Day 1: Tuesday, January 21 Smoke Signals (89 minutes). Collect Lone Ranger, distribute Sula HW: read to pg. 41 by next Tuesday. ------------------------------------------------------------------ Day 2: Wednesday, January 22 Journaling: 8 hrs. of free time per week. 9000 min. over the semester, or 150 hrs. explain independent reading assignment. reviewing the final cut up all the questions and distribute them to students. students are responsible for finding out the correct answers and explaining to the class. read a good interpretive essay Finish watching Smoke Signals students work on Smoke Signals review questions class discussion on Smoke Signals ------------------------------------------------------------------ Day 3: Thursday, January 23 SSR “Barbie Doll” by Marge Piercy
Transcript
Day 1: Tuesday, January 21 Smoke Signals (89 minutes). Collect Lone Ranger, distribute Sula HW: read to pg. 41 by next Tuesday.
------------------------------------------------------------------Day 2: Wednesday, January 22 Journaling: 8 hrs. of free time per week. 9000 min. over the semester, or 150 hrs. explain independent reading assignment. reviewing the final
cut up all the questions and distribute them to students. students are responsible for finding out the correct answers and explaining to the class.
read a good interpretive essay Finish watching Smoke Signals students work on Smoke Signals review questions class discussion on Smoke Signals
------------------------------------------------------------------Day 3: Thursday, January 23
SSR “Barbie Doll” by Marge Piercy
pre-reading:stanzaabundant: (adj) plentifuldexterity: (n) physical or mental skillcoy: (adj) shy and reserved, flirtatiously shy and modestexhort: (v) to strongly urge
wheedle: (v) to persuade by flatteringconsummation: (n) fulfillment, ultimate goalWho played with Barbie dolls when they were young?Is there a single woman who looks like Barbie?
This girlchild was born as usualand presented dolls that did pee-peeand miniature GE stoves and ironsand wee lipsticks the color of cherry candy.Then in the magic of puberty, a classmate said:You have a great big nose and fat legs. What is the effect of this line?
She was healthy, tested intelligent,possessed strong arms and back,abundant sexual drive and manual dexterity. Was there anything wrong with her?She went to and fro apologizing. So why was she apologizing?Everyone saw a fat nose on thick legs. Did anyone focus on her strengths? What did they focus on?
She was advised to play coy,exhorted to come on hearty,exercise, diet, smile and wheedle. Tried to fit the correct image, both physically and emotionally.Her good nature wore out She wasn’t allowed to follow her naturelike a fan belt. Where do you see a simile?So she cut off her nose and her legsand offered them up.
In the casket displayed on satin she laywith the undertaker's cosmetics painted on,a turned-up putty nose,dressed in a pink and white nightie.Doesn't she look pretty? everyone said.Consummation at last.To every woman a happy ending. What is ironic about this stanza?
Questions:Different standards of beauty. Burmese tribe, Nigeria, 2001 – 1st black African woman to be crowned Miss World.Why do we force people to conform?Should parents prevent their children from playing with Barbie dolls?
begin Sula into activities – students journal on each of their chosen topics first, and then must prepare poster and presentation life of Toni Morrison
use articles on Toni Morrison and independent research traditional role of women in society
what is the traditional role of women in society? chaos and instability vs. order and stability
examples of chaos vs. examples of order sex and love
what is the relationship between sex and love? how are they similar? how are they different? how mothers may influence their daughters
What is the ideal mother/daughter relationship? what is a mother’s responsibility towards her daughter? what is a daughter’s responsibility towards her mother? how might a mother influence the way her daughter turns out?
morality: good vs. evil how do we construct morality? how do we decide what is good, and what is evil? list some
things or actions that are good and some that are evil. community vs. individual
what is a community? what is the role of the individual within a community? how might a community affect an individual? what happens when there is a conflict between the community and an individual?
mortality/transience vs. permanence why are we afraid of death? in what ways do human beings, who are transient, attempt to
achieve permanence? identity
What factors or categories might we use to construct our identity (race, gender, social group)? What are some possible groups of people with whom you might identify?
friendship What makes a best friend? What are some ways in which friendship can be betrayed? Is it
more important to be loyal to your best friend or to your significant other (boyfriend/girlfriend)?
fantasy & magic vs. reality How is fantasy different from reality? List some examples of things that occur and appear in
fantasies and things that exist in reality. fire vs. water?
What feelings, images, people, and things do you associate fire with? How about water?
------------------------------------------------------------------Day 4: Friday, January 24
Journal group work on Sula into presentations poem of the day: “Slim Cunning Hands”.pre-reading vocab:pun, ambiguitycunning: (adj, n) skilled in deception; pretty or cutecozening: (adj) deceitfulfair: beautiful, just, impartialstudent copies the poem onto the board while the class thinks about:speaker, setting, imagery, tone/mood, theme
--------------------------------------------------------------------------Day 5: Monday, January 27
journal poem of the day: “At the San Francisco Airport”
terminal: (n) limit, boundary, end, final; station at the end of a transportation lineold/young, light/dark, past/present, security/adventurefear: small, contained fragile contrasted with great planes
complete group work on Sula into presentations begin Sula into presentations.
--------------------------------------------------Day 6: Tuesday, January 28
SSR, journal check HW: read up to p. 48 by next Tuesday, February 4 quiz on pp.1-41 of Sula and vocab
What is “the Bottom” and how did it get its name? What is National Suicide Day? Who created it and why? Describe Helene and Nel’s encounter with racism. What is Eva Peace’s physical disability? The crafty spy displayed great ________. The sycophant kept complimenting me; he wanted to ___________ me into buying his products.
complete Sula into presentations write down master list of themes, and students copy. assignment: students must continue to trace their
themes throughout the book. page number, quote/paraphrase vocab
raze (3): to level to the ground, demolish consolation (5): a comfort (to deal with grief or defeat) fastidious (7): displaying careful attention to detail, hard to please inverted (8): upside down or inside out, reversed repugnance (8): extreme dislike unequivocal (13): clear and unambiguous, leaving no room for doubt apprehension (13): fear indifference (21): accost (22): to approach and speak to boldly and aggressively (with a demand or request) query (27): a question, to question disgruntled (32): discontent exude (36): to ooze forth gradually, to exhibit in abundance
-------------------------------------------------------Day 7: Wednesday, January 29 journal grammar: subject-verb agreement discussion on Sula
3; flashback, setting. Medallion, Bottom. nightshade/blackberry – plants as symbols for the people. layers of meaning, a stratified society. transformation: from fertile farm land to worthless nigger joke land to vibrant black community to white suburb’s golf course
4; perspective of the white valley man. emotions, stories, people, events, all hidden beneath the surface. behind the stripped and faded buildings, behind the “adult pain that rested somewhere under the eyelids”. laughter to deal w/pain, the pain of the “nigger joke”. whites laugh at blacks, blacks laugh at themselves.
layers of meaning project students work in pairs on art project. they must illustrate the several stages of Bottom in layers.
layering effect will be furnished by folding the paper into four layers. top layer: Medallion City Golf Course; 2nd layer: vibrant black community (Time and a Half Pool Hall, Palace of Cosmetology, etc), 3rd layer: poor farming land, 4th layer: what the blacks originally imagined the Bottom to be
poem of the day: “The Bells,” by Edgar Allan Poe, p.41 of The Raven and Other Favorite Poems read aloud while the students graph the tone
-----------------------------------------------------------Day 8: Thursday, January 30 SSR, book check chaos/order activitymaterials: stopwatch, post-it notes, markers (in 2 different colors), 2 sets of cards marked 1-17 (each in a different color), 2 ballsprocedure: pass out cards randomly. students must write their number down in the same color as the number on the card. the class will be divided into two teams based on the color of their number. the game is quite simple; students must throw the balls from the lowest number to the highest number. (variations
are possible: highest to lowest number). the students must try to complete the ball pass, from lowest to highest number, as fast as possible (teacher will stopwatch). at first, students will not be allowed to move their seats, so the ball pass will be inefficient and chaotic. then, students will be allowed to move, and they must figure out for themselves that organizing themselves from lowest to highest in a circle is the most efficient ordering. both teams of students will compete with each other for fastest time for EC. must be done without talking – talking results in one second being added to the score. discussion on Sula
WWI 7: something inexpressible, using only vague words maker order/chaos chart 8; sublime death of soldier – death described in terms of energy and grace. loss of identity
(“private,” hands). 9-14; order/chaos, identity. Symbols: paper dolls, food plate. Blackness = identity. 15-16; community, cultural accommodation and adaptability timeline: First National Suicide Day: January 3, 1920, Bottom destroyed way in the future
rituals assignment (50 pts – due Monday; since we need it for class, the late penalty will be 20 pts) remind students that layers of meaning project is due tomorrow display ritual: all windows closed, tuck under desk (felt trapped), throw out piece of paper (wrote
problem on paper and discarded it), open windows (freedom), then explain the significance of the ritual
write two paragraphs 1st: describes an elaborate ritual. Rituals can include verbal chants, actions like tapping,
gestures 2nd: interpret/explain the significance of the ritual
the best ritual that can be conducted in the classroom will be adopted. we will share rituals on Monday.
----------------------------------------------------------Day 9: Friday, January 31 Journal: assign test prep, go over old test prep poem of the day: “We Real Cool” p.82 of Norton Anthology: read w/style, colloquial – difference in
diction/tone from Slim Cunning Hands, scansion scansion alliteration: repetition of consonant sounds at beginning of words rhyme! “We” is in an uncertain position, and is also the only unstressed syllable – identity. a group
identity, wouldn’t work w/ “I”. pride in flouting conventions, breaking rules of English grammar “jazz” can mean “give great pleasure to” abrupt ending announce poetry quiz for Monday
use poem as example of how to analyze a poem for the poetry quiz:
Speaker: From the sentence, “We / Left school,” the reader knows that the speakers are still young enough that they should be attending school, but are skipping out instead. Therefore, they are probably group of rebellious teenagers.
Setting: The setting is a pool hall, where the teenagers “strike straight” at the pool table.
Imagery: school, gin.
Mood/tone: The tone is initially one of the self-confidence as the speakers proudly proclaim, “We real cool.” The poem continues to carry a haughty tone as the speakers brag about their exploits. However, the tone shifts abruptly with the last line of the poem: “Die soon.” Suddenly, the mood becomes somber and sad. Thus, the poem is mixed between pride and regret, liveliness and death.
Theme: Though a life of youthful rebellion may initially be filled with pride and excitement, it can ultimately end in tragedy and disappointment.
Sula discussion the problem of genealogy is the problem of identity chart family tree
Cecile -> Rochelle (whore) -> Helene -> Nel 18; Helene attempts to quell wildness in Nel 20; racial containment, borders, and order 21-22; Helene’s passive acceptance of that social order, image of custard 27-29; Helene rejects her mom, but Nel finds inspiration in her, finds individuality. Nel attempts
to separate her identity from her genealogy – no longer wants to be her mother’s daughter. Leads her to Sula.
civil rights video: Eye of the Prize
---------------------------------------------------------Day 10: Monday, February 3 progress checkups, w/progress checkup explanation sheet journal reading schedule for the week – there will be at least one closed-book, open notes reading quiz this
week 49-57 by Wed., 57-66 by Thurs., 67-73 by Fri
themes assignment (40 pts) due by Tuesday, February 10th. Find as many examples as you can from anywhere in the book. Cite example and use page number. Length requirement varies depending on the theme.
assign skits/independent oral presentations. 35 points, NO LATE WORK ACCEPTED. Find most important scene, act it out. Maximum of 4 people per group.
2/7: 67-732/10: 73-782/11: 79-852/12: 89-942/13: 94-1042/14: 104-1112/17: 112-1172/18: 117-1252/19: 125-1312/20: 131-1372/21: 138-1462/24: 147-1552/25: 155-1622/26: 163-174 group sharing of rituals
students share rituals and decide on the best one, which they will demonstrate to the class independent discussion questions for those who haven’t completed the assignment
Looking at pages 41-48, what is Eva and Hannah’s attitude towards love and sex? What does Sula learn from her mother about sex?
How did Eva save Plum’s life when he was a baby? How does Plum die and why was he killed? Name all the characters that live in Eva’s household, and provide a brief description of each.
vocab: vocab quiz on Friday, Feb 7 (30 pts). won’t be allowed to use your notes. guileless (adj., 42): not deceitful, naïve spontaneous (adj., 43): arising from natural inclination or impulse, unconstrained awry (adj., 52): in a position that is turned or twisted, away from the correct course acquiesce (v., 54): to consent or comply, to give in saunter (v., 54): to walk at a leisurely pace, to stroll
strenuous (adj., 58): requiring great energy, effort, or exertion; vigorously active restlessness (n., 59): inability to rest, relax, or be still elated (adj., 60): proud or joyful mimic (v., 60): to copy or imitate, especially in speech, gesture, or expression; to ridicule or mock,
to resemble avert (v., 62): to turn away, to ward off or prevent preoccupied (adj., 77): absorbed in thought, distracted
---------------------------------------------------------Day 11: Tuesday, February 4 SSR, journal check poetry quiz (50 pts): My Papa’s Waltz. Your arguments are more convincing if you quote from the
poem. Sula discussion: 30-41
Eva Peace (+ BoyBoy) -> Hannah (and Plum) -> Sula 30; Eva as creator. She gives all names 34-35; Plum’s constipation, Eva’s leg. Eva’s tenacity 36; BoyBoy’s rich appearance, but hidden defeat. BoyBoy’s name. 38: tracing love – the Dewey’s love for each other. Eva takes away their identity, their
individuality. 39; Tar Baby – ironic name, just like “Bottom”
Sula discussion: 41-48 41; “It was manlove that Eva bequeathed to her daughters.” 43-44; Hannah’s sex scene, love/sex theme, influence on daughter Sula 45; Plum’s drug addiction 47-48; Plum’s death, water & fire. Should she have killed him?
----------------------------------------------------------Day 12: Wednesday, February 5 (shorter day) Journal HW: bring independent reading book tomorrow for in-class assignment on the book Sula discussion: 49-57: Nel and Sula, best friends. What are some memories you’ve shared w/your
best friend? 50; “pig meat” (51-52; Nel and Sula as dreamers) 53; Irish boys 54; showdown w/Irish boys, Sula & her finger. How like her mother, Eva? 55; identity, white features for Nel (56-57; role of women in society)
What social issues have come up in the novel so far? horror of war, care of veterans, treatment/care of mentally ill, racism, drug addiction, alcohol
bring in at least two articles or books that you can find on a topic of your choice by Monday, February 10 (15 pts)
vocab taboo students are assigned to groups by teacher. Put master list of vocab words up on transparency.
Students are given mini-index cards and, with their group, must make a set of taboo cards. Each card would have the vocab word, along with four other words the opponent is NOT allowed to say. Choose 20 words, and use both sides of the card. (35 pts)
------------------------------------------------------------Day 13: Thursday, February 6 SSR, in-class assignment on independent reading book: identify main characters, setting, conflict,
prediction as to what will happen. an adequately detailed response would be almost a page. will be
graded on degree of detail. (30 pts) for those w/out in independent reading book, they automatically lose 10 pts, but must still summarize and comment on a news article from the newspaper.
Next, on same sheet of paper, make timeline of major events in the book so far: open notes, closed book. (20 pts)
Vocab taboo: finish making cards
---------------------------------------------------------------Day 14: Friday, February 7 Journal Common grammar error: incorrect pronoun use
“In the book Sula, by Toni Morrison, it’s about a woman living in the 1920’s.” Vocab taboo
Teacher uses two groups to model how to play. Students are given a few minutes to study the vocab words and their definitions.
Play time: each group of students faces off with another group. Victors should collect the signatures of the vanquished. Each signature will count as a point of extra credit. The cards will be kept in a safe place after play is done; each group will label their set of cards with a sticky note.
Vocab quiz, no notes (30 pts).1. to ooze forth gradually, to exhibit in abundance2. inability to rest, relax, or be still3. to level to the ground, demolish4. fear5. absorbed in thought, distracted6. arising from natural inclination or impulse, unconstrained7. displaying careful attention to detail, hard to please8. to strongly urge9. discontent10. extreme dislike11. clear and unambiguous, leaving no room for doubt12. requiring great energy, effort, or exertion; vigorously active13. to consent or comply, to give in14. proud or joyful15. a comfort (to deal with grief or defeat)
------------------------------------------------------------------Day 15: Monday, February 10 Journal Ritual HW: pass back work. class will receive the same exact vocabulary quiz, in a slightly different order,
tomorrow. Sula test on Thursday. Go over test prep answers social issues report of information paper
freewriting choosing a topic. example: “drugs” – too vague. students assemble into interest groups to share articles. students must find quotes/paraphrases
from at least four different sources. teacher will model citations. Discussion questions for those w/out articles based on 67-73. 30 pts. Will also have to do
independent research over the weekend. How would Hannah define “love”? How would Eva define “love”? Compare and contrast
their two different versions of love. Which type do you think is more important? (at least 2 paragraph answer, 20 pts)
How does Eva feel about killing Plum? (1 paragraph, 10 pts) Sula discussion: 57-66
58-59; sexual imagery, phallus 61; Chicken Little drowns - mortality. Nel’s reaction. Water & death. Neatness of Shadrack’s
house.
63; what did Shadrack mean by “Always”? permanence 64-65; guilt 66; don’t sound guilty anymore. “the bubbly laughter and the press of fingers in the palm.”
Dying with delight. Compare to top of p.61. morality and permanence. Butterflies in the winter.
---------------------------------------------------------------------Day 16: Tuesday, February 11 SSR/journal check Vocab quiz Vocab: assignment – write one sentence for any seven words, due Thurs.
stamina (n, 79): Physical or moral strength to resist or withstand illness, fatigue, or hardship; endurance
prosperity (n, 81): the condition of having success, wealth, or good fortune industrious (adj, 83): skillful, clever, and hard-working distinguish (v, 83): To perceive as being different or distinct, to cause oneself to be recognized mischievous (adj, 84): playful in a naughty or teasing way, troublesome, irritating trivial (adj, 89): minor, insignificant intractable (adj, 96): stubborn, difficult to manage commiseration (n, 103): feeling of sympathy for the sorrow or misfortunes of others malevolence (n, 109): malicious behaviour, evil disposition toward another person, inclination to
injure others, ill will Student presentations begin Sula discussion: 67-73: go over discussion questions
75-76; Hannah’s burning, fire & water, death & joy 77; Eva killing Hannah 78; Sula interested in Hannah’s death
Student presentation Sula discussion: 79-85
81-82; Jude’s dreams. Jude’s Oedipus complex (Plum also had Oedipus complex) 83-84; Nel giving up her own dreams and individuality
----------------------------------------------------------------------Day 18: Thursday, February 13 SSR/journal check for 2/5, 2/7, 2/10, 2/12 Student presentation Sula discussion: 89-94
what separates Part I from Part II? 90; good & evil in the world 91-94; dramatic reading of Sula/Eva dialogue 92; traditional role of women 93; fire, fiery personality
Taboo Groups work on cards, adding in 2 of this week’s vocabulary words, and all of the following
95; Sula brings life back to the town 96; the chaos looked right, the town needs Sula 99; where did Sula go all these years? 100; what did Sula do to Eva? 103; defeated attitude of the men in this novel. Sula confronts Jude w/combativeness 103-4; good becomes bad, Sula’s unique perspective
Report of information paper outlining: outlines are due on Monday! (30 pts)
Taboo: play! review for test on Sula Sula discussion: 104-111
105; Jude leaving Nel. “you knew me,” but she had given up her “me-ness”. shift in narrative point of view
106; how Jude like soldiers on the train? shame. 107; what is the ideal place for you to deal with grief? 108; Nel and Sula’s different hells: stability vs. instability 111; shift in narrative point of view, inadequacy of society’s role for women
If class behavior becomes problematic, switch to seminar mode:
The Marshal may give warnings and deduct points for talking and walking around.
Marshal:
Seminar participants:
pp.94-104 (35 pts, 5 points per question)1. How does Sula make Nel feel?2. Explain how the appearance of Nel’s house (top of p.96) is related
to Sula’s presence.3. What did Sula do to Eva?4. On page 103, what emotions or reactions was Jude trying to evoke
from the women?5. How does Sula have “an odd way of looking at things”?
pp.104-111 (35 pts, 5 points per question)1. How was Nel wronged by her loved ones?2. Who is the narrator on p.105? How is this different from most of
the book?
3. Why does Nel compare Jude to the soldiers on the train when her mom turned to custard?
4. When you are sad or grieving, where do you like to go?5. Compare and contrast Nel and Sula’s different conceptions of
“hell”.
---------------------------------------------------------------Day 20: Tuesday, February 18 (shorter day – reading assessments) SSR Vocab (9 vocab sentences due Thursday- 18 pts)
distinct (114, adj): distinguishable from all others, easily perceived by the senses or intellect, clear, notable
aberration (118, n): a deviation from the proper or expected course, something that is abnormal or atypical
annihilate (118, v): to destroy completely pariah (122, n): a social outcast idle (127, adj): not busy, lazy, avoiding work, not in use or operation reverie (128, n): a daydream tangible (134, adj): discernable by touch, touchable, possible to be treated as real and concrete fact retribution (139, n): something justly deserved, repayment (especially revenge) gloat (140, v/n): to feel or express great, often malicious, self-satisfaction; a feeling of great, often
malicious, self-satisfaction Review for Sula test Report of info paper
cluster/outline
---------------------------------------------------------------Day 21: Wednesday, February 19 Sula test
Sula test: You should use your book. If you use your notes, no points will be deducted, but the maximum score you can achieve will be an 85. Each question is worth 8 points, and you get 4 points simply by handing in a test. This test is worth 100 points. Answer the following questions on a separate sheet of paper. When you complete your test, you must staple these questions to your answers and turn them in. Then you may read silently or pretend to be a statue. I would like to remind you that statues are very, very still, and are very, very quiet.
1. Looking at pages 3-5, describe the history of the Bottom’s development2. “Before he could register shock, the rest of the soldier’s head disappeared under the inverted soup
bowl of his helmet. But stubbornly, taking no direction from the brain, the body of the headless soldier ran on, with energy and grace, ignoring altogether the drip and slide of brain tissue down its back” (8). Comment.
3. “All their repugnance was contained in the neat balance of the triangles – a balance that soothed him, transferred some of its equilibrium to him” (8). Comment.
4. How does Shadrack reestablish his identity on page 13?5. Why does Nel describe her mother as “custard” on page 22?6. How are the symbols of fire and water related to certain events in this book? Use specific examples to
support your answer.7. Compare and contrast Nel and Sula’s houses, as described on page 29. How are their houses relevant
to their upbringing and personalities?8. After reading page 54, explain how Sula takes after her mother.9. How is page 66 related to the themes of mortality and permanence?10. Which characters in Sula have an Oedipus complex? How do you know?
11. Why did Jude marry Nel? What failure was he trying to compensate for? What desire was he trying to fulfill?
12. “The two of them together would make one Jude” (83). Comment.Extra Credit (1 point): Explain why Mr. Wang is “da bomb”. Please use evidence to support your answer.
Report of info paper introduction: tell an anecdote, describe a problem or condition, ask a question, cite some startling
or interesting facts or statistics, quote a powerful or intriguing idea. introduction is due by the end of class. (20 pts)
body: topic sentence usually at the beginning of the paragraph. Write one body paragraph and the topic sentences for your other two body paragraphs. (30 pts)
Student presentation: reminder – speak to the class, have a solid conclusion
---------------------------------------------------------------------------Day 22: Thursday, February 20 SSR teach electronic citations. Must have three sources, and at least one of these must be a book. For
computer lab, must copy down facts or quotes, with citation of sources, to be checked off by the end of class. Research paper is due Tuesday, Feb. 25
World Wide Web SourcesFormat: Author. “Title of Document”. Title of Web page. Date site was last revised. Institutional or organizational association. Date accessed. <Electronic address>.
------------------------------------------------------------------------Day 23: Friday, February 21 (was absent) Journal Report of info paper
conclusion: leave the reader with something to think about. Offer a judgement, make a final comment or observation, end with a quotation that pulls it all together, summarize your main ideas, refer to your introduction.
Don’t use “I think” in your research paper; it’s not an opinion piece.
112-113; Sula sleeping w/white men. Breaking social rules 113; superstitious reaction to Sula, and community’s accommodation of an evil 115; ironically, Sula has positive effect on community 116-117; Sula and Shadrack grouped together. How are they similar in the eyes of the
community? Sula discussion: 117-125
117-118; Sula’s positive effect on the community. An evil becomes a good. sense of community strengthened by unity against a common evil (Sula).
118-119; Sula has a different morality and system of values. 120-121; Everybody is the same, friend more important than lover. 121-122; inadequacy of society’s standard expectations. Defeated people. 124; Ajax & permanence. 125; influence of mother. Hannah lives on through her daughter – in a way, achieves permanence.
compare to p.43 Sula discussion: 125-131
126, 127, 127-128; Ajax’s Oedipal complex 130; Ajax’s layers, just as Bottom had layers
Sula discussion: 131-137 131-132; Sula becoming domesticated. possession (131) sets her up for loss. 133; Ajax’s reaction 134; butterflies & the impermanence of Ajax’s love, loss. 135; she was so sure of his presence. Ajax’s layers. reality beneath the surface. 136; Sula feels like she never knew anything, loss of identity
grammar: pronouns and their antecedentsPronoun antecedentsAntecedent – the word that a pronoun refers to or replaces in a sentenceAfter David got up, he fixed his breakfast.The girls set their book bags under a tree.Alan and Jean are washing their car. They are almost finished.From Sula, identify 3 pronouns and their antecedents.
-------------------------------------------------------------------------Day 25: Tuesday, February 25 SSR vocab: 16 point quiz on Thursday, right after SSR
dictate (v/n, 141): to say or read aloud to be recorded or written by another; to issue orders or commands; a command
disrepair (n, 153): the condition of being in need of repair dirge (n, 155): a funeral hymn or lament; a slow, mournful musical composition or poem unsullied (adj, 157): spotlessly clean and fresh befuddle (v, 159): to confuse, perplex, or stupefy respite (n, 160): a short interval of rest or relief solicitous (adj, 160): expressing care or concern; full of desire; eager scorn (n/v, 160): contempt or disdain felt toward a person or object considered despicable or
unworthy, to consider or treat as contemptible or unworthy Rorschach blots
http://www.deltabravo.net/custody/rorschach.htm Show class Rorschach blots. Students write down what they think they see in the blots and share. Explain Rorschach blots, the concept of psychological projection, and discuss. Relate to Sula’s
birthmark. Introduce extra credit essay: Trace the descriptions of Sula’s birthmark. How might Sula’s
birthmark tell the reader more about the characters viewing the birthmark than Sula herself? (pages 52, 74, 96, 97, 103, 104, 138, 156). 2-page interpretive essay. Up to 50 points EC.
-----------------------------------------------------------------------------------Day 26: Wednesday, February 26 Journal “Hecka lame” things to do in a research paper: addressing common errors
Don’t use second person (“you”) Minimize using first person (“I”) Avoid wishy-washiness: probably, maybe, perhaps Research paper is not an opinion piece No contractions in formal essays Explain editing symbols
Student presentation Sula discussion: 138-146
switch to Nel’s perspective, visiting Sula as Sula lays dying. Nel is living the life of a responsible single mother. Sula dying young, much like Achilles.
142; woman’s role in society 143; Sula’s individualism, rejection of woman’s standard role 145; morality, friendship over significance other 146; morality
Sula discussion: 147-155
147; permanence 148-149; Sula’s death song: “Shall We Gather At the River” everybody is happy about Sula’s death. good fortune appears to lie ahead – promise of work at the
tunnel for black folk 152; ice kills the harvest. Sula’s fire is gone. 153; death of Sula, the source of disorder, ironically causes the social order to dissolve.
Sula discussion: 155-162 156-157; Shadrack’s slow embrace of chaos. explanation of “always” – permanence. 158; mortality threatens Shadrack’s paradigm. Sula, and her death, interrupts the orderly routines
of his life. 159; now that they’ve lost everything, the community no longer fears death. they rush to join
Shadrack. 160; disorder, feeling of freedom and liberty 162; mass death, or suicide?
Dreams How have my dreams changed over the years? What are my dreams? What are the obstacles that stand in the way of my dreams? How can I overcome these obstacles?
------------------------------------------------------------------------------------Day 27: Thursday, February 27 SSR Vocab quiz (15 pts) with reading pop quiz (15 pts)
Vocab quiz (15 pts)
Word bank: dictate, disrepair, dirge, unsullied, befuddle, respite, solicitous, scorn
1. contempt or disdain felt toward a person or object considered despicable or unworthy, to consider or treat as contemptible or unworthy
2. to confuse, perplex, or stupefy3. to say or read aloud to be recorded or written by another; to issue orders or commands; a command4. spotlessly clean and fresh5. expressing care or concern; full of desire; eager
Reading pop quiz (15 pts)
1. In the last chapter, who does Nel visit?2. How did Nel feel about Chicken Little’s death?3. At the end of the book, how does Nel feel about Sula?
Test prep Student presentation Sula discussion: 163-174
time shift. establish the setting. 164; transience 165; Nel’s acceptance of standard role in society 166; transience – how Bottom transformed 167; Nel visits Eva 170; Nel’s enjoyment of Chicken Little’s death 171; the town’s spite – a matter of malicious misinterpretation.
birthmark assignment 174; ball of fur breaks up. circularity of the narrative.
---------------------------------------------------------------------------------Day 28: Friday, February 28 Journal
Sula & death Have two student artists. Students will brainstorm common images that signify death, and student
artists will sketch them on the board. Go over the images of fire and water in Sula, and what they have to do with death (rebirth and
purification). Students must come up with their own original image or symbol for death (i.e., they cannot use
any of the images on the board). Students draw the image. Students make up with a one-paragraph explanation of what happens to you after you die. Does it
hurt? Where do you go? Etc. grammar: correct pronoun reference, correct comparisons
