Beacon Press: Guia do Professor: Kinship (2023)

contents

• read aloud
• the fire
• A remains 1-4
• the autumn 5-8
• The fight 1-10
• The 11-16 fight
• The storm
• Final Exam Options for Writing

Read aloud:

Octavia Butler's novel Kindred is an immensely engaging text for students; The narrative structure and ethical dilemmas make a close reading of the novel through multiple critical lenses very accessible to students. To develop traditional formalist and reader-response text analysis,¹ students can be encouraged to examine Kindred for its postmodern structural experiments; consider the contribution of the novel to the slave narrative genre (even if the work is fiction)²; or examining the text through the lens of postcolonial theory.

¹ There are several excellent textbooks for introducing literary theory to secondary education: see the list of supporting texts.
² Robert Crossley's critical essay, included in the study guide on page 265, is an excellent resource for students discussing the novel as part of the slave narrative genre.

Day 1: Recommended Homework Journal Reading:*

Homework text:Read and comment on pages 27-32 of Introduction: On Fiction by John J. Clayton.

Daily:Answer the following questions in your journal:

Part 1: Using ideas from the Theme, Model and Vision section, explain the difference between theme and message. How realistic is fiction? What does it mean to use a "lens" or "filter" to read homework?

Part 2: Using ideas from A Dark Vision of Literature, explain what happened to our happy ending. How is the human condition presented in the literature? Define modernism and identify the authors (that you've read) who "fit" that definition - be sure to explain your reasoning.

More questions for discussion before reading:

• What experiments did 20th-century novelists perform? Why?
• What is the value of literary experimentation?
• The answers to the above conceptual questions are not straightforward, but considering these broader concepts about the postmodern literary period will help in class discussions as the novel is read and analyzed; For example, how this late 20th-century novel contributes to the slave narrative genre and engages its readers in critical conversations about race, justice, humanity, and history.

*Sections from this essay would also be a very good selection to read aloud.

Day 1 Common Core:

CCSS.ELA-W.9-10.2.Write informative/explanatory text to clearly and accurately examine and convey complex ideas, concepts, and information through effective content selection, organization, and analysis.

CCSS.ELA-Literacy.RI.9-10.2Identify a central idea of ​​a text and analyze its development throughout the text, including its formation and shaping and refinement through specific details; Make an objective summary of the text.

CCSS.ELA-Literacy.RI.9-10.3Review how the author develops an analysis or set of ideas or events, including the order in which points are presented, how they are introduced and developed, and the connections made between them.

CCSS.ELA-Literacy.RI.9-10.8Describe and evaluate the argument and specific claims of a text and judge whether the reasoning is valid and whether the evidence is relevant and sufficient; Recognize distortions and mistakes.

Label 2:relationship, "The Prologue" and "The River"

In his critical essay, Robert Crossley cites an interview with Octavia Butler, in which she says, "'Novelists cannot be too pedagogical or too polemical,'" Crossley further writes, "the path [Butler] charts for the minds of their readers is for their courage and courage, and that requires good storytelling, not just a good set of questions" (274).

Essential questions:

• What is the purpose of Butler's literary experiment?
• Why is she writing a first-person history of slaves in the late 20th century? What "lens" is she using?
• What does she want her readers to think and think about in the 21st century? If she just wanted us to reflect on the cruelty of slavery, there would be no need for her protagonist to travel through time.

write diary:

Prologue: The purpose of a prologue is to provide the necessary backstory to the novel that cannot be told in any other way. It often serves to provide a general backdrop or to set the stage for the drama to come.

En Medias Res: In medias res is Latin for "in the middle of things". It usually describes a narrative that doesn't start at the beginning of a story, but somewhere in the middle - usually at a crucial plot point.

Given the above literary terms and their definitions, answer the following questions:

• What is the purpose ofthisprologue, be specific?
• What is the effect of usingin meat socksin public have how the story begins?

Activity: Subtexting “The River”

When you subtext, you try to empathize with a specific character in a story by understanding the context, plot devices, and characterization. Read the text aloud in class, and then at each of the times listed below, put the book down and begin writing your subtext.Captions are written from a first-person perspective.

Your letter must state the following:

• how do you think the character is feeling
• the qualities or personality traits exhibited by the character that make him handle the situation in a particular way
• the circumstances affecting her or her actions
• what seems to motivate this character
• how the character reacts to other characters and the main conflicts of the scene

Subtext #1: Dana

"Before me was a wide and calm river, and near the middle of this river a child sneezed and cried ..." (13).

Try to capture what you think is going through Dana's mind based on how Butler has characterized her thus far. Subtext what might she be thinking and feeling that Butler didn't give us? If you get stuck, consult the list above to see what should appear in your subtext.

Subtext #2: Unknown man

"'What the hell is going on here?' A male voice, angry and demanding” (14).

Who is this man? What is he doing here? How do you think the man is feeling? Think? How will he deal with the given situation? How might he react to the other characters in the scene?

Subtext #3: Kevin

"He turned to me. 'What the hell... how did you get there?' he whispered" (14).

What could be going through Kevin's head and what could he be feeling? How would he deal with the given situation? How would the circumstances affect his actions? What could motivate his actions/decisions? How would he react to Dana in the scene?

(Video) Professor Rosabeth M. Kanter: Narrative

Subtext #4: Dana or Kevin

“'Oh no…' I shook my head slowly. 'It couldn't have all happened in seconds.' He said nothing" (16).

Now choose write from

anyDana or Kevin's perspective in this situation. This event is incredible. How does the character you're writing feel? Think? What does he/she think happened? Does he/she believe the other person's story? Why or why not? Make sure your writing is based on what Butler has given us in the narrative thus far: context, plot, characterization.

circle one: Dana or Kevin

Day 2 Common core:

CCSS.ELA-W.9-10.10.Routinely write in longer periods (time for research, reflection, and review) and shorter periods (a single session or a day or two) for a variety of tasks, purposes, and audiences.

MA.3.A.Demonstrate understanding of the point of view concept by writing short stories, poems, essays, speeches, or reflections from your own perspective or a specific character (eg, the hero, antihero, a supporting character).

CCSS.ELA-Literacy.RL.9-10.1Cite strong and complete textual evidence to support the analysis of what the text explicitly says and the conclusions drawn from the text.

CCSS.ELA-Literacy.RL.9-10.3Analyze how complex characters (for example, those with multiple or conflicting motivations) develop over the course of a text, interacting with other characters and driving the plot or developing the theme.

CCSS.ELA-Literacy.RL.9-10.5Analyze how an author's choices in structuring a text, ordering events within it (eg, parallel plots), and manipulating time (eg, pacing, flashbacks) create effects such as mystery, suspense, or surprise.

Label 3:relationship, "fire" (computer spacetime)

Activity:Artifact Discovery (see Supplementary Resources) You'll write to ask, then research, and thus "discover" what an artifact symbolizes in the text, explaining how and why the artifact is important to Kindred so far.

Magazine Part I:Examine your artifact. What do you think based on your reading? How important is that to the plot? What does this symbolize for the character(s) in the chapter? What does this symbolize for the reader? How is this culturally and historically significant? Does this artifact function as a literary allusion? Explain.

Magazine Part II:ask a question The image assigned to you resembles an artifact used in voiceover. What question(s) do you have about the story behind this artifact? In the computer lab, use the school's databases and your question keywords to search for the answer to your question.

Magazine Part III:Write a discovery paragraph. You must incorporate at least one citation from your research to support the answer to your research question. Make sure your paragraph addresses what the artifact is and its historical relevance.

Day 3 Common core:

CCSS.ELA-W.9-10.7.Conduct short and long research projects to answer a question (including a self-generated question) or solve a problem; where appropriate, narrow or broaden the investigation; synthesize various sources on the subject to demonstrate understanding of the subject under study.

CCSS.ELA-W.9-10.9.Extract evidence from literary or informational texts to support analysis, reflection and research.

CCSS.ELA-Literacy.RI.9-10.7Analyze different accounts of a subject told in different media (for example, a person's life story in print and multimedia) and determine which details are highlighted in each account.

CCSS.ELA-Literacy.RI.9-10.9Analyze important US documents of historical and literary importance (e.g., Washington's Farewell Address, Gettysburg Address, Roosevelt's Four Freedoms Speech, King's "Birmingham Prison Letter"), including how they relate to related topics and address concepts.

CCSS.ELA-Literacy.RL.9-10.6.Analyze a particular point of view or cultural experience reflected in a literary work outside the United States, drawing on a broad reading of world literature.

Label 4:relationship, "The Case" 1-4

The subject of a book usually revolves around the main conflict or paradox. In "The Fall," Butler uses irony, paradox, and foreboding to take the reader beyond the plausibility of time travel and further into the novel's purpose: Dana's and the reader's experience in the American South in the early 19th century. . Make sure students have a good understanding of irony, paradox, and foreboding.

ParadoxA statement that initially seems contradictory, but that ends up making sense on closer analysis.

foreshadowingThe use of clues in a work of literature to indicate or suggest events that have not yet occurred.

IronyA contrast between expectation and reality - between what is said and what is really meant, between what is expected and what really happens, or between what appears to be true and what is really true.

Questions for reflection:

1. The book names Kevin and Dana's "related" spirits (57); How do they see the world similarly? How does this relate to the title of the work?
2. How is the following quote ironic and why is it important to plot development?
   "'People don't know everything about the time that came before them,' I said. "Why should they?""(63).
3. Premonitions are used extensively in these sections; How will "The Fall" end? What are the clues (you can paraphrase but give page numbers)? Continue analyzing the narrative structure; How does the structure affect the characters and therefore the readers?
4. How does Sarah's situation represent one of the many paradoxes of slavery? (76)
5. How is the following quote ironic and an example of the main difference between Kevin and Dana in 1819?
   "I hate to think you're playing a slave"(79).

Day 4 Common core:

CCSS.ELA-W.9-10.10.Routinely write in longer periods (time for research, reflection, and review) and shorter periods (a single session or a day or two) for a variety of tasks, purposes, and audiences.

CCSS.ELA-Literacy.RL.9-10.2Identify a central theme or idea of ​​a text and analyze in detail its development throughout the text, including how it arose and was shaped and refined by specific details; Make an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.3Analyze how complex characters (for example, those with multiple or conflicting motivations) develop over the course of a text, interacting with other characters and driving the plot or developing the theme.

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CCSS.ELA-Literacy.RL.9-10.4Determine the meaning of words and phrases used in the text, including figurative and connotative meanings; Analyze the cumulative influence of specific word choices on meaning and tone (eg, how language evokes a sense of time and place; how it sets a formal or informal tone).

Mark 5:relationship, "The Case" 5-8

This section ofrelationship, "The Fall", is key to what Octavia Butler is trying to get her readers to think. Though Rufus's accident takes Dana (and this time Kevin) back to 1819, he doesn't play a major role. Instead, we learn about other main characters in this story: Tom and Margaret Weylin, Sarah, Carrie, Nigel, and Luke, to name a few.

Activity:Group and daily work

Step 1:Ask the class to grid the 10 most important events in The Fall on the board, then number them in order of importance to the development of the story, with 1 being the most important.

Step 2:newspaper writing

• What is the subject of "The Fall" (check your journal before reading)?
  Heit's what drives all the expressive choices a writer makes in a story—what to include, what to omit, how the point of view, narrative structure, and tone are set. The subject itself corresponds to the author's vision of life; This view is based on the writer's "filter" for reality (social group, class, race, gender society, etc.). The filter functions as a scheme or “lens” through which the author sees and writes about the world. (Clayton)
• Through what lens does Butler ask the reader to look at the following passage?
  "'Maybe you can go through this whole experience as an observer,' I said. 'I can understand that because most of the time I'm still an observer. It's Shelter Nineteen for me. But every once in a while, like child's play, I can't keep my distance. I'm approaching nineteen and I don't know what to do. I should do something though. I know that '...'I've just started teaching Nigel to read and write,' I said. 'Nothing more subversive than than that'" (101).
• What events make Dana's reality more "real" for the reader?

Stage 3:Think and write critically about the Fall.

find an offer... It could be a statement you've given some thought to, or something new, but you should select a quote that you feel fits in some way with that section of the book and its purpose. Perhaps it touches on an interesting theme or dilemma that has followed a character throughout the book thus far, be sure to use supporting evidence.

answer a question... Urgent ethical questions are being raisedrelationship🇧🇷 choose one that has not yet been answered. Analyze and thoroughly investigate a question that is on your mind about the book. Be sure to support your analysis and investigation with evidence from the book.

file an issue... This book is filled with issues that historically, culturally, and socially affect the reader in overwhelming ways. Discuss a topic of interest to you that relates to that section of the book and, again, support your analysis and investigation with evidence from the book.

Day 5 Common core:

CCSS.ELA-W.9-10.2.Write informative/explanatory text to clearly and accurately examine and convey complex ideas, concepts, and information through effective content selection, organization, and analysis.

CCSS.ELA-W.9-10.4.Elaborate clear and coherent texts in which the development, organization and style are adequate to the task, the objective and the public. (Class-specific writing type expectations are defined in Standards 1–3 above.)

CCSS.ELA-Literacy.RL.9-10.1Cite strong and complete textual evidence to support the analysis of what the text explicitly says and the conclusions drawn from the text.

CCSS.ELA-Literacy.RL.9-10.2Identify a central theme or idea of ​​a text and analyze in detail its development throughout the text, including how it arose and was shaped and refined by specific details; Make an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.5Analyze how an author's choices in structuring a text, ordering events within it (eg, parallel plots), and manipulating time (eg, pacing, flashbacks) create effects such as mystery, suspense, or surprise.

CCSS.ELA-Literacy.RL.9-10.6.Analyze a particular point of view or cultural experience reflected in a literary work outside the United States, drawing on a broad reading of world literature.

Mark 6:relationship, "The Struggle" 1-10

Reread Dana and Kevin's discussion of marriage in the 1970s. This is a very important section of the book in terms of Butler's overall purpose. What racial issues does the conversation raise? How do we see the legacy of slavery in American culture more than 100 years after the Civil War? And now – 150 years after the civil war?

Questions for reflection:

1. How do Kevin and Dana's families react to their decision to get married?
2. Why does Dana's aunt accept her wish to marry Kevin?
3. How did 1819 have a lasting impact on Dana?
4. What realization did Dana have when she regained consciousness on the bathroom floor?
5. Explain why Dana is so disoriented - "It was real" (115), "Nothing was real" (116)
6. What is Dana's ethical dilemma as it draws her back to Rufus this time?
7. Who is Isaac and why is he fighting Rufus?
8. How much time has passed and where is Kevin?
9. What will happen to Alice now that she and Isaac are on the run?
10. What are the main differences between what Rufus wants in 1825 and what Dana and Kevin have in 1976?
11. How does Rufus try to justify trying to rape Alice?
12. Rufus now has leverage to control Dana and isn't afraid to use it, what is that?
13. Why is Nigel and Carrie's wedding ceremony important?
14. Dana says that Tom Weylin "was no monster... [he was] just an ordinary man who sometimes did monstrous things that his society thought were legal and right" (134).
15. Why is Dana making this distinction? What most important statement does Butler make about society?
16. What happened to Lucas? What does this incident teach Dana?
17. Why does Weylin essentially own Dana at this point? Explain.
18. How might Dana and Rufus' conversation about history be part of Butler's purpose?
    "No, it's not," I said. "This book was written a century after the abolition of slavery."
    "Then why the hell are they still complaining about it?" (140-141).
19. Why is Rufus "blackmailing" Dana? Is this manipulation evident in her personality at the beginning of the book?
20. How do you feel about Dana's attitude toward Sarah's "acceptance" of becoming a slave (145)?
21. How is Rufus' purchase of Alice another slavery paradox?
22. Has Dana given in to the illusion that she has some kind of control over Rufus, when she realizes that she doesn't? Explain.
23. Who fathered some of Sarah's children? How does this affect Dana's past judgments and attitude towards Sarah?
24. What is Rufus "buying" from Nigel (155)?
25. When Dana has to explain to Alice that she is now a slave, several role reversals occur, which ones? Explain.

Day 6 Common Core:

CCSS.ELA-W.9-10.10.Routinely write in longer periods (time for research, reflection, and review) and shorter periods (a single session or a day or two) for a variety of tasks, purposes, and audiences.

CCSS.ELA-Literacy.RL.9-10.2Identify a central theme or idea of ​​a text and analyze in detail its development throughout the text, including how it arose and was shaped and refined by specific details; Make an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.3Analyze how complex characters (for example, those with multiple or conflicting motivations) develop over the course of a text, interacting with other characters and driving the plot or developing the theme.

CCSS.ELA-Literacy.RL.9-10.4Determine the meaning of words and phrases used in the text, including figurative and connotative meanings; Analyze the cumulative influence of specific word choices on meaning and tone (eg, how language evokes a sense of time and place; how it sets a formal or informal tone).

Mark 7:relationship, "The Struggle" 11-16

Writing in class comparing and contrasting the characters Dana and Alice, focusing on the chapter A Luta.

Prescription diary:

• Read the reflection questions to get started.
• Think of similar experiences these women had.
• Think about what freedom means to both of you, but remember that their knowledge of freedom is very different.
• Think about the similarities and differences in your relationships with other characters in the novel.

Students create an original thesis in which they state why Octavia Butler made these two characters so similar, yet very different. You should be able to argue this claim and support your argument with evidence from the section. Look for embedded citations using MLA citations in square brackets.

Questions for reflection:

1. Why is Rufus' statement "But I won't give up what I might have" (163) so important? What does that tell you about him in general?
2. Rufus threatens Dana with an ultimatum regarding Alice, what is that?
3. What is Dana's moral dilemma?
4. Psychologically and philosophically, why wouldn't Dana go to Rufus?
5. Why isn't Alice walking again? What are her other options?
6. What finally makes Dana run?
7. Dana has an important insight when she says, "I escaped from the Weylin house and walked through the darkness with even less confidence than when I fled to Alice's house months ago. years ago. I didn't quite know what to fear then... " (171).
8. Who betrays Dana and why?
9. After Dana is captured she can't go home, why?
10. Once again, Butler seems to reverse the roles of Dana and Alice; She makes them look so alike, how does she do it?
11. Why is Dana comparing her failed escape attempt to Harriet Tubman (177)? What does she recognize?
12. Even Liza seems to think that Dana and Alice are interchangeable, hurting one to hurt the other, why does it matter?
13. Why is Tom Weylin writing to Kevin?
14. Explain the difference between what Dana "gives" Rufus and what Alice "gives" Rufus (180).
15. How does Dana describe Rufus' view of her?
16. Explain the following quote: “Slavery was a long, slow process of numbness” (183).
17. how old is kevin
18. How does Alice show her strength when Kevin arrives?
    a. Why doesn't she acknowledge Dana's goodbye?
19. How does Rufus' reaction to Dana and Kevin's departure bring us back to another moment in the book? Why would Butler do this?
20. Who is the bigger monster at this point, Rufus or Tom Weylin?
21. Dana and Alice seem to have become the same woman for Rufus, how and why?

Common core of day 7:

CCSS.ELA-W.9-10.1.Write arguments to support claims in an analysis of substantive issues or texts, using valid arguments and relevant and sufficient evidence.

CCSS.ELA-W.9-10.5.Develop and strengthen the writing as needed by planning, revising, editing, rewriting or trying a new approach and focusing on addressing what is most relevant to a specific purpose and audience.

CCSS.ELA-Literacy.RL.9-10.1Cite strong and complete textual evidence to support the analysis of what the text explicitly says and the conclusions drawn from the text.

CCSS.ELA-Literacy.RL.9-10.2Identify a central theme or idea of ​​a text and analyze in detail its development throughout the text, including how it arose and was shaped and refined by specific details; Make an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.3Analyze how complex characters (for example, those with multiple or conflicting motivations) develop over the course of a text, interacting with other characters and driving the plot or developing the theme.

Mark 8:relationship, "The storm"

Activity: lens magnification
Step 1:For this activity, each student chooses 3 short passages from The Tempest and lists them by page number in their journal. After each page number, ask students to summarize what happened in the section, including key events, actions, and details.

Step 2:Now select one of the three sections and finish zooming in on the lens journal below.

1. Explain why this is an important part of the story.
2. Respond personally to this passage. Choose several words or phrases in the passage and explain what emotion the words evoke. Do you then explain your personal reactions and/or associations with the material?
3. Think more generally about the cultural connotations the words/phrases might carry, as well as what does this passage tell us about people or the world at large? Make broad, general connections here (hint, hint, butler's purpose?).
4. Using a pencil, pen, marker, or whatever, create an icon or image that shows the meaning you've given the page. Then explain why you chose the icon/image.

Day 8 Common Core:

CCSS.ELA-W.9-10.2.Write informative/explanatory text to clearly and accurately examine and convey complex ideas, concepts, and information through effective content selection, organization, and analysis.

CCSS.ELA-Literacy.RL.9-10.1Cite strong and complete textual evidence to support the analysis of what the text explicitly says and the conclusions drawn from the text.

CCSS.ELA-Literacy.RL.9-10.2Identify a central theme or idea of ​​a text and analyze in detail its development throughout the text, including how it arose and was shaped and refined by specific details; Make an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.4Determine the meaning of words and phrases used in the text, including figurative and connotative meanings; Analyze the cumulative influence of specific word choices on meaning and tone (eg, how language evokes a sense of time and place; how it sets a formal or informal tone).

CCSS.ELA-Literacy.RL.9-10.6.Analyze a particular point of view or cultural experience reflected in a literary work outside the United States, drawing on a broad reading of world literature.

Mark 9:relationship, "The Rope" and "The Epilogue"

Questions for reflection:

1. Who does Kevin get to heal Dana's wounds?
   one. Why doesn't suicide work to get her back home?
2. How long ago was 1976?
   one. How long ago was the year 1831?
3. Kevin wants Dana to let Rufus die, why can't she?
4. Why is the following quote important?:
   "You know, one day you're going to have to stop carrying that thing and come back to life" (244).
5. How is the following quote part of Butler's purpose?:
   "'I am neither a horse nor a sack of wheat. If I am to appear as property, if I am to accept limits to my freedom for Rufus's sake, then he must also accept limits - in his behavior towards me. He has to give me control of my own life to make life look better to me than killing and dying.
6. Why did Alice commit suicide?
   a. Why did Rufus "cheat" Alice? Think critically!
   B. What is Dana asking of him?
7. I look upCatharsis🇧🇷 When does the writing process become cathartic for Dana?
   a. How might this moment also be part of Butler's purpose?
8. What does Rufus want from Dana now that Alice is gone?
9. How does Alice's death make Dana's situation more dangerous?
   a. How does Rufus reveal how he sees Alice and Dana?
10. What's the one weapon Dana has that Alice didn't?
11. What does the epilogue make your mind wander about?

Common core of the 9th:

CCSS.ELA-W.9-10.10.Routinely write in longer periods (time for research, reflection, and review) and shorter periods (a single session or a day or two) for a variety of tasks, purposes, and audiences.

CCSS.ELA-Literacy.RL.9-10.2Identify a central theme or idea of ​​a text and analyze in detail its development throughout the text, including how it arose and was shaped and refined by specific details; Make an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.3Analyze how complex characters (for example, those with multiple or conflicting motivations) develop over the course of a text, interacting with other characters and driving the plot or developing the theme.

CCSS.ELA-Literacy.RL.9-10.5Analyze how an author's choices in structuring a text, ordering events within it (eg, parallel plots), and manipulating time (eg, pacing, flashbacks) create effects such as mystery, suspense, or surprise.

Day 10: Final essay grading optionsrelationship

Option 1:When reading the bookrelationshipby Octavia Butler Students were asked on several occasions to think critically about Butler's purpose. Why did she write this book? Why did she create the structure she did? What does Butler want his 21st century readers to think? What "lens" does Butler use? Why is Butler writing a first-person history of slaves in the late 20th century? If she just wanted her readers to reflect on the cruelty of slavery, there would be no need for Dana to travel back in time.

In his essay The Novelist as Teacher, Nigerian writer Chinua Achebe wrote that a writer “must remain free to disagree with his society and, if necessary, rebel against it. But I am in favor of choosing my cause very carefully" (42).

Step 1:In the final journal, ask students to reflect on Achebe's quote and the writer's role in society.

Step 2:Summative Expository Writing Prompt: Explain how the purpose of Butler's novel fits with Achebe's description of the author's role.

Day 10 Common Core, Option #1:

CCSS.ELA-W.9-10.2.Write informative/explanatory text to clearly and accurately examine and convey complex ideas, concepts, and information through effective content selection, organization, and analysis.

CCSS.ELA-W.9-10.5.Develop and strengthen the writing as needed by planning, revising, editing, rewriting or trying a new approach and focusing on addressing what is most relevant to a specific purpose and audience.

CCSS.ELA-Literacy.RL.9-10.1Cite strong and complete textual evidence to support the analysis of what the text explicitly says and the conclusions drawn from the text.

CCSS.ELA-Literacy.RL.9-10.2Identify a central theme or idea of ​​a text and analyze in detail its development throughout the text, including how it arose and was shaped and refined by specific details; Make an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.5Analyze how an author's choices in structuring a text, ordering events within it (eg, parallel plots), and manipulating time (eg, pacing, flashbacks) create effects such as mystery, suspense, or surprise.

CCSS.ELA-Literacy.RL.9-10.6.Analyze a particular point of view or cultural experience reflected in a literary work outside the United States, drawing on a broad reading of world literature.

Option 2: First-person family history

Step 1:Ask students to write about an ancestor or relative they would “go back” and find if they could.

Step 2:Homework: What facts can you find out about this ancestor or relative that you could build a story on? If the person is still alive, can you contact them for some details? If the person has passed away, do you have other relatives you could talk to to get the information you need? Ask curious questions. Sometimes people don't think they've experienced or seen something "important". This is part of your challenge.

Stage 3:The next task is to tell a family story in that person's first-person voice. At first, this attribution may seem difficult due to the historical or physical distance between the person and the author; However, fiction is often based on fact. It could be a story you were told a long time ago or one that is just being told for this project. The subject of this story must have something to do with your family history.

• Strive to capture the storyteller hereVoice🇧🇷 This is often lost over time, and this is one of the most important aspects of the story. Think why are first-person family narratives compelling and important?
• Butler allows his fictional character to tell a first-person slave narrative that is a first-person family narrative.

Things to focus on...

• Create a voice that seems out of time(yes, you must go back in time) and the narrator's actions/statements/thoughts must be reasonable and convincing(This voice should not sound like YOU).
• Completelyto describethe storyDefinition/Period, and the story should beorganized(conflict, complication, climax, resolution) andwell told(i.e. clearly understood by your audience).
• CompletelyDevelop the narrator and character(s).🇧🇷 the actions/thoughts/statements of the narrator and character(s) must be taken into account; Get a good sense of who the narrator and characters are.
• The storymust make senseand there should be little confusion about itwhy did you choose to tell this part of your family history.

Day 10 Common Core, Option #2:In the final journal, ask students to reflect on Achebe's quote and the writer's role in society.

CCSS.ELA-W.9-10.3.Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured sequences of events.

MA.3.A.Demonstrate understanding of the point of view concept by writing short stories, poems, essays, speeches, or reflections from your own perspective or a specific character (eg, the hero, antihero, a supporting character).

Supplementary texts, resources and reviews

Text

Appleman, Deborah.Critical Encounters in Middle School English: Teaching Literary Theory to Teenagers🇧🇷 2nd ed., New York: Teachers College, Columbia University, 2009. Press.

ButlerOctavia E.relationship. Boston: Beacon, 2004. Imprimir.

Gillespie, Tim.Doing Literary Criticism: Helping Students Deal with Challenging Texts🇧🇷 Portland, ME: Stenhouse, 2010. Press.

hook, butBlack looks: race and representation. Boston, MA: South End, 1992. Druck.

"Introduction: In Fiction." Introduction.The Heath Introduction to Fiction🇧🇷 Ed. John Jacob. Clayton. 5th edition Lexington, MA: D.C. Heath, 1996. 27-32. Print.

Too bad Eckert, Lisa.What does that mean? Engaging reluctant readers through literary theory. Portsmouth, NH: Heinemann, 2006. Imprensa.

Resources

Day 3: The Fire - Discovery of Artifacts

Harriet Bolling's Certificate of Freedom, Petersburg, Virginia, 1851.

"Free Negroes in the Antebellum Period." African American Odyssey. Library of Congress, March 21, 2008. Web. 21, July of 2013.
‹memory.loc.gov/ammem/aaohtml/aopart2.html›.

Tarborough City Patrol Regulations

"Patrol Regulations for the Town of Tarborough." Documentation of the American South. University Library, University of North Carolina at Chapel Hill, 2004. Web. 21, July of 2013.
‹http://docsouth.unc.edu/nc/tarboro/tarboro.html›.

Slave passport for Benjamin McDaniel traveling from Montpellier to New Market, Shenandoah County, Virginia, June 1, 1843.

"Slave Passport for Benjamin McDaniel." NYPL Digital. New York Public Library, March 25, 2011. Web. 21, July of 2013. <http://digitalgallery.nypl.org/nypldigital/dgkeysearchdetail.cfm?trg=1›.

Mount Harmon Plantation was founded in 1651 by Caecilium Calvert, second to Lord Baltimore, as a grant of land of 350 acres to Godfrey Harmon. In the 17th and 18th centuries it prospered as a tobacco plantation, growing tobacco and exporting it to the British Isles.

"National Scenic Route Program: Mount Harmon Plantation at World's End." #64015: Mount Harmon plantation at the end of the world. National Department of Transportation: Federal Highway Administration, n.d. Network. 21, July of 2013.
‹http://library.byways.org/assets/64015›.

"Bible Pages." Genealogy of the Barnett family. WordPress.com, 2008. Web. 21, July of 2013.
‹http://vycurry.wordpress.com/bible-pages/›.

"The State of Maryland, From the Best Authorities of Samuel Lewis. W. Barker Sculp. Engraved for Carey's American Edition of Guthrie's Geography Enhanced." David Rumsey's Map Collections: Cartography Associates. Cartography Associates, 2010. Web. 21, July of 2013.
‹http://www.davidrumsey.com/luna/servlet/detail/RUMSEY~8~1~129~10016:The-State-of-Maryland,-from-the-bes›.

Day 10: Alternate final task

family history project

I will tell stories...
They are not just for entertainment.
Don't be fooled.
“Leslie Marmon This

My story is linked to their story and generations and generations to come must know where they came from to better know who they are.Jewish immigrant, Minnie Miller

This project invites you to experience your own family stories - immediate and extensive. Thus our history becomes real, full of form and voice. The idea is to better see what our history is like about the people who lived it, comparing it to events recorded in history books. There is a partnership that is often overlooked.

Project
The project has a basic structure:

Put your family's story on billboards or paper - we'll put them in the classroom for all of us to read. I encourage you to go back as far as possible on all sides of your family (this will make the project more interesting for you and our class).

Create a historical timeline that "keeps" the family narrative in the first person. It is important that the timeline identifies the important people and events in your family history. Think of important places and "artifacts" for your family. The Bible in the Book of Kindred is a good example of an artifact remembered by the character Dana that contains the names of her ancestors: Alice Greenwood Weylin and Rufus Weylin. Take time to ask family members questions –Why is this important to our family? When was that? What else was going on in the world, in society, in our family when this happened? Who else knows about these events and perhaps has more information?

Add your family story from the first person written in the voice of the storyteller. The event in question must be part of your timeline.

Include 2-4 photos (or copies - even black and white) of people you want to focus on or people who are in some way related to what you want to share (create captions for these photos to include in your project). 🇧🇷

Jennifer Sarmientohas been teaching English and writing in high schools and colleges for over ten years. She holds a BA in Comparative Literary Studies from Northwestern University, an MA in English, and a MA in English Education from Syracuse University. She currently teaches at the Cambridge Rindge and Latin School in Cambridge, Massachusetts.