“I Know Why the Caged Bird Sings” by Maya Angelou - ClassZone [PDF]

Sings” by Maya Angelou. WRITING PRODUCT: Compare-and-contrast essay. Recommended time: 3 class sessions. OVERVIEW. Thi

3 downloads 4 Views 163KB Size

Recommend Stories


I Know Why the Caged Bird Sings
The wound is the place where the Light enters you. Rumi

I Know Why the Caged Bird Sings
When you talk, you are only repeating what you already know. But if you listen, you may learn something

I Know Why the Caged Bird Sings Vocabulary List
Goodbyes are only for those who love with their eyes. Because for those who love with heart and soul

complaining-by-maya-angelou
Learning never exhausts the mind. Leonardo da Vinci

PdF Bird by Bird
We can't help everyone, but everyone can help someone. Ronald Reagan

Why ask to know
Ask yourself: If I could change one thing in my life, what would I change and why? Next

Know Why You Simplify
Learning never exhausts the mind. Leonardo da Vinci

Sings
Keep your face always toward the sunshine - and shadows will fall behind you. Walt Whitman

I Know You Know
Don't count the days, make the days count. Muhammad Ali

Idea Transcript


By Julie Simpson

The Use of Language in “I Know Why the Caged Bird Sings” by Maya Angelou WRITING PRODUCT: Compare-and-contrast essay Recommended time: 3 class sessions OVERVIEW

This lesson asks students to compare and contrast Maya Angelou’s depictions of herself and Mrs. Flowers in I Know Why the Caged Bird Sings. As a part of this comparison, students will also review figurative language. READING-WRITING CONNECTION

Lesson activities integrate literary response and analysis reading standards with compare-andcontrast essay-writing standards. OBJECTIVES

Students will do the following: • review figurative language and cite examples from the piece • compare and contrast how Angelou describes herself and how she describes Mrs. Flowers • write an essay that compares the descriptions READING FOR WRITING Have students complete the following activities before and during reading to prepare for the writing assignment. 1. Review figurative language

Purpose: to review or introduce the different types of figurative language. Remind students that the three most common types of figurative language are the following: • Similes: A simile is a comparison that uses the words like or as. (The road turned and curved, unwinding before us like a ball of yarn.) • Metaphors: A metaphor is a direct comparison. It does not use the words like or as. (He is a mighty oak tree, steadfast and strong.) • Personification: Personification assigns human qualities to animals or objects. (The angry sky roared and thrashed at us.) Explain to students that figurative language helps to create imagery, or pictures in the reader’s mind. It is often more effective than just stating ideas in literal terms. You may wish to have students come up with their own examples for the various types of figurative language to ensure they understand the differences between them.

1 Copyright © McDougal Littell/Houghton Mifflin Company.

2. Find examples

Purpose: to identify examples of figurative language that Angelou uses in the piece. As students read the piece, have them look for examples of figurative language. You may want to review one example together as a class to help familiarize students with the idea. READING THE PROMPT

Present the following writing prompt to students to focus their attention on the requirements of the writing task. In order to complete this assignment, students must • understand the different types of figurative language • identify several examples of figurative language used in the piece • state what the examples indicated to them Writing Prompt Writing Situation In the excerpt from I Know Why the Caged Bird Sings, Maya Angelou tells about her time spent with Mrs. Flowers. Through Angelou’s vivid descriptions, we get to know Mrs. Flowers well—how she talks, what she looks like, and how Angelou feels about her—and we learn how Angelou views herself in comparison. Writing Directions Write an essay in which you compare and contrast how Maya Angelou depicts herself and how she depicts Mrs. Flowers. What examples of figurative language does Angelou use to express her opinions of herself and Mrs. Flowers? What do these examples tell you about how she perceives herself and Mrs. Flowers? Keep the following key traits in mind as you compose your essay: Key Traits Ideas • Includes a thesis statement in the introduction that states the main idea of the essay • Supports ideas with examples • Correctly identifies different types of figurative language Organization • Uses a “hook” in the introduction to draw the reader in • Structures body paragraphs so that they logically support the thesis statement Concludes by leaving the reader with a meaningful impression that goes beyond just restating the introduction Voice •

Uses a tone that is appropriate for the subject matter and audience

Word Choice • words that help establish comparisons and contrasts, such as similarly and in contrast Sentence Fluency • Varies sentence structure and length • Effectively integrates quotations from the text Conventions • Demonstrates a solid grasp of the conventions of written English

Note: The Copy Master that is located at the end of this lesson plan contains an 8 1/2 x 11 copy of the prompt to pass out to students.

2 Copyright © McDougal Littell/Houghton Mifflin Company.

Have students underline or highlight the writing type, the central issue to be addressed, and the most important elements under Key Traits. PLANNING

After students have read the prompt, have them complete these activities to help them prepare their responses. 1. Create a chart

Purpose: to compile examples of figurative language. Have students go back through the piece and compile the examples of figurative language in a chart. Students should tell what type of figurative language is being used and what it indicates to them. Here is a sample: Figurative Language chart Examples of figurative language “. . . her printed voile dresses and flowered hats were as right for her as denim overalls for a farmer.” (lines 7–8) “. . . from the side of the building where I waited for the ground to open up and swallow me, I heard the soft-voiced Mrs. Flowers . . .” (lines 40–42)

Type of figurative language Simile

What does this tell you?

Personification

Marguerite (Maya) is really embarrassed.

Mrs. Flowers is comfortable in her clothes. They match her personality.

Note: The Copy Master (CM) that is located at the end of this lesson plan contains an 8 1/2 x 11 copy of the Figurative Language chart to pass out to students. 2. Quickwrite

Purpose: to have students formulate an idea about how Maya Angelou uses figurative language to convey her feelings about herself and Mrs. Flowers. Students should review their notes in the Figurative Language charts and then respond to the following questions in a quickwrite: How does Maya Angelou describe herself, and how does she describe Mrs. Flowers? What are some examples of figurative language that she uses to create these descriptions? After students have completed their quickwrites, they should highlight the main points. If they find that they have left out any important ideas, they should write them underneath the quickwrite. Here is an example: Maya Angelou sees Mrs. Flowers as a refined, educated woman who is “like the women who sat in front of roaring fireplaces, drinking tea incessantly from silver trays full of scones and crumpets.” Mrs. Flowers is obviously someone Angelou looks up to. She’s like a character from a book rather than someone real. Angelou describes herself, on the other hand, as a shy 3 Copyright © McDougal Littell/Houghton Mifflin Company.

girl who is “like an old biscuit, dirty and inedible.” Angelou uses similes like these, in addition to other types of figurative language, to contrast herself with Mrs. Flowers. Angelou is embarrassed of herself and her grandmother and sees Mrs. Flowers as someone she would like to be. Additional notes: Mrs. Flowers helps pull Maya out of her shell and learn how to talk again. Maya says she “threw me my first life line.” 3. Summarize quickwrite

Purpose: to focus the ideas. Have students summarize their quickwrites in one or two sentences. This summary will then become the student’s working thesis statement. Here is an example: Maya Angelou uses imaginative examples of figurative language to depict herself as a shy, embarrassed girl and Mrs. Flowers as a refined, educated woman who tries to help Maya come out of her shell. 4. Review the Figurative Language chart

Purpose: to collect evidence that supports the main idea. Have students consult their quickwrites and Figurative Language charts for evidence to support their thesis statements. Encourage students to go back to the story as necessary to add any additional examples to their charts. Then have students highlight in their charts any examples they plan to use in the essay. DRAFTING, SHARING, AND REVISING These activities will take students through the rest of the writing process. 1. Microtheme

Purpose: to ensure that students have main points to make and supporting evidence for those points. To help students structure their essays as well as link evidence to their main points, have them fill out the Microtheme form that appears in the Copy Master at the end of this lesson plan. 2. Develop a rough draft

Purpose: to get ideas down on paper in an appropriate format. Students will use their Microthemes as a point of departure to begin drafting their essays. Students should also refer back to any additional evidence they have collected to support their points. 3. Engage in share/respond activity

Purpose: to give and receive feedback about whether the rough draft meets the requirements of the prompt. Students should meet with a partner or a small group to get feedback on their drafts. Use small groups if you do not think students will receive adequate feedback from just one partner. Partners will be writing on both the draft itself and the Peer Response Sheet located in the Copy Master. 4 Copyright © McDougal Littell/Houghton Mifflin Company.

4. Complete revising activity

Purpose: to formulate a plan for revision. Have students fill out the Self-Reflection/Revision form located in the Copy Master to begin developing a plan for revising their rough drafts. Ask students to turn in their forms before completing their final drafts. 5. Complete word choice and sentence fluency activity

Purpose: to practice the skills of sentence fluency called for in the prompt. Explain to students that using appropriate, precise, and descriptive language as well as a variety of sentence structures can help them convey their ideas clearly and articulately. Students should avoid writing short, choppy sentences that have little variety in their structures. Have students practice combining the following sentences by using a subordinate clause: Marguerite was very fond of Mrs. Flowers. Mrs. Flowers helped her find her voice again. (Revision: Marguerite was very fond of Mrs. Flowers, who helped her find her voice again.) Marguerite went to Mrs. Flowers’s house. There, she ate cookies and read books. (Revision: Marguerite went to Mrs. Flowers’s house, where she ate cookies and read books.) Once students have practiced combining sentences, ask them to reread their drafts, looking for any short sentences they could combine to improve the flow of the essay. 6. Revise the draft

Purpose: to strengthen the clarity of ideas, organization, and language of the letter. With their partners’ comments and their own plans for revision, students are now ready to revise their essays. They can make changes directly on their first drafts or enter changes on a computer. In either case, they should produce a draft that is legible so that their peers can assist them with editing. EDITING

Proofread with a partner

Purpose: to focus on the technical correctness of the paper. Students should check each other’s papers for proper English conventions. Writers should make corrections, as necessary. EVALUATION

Refer to the Student Writing and Teacher’s Assessment Criteria

Purpose: to use as a guide for revision and as an assessment tool. 5 Copyright © McDougal Littell/Houghton Mifflin Company.

Give students the criteria for an exemplary paper, as shown on the Student Writing and Teacher’s Assessment Criteria form in the Copy Master. They may use this guide when revising their papers. Teachers can also adapt these criteria into a scoring rubric.

6 Copyright © McDougal Littell/Houghton Mifflin Company.

Student model

Candace Green From Biscuits to Tea Cookies

“For nearly a year, I sopped around . . . like an old biscuit, dirty and inedible.” In the excerpt from her autobiography I Know Why the Caged Bird Sings, Maya Angelou makes no secret about how she perceives herself. It is not until she meets Mrs. Flowers, whom she compares to “women in English novels who walked the moors” that she sees her own self-worth. Angelou uses similes like these, along with other examples of figurative language, to compare herself—shy, easily embarrassed, and intimidated—to the educated and refined Mrs. Flowers. Angelou describes Mrs. Flowers as having “a rich black skin that would have peeled like a plum if snagged.” Her “printed voile dresses and flowered hats were as right for her as denim overalls for a farmer.” Judging by her use of these similes, we can determine that Angelou sees Mrs. Flowers as a woman who is as comfortable in her clothes as she is in her own skin. She is a sophisticated woman who, to Angelou, represents the very best in a person. In contrast, Angelou portrays herself as intimidated and embarrassed of herself and her grandmother. After her grandmother makes Maya remove her dress in front of Mrs. Flowers, Maya describes herself as wanting “the ground to open up and swallow me.” And even after she is invited to Mrs. Flowers’s house, a visit she is thrilled about, she imagines that “photographs leered or threatened from the walls” at her. These examples of personification expose Maya’s insecurity. She respects Mrs. Flowers more than anyone else in the world and is honored to be in her house, but she also seems to feel so inferior to her that she is unable to overcome this sense of intimidation. In the end, though, Maya comes to see herself more through the eyes of the woman she worships. Mrs. Flowers respects Maya’s intelligence and love of books and encourages these interests while also drawing Maya out of her silent shell. When Maya says that Mrs. Flowers 7 Copyright © McDougal Littell/Houghton Mifflin Company.

“made tea cookies for me and read to me from her favorite book,” she knows that she has won Mrs. Flowers’s approval. She no longer sees herself as an “old biscuit,” thanks to “the lady who threw me my first life line.”

8 Copyright © McDougal Littell/Houghton Mifflin Company.

Copy Masters (CM)

9 Copyright © McDougal Littell/Houghton Mifflin Company.

Writing Prompt Writing Situation In the excerpt from I Know Why the Caged Bird Sings, Maya Angelou tells about her time spent with Mrs. Flowers. Through Angelou’s vivid descriptions, we get to know Mrs. Flowers well—how she talks, what she looks like, and how Angelou feels about her—and we learn how Angelou views herself in comparison. Writing Directions Write an essay in which you compare and contrast how Maya Angelou depicts herself and how she depicts Mrs. Flowers. What examples of figurative language does Angelou use to express her opinions of herself and Mrs. Flowers? What do these examples tell you about how she perceives herself and Mrs. Flowers? Keep the following key traits in mind as you compose your essay: Key Traits Ideas • Includes a thesis statement in the introduction that states the main idea of the essay • Supports ideas with examples • Correctly identifies different types of figurative language Organization • Uses a “hook” in the introduction to draw the reader in • Structures body paragraphs so that they logically support the thesis statement Concludes by leaving the reader with a meaningful impression that goes beyond just restating the introduction Voice • Uses a tone that is appropriate for the subject matter and audience Word Choice • words that help establish comparisons and contrasts, such as similarly and in contrast Sentence Fluency • Varies sentence structure and length • Effectively integrates quotations from the text Conventions • Demonstrates a solid grasp of the conventions of written English

10 Copyright © McDougal Littell/Houghton Mifflin Company.

Figurative Language chart Examples of figurative language

Type of figurative language

11 Copyright © McDougal Littell/Houghton Mifflin Company.

What does this tell you?

Microtheme Introduction: To hook my reader, I could begin my paper one of the following ways ... • • • Thesis: The claim I want to make and support in my essay is as follows:

Main Body: Main points I want to make:

Specific references from the text to support my main points:



• • •



• • •



• • •



• • •



• • •

Conclusion: A feeling, impression, or message that I want to leave my reader with is . . .

12 Copyright © McDougal Littell/Houghton Mifflin Company.

Peer Response Sheet Writer______________________

Reader_____________________

Introductory paragraph 1. What method—a quotation, a question, or an anecdote, for example—does the essay writer use to hook the reader?

2. Does the introductory paragraph include a thesis statement?

3. What claim does the essay writer make in the thesis statement?

Supporting paragraphs 4. What examples of figurative language does the writer include in the essay?

5. Are the types of figurative language correctly identified?

6. Does the essay writer clearly state a comparison between how Maya Angelou depicts herself and how she depicts Mrs. Flowers?

Concluding paragraph 7. Does the conclusion do more than just restate the introduction? Explain.

Overall essay 8. Does the writer use appropriate language? 9. Does the writer vary the sentence structure and length? 10. What are the strengths of this essay?

11. How could the writer improve this essay?

13 Copyright © McDougal Littell/Houghton Mifflin Company.

Self-Reflection/Revision 1.

Did the reader(s) correctly identify the claim you were trying to make in your thesis? If not, how could you make your claim clearer?

2.

Did the reader(s) understand the comparison you made between how Maya Angelou depicts herself and how she depicts Mrs. Flowers? If not, how could you make your ideas clearer?

3.

What other comments and questions did the reader(s) have about your paper? Do you think the comments and questions are valid? Why or why not?

4.

Make a plan for revision. What specific items need to be revised? In what order are you going to work on them?

14 Copyright © McDougal Littell/Houghton Mifflin Company.

Student Writing and Teacher’s Assessment Criteria An exemplary paper is superior in its insight, organization, and language. It has most or all of the following characteristics: Ideas • • Includes a thesis statement in the introduction that states the main idea of the essay • Supports ideas with ample evidence • Correctly identifies different types of figurative language Organization • Uses a compelling “hook” in the introduction to draw the reader in • Structures body paragraphs so that they logically support the thesis statement • Concludes by leaving the reader with a meaningful impression that goes beyond just restating the introduction Voice • Uses a tone that is appropriate for the subject matter and audience Word Choice • Uses words that convey the information in a precise, interesting, and natural manner • Includes words that help establish comparisons and contrasts, such as similarly and in contrast Sentence Fluency • Varies sentence structure and length • Seamlessly integrates quotations from the text Conventions • Has few, if any, errors

15 Copyright © McDougal Littell/Houghton Mifflin Company.

Smile Life

When life gives you a hundred reasons to cry, show life that you have a thousand reasons to smile

Get in touch

© Copyright 2015 - 2024 PDFFOX.COM - All rights reserved.