This was my first live lesson during my student teaching. As I recall, the class session was approximately 30 minutes due to scheduling. The class had been discussing archetypes and diction, creating charts in their notebooks about key archetypal concepts and their meanings (i.e., seasons, time of day, etc.). To punctuate this, the class read E. E. Cummings’ in Just in preparation for Alice Walker’s The Flowers.
This lesson was predominantly a lecture. A SMARTBoard was used with some basic slides about archetypes, and a writing slide.
I) Read story aloud, 1 paragraph per student in a row, continue in a flow.
II) Open books to Archetype/Mood chart.
A) Draw information from students as a review of temporal archetypes
1) What season are we in?
2) What time of day?
3) How old is Myop?
4) What do we know about Myop based on the temporal archetypes?
a) List characteristics on the board
b) Myop’s Greek root, Myopia: eye disease, short-sightedness
A) Scan and label the positive and negative words in the text.
1) Is there a pattern?
2) Literal visual as well as textual visual with the river image.
3) Is Myop still innocent?
4) What took Myop’s innocence?
5) What are the words that describe the body?
6) What happened to the corpse?
a) decayed overalls- neither wealthy, nor some sort of soldier
b) rusted buckles- body has been there for some time
7) Where are we? When are we?
8) Why and how did this person die?
a) frayed rope/noose
b) cracked/broken teeth
IV) Go back to seasons chart for recap/comparison
A) Summer into fall
B) innocence into experience
C) life into decay
D) Link to poetry
1) How long is this story? Walker uses few words, says so much
2) Same transition as “In Just” with balloonman