SOS Lessons 11-15

Lesson 11 (pages 157-164)

Objectives: Students will continue analyzing Song of Solomon through a jigsaw discussion of how structural choices contribute to the development of central ideas in three key excerpts.

Texts:

  • pages 157–161 (from “Wait a minute, Guitar. If they are as bad” to “That’s funny. I’m scared for you too”);
  • pages 162–164 (from “Truly landlocked people know they are. Know the occasional Bitter Creek” to “Go on now. Do what I say. Go on, Macon”);
  • pages 168–172 (from “On the third day they woke to find a man” to “Please get it, son. Get the gold”).

Materials: Son of Solomon textbooks and copies of lesson tools ( assessment rubric), copies of short response rubric & Motifs Tracking Tool.

CCS

RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
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.
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”).

Assessment: 

Student learning is assessed via a Quick Write at the end of the lesson. Students respond to the following prompt, citing textual evidence to support analysis and inferences drawn from the text.

How do Morrison’s structural choices in the three excerpts contribute to the development of one or more central ideas?

Agenda
1. Introduction of Lesson MO, and End of the Lesson assessment
2. Review voc and Do Now
3. Mini Lesson with guided practice
4. Student Independent practice
4. End of the lesson assessment
5. Quick Sum-up and homework

Vocabulary

  • static (adj.) – showing little or no change
  • maw (n.)- the symbolic or theoretical center of a voracious hunger or appetite of any kind
  • placidly (adv.) – calmly, peacefully
  • tarpaulin (n.) – a large piece of waterproof material (such as plastic or canvas) that is used to cover things and keep them dry

Do Now: form pairs and talk about the discussion questions they developed for homework, specifically focusing on how Morrison’s structural choices contribute to the development of a central idea (RL.11-12.2 and RL.11-12.5).

Mini Lesson and Guided Practice-

Activity 1: In pairs, share responses to the previous lesson’s homework assignment.

Read pages 152–172 of Song of Solomon (from “I took her home. She was standing in the middle of the room” to “Please get it, son. Get the gold”) and annotate for structural choices and central ideas. Also, develop 2–3 discussion questions focused on how Morrison’s structural choices contribute to the development of a central idea and prepare possible answers to your questions for discussion.)

Teacher lead discussion. Suggested questions:

  • On page 165, how do Milkman’s reflections on the “talks” he has had with his mother and father develop a central idea?

  • How does Guitar’s reference to Porter’s and Smith’s involvement in the Seven Days demonstrate a structural choice? What does this structural choice demonstrate about the work of the Seven Days?

Student Independent Practice

Activity 2: Jigsaw Discussion        

Each student is responsible for an excerpt and share her/his expertise with the class-

  • Pages 157–161 (from “Wait a minute, Guitar. If they are as bad” to “That’s funny. I’m scared for you too”)
  • Pages 162–164 (from “Truly landlocked people know they are. Know the occasional Bitter Creek” to “Go on now. Do what I say. Go on, Macon”)
  • Pages 168–172 (from “On the third day they woke to find a man” to “Please get it, son. Get the gold”)

Members of each group are responsible for tracing the development of one or more central ideas in the text as well as the structural choices Morrison makes. Inform students that there will be questions posted as optional supports for their discussions. The questions marked with an asterisk (*) are particularly relevant to the development of central ideas, structural choices, and the lesson assessment.

Annotating and taking notes helps them in their roles as experts when they return to their home groups for further discussion (W.11-12.9.a).

Questions based on pages 157–161 (from “Wait a minute, Guitar. If they are as bad” to “That’s funny. I’m scared for you too”)

  • *How does Morrison’s choice to explain the Seven Days through dialogue impact the meaning of the text?
  • *How does Morrison develop the central idea of love through the dialogue on page 159?
  • *How do two central ideas interact on pages 160–161?

Questions based on pages 162–164 (from “Truly landlocked people know they are” to “Go on now. Do what I say. Go on, Macon”)

  • *How does Morrison structure the opening of this excerpt to develop the central idea of freedom?
  • *How does Morrison develop Milkman’s view of freedom in his conversation with his father on page 163?
  • *How does the structural choice of juxtaposing Milkman and his father’s conversation with Milkman and Guitar’s conversation about “slave status” (p. 160) develop a central idea in the text?

Questions based on pages 168–172 (from “On the third day they woke to find a man” to “Please get it, son. Get the gold”)

  • *How does Macon’s account of seeing his father (p. 168) differ from Pilate’s account (p. 141)?
  • How do Pilate’s and Mason’s reactions to discovering gold (p. 170) further develop each of their characters?
  • *How does the structural choice of placing the conversation between Milkman and Guitar between the two stories from Pilate and Macon further develop a central idea?

End of the Lesson Assessment: Respond in writing to the following prompt:

How do Morrison’s structural choices in the three excerpts contribute to the development of one or more central ideas?

Homework: 

Read pages 173–186 of Song of Solomon (from “Every night now Guitar was seeing little scraps of Sunday dresses” to “she had a splinter of wood and put it in her mouth”) and annotate for the development of central ideas and the use of figurative language. Also, develop 2–3 discussion questions focused on character development and prepare possible answers to your questions for discussion.

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Lesson 12 (Song of Solomon, pages 173–186 (from “Every night now Guitar was seeing little scraps” to “she had a splinter of wood and put it in her mouth”)

Objectives: Students will be able to analyze Morrison’s use of figurative language to develop central ideas.

Aim: How does Morrison’s use of figurative language contribute to the development of a central idea in this excerpt?

Materials: Song of Solomon textbooks and copies of lesson tools ( assessment rubric), copies of short response rubric & Motifs Tracking Tool

CCS

RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
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.)

Agenda
1. Introduction of Lesson MO, Aim and End of the Lesson assessment
2. Review voc and Do Now
3. Mini Lesson with guided practice
4. Student Independent practice
4. End of the lesson assessment
5. Quick Sum-up and homework

Vocabulary

  • dominion (n.) – a territory, usually of considerable size, in which a single ruler holds sway
  • gravitated (v.) – had a natural tendency or was strongly attracted (usually followed by to or toward
  • gesticulating (v.) – making or using gestures, especially in an animated or excited manner with or instead of speech
  • asceticism (n.) – the practice of strict self-denial as a measure of personal and especially spiritual discipline
  • whimsical (adj.) – unusual in a playful or amusing way; not serious
  • acridness (n.) – extreme sharpness or bitterness
  • clarion (adj.) – clear and shrill
  • tentativeness (n.) – the state of being unsure or uncertain; hesitant
  • inauthenticity (n.) – the state of not being real, accurate, or sincere
  • escapade (n.) – an exciting, foolish, or dangerous experience or adventure
  • bantering (v.) – making jokes about each other in a friendly way

Do now: Form pairs and talk about the discussion questions you developed for homework, specifically focusing on how characters are developed in the excerpt (RL.11-12.3).

Here are some suggested questions:

  • Why is Guitar excited by the prospect of Milkman’s plan on page 174?
  • What are Milkman’s reasons on pages 175–176 for involving Guitar in the plot to steal Pilate’s gold?
  • How does the description of “fear” on page 177 contribute to the development of Milkman’s character?

Mini Lesson and Guided Practice

Refer to pages 177–181 (from “Maybe he could ask him one day” to “his mind was on the wonders of TNT”) for evidence to support their responses as they discuss the following questions in groups before sharing out with the class.

  • What does Milkman’s initial reaction to the peacock suggest about his character?
  • *How does Milkman and Guitar’s conversation about the peacock develop a central idea?
  • How do Milkman’s plans for “what the gold could buy” (p. 179) further develop his character?
  • To what extent does Guitar’s real reason for wanting the gold change over the course of the excerpt?

Lead a brief whole-class discussion of student responses.

Independent Practice

Refer to pages 183–186 (from “‘Then let’s make an earthquake’ ‘How?’ ‘Set the house on fire’” to “she had a splinter of wood and put it in her mouth”) for evidence to support their responses as they discuss the following questions in groups before sharing out with the class.

  • How does Morrison use figurative language to describe Milkman’s reaction to the statement: “You got a life? Live it!” (p. 183)? How does Milkman’s reaction contribute to the development of his character?
  • *How does the prospect of Milkman’s joining “the chorus at Railroad Tommy’s” (p. 184) develop a central idea?
  • How does Morrison’s description of the “ginger” smell (p. 184) affect the community, Milkman, and Guitar?
  • *How does Morrison’s description of the “sack” (p. 185) further develop a central idea?
  • How does the ending of the excerpt create suspense?

Lead a brief whole-class discussion of student responses.

End of the Lesson Assessment: Respond in writing to the following prompt:

How does Morrison’s use of figurative language contribute to the development of a central idea in this excerpt?

Homework:

Read pages 187–209 of Song of Solomon (from “Amanuensis. That was the word she chose” to “he neither answered nor turned his head at Milkman’s ‘See y’ later’”) and annotate for character development. Also, develop 2–3 discussion questions focused on character development and prepare possible answers to the questions for discussion.

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Lesson 13

Text: Song of Solomon, pages 205-209 (from “Every night now Guitar was seeing little scraps” to “she had a splinter of wood and put it in her mouth”).

Objectives:  Students will be able to  analyze Morrison’s use of figurative language to develop central ideas.

Aim: How does Morrison’s use of figurative language contribute to the development of a central idea in this excerpt?

Materials: Song of Solomon textbooks and copies of lesson tools ( assessment rubric), copies of short response rubric & Motifs Tracking Tool

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.11-12.4 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.)

Agenda
1. Introduction of Lesson MO, Aim and End of the Lesson assessment
2. Review voc and Do Now
3. Mini Lesson with guided practice
4. Student Independent practice
4. End of the lesson assessment
5. Quick Sum-up and homework

Vocabulary

  • asunder (adv.) – into separate parts; in or into pieces
    • eclipse (v.) – to make (something) less important, popular, or visible
    • desolate (adj.) – very sad and lonely, especially because someone you love has died or left
    • verifying (v.) – proving, showing, finding out, or stating that (something) is true or correct
    • of its own accord (adv. phrase) – happening by itself without anyone causing it to happen
    • astonished (adj.) – feeling or showing great surprise or wonder
    • shimmering (v.) – shining with a light that seems to move slightly

    staggering (v.) – moving or causing someone to move unsteadily from side to side

Do now: Form pairs and talk about the previous lesson’s homework assignment. (Read pages 187–209 of Song of Solomon and annotate for character development. Also, develop 2–3 discussion questions focused on character development and prepare possible answers to the questions for discussion.)Here are some suggested questions:

  • How is Michael-Mary Graham a foil for Corinthians?
  • Why does Corinthians throw herself on the car to stop Porter from driving away? How does this action develop her character?

Mini Lesson and Guided Practice

In pairs, read and discuss each set of questions below. Continue to annotate the text as they read and discuss (W.11-12.9.a).

  1. *How does Pilate change during her interaction with the police?

  2. *According to Milkman, why did Pilate change?

  3. How do Pilate’s actions in the police station alter Milkman’s perception of her?

  4. How do Pilate’s actions in the police station further develop a central idea in the text?

  5. How does Pilate explain why she possesses the bones? How does she appeal to the police for their return?

  6. *How does Guitar react to Pilate’s intervention? What does Guitar’s reaction suggest about him?

Student Independet Practice

In pairs, read pages 207–209 (from “And again there was a change. Pilate was tall again“ to “he neither answered nor turned his head at Milkman’s ‘See y’ later’”) for evidence to support your responses as you discuss the following questions before sharing out with the class.

  1. *How does Pilate act differently once she is in the car? What does this difference suggest about Pilate?

  2. What does Pilate’s version of the story “looking for the cave” (p. 208) indicate about her beliefs?

End of the Lesson Assessment:  How does Pilate’s interaction with the police further develop her character?

Homework: 

Read the article “The Trickster in African American Literature” by Trudier Harris and respond briefly in writing to the following prompt:

How is Pilate similar to a trickster in pages 205–209?

Additionally, read and annotate pages 209–216 of Song of Solomon (from “Milkman woke at noon. Somebody had come into his room” to “Why not take it? He closed the door”). Also, instruct students to develop 2–3 discussion questions focused on how the author develops story elements over the course of the excerpt (RL.11-12.3), and prepare possible answers to their questions for discussion.

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Lesson 14 ( Text: Song of Solomon, pages 211–216 (from “People behaved much better, were more polite, more understanding when Milkman was drunk” to “Why not take it? He closed the door”)

Objectives: Students will be able to analyze how Milkman’s character develops over the course of the excerpt by engaging in a group discussion.

RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
W.11-12.9.a Draw evidence from literary or informational texts to support analysis, reflection, and research.

a.       Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

Vocabulary:

  • civility (n.) – courtesy; politeness
  • equanimity (n.) – mental or emotional stability or composure, especially under tension or strain; calmness; equilibrium
  • garnished (v.) – attached a stoppage of a specified sum from wages to satisfy a creditor or a legal obligation
  • splayed (v.) – spread or flared

Materials: Student copies of the Short Response Rubric and Checklist

Do Now:  Students will pair-share their responses to the first part of the article “The Trickster in African American Literature” by Trudier Harris and respond briefly in writing to the following prompt: How is Pilate similar to a trickster in pages 205–209?)

Instruct students to form pairs and share their responses.

Mini Lesson and Guided Practice

Read and annotate pages 209–216 of Song of Solomon. Also, develop 2–3 discussion questions focused on how the author develops story elements over the course of the excerpt and prepare possible answers to your questions for discussion:

  1. How do Milkman’s thoughts during his bath further develop his character?

  2. How do new details about the Seven Days impact Milkman’s understanding of his community?

Independent Practice: 

Part I: Pair 1

In pairs, read and discuss the questions below. Continue to annotate the text as you  discuss (W.11-12.9.a).  Read pages 211–214 (from “People behaved much better, were more polite, more understanding when Milkman was drunk” to “It’s good enough for you, but not for her, right?”) for evidence to support your responses as you discuss the following questions in groups before sharing out with the class.

  1. What does Milkman mean when he says that “people behaved much better, were more polite, more understanding” when he was drunk (p. 211)? How does Morrison contradict this statement?
  2. *What does Milkman’s view of other people while drunk demonstrate about his character?
  3. Why does Milkman feel like he needs to be “under [the] influence” for three days (p. 211)?
  4. What do Lena’s reflections on making roses demonstrate about her character?
  5. How does the “tiny maple tree” relate to Milkman’s character (p. 212)?

Lead a brief whole-class discussion of student responses.

Part II: Pair 2

Read pages 215–216 (from “‘Lena …’ ‘What do you know about somebody’” to “Why not take it? He closed the door”) for evidence to support your responses as you discuss the following questions before sharing out with the class.

  1. How does Lena describe to Milkman the kind of life the Dead women live?
  2. *What “good advice” does Lena give to Milkman on pages 215–216?
  3. How does Lena’s “good advice” (p. 216) about what Milkman needs relate to his identity?

End of the Lesson Assessment: How does the end of Part 1 further develop Milkman’s character?

Homework

  • Organize and code your notes according to structure, character development, and central ideas in order to prepare for the 12 LC First Interim Assessment.
  • Additionally, review any outstanding questions that emerged during your reading of Part 1 of Song of Solomon and write answers to any earlier questions that you have resolved.

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Lesson 15

Objectives: Students will examine how the structure, character development, and central ideas interact to contribute to the overall meaning and aesthetic impact of Part 1 of Song of Solomon through a jigsaw activity  and a fishbowl discussion. 

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.11-12.5 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.
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”).

Assessment: 

Student learning is assessed via a fishbowl discussion in response to the following prompt, citing textual evidence to support analysis and inferences drawn from the text.

  • 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.

Do Now: How does “jigsaw” work?

Mini Lesson with Guided Practice:

In the jigsaw discussion,  there are the “home” groups. Instruct student groups to decide among themselves which group member is responsible for which of the following aspects of Part 1 of Song of Solomon:

  • Structure
  • Character Development
  • Central Ideas

Leave your  home groups to form small “expert” groups so that groups are now based on the aspect of the text for which each student is responsible (e.g., all students responsible for central ideas come together to form a group).

When expert groups complete your analysis of your aspect of the text, return to your home group in which each member has explored an aspect of Part 1. Each student should present the analysis from the expert group to his or her home group members for discussion, focusing on the structure, character development, and central ideas.

Tips: annotating and taking notes helps you in your roles as experts when you return to their home groups for further discussion. As experts, you are expected to synthesize your expert group discussions in order to report back to your home groups, stimulating and propelling the discussion of your sections.

Independent Practice

We’ll form two equal groups in two circles: one inner circle and one outer circle. This is  how the fishbowl discussion works: the inner circle is the discussion group, while the outer circle listens and takes notes on the inner group’s discussion. Following the first round of discussion, the groups switch places, and the process repeats. Inform students that this fishbowl discussion comprises their lesson assessment.

Topic:

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.

You will be self-assessing your discussions after the fishbowl discussion. Use the relevant portions of the 12 LC Speaking and Listening Rubric and Checklist to guide your discussion.

Steps:

  1. Students in the inner circle begin the discussion, posing questions, responses, and using evidence to support your answers. Students in the outer circle take notes to share in the second half of the discussion.
  2. Instruct students in the outer circle to share at least one question or response to a question from a student in the inner circle, and share something new they learned as a result of the discussion. Ask students to note the strong points of the discussion and where the discussion could have been stronger.
  3. Students in the outer circle share one question or response as well as one thing they learned as a result of the discussion. Students in the inner circle listen.
  4. Repeat this activity, moving students from the outer circle to the inner circle.
  5. Student groups switch places and repeat the fishbowl discussion process.

Homework

Read and annotate pages 219–238 of Song of Solomon (from “When Hansel and Gretel stood in the forest” to he glanced at his heavy, overdesigned watch—at noon. It was nine o’clock then”). Also, develop 2–3 discussion questions focused on how two or more central ideas develop and build on one another over the course of the excerpt, and prepare possible answers to your questions for discussion.