Talking Back to
Morrison’s Texts: From
Reader to Writer
By: Tonya Wells-Abari
Introduction

Why teach Morrison’s texts?

Challenges of teaching Morrison’s
texts

From Readers to Writers

Teaching Strategies
Importance of Teaching
Morrison

Rich in Language—both Literal and
Figurative

Characterization

Teaching Writing in Context

Historical Context
History is the Gateway to the
Future
“I'm interested in the way in which the past affects
the present and I think that if we understand a good
deal more about history, we automatically
understand a great more about contemporary life.
Also, there's more of the past for imaginative
purposes than there is of the future.”
--Morrison, An Interview with Time Magazine
Challenge = Opportunity
Historical
Backdrop
Vocabulary
OPPORTUNITY
Controversial
Themes
Literacy First

Student Strategies
 Questioning
 Clarifying
 Predicting
Using Prior Knowledge
 Context Clues
 Visualizing
 Active Reading
 Pre, During, After
Reading
 Summarizing
Teacher Strategies
 Explicit Instruction
 Multiple Intelligences
 Scaffolding
 Model Strategies
 Focused Questions
 Graphic Organizers
 Think Aloud
 Literature Circles
 Reciprocal Teaching
Student Strategies Cont.

KWL (Know, Want to Know,
Learned)

Double-Entry Journal

Sociograms
Question Answer Relationships

QAR’s helps
students to identify
the four types of
questions:
Author
and
You
QAR
Think
and
Search
On Your
Own
Right
There
From Reader to Writer
“I think some aspects of writing can be taught.
Obviously, you can't teach vision or talent.
But you can help with comfort.”
--Toni Morrison
Teach Writing to All Students

Variety of Culminating Activities

Literature Circles and Socratic Seminars: Get them
talking

Text Structures

Help students become familiar with key terms (i.e.
cause/effect, compare/contrast, analyze, evaluate,
etc.)
Graphic Organizers
Modernism Includes
Technology

Internet

Web-based Journals (AKA the BLOG)

Imagination Software

Audio-Visual Equipment

Office Hours via AIM
Create a Blog

www.Blogger.com
Students can create their
own personal blog and
URL address. They can
respond to the text and
enter their information just
like a traditional journal.
Other students can even
reply and edit their entries.
Conclusion

Help students to build upon the ideas of
Modernism

Encourage students to be literary scientists

Teach strategies that allow students to
first, become better readers—this will
ultimately improve their writing as well.
The End
For more information
or a copy of this
presentation, please
contact Tonya WellsAbari or Marjorie
Lancaster.
Thank you for your
time.
Tonya Wells-Abari:
tawnee001@aol.com
240.304.0271
Marjorie Lancaster:
mlancaster@chccs.k12.nc.us
919.942.2857
Facilitator Bios
Tonya Wells-Abari is currently a Humanities
teacher with On Location Education: School for
Young Performers (NY). Additionally, she is a full
time writer and copyeditor as well. Some of her
credits include HBO’s The Wire, National Treasure
2, Body of Lies, The Lion King and The Color Purple
traveling tour. Tonya is also a Language Matters II
participant and has used her knowledge of
Morrison in both traditional and non-traditional
classroom settings. Mrs. Wells-Abari holds a B.A.
from the University of MD at College Park and a
MBA from the University of MD, University
College. She enjoys reading, music, and spending
time with family and friends.
Facilitator Bios
Marjorie S. Lancaster is currently a 12th grade
English teacher at East Chapel Hill High School in
Chapel Hill, North Carolina. Mrs. Lancaster is a
veteran teacher with 32 years of teaching under her
belt (28 of those years were spent teaching high
school). She holds a B.A. from Duke University and
a M.A. from Tulane University. Also a Language
Matters II participant, Marjorie feels that teaching
Morrison in her classroom is “not an option,” for she
has witnessed her students acquire the same passion
that she has for Morrison’s work over the years.