Skip to Main Content

Lesson 4

We will finish the novel with a close read of the final two pages, and we will explore the question, “Who was Beloved and what happened to her?” As we read, we will analyze Morrison’s decision to end her novel in this way and how it affects our understanding of the novel. We will also spend time finalizing our preparations for the Section Diagnostic.

Lesson Goals

  • Can I discuss and write about the explicit and implicit meanings of Beloved?

  • Can I use text evidence and original commentary to discuss the end of Beloved and to prepare to participate in a Socratic Seminar?

  • Can I analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in Beloved?

  • Can I analyze Morrison’s messages in Beloved?

Texts

Core

  • Tradebook
    • Beloved, Toni Morrison, Vintage Books, 2004

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Discuss

In small groups, we will revisit our homework, in which we identified three potential themes or topics of the novel.

Step 1

With a partner or in a small group, share your three identified themes for Beloved. As you discuss your themes, update your list of themes with any new information shared by your peers that either strengthen or contradict the themes that you identified.

Step 2

After you discuss your themes with each peer, take some time individually to identify two themes that you feel have been developed strongly in Beloved. What message do you think Morrison is conveying about each topic? Circle or highlight your topics and write a potential thematic statement for each. Or, you might record this information in your Learning Log.

Activity 2: Read – Write – Discuss

We will do a close read of the final two pages of the novel and will analyze Morrison’s decision to end her novel in this way.

As a class, do a close read of the final two pages of the novel, pages 323-324. As you read, deconstruct the text and determine the deeper meaning of the content.

Consider these questions:

  1. Book endings are sometimes referred to as the “resolution" because conflicts are often resolved there. By the end of Beloved, what issues or conflicts have been resolved? What issues or conflicts still exist? Use evidence from text to support your thinking.

  2. "Everybody knew what she was called, but nobody anywhere knew her name" (p. 323). To whom are they referring?

    1. Consider the naming of certain characters in the novel: Beloved, Stamp Paid, Baby Suggs, and Here Boy.

    2. What is in a name? Where does a name come from? When is a name given? Why is a name given? Who has the right to give a name and to whom?

    3. Evaluate why Sethe’s baby girl died nameless even though she was almost two years old.

    4. Relate the idea of naming to one of the thematic topics discussed as a class.

  3. "It was not a story to pass on" is repeated three times in these two pages. Why do you think Morrison comes back to this line? What do you think it means? Do you agree or disagree? Use evidence and reasoning to support your response.

  4. Is the ending satisfying? Why or why not?

  5. If you could ask Toni Morrison one question, what would you ask her and why?

Activity 3: Read – Discuss – Write

We will revisit our list of topics and theme statements in preparation for the Socratic Seminar.

Step 1

Revisit the two themes that you selected in the first activity. Do you still feel that each of these themes are strong? If not, consider working with one of your other listed thematic ideas.

Work on transforming your thematic statements into claims that can be used in the Socratic Seminar. Use the Forming Evidence-Based Claims Tool to help create a strong thematic statement that answers the question, "What message is Morrison conveying about this thematic idea?" You will need two copies of the Forming Evidence-Based Claims Tool because you will create an evidence-based claim for each of your selected themes.

Remember, you will need to pull quotations or details from the novel in order to create and support your claim. These may be found in your Learning Logs, Character Note-Taking Tools, or any of the tools used during this unit.

Step 2

Revisit the Section 4 Diagnostic Checklist and the Academic Discussion Reference Guide and address any questions or concerns.

Activity 4: Write

For homework, we will prepare for the Section Diagnostic by completing a Forming Evidence-Based Claims Tool for each theme selected and ensure that we have ample evidence to support our claims.

For homework, complete two copies of the Forming Evidence-Based Claims Tool (one for each thematic idea that you identified). Recall that the guiding question for each tool is, "What message is Morrison sending about this thematic idea?"

The goal is to equip yourself with ample evidence (citations from the novel, information about characterization, background knowledge of the topic) and have a general understanding of how you might contribute to the discussion (academic vocabulary, sentence stems, etc.).

Review your Vocabulary Journal. Identify a significant word or words that you would like to use during the seminar.