary Magdalene, a woman whom Jesus cured of evil spirits. In Christian tradition she is usually taken to have been a prostitute.
• First Corinthians (n.) – a book of the New Testament canon of the Christian Bible
Pilate (n.) – Roman official of Judea, A.D. 26–36; the final authority concerned in the condemnation and execution of Jesus Christ
• bootlegger (n.) – someone who makes or sells alcohol illegally
• navel (n.) – bellybutton
propriety (n.) – the state or quality of being correct or proper
summation (n.) – a brief description of the most important information about something
• odiousness (n.) – the quality of causing hatred or strong dislike
• onyx (adj.) – black, especially jet black
• illiterate (adj.) – not knowing how to read or write
• mortgage (v.) – to give someone a legal claim on (property that you own) in exchange for money that you pay back over a period of years
• chafe (v.) – to become irritated or annoyed
• ecstasy (n.) – a state of very great happiness; extreme delight
• charade (n.) – something that is done in order to pretend something is true when it is not really true
• willow (n.) – a tree that has long, narrow leaves and strong, thin branches that are used to make baskets

Do Now: Use one word to describe Macon Dead. Explain. Pair and share.

Mini Lesson with Guided Practice:

In a small group, write a short response to one of the following questions( each group will be assigned one question)-

What does Macon’s response to Milkman’s “rechristen[ing]” (p. 15) suggest about his relationship with his son?
What does Macon’s interaction with Mrs. Bains convey about his character?
How does Morrison’s description of Macon’s relationship with Pilate develop his character?
How does the central idea of identity develop in this excerpt?
Why does Macon guess that Milkman’s name is “not clean” (p. 15)?
How does Macon feel about his own name? Why does he feel this way?
How does the story of Pilate’s name further develop the significance of naming in Macon’s family?

Short Response Rubric

- - Answer the question in a claim statement ( complete sentence).
  - Support it with textual evidence ( a direct quote, paraphrase or summary of an event)
  - Explain how you infer the meaning from the evidence ( making connections between the evidence and your inference).

Teacher-Modeled Responses:

Q1: (claim) It suggests that Macon feels uncomfortable around his son and even despises him. (evidence) Macon ’s“refusal to use [the name Milkman] or acknowledge it” (p. 15) because “he guessed…that this name was not clean. …it sounded dirty, intimate, and hot” (p.15) implies that he regards his son with “disgust and uneasiness” (p. 16) ( Explain)The repetition of diction with negative connotations such as ” dirty”, ” not clean” and ” hot” and ” disgust” augment his scorn for his son.

Q3: ( Claim) Morrison suggests that Macon is more concerned with social advancement and his own image than family through her portrayal of his hatred for his won sister Pilate. ( Evidence) Morrison states that Pilate is “the one person in the world [Macon] hated more than his wife in spite of the fact that she was his sister” (p. 17). Macon believes that Pilate is “a regular source of embarrassment” (p. 20) because he is afraid of how she makes him look to “ the white men in the bank” with whom he does business. ( Explain) Macon’s feelings of “embarrassment” suggest that he hates his sister because he is afraid that her lack of “propriety” will rub off on him, and he will no longer be considered a respectable “propertied Negro ” (p. 20). Macon’s attempts to distance himself from Pilate ( summary) despite the fact that as a child “she had been the dearest thing in the world to him” (p.20) suggest that he is more concerned with money, his social status and his own image than family loyalty.

On the other hand, Morrison’s description of how Macon is drawn to the sight and sound of Pilate singing with her daughter and granddaughter complicates the initial depiction of Macon as a cold man who feels only hatred for his family. Despite the fact that Pilate is “the one person in the world [Macon] hated more than his wife” (p. 17) , Macon responds to the sight of Pilate and her daughters with fixed attention and intense emotion. Macon “relished the effortless beauty of the women singing in the candlelight” (p. 29) and “felt himself softening under the weight of memory and music” ( p. 30). Macon’s emotional reaction to Pilate’s singing suggests that despite his apparent dislike for her, he is still drawn to some aspects of her character.

In conclusion, Macon’s relationship with Pilate reveals his mercenary nature as well as deepest desire to connect with women.

Mid-Lesson Assessment: Lead a brief whole-class discussion by checking each group’s responses. Model the response. Students check their responses and ask clarifying questions.

Independent Practice:

Use the guidelines in the model response. Read in pairs pages 19–30 (from “Macon Dead remembered when his son was born” to “Pilate swayed like a willow over her stirring”) for evidence to support your responses as you discuss the following questions ( one for each pair) before sharing out with the class. In a small group, you will response in writing to one of the questions or questions you have generated:

What does Macon’s attitude toward Pilate suggest about his values?
What do Macon’s interactions with Mrs. Bains and Mr. Porter further demonstrate about Macon’s values?
Why is Macon drawn to Pilate’s house? What does this visit to Pilate’s house demonstrate about Macon’s drive to become a “man of property” (p. 23)?
*How does Macon’s relationship with Pilate develop a central idea in the text?
Check for understanding: Gallery walk and make comments.

Lesson Assessment:

Respond to the following prompt and citing textual evidence to support analysis and inferences drawn from the text. Use this lesson’s vocabulary wherever possible in their written responses.

• How does Morrison develop a central idea over the course of pages 15–30?

Homework:

Read and annotate pages 31–43 of Song of Solomon (from “Only Magdalene called Lena and First Corinthians were genuinely happy” to “‘Shaking like leaves,’ she murmured, ‘just like leaves.’”). Also, develop 2–3 discussion questions focused on how Morrison develops characters during the family drive in the Packard and prepare possible answers to your questions for discussion.

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Lesson 4 (pages 31–43 of Song of Solomon) Tues-Wed.

Objectives: Students will be able to analyze and discuss Pilate’s character development through the story she tells Milkman and Guitar.

Aim: How do Pilate’s stories on pages 40–43 further develop her character?

CCS

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).

L.11-12.4.a: 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.

Materials:

copies of the Short Response Rubric and Checklist
copies of text Song of Solomon by Toni Morrison, pages 31–43

Resources: Lesson Vocabulary

feigning (v.) – representing fictitiously; putting on an appearance of
• unkempt (adj.) – unpolished; rough; crude
• pervading (v.) – becoming spread throughout all parts of
• semi-stupor (n.) – a condition in which someone is almost not able to think normally because of being drunk, drugged, tired, etc.
unfettered (v.) – freed from restraint; liberated
liberate (v.) – to give freedom or more freedom to someone
• lest (conj.) – for fear that; used to say that you do not want something to happen

Agenda

Introduction of Lesson Objectives, Aim & Standards
Review homework
Mini Lesson with guided practice
Student independent discussion in pairs
Class discussion of questions from independent reading
Lesson Assessment: Quick Write

Do Now: Form pairs and discuss the quotations from their reading journal or questions you developed for homework, specifically focusing on how Morrison develops the characters during the family drive in the Packard.

Suggested questions:

What does the repetition in the description of “Macon Dead’s Packard” (p. 32) further illustrate about Macon’s character?
How do Morrison’s descriptions of how Milkman rides in the Packard (p. 32) and his accident (p. 35) contribute to his development as a character?
How does Morrison’s description of the ride in the Packard develop the relationship between Milkman and the rest of his family?
How does the dialogue between Macon Dead and Ruth on pages 33–35 further develop their relationship?

Mini Lesson with Guided Practice:

Form small groups. Continue to annotate the text as we discuss (W.11-12.9.a) the following questions: What do Pilate’s stories demonstrate about her character?

We’ll read and refer pages 35–40 (from “But if the future did not arrive, the present did extend itself” to “they sat in a pleasant semi-stupor, listening to her go on and on”) for evidence to support our responses as we discuss the following questions in groups before sharing out with the class.

How do Milkman’s ideas about Pilate compare to his actual interaction with her?
How does the description of Pilate’s home contribute to the development of her character?

Mid-Lesson Assessment: Lead a brief whole-class discussion and model the text-based responses.

Student Independent Practice in Small Groups

Refer to pages 40–43 (from “Hadn’t been for your daddy, I wouldn’t be here today” to “‘Shaking like leaves,’ she murmured, ‘just like leaves.’”) for evidence to support your responses as you discuss the following questions in groups before sharing out with the class.

What happened to Pilate and Macon’s father?
*What do Pilate and Macon’s different interpretations of their father’s return suggest about their characters?
*How does Pilate’s telling of the story of “a man and his wife … down in Virginia” (pp. 41–42) further develop her character?
*How does Pilate’s use of language in her storytelling further develop her character?
*How does the structure of Pilate’s story contribute to her character development?

End of the Lesson Assessment:

Respond briefly in writing to the following prompt: How do Pilate’s stories on pages 40–43 further develop her character?

Homework:

Read and annotate pages 43–55 of Song of Solomon Chapter 2 (from “Suddenly she lifted her head and made a sound” to “Starting Monday, I’m going to teach you how”). Also, develop 2–3 discussion questions focused on character development and Morrison’s structural choices, and prepare possible answers to the questions for discussion.
Record in your dialectical journal three quotations that stand out to you during your reading, and write answers to any earlier questions that you have resolved.

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Lesson 5 ( pages 43–55 of Song of Solomon (from “Suddenly she lifted her head and made a sound” to “Starting Monday, I’m going to teach you how”)

Objectives: Students will be able to analyze how Morrison’s description of Macon’s early years further develops his character through evidence-based discussion and written responses following the short response rubric.

Aim: How does Macon’s account of his childhood further develop his character?

CCS
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.

SL.11-12.1.a, c: 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.)

L.11-12.5.a: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-LITERACY.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas,

W.11-12.9.a Draw evidence from literary or informational texts to support analysis, reflection, and research.

Materials:

Copies of the 12 LC Speaking and Listening Rubric and Checklist for each student
copies of the Short Response Rubric and Checklist
Character list
New Voc. List with definitions
Teacher modeled responses

Lesson Vocabulary

deferential (adj.) – showing respect for someone or something
vacuousness (n.) – empty; lacking in ideas or intelligence
guileless (adj.) – very innocent
etched (v.) – rooted in the memory
reminisced (v.) – recalled past experiences, events
brambles (n.) – rough bushes or vines that usually have sharp thorns on their branches
haunches (n.) – the upper parts of a person’s or animal’s legs

Agenda

Introduction of Lesson MO, Aim and End of the Lesson assessment ( 2 minutes)
Do Now( 4 minutes)
Mini Lesson with guided practice( 4 minutes reading, 5 minutes responding to a question, 6 minutes student self-evaluation using teacher model as well as the short response rubric) 15 minutes
Student Independent practice 15minutes (4 minutes reading, 5 minutes preparing for the response, 6 minutes Gallery Walk )
End of the lesson assessment: Quick Write (4 minutes)
Quick Sum-up and homework( 2 minutes)

Do Now: Share in pairs one quotation you have written down in your dialectical journal, specifically commenting on character development. Share one idea you heard from your partner that was interesting to you. (4 minutes)

Mini Lesson with Guided Practice (15 minutes)

Today we’ll continue the analysis of Macon’s character by examining details about his past.

We’ll use the rubric below:

Short Response Rubric

- Answer the question in a claim statement ( complete sentence).

- Support it with textual evidence ( a direct quote, paraphrase or summary of an event)

Explain how you infer the meaning from the evidence ( making connections between the evidence and your inference).

For example, “How does the description of Macon’s past help develop his character?“

This is the evidence I found about Macon’s past conversations about Lincoln’s Heaven on pages 51 and 52:

Macon “used to talk about Lincoln’s Heaven to Ruth” when they were first married (p. 51) and
that when he was a young man, “just starting out in the business of buying houses, he would lounge around the barbershop and swap stories with the men there” (p. 52).

Claim: Macon used to be part of the African American community.

Explain: Morrison describes Macon ” talking ” with Ruth,” lounging around” and “swapping stories” with men in a barbershop. Barbershop is a place where common folks used to hang around and discuss community issues or gossip about people, which reveals Macon was in a close knit with his community. He even spent time with Ruth who he abuses now. In conclusion, he was a different man when he was young unlike now, he feels superior to his own people.

Guided Practice :

Activity 1: We’ll read a paragraph together on page 51 about Macon’s account of his working with his father on their farm. (4 minutes).

While reading, focus on the question ” How does Macon’s descriptions of working with his father as a boy on their farm reveal his character ( through his relationship with his father)”?

Strategies to analyze a character:

Iceberg Character Analysis strategy: : motivations, secrets, flaws, desires, hopes, relationships, social status, stability, family, fulfillment, unspoken words

Activity 2: In pairs, ( 6 minutes) respond to the question. Be sure to follow the rubric of short responses. (A or C Presenter ; B or D Recorder.)

( 6 minutes) Activity 3: Check for understanding:

Use the teacher-modeled response to evaluate your own writing. Use Δ to indicate what you do well and X for need of improvement. ( 5 minutes)

Ask students to close their eyes. Use Thumb Up or Down to indicate their confidence level with the following questions: ( 1 minute)

- Do you know how to respond to a question in a claim statement?

- Do you know how to cite evidence to support the claim which is your answer to the question?

Do you know how to explain why the evidence connects to your claim?

Teacher modeled responses:

Macon used to be close with his family. After his mother died from child birth, Macon used to help his father by carrying baby Pilate ” over to another farm [himself] in his arms every morning “(p.51). In his description , he uses ” we” many time to describe how he and his father used to work together and how he used to feel about his childhood home, for example, ” we had a four-stall hog pen”, ” we tilled fifty”, and ” we had fruit trees”.(p.50). The way Macon used to perceive his father’s farm more as a place where he worked, spent time with his father and felt happy not just as a piece of property , unlike the way he sees every house or apartment he owns now. Therefore, Macon has not always been a money-driven and greedy.

Student Independent Practice

( 4 minutes) Activity 1: In a small group or 2-4, select and discuss one of the questions based on pp. 50-55 Chapter 2. Discuss each question in-depth, presenting a variety of text evidence and analysis.

A or D Recorder; C & B Presenters

Use the 12 LC Speaking and Listening Rubric and Checklist to guide your discussion.

What do Macon’s interactions with his son in this excerpt illustrate about his character?
How do Macon’s descriptions of his childhood home further develop his character?

( 5 minutes) Activity 2: Jot down your response on a large poster paper by following the short response rubric.

( 6 minutes) Activity 3: Student share and evaluate responses in a Gallery Walk. Students post comments about the response following short response rubric. Students will post ONE comment for responses based on each of the two questions. Your comments can include:

the accuracy or relevancy of the evidence used or
the elements included in the short response rubric.

( 4 minutes) End of the Lesson Assessment: How does Macon’s account of his childhood further develop his character?

Look at your annotations , group responses to find evidence and use this lesson’s vocabulary wherever possible ( at least one of the new voc word from the list) in your written responses. Turn in the written response on the way out.

( 1 minute) Sum-Up: What was the focus of our lesson today?

(1 minute) Homework

Read pages 56–74 of Song of Solomon (from “Life improved for Milkman enormously after he began working for Macon” to “Macon turned the doorknob, and without a backward glance, left the room”) and annotate for the development of central ideas in a dialectical journal ( three quotations at least). Also, develop 2–3 discussion questions focused on the character development of Ruth and Macon, and prepare possible answers to your questions for discussion.

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Lesson on Central Idea Development

Objectives: Students will be able to write a textual analysis essay about a central idea through Morrison’s characterization of Macon.

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.

Do Now: Describe a detail or imagery or an example of symbolism from the novel that stands out the most to you. Explain if or how it may connect to any of the 7 essential questions. Pair-share.

Mini Lesson:

Yesterday I inferred that Macon used to respect his father and felt close to him from reading the descriptions of him working with his father on their farm as a boy. For example, after his mother died from child birth, Macon used to help his father by carrying baby Pilate” over to another farm [himself] in his arms every morning “(p.51). In his description , he uses ” we” many time to describe how he and his father used to work together and how he used to feel about his childhood home, for example, ” we had a four-stall hog pen”, ” we tilled fifty”, and ” we had fruit trees”.(p.50). The way Macon used to perceive his father’s farm as home of their own, where he worked, spent time with his father and felt happy ,not just as a piece of property .

But they lost everything because his father couldn’t read. Macon later shows his bitterness toward his father by saying “Everything bad that ever happened to him happened because he couldn’t read” (p. 53). He recalls how his father worked for 16 years to “get that farm where it was paying…” ( p. 53) but then all came to nothing. Macon’s attitude toward illiteracy is that of contempt because his family got the name and lost the farm and his father getting shot all due to the fact his father couldn’t read. He hates black people who act ignorantly because it reminds him how his family got humiliated and abused. He associates illiteracy and unkemptness with loss and failure.

Therefore, Morrison reveals that a person’s identity can be shaped by good as well as tragic events through her portrayal of Macon’s character from being loving to bitter.

Independent Practice

Text-Analysis Response

Your Task: Closely read the text of Song of Solomon ( pp 49-55) and write a well-developed, text-based response of two to three paragraphs. In your response, identify a central idea in the text and analyze how Toni Morrison uses characterization of Macon Dead to develop this central idea. Use strong and thorough evidence from the text to support your analysis. Do not simply summarize the text.

Guidelines:

Be sure to:

• Identify a central idea in the text

• Analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Examples include: characterization, conflict, denotation/connotation, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc.
• Use strong and thorough evidence from the text to support your analysis

• Organize your ideas in a cohesive and coherent manner

• Maintain a formal style of writing

• Follow the conventions of standard written English

Activity1: What’s the task?

Activity2: Read pp 49-55.

Activity 3: Chunk the text into three parts. Write a one-sentence summary for each chunk.

Activity 4: Consider the questions that may help you understand Macon’s character:

How Macon does describes his time with his father?
How does he describe how the father got his name?
Why doesn’t he like Pilate? What does he compare her to? Why?

Activity 5: Based on this section, how would you describe Macon’s character?

Activity 6: Through Macon’s characterization, what is one central idea you can infer?

Exist Slip: What do you need to do to write this essay?

Lesson Tool

How to identify a Central Idea and How to State it

A central idea should have two parts-

descriptive part (main idea or shifted tones)
abstract part(claim) that shows your deeper understanding of the world we live in through reading the story

Thematic /Central Idea Statement

Toni Morrison explores the idea/concept_ ______________ and how _______ ____________ (even though/even if) _____________________________________________________________________.

For example–
Morrison explores the idea of identity and how it is shaped by one’s past experiences even if /although the experiences can be both personal or societal.

Use TILL Statement (This IS Like Life) to help you infer a central idea:

This is like life because __________________________________________________________.

For example-
This is like life because many people matured up or turned bitter after experiencing life-changing trauma such as parents’ death or loss of freedom.

Central Idea Essay Template

By describing ________________________________ (main idea) in a _____________ language, the author of the passage, _________, conveys the idea that ________________________________________________________________________________. Morrison uses the literary device of _____________ ( i.e. imagery, figurative language, characterization) to develop the idea.

First, Morrison describes ____________________________ to convey the idea that____________ (topic sentence). In this part of the passage, the character, _________________________________________________ (one-sentence summary as the context). For example, _____________________________________________________________________________________ ( direct quotes or restate the event in your own words). The imagery/conflict/characterization/irony/ metaphor suggests __________________________________________________________________________________________________________________________________________________________________( analysis of the example or evidence).

Yet, in the latter part of the passage, Morrison highlights the details about ___________________________ to reveal that ____________________________________________ (topic sentence). In this section, the character _______________________________________________ (one-sentence summary as the context). For example, _____________________________________________________________________________________( direct quotes or restate the event in your own words). The imagery/conflict/characterization/irony/ metaphor suggests __________________________________________________________________________________________________________________________________________________________________( analysis of the example or evidence).

In conclusion, the author uses imagery/conflict/characterization/irony/ metaphor to imply that ___________________________________________________________________________________________________________________________________________________________________.

Homework:

Read pages 56–74 of Song of Solomon (from “Life improved for Milkman enormously after he began working for Macon” to “Macon turned the doorknob, and without a backward glance, left the room”) and annotate for the development of central ideas in a dialectical journal ( three quotations at least). Also, develop 2–3 discussion questions focused on the character development of Ruth and Macon, and prepare possible answers to your questions for discussion.
Complete the central idea essay. ( due 1/2/2019)

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Lesson 6 (pages 56–74 of Song of Solomon (from “Life improved for Milkman enormously after he began working” to “Macon turned the doorknob, and without a backward glance, left the room”)

Objectives: Students will be able to analyze the passage, paying particular attention to how Morrison develops the central idea of identity.

Aim: How does Morrison develop the central idea of identity in this passage?

Materials: copies of the Short Response Rubric and Checklist

CCS

Resources: Lesson Vocabulary

academe (n.) – the campus activity, life, and interests of a college or university; the academic world
pique (n.) – feeling of irritation or resentment, as from a wound to pride or self-esteem
audacity (n.) – boldness or daring, especially with confident or arrogant disregard for personal safety, conventional thought, or other restrictions
buffoon (n.) – stupid or foolish person who tries to be funny
detrimental (adj.) – causing damage or injury
impregnable (adj.) – strong enough to resist or withstand attack; not to be taken by force, unconquerable
emulate (v.) – imitate with effort to equal or surpass
contrary (adj.) – exactly opposite to something else; entirely different from something else
sparse (adj.) – present only in small amounts; less than necessary or normal
ambled (v.) – walked slowly in a free and relaxed way
strut (v.) – to walk in a confident and proud way

Agenda

Introduction of Lesson Objectives, Aim & Standards
Review homework
Mini Lesson with guided practice
Student independent discussion in pairs
Class discussion of questions from independent reading
Lesson Assessment: Quick Write

Do Now: Use one word to describe Macon and Ruth based on the quotations below. Pair share.

“Macon was delighted. His son belonged to him now and not to Ruth, and he was relieved at not having to walk all over town like a peddler collecting rents.” ( page 63)
“The silver backed brushes were a constant reminder of what her wishes for him ( Milkman) were –that he not stop his education at high school, but go on to college and medical school. She [Ruth] had little respect for her husband’s work as Macon had for college graduates” ( p. 69).

Mini Lesson with Guided Practice

Let’s take 2 minutes to respond to the question: How does Milkman see himself?

We‘ll read pages 56–62 (from “Life improved for Milkman enormously after he began working” to “That’s one thing I can have”) together for evidence to support your responses as you discuss the following questions

What does Feather’s refusal to allow Milkman into his pool hall suggest about Milkman’s place in his community?

How does Railroad Tommy’s lecture to the boys depict the lives of African-American men in Milkman’s community ( community identity as a community)?

Check for understanding: Based on your understanding of the questions, what else can you add to your understanding of Milkman’s identity? (For example, the community’s opinion about him, his relationship with his friend, etc)

Student Independent Practice

In your group, read pages 62–74 (from “By the time Milkman was fourteen he had noticed” to “Macon turned the doorknob, and without a backward glance, left the room) for evidence to support their responses to your assigned question from the following :

*How does Milkman’s “deformity” (p. 62) affect his perception of himself?
*What does Macon’s reaction to Milkman’s efforts to “do the work the way Macon wanted it done” (p. 63) suggest about Macon’s view of his relationship with his son?
How does Milkman’s physical confrontation with his father change their relationship?
*What do the “silver-backed brushes” (p. 69) in Milkman’s room suggest about his mother’s role in shaping his identity?
*What does Milkman’s image in the mirror suggest about his identity after attacking his father?

Check for understanding by sharing out loud their responses.

( Exit Slip) End of the Lesson Assessment: How does Morrison develop the central idea of identity in this passage? Look at their annotations to find evidence and use this lesson’s vocabulary wherever possible in your written responses.

Homework
Read pages 74–89 of Song of Solomon (from “Milkman sat on the edge of his bed” to “‘Somebody should have shot him.’ ‘What for? He was already Dead’”) and annotate for the development of central ideas. Also, develop 2–3 questions focused on Milkman’s character development and prepare possible responses to the questions for discussion.

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Lesson Tool

Short Response Rubric

Answer the question in a claim statement ( complete sentence).
Support it with textual evidence ( a direct quote, paraphrase or summary of an event)
Explain how you infer the meaning from the evidence ( making connections between the evidence and your inference).

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Lesson 7 (pages 74–89 of Song of Solomon (from “Milkman sat on the edge of his bed” to “‘Somebody should have shot him.’ ‘What for? He was already Dead’”)

Objectives: Students will be able to analyze the passage and pay particular attention to how the central ideas of identity and community develop.

Aim: How do the ideas of community and identity interact and build on one another in this excerpt?

Materials:

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

CCS

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”).

L.11-12.4.a: 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.

Resources: Lesson Vocabulary

aporishness (n.) – quality of resembling steam; something insubstantial and transitory
shrew (n.) – woman of violent temper and speech
animation (n.) – lively or excited quality
disassociated (adj.) – separated from someone or something
atrocities (n.) – very cruel or terrible acts or actions

Agenda

Introduction of Lesson Objectives, Aim & Standards
Review homework
Mini Lesson with guided practice
Student independent discussion in pairs
Class discussion of questions from independent reading
Lesson Assessment: Quick Write

Do Now: Take out your responses to the previous lesson’s homework assignment. Form pairs and discuss the questions you developed for homework, specifically analyzing Milkman’s character development.

Quote	Explain