Curriculum / ELA / 9th Grade / Unit 7: The Bluest Eye / Lesson 10
ELA
Unit 7
9th Grade
Lesson 10 of 30
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Explain Pecola’s motivations for desiring blue eyes.
Book: The Bluest Eye by Toni Morrison pp. 38 – 47
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Which of the following best describes Pecola’s motivation for desiring blue eyes as it is revealed in these pages?
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Which piece of evidence from the text best supports the answer to number one?
What does this yearning reveal about the connection between love and beauty in Pecola’s mind? Explain using evidence from the text.
Questions about the text that will help guide the students understanding
Next
Explain how Morrison uses symbolism to convey theme in this chapter.
Explain how a society’s reaction to difference impacts the individuals in that society.
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.
Examine Morrison’s use of seeds and flowers as symbols, and to explain how she uses them to convey meaning in the Introduction.
Explain how Morrison characterizes the narrator and the MacTeer family.
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.
Explain what Claudia’s treatment of the white dolls reveals about Claudia.
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.
Explain how the author develops the themes of powerlessness and love in these pages.
Explain the impact of the author’s choice of structure and narration.
Trace the characterization of Maureen Peal and explain how her character develops the themes of beauty and racism.
Analyze Morrison’s characterization of Geraldine and Junior.
Discuss some of the major themes and events of the text in order to prepare for the mid-unit assessment.
Craft an essay in response to the prompt.
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.
Explain how Morrison uses the motif of houses and homes to develop the themes of the novel.
Explain how Pauline Breedlove became the mother who abuses her daughter so mercilessly.
Trace the symbol of dreams as it is used in this chapter.
Explain how the structure of the novel contributes to the plot and theme.
Gather evidence of Morrison’s characterization of Cholly’s early life.
Read an informational text and uncover the central idea of the article.
Explain how the events of this chapter develop the themes of power/powerlessness and beauty/love.
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.
Analyze Morrison’s purpose in including this scene at this point in the text.
Analyze Morrison’s characterization of Soaphead Church and explain how it reveals the themes of beauty and racism.
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.
Analyze the impact that racism had on Pecola Breedlove.
Analyze the poem “Harlem” and compare its theme to the themes represented in the novel.
Review for the unit exam by having a class discussion on the major themes and events of the novel.
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