Week 2:
Lesson 1: Fishbowl #1
What’s On For Today and Why:
Today’s class will be spent conducting the first of four
“fishbowl” discussions. Earlier in the year, the students will have been
exposed to several types of literary criticism and will now continue to
practice applying these various lenses to different novels that we study
throughout the year. My main objective with this lesson is make different
groups of students “experts” on different lenses and to continue their practice
with applying literary theory to strengthen their ability to articulate
well-reasoned interpretations of the novel, beyond “I liked it because it was
good.”
What To
Do:
At the beginning of class I will remind students of the
procedure for the “fishbowl” exercise: Only the four/five students in the circle
will be permitted to speak. They will be graded on the amount of information
and ideas they contribute (plan for about 10 minutes total speaking time per
person), the creativity and insight of their examples, their ability to support
their claims with textual evidence, and evidence of preparation. The rest of
the class will be expected to listen and take notes for their “character
sketch” assignment (which will require an analysis of their character from all
four critical lenses) and are permitted to get up and write any information on
the board (quotes from the text, etc.) they feel might help the discussion for
extra credit. After the explanation, the “fishbowl” will begin with my
question: Are the women in this novel portrayed as “subservient Others” to the men, or do they represent autonomous,
self-sufficient women? Consider your own perspective, the male characters’
perspective, and the female characters’ perspective and actions. (This question
will be written on the board). Essentially, from there, the discussion will be
left to take its own direction based on the arguments of the five students
involved. I will only interject if I feel the conversation is getting off
track. At the end of the class, I will give the students instructions for their
“newspaper assignment” which will be completed in groups with an individual WebQuest component. For this assignment, I will allow
students to form their own groups of four or five (because they will probably
need to work on the assignment both in and outside of class).
Homework:
Read Chapter 13 (pp.128-142)
for tomorrow; work on blog; everyone must go to the WebQuest site and read the instructions for the
assignment—tomorrow, at the beginning of the period, the students will meet
briefly with their groups to determine who will be responsible for which
column, so they can begin researching and writing their articles. They will
also need to select the year they want to cover (each group will have a
different year). Fishbowl Group 2 members will receive their fishbowl
assignment information today, as well, since they will be going on Thursday
(Lesson 4). The assignment will read as follows:
Your discussion will focus on
applying the Marxist lens to any and all of
A Marxist theorist focuses his/her theory on power and money. Who has the power/money? Who does not? What happens as a result? Marxist criticism pays a lot of attention to the social structures that allocate power to different group in society.
Consider this theory (and
refer back to your notes on Marxist literary theory for more information) and
look at the overall positions of the characters in this novel. Think, how might
this novel be different if Elvis was the son of the Colonel or any other
powerful man? What do the contrasts between extreme poverty and Elvis’ dreams
of going to
How Did It Go?
If the students involved in the “fishbowl” performed as
well as they could (showing evidence of preparation and engagement with the
text) and the rest of the class took notes and some got up to write additional
information on the board, I will be happy. Hopefully, they will choose their
groups wisely for the WebQuest/newspaper assignment
as this assignment will be relatively complex.
Lesson 2: Midway Point
Discussion
What’s On For Today and Why:
In today’s lesson, we will be spending the class discussing
the development of the novel up until the end of Chapter 13. The main objective
here is to get students thinking and talking about issues like
characterization, plot, theme, style and to ensure that any questions the
students might have about the book will be answered.
What To
Do:
At the beginning of class, I will entertain any questions
about the WebQuest and the newspaper assignment.
Then, students will have an opportunity to meet with their fellow group members
to determine who will be responsible for what in researching and creating the
newspaper. After the brief group meeting, I will ask students about their
thoughts on Sunday and Elvis’ relationship at this point in the novel. In
particular, we’ll focus on the scene in Chapter 13 where Elvis confronts his
father (pp.130-131) and compare and contrast this with Chapter 2 (Elvis’
initiation into manhood). What message does Sunday continuously send to Elvis
about “being a man”? What examples can you find that Elvis is struggling to
find his identity? After discussing these characters and launching into Elvis’
identity, I will write “Redemption, Elvis, and King of the Beggars” on the
board. Looking at and reading parts of Chapter 13 aloud, I will ask the class
how Redemption and the King of Beggars symbolize two competing halves of Elvis’
identity (Redemption pulling Elvis into a lucrative life of crime, the King of
the Beggars warning Elvis to stay away from Redemption). The last ten minutes
of class, I will ask the students to free-write individually predicting what
will happen to Elvis in the latter half of the novel: will he follow Redemption
or heed the King of the Beggar’s advice?
Homework:
Read Chapters 14 and 15 (pp.
143-171); work on blog; keep up with “character
sketch notes”; Group 2 continue preparing for Lesson 4’s Fishbowl; students’
individual WebQuest research should be completed by
Monday’s class (Week 3, Lesson 1) as they will be meeting in groups to
determine and prepare layout periodically during that week.
How Did It Go?
If
the students are making critical inferences and observations, they are engaged
in the novel and the lesson was a success. If they are picking up on the
competing ideals of Sunday and Elvis and tracing the development of their
relationship (making comparisons), then they are reading critically.
Lesson 3: Found Poetry
Exercise
What’s On For Today and Why:
Today’s class will be spent working on creating “found
poetry” based on an excerpt from Chapter 15. The objective here is to get
students interacting with the language and creating new content from it based
on their own instincts.
What To
Do:
At the beginning of class, remind students about their WebQuest assignment and what’s required of them
individually. Inform them that they will have two days next week (Lessons 2 and
3) in which we will be in the library to work on designing their newspaper as a
group. Therefore, it is imperative that they have their research done and
drafts of their articles written. After announcements, I will pass out Handout 2 (see below)
Handout 2
“…A country often becomes what its inhabitants dream for it. Much the same way that a novel shapes the writer, the people’s perspective shapes the writer, the people’s perspective shapes the nation, so the country becomes the thing people want to see. Every time we complain that we don’t want to be ruled by military dictatorship; but every time there is a coup, we come out in the streets to sing and dance and celebrate the replacement of one despot with another one. How long can we continue to pretend we are not responsible for this? How long…”
The assignment will be to
create 5 lines of found poetry individually, using both paragraphs of text. It
could take the form of a speech (like the King of the Beggar’s) or any other
form you like. They will have about fifteen minutes to work on this activity
individually. After this activity, I will ask the students to partner up and
combine their lines to form one ten-line poem. They may use the lines they
created verbatim or alter them to make a more cohesive poem with their partner.
After they work on this activity, I will ask each group to read their poem out
loud and explain their thought process both individually and collaboratively.
Before the end of class, I will speak to each participant of tomorrow’s
Fishbowl to answer any questions they might have regarding their upcoming
discussion.
Homework:
Read Chapters 16 and 17 (pp.
172-195); Group 2’s Fishbowl preparation due tomorrow; continue work on blog and “character sketch”
How Did It Go?
If the students used the language creatively to create
poems and were able to articulate their thought process to the class, the
lesson went well.
Lesson 4: Fishbowl Number 2
What’s On For Today and Why:
Today’s class will be devoted to the “fishbowl” discussion
applying the Marxist lens to the novel. The objective is to make the students
involved in the “fishbowl” experts on applying their lens to the novel and
teaching the rest of the class how to use it in analyzing the novel. The rest
of the class will be expected to take notes for use in writing their “character
sketches” and contributing to the discussion through writing any suggestions on
the board.
What To
Do:
The students involved in the fishbowl will be reminded of
the criteria that I will be using to assess their participation in the
discussion (same as the first fishbowl). Then, the rest of the class will be
devoted to the “fishbowl”. I will start things off with the question: In what
ways are the characters in the novel affected by their position in society? How
would this novel be different if Elvis and his family were members of the upper
class? (question will be written on the board). The
rest of the class will be reminded that they will need to take notes for use as
a reference in their “character sketches”.
Homework:
Read Chapters 18-20 (pp.
196-207); work on blog; continue taking notes for
“character sketch”; continue work on WebQuest
How Did It Go?
If the participants in the fishbowl were effectively
participating and a productive discussion was had, the day was a success. If
the rest of the class was paying attention and taking notes, they are right on
track.
Lesson 5: Performance and
Analysis
What’s On For Today and Why:
Today’s lesson will be devoted primarily to performing a
scene from Chapter 19 and analyzing its significance. The objective is to get
students thinking about the dialogue and how Elvis and Sunday’s conversation
would sound out loud in performance and how it would change if Elvis had the
same talk with another character. I will also address the rape scene in Chapter
18 and ask students for their reactions to it and how it changed/didn’t change
their perceptions of Elvis.
What To
Do:
First, I will ask for two volunteer actors and give the
class Handout 3 (see below).
Handout 3
Sunday: “Sit down. I need to
talk to you.”
Elvis: “If it is about
Godfrey, forget it. There is no need.”
S: “It’s not about Godfrey.
Sit down…Benji just gave me some disturbing news
yesterday…he told me you have been hanging around with dat
man dey call de King of de Beggars.”
E: “Yes, he is a friend of
mine.”
S: “What type of friend? What
would make a young, well-brought-up man like you associate with beggars?..De company
one keeps tells a lot.”
E: “What does your friendship
with Benji tell?”
S: “Elvis! I am still your
father, respect me!..Look, Benji told me dat de King, or
whatever he is, is a dangerous man.”
E: “How would Benji know?”
S: “Benji
knows things. Just listen. Dey say dat de King was discharged from the army for crazy
behavior.”
E: “When?”
S: “After de civil war.”
E: “That was a long time ago.
He seems fine to me.”
S: “But what kind of man begs
for a living?”
E: (looks at his father)
S: “I am unemployed, not a
beggar!”
E: “He’s just trying to do
what he thinks is right.”
S: “We all are. I’ve always
tried to do just dat. I ran in de first free
elections in nearly twenty years, as you know. Den dose army boys came back and
toppled de new civilian regime. Of course, de good thing about dat was dat Okonkwo
never got to enjoy his victory…it’s not because nobody tries but because de
reasons are complicated. And your King, how is he fighting? By
begging?”
E: “No. He is a poet and a
regular speaker at
S: “Maybe you should have run
for office, not me…but de point is, how will staging
plays defeat a military government? Bigger men, like Wole
Soyinka, have tried, but nothing changes. If he
cannot do it, how can a beggar?”
E: “I don’t know. I think
everyone is just trying to find their way.”
S: “Are dey
finding de way, dese people you speak of?”
E: “I don’t know, but I do
know some people are trying very hard and others are not.”
S: “So?”
E: “So they will eventually
find a way.”
S: “Who are ‘dey’ dat you speak of? Do you
even know?” (laughs)
E: “What?”
S: “You sound grown. Like a
man; yet you are not a man, and so dis is only de
voice of others speaking through you.”
E: “What?”
S: “Elvis, sometimes even
good people use us.”
E: “Who is using us?”
S: “I am saying dat dis King is using you.”
E: “To do what?”
S: “Who knows? But Benji says all dis political
agitation is a front, dat is to help him find and
kill de officer dat killed his family during de war. Dis is not for change, but revenge.”
E: “The King does good work.
I support him.”
The actors will go out in the
hall to rehearse this scene to perform for the class. The rest of the class
will be divided into groups of three or four and figure out how to direct this
scene…but with one twist. One group will work on the scene as is, another group
will direct this scene replacing Sunday with Redemption (altering any line they
feel needs changing), a third group will replace Sunday with Beatrice (again,
altering any lines). When the actors return, they will perform the scene three
times, directed by each group respectively. The directors will have blocked the
scene and will be moving the actors around and directing their acting to fit
their conception of the scene. After this activity, we will discuss the effect
of changing the characters involved in the scene and how the tone of the
conversation changed from group to group to fit the relationship between
characters. At the end, I will ask students for their reactions to the rape
scene in Chapter 18. How did it change their perception of Elvis?
Homework:
Read Chapters 21 and 22 (pp.
223-239). Fishbowl 3 will receive their assignment (due Monday) which will read
as follows:
Your discussion will focus on
the historical criticism lens and its application to
“Using this theory requires that you apply to a text specific historical information about the time during which an author wrote. History, in this case, refers to the political, social, economic, cultural, and/or intellectual climate of the time.”
Essentially, your discussion
will focus on the time the historical elements of the time in which this novel
is set. You may use any examples from the novel up to and including Chapter 20
and will be expected to take notes for your own personal use during the
discussion. The good news is that your WebQuest
research can help you a great deal in developing your position. Consider
whether the political events in the novel mirror reality and what this may
reveal about the author’s intentions for this novel. Are the events surrounding
Elvis’ life crucial to the reader’s understanding of Elvis or are they merely
peripheral? Due for Monday
Also, the WebQuest
research component will be due by Monday in preparation for the two days in the
library.
Class Assignment: We have now
reached the end of “Book I”. Before beginning your reading of Chapters 21 and
22, consider how this book might end if this were actually the end of the
novel. Write a 1-2 page “alternate ending” to follow
Chapter 20. Be creative and daring!
How Did It Go?
If the students showed a good understanding of Elvis’
relationships to the characters and demonstrated this through their direction
of the scene, the lesson was successful.