Embedded Files
"if you want to be a whole man, you have to deal with the whole truth."
Song of Solomon 5 - The Paper Mache Pyramid - Chapter (2-) 3 (thru 75): Discussion or Group Work: I present three different ways to cover Chapters 2-3 here (Chapter 2 was done in a Group). The preferred method (to me) is using the Row Reading method of Class Discussion - every student comes up with three things related to a section of the reading (2-3) assigned to their row. I also give instructions for having a Whole Class Discussion ala Ringmaster Teacher. Finally, there is a Group Work for Chapter 3 alone. So much happens in these Chapters! While your students may have discussed 2 in the Group Work - it's great to take a step back and incorporate that Chapter, while also moving on to Chapter 3. Milkman hits his father, we see a much darker side of Guitar, and Railroad Tommy makes one of the most important speeches in the entire book.
Lesson Overview
Lesson Overview
I believe the best way to get this lesson across is a discussion (see above) - but you can find both methods on this page.
Class Discussion - Row Reading
Class Discussion - Row Reading
In this method, the class is divided into rows (what is usually called columns) and each row is assigned a section of that day's reading. For their given section, each student is to come up with THREE separate things for their assigned reading - from a choice of 5 different types of things. This is a bit unusual, as in this type of Row Reading Discussion (see my page on Class Discussions) it is a choice from three (not five). Here are the instructions (taken from the Power Point):
You need to find THREE things – and they may be any of these FIVE (but you may NOT repeat the kind of thing that you find) STAY AWAY FROM WHAT WAS GONE OVER IN YOUR GROUP WORK. Have group work out.
A comment about anything that happens on your pages.
A question about something that happens
A link to something else (it must be VERY SPECIFIC) that we’ve studied 1 per ROW
A direct quote that can lead to discussion – either by the narrator or a character
Something that you saw in this particular reading – the goes back to the “Overture” – those first 9pages of Chapter 1 (or to something earlier in the text).
Each of their three things should be significant (Ah - here's were taking notes while they read comes in handy) and should potentially lead to discussion. They are to write these three things down (that's really important).
The cool part of having Three separate things to find is that if another student who came before them in their row picked one of theirs - they still have two more.
You give the class about 5-10 minutes to find their three things - then begin with the first student in the first row and go through the entire class. The great thing about this method is that it is completely student-centered (I hate that term). The student comes up with the question or comment - other students comment or reply to what they had to say. The teacher is merely a facilitator. I have included below (as a pdf) some of the points for each section that the teacher should address if the students don't get to them.
PLEASE NOTE: There is Power Point (found below - also as a PDF) to help focus the Row Reading Activity. In addition to the regular Row Reading the Power Point also contains:
A reminder that Milkman was happy for the first time in his life at Pilate's House.
A reminder about the Cherry Pie incident that both Pilate & Macon remembered.
The importance of the Waterford Bowl (the Watermark) and how it is one of the GIANT misunderstandings that is found in this novel.
Class Discussion - Ring Master Teacher
Class Discussion - Ring Master Teacher
Ring Master Teacher method can work because there is so much to cover in a very short time AND because as I've said numerous times - with this novel, I want to give my students a "second reading - while it's only the first time that they've read the book". However - in the Row Reading - I also include some of the points that should be addressed (see the PDF below), just in case the students don't get to it - I make sure they are covered. In order to do that it's important to bring up certain specifics that they have no idea about the importance there of - until their actual second reading (if they ever do one - I'm happy to say so many students love this book that they do indeed come back to it again and again). PLEASE NOTE - There is a Power Point, found below, with a few quotes to help with discussion, but that was used with a combination discussion/row reading.
For the Ring Master Teacher Method, see the attached PDF for complete lesson notes - I am not going to repeat those instruction here, but will give a few of the points that are gone over. As with my much more complete hand-written notes - I will give the page number followed by the question. Remember - it is important to let the students do the answering and connecting. Make sure they have their books out - they should have taken notes directly in their books while they read (you can suggest they use a different color pen to differentiate their own notes from what they get in class). I will try
How does Milkman get his nickname? What does he think about that?
Who are Hagar and Reba (you may want to help the students keep this mother & daughter clear)
pg. 48 - What happens when Milkman goes to Pilate's for the first time?
What don't Pilate & Reba know about Hagar? (that she has a hunger)
The CHERRY PIE! Both Macon and Pilate remembered this same incident
What surprising info does Milkman learn about his father? (That he was kind, thoughtful, protective of Pilate)
pg 52 - What is the significance of the farm animals' names?
pg. 71 - BIG GIANT IDEA: Why did Macon ignore his wife's arrangement of seaweed (described earlier by her)? (We learn it's because the Bowl belonged to Ruth's father - whom Macon despised! He wasn't ignoring it - he despised it and it reminded him of what he so passionately hated. THIS IS ONE OF THE NOVEL'S INCREDIBLE MISUNDERSTANDINGS THAT CHARACTERS UNDERGO - another great reason to read this book. Another example is Macon's keys (see earlier)
Why does Macon really hit his father - and why are his sisters so mad at him for it? (He does it to establish himself as the Alpha)
pgs 75-76: Guitar and Sweets
AGAIN these are less than 1/5 of the points that we go over in class - see my Lesson Notes below (a PDF) for much, much more.
Group Work
Group Work
If you need to utilize it, there is a Group Work for this lesson. However, I strongly recommend using the Class Discussion Row Reading or even the Ring Master Teacherprocedure outlined above. Please see my page on Group Work for more on the how and why of Group Work - and please see the actual Group Work handout (found below) for the questions that I ask (many of them - if not all - are also found in the discussion questions above and in my Lesson Notes (also found below).
Alos Note: This Group Work is for Chapter 3 alone. There also exists a much more recent Group Work for Chapter 3 & 4.
Here is a summary & topics for the Group Work questions:
An examination of the Crucial speech by Railroad Tommy on what Milkman & Guitar will and will not have.
Milkman and his name and its effect on him. Also Guitar's nickname and its importance.
Milkman and his father - both seeing things that aren't there.
Ruth's perception of Macon's indifference to her.
The true nature of Guitar.
Row Reading - Must discuss ideas & a blank Row Reading page
Row Reading - Must discuss ideas & a blank Row Reading page
See the directions above - I put this Power Point up right after the quiz to remind students of what they are to look for (3 things) during the time given before our discussion.
During Remote we (and after in the dreaded Block Scheduling) we had longer periods - so this Power Point has both a few quotes for discussion AND the instructions for Row Reading.
These notes of mine are given at the appropriate time (after the row of students give their thoughts) - I will post a blank copy below so you can do the same. As always - I try to give these ideas through the least pointed questions possible - allowing as much student critical - thinking as possible. See the Lesson Overview above and my page on Class Discussion Techniques for more.
This is for teachers to make their own notes on the section.
Teacher Led - Discussion - Chapts 2 to 3
Teacher Led - Discussion - Chapts 2 to 3
This would be my second choice (after Row Reading) for covering Chapters 2 to 3. The biggest worry with the above Row Reading method would be that there is SO MUCH to cover - and there are some very fine points that could easily be missed in the student led discussion method. That is why I always have, at the ready, points that - if the students do not get to (surprisingly - they almost always get to most of them) we will go over after we cover each section (row).
Group Work - Shooting a Doe - Chapter 3
Group Work - Shooting a Doe - Chapter 3
Though I believe this class should be done as a discussion - this is still a very effective Group Work. In fact, I tried something new with this handout. For one of the questions - I created a connect the dots of a "doe". The idea is as the students "connect the dots" in this incredible novel, they will appreciate it more and more (giving them that much mentioned 2nd reading during their first).
A Sample Reading Page with my notes
A Sample Reading Page with my notes
The text with my notes served as a guide for the questions, comments and ideas that I ask (including Group Works) - though I was always ready for and often elicited the students ideas, questions, etc. Over the years - as I wrote notes in this text - the previous years' notes and questions become incorporated into the lesson. Again - you will find that these instructions are flexible - and I had to be - they kept changing the amount of time that we had in the classroom.
Most Recent Quizzes
Most Recent Quizzes
As always - without a quiz, I believe the teaching is pretty empty. Students need to actually do the reading - and do it on their own. Many of them will have finished the Chapter for our opening lesson discussion already. Depending on how you did the reading you may be giving a quiz for Chapter 2 as well.
SoS_Ch2and3_rowreading_20170310.mp3Class Recording
Class Recording
We divide the chapters up (the division slide can be found on the website) and each row is responsible for a section of our reading - and the teacher interjects once in a while as well. We talk about Milkman's visit to Pilate, his father's reaction - his hitting Macon, and much more.
Remote Enhancements
Remote Enhancements
Of course a discussion works in Remote - and there is also the Group Work if you find that works better with your remote students.
The absolute best way to approach everything that needs to be covered in this lesson is with a whole class discussion, but I also provide (below) a Group Work. How you do this will also depend on how you did the last lesson. My most current approach started with a quick recap of the beginning of Chapter 3 - and the idea that Milkman is becoming everything that he hates. We then talk about the passionate but destructive relationship between Milkman and Hagar and how this fits in with his evolution into his father.
We continue our discussion with Guitar and Milkman getting together - what happens at the barber shop (and the discussion around Emmett Till). Everything in these two chapters points to what Milkman is - what he has become. From how he treats Hagar, then his dream about his mother, to his comment about the slain young child from Chicago. Finally, it end with Freddy's story of his birth - and how Milkman - once again, shows his immature and callous nature, in his reaction to that story.
WHAT CAME BEFORE:
WHAT CAME BEFORE:
Thoughts on the Lesson
Thoughts on the Lesson
I found that - though this book does often require more discussions than Group Works - espeicially if I want to give the students that "second reading" during their first, Row Readings worked out just as well or better. It allowed the students to initiate most of the questions and discussion - and as long as I was ready to cover the necessary material that they didn't get to - it was ideal.
Page updated
Google Sites
Report abuse