Professional Documents
Culture Documents
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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
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Day 3: Thursday, January 23
SSR
“Barbie Doll” by Marge Piercy
pre-reading:
stanza
abundant: (adj) plentiful
dexterity: (n) physical or mental skill
coy: (adj) shy and reserved, flirtatiously shy and modest
exhort: (v) to strongly urge
wheedle: (v) to persuade by flattering
consummation: (n) fulfillment, ultimate goal
Who played with Barbie dolls when they were young?
Is there a single woman who looks like Barbie?
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?
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Day 4: Friday, January 24
Journal
group work on Sula into presentations
poem of the day: “Slim Cunning Hands”.
pre-reading vocab:
pun, ambiguity
cunning: (adj, n) skilled in deception; pretty or cute
cozening: (adj) deceitful
fair: beautiful, just, impartial
student copies the poem onto the board while the class thinks about:
speaker, setting, imagery, tone/mood, theme
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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 line
old/young, light/dark, past/present, security/adventure
fear: small, contained fragile contrasted with great planes
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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
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Day 8: Thursday, January 30
SSR, book check
chaos/order activity
materials: stopwatch, post-it notes, markers (in 2 different colors), 2 sets of cards marked 1-17 (each in a
different color), 2 balls
procedure: 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.
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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.
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
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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: 67-73
2/10: 73-78
2/11: 79-85
2/12: 89-94
2/13: 94-104
2/14: 104-111
2/17: 112-117
2/18: 117-125
2/19: 125-131
2/20: 131-137
2/21: 138-146
2/24: 147-155
2/25: 155-162
2/26: 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
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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?
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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
addiction, infidelity, absent parents, divorce, domestic violence, poverty, murder, prostitution,
insurance fraud, euthanasia. In the poems: girls’ self-image, infidelity, rebellious youth.
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)
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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
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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 abundance
2. inability to rest, relax, or be still
3. to level to the ground, demolish
4. fear
5. absorbed in thought, distracted
6. arising from natural inclination or impulse, unconstrained
7. displaying careful attention to detail, hard to please
8. to strongly urge
9. discontent
10. extreme dislike
11. clear and unambiguous, leaving no room for doubt
12. requiring great energy, effort, or exertion; vigorously active
13. to consent or comply, to give in
14. proud or joyful
15. a comfort (to deal with grief or defeat)
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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.
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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
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Day 17: Wednesday, February 12
Journal
Student presentation
• Sula discussion: 73-78
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
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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
characters: Sula, Nel, Hannah, Rochelle, Helene, BoyBoy, deweys, Eva, Plum, Shadrack, Chicken
Little, Jude
Report of information paper
clustering: clusters are due tomorrow! (20 pts)
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Day 19: Friday, February 14
Journal
Student presentation
Sula discussion: 94-104
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
The Marshal may give warnings and deduct points for talking and
walking around.
Marshal:
Seminar participants:
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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.
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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
Example:
Beardsley, Tim. “A Clone in Sheep’s Clothing.” Scientific American. 22 Sep. 1999
<http://www.sciam.com/explorations/030397clone/030397beards.html>.
Report of info paper
Go to the computer lab
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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.
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Day 24: Monday, February 24
Journal
Ritual
Student presentations
Sula discussion: 112-117
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 antecedents
Pronoun antecedents
Antecedent – the word that a pronoun refers to or replaces in a sentence
After 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.
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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.
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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?
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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 stupefy
3. to say or read aloud to be recorded or written by another; to issue orders or commands; a command
4. spotlessly clean and fresh
5. expressing care or concern; full of desire; eager
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.
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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