Literature Unit

Katie Webb

Literature Unit

Sec. Ed. 4885

April 2008

Overview:

10th grade American Literature

Students will self-reflect in order to develop a meaningful understanding of the theme in The Bluest Eye and how it relates to their lives. Students’ understanding will be enhanced through weekly group projects; students will choose from a list of possible projects -written, oral, and artistic- and use their knowledge of the text to complete them. Students will also complete two different types of scaffolding worksheets as they read in order to help them develop proper questioning and evaluation techniques. One worksheet asks students to keep record of important characters, events, as well as any thoughts or questions they may have about the novel. Also as they read, they will record any connections they feel with the text (text-to-text, text-to-self, and text-to-world). In other words, they will write what the novel reminds them of, or makes them think of in relation to another book, their own lives, or the world around them. This strategy will help them learn to associate reading material with “the big picture”; the ability to assess a novel in relation to real world events is a crucial skill that must be developed in order to truly evaluate text beyond merely plot and setting. Students will also practice comparing and contrasting techniques as they complete character analysis worksheets designed to allow students to visually understand both positive and negative qualities of different characters. Weekly vocabulary quizzes will broaden students’ use of language, and a final test over the novel will be used to assess students’ overall understanding. Throughout the unit, students will compose written responses and journal entries in response to the novel’s events and themes, which will help practice and enhance their flourishing writing skills. Near the end of the unit, students will view a documentary, “Identifiable Qualities”, which focuses on Morrison as she discusses her life and what inspired her to write The Bluest Eye.

Rationale:

This unit will focus primarily on improving students’ ability to view and discuss text analytically. As students read Toni Morrison’s prize-winning, best-selling novel, The Bluest Eye, both large and small group discussions and lectures regarding character analysis and symbolism will foster student growth and assist them in their quest to develop a deep, meaningful understanding of the novel’s central themes, ideas, and motifs. Students will be encouraged to question the text, search for meaning within the pages, and strive to understand the underlying messages presented by Morrison. Students will be responsible for knowing factual information of the novel, but more emphasis will be placed on developing a symbolic and metaphoric understanding of the text. By the conclusion of this unit, students will be expected to have a considerably stronger ability to analytically assess text, particularly regarding symbolism, theme, and motif.

Objectives:

MO-CURR.CA.1.5-8.1.C: analyze figurative language and literary techniques used in effective communications (1.5; 1.6)
MO-CURR.CA.1.5-8.3.C: draw conclusions and form opinions (1.6; 1.8)
MO-CURR.CA.1.9-12.1.B: make connections to previously read or viewed material or to real situations (1.6; 1.10)
MO-CURR.CA.1.5-8.4.C: interpret and respond to texts through performances in the fine arts and other content areas (1.10; 2.5)
MO-CURR.CA.1.9-12.1.C: analyze the elements of fiction and nonfiction, including setting, plot, characters, theme, purpose, points of view, style, and tone (1.6; 1.9)

Teacher Materials:

The Bluest Eye by Toni Morrison
The Bluest Eye audio book
Documentary: “Identifiable Qualities”
Journal and writing prompts
Notes, Connections, and Illustrations worksheets
ABCs of Comparing and Contrasting Worksheets
“Conversation Starters” sheets (for discussions)
Vocabulary quizzes
The Bluest Eye weekly group project lists
Final projects handout
Computer/projector/projection screen

Student Materials:

Text: The Bluest Eye by Toni Morrison
Notebook
Unit folder
Pen/Pencil

Time:

5 weeks; 25 50-minute class periods

Teacher Calendar:

Monday / Tuesday / Wednesday / Thursday / Friday
Week 1 / -Introduce unit
-create unit folders
-assign discussion groups
-free write activity:“My definition of beauty” / -Do now: vocab
-SSR: 30 minutes
Note-taking, connections, illustration worksheet (N/C/I) / -Do now: journal response- “Predict what you think will happen next.”
-SSR: 30 minutes (N/C/I) / -Do now: vocab
-SSR: 20 minutes
-Discussion groups- compare N/C/I, predictions, reactions / -Vocabulary Quiz
-SSR: finish Autumn (page 57)
-Group project
Week 2 / -Do now: vocab
-Lesson/discussion: symbolism (Shirley Temple, dolls, menstruation, physical environment) / -Do now: journal response- “Explain the idea of powerlessness in Autumn.”
-Discuss powerlessness in Autumn
-SSR: 20 minutes (N/C/I) / -Do now: journal response: “Do you think you would be treated better if you had blue eyes? Why or why not?”
-Discuss journal responses
-SSR: 30 minutes (N/C/I) / -Do now: vocab
-SSR: 35 minutes
-ABC of Comparing and Contrasting worksheet (ABC) / -Vocabulary Quiz
-SSR: finish Winter (page 93)
-Group project
Week 3 / -Do now: vocab
-SSR: 20 minutes
-Lesson/discussion: (Maureen; standards of beauty; hatred; cleanliness vs. dirt) / -Do now: journal response- “Describe the character you feel the closest connection to. Why do you feel this way?”
-SSR: 30 minutes (N/C/I & ABC) / -Do now: journal response: “What is more important to you: inner beauty, or physical beauty? Which do you think society values more?”
-SSR: 30 minutes (N/C/I & ABC) / -Do now: vocab
-SSR: 30 minutes (N/C/I & ABC)
-Whole class discussion: ABC character analysis / -Vocabulary Quiz
-SSR: 10 minutes (page 164)
-Group project
Week 4 / -Do now: vocab
-SSR: 20 minutes
-Small group discussion (Conversation-starters) / -Do now: journal response- “Describe your reaction to Cholly. Did his childhood determine his destiny?
-SSR: 30 minutes (N/C/I) / -Do now: journal response: “Take on the identity of either Cholly or Pecola: what would you be thinking and feeling right now?”
-SSR: finish Spring (page 183)
-Whole class discussion: the rape of Pecola (Cholly’s POV) / -Do now: vocab
-SSR: 30 minutes (N/C/I) / -Vocabulary Quiz
-SSR: 10 minutes
-Group project
Week 5 / -Do now: vocab
-SSR: finish Summer
-View film: “Identifiable Qualities”
-Hand out list of possible final projects / -20 minute timed writing assignment: “React to The Bluest Eye”.
-provide a list of prompts, ideas, themes, motifs on board
-Test (20 questions; 35 minutes) / -Whole class discussion/wrap-up
-Work on final projects / -Work on final projects / -Presentations/Final projects due

Student Handout & Calendar:

Name: ______Period: ______

Toni Morrison: The Bluest Eye

American Literature

Ms. Webb

April 5, 2008

Over the next five weeks, you will be readingThe Bluest Eye. This novel- Toni Morrison’s first- is incredibly poetic, heart-wrenching, and powerful. Through journal responses, character analysis, group discussions, and weekly group projects, you will work to reach a meaningful understanding of the text and its symbolic messages.

Included in this handout is a calendar. It outlines the reading schedule, important due dates, and necessary materials.

As usual, every Friday will be quiz day. Vocabulary words will come directly from within The Bluest Eye. A final test will be given on Tuesday, May 4. It will cover factual information from the book (to make sure you’ve done the reading), as well as information from class lectures and group discussions. If you read the book, come to class, and pay attention, you’ll have nothing to worry about!

To conclude the unit, you will have several options for individual or small group presentations. A list of final project options will be given to you the day before the test.

Your grade will be determined by:

Thoughtful completion of journal responses and writing activities (8 @ 10 pts. each= 80 pts.)
Vocabulary Quizzes (4 @ 20 pts. each= 80 pts.)
Thoughtful completion of the Notes/Connections/Illustrations and ABCs of Comparing and Contrasting worksheets (5 @ 10 pts. each= 50 pts.)
Participation in large and small group discussions (8 @ 5 pts. each= 40 pts.)
Completion of and participation in weekly group projects (4 @ 25 pts. each= 100 pts.)
Final test (100 pts.)
Final project/presentation (50 pts.)

“Literature is landscape on the desk; landscape is literature on the earth.”

-Chang Chao, Yumengying

*Bring English notebook to class everyday!*

Monday / Tuesday / Wednesday / Thursday / Friday
Week 1
April 5-9 / -N/C/I worksheet 1 / -N/C/I worksheet 1 / -N/C/I worksheet 1 / -Vocabulary Quiz
-Reading goal: page 57
-NCI #1 due
Week 2
April 12-16 / -N/C/I worksheet 2 / -N/C/I worksheet 2 / -ABC chart / -Vocabulary Quiz
-Reading goal: page 93
-NCI #2 due
Week 3
April 19-23 / -N/C/I worksheet 3
-ABC chart / -N/C/I worksheet 3
-ABC chart / -N/C/I worksheet 3
-ABC chart / -Vocabulary Quiz
-Reading goal: page 164
-ABC chart due
-NCI #3 due
Week 4
April 26-30 / -N/C/I worksheet 4 / -Reading goal: page 183 / -N/C/I worksheet 4 / -Vocabulary Quiz
-NCI #4 due
Week 5
May 3-7 / -Reading goal: FINISH book!
-Final projects assigned / TEST DAY / -Work on final projects / -Work on final projects / FINAL PROJECTS DUE

Rubric:

Name: ______Period: ______

Assignment / Point Value / Quantity / Total / My Score
Journal and reading responses (students compose thoughtful responses to prompts; responses are at least 5 well thought-out sentences) / 10 / 8 / 80
Vocabulary Quizzes (10 questions, 20 points each) / 20 / 4 / 80
N/C/I and ABC worksheets (worksheets are completed; thought and effort are evident) / 10 / 5 / 50
Participation in discussions (students are paying attention, taking notes, asking and answering questions) / 5 / 8 / 40
Weekly group projects (students work together, create neat, relevant artifacts which clearly represent their understanding of the text) / 25 / 4 / 100
Test (20 questions; represent factual information from the book, as well as material from class lectures and discussions) / 100 / 1 / 100
Final project (students create neat, relevant artifacts which clearly represent their understanding of the text through creative means) / 50 / 1 / 50
Total / 500

Comments:

Lesson Plan

Day 1- April 5, 2008

Introduction to The Bluest Eye

Overview:

This lesson will introduce students to the novel, The Bluest Eye. Students will receive the handout and calendar, create unit folders, be assigned to discussion groups, and participate in a free-writing activity. Students will compose a response in which they will attempt to explain their own definition of beauty.

Rationale:

Introducing this unit with sincerity and enthusiasm is important in order to spark students’ interest. This book, one of my favorite novels, is incredibly deep, powerful, and saturated with symbolism, especially in regards to the central theme: beauty. Students will create their own definition of beauty in the free-writing activity, and upon completion of the unit, they will reflect back to their original attitude and determine if their definition has changed after reading the novel. The writing prompt will allow me to examine the students’ attitudes and personal opinions towards what beauty is, and will help me determine the depth of their thinking. For example, if they perceive beauty as something merely physical, I will better be able to guide the lectures and discussions in order to broaden their scope of thinking. Construction of the unit folders (a manila folder with several sheets of paper stapled inside, like a book) will help students remain organized, as well as allow them to express some artistic creativity as they color and decorate the cover of their folder. I will determine the discussion groups (which will meet several times throughout the unit) based on academic level, gender, race, and personality. I will attempt to group students who I feel would work together and learn from one another.

Objectives:

Students will be able to analyze and interpret their own definition of beauty and what it means in relation to their own lives.
Students will practice writing skills as they compose a written response.
Students will be begin working in cooperative learning groups to enhance the learning process.

Time:

One 50-minute class period

Teacher Materials:

Manila folders
Loose-leaf paper
Copies of The Bluest Eye

Student Materials:

Pen/Pencil

Procedures:

As students enter, I will greet them and instruct them to select a copy of The Bluest Eye from my desk. Each book will be numbered and will contain an index card on which they will write their name and class period.
As students settle in, I will instruct them to get out a piece of paper and a pen or pencil. I will then write the statement: “My definition of beauty.” on the chalkboard. I will then explain that for the next 20 minutes, their task would be to answer this statement.
After completion of the free-writing activity, I will give students the handout, calendar, and rubric. I will read and explain the handout, the unit’s expectations, and answer any questions.
I will then pass out manila folders, loose-leaf sheets of paper, and set out crayons, colored pencils, and markers for them to construct and decorate their unit folders.

Worksheets and Handouts:

Name: ______Period: ______

Notes, Connections, Illustrations

Worksheet #1

Notes
(important events, quotations, questions, predictions) / Connections
(text-to-text, text-to-self, text-to-world)
Illustrations
(Draw important scenes or vivid images that come to mind)

Name: ______Period: ______

ABCs of Comparing & Contrasting

Using different colored pens or pencils, fill in the boxes with descriptive words of several different characters.

Character 1: ______Character 2: ______Character 3: ______Character 4: ______

A-B / C-D / E-F
G-H / I-J / K-L
M-N / O-P / Q-R
S-T / U-V-W / X-Y-Z

Group members: ______Period: _____

The Bluest Eye Group Projects

Group projects will be completed every Friday and are work 25 points each. They will be graded on content as well as appearance. Creativity, neatness, and effort will all be taken into consideration when grades are assigned.

Every Friday, the group should choose one of the following projects. You may not do any project more than once. Every group member must participate in every project. You should directly address the chapters of The Bluest Eye that have been read that week.

Write a series of at least 5 journal entries of one of the characters from the book. Journal entries should be from different points throughout the book. Each group member should write at least one (1 page each). OR: Pretend you are a character from the book. Write a series of at least 4 letters/notes to another character. Again, each group member should write one, focusing on a different topic or incident in the book (1 page each).
Start a protest campaign against one of the controversial issues in the book. You should come up with a 1) slogan, 2) a short, but persuasive speech, 3) and a convincing poster.
Find 5 quotes from the book that bring up major issues. For each, write one paragraph that explains the quote and why it is important to the literary value of the book. Think about all of the literary elements we have studied; at least one must be applied to each quote. Each group member must do at least one.
Create a series of at least 3 comic strips (min. 3 panels each) that outline the problems in the novel.
Make an illustrated timeline showing the events of the story and draw a map showing the locations where the setting takes place.
Found Poetry: Find a passage in the novel and compose a “found poem” using the passage’s exact words. You will rearrange the words, and put them on different lines to create a poem.
Yearbook snapshots of characters: Assemble “yearbook snapshots” of various characters in the novel. Include things you would find in any yearbook, including:
nickname
activities, clubs, sports
quotation that character chose that shows something about him
favorite music/hobbies
voted “most likely to….” by his/her class
character’s plan for after high school

You must then find or draw a picture of your character and mount all the information onto posterboard.

Create a small newspaper that highlights the events of the chapters (1-3 pages)
Imagine your book is being made into a movie. Create a script for the most important part of the chapters you read this week. Be sure to include setting and stage directions.
Write a series of poems (each student should write at least 2) about the issues and themes of the book and how they relate to your life. Poems should be written in a variety of styles.

Group members: ______Period: ______

Conversation Starters

If your group has a moment of awkward silence, or you can’t think of anything to discuss, use these “conversation starters” to spark the discussion.

Which character affects you most emotionally? Who do you empathize with the most? Why?

If you had to go out to dinner with one character, who would it be and why?

Which character do you hope you are never like? What about this person makes you want to be different?

Why do you think Toni Morrison chose to create the characters she did for this novel? What role do each of them play?

Think about the characters’ names. Are any of them symbolic? If so, how?

Think about your friends, families, and neighbors. Do any of them remind you of the characters in The Bluest Eye? How?

How do you predict the story will end?

If you’ve already finished the book, would you go back and change the ending if you could? Why or why not?

What do you think happens to the characters after the book’s end? What do you think would happen one year, five years, ten years, twenty years later?

If you had to choose an alternate title for the novel, what would you choose and why?

What moment or event in the novel “sticks in your head” the most? What image is most powerful?

Imagine you’re writing a prequel to the novel. What happened to the characters that caused the events in The Bluest Eye?

Name: ______Period: ______

The Bluest Eye Final Project Options

You may choose to work alone, or you may choose to work in your discussion groups. You will have two class periods to prepare for the presentations, so if additional time is needed, come to my room during lunch, or arrange a different meeting time with your group members outside of class time.