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Copy of Everyday Use By Alice Walker -lesson plan

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Alice McCalister

on 25 September 2013

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Transcript of Copy of Everyday Use By Alice Walker -lesson plan

Everyday Use By Alice Walker

Step 3
Step 4
Analyzing Characterization and Point of View
in Alice Walker’s Short Fiction

Objective
Theme & Motif
CCSS.ELA-Literacy.RL.9-10.2 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
WARM-UP
Venn Diagram

Generation Clashes
Think about the objects in your home. Which objects have been passed down
from other family members? Why do they continue to have a place in your
home? If you were to move away to live on your own, which objects in your
home would you want to take with you? Explain why for each object selected.
How would your parent/guardian feel about you taking each item? Explain
your response.
Students will write a comparison/contrast essay about Maggie and Dee in the short story, Everyday Use, by Alice Walker.
Using specific evidence from the texts students will construct a coherent analysis that adheres to an organizational structure (comparison by character) that makes the writer’s points clear.

1. How does the completed diagram help you to understand what each character needs and wants?
2. Did completing the diagram change your view of one of the characters? Explain why or why not.
Dee’s values Maggie’s values Mama’s values
Young

Warm up Activities
Tuesday
Is there any sibling rivalry between you and your siblings? Explore the key idea of what is “valuable”.
Describe a virtue that you value in your life.
Wednesday
Thursday
If you had to save one materialistic, sentimental item what would it be and why?
Friday
What it would be like to return home for a visit after becoming a successful grown-up. Would they have changed? Students can act out the scenario. Do they think that people around them would have changed?
Writing Assignment
STANDARD:
ELACC9-10W9:
Draw evidence
from literary or informational texts to
support
analysis, reflection, and research.
1. Point-by-point presents information about each essay according to the points of similarity or difference. For example:
I. Introduction
II. Topic of Comparison
A. Dee
B. Maggie
III. Topic of Comparison
A. Dee
B. Maggie
IV. Conclusions

2. Whole-by-whole presents all the information about one essay before discussing the other.
This organization tends to be more difficult to handle. For example:
I. Introduction
II. Dee
A. Topic of Comparison a
B. Topic of Comparison b
III. Maggie
A. Topic of Comparison a
B. Topic of Comparison b
IV. Conclusions

COMPARISON/CONTRAST ESSAY
Select
one
of the two methods of comparison to
structure
your paper

Everyday Use

“Everyday Use” depicts a generation gap between Dee and her mother, yet Maggie, Dee’s sister,
seems content with her mother’s way of life. Fill in Maggie’s and Dee’s different and similar
values with the following extended Venn diagram. In the spaces provided, write what you consider
to be the unique values held by Dee, Maggie, and Mama. In the spaces where the circles overlap,
write the values that you think the characters share.





Both
Maggie
Dee
Theme

What theme is not:
It is not the "moral" of the story.

A moral is a piece of practical advice that can be gained from the
novel to apply to our own lives.

A theme is more complex than a moral and may have no direct advice or philosophical
value that the reader can apply
It is not the subject of the story.
It is not a "hidden meaning" that needs to be pulled out of the story.
What theme is:
Theme is the meaning released by the work when we take all aspects of the work in
its entirety into account.
It is an aspect of human experience that the author wishes to express

Discovering theme: Theme can be discovered only by becoming aware of the relations
among the parts of a story and of the relations of the parts to a whole

Characters: What kind of people does the story deal with?
Plot: What do the characters do? Are they in control of their lives, or are they controlled by fate?
Motivation: Why do the characters behave as they do, and what motives dominate them?
Style: How does the author perceive reality?
Tone: What is the author's attitude towards his subject?
Values: What are the values of the characters in the story? What values does the
author seem to promote?

The importance of theme in literature can be overestimated; the work of fiction is more than
just the theme. However, the theme allows the author to control or give order
to his perceptions about life.

Theme
The Meaning of Heritage
The Divisive Power of Education

Motif
Eye Contact and Eyesight
Naming and Renaming

Symbol
Quilts
No Value Sentimental Value Functional Value
The textile traditions of African peoples are less thoroughly documented than other aspects of folk art such as , dance,music or speech. However what is known can be traced back to the prominent influences of four civilizations of Central and West Africa.As slaves, and also their textiles, were traded heavily throughout the Caribbean, Central America, and the Southern United States, the traditions of each distinct region became intermixed. Thus by the time that early African American quilting became a tradition in and of itself, it was already a combination of textile traditions.
AFRICAN AMERICAN QUILTING TRADITIONS
Class Quilt
We have just finished reading "Everyday Use" by Alice Walker. The quilt in the story is a
significant aspect of the family's lives because it relates to their family history. In class,
we will make our own quilts that are representative of our own personal cultures and
heritages. To accompany the class quilt, you will write an I AM@ poem.
The scaffolding for this poem is provided for you. You should keep in mind the following ideas
when writing your poem and creating your quilt:

• Your quilt should be uniquely yours. It needs to reflect some aspect of your family heritage
and culture.
• Your assignment is to write the poem that will accompany the class quilt. Please bring a
typed copy of your poem to class .
• Your poem will be graded primarily on word choice, personality, flow and rhythm, grammar
and spelling. I also want to hear your voice.
• Feel free to be as creative as you wish.
CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Assignment
Students will talk and turn with a partner to complete critical thinking questions about the short story "Everyday Use" using the worksheet provided.
Everyday Use :Alice Walker
Who is Alice Walker?
1. Where was Alice Walker born?
2. What ideas are present in Alice Walker's literature ?
3. What college did Mrs. Walker attend?
4. List at least two pieces of literature written by Alice Walker?
5. List two facts about Alice Walker?


Quick Assessment
Mini Lesson
Defend your answer with a Brief Constructed Response (B.C.R)
Monday
Think about the objects in your home. Which objects have been passed down
from other family members? Why do they continue to have a place in your
home? If you were to move away to live on your own, which objects in your
home would you want to take with you? Explain why for each object selected.
How would your parent/guardian feel about you taking each item? Explain
your response.

Vocabulary
Words to Know
deliberately
doctrine
furtive
oppress
sidle
conflict
resolution
falling action
Vocabulary
You deliberately spilled that paint on my shirt!

They very much wanted this doctrine to be part of his agenda.

Furtive behavior sounds alarm bells for mickey.

We had a revolt in our community against those people who were in here trying to exploit and oppress us.

Maggie had to sidle through the narrow hallway.


Complete a quadrant card using all 5 vocabulary words.
Due Friday
Drop your LOWEST grade opportunity
Complete one of the Inquiry and Research challenges on page 514. Assignment must be one page typed .
Double Space
12 font Times New Roman

DUE FRIDAY
CONFLICT
WHAT CONFLICT CAN YOU SEE?
Complete the conflict worksheet provided.
STANDARD(S) AND
ELEMENT(S)

CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-Literacy.RL.9-10.2 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.
CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

ESSENTIAL QUESTIONS/
I CAN

I can analyze conflict and character using description and dialogue from the short story “Everyday
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
ACTIVATOR /
VOCABULARY

Characters
Plot
Theme
Analyze
Culture
Heritage
Point of View

Discuss agenda, I can statement, and how the CCGPS standards align with the lesson .

Discuss vocabulary that will be addressed in the text

Give instruction for Cornell Note taking

Discuss the " Black Pride Movement and its relationship with African culture and heritage.

Give class rules for class discussion time and address the appropriate way to give input

WORK SESSION
Students will actively discuss Alice Walker's Author Study on page 499 -502 in The Language of Literature Textbook.

Literature Link:
Students will note similarities of Alice Walker's life to "Sweet Potato Pie" by Eugenia Collier.

Students will begin reading Alice Walker's "Everyday Use". Students will complete Critical thinking questions while using Cornell notes to analyze the text. Student will use description and dialogue from the text to analyze character traits and create a character analysis chart within the Cornell Note taking strategy.

SMALL GROUP/
DIFFERENTIATED INSTRUCTION/
ACCOMMODATIONS/
MODIFICATIONS

-Tutoring assistance

Visual on projector

Talk and Turn with partner


Model and monitor independent reading


Student will read and complete a conflict/resolution graphic organizer for homework.

---------------ILT-------------------

SUMMARIZE /
CLOSING

Whip Around

Students quickly and verbally share one thing they learned in the
day’s lesson.

ASSESSMENTS:
___SUMMATIVE
___FORMATIVE

Summative
Group Discussion questions

TECHNOLOGY INTEGRATION /
ADDITIONAL INFORMATION

Use of projector/document camera, textbook
Prezi
Full transcript