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"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: 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
Class Discussion
Let's start with the discussion method. I use a Ring Master Teacher method 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". 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).
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
(page) 11 - How do Ruth and her daughters view the father's anger? (They are wholly animated by it)
(page) 11 - How do Ruth and her daughters view the father's anger? (They are wholly animated by it)
11-12 - What is the Watermark? Why is it important? Why don't they get rid of it? (The Watermark is SOOOOOO important to this entire book - and it is exactly what I mean by giving a second reading. The Watermark was left by a Waterford Bowl that Ruth's father owned and it sits on their expensive dining room table).
13 - Ruth has two indulgences - we learn one - what is the other? (Breastfeeding Milkman, we don't learn the other).
15 - What does Macon think about his son's nickname? (He hates it but he doesn't know why)
18 - How was Pilates name chosen? What is wrong about thant name choice? (It was chosen at random from a Bible - she is named after a "Christ-Killer" and it shouldn't be used for a child)
20 - What is Pilate wearing in this scene? (A stocking cap - AH! she is the same woman from the beginning who sings the song before Mr. Smith jumps)
22 - Without the "keys" what did Macon believe about himself? (That he would have "floated away") - in other words without property that he wouldn't have stood a chance with Ruth).
23 - How does the Doctor feel about his daughter (Ruth). (He wants to get rid of her BUT Macon believes he has to "win" her from the Dr. One of So Many misunderstandings)
27 - What doesn't Pilate have? (A navel - and if that is possible????? Anything is possible. Again - as we said in the opening discussion about Mr. Smith jumping - it is SO important to allow yourself to believe anything.
30 - What does Pilate sway like? (A "willow". Again - these small details are SO important - Why? Here name was chosen because it looked like a tree - AND the importance of ROOTS in this entire novel)
AGAIN these are less than 1/4 of the points that we go over in class - see my Lesson Notes below 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 procedure 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).
Lesson Notes Finishing Chapter 1 - Discussion
Lesson Notes Finishing Chapter 1 - Discussion
This is - I am firmly convinced - the way to go with this discussion. There is so much to cover and when the teacher leads the class they can thoughtfully feel out some of this very sensitive material - and boy is there a lot (including Ruth nursing Macon Jr.). And of course, given the books overall themes and subject matter - the teacher's sensitivity and gauging their students is crucial to not only a good discussion - but a meaningful experience with the novel, as well.
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.
Group Work - Landmarks - Chapter 1 (post pg. 10)
Group Work - Landmarks - Chapter 1 (post pg. 10)
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 put the answer upside down at the bottom of the page because it is essential for the Group Work as a whole - for them to get to that point (together). Please see the actual handout for the questions.
SoSch1_postpg11_20170308.mp3Class Recording
Class Recording
We finish this chapter - with Mr. Scotese leading a class discussion. We try to look at some of the imagery, characters that have reappeared from the "overture" that we may not have noticed and we talk about Milkman, his family, and his disappointment at being able to fly.
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.
This lesson is either partner or solo work. I usually assign two chapters for today (2 & 3) - but this assignment is only for Chapter 2, as they will need to finish their work on this for homework, and I don't want them to have to do the reading as well. After two days of discussion - it's great to get the students putting things together for themselves (or with a partner). The ideas and themes in the novel are flowing fast - and by getting the students to take stock of them for themselves (beyond what they do in their own reading) they will more readily put together the parts of this incredible novel on their own. This work is designed to be done either alone or with a partner. If they don't want a lot of homework - they will have to be focused.
WHAT CAME BEFORE:
WHAT CAME BEFORE:
Thoughts on the Lesson
Thoughts on the Lesson
Group Works are great - there are a couple of reasons to concentrate on discussions with this book. Actually, more than a couple. One - is the students will be so excited by the book - it's great to get them talking about it. Next, there is a lot of sensitive material - and when students are in groups it's harder to both control and guage how the students are handeling that material. Finally - if the teacher can give the students a "second" reading with this book - while they are literally only on their reading - they will get so much more out of it.
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