Curriculum  /  ELA  /  9th Grade  /  Unit 7: The Bluest Eye  /  Lesson 5

The Bluest Eye

Lesson 5
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ELA

Unit 7

9th Grade

Lesson 5 of 30

Objective

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.

Readings and Materials

  • Book: The Bluest Eye by Toni Morrison  pp. 16 – 18 — close reading (end before “We had fun…”)

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Target Task

Multiple Choice

In the final paragraph of page 18, the phrase “She came with nothing” suggests which of the following about Pecola?

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Writing Prompt

How does Morrison use figurative language to characterize Pecola’s father, Cholly, in these pages? Explain using evidence from the text.

Key Questions

  • Who is Pecola? What do we learn about Pecola from the first two paragraphs?
  • What does it mean to be "put outdoors"? How is it different from being put out? How does Morrison use this phrase to emphasize what life was like for the black residents of Lorraine, Ohio in the 1930's? How does she use it to characterize Cholly Breedlove?
  • "Being a minority in caste and class, we moved about anyway on the hem of life, struggling to consolidate our weakness and hang on, or to creep singly up into the major folds of the garment"(?). What is the author comparing and communicating through this metaphor?
  • Re-read the following descriptions of Cholly, Mr. Henry, and "propertied black people". What kinds of imagery does Morrison use in all of these? What impact does it have? Look at descriptions of Pecola in contrast. What does the lack of imagery connected to Pecola communicate?
      "Propertied black people spent all their energies, all their love, on their nests. Like frenzied, desperate birds, they overdecorated everything" (18). "Cholly Breedlove...joined the animals; was, indeed, an old dog, a snake, a ratty nigger"(18). "So when Mr. Henry arrived on Saturday night, we smelled him. He smelled wonderful. Like trees and lemon vanishing cream...". "She came with nothing. No little paper bag with the other dress, or a nightgown, or two pair of whitish cotton bloomers. She just appeared with a white woman and sat down".
  • "Propertied black people spent all their energies, all their love, on their nests. Like frenzied, desperate birds, they overdecorated everything" (18).
  • "Cholly Breedlove...joined the animals; was, indeed, an old dog, a snake, a ratty nigger"(18).
  • "So when Mr. Henry arrived on Saturday night, we smelled him. He smelled wonderful. Like trees and lemon vanishing cream...".
  • "She came with nothing. No little paper bag with the other dress, or a nightgown, or two pair of whitish cotton bloomers. She just appeared with a white woman and sat down".
  • "Propertied black people spent all their energies, all their love, on their nests. Like frenzied, desperate birds, they overdecorated everything" (18).
  • "Cholly Breedlove...joined the animals; was, indeed, an old dog, a snake, a ratty nigger"(18).
  • "So when Mr. Henry arrived on Saturday night, we smelled him. He smelled wonderful. Like trees and lemon vanishing cream...".
  • "She came with nothing. No little paper bag with the other dress, or a nightgown, or two pair of whitish cotton bloomers. She just appeared with a white woman and sat down".

Notes

Today’s target task should be extended to 10-15 minutes to ensure students have adequate time to craft a written response. Use the Writing Focus Areas from Unit 1 or cycle in new Writing Focus Areas if appropriate.

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