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2015-2016 Curriculum Thematic Unit Grade: 11th Course: English III Unit: America the Beautiful…Exploring the American Experience

Time:

20 days

Essential Questions:

What makes American literature “American”? How does literature reflect or shape society? Vocabulary: See Daily Calendar

Unit Overview: This unit will provide students with the opportunity to explore the “American Experience” through various lenses. Students will be exposed to a myriad of experiences in America through various forms of literature.

Skills: SWBAT read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Standards:

Reading Literature

RL.11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.2Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.3Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-12.9

Suggested Activities:

Day 1 :

Text: “Mother to Son” Langston Hughes

Vocabulary: Extended metaphor

(Big Question): Sometimes words have the power to help a person through hard times. What effect do you think the words of the mother in this poem have on her son? Would her words and warnings change if this poem were written this last year or this year?

(Journal Activity): If you were talking to a younger person about life and its struggles, what would you compare life to? Make a list of concrete “things” you might compare your life to.

(Questions):

What kinds of messages might a mother want to give her son?

Why does the poet have the mother use such casual speech?

How does the speaker extend the metaphor that compares life to a staircase in this poem?

What kinds of experiences do you think the mother is talking about in lines 3-7? What kinds of responses to these experiences is she describing in lines 8-13?

What do you think might have motivated this mother’s “speech” to her son? What events may have prompted her “speech”? What recent events in our country’s history would prompt a mother of color to speak

Resources:

Texts:

“Mother to Son” Langston Hughes

“I Hear America Singing” by Walt Whitman

“The Negro Speaks of Rivers” by Langston Hughes

“I, Too” by Langston Hughes

“Refugee in America” by Langston Hughes

“We Wear the Mask” by Paul Laurence Dunbar

“Everyday Use” by Alice Walker

“What to the Slave Is the Fourth of July?” by Frederick Douglass

“Hair” from the Autobiography of Malcom X

‘Still I Rise’ by Maya Angelou

“A Worn Path” by Eudora Welty

Websites:

http://www.quiltivate.com/


Time:

20 days

Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Writing Standards

W.11-12.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.11-12.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Speaking and Listening

SL.11-12.1Initiate and participate effectively in a range of

to her son?

(Activity): Have students work in small groups to brainstorm a list of problems teenagers face. Then, have each group list reasons this poem could help teenagers who are having trouble.

Day 2:

Texts:

“The Negro Speaks of Rivers” by Langston Hughes

“I, Too” by Langston Hughes

(Activating Prior Knowledge): Play for the class the famous jazz song “Take the ‘A’ Train” (composed by Billy Strayhorn and arranged by Duke Ellington). Explain that the ‘A’ train on the New York City subway goes to Harlem and that, during the 1920s, New York City’s Harlem was a thriving center for literature, music, and the arts, an era known as the Harlem Renaissance.

(Art Connection): Show students Into Bondage, by Harlem Renaissance painter Aaron Douglas. Ask students how Douglas’ painting relates to or is connected to Hughes’ poem? Then ask students the following questions:

Who are the people in the painting? Where are they going?

What do Hughes’ poem and Douglas’ painting reveal about each artist’s self-identity?

(Critical Reading Questions):

In “The Negro Speaks of Rivers,” which four rivers does the speaker mention?

What does the age of these rivers imply about people of African ancestry?

Why does the speaker in “I, Too” have to eat in the kitchen when

http://www.bellaonline.com/articles/art172756.asp

Websites:

www.instructables.com/id/virtual-quilt-design/

http://americainclass.org/what-to-the-slave-is-the-fourth-of-july/#text-analysis

http://www.educationoasis.com/curriculum/LP/LP_PDF%20Word/LA_annotationchart.pdf

(Poetry Annotation Chart)

http://www.readwritethink.org/files/resources/lesson_images/lesson989/ModelPoemEx.pdf

(“I Hear ______Singing” poem template)


Time:

20 days

collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.11-12.4Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Language Standards

L.11-12.1Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

company comes?

What does eating in the kitchen represent?

What does the speaker mean when he says “I, Too, am America”?

Who do you think he refers so directly to Walt Whitman’s poem?

(Central Focus Question): Considering his ancestry and his travels, do you think that Hughes could ever be thought of as anything but an “American” writer?

Day 3:

Text: “I Hear America Singing” by Walt Whitman

Vocabulary: hatter, robust

(Activity): Have students select another location, such as their community, an athletic event, or another extra-curricular activity, and create an “I Hear ______ Singing” poem.

(Activity): Have students complete an author study on Walt Whitman.

(Writing Activity): Walt Whitman mentions many different types of people who go about their day singing in “I Hear America Singing.” Although everyone sings alone throughout the day, they know they are part of the whole of America. Langston Hughes also mentions singing in his poem “I, Too.” The speaker of his poem has a different idea about belonging in America. Using information from both poems, what is the central theme? State the shared theme of the poems and give two examples from each poem to support your theme.

(Activity): After students have read “I Hear America Singing,” challenge them to list as many “singing” references in the poem as they can. Emphasize that Whitman referred to everyday people pursuing everyday activities. Remind students that according to Whitman, everyone has “strong melodious songs” that belong “to him or her and to none else.” Ask students to speculate what song the workers could be singing.

Content Connections:

Art, Drama, History


Time:

20 days

Day 4:

Texts:

“Refugee in America” by Langston Hughes

“We Wear the Mask” by Paul Laurence Dunbar

Opening Pair-Share Discussion: What does it mean to wear a “mask” (figuratively)? Discuss a situation in which you or someone you know wore a mask. Why did you/she or he wear the mask and what were you trying to cope with? How is wearing a mask an example of duality?

(Activity): Create a mask that shows the different “faces” you present to society. On the outside of the mask, put the faces you show your friends, family, teachers, for example. You can show these behaviors any way you like—with pictures, poetry, colors, words/slogans/phrases, etc. On the inside of the mask, show who you really are. On the outside of the mask you may have pieces of yourself, but you may also have misrepresentations. For example, you may behave in an outgoing manner at a party with your friends, but you may actually feel somewhat shy. You may be nice to others—sweet and innocent to your parents or grandparents, but swear when you are with your friends. On the inside of the mask, show your true self. Again, you may illustrate your true self any way you like—with pictures, poetry, colors, words/slogans/phrases, etc. On the back of the mask, in a paragraph or more explain the significance of the images/words/phrases…you chose

(Critical Reading Questions):

In “Refugee in America,” what is the speaker’s reaction to words like freedom and liberty?

In what ways does the title of the poem connect these words to the poem itself?


Time:

20 days

What words of emotion does the speaker use in “Refugee in America”?

In what way do these emotions contribute to the mood conveyed by the poem?

In what ways do these poems capture some of the complexities of the African American experience?

(Test):

Who is the speaker in “The Negro Speaks of Rivers”? How does the title help you identify the speaker? Explain.

What can you infer about the identity and emotions of the speaker in “I, Too”?

Walt Whitman, the author of “I Hear America Singing,” was a great inspiration to Langston Hughes. How does this information about Hughes’ biography affect your understanding of the poem “I, Too”?

What differences do you find between the speaker in “The Negro Speaks of Rivers” and the speaker in “Refugee in America”? To what do you attribute those differences?

In what ways are the themes of racial identity, pride, and perseverance interconnected?

When you read “Refugee in America” using a social or historical critical perspective, how do you understand the poem’s last two lines?

What different interpretation of the poem might a biographical perspective provide?

Day 5:

Text: “Everyday Use” by Alice Walker

(Opening Activity):

Invite students to bring to class an object that pertains to some aspect of a cultural heritage. Let students display the object and describe for the


Time:

20 days

class its use and significance. Students can give oral presentations or create an in class display.

(Text Dependent Questions):

What implied conflict exists between the two sisters?

Why do you think the speaker has this dream?

Why does Mrs. Johnson recall this information about Dee and Maggie?

Why does Mrs. Johnson use quotations marks around choose?

What does “scalding humor” mean? Why is this phrase significant?

What clues in the first sixteen paragraphs indicate there will be a conflict in this story?

Which name do you think better reflects Dee’s heritage?

What do you think they are communicating through eye signals?

(Activity): Let students work with a partner, role-playing the characters of Dee and Hakim-a-barber as they drive home. The dialogue that occurs should be in keeping with the personalities and attitudes of the two characters. After the partners have finished their dialogues, put them in groups of three or four to compare interpretations.

(Activity): Divide the class into several groups, and assign one of the four characters to each group. Allow the groups six or seven minutes to list as many adjectives as they can that describe the personality of their character. Students should review the story for quotations that support their choices. When time is up, let the groups that have the same character collaborate to produce a master list of adjectives for that character. After five minutes, ask one member of each group to report to the rest of the class.


Time:

20 days

Day 6:


Text Dependent Questions:

What conclusions can you draw about the beef-cattle people from Hakim-a-barber’s reply? How did you arrive at your conclusions?

What does the presence of milk in the churn signify?

Why does Maggie slam the door when she hears Dee ask for the quilts?

Why do you think some people, like Maggie, do not fight for what is rightfully theirs?

Based on this passage, what do you think the narrator wants to accomplish regarding Maggie?

What is ironic about Dee’s statement?

Do you think Dee’s day ended as peacefully and happily as Mrs. Johnson’s?

(History Connection): Have students research the origin of the Black Pride movement and how it functioned within the civil rights movement in the 1960s. Students may create visual displays or dramatic presentations on their findings.

(Art/Cultural Connection): Invite someone who is skilled in quilt making to class to explain how quilts are made. If possible, have two or three quilts on display during the presentation. Have the expert explain the significance of the pattern of each quilt. Then allow students to digitally create their own quilts online.


Time:

20 days

Day 7:


(Creative Writing): Students should be tasked with re-writing a portion of the story. Students could allow Maggie to narrate the climactic scene in her own voice. Or students could write a new ending to the text.

(Editorial Writing): Students will write an op-ed article about something important in his/her family heritage or his/her identity as an “American”. Students can write about American traditions, foods etc.

(Design a Quilt): Students will design a quilt that reflects an aspect or aspects of his/her cultural heritage. Students will then write a brief explanation of why he/she chose the various elements of his/her design and how each design reflects his/her cultural, ethnic, and/or national identity.

Day 8:


(Test): *Students should be urged to use textual evidence to support their claims.

Which character did you side with in the conflict over the quilts, and why?

What do you think is the source of the conflict in this story?

Dee is referred to as the child who has “made it.” What do you think that means, and what signs tell you that she has “made it”?

Near the end of the story, Dee accuses Mama of not understanding their African American heritage. Do you agree or disagree with Dee, and why?

Has any character changed by the end of the story? Go back to the text.

Why do you think Alice Walker dedicated her story “For Your Grandmama”?


Time:

20 days

If you were a friend of the family, what advice would you give each of the three Johnsons – Dee, Maggie, and Mama – about dealing with one another?

What do you think each of these three women will be doing in ten years after the story ends?

This story takes place in a very particular setting and a very particular culture. Talk about whether or not the problems faced by this family could be experienced by any family, anywhere. Or is this an American phenomenon?

(Essay): Do you think Alice Walker chose the right narrator for her story? How would the story differ if Dee or Maggie were telling it, instead of Mama? (What would we know that we don’t know now?)

End Activity): After students have finished reading the story, remind them of the everyday objects referred to in the story. Pair students, and assign each pair to interview one or more persons who lived during the 1930s or the 1940s. The questions should focus on objects once common in the home that are rarely seen or used today. Ask the pairs to present brief oral reports or to create visual displays from their findings.

Day 9:

Text: “What to the Slave Is the Fourth of July?” by Frederick Douglass

(Opening Questions):

What kind of text are we dealing with?When was it written?Who wrote it?For what audience was it intended?For what purpose was it written?What are introductions supposed to do?

Students will read the following sections of the text:

Paragraphs 1–3: introduction (exordium)Paragraphs 4–29: narrative or statement of fact (narratio)


Time:

20 days

(Close Reading Questions):

What does Douglass try to do in this introduction? Cite evidence from the text to support your answer.

Why does he say that “apologies of this sort are generally considered flat and unmeaning”?

The word “flat” often means level or smooth. In this context how is Douglass defining the word “flat”?

Why would it be “out of the common way” for him to deliver a Fourth of July oration?

There are contradictions in Douglass’s self-presentation. What are they? Cite specific instances of them in the text. How can you account for them?

What expectations do you think a white audience would have for a black speaker in 1852? How does Douglass address these expectations in his introduction?

What is the effect of Douglass’s repetition of the words “your” and “you” in this paragraph and throughout the speech?

Why does Douglass feel hopeful about America’s future? Cite evidence from the text to support your answer.

What is he suggesting in the “great streams” metaphor?

In the sentence “Were the nation older, the patriot’s heart might be sadder, and the reformer’s brow heavier,” why does Douglass equate the patriot and the reformer? Why would both groups be sadder if the nation were older?


Time:

20 days

Day 10:

Text: “What to the Slave Is the Fourth of July?” by Frederick Douglass

Students will read the following sections of the text:

Paragraphs 30–70: arguments and counter-arguments (confirmatio and refutatio)Paragraph 71: conclusion (peroratio)

Close Reading Questions:

According to Douglass, what did the “fathers” do? Cite specific language from the text.

Why does Douglass assert his agreement with the actions of the “fathers”?

How would you characterize the structure of the first four sentences of this paragraph?

How does the structure of those sentences reinforce the main idea of the paragraph?

What inference does Douglass want his audience to draw from his portrayal of the founders?

Often speakers and writers make their points as much by leaving things out as by putting things in. This strategy is known as the strategic silence. What has Douglass omitted in his portrayal of the fathers? Why would he choose to do so?

Do you think Douglass’s omission weakens his argument?

What point of view does Douglass announce in this paragraph?

How does paragraph 37 relate to paragraph 36? How does Douglass


Time:

20 days

develop this paragraph?

How does Douglass maintain the order and coherence of the first sentence of this paragraph?

What is the effect of the repetition of infinitive phrases (“to make,” “to rob,” “to work,” etc.) in the first sentence?

What strategy of argument does Douglass employ in this section of his speech?

How does this paragraph relate to the overall thesis of the speech? What is the thesis of paragraph 63?

How does Douglass’s sentence structure reflect the thesis of the paragraph?

What are conclusions supposed to do?

Why is it important for Douglass to tell his listeners that he does “not despair of this country”?

On what does Douglass base the hope he expresses in this paragraph?

Day 11:

Text: “Hair” from the Autobiography of Malcom X

Vocabulary: self-degradation, multitude, violate, mutilate, conking

(Opening Activity):

Brainstorm in class to make a list of some of the fashions in hair, clothing, music, and dancing that are “in” in your school and some that are “out.” Then do a quick class survey. Ask the students the following:

How many people conform to most of these “in” fashions? Why or why not?

(Comprehension Questions):

What words or phrases does the narrator use to create a humorous


Time:

20 days

informal tone?

What are your first impressions of Shorty and the narrator?

Have you known anyone willing to experience pain for vanity’s sake? Did the outcome justify the pain?

What are Shorty’s feelings for the narrator? How did you arrive at this inference?

What is your reaction to the final paragraph?

(Get them Moving): To help students explore the characters in this excerpt, have them work in groups of three to “mime” the actions of Shorty, the narrator, and the drugstore man.

(Activity): Pair students to use the Reciprocal Teaching strategy. Ask them to read the first five paragraphs of the excerpt. Then, have one student in each pair ask the other student questions about the reading. The second student answers as many questions as possible, and then students switch roles. Designate two addition strategic stopping points in the excerpt, and have students continue the process.

(Art): The narrator’s new hairstyle contributes to his identity. Have students create collages that depict their identities. They might include original drawings and paintings, cut pictures and words from newspapers or magazines, or incorporate objects and textiles.

Day 12:


(Activity): Think of an experience you remember vividly, one that had a mighty impact on you and that you’re willing to share with others. Maybe you’ll want to talk about your experiences with pressures to conform to the “in” fashions at your school or in your community.

(Research Activity): During the 1940s, the African American communities in Harlem, Chicago, and Los Angeles were wellsprings of artistic creativity. Research the life and work of one of the following


Time:

20 days

artists (or others you discover):

Music: Duke Ellington, Count Basie, Charlie Parker, Dizzy Gillespie

Dance: Katherine Dunham

Painting: Romare Bearden, Jacob Lawrence

Literature: Gwendolyn Brooks, Langston Hughes, Richard Wright

*Share with your class the results of your research as well as samples (recordings, writing, and reproductions) of the artist’s work.

(Activity): Many words that later entered mainstream English slang were used by African Americans during the era when “Hair” takes place. Report on the origins of hip, cool, jive, pad, and homeboy. You’ll find these words in a dictionary of American slang.

Day 13:


(Activity): Students might enjoy creating and compiling a “Slang Dictionary”.

(Activity): Look up pictures of hairstyles throughout the course of history. Draw four or five of them, and write an informative caption for each. Some possible examples: conked hair; the pageboy; the Afro; cornrows; long hippie hair; punk hair; the crewcut, ponytail, and ducktail; powdered wigs; the squash-blossom hairstyle of the Hopis.

(Activity): Ask students to contact a linguist at a local college or university. Students may want to ask the following questions:

-How does slang originate? Is slang determined solely by location or ethnicity?

-Why does language change from generation to generation?

-How does culture affect language?

Day 14:


Time:

20 days


(Activity): Have students read autobiographies of their choice. Then, have students design new book jackets for the autobiographies. The notes for book jackets should provide several reasons to read the book as well as a summary of the subject’s major accomplishments. Students might also design artwork for their book jackets, Display the book jackets in the classroom or in a school display case.

(Activity): Since memories are usually visual images rather than written ones, drawing is a helpful tool for evoking memories. First, ask students to list five to ten distinct memories from childhood, using either phrases of sentences. Remind students to choose a situation they would not mind sharing with others. Have students then circle the two incidents that they remember most distinctly. Next, ask students to use colored pencils to draw one of these incidents on a piece of chart paper or post board. They can draw the incident using either a Storyboard format or a single picture. Encourage them to include as many details as possible, such as people involved, emotions, places, and objects, When students finish their drawings, they can describe their pictures to the class.

(Brief Assessment on “Hair”):

What do you think is the most important – or powerful – word or phrase in Malcolm’s story? Why?

Why do you think Malcolm feels that conking his hair is a step toward self-degradation?

What would you say is Malcolm’s main tone in this story about his hair? Which words or passages do you think help establish this tone?

In William Shakespeare’s play Hamlet, a father gives this advice to his son: “This above all: to thine own self be true, and it must follow, as the night the day, thou canst not then be false to any man.” What do you think Malcolm would say about this advice?

Malcolm talks about behavior that leads toward self-degradation. What on the other hand, gives people a sense of self-respect or self-esteem?


Time:

20 days

(After Reading Activity): After the students have read the story, have them assume the role of Shorty to write a letter recounting the conking incident. Students should try to reflect the attitude Shorty demonstrates toward Malcolm in the excerpt. Before students write their letters, ask them to review the story and to create a cluster diagram for the conking process and its details.

Day 15:

Text: ‘Still I Rise’ by Maya Angelou

(Partner Activity): Annotate the poem with your partner using the following questions:

Who do you think the speaker/narrator of the poem is? Is it a person? A cultural group? Identify words or phrases that help you identify the speaker/narrator.

How does the speaker/narrator seem to feel about herself (or itself)? Draw a face that represents that emotion (e.g., a smiley face, sad face or angry face) next to a word phrase that exhibits it. Have you ever felt that way about yourself? If so, share with your partner what makes you feel that way.

To whom do you think the poem is directed? Highlight words and phrases that support your answers and share them with your partner.

What message is the writer trying to give to the person or group to which she is writing? Have you ever had to give a similar message to someone? If so, when?

What do you believe the poem’s overall theme is? Examples include hopelessness, strength, resiliency, spirit and anger. Write the theme you have identified at the top of the poem. Then draw an arrow to a word or phrase from the poem that supports that theme.

Do you see this poem in a historical context? If so, explain that context


Time:

20 days

to your partner.

Finally, consider and share with your partner how your own knowledge, experiences and cultural identify influence the way you have chosen to interpret the poem. Have you interpreted it differently than your partner?

Day 16:


Students will be asked to answer the following questions: Situation: What do you think Maya Angelou might mean in the opening lines when she says that history tells lies about her? In the closing lines, whom is Maya Angelou referring to as her ‘ancestors’ and why is this important? Angelou repeats the words ‘I rise’ throughout the poem. What does she mean by this? Identity is an important idea in the poem. What impression do you get of Maya Angelou in the second, third, fifth and seventh verses? What impression of herself does Maya Angelou definitely not want to convey in the fourth verse? What impression does Maya Angelou leave us with at the end of the poem? Viewpoint: Who is ‘I’ in this poem?


Time:

20 days

Who is ‘you’ in this poem? Themes: What themes do you see or notice in the poem?

Day 17:


Students will be asked to answer the following questions: Language (Diction/Syntax): Angelou uses a great deal of natural imagery in the poem. List all the similes and metaphors that relate to nature that you can identify in the poem. Find as many examples of alliteration and assonance in the poem as you can. What effects do you think Angelou is hoping to achieve by her use of these techniques? How do you think the rhythm and the rhyming of the poem affects your understanding of what Angelou is saying? What do you think Angelou is trying to achieve with the repetition in the poem? Imagery: What points do you think Angelou is making in using this natural imagery? Identify, analyze and then evaluate at least three of these images in detail. Mood and Atmosphere: How would you describe the mood or the atmosphere of the poem?


Time:

20 days

Does the mood change throughout the poem?

(Create a Poem): Provide students with another poem and have them use the same techniques of annotation to identify the poetic terms they defined for Angelou's poem. Students should also write a short summary discussing the poet's message or theme.

Day 18:

Text: “A Worn Path” by Eudora Welty

Vocabulary: metaphor, simile, allusion, allegory, pullets, Natchez Trace, phoenix, myth, lye, commemorate

(Opening Question): How far would you go to help someone you love in a life or death situation? What limitations do you think would hinder you in your journey (think physical, financial, metaphysical, etc.)?

(Activity): Refer to the text and work with your partner to place sequencing statements into chronological order. Identify the symbolic meaning of each obstacle Phoenix faced on her journey.

Phoenix climbs up the steps. Phoenix falls into a ditch. Phoenix climbs up a steep hill. Phoenix confuses a scarecrow with a ghost. Phoenix climbs under the barbed-wire fence. Phoenix walks through a cornfield. Phoenix crosses the creek by walking on a log. Phoenix is insulted by a desk attendant

Day 19:


(Activity): Many Writers have used the idea of the journey to teach a lesson about life. In this story, Phoenix Jackson travels quite a distance


Time:

20 days

on foot. Her journey can be said to be symbolic.

Why is Phoenix making this journey? What do you think her journey represents?

Identify at least three setting details that describe what Phoenix faces from the beginning to the end of her journey. Clearly explain how these details contribute to the symbolism of this journey and the theme of the story.

(Activity): Visit the Natchez Trace Parkway. Coordinate with a ranger to walk a section of the Natchez Trace. Imagine Phoenix Jackson's journey, read excerpts from the story, act out a skit, find sections of trail that look like you imagined from the story.


What is significant about setting the story in December and during Christmas? In the first two paragraphs, Welty goes into great depth in her description of Phoenix. How does the description of Phoenix aid in the development of meaning? What does the black dog symbolize? What point of view is “A Worn Path” told in? What are the pros and cons to that type of narration? Think from a reader’s perspective not the author’s.

Day 20:



These questions will aid students in finishing their reading of “A


Time:

20 days

Worn Path” and eventually juxtaposing ‘Still I Rise’ and Welty’s famous short story.

Sight is another motif. Note places where Welty refers to eyes or sight. How does Phoenix’s inability to see well help establish the nature of her journey?

Even though Phoenix is elderly, the white man treats her condescendingly, as if she were a child. Why do you think Welty does not give the man a name? What does he symbolize? What point is Eudora Welty making?

What is symbolic about Phoenix’s journey back?

Once students have answered the above questions, they will transition into pulling the texts together.

What is the significance of the title ‘Still I Rise’ and “A Worn Path”?

What is similar and what is different about each woman’s journey? What does it say about the plight of black women?

(Essay Topics for “A Worn Path”):

1) There are many reasons someone would put themselves through a hardship, such as Phoenix Jackson did in “A Worn Path.” Think of something in your life that you struggle through in order to achieve something. Write an essay describing this hardship and the reasons you endure it.

2) “A Worn Path” can be seen as an allegory for a universal human experience. On your own, deduce an experience that Eudora Welty had in mind. Make an argument for this, citing examples from the story.

3) Many critics of “A Worn Path” have argued that Phoenix Jackson’s grandson is dead and that Phoenix is suffering from a delusion. Choose a side and make an argument, citing examples from the story, whether


Time:

20 days

or not her grandson is dead.

4) In Eudora Welty’s “A Worn Path” Phoenix Jackson is suffering from near blindness. Write an essay describing how she copes with her blindness. Be sure to cite examples from the story.

5) In “A Worn Path” Eudora Welty alludes to many stories from mythology (eg: Phoenix, The blind man who can see, Ulysses tricking the Cyclops, two headed snakes, etc...). Write an essay expanding on an allusion.

6) Many myths use the ‘hero’s journey’ as a framework to describe an adventure and successful encounter. Some examples include Ulysses in the Illiad, Jack and the Beanstalk, Orpheus in the underworld, Harry Potter. Describe Phoenix Jackson’s hero’s journey. Citing examples, what was her goal, what ‘monsters’ did she defeat and how? What was her success?

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