Lesson 23 | The Bluest Eye | 9th Grade English

Objective

Analyze what happens to Cholly when he meets his father, and to explain in what way Cholly is “free” and not free in these pages.

Readings and Materials

Book: The Bluest Eye by Toni Morrison pp. 154 – 161 — Top of page

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Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Writing Prompt

“It was in this godlike state that he met Pauline Williams.” (p. 160)

The phrase “godlike state” conveys what about Cholly’s character at this point in the story?

“As it was, he reacted to them, and his reactions were based on what he felt at the moment.” (p. 160)

What does this statement reveal about how Cholly’s childhood impacted the way he parented his own children?

Key Questions

Questions about the text that will help guide the students understanding

On page 155, how does the author use juxtaposition to convey the difference between Cholly’s hopes and the reality of meeting his father? (use the lines beginning with “Cholly had always…” through”-What you want, boy?”)
How does Cholly feel after this interaction with his father? How do you know? (evidence) Why would he feel this way?
On page 158, Cholly goes to the river. What is the symbolism here telling us? (What might a river stand for?) If there is time, have students read or you reference the story of Jesus and John the Baptist (Mark 1:4-5) baptizing people in the River Jordan. This is a biblical allusion–rebirth, cleanliness, new life.

Lesson 22

Lesson 24

Lesson Map

“What Do We Do with a Variation?”
“The Eye of the Beholder”

Explain how a society’s reaction to difference impacts the individuals in that society.

The Bluest Eye — "Dick and Jane" epigraph

Explain Morrison’s purpose for beginning her novel with an excerpt from the Dick and Jane stories.

Explain how the author’s decision to alter the excerpt helps to preview the theme of the novel.

The Bluest Eye
“Toni Morrison Biography”

Examine Morrison’s use of seeds and flowers as symbols, and to explain how she uses them to convey meaning in the Introduction.

The Bluest Eye pp. 9 – 16

Explain how Morrison characterizes the narrator and the MacTeer family.

The Bluest Eye pp. 16 – 18 — close reading (end before “We had fun…”)

Examine Morrison’s use of metaphor and simile to introduce characters in this chapter. They will also be able to juxtapose the author’s introduction of Pecola with that of other characters and infer the author’s purpose.

The Bluest Eye pp. 19 – 23

Explain what Claudia’s treatment of the white dolls reveals about Claudia.

The Bluest Eye pp. 23 – 27
“How an Experiment with Dolls ...”

Summarize the central idea of the article, “How an Experiment With Dolls Helped Lead to School Integration" and compare these findings with the narrator’s reaction to her own doll.

The Bluest Eye pp. 27 – 32

Explain how the author develops the themes of powerlessness and love in these pages.

The Bluest Eye pp. 33 – 37

Explain the impact of the author’s choice of structure and narration.

The Bluest Eye pp. 38 – 47

Explain Pecola’s motivations for desiring blue eyes.

The Bluest Eye pp. 47 – 58

Explain how Morrison uses symbolism to convey theme in this chapter.

The Bluest Eye pp. 61 – 69

Trace the characterization of Maureen Peal and explain how her character develops the themes of beauty and racism.

The Bluest Eye pp. 80 – 93
The Migration Series

Analyze Morrison’s characterization of Geraldine and Junior.

Review

Discuss some of the major themes and events of the text in order to prepare for the mid-unit assessment.

Writing

Craft an essay in response to the prompt.

The Bluest Eye pp. 97 – 104

Analyze the juxtaposition of the “Spring” title and the events of the chapter. Students will be able to analyze the interaction between the girls and the Maginot Line.

The Bluest Eye pp. 105 – 109

Explain how Morrison uses the motif of houses and homes to develop the themes of the novel.

The Bluest Eye pp. 110 – 121

Explain how Pauline Breedlove became the mother who abuses her daughter so mercilessly.

The Bluest Eye pp. 121 – 131

Trace the symbol of dreams as it is used in this chapter.

The Bluest Eye pp. 132 – 142

Explain how the structure of the novel contributes to the plot and theme.

Gather evidence of Morrison’s characterization of Cholly’s early life.

“What it Means to Be a Man”

Read an informational text and uncover the central idea of the article.

The Bluest Eye pp. 143 – 153

Explain how the events of this chapter develop the themes of power/powerlessness and beauty/love.

The Bluest Eye pp. 154 – 161 — Top of page

Analyze what happens to Cholly when he meets his father, and to explain in what way Cholly is “free” and not free in these pages.

The Bluest Eye pp. 161 – 163

Analyze Morrison’s purpose in including this scene at this point in the text.

The Bluest Eye pp. 164 – 175

Analyze Morrison’s characterization of Soaphead Church and explain how it reveals the themes of beauty and racism.

The Bluest Eye pp. 187 – 192
“Between the World and Me”

Explain how Morrison develops the symbolism of seeds and seasons in this chapter of the text.

Summarize the central idea of an excerpt of the article.

The Bluest Eye pp. 193 – 206

Analyze the impact that racism had on Pecola Breedlove.

“Harlem”
The Bluest Eye

Analyze the poem “Harlem” and compare its theme to the themes represented in the novel.

Review

Review for the unit exam by having a class discussion on the major themes and events of the novel.

Assessment

The Bluest Eye

Objective

Readings and Materials

Target Task

Writing Prompt

Key Questions

Lesson Map

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