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The Bluest Eye by Toni MorrisonReading Comprehension, Fluency and Analysis

Day 01 Day 02 Day 03 Day 04 Day 05

Anticipatory Set:Beauty in the Media

- Dick & Jane primers- Meaning of the first passage- read prologue- discuss maturity

- Grammar BR- read through middle page 16- narrator exit pass- summarize / questions

- Grammar BR- review narration- read through middle page 27- quote exit pass- summarize / questions

- Grammar review & Quiz- Character map in pairs

- homework: read through page 32

Day 06 Day 07 Day 08 Day 09 Day 10- bellringer on quote- review quote exit pass- questions/summary of reading. Video.- review quote exit pass- create class character map

- bellringer- read through page 58- important quotes- summary/questions

- review quotes as bellringer- summary/questions- round table discussion

- Autumn questions- read to page 80- writing prompt- summary/questions

- Imitation of Life- exit pass- homework: finish read through winter (pg. 93).

Day 11 Tuesday – Day 12 Day 13 Day 14 Day 15- finish reading through Winter (pg 93).- work on Autumn questions, maps, etc.- all work do end of hour

- specific passage discussion

- questions for Winter; due at end of hour- homework: read

- silent discussion- small group work

- Imitation of Life- exit pass

Day 16 Day 17 Day 18 Day 19 Day 20- BR about Eyes- discuss- read (pg. 97-126)- Exit Pass- summarize / questions

- Motif Lesson- read (pg. 126-131)- introduce Extra Credit

- Imitation of Life- discuss-homework: read (pg. 126-131)

- BR about film- read (pg.131-153)- exit pass- summarize / questions

- Hughes’ Poem activity- homework: read (pg. 153-183); BE TO PAGE 183 FOR MONDAY

Day 21 Day 22 Day 23 Day 24 Day 25

- BR about homework- Spring Questions- due at end of hour

- Bellringer: read p.187-193 alone. Quote on page 190.- Discussion.

- Read p. 194-206 aloud.- Discussion- Exit Pass: quote on page 205 – discuss.

- Explain in-class essay- Prep for in-class essay

- In-class essay test

DAILY LESSON PLANCLASS: 10th Grade American Literature DATE: Tuesday, February

01, 2011 UNIT: The Bluest Eye by Toni Morrison

OBJECTIVE: Students will consider the impacts of the media on thier own perceptions of beauty and social norms. This will serve as the anticipatory set for the coming novel, The Bluest Eye by Toni Morrison.Students will view many images and media sources and work to form their own ideas, which they will then articulate in writing.COMMON CORE STANDARDS:Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.BELLRINGER: What is beauty? How do we, as a society, define it? Where do these ideas of beauty come from? How does it affect the way you view the world around you? Quickwrite for the ALL of the next 5 minutes about our society’s view of what makes people beautiful. Discuss. Time: about 10 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?See PowerPoint: images of celebrities before and after photoshopping. Students will first view the “after” images, and then will be surprised with the side-by-side before and after images, to stress to them the inaccuracies in the way media portrays people.

Students view “after” images. Are these people beautiful? Is this how we define “beauty” in our society? Is there anything that seems unnatural in the pictures of these celebrities? Quick discussion as a class.

Time: about 15 minutesShow “Dove Evolution” video.

Time: 1 minute

Show “before” images next to the “after” images. Discuss the changes. (Draw students’ attention to skin tone, hair, waist size, etc).

End with OJ Simpson covers from Newsweek and Time Quickwrite: What do you think is the responsibility of the media (news, magazines, television, advertisements) to present true images of men and women?

Time: about 5 minutesExplain the controversy around the changes and the editor’s explanation for wanting to make OJ look like the evil person he is. What is your reaction to the OJ images? What are your thoughts about advertisements and celebrities after seeing these Photoshop issues?Discuss.Make final point: We as a society base our judgments and perceptions on images and information which are not truthful. We need to not base our standards of beauty and self-worth on these ideas but rather on our values and strengths.

Time: to End of hour, about 15 minutesCollect all work at end of hour. IF EXTRA TIME: hand out booksHOMEWORK: None.DIFFERENTIATION:LD reading comprehension / Behavior plan: none.ELLs: Written responses may not be as developed; should at least be in note form.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:Checking the journals for completion. This theme will recur and be discussed and connected with the novel.MATERIALS:LCD projector. Laptop. Journals. Power point, Dove Evolution video.TO DO:Check for quickwrites in journals. Grade.Sophomore team meeting.

Wednesday, February 02, 2011 – Snow DayThursday, February 03, 2011 – Snow Day

Friday, February 04, 2011 – Too few students; EC work

DAILY LESSON PLANCLASS: 10th Grade American Literature DATE: Monday, February


OBJECTIVE: Students will review major literary concepts.Students will read a short story with a similar theme to The Bluest Eye and will practice the following skills: characterization, narrator, theme, symbols and summarizing.COMMON CORE STANDARDS:Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.BELLRINGER: Bellringer: grammar review.

Time: 7-10 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Review characterization, theme, narration, and symbols. Ask the students to offer definitions. Write clear, simple definitions on white board.

Time: 5-7 minutesStudents will read “I Want to be Miss America” by Julia Alvarez in the Yellow literature anthology, in pairs.After 15 minutes, the following questions will be placed on the overhead: In 3-5 sentences, summarize the main idea of this story. Use complete sentences! Consider this quote: "There they stood, fifty puzzle pieces forming the pretty face of America, so we thought, though most of the color had been left out..." (419). What does Miss America symbolize for the narrator? What kind of narrator do we have? 1st person, 3rd person, or omniscient? Consider the narrator. How does she change throughout the story? In a paragraph or two, explain her views and personality and how it develops over the course of the story. In your own words, what is the theme of this story? 1 sentence.This will be collected at the end of the hour.

Time: 25 minutes-end of hour

HOMEWORK: None.DIFFERENTIATION:LD reading comprehension: will read in a pair with more proficient reader. May work together to answer questions. Must hand in own work. Behavior plan: Extra time (as needed) for homework to finish the questions. I will check in individually to assess progress and understanding. Will be paired with a strong reader.ELLs: Students can read in pairs with a more proficient reader. Answers may be in note form. Can be completed as homework if needed.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:Homework questions will assess student understanding of literary concepts. Thematic connections will occur throughout the coming unit. Use of these literary concepts will recur and students will continue to demonstrate their understanding.MATERIALS:Overhead. Yellow anthologies. Paper.TO DO:Freshmen field trip.



OBJECTIVE: Students will metacognitively consider their process for inferring details and comprehending written text.Students will be able to collaborate to consider and understand a foreign social norm.COMMON CORE STANDARDS: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.BELLRINGER: Students receive Dick & Jane books/copies of books (as possible) and begin reading in small groups.

Time: 5 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Quick background of the Dick & Jane primers.Students will read the stories in small groups and deduce what is not said. (White, middle class, toys, games, nuclear family, picket fence). I will circulate to each table to give them guiding questions and help ensure that they are on the right track.

As a class, discuss: What do we know about Dick & Jane that the story doesn’t tell us? What do we know that isn’t printed in the words? Who are Dick and Jane? Where might they live? What is their family like? What might you imagine they do after school?

Explain the idea of a nuclear family, American traditional family ideals, a white picket fence. We know that most families don’t look like this, and we know that in the city white picket fences don’t exist, but in the ‘30s-50s this was what everyone strived for.

What would this mean to a girl who doesn’t have any of this? Put yourself in her shoes. You live in a one room house, no running water, your parents can barely pay rent but everyone is telling you that you should live in a two story house, your dad should work and mom should stay home and you should have toys and pets, etc. How do you feel?

Time: 25 minutesRead the first pages; discuss the meaning of the form. Have students read the first portion; I will read the last. Why do the words go faster? They are clumped together? What idea do you get from this? (The narrator is frantic, scared, nervous, etc.)Read the prologue. Summarize. Discuss the maturity level of the book and the requirements for proper discussion.

Time: 15 minutes – end of hour

HOMEWORK: None.DIFFERENTIATION:LD reading comprehension / Behavior plan: none.ELLs: none.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:Group discussions and whole-class discussions will informally assess students’ grasp on the idea that Morrison is relaying to s through the juxtaposition of Dick & Jane with the Breedloves. This will be a recurrent idea throughout the unit.MATERIALS:Overhead. Journals. Dick & Jane books. Photocopies of book. Novels.TO DO:Sophomore team meeting.

DAILY LESSON PLANCLASS: 10th Grade American Literature DATE: Wednesday, February


OBJECTIVE: Students will begin reading the novel and will understand the procedures for reading days.Students will practice using context clues, engage in reading the first chapter of the novel and will complete an exit slip.COMMON CORE STANDARDS:Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.BELLRINGER: Working with Context Clues.(On overhead) Try to decide what the underlined word means. Record this in your journal.Snakes are apodal; they slither rather than walk.I’m going to publish my book under a pseudonym so that my family won’t recognize me.Good light and a quiet atmosphere are conducive to learning.Henry Ford introduced the archetype of an automobile. As a class, go over possible answers. Give real answer and have students look for similarities. Read the sentence. Apply background knowledge. Infer answer. Sometimes you have to use more than just one sentence. If there’s one word you don’t know – don’t get caught up on it; just move on unless you’re totally confused.

Time: 7-10 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Discuss narration at the beginning of the book. It is a character in the book, and she is telling us this story after it has happened, so she fills us in on details and information she wouldn’t have known at the time. If you get confused, ask questions!Begin reading. Remind of the reading possible points for the day. 10 points possible. Extra credit (up to 13) if on task and doing well. Points lost for sleeping some (-3) or all (-5) of the hour or if off task (-1 to -5). Must read up to page middle of page 16.

Time: 15-20 minutesPut exit slip on board with fifteen minutes left in class.Exit slip: What do we already know about the narrator? You should be able to list her name, age and what her family is like. Does she seem happy, frightened or both? Why? 3-5 sentences.Collect.

Time: about 5-10 minutesHave one student summarize the passage. Discuss exit slip. Questions?

Time: last 10 minutesHOMEWORK: Study for grammar quiz.DIFFERENTIATION:LD reading comprehension: Today must attempt to read alone; will check in to assess progress. Written work should be the same as other students.Behavior plan: I will check in individually to assess progress and understanding. All of the work should be completed, though the exit slip will not be as thorough.ELLs: Can listen to recording. Written answer may be in note form, but some work must be handed in.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:Exit slips will be collected, graded for 5pts (0 – not done, 3 – effort shown, 5 – complete).Skill in using context clues will be continually assessed throughout the unit.MATERIALS:Novels. Journals. Overhead. ¼ sheets of paper for exit slips.TO DO:Grade exit slips.

DAILY LESSON PLANCLASS: 10th Grade American Literature DATE: Thursday, February


OBJECTIVE: Students will read more of the book and begin to consider the characters’ qualities. Students will take a grammar quiz and will continue reading, working to complete a character map which will be completed in groups.COMMON CORE STANDARDS:Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.BELLRINGER: Grammar review.

Time 5-7 minutesShow images of Raggedy Ann doll, Shirley Temple and Bojangles so that students understand these references while reading.Ask for any volunteers to share information, give explanation. Keep images on board.

Time: 5 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Students will read through middle of page 23.

Exit Pass: “I learned much later to worship [Shirley Temple], just as I learned to delight in cleanliness, knowing, even as I learned, that the change was adjustment without improvement” (Morrison 23). What does Claudia mean by this? “adjustment without improvement”?Collect.

Time: 20 minutesPass-back and discuss papers from PSAE prep.Discuss the need to have an Introduction & Conclusion. Show an example of a weak introduction and a strong introduction.Discuss Including quotes in writing (will review this later).

Time: 15 minutesHave students put writing into their portfolio folders.HOMEWORK: None.DIFFERENTIATION:LD reading comprehension / Behavior plan: I will check in individually to assess progress and understanding. All of the work should be completed, though the exit slip will not be as thorough.ELLs: Can listen to recording, reading along in book. Written answer may be in note form, but some work must be handed in.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:Exit slips will be graded. Students will be assessed on reading comprehension tomorrow.MATERIALS:Books. Images. Overhead. Journals. Papers.TO DO:Grade exit slips. Post grades.

DAILY LESSON PLANCLASS: 10th Grade American Literature DATE: Friday, February 11,

2011 UNIT: The Bluest Eye by Toni Morrison

OBJECTIVE: Students will practice close reading in analyzing a quote taken from the text.Students will understand the characters and the content of the book so far in creating individual character maps.COMMON CORE STANDARDS:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.BELLRINGER: Students will take a short grammar quiz.

Time: 10 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Discuss yesterday’s Exit Pass.“I learned much later to worship [Shirley Temple], just as I learned to delight in cleanliness, knowing, even as I learned, that the change was adjustment without improvement” (Morrison 23). What does Claudia mean by this? Discuss.Discuss the meaning of the quote. What does this “adjustment without improvement” mean for Claudia and Shirley? Claudia never came around to liking Shirley – in fact she still disliked her – but she learned to accept that everyone liked her.Create a few sentences explaining the quote. Show example of the proper way to include a quote. Claudia means that she adjusted to what was expected of her. She didn’t change, but simply learned to accept these expectations and live up to them.Have a student summarize yesterday’s reading. Questions?

Time: 15 minutesIn pairs, students will work on the character maps. Each student must hand in his or her own character map.Work is due at the end of the hour.

Time: 20 minutes

HOMEWORK: Read to page 37. Write a short paragraph (5-7 sentences) discussing what we learn in the last section on page 32. Summarize the passage. Also, what do we learn about the girls in this passage? Make at least one inference into the girls’ lives. Question and work is on the homework site.DIFFERENTIATION:LD reading comprehension / Behavior plan / ELLs: Extra time (as needed) on quiz.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:We will go through the quiz on Monday. Will create a large, whole-class character map on Monday. Worksheets will be graded.MATERIALS:Books. Copies of character map worksheets.TO DO:Grade quizzes and character maps.

Names:____________________________________________________________________ Hour:__________Character Map for The Bluest Eye by Toni Morrison

Who is the narrator at this point in the novel? _______________________________

Where does this story take place? _________________________________________

About when does this story take place? Estimate the year: ______________________

Character’s NameClaudia

What do we know about this character so far?

How old is this character?Where does s/he live?

Who is in this character’s family? Include names and relationship (mother, sister, father…).

Character’s NameFrieda




How might you describe this character’s personality? How might you describe this character’s personality?

In a few sentences, summarize what has happened in the book so far:_________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

_____________________________________________________________________________-

_____________

Write at least 2 questions about the book. Anything you don’t understand or anything you want to know more about:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Character’s NameCholly




Character’s NamePecola








OBJECTIVE: Students will practice close reading and analyzing small passages of text.

COMMON CORE STANDARDS:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the themBELLRINGER: Take out your homework. At the bottom, write a close analysis of this single sentence. What do we learn about the girls? What can we infer by the idea that they don’t know how to get somebody to love them?“Then Pecola asked a question that had never entered my mind. ‘How do you do that? I mean, how do you get somebody to love you?’ But Frieda was asleep. And I didn’t know” (Morrison 32).

Time: 5 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?“Then Pecola asked a question that had never entered my mind. ‘How do you do that? I mean, how do you get somebody to love you?’ But Frieda was asleep. And I didn’t know” (Morrison 32).Discuss. They don’t know what it means to be loved. They think love and sex are directly related (honors section only). They must not have ever felt loved if they can’t image how to be loved or how to give love. We know that they are young, confused about the world and longing to feel loved.When we write close analysis of text we should include these ideas and always explain quotes in our writing.From this passage we understand… This point is supported by the text…. Here the author is telling us…Write examples on board. Have students do their own in their notebooks.This is what we need to do when writing.

Time: 15Pass back work. Discuss homework. Questions?

Time: 5 minutesClass character map.

Time: 15 minutesShow video of Shirley Temple & Bojangles dancing. Preface with repeated explanation of who Bojangles and Shirley temple were.

Time: last 5 minutesHOMEWORK: None.DIFFERENTIATION:LD reading comprehension / Behavior plan: I will check in individually to assess progress and understanding during bellringer. ELLs: Written bellringer answer may be in note form, but some work must be handed in.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:Reviews of working with quotes will review the skill throughout the unit.Discussion during the creation of class character maps will informally assess student comprehension and allow for reconsideration of possible issues.MATERIALS:Overhead. Roll paper (different color for each class). Markers. Homework handed back. LCD projector. Speakers. Laptop.TO DO:Post grades.



OBJECTIVE: Students will infer more deeply into the text. Students will be able to analyze and understand the characters Cholly and Mrs. Breedlove.COMMON CORE STANDARDS:Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the themBELLRINGER: Pecola connects the idea of beauty with the idea of being loved. How and why does she do this? Do you think we (individually or as a society) do this today? Give examples of how you see this in today’s world (with yourself or others).Share out.

Time: about 7 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Read pages 38-58. Individually or in small groups (2 or 3). Be sure to ask any questions you have while reading.While reading, identify 2 important quotes – can be the same if in groups; must hand in individual work.

Time: 25 minutesExit Pass: Write a summary of what you read today. Include page number of where you stopped.

Time: 7 minutesHOMEWORK: Read to page 58 if not completed in class.DIFFERENTIATION: Behavior plan: I will check in individually to assess progress and understanding. All of the work should be completed, though the exit slip will not be as thorough.LD Reading Comprehension / ELLs: Can listen to recording and read along in their books. All work must still be completed.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:Exit passes will show the comprehension of reading & we will work with the quotes tomorrow.MATERIALS:Computer w. speakers for ELLs. Recording. Books. Overhead. Journals.TO DO:Grade exit slips.



OBJECTIVE: Students will be able to thoroughly explain a quote.Students will be able to express their opinions of the text and to understand the perspectives of their peers.COMMON CORE STANDARDS: Engage effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.BELLRINGER: Grab your work on front table. In the groups you worked in yesterday (or individually if you prefer) determine the meaning and importance of each quote. Remember what we worked with in class on Monday. Always make sure you’re answering “why?”

Time: 10 minutesTake a few volunteers to share their answers. Questions?MINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Round group discussion.WRITE ON WHITE BOARD:Reminders: MUST cite the text when giving an answer. May not speak unless holding the “speaking bear”. Must take notes in your journal if you are not going to participate verbally, these include summaries of classmates’ responses and your own input.

See if students have a questions or passage of interest to begin the conversation with. Topics to bring their attention to, if needed:p.41-43 – Cholly & Mrs. Breedlove: Why do they hate each other? Why/how do they need each other?p.42 – What impact does this occurrence have on Cholly?P.43 – How does Pecola’s observing her parents’ fighting impact her?p.45 – Why does Pecola feel this way? What can we infer about her view of the world, herself & her family?p.46 – Bue eyes mean more to Pecola than just beauty. What more do they mean? Why? How?p.48 – Mr. Yacobowsi (at the candy store). What is the significance of his interaction with Pecola?p.49 – What is Pecola’s fascination with Mary Jane candies?p.50-58 – Why, how is Pecola so fascinated by the prostitutes? What is the irony presented in these three characters?

Time: 25 minutes

If Needed:Exit Pass: Compare Pecola’s character to Claudia’s. Which of these two characters is better able to reject white, middle-class American definitions of beauty? Explain why you choose either character and use examples from the text to support your answer.

Time: final 7 minutesHOMEWORK: None.DIFFERENTIATION:LD reading comprehension / Behavior plan:ELLs: will be expected to participate in the discussion, but their answers may not be as well articulated.Behavior Plan: may not participate in the discussion, but must be attentive and take notes.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:This discussion (or written notes) serves as an informal assessment of the attentiveness and understanding of the students.MATERIALS:Overhead. Journals. Books. Handouts. Class rosters for grading.TO DO:Compile grades; enter into gradebook.



OBJECTIVE: Students will review text-self and text-world connections.Students will review the concepts read and discussed during the book this far to answer comprehension and inference questions.COMMON CORE STANDARDS: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.BELLRINGER: Ask for a volunteer to explain text-self. Ask for a volunteer to explain text-world.Choose a character or event from the text. Make a text-self or text-world connection. Share out.

Time: 7-12 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Add to class character map.Mr. Henry. China, Poland & Miss Marie (The Maginot Line).

Time: 5 minutesWork on questions spanning Autumn. May use neighbors, as long as volume level stays reasonable and everyone is on task. Questions may be answered in note form. Must include page numbers with quotes. Always explain why – don’t just tell me what you think; tell me why you think it.Circulate during work time.Questions due at end of hour. When finished, read from page 61-80 (for homework if not finished).

Time: 25 minutesCollect work at door.HOMEWORK: Read pages 61-80 if not finished in class.DIFFERENTIATION:LD reading comprehension / Behavior plan: Will check in often, encouraged to work with their tables as their groups are specifically set up to have stronger students available to aid them. Can be completed for homework if they are on task during class.ELLs: Note form responses are encouraged; can be completed for homework if needed. Students can work together and use my copy of the text as it is marked up and will help them find passages and portions of the text more easily.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:The questions covering Autumn assess students’ comprehension of the reading as well as in-class discussions.Note will be taken of disparities in responses and a review of key ideas will occur within the next week.MATERIALS:Books. Handouts. Class character maps. Markers.TO DO:Log grades to have them posted Friday morning. Grade BellRingers and Autumn questions.

Names:____________________________________________________________________Hour:__________

Answer the following questions using the book. Include page numbers for all details you offer. The more thoughtful your answers, the better your grade. Use the back of this paper if you need more space. These questions span Autumn, pages 9-58.

1. Cholly and Mrs. Breedlove fight often and we know that each character feels hatred toward the other, yet they remain married and the narrator tells us that they need each other. Why might Cholly and Mrs. Breedlove need each other?

2. At the bottom of page 42 there is a reference to a bad experience when Cholly was young (about 13). What impact does this impact have on him at the point in the story?

3. “As long as [Pecola] looked the way she did, as long as she was ugly, she would have to stay with these people. Somehow she belonged to them” (Morrison 45). Why does Pecola feel this way? What can we infer about Pecola’s view of the world around, herself and her family?

4. On page 46, we learn a lot about Pecola’s view of blue eyes. They mean more to her than just beauty. What more do they mean to her? Consider the quote, “‘…We musn’t do bad things in front of those pretty eyes’” (Morrison 46).

5. Pecola has a deep affection for the prostitutes, China, Poland and Miss Marie, who we meet on page 50. “Pecola looked and looked at the women. Were they real?” (Morrison 58). Consider this quote and all of the interactions Pecola has with these women. What do they represent to her? Why is Pecola so fascinated with them?

DAILY LESSON PLANCLASS: 10th Grade American Literature DATE: Friday, February


OBJECTIVE: Students will begin to see text-text connections between the film so far and the novel.Students will practice making inferences.COMMON CORE STANDARDS: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.BELLRINGER: “The Thing to fear was the Thing that made her beautiful, and not us” (Morrison 74). Consider why Morrison capitalizes and italicizes Thing. What does she mean by this? What does this imply?Discuss.

Time: 10 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Quick overview of Maureen Peal’s mom and the film mentioned. Read passage aloud, page 67-68. Introduce the film; the original version (the specific version the characters are mentioning) made in 1934. Remember, this is 80 years ago – language, dress and interactions may seem strange.

This is a reward for your hard work, but you will be expected to discuss this movie alongside the novel. No sleeping or talking; otherwise we will have to stop watching the film.

Time: 5 minutesWatch Imitation of Life (1934).

Time: 30 minutes (end 5 minutes before end of hour)

Exit Pass: What is going on so far? Offer a quick summary. Make an inference; what will happen in the next portion of the film? You can consider the events in general, or any individual character.

Time: 5 minutesCollect Bellringer and Exit Pass.HOMEWORK: Read to page 93, end of Winter.By now all students should have read from the start of the book to page 93.DIFFERENTIATION:LD reading comprehension: noneBehavior plan: none.ELLs: none.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:Bellringer serves to assess whether or not the students did their homework.Exit pass will cover the film so far and making inferences.After finishing the movie we will establish text-text connections.MATERIALS:LCD projector. Speakers. Laptop.TO DO:Grade. Pass back work during flm.

Monday, February 21, 2011 – no school – Presidents’ Day



OBJECTIVE: Students will work on dissecting specific passages and understanding the motivations and emotions of characters.

COMMON CORE STANDARDS: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.BELLRINGER: Explain the following quotes: “Jealousy we understood and thought natural – a desire to have what somebody else had; but envy was a strange, new feeling for us” (Morison 74). Reread the passage and the events which come before and after it. Explain the difference between jealousy and envy as you see it and as you believe Claudia and Frieda see it.

“She had known this little girl all of her life” (Morrison 91).Reread the passage and the events which come before and after it. Explain what is meant by “this little girl” – why does Geraldine feel this way? What does she mean?Remember the things we’ve been talking about when working with quotes! Explain why.

Time: 15 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Informal Discussion:Answers, opinions on the first quote. Guiding questions, if needed: Why do Claudia and Frieda feel envious of Maureen? There is more here than just being jealous of her clothes and appearance; what does Maureen represent to Claudia and Frieda?

Answers, opinions on second quote. Guiding questions, if needed: What goes on with Junior? Why does Junior feel this way? Why does he choose Pecola? Why does Geraldine react the way she does? What do we know of her opinion of other people, and how does she classify Pecola? What is the bigger picture here?

Any other questions from the text? What else would you like to discuss? Other topics, if needed: Why does Junior do this the cat? Why does he want to kill it? Why does he choose Pecola? What is Morrison telling us about people with the story told on page 81? What do we understand from getting to know Geraldine? Why do Claudia and Frieda dislike Maureen so much? What does she do to them? What does she represent to them?

Time: 20-25 minutesHand back Autumn questions. May rework your answers for more points. Help is available after school today.

Time: last 2 minutes of classHOMEWORK: Be sure to have read through the section Winter, page 93, for tomorrow.DIFFERENTIATION:ELLs: May not have as much written, but are expected to discuss with the class.LD Reading Comprehension/Behavior Plan: allowed extra time to finish th written portion.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:Bellringers will express comprehension. Class discussion will serve as informal assessment of student knowledge and engagement.MATERIALS:Overhead for Bellringer. Class roster for grading of discussion participation.TO DO:Homework Lab. Grade late Autumn questions. Sophomore team meeting.



OBJECTIVE: Students will collaborate to dissect the section Winter, ensuring comprehension and deeper understanding.

COMMON CORE STANDARDS: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.BELLRINGER: Any new questions? Explain expectations for work. Write on board:Students need to reread the passages noted in the questions. Quotes must be included where asked, and always include page numbers. Referencing the text means that you have to have some evidence specific to the book, though not a quote necessarily.Make sure you ask questions and get the help you need.

Time: 3 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Winter questions. Reading to the end of Winter, page 93, if necessary.May work with table groups, as long as there is work occurring and noise level stays reasonable.Questions due at end of hour (unless absent). Students who have been absent should use the time to read and then do the questions for homework.

Circulate classroom to offer help, further explain questions. Time: whole class period

If a student finishes I will look over his/her answers and give areas to improve upon.If Winter questions are completed satisfactorily, make-up work or reading to page 109 should be completed.HOMEWORK: Read pages 97-109.DIFFERENTIATION:LD reading comprehension / Behavior plan: Will check in often, encouraged to work with their tables as their groups are specifically set up to have stronger students available to aid them. Can be completed for homework if they are on task during class.ELLs: Note form responses are encouraged; can be completed for homework if needed. Students can work together and use my copy of the text as it is marked up and will help them find passages and portions of the text more easily.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:Questions will be turned in and graded; assessing comprehension of Winter as well as comprehension of class work and discussions.MATERIALS:Question sheets. Students must bring their copies of the novel.TO DO:Remind class: Students who have elected to redo their work from Autumn must have it in by Thursday at 3pm if they would like to see the points on their progress report.

Name______________________________________________________Date____________Period______Answer the following questions using the book. Include page numbers for all details you offer. You can do this in note form if you’d like. Use the back of this paper if you need more space. These questions span Winter, pages 62-93.

1. On page 65 Pecola is teased by boys in the school yard. Frieda and Claudia help defend her but the boys continue until Maureen appears. Why do the boys stop in front of Maureen? Put yourself in Pecola’s shoes and consider how this would make her feel.

2. On pages 75-80 we learn about an incident involving Mr. Henry What is the significance of this event? What do we learn about Mr. Henry as a person from reading this passage?

3. On page 88, we read about Pecola being invited in to play with a neighborhood boy. Explain what goes on in this passage and explain why Junior played this trick on Pecola. Use a quote to support your answer.

4. Explain why the author includes the chapter which we find on pages 81-93. What is Morrison trying to tell the reader? Why is this important to the novel thus far?

5. Choose a passage from the text which we have not discussed in class. Make sure this quote comes from “Winter” (pages 61-93). Explain the importance of this passage and why you chose it. If you’re having trouble finding something to use, ask for help!



OBJECTIVE: Students will be able to share their opinions of the books’ events and consider the opinions of others.

COMMON CORE STANDARDS: Engage effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.BELLRINGER: Collect Winter questions and any redos on Autumn homework. Reminder that each worksheet is 15 points – big grade!Who has questions about the homework and/or the reading so far? Have one student summarize.

Time: about 5 minutes MINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Silent Discussion. Four students per group, four questions (last question for the possible fifth group member). Each student has a different question in front of him. He must take the five minutes allotted to answer the question before being told to “rotate”. This continues until all students have answered all questions.

Time: 25 minutesStudents will work together to read the responses each has written. Collaboratively, they will write one response to the question. That is, after considering the input of each group member, work together to form a consensus on the best answers possible. These answers can be written on the back of each piece of paper.

Time: 15 minutesOn page 87 we learn about Geraldine’s classification of people into two different groups. How do you feel about this? Do you think that we can separate society into “good” people who are neat and quiet and “bad” people who are dirty and loud? Or do you feel that dirty and loud people can be just as good, perhaps better, than neat and quiet people? Why might Geraldine see people this way and have such a hatred for those who are dirty and loud?

Cholly Breedlove was embarrassed by the hunters in the woods, and now takes his anger out on his wife instead of the men at fault. Geraldine is an unhappy person who takes her anger and sadness out on her son by not loving him, and instead loves the family cat. Junior is angry at his mother for this, but takes his anger out on the cat and Pecola. Claudia and Frieda are upset that they are ugly, poor and have dirty, torn clothes. Instead of hating themselves or blaming their parents, they hate Maureen Peel for having those things. Why do you believe these characters take their anger out on innocent people? What do you think the author is trying to tell us, the readers?

The boys who make fun of Pecola by saying “black e mos, black e mos” are also African American. They are teasing Pecola for a trait which they too posses. What can we infer about the boys? And why might they feel this way? Do you believe this is a common way for people to behave?

The author used young girls (ages 9-11) as the main characters in this novel for a reason. Why do you think the story is about a child, and is told from a child’s point of view? What is unique to a child experiencing this longing for beauty and love rather than an adult? Basically, why did do you think Morrison write about children and not adults?

Make a text-self connection between yourself and Claudia and Frieda. The MacTeer girls are extremely envious of Maureen. Think about a time when you’ve been extremely envious of someone. Why did you feel this way? How did it end; did you outgrow it or did something in the situation change? OR If you were in class to see the first portion of the film Imitation of Life, explain how the movie connects to the book so far. What is similar between Pecola and Peola? What is different? How about the children the MacTeer girls go to school with and Jessie in the film?

HOMEWORK: None.DIFFERENTIATION:LD Reading Comprehension: each time we rotate to a new question, check in and make sure the prompt is understood.ELLs: Each time we rotate to a new question, check in and make sure the prompt is understood. Written responses during silent portion of the discussion may be shorter. Group work should be the same.Behavior Plan: Written responses during silent portion of the discussion may be shorter. Group work should be the same.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:The responses will show their comprehension of the themes, motifs and messages in the novel.MATERIALS:Copies of questions. Books.

DAILY LESSON PLANCLASS: 10th Grade American Literature DATE: Friday, February


OBJECTIVE: Students will watch the film Imitation of Life (1934) and begin considering the text-text connections with The Bluest Eye. Students will make a text-self connection.COMMON CORE STANDARDS: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.BELLRINGER: Quickly explain what happened in the first potion of the film. Remind about rules for watching; quiet, no sleeping.

Time: 3 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Watch the next portion of Imitation of Life. Stop film with ten minutes left in class.

Time: about 30 minutesExit Pass: making a text-self connection between your life and a character in the film.Answer any possible questions students may have.

Time: 10 minutesRemind about Autumn and Winter questions. Need to be turned in – late credit or revisions.

Time: last 2 minutesHOMEWORK: Read pages 97-109.DIFFERENTIATION:LD Reading Comprehension: none.Behavior plan: none.ELLs: none.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:After finishing the film we will discuss, write about the subplot of Imitation of Life and the connections to Pecola in The Bluest Eye.MATERIALS:LCD projector. Speakers. Laptop. Extra copies of Autumn and Winter questions.TO DO:Hand back graded Winter questions. Grade silent discussions. Update grades for Monday.



OBJECTIVE: Students will explore the idea that eyes may or may not hold greater significance to our personalities; also how Pecola views eyes.Students will read the beginning of Spring and consider the personality of Mrs. Breedlove.

COMMON CORE STANDARDS: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 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 uncertainBELLRINGER: Eyes Analysis. Students will read the handouts, consider the information and formulate their own opinion. What are eyes to you? What are eyes to Pecola (offer evidence from the text)? Write (at least) one paragraph.Discuss; Pecola’s view and then our own view.

Time: 15 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Read pages 109-131 in class today.If you are ahead, start there and keep going.If you are behind, start from where you are and keep going. Finish this work as homework.

You need to be read up to page 183 by next Tuesday. Remember: 10 reading points available. Extra credit if you’re on task and doing a great job; loosing points for being off task, sleeping and/or talking.

Time: 30 minutesExit Pass: “’Hush. Don’t worry none,’ she whispered, and the honey in her words complemented the sundown spilling on the lake” (Morrison 109). We have learned about Mrs. Breedlove’s relationship with Pecola. This quote is Polly talking to the girl she works for. We know that Polly and Mrs. Breedlove are the same person, yet are very different. What is different? Why?

Collect. Discuss. Mrs. Breedlove enjoys the life she gets to have at work; resents the one she has at home.Time: Last 7 minutes

HOMEWORK: Reading pages 109-131, if needed.DIFFERENTIATION:All written work is not expected to be as detailed or as well-developed as that of other students.LD Reading Comprehension: may listen to recording, reading along with the book.ELLs: Listening to recording, reading along with their books. With eyes activity, students may talk out their opinions with each other instead of writing them down.Behavior Plan: checking in frequently to ensure student is on task.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:Exit passes will show growth in close reading. Questions over this portion of the book will display comprehension.MATERIALS:Two copies of each 1/3 sheet for each group; 7 total. (Recollect and use again).TO DO:Hand back winter questions. Can be redone for additional points. Can stay after today for help.

So far in this unit you all have made some very interesting interpretations of the eyes which Pecola so desperately wants. Some of these ideas include: If Pecola had blue eyes, she would no longer have the visual memories of her parents fighting because the images are written in her eyes; If Pecola’s eyes changed her whole world would change because her soul would change and therefore she would be a different person altogether; With new eyes Pecola would see the world differently and so her personality and life would change also. Some of you have also said that eyes are just eyes and would mean nothing more to Pecola than physical beauty.

So, which is it? How do you feel about eyes? What do they mean to you; are they the window to one’s soul or just our window to the world? Below are excerpts from some articles discussing human eyes. Read these and then answer the question at the end. Be thoughtful! There is no right or wrong answer here; just opinions!

Discover Magazine – May 17, 2007Mats Larsson, a psychology graduate student at Örebro University in Sweden has linked iris patterns to

personality traits. Larsson took photos of 428 volunteers’ eyes and administered a standard personality test. He then counted the frequency of crypts (squiggly lines radiating out from the pupil) and furrows (circular lines curving around the outer edge of the iris). He found that a low frequency of crypts was significantly associated with tender-mindedness, warmth, trust, and positive emotions, whereas more distinct and extended furrows were associated with impulsiveness.

His results might seem strange, but Larsson notes that earlier studies have tenuously linked darker eyes to higher scores on extroversion, neuroticism, and sociability, although the effects seem to fade after early childhood. And, he adds, brain and eye development are closely linked in utero, so the appearance of distinctive eye traits might well be related to patterns of brain differences. For example, Larsson points to a gene called PAX6, which controls iris tissue growth. Intriguingly, mutations in PAX6 have also been linked with high rates of unusual behavior, including poor impulse control and abnormalities in associated brain structures, like the left cortex. Still, cautions Larsson, looking deep into people’s eyes won’t give you irrefutable insight into their personality. “We’ve only looked at group effects,” he says. “It’s not possible to describe an individual’s personality from our data.”

http://discovermagazine.com/2007/may/eyes-may-really-be-the-window-to-the-soul

CyberPulse Survey ResultsSubconsciously, we as humans have associated various personality traits with specific eye colors. This is

according to a survey of over 1000 people which was administered in hopes of confirming folklore connecting eye color and personality traits.

Brown Eyes: Cares deeply for family, affectionate with a serious nature.Light Blue Eyes: Peaceful with low physical endurance.Hazel Eyes: Easily bored and mentally agile.Deep Blue Eyes: Spiritual, intense computer lovers.Green Eyes: Curious, intelligent, and jealous.Blue/grey Eyes: Humanitarian with an altruistic nature.Grey Eyes: Analytical, clear thinking, philosophical.

http://www.kevinhogan.com/eyecolor.htm

DAILY LESSON PLAN

http://www.kevinhogan.com/eyecolor.htm

http://discovermagazine.com/2007/may/eyes-may-really-be-the-window-to-the-soul

http://www.uga.edu/cellbio/lauderdale.html

http://www.mindhacks.com/blog/2007/02/the_iris_is_the_wind.html

http://www.oru.se/bsr/larsson/research

CLASS: 10th Grade American Literature DATE: Tuesday, March 01, 2011 UNIT: The Bluest Eye by Toni Morrison

OBJECTIVE: Students will begin to understand motifs; will review theme and literary devices.Students will work together to recognize Seasons motif in The Bluest Eye and will individually identify metaphorical motifs.COMMON CORE STANDARDS: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.BELLRINGER: “She was never able, after her education in the movies, to look at a face and not assign it some category in the scale of absolute beauty, and the scale was one she absorbed in full from the silver screen” (Morrison 122). What does Mrs. Breedlove mean? Make connection back to the activity at the start of the unit concerning photoshop and media portrayals.Discuss. Review narration (italics are Mrs. Breedlove talking about herself) and that Polly is the same woman as Mrs. Breedlove.

Time: 7 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Take notes on board:Record definition of Motif: recurring structures, contrasts or literary devices that help develop the major theme(s) of a literary work. Review terms within definition; themes, literary devices. Explain.What are some possible themes of this book so far? (ugly, beauty – honesty, lies – happiness, sadness – love, arguing).Break down the novel into four sections; Autumn, Summer, Winter, Spring. What sort of theme do season often represent? (growth, renewal, order). Toni Morrison uses seasons to establish contrast for developing the theme.Have students brainstorm what they consider when they think of each season. Fall: harvest, beauty, change. Winter: calm, peace, quiet, pure, beauty. Spring: new birth, flowers, growth, renewal.List adjectives related to the events related in each section of the novel.Fall: sadness, death. Winter: fighting, anxiousness, meanness, fear. Spring: fear, pain, worry.What do we notice? (contrasts, opposites).

Morrison is reinforcing the unnaturalness of the characters’ lives by contrasting them with the natural order of the world.

Another way to do this is literary devices like metaphors and similes. What are metaphors and similes?Here is an example: “But she could not hold it low enough to avoid seeing the snowflakes falling and dying on the pavement” (Morrison 93).What is the metaphor describing here? Take volunteers.Many possibilities, one being: the dying snowflakes represent the way Pecola feels as though she is slowly dying, too.

Time: 20-25 minutesYour task: Find 3 examples of nature being used to describe or explain the characters or events of the novel.Record the quote and the page number.Give a thorough explanation of the device and how it reinforces the theme. Time: 20-25 minutesRead to page 139 when finished.HOMEWORK: Read to page 139.DIFFERENTIATION:ELLs: explanation and definition of the motif, notes and examples will be typed out for them to read over and use while they work. They have the opportunity to explain their answers and write them only in note form.LD Reading Comprehension/Behavior Plan: check in often, private comprehension check. Needs only 2 examples.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:Students will hand in their work. A bellringer and/or exit pass later in the week will review the concept.MATERIALS:Overhead. Books. Journals.TO DO:Sophomore team meeting. Softball coaching meeting.

DAILY LESSON PLANCLASS: 10th Grade American Literature DATE: Wednesday, March


OBJECTIVE: Students will finish watching the film Imitation of Life (1934) and will begin making text-text connections.

COMMON CORE STANDARDS:Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.BELLRINGER: Collect any work which students want graded and put into the book for progress reports.

Time: 3 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Finish film. Watch final 40 minutes (some classes may miss a few minutes in the middle). Remember, no talking and no sleeping!Students must see the portion where Peola leave her mother and can skip (if needed) to where the funeral takes place and the discussion of Jessie and Bea.Who has questions?

Time: about 30 minutes

Write about the similarities of the film we watched and the novel we are reading. Which characters seem alike to you? And what aspects of the story line are similar? What is different? Also, you should choose a theme which applies to both texts. This response should be at least one strong paragraph.

Time: 10 minutes (what remains in the hour)Collect exit passes at door.HOMEWORK: None.DIFFERENTIATION:LD Reading Comprehension: none.Behavior plan: none.ELLs: none.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:Quickwrite and discussion tomorrow.MATERIALS:LCD projector. Speakers. Laptop.TO DO:Grade exit passes, log grades. Softball try outs.

DAILY LESSON PLANCLASS: 10th Grade American Literature DATE: Thursday, March


OBJECTIVE: Students will consider the themes which apply to both Imitation of Life and The Bluest Eye.Students will have time to finish reading the novel and complete an exit pass.

COMMON CORE STANDARDS: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.BELLRINGER: Read the first paragraph on page 132. What can you infer about Cholly? We already know about Cholly as an adult, so imagine how you think this event impacted his childhood and then his adult life.Discuss.

Time: about 10minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?In class reading time. Read pages 132-153 at least. Continue to page 163, as possible.Remember, ten points for reading! Extra credit or lost points for behavior!

Time: 30 minutes

Exit pass: On these pages we learn about the event which changed Cholly’s view toward women forever. Why does Cholly blame Darlene instead of the hunters? Why is he unable to blame the hunters? How does this impact Cholly, beyond him being a drunk. Really think and make some inferences into his character.DiscussHave one student summarize. Questions?

Time: 5 minutesHOMEWORK: Read up to 163. You need to be to 183 for Monday.DIFFERENTIATION:LD Reading Comprehension / Behavior plan: Check in often to be sure he is on track and attentive. Written work should be completed.ELLs: Written responses may not be as developed, but should still engage in discussion. May listen to recording of the book as long as they are also reading along with the text.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:Spring questions and discussions to come will assess student comprehension and learning.MATERIALS:Copies of text. Overhead. Journals.TO DO:Softball tryouts.

DAILY LESSON PLANCLASS: 10th Grade American Literature DATE: Friday, March 04,


OBJECTIVE: Students will be able to perform a close reading of a poem. Students will be able to make make thematic connections from text to text.COMMON CORE STANDARDS: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.BELLRINGER: Students will take a copy of the poem as they walk into class.Question on overhead: Read the poem. What do you believe Hughes means? Explain his purpose and the message he is giving. Do this in your journal.

Time: 7 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Discuss. What is a dream deferred? What are the possibilities Hughes gives us? What do these mean? (What does it mean to “fester like a sore”? or to “dry up like a raisin in the sun”?) What is Pecola’s dream? How is it deferred? What might happen to it? Why? How? When?Take notes on overhead as we discuss.

Time: 15 minutesGive out prompts with the directions. Verbally explain assignment.Due at end of hour; if you are on task and working hard you may have untl tomorrow at the start of class to turn it in.

Time: 20 minutes – end of hourRead to page 183 if finished, complete reading for homework.HOMEWORK: Read to page 183.DIFFERENTIATION:Behavior plan: Engaging in conversation is not expected, though attentiveness is. Written response may be taken home for homework and given a greater amount of time to work, if on task during the hour. Will check in often to be sure s/he is on task.LD Reading Comprehension: expected to complete all work, but will be given extra help at the start of the bellringer and work time.ELLs: give the poem to them the day before so that they may look over it for homework. Will be expected to engage in conversation though written response may not be as cohesive. May have extra time to work on it. Will check in often.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:The written response will serve as an assessment of comprehension of the poem, the theme of the novel and the task of making text-text connectionsMATERIALS:Copy of poems. Texts. Copy of instructions. Overhead. Paper.TO DO:Softball.

Langston Hughes’ “A Dream Deferred”defer: to postpone or delay; to put off until a later date or time.

What happens to a dream deferred?

Does it dry up like a raisin in the sun? Or fester like a sore--

And then run? Does it stink like rotten meat?

Or crust and sugar over-- like a syrupy sweet?

Maybe it just sags like a heavy load.

Or does it explode?

Write 2 to 3 strong paragraphs (5-7 sentences at least) in which you discuss Pecola’s dreams of happiness and Langston Hughes’ poem.

Use at least 1 quote from The Bluest Eye and at least 1 quote from “A Dream Deferred.”

Be sure to explain the meaning of the poem in your own words. Explain how the poem connects to the story of Pecola.

Hughes’ offers six things that might happen to a dream deferred. Mention which of these you believe will happen to Pecola’s dream of blue eyes and explain why.

Read over your essay before you turn it in to be sure there aren’t errors and that your message is clear.

DAILY LESSON PLANCLASS: 10th Grade American Literature DATE: Monday, March 07,


OBJECTIVE: Students will work on questions spanning Spring, understanding and exploring the meaning of these passages.Students will display and explore their comprehension through discussion and short written responses.COMMON CORE STANDARDS: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.BELLRINGER: In your own words, describe the personality and life of Soaphead Church. What does he do? Where does he live? How does he view the world?

Time: 5 minutesShort discussion about Soaphead.Have students share answers, ideas, questions. Guiding questions, if needed. Have a student summarize the life events detailed in Soaphead’s story. Consider the letter he writes to God – why does he do this? What is Soaphead telling God? What does Soaphead tell Pecola? (feed the dog) What does this reveal about his personality?

Time: 10 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Questions about the book? Focusing on the portion read most recently.Who was narrating? What about when the text goes into italics? What time period are we reading about?

Time: 5 minutes

Students will work in small groups to answer the questions about Spring. As long as volume remains reasonable and all are on task.Use the books and ask all questions as they arise.Questions due at the end of the hour for full credit.

Time: 30 minutesHOMEWORK: Read to 183 and finish questions, if allowed.DIFFERENTIATION:LD reading comprehension / Behavior plan: Will check in often, encouraged to work with their tables as their groups are specifically set up to have stronger students available to aid them. Can be completed for homework if they are on task during class.ELLs: Note form responses are encouraged; can be completed for homework if needed. Students can work together and use my copy of the text as it is marked up and will help them find passages and portions of the text more easily.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:These questions serve to check the students’ understanding and comprehension of this portion of the novel.MATERIALS:Copies of notes. Texts. Overhead.TO DO:Sophomore team meeting. Softball.

Name______________________________________________________Date____________Period______Answer the following questions using the book. Include page numbers for all details you offer. You can do this in note form if you’d like. Use the back of this paper if you need more space. These questions span Spring, pages 97-181.

Pages 98-102 explain Mr. Henry’s inappropriate behavior and Frieda’s reaction. Frieda and Claudia are afraid Frieda will be “ruined” and decide to find whiskey for Frieda to drink. They are confused young girls, but this is the only way they see to fix the problem. What do they mean by “ruined” and why do they search for whiskey?

“…She bore him like a crown of thorns, and her children like a cross” (Morrison 127). What is meant by this passage? Why does Mrs. Breedlove feel this way? Reference the text.

Throughout the story we have heard the events from either Claudia’s point of view or that of an omniscient narrator. Now we are learning events from Mrs. Breedlove’s point of view. Does this change your view of her as a character? Do you still condemn her for how she treats her family, or do you sympathize with her? (This is an opinion, but you need to explain why you feel the way you do).

On pages 161-163 we learn about Cholly and Pecola. Explain why Cholly does this to his daughter (answering that he’s “messed up in the head” isn’t going to work) – reread the passage and try to understand what the author is telling us. Reference the text and make inferences where you need to.

On pages 176-182 we read a letter Soaphead Church writes to God after Pecola visits him. What is the meaning of this letter? Describe Soaphead’s emotions and demands; be sure to explain why.

Extra Credit: Find one example of nature being used to describe an event in Spring or the feelings of a character. Remember the things we discussed in class. Write the quote, page number and your explanation.

DAILY LESSON PLANCLASS: 10th Grade American Literature DATE: Tuesday, March 08,


OBJECTIVE: Students will read the final portion of the novel.Students will discuss what happens to Pecola, and how she is viewed in her community.Students will be able to discuss this portion of the novel and explore the poignancy.COMMON CORE STANDARDS: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.BELLRINGER: Begin reading pages 187-193 alone. If you have already read this, reread the passage.In your journal, answer the following questions: “I felt a need for someone to want the black baby to live-just to counteract the universal love of white baby dolls, Shirley Temples, and Maureen Peals” (Morrison 190). What exactly does this mean? Why do they want the baby to be okay? What do Claudia and Frieda do to ensure that Pecola’s baby will be okay? Why do they believe this will work?This is silent, independent work.

Time: 10 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Discuss the passage. Point out the motif significance with the marigolds. Have a student explain the quote. Questions?

Time: 5-7 minutesReading the next section aloud. Two students; establish each part before they begin.Explain the italic and standard text.Write “Pecola” on one side of the white board and “Pecola’s Friend” on the other. Have readers stand in respective places.

Discuss. Guiding questions, as needed:What is going on with Pecola here? What has changed?Who is she talking to?Why does she believe that everyone sees her blue eyes and is jealous? “I mean…you were so unhappy before. I guess you didn’t notice me before” (Morrison 197). What do we learn about Pecola and her mother? (pg. 200). “But suppose my eyes aren’t blue enough?” (Morrison 203).

Time: 30 minutesHOMEWORK: Read to page 183 if you didn’t already do it! Make up work.DIFFERENTIATION:LD reading comprehension / Behavior plan: should engage in conversation or have written responses as participating in both tasks proves difficult.ELLs: expected to talk more, but will not be expected to have as much detailed writing.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:Bellringer will demonstrate close reading skills.Involvement in discussion will informally asses student understanding of the text and some skills.MATERIALS:Overhead. Books. Journals.TO DO:Softball practice.

DAILY LESSON PLANCLASS: 10th Grade American Literature DATE: Wednesday, March


OBJECTIVE: Students will read the final portion of the novel.Students will discuss what happens to Pecola, and how she is viewed in her community.Students will be able to discuss this portion of the novel and explore the poignancy.COMMON CORE STANDARDS: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.BELLRINGER: Do you think Pecola has gone insane? Or do you believe she simply has an imaginary friend? Is this typical for a 12 year old girl?Also, make an inference: what do you think will happen to Frieda over time, as she grows older.If you’ve already finished the text, write about your reaction to the ending of the novelShare out.

Time: 15 minutesMINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?A strong student will read pages 204-206 (in 7th hour I will read). Expain narrator (Claudia) and time (say about 10 years later).Have a class discussion over the ending of the book. Have a student summarize the ending of the book. What happens to Pecola? Cholly? Polly? Sammy? Why did Claudia and Frieda stop talking to Pecola? How do you think this made Pecola feel? How would you react? Bottom of 205, “And it was a fantasy for us…” What does Claudia mean by this? Do you agree? Why or why not? “She, however, stepped over into madness, a madness which protected her from us simply because it bored us in the end” (206). “We were wrong, of course, but it doesn’t matter. It’s too late” (206). What does this mean? Tie back to motifs, themes. Reactions? Responses? Questions?

Time: 25 minutes

Exit Pass: “All of our waste which we dumped on her and which she absorbed. And all of our beauty, which was hers first and which she gave to us” (Morrison 205). What is Claudia saying to the audience? How does Claudia feel about her friend, Pecola?

Time: 7 minutesHOMEWORK: None! (Keep reading if you still haven’t done what you’ve been asked).DIFFERENTIATION:LD reading comprehension / Behavior plan: should engage in conversation or have written responses as participating in both tasks proves difficult.ELLs: expected to talk more, but will not be expected to have as much detailed writing.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:Bellringer/Exit Pass will demonstrate close reading skills.Involvement in discussion will informally asses student understanding of the text and some skills.MATERIALS:Overhead. Books. Journals.TO DO:Softball practice.

DAILY LESSON PLANCLASS: 10th Grade American Literature DATE: Thursday, March


OBJECTIVE: Students will analyze the text, considering characterization and development.Students will create an outline, including quotes, to prepare for the essay.

COMMON CORE STANDARDS: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. BELLRINGER: None.MINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Reminders on overhead, briefly go over them. Always explain your quotes. Make sure you always answer WHY. MLA formatting for quotes: “text…text” (Author #). Remember to prepare well today so that you have time tomorrow.Explain prompt.

Time: 7 minutesStudents will work on their outlines for the timed, in-class essay they will write tomorrow. Students will need to outline their papers, locate quotations and ask any questions they may have regarding the essay.Tomorrow, remember, no questions!

At 2 minute bell: Collect all work to ensure that none is lost.Time: 35-40 minutes

HOMEWORK: None.DIFFERENTIATION:LD reading comprehension / Behavior plan: Check in often to ensure these students are on track.ELLs: low proficiency can do a Book Mosaic instead of the essay. Can work during class, due tomorrow. Proficient ELLs should still work on the essay. They will be able to ask questions and gain help during the writing portion, though only if they prepared today.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:Informal assessments have gauged comprehension, reading skills, identification of literary devices and ability to make inferences. This essay specifically targets the characterization and development of the main characters over the course of the novel. When essays are collected, outlines and notes will be graded, too.MATERIALS:Copies of prompt, outline, rubric. Books.TO DO:Grade in-class work. Pass back all homework. Softball practice.

DAILY LESSON PLANCLASS: 10th Grade American Literature DATE: Friday, March 11,


OBJECTIVE: Students will analyze the text, considering characterization and development.Students will create an outline, including quotes, to prepare for the essay.

COMMON CORE STANDARDS: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.BELLRINGER: None.MINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info?GUIDED PRACTICE: How will I work with my students to ensure that they understand the objective?INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives?SHARE BACK: Will the students share/interpret knowledge for others in the class?Pass back outlines, rubrics and notes from yesterday.

Individually, students will write an essay considering the development of a specific character. Students may use their books as well as their notes and outlines from yesterday (the 10th). All essays must be written in class and turned in by their final bell. Students will not be assisted in locating details as they had the opportunity yesterday. Extensions will not be granted.

When finished: students may work on missing assignments.Time: 40-44 minutes

Students need to turn in their novels before they leave.

HOMEWORK:

DIFFERENTIATION:LD reading comprehension / Behavior plan: extra time, as needed. Must be completed immediately after school today.ELLs: extra time, as needed. May ask questions. Must be completed immediately after school today.CHECK FOR DEEP UNDERSTANDING/ASSESSMENT:This essay serves as the culminating assessment for the unit. Informal assessments have gauged comprehension, reading skills, identification of literary devices and ability to make inferences. This essay specifically targets the characterization and development of the main characters over the course of the novel.MATERIALS:Books. Lined paper. Outlines and rubrics.TO DO:Grade all missing work, essays. Softball practice.

In-Class Writing Essay – March 10-11, 2011 Name:___________________On March 10 you will use the in-class time to prepare an outline, search for quotes and put your thoughts

together; on March 11 you will write your essay. If you miss one or both of these days, it is your responsibility to make up the work before or after school.

Topic: Choose one character and discuss how he or she develops over the course of the novel. You will discuss the way that his or her personality changes, how this happens, and how it changes your view of the character.

Outline: This is just a possible outline. You will need 3 quotes for this essay. Be sure to cite the quotes in MLA.

Introduction: Introduce the topic you are discussing to your reader. Give a summary of the points you will be considering. Include book title and author’s name. Thesis statement.

Body Paragraph 1: Introduce the character

How is character presented at the beginning of the story Describe his/her personality and the main traits we, as the readers, know about him/her

Support your description with a quote. Explain the quote.

Body Paragraph 2: Discuss how the character changes throughout the bookGive examples of major events which change the characterExplain these events with quote(s). Explain the quote(s).

Body Paragraph 3: Discuss how the character is towards the end of the story.

What is different; how has he/she changed?Describe his/her personality traits after he or she changed Include an example to support your analysis. Explain the quote.

Conclusion: Restate your thesis

Include book title and author’s name Summarize the changes of the character and Recap the ideas you covered in your paper.

Thesis Statement:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Quote 1:

Explanation:

Quote 2:

Explanation:

Quote 3:

Explanation:

RUBRIC: ____/35 points possible

Prewriting work: ____/5 pointsCompleted, shows good use of in-class work time.

Introduction & Conclusion: ____/7 pointsIntroduces topic, clear thesis statement, book title and author, introduces topics to be discussed in the paper. Conclusion restatesthe thesis statement and summarizes main points of the essay.

Quotes: ____/10 pointsclearly explained and related back to thesis statement. Properly cited.

Three body paragraphs: ____/10 pointsEach paragraph has a clear purpose and relates back to the thesis.

Grammar & Spelling: ____/3 points

In-Class Writing Essay – March 10-11, 2011 Name:___________________ On March 10 you will use the in-class time to prepare an outline, search for quotes and put your thoughts

together; on March 11 you will write your essay. If you miss one or both of these days, it is your responsibility to make up the work before or after school.

TOPIC: Consider what we discussed in class with motifs. Your essay will need to explain the development of the nature

motif throughout the course of the book. Explain the overall impact the motif has on the novel and offer specific examples of the motif being used by the author.

Outline: This is just a possible outline. You will need 3 quotes for this essay. Be sure to cite the quotes in MLA.

Introduction: Introduce the topic you are discussing to your reader. Give a summary of the points you will be considering. Include book title and author’s name. Explain the theme and how the motif relates to this.Thesis statement.

Body Paragraph 1: Give an example of how the motif is being used in the novel Include a quote of this exampleExplain the quote thoroughly

Explain how this impacts the development of the theme





Conclusion: Restate your thesisRecap the ideas you covered in your paper.Include book title and author’s name

Re-explain the theme and how the motif develops the reader’s understanding of the theme throughout the novel.

Thesis Statement:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Quote 1:

Explanation:

Quote 2:

Explanation:

Quote 3:

Explanation:

RUBRIC: ____/35 points possible

Prewriting work: ____/5 pointsCompleted, shows good use of in-class work time.

Introduction & Conclusion: ____/7 pointsIntroduces topic, clear thesis statement, book title and author, introduces topics to be discussed in the paper. Conclusion restatesthe thesis statement and summarizes main points of the essay.

Quotes: ____/10 pointsclearly explained and related back to thesis statement. Properly cited.

Three body paragraphs: ____/10 pointsEach paragraph has a clear purpose and relates back to the thesis.

Grammar & Spelling: ____/3 points

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