American Literature- Kindred Lesson Plan
Travelling into the Antebellum South
Reading Kindred by Octavia Butler
Jennifer Collins
Pre-service Teacher, Miami University
Student Teaching: Edgewood High School
Fall 2010
Cover of Octavia Butler’s novel,
Kindred
Octavia Butler’s novel, Kindred is the story of Dana, an African American woman living in California in the 1970’s. She is celebrating her twenty-sixth birthday with her new husband when she is suddenly abducted from the present and time travels to the antebellum south. She saves a white boy from drowning before being pulled back to her own time. Throughout the course of the novel, Dana is called back several times to save
Rufus, who happens to be her ancestor and therefore his survival is intricately linked to her own existence. The antebellum south, however, is a dangerous place for Dana and in order to survive she must learn about and come to terms with the historical context. This novel addresses several issues including slavery, interracial marriage, racism, and deals with the essential question: what does it mean to be a man of your times? Throughout this unit, students will grapple with these issues as they explore not only the novel, but the historical context and modern connections.
Overview
Objectives
Students will:
Read and understand Kindred
Explore the historical context of the novel, namely the antebellum south
Examine historical documents and primary source information of the time period
Make connections between the historical past, the present, and the future
Discuss racial and gender issues related to the novel
Explore the essential question: what does it mean to be a man of your times? Compose an essay using both the novel and primary source documents.
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Recommended time frame
Grade level
Curriculum fit
Materials
5 weeks
11 or 12
English, American Literature
Kindred by Octavia Butler
Literature Circles handout
Artifacts analysis sheet
Found poem instruction and sample found poem
Written documents analysis sheet
Essay prompt and rubric
Ohio Academic Content Standards
English Language Arts:
1.
Reading Processes: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies a.
Apply reading comprehension strategies to understand grade appropriate texts b.
Demonstrate comprehension of print and electronic text by responding to questions
(e.g., literal, inferential, evaluative and synthesizing
2.
Reading Applications: Informational, Technical, and Persuasive Text a.
Analyze the features and structures of documents and critique them for their effectiveness c.
Critique the effectiveness and validity of arguments in text and whether they achieve the author’s purpose d.
Synthesize the content from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics
3.
Reading Applications: Literary Texts a. Analyze and evaluate the five elements (plot, character, setting point of view and theme) in literary text. b.
Explain ways characters confront similar situations and conflict
4.
Writing Applications a.
Compose reflective writings that balance reflections by using specific personal experiences to draw conclusions about life b.
Write responses to literature that provide an interpretation, recognize ambiguities, nuances and complexities and that
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Procedures
understand the author’s use of stylistic devices and effects created
5.
Research b. Compile, organize and evaluate information, take notes and summarize findings c. Evaluate the usefulness and credibility of data and sources and synthesize information from multiple sources
Week 1
Day One, Monday:
Introduce the genre of science fiction to the students.
What books have they read that qualify as science fiction?
Introduce the subgenre of time travel novels as part of the larger genre of science fiction. What time travel novels have the students read? What were they about? Where did the character go, how did they get there, and how did they get back?
Introduce Kindred
Give background and biographical information on
Octavia Butler
Reading for the week: “Prologue” through “The
Fire”
Day Two, Tuesday:
Introduce the journal to students as part of the unit.
Every Tuesday and Thursday, we will begin class with a journal. Students are expected to write at least half a page on the given prompt. Every other
Monday, students will turn in a journal prompt of their choice that they have edited and turned into a one page double spaced response.
Journal: If you could go back in time, where would you go and why?
Classroom share and discussion of journals
In small groups (3-4 students) students will write a scene in which they travel back in time (in a play format). Students will be told they will present these in class.
Day Three, Wednesday
Students break into their groups for the first part of class to finish their scenes.
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Each group presents scene for the class
Day Four, Thursday
Journal: If you were Dana and found yourself being pulled back into the Antebellum South and could take one item from your present life with you, what would you take? How might this item be helpful and what risks would you run carrying it?
Student work day for reading and working on study guide
At the end of class, introduce literature circles assignment and expectations
Day Five, Friday
Every Friday, students work in their literature circles group for the whole period.
Week 2
Day Six, Monday
Reading for the week: through “The Fall”
Discuss primary versus secondary sources in research
How might understanding the context of the story help us in comprehending its impact and meaning?
Discussion
Day Seven, Tuesday
Journal: What is the most important item that you own? Why is it so important? What would happen if you lost it?
Read aloud the section of Kindred where Dana and her husband discuss the importance of freedom papers. Discuss the importance of freedom papers to Alice (a freed slave).
Show the certificate of freedom from the Library of
Congress website
Pass out artifact analysis sheet. Complete it as a class (modeling how to come with the answers to these inferential questions)
Day Eight, Wednesday
In the computer lab, or with laptop carts. Students need access to computers today
Show the miscegenation political cartoon and
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discuss historical context
Discuss the idea that Dana and Kevin are an interracial couple. Ask students if they think society accepts interracial dating and marriage? Why or why not? When did interracial dating become more acceptable? What laws are the students aware of that prevented interracial relationships and when do they think these laws were appealed?
Introduce the students to Thomas on the Library of
Congress Website. Explain that it contains information related to laws. Explain Loving vs.
Virginia. Students go to: http://thomas.loc.gov/home/gpoxmlc110/hr431_i h.xml
Ask students to read through this information and create a timeline highlighting the important events that enabled this law to come into play.
Day Nine, Thursday
Class in computer lab or with laptop carts
Journal: Do you believe that love is a conscious choice? Can we choose who to love? Explain your thinking.
Students finish up their timelines
Day Ten, Friday
Literature circles
Week 3
Day Eleven, Monday
Collect first extended journal response
Reading for the week: through “The Fight”
Work day for students to read and work on literature circle assignments
Day Twelve, Tuesday
Journal: Throughout Kindred , Dana must save Rufus multiple times in order to preserve her own existence. In what ways are you connected with your past? Your heritage? You ancestry?
Students share their journals and discuss
Class discussion on how Dana is connected to her past using specific examples from the novel
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Day Thirteen, Wednesday
Show students the reward notice for runaway slaves and discuss what this document is.
Discuss the repercussions that Alice and Isaac might face for running away in the novel
Students work in small groups to fill out the artifact analysis worksheet
Day Fourteen, Thursday
Journal: Your best friend has to travel back into the
Antebellum South. What advice would you give him or her for how to behave in order to survive?
Students listen to an audio interview with Charlie
Smith, who was a former slave. He was brought to the U.S. from Africa and was auctioned off. He tells his story.
Students will have a copy of the transcription so that they can follow along and take notes
Students write a reflection on the interview
Day Fifteen, Friday
Literature circles
Week 4
Day Sixteen, Monday
Reading for the week: through “The Storm”
Discussion of reflections of interview from last week
Day Seventeen, Tuesday
Journal: Do you Rufus loves Alice? Why or why not? How do his actions support your answer?
Introduce Found Poetry
Show example poem
Handout instructions on how to create a found poem
Day Eighteen, Wednesday
The computer lab or laptop carts will be needed for today
Show students how to access “Voices from the Days of Slavery” on the Library of Congress website
Students work on created a found poem using transcriptions from slave interviews
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Day Nineteen, Thursday
The computer lab or laptop carts will be needed for today
Journal: As Rufus matures into a man, he begins to resemble his father in thought and action. Why do you think he does this? In what ways do you resemble the thoughts and actions of your parents?
Students finish found poems, share it time permits
Day Twenty, Friday
Literature Circles
Week 5
Day Twenty-one, Monday
Collect second extended journal
Work day for reading or brainstorming for essay
Day Twenty-two, Tuesday
The computer lab or laptop carts will be needed for today
Journal: How do you think the story is going to end?
What lessons do you think the characters of Dana,
Kevin, and Rufus are going to learn from each other?
Direct students to An Address to the Negroes in the
State of New-York on the Library of Congress website: http://memory.loc.gov/cgibin/ampage?collId=ody_rbcmisc&fileName=od y/ody0103/ody0103page.db&recNum=0
Explain to students that this document was written for slaves by slave.
Ask students to predict what his advice to his fellow slaves is.
Hand out written documents analysis form
Students start to read the address, taking notes as they go
Day Twenty-three, Wednesday
Students continue reading and analyzing An Address to the Negroes in the State of New-York
Day Twenty-four, Thursday
Journal: What was your reaction to the ending of the book? What do you think Dana’s loss of an arm
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Evaluation
symbolizes?
Students work on their essays
Day Twenty-Five
Collect essay
Full class discussion on how the book ends, reactions.
Students will be evaluated on:
Two extended journals
Their artifact analysis worksheet on the reward notice for runaway slaves
Their found poems
Their written document analysis worksheet over An
Address to the Negroes in the State of New-York
Literature circles work
Final essay
Extension
Students can extend their learning by:
Reading and listening to other slave narratives from the “Voices From the Days of Slavery” collection.
These can be searched by topic
Writing their own interview questions that they would ask to a former slave
Write their own time travel narrative to a different place in history using both creative writing and researching techniques
Listen and respond to Octavia Butler’s essay on a world without slavery http://www.npr.org/programs/specials/racism/01083
0.octaviabutler.html
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Image
Primary Resources from the Library of Congress
Description
Certificate of
Freedom of Harriet
Bolling, Petersburg,
Virginia, 1851.
Political caricature:
Miscegenation or the millennium of abolitionism
Citation
Library of Congress,
Manuscript Division, aaohtml 0202
Library of Congress,
Prints & Photographs
Division, LC-USZ62-
8840
URL http://memory.loc.gov
/cgibin/query/r?ammem/a aodyssey:@field(NU
MBER+@band(aaoht ml+0202)) http://www.loc.gov/pi ctures/item/20086616
80/
Advertisement dated
July 12 (year unknown) announcing a reward for the apprehension of a runaway slave named
Tom who belonged to
B.L. Boston of
Fayette County,
Kentucky.
Interview with former slave, Charlie Smith through the “Voices from the Days of
Slavery” collection
Tom—Runaway
Slave . Ohio
Historical Center
Archives Library,
Columbus, Ohio.
Web. 26 October
2010.
Smith, Charlie.
Interview by Elmer E.
Sparks. Library of
Congress. Web. 26
October, 2010.
“Voices from the
Days of Slavery” collection. Audio interviews and transcriptions of former slaves
“Voices From the days of Slavery.”
Library of Congress.
Web. 23 October
2010. http://memory.loc.gov
/cgibin/query/r?ammem/a aeo:@field(DOCID+
@lit(o4419)) http://memory.loc.gov
/cgibin/query/r?ammem/a fcesnbib:@field(DOC
ID+@lit(afcesn00003
2)) http://memory.loc.gov
/ammem/collections/v oices/index.html
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An Address to the
Negroes of the State of New York
Hammon, Jupiter.
“An Address to the
Negroes in the State of New York.” New
York: Samuel Wood.
Web. 26 October
2010. http://memory.loc.gov
/cgibin/query/r?ammem/a aodyssey:@field(NU
MBER+@band(rbcmi sc+ody0103))
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Rubric
6+1 Trait Writing Model : Kindred Essay
Teacher Name: Ms. Collins
Student Name: ________________________________________
CATEGORY
Focus on Topic
(Content)
Sequencing
(Organization)
Word Choice
Support for Topic
(Content)
Grammar &
Spelling
(Conventions)
4
There is one clear, well-focused topic.
Main idea stands out and is supported by detailed information.
Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.
Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced.
Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.
Writer makes no errors in grammar or spelling that distract the reader from the content.
Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.
Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone.
Some details are not in a logical or expected order, and this distracts the reader.
Writer uses words that communicate clearly, but the writing lacks variety, punch or flair.
Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.
Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.
Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.
3
Main idea is clear but the supporting information is general.
2
Main idea is somewhat clear but there is a need for more supporting information.
Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.
1
The main idea is not clear. There is a seemingly random collection of information.
Many details are not in a logical or expected order.
There is little sense that the writing is organized.
Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or cliches may be present and detract from the meaning.
Supporting details and information are typically unclear or not related to the topic.
Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.
Date Created: Oct 26, 2010 09:00 pm (UTC)
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Handouts
Kindred Essay Prompt
During this unit, we have read Kindred by Octavia Butler as well as studied in depth the historical context the story takes place in. We have also examined what it means to be a person of your times. Now it’s time to put all the pieces together. Write a
2-3 page essay that answers thoroughly the following prompt:
Choose two of the following characters and describe who they represent a person of their times: Dana, Kevin, Rufus, Alice, or Sarah. Use specific examples from both the novel and our historical research of the time period to support your answer.
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Literature Circle Jobs Rubric
Name_________________
Discussion Director- Group Leader; create 5 or more fat questions to promote discussion!
Score: 1 2 3 4 5
Summarizer- Prepare a paragraph with at least 8 good sentences to sum up the reading!
Score: 1 2 3 4 5
Connector- 5 connections to the material in the book from your life or the rest of the world!
Score: 1 2 3 4 5
Illustrator- Draw and color a picture of an important scene from the material! Write a sentence explaining your illustration!
Score: 1 2 3 4 5
Literary Luminary- Find four passages that you want to highlight. Make sure that they are relevant to the plot, theme, or other literary elements of the material!
Score: 1 2 3 4 5
Vocabulary Enricher- At least 4 interesting words from the material that you think having an understanding of would enhance the reading experience for the group!
Score: 1 2 3 4 5
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Discussion Director: Write your five fat questions below also, list possible topics for future discussion as decided by the group.
Fat Question 1:
Fat Question 2:
Fat Question 3:
Fat Question 4:
Fat Question 5:
Future Topics for discussion:
1.
2.
3.
4.
5.
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Summarizer: Write an eight sentence summary of the material you read. Please indicate the chapters which you read.
Summary of chapters__________________
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Connector: List your five connections below. Remember they must be relevant to the story and help the other group members remember key or important points. Be specific!
Connection 1:
Connection 2:
Connection 3:
Connection 4:
Connection 5:
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Illustrator: Make sure to choose a scene from the material that is relevant and important. Please draw the picture blow and color it! Write a sentence to describe the scene.
Illustration:
Sentence:
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
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Literary Luminary: At least four passages must be described below that illuminate meaning in the story either because they are vital to the plot or because they illustrate some other literary element! Be specific use page numbers and a creative presentation or reading of the section!
Passage 1 Page______ Paragraph______________
Passage 2 Page______ Paragraph______________
Passage 3 Page______ Paragraph______________
Passage 4 Page_______ Paragraph_____________
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Vocabulary Enricher: Please choose 4 vocabulary words from the reading to explain to the group. Each one should enhance the understanding of the material! Indicate the page number and paragraph.
Vocabulary Word 1 Page_______ Paragraph____________
Definition-
Vocabulary Word 2 Page_______ Paragraph ___________
Definition-
Vocabulary Word 3 Page_______ Paragraph____________
Definition-
Vocabulary Word 4 Page_______ Paragraph____________
Definition-
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Artifact Analysis Worksheet
TYPE OF ARTIFACT
Describe the material from which it was made: bone, pottery, metal, wood, stone, leather, glass, paper, cardboard, cotton, plastic, other material.
SPECIAL QUALITIES OF THE ARTIFACT
Describe how it looks and feels: shape, color, texture, size, weight, movable parts, anything printed, stamped or written on it.
USES OF THE ARTIFACT
A. What might it have been used for?
B. Who might have used it?
C. Where might it have been used?
D. When might it have been used?
WHAT DOES THE ARTIFACT TELL US?
A. What does it tell us about technology of the time in which it was made and used?
B. What does it tell us about the life and times of the people who made it and used it?
C. Can you name a similar item today?
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BRING A SKETCH, A PHOTOGRAPH, OR THE ARTIFACT LISTED IN 4C ABOVE TO CLASS.
Designed and developed by the Education Staff, National Archives and
Records Administration, Washington, DC
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Sample Found Poem
Prose Selections from Chang-rae Lee’s “Coming Home, Again”
From that day, my mother prepared a certain meal to welcome me home. It was always the same.
Even as I rode the school’s shuttle bus from Exeter to Logan airport, I could already see the exact arrangement of my mother’s table.
I knew that we would eat in the kitchen, the table brimming with plates. There was the kalbi, of course, broiled or grilled depending on the season. Leaf lettuce, to wrap the meat with. Bowls of garlicky clam broth with miso and tofu and fresh spinach. Shavings of cod dusted in flour and then dipped in egg wash and fried. Glass noodles with onions and shiitake. Scallion-and-hot-pepper pancakes. Chilled steamed shrimp. Seasoned salads of bean sprouts, spinach, and white radish.
Crispy squares of seaweed. Steamed rice with barley and red beans. Homemade kimchi. It was all there—the old flavors I knew, the beautiful salt, the sweet, the excellent taste. (p. 5)
....................................................................................................................
I wish I had paid more attention. After her death, when my father and I were the only ones left in the house, drifting through the rooms like ghosts, I sometimes tried to make that meal for him. Though it was too much for two, I made each dish anyway, taking as much care as I could. But nothing turned out quite right—not the color, not the smell. At the table, neither of us said much of anything. And we had to eat the food for days. (p. 6)
You can find the full essay at http://readwritethink.org/lesson_images/lesson998/ComingHomeAgain.pdf
*******************************
Found Poem Based on the Prose Selection
My mother prepared
A certain meal
To welcome me home.
We would eat in the kitchen
Table brimming
Kalbi, leaf lettuce to wrap the meat
Garlicky clam broth with miso and tofu and fresh spinach
Shavings of cod
Scallion and pepper pancakes
Chilled steamed shrimp
Steamed rice.
The old flavors I knew
Beautiful, salt, sweet, excellent.
I wish I had paid more attention.
Courtesy of ReadWriteThink.org: http://www.readwritethink.org/files/resources/lesson_images/lesson1034/sample.pdf
Found Poem Instructions
Instructions adapted from “Found and Headline Poems” from Getting the Knack: 20 Poetry Writing Exercises by Stephen Dunning and
William Stafford.
1.
Carefully re-read the interview or interview you have chosen, and look for 50–100 words that stand out in the prose passage. Make notes of words and phrases that you find particularly powerful, moving, or interesting.
2. On a separate sheet of paper, make a list of the details, words and phrases you noted, keeping them in the order that you found them. Double space between lines so that the lines are easy to work with. Feel free to add others that you notice as you go through the interview piece again.
3. Look back over your list and cut out everything that is dull, or unnecessary, or that just doesn’t seem right for your poem. Try to cut your original list in half.
4. As you look over the shortened list, think about the tone that the details and diction convey.
5. Make any minor changes necessary to create your poem. You can change punctuation and make little changes to the words to make them fit together (such as change the tenses, possessives, plurals, and capitalizations).
6. When you’re close to an edited down version, if you absolutely need to add a word or two to make the poem flow more smoothly, to make sense, to make a point, you may add up to two words of your own. That’s two
(2) and only two!
7. Read back over your edited draft one more time and make any deletions or minor changes.
8. Check the words and choose a title—is there a better title than “Found Poem”?
9. Copy the words and phrases into your journal or type them in a word processor. Space or arrange the words so that they’re poem-like. Pay attention to line breaks, layout, and other elements that will emphasize important words or significant ideas in the poem.
• Read aloud as you arrange the words! Test the possible line breaks by pausing slightly. If it sounds good, it’s probably right.
• Arrange the words so that they make a rhythm you like. You can space words out so that they are all alone or allruntogether.
• You can also put key words on lines by themselves.
• You can shape the entire poem so that it’s wide or tall or shaped like an object.
• Emphasize words by playing with boldface and italics, different sizes of letters, and so forth.
10. At the bottom of the poem, tell where the words in the poem came from.
Written Document Analysis Worksheet
TYPE OF DOCUMENT (Check one):
Newspaper
Advertisement
Letter
Patent
Map
Congressional Record
Telegram
Press Release
Census Report
Report
Memorandum
Other
UNIQUE PHYSICAL CHARACTERISTICS OF THE DOCUMENT (Check one or more):
Interesting Letterhead
Handwritten
Notations
“Received” stamp
Seals Typed
Other
DATE(S) OF DOCUMENT:
AUTHOR (OR CREATOR) OF THE DOCUMENT:
POSITION (TITLE):
FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN?
DOCUMENT INFORMATION (There are many possible ways to answer A-E.)
A. List three things the author said that you think are important:
B. Why do you think this document was written?
C. What evidence in the document helps you know why it was written? Quote from the document.
D. List two things the document tells you about life in the United States at the time it was written.
E. Write a question to the author that is left unanswered by the document:
Designed and developed by the Education Staff, National Archives and Records Administration,
Washington, DC 20408
