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Lesson 3

We will read the poem “Lady Button-Eyes,” which appears as a song within the novel. We will focus on comprehending the content of the poem as well as analyzing its structure and effects. We will also discuss Toni Morrison’s choice to include pieces of the poem (and omit others) in Beloved and discuss the effects of her decisions on the reader. Finally, we will identify the internal and external conflicts of each main character with a goal of recognizing how these conflicts propel characterization and thematic development of the novel.

Lesson Goals

  • Can I analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in the novel Beloved as well as the poem “Lady Button-Eyes.”

  • Can I analyze relationships among characteristics of poetry, including stanzas and line breaks in the poem “Lady Button-Eyes.”

  • Can I evaluate how Eugene Field’s use of language informs and shapes the reader’s perception of the poem “Lady Button-Eyes.”

  • Can I evaluate how Morrison’s and Field’s diction and syntax contribute to the mood, voice, and tone of my respective works?

Texts

Core

  • Tradebook
    • Beloved, Toni Morrison, Vintage Books, 2004
  • Unit Reader
    • “Lady Button-Eyes,” Eugene Field, Poem in Google Book Form, 1984

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Discuss

We will revisit the one-paragraph analysis we did for homework with peers in an attempt to learn from one another and gain a deeper understanding of potential themes developing in the novel.

With a partner or small group, discuss the questions below about the one-paragraph analysis that you wrote for homework:

  1. What role has repression played in this character’s life?

  2. What role does repression continue to play in this character’s life?

  3. What effects could repression have on this character? How might it impact the story?

Consider the following questions to guide your discussion: Did your peer(s) choose to analyze the same character as you?

  1. If so, what similar conclusions did you make?

  2. If so, what different conclusions did you make?

  3. If not, what can you learn from your peer’s analysis and observations of the character that they chose?

You might add notes to your Analyzing Relationships or Extending Understanding Tools or your Learning Log, as these details might prove important when we discuss thematic development in the Section 4 Diagnostic.

Activity 2: Read – Discuss – Write

We will read the poem “Lady Button Eyes” and analyze the tone and mood established of the poem as it stands alone. We will analyze the structure of the poem, identifying stanzas, line breaks, and punctuation.

Step 1

As a class, read the poem "Lady Button-Eyes," written by Eugene Field. As you read, annotate the poem by highlighting words or phrases that stand out to you. Consider the content. Imagine a potential setting, the intended audience, and the characters in it. Underline clues and write notes in the margins of the paper. You will respond to the poem using guiding questions after you read.

Step 2

After reading the poem together, discuss the following questions:

Content:

  1. Who is the intended audience of this poem? What words or phrases support your response?

  2. What is the inferred setting of the poem? What words or phrases help you imagine this setting?

  3. Who is Lady Button-Eyes? Sketch an image of her.

Structure:

  1. Identify an example of a stanza from this poem. What is the end line of each stanza? Why did the author choose to repeat this line?

  2. Identify the punctuation used at each line break. What does the ending punctuation infer about the overall tone of the poem?

  3. Discuss the syntax of the lines of the poem.

Effects:

  1. What words and phrases did you highlight? What is the tone of the poem as a result of the words you identified?

  2. What is the mood created by this tone? Are there any inferred contradictory tones or moods?

  3. What is the overall message or theme of the poem?

Write your responses to these questions in your Learning Log so that you might revisit them later.

Activity 3: Read – Discuss

We will read pages 95 and 96 of Beloved, which include an excerpt of the poem “Lady Button Eyes.” we will identify the differences between the poem in isolation and the lines that morisson chose to include in her novel and discuss these differences and the potential purpose for them.

Step 1

As a class, examine the poem sung on pages 95-96 of Beloved.

Step 2

After reading pages 95-96, discuss the following questions:

  1. Who is singing the poem? Describe the circumstances under which the poem is being sung.

  2. Based on the context of the poem in the novel, does your interpretation of tone and mood change from the previous activity? Why or why not?

  3. What differences do you see between the poem in its original form and as it appears in the novel? Why do you think Morrison chose to navigate away from the original poem?

  4. Based on our discussion in the previous activity, do you think that Morrison’s choice to include parts of the poem serve as foreshadowing? If so, describe an example of an event that could occur as a result of this foreshadowing.

Write your responses to these questions in your Learning Log so that you might revisit them later.

Activity 4: Read – Discuss – Write

We will use the Working with Mentor Sentences Tool to analyze Morrison’s masterful use of language.

Step 1

Reading like a writer involves studying how an author writes and determining why the author makes specific writing choices at the paragraph and sentence level. Understanding what those writing choices mean and deconstructing how the author made those choices can help you emulate those choices in your own writing practice and diversify your range of writing strategies.

As you read the texts in this unit, use your Mentor Sentence Journal to compile sentences that stand out to you. These sentences might be interesting, or they might represent a strong example of a particular language use concept you have learned. You can use these sentences, as well as those from other units, to build a "writer’s toolbox," wherein you have a number of techniques at your disposal to use when writing.

Follow your teacher’s direction regarding grouping, materials, and which mentor sentence you will analyze. Follow the steps outlined in the Working with Mentor Sentences Tool for the mentor sentence.

Step 2

Read the following sentence aloud:

Out of sight of Mister’s sight, away, praise His name, from the smiling boss of roosters, Paul D. began to tremble. (p. 125)

Unpack any unfamiliar vocabulary using your vocabulary strategies. Then, determine what the sentence is saying and paraphrase the sentence to convey its meaning based on your initial understanding.

Step 3

Split the sentence into parts as directed by your teacher; sometimes your teacher will give you the parts, and sometimes you will have to split the sentence on your own. Complete the following for each part:

  • Determine the parts of speech and function.

  • Note other observations about the part, such as examples of effective diction or changes in verb tense or point of view.

Step 4

Follow along as your teacher reviews the relevant grammatical terms and concepts of specific phrases and clauses, punctuation, syntax, mood, and tone.

Step 5

Follow your teacher’s directions about choosing one or two mentor sentences to mimic. Use your deconstruction analysis of your chosen sentences to write your own, mimicking what the author does in terms of structure, style, grammar, and punctuation. The specific content of your sentences is your choice. Be prepared to share your sentences with your peers.

Activity 5: Read – Discuss – Write

We will read pages 125–133 and explore Paul D.’s flashback of his experience as an enslaved person in Georgia. We will analyze Morrison’s masterful use of language on pages 125–133 and explore how her style affects the reader’s interpretation of the scene.

Step 1

Individually or with a partner, read pages 125-133. As you read, respond to the following text-dependent questions:

  1. "Still no one else knew it, because it began inside" (p. 125). What is being described here and by whom?

  2. Who is Hi Man and why is he significant?

  3. Briefly describe Paul D.’s situation in this flashback (think of setting and circumstance).

  4. Why do Paul D. and the other slaves sing? Relate this question to your discussion of the poem "The Gift to Sing" by James Weldon Johnson discussed in Section 1, Lesson 4.

  5. "A man could risk his own life, but not his brother’s" (p. 129). What does this mean?

  6. How did Paul D. escape?

  7. Discuss the significance of Paul D.’s tobacco tin (p. 133).

Step 2

As you read, consider Morrison’s style and how her choices in language, diction, and syntax affect your interpretation of the scene. Pay special attention to the diction and syntax employed in this scene.

For example, Morrison alternates longer, run-on sentences with shorter, sometimes fragmented phrases: "By the time they unhitched him from the wagon and he saw nothing but dogs and two shacks in a world of sizzling grass, the roiling blood was shaking him to and fro. But no one could tell" (p. 126). How does the organization of these two sentences affect how this content is interpreted?

Identify at least two mentor sentences and add them to your Mentor Sentence Journal.

As you continue to read the texts in this unit, use your Mentor Sentence Journal to identify sentences that stand out to you as interesting or that represent a strong example of a particular concept you have learned. You can use these sentences to build a writer’s toolbox, wherein you have a number of techniques at your disposal to use when writing.

Activity 6: Read – Write

For homework, we will read pages 134–158 and analyze the changes in character relationships in these pages. Additionally, we will identify the internal and external struggles of each character.

Read pages 134-158. As you read, update your Character Note-Taking Tools to include any relevant information.

After you read pages 134-158, answer the following guiding questions:

  1. Discuss Paul D.’s internal struggle with defining himself as a man (p. 147). What factors could contribute to his internal struggle? What external conflicts has he endured that could contribute to his internal conflict? Provide at least one citation to support your response.

  2. Describe Denver’s feelings towards Beloved. Does Beloved feel the same way toward Denver? How does this relationship contribute to Denver’s internal struggle of longingness? What other external conflicts has Denver experienced that could contribute to her internal conflict? Provide at least one citation to support your response.

  3. On page 140, Sethe offers input on who Beloved is and where she came from. Describe Sethe’s explanation. Do you agree or disagree with Sethe? Explain your opinion.

  4. What internal and external conflicts is Sethe battling? Provide a citation to support each type of conflict (these citations might come from anywhere between pages 1 and 158).

Record your responses in your Learning Log. We will revisit these questions in later activities.

Be sure to add new or interesting words to your Vocabulary Journal. Add at least one sentence in your Mentor Sentence Journal that stands out to you as interesting or that represents a strong example of a particular concept you have learned.