I Know Why the Caged Bird Sings by Maya Angelou

Transcription

Grade level: English III and English III – h
Teacher: Ms. B. Inabinette
Length of Unit: Required Summer Reading
I.
ABSTRACT
In this Core Knowledge unit, students will study Maya Angelou’s first autobiography, I Know
Why the Caged Bird Sings. They will explore the impact of the environment and personal
relationships on Angelou’s life. Students will develop their own writing, as well as relate
Angelou’s experiences/adversities with experiences/adversities of young people today. In
addition, students will provide literal and inferential interpretations of Maya Angelou’s
poem, “I Know Why the Caged Bird Sings.” Students will write an expository explication of “I
Know Why the Caged Bird Sings.”
II.
OVERVIEW
A. Concept Objectives:
a. Students will understand that characters undergo a transformation due to
events in their lives;
b. Students will understand how the environment plays a major role in human
development;
c. Students will develop a sense of historical empathy by connecting personal
experiences, information, insights, and ideas with the experiences of others;
d. Students will determine and understand how the author’s perspective or point
of view affects the text.
B. Resources:
a. I Know Why the Caged Bird Sings by Maya Angelou
b. “I Know Why the Caged Bird Sings” (poem) by Maya Angelou
c. “Maya Angelou” The Official Website
http://www.google.com/search?q=Maya+Angelou&oq=Maya+Angelou&aqs=ch
rome..69i57j0l5.4964j0j8&sourceid=chrome&es_sm=93&ie=UTF8&surl=1&safe=active#
Before Reading:
a. Students will record in notebooks the Who? What? When? Where? Why? of the
following events that took place during Maya Angelou’s life:
i. Plessey vs Ferguson (1896-1954)
ii. Brown vs Board of Education (1954)
iii. Scottsboro Case (1931)
iv. Murder of Emmett Till (August, 1955)
v. Montgomery, Alabama Bus Boycott (1955)
vi. Little Rock Nine (1957)
vii. Freedom Riders (1961)
viii. Murder of Medger Evers (1963)
III.
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American Literature CP & Honors|
Ms. B. Inabinette
ix. Bloody Sunday (March 7, 1964)
x. Jim Crow Laws (1889-1954)
b. Students should place each event on a time line. Include graphics of each event. Time
line should be generated using a computer, not free hand.
During Reading:
a. Read the memoir I Know Why the Caged Bird Sings
b. Annotate and analyze chapter-by-chapter, I Know Why the Caged Bird Sings by Maya
Angelou
c. Answer study guide questions
d. Analyze the poem “I Know Why the Caged Bird Sings”
e. Literal and Inferential Interpretation
f. 5W Graphic Organizer
After Reading/ Assessment Evidence:
a. Performance/Projects:
i. Submit portfolio of all During Reading tasks. Due first day of school.
ii. Oral Presentations
iii. Socratic Seminar I Know Why the Caged Bird Sings
iv. Explication of Maya Angelou’s poem “I Know Why the Caged Bird Sings”
v. Novel test
IV.
V.
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Ms. B. Inabinette
VI.
Addendum - Materials and Templates
“I Know Why the Caged Bird Sings” - Maya Angelou
A free bird leaps on the back of the wind
and floats downstream till the current ends
and dips his wing in the orange suns rays and dares to claim the sky.
But a bird that stalks down his narrow cage
can seldom see through his bars of rage
his wings are clipped and his feet are tied so he opens his throat to sing.
The caged bird sings with a fearful trill
of things unknown but longed for still
and his tune is heard on the distant hill
for the caged bird sings of freedom.
The free bird thinks of another breeze
and the trade winds soft through the sighing trees
and the fat worms waiting on a dawn-bright lawn and he names the sky his own.
But a caged bird stands on the grave of dreams
his shadow shouts on a nightmare scream
his wings are clipped and his feet are tied so he opens his throat to sing.
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Ms. B. Inabinette
The caged bird sings with a fearful trill
of things unknown but longed for still
and his tune is heard on the distant hill
for the caged bird sings of freedom.
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Ms. B. Inabinette
Explication of Maya Angelou’s poem “I Know Why the Caged Bird Sings”
Based on your understanding of Maya Angelou’s poem compose an expository essay in which you explicate the
poem “I Know Why the Caged Bird Sings.” Your essay must include an introductory paragraph, at least three body
paragraphs and a concluding paragraph. You will be scored based on the rubric below.
Performance Assessment
Element
Introductory Paragraph
Possible Points
5
1. Identifies the name of the poem and author
2. Briefly summarizes the plot of the poem
3. Presents the central idea of the poem
Body Paragraph #1 - Historical Perspective
20
1. Has a topic sentence that clearly states the main idea of
the paragraph
2. Discusses biographical events that may have influenced Angelou
3. Cites and discusses several key historical events that may have
influenced the poet
Body Paragraph #2 - Literal Interpretation
20
1. Has a topic sentence that clearly states the main idea of the
paragraph
2. Provides a detailed literal interpretation of the poem
Body Paragraphs #3 - Inferential Interpretation
40
1. Have topic sentences that clearly state the main idea of the
paragraph
2. Provide a line by line inferential interpretation of poem
3. Include discussion of Angelou’s use of diction, tone,
figures of speech, and symbol
Conclusion
10
1. Restates name of poem and author
2. Restates central idea of poem
3. Included appropriate commentary as an essay “wrap-up”
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Ms. B. Inabinette
Original Title
5
Accurately reflects the content of the essay
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Ms. B. Inabinette
I Know Why the Caged Bird Sings Study Guide
Study Guide 1 (Introduction: pgs. 1-9)
1.
2.
3.
4.
5.
6.
7.
8.
On page 1, “Didn’t come to stay” is paralleled to “a wadded-up handkerchief . . palms,” the author uses this
simile in order to make what point about the steadiness of her life?
On pages 1-2, she compares her breath of shame to something? What literary device does she use and why
does she compare it to what she does? What point is she attempting to illustrate about her experience?
On page 2, Angelou uses adjectives to describe the experiences of being white versus that of being black.
What diction does she use to get what points across about what life is like as a black woman as opposed to
what life is like as a white woman?
On page 3, Angelou describes physical attributes of her African American race. Based on how she describes
herself, does she identify her culture as beautiful? In her context and childhood, what might have contributed
to her viewing herself as she does?
Angelou describes her community as one that “closed in around” its children. How does this characterize her
community; indirect or direct characterization and what is it saying about her community?
What tone is used to describe Angelou’s grandmother (Momma) and how she built her store in the heart of
the community? What does Angelou see her Momma as doing for the community?
On page 7, Angelou describes her Momma’s prayer. What does the reference to her tongue indicate religion
did for her?
On pages 8-9, there are implications about the white and black race. Look at the diction chosen and select key
phrases that show that the white life is easier than that of the black life, which suffers because of
discrimination and segregation.
Study Guide 2 (pgs. 10-19)
1.
2.
3.
4.
5.
6.
7.
How does her Uncle’s actions show his motivation for Angelou and her brother? How might his life have led
him to what he wants for his niece and nephew?
On page 11, Angelou description of her Uncle and his life is given using what type of tone? What is she trying
to show about his experience and how the reader should see it?
Angelou explains that she had never “felt closer to him at that moment than ever before or since.” Based on
the occurrences of this scene, how does it cast them both as the Other? What do they share?
Why does Momma push Bailey and Angelou away from white people, including authors?
On pg. 16, Angelou describes Momma’s store, the people, and the community. What brings life to the store
and what brings life to the community?
On pg. 16, how does Angelou illustrate the point that even with the African American community, there is
division?
On pgs. 17-19, how does Angelou use irony to criticize the law enforcement and what tone does she use when
describing the law enforcement?
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Ms. B. Inabinette
1.
At the beginning of chapter 4, how does Angelou use diction to link the reader to her experiences as an
African American who has been discriminated against?
2. On pg. 20, how are there gender issues evident? Find backing to support your answer.
3. On pg. 21, there is an indirect characterization of African American and she characterizes others as dependent
and lacking. How is this evident within her characterization of Mr. Elroy and Stamps?
4. On pg. 22, she explains that Bailey loves her but says “And yet he loved me.” What tone does she use describe
herself here and what does this statement show about her self-worth?
5. On pg. 25, Angelou uses a metaphor to describe her community’s citizens going through the white part of
town with money in their pockets. What is this metaphor and she uses this metaphor to illustrate what point
about her “people” and the community?
6. Why does Angelou explain that she never though whites were real? What does this show about the context
that she lives in? How does her description demonstrate that the whites lack the human quality of personality
and togetherness?
7. At the beginning of Chapter 5, explain how Angelou uses imagery to show the intensity of her fear.
8. On pg. 28, Angelou explains the customs of her community of calling people Mister with respect. She then
contrasts with how the po’white trash children address her uncle and her grandmother. Why does she use
this contrast? What point is she trying to make about segregation and discrimination, even with “po’white
trash children”?
9. What does Angelou’s description of Momma singing her song and being a stone suggest about Momma’s
battle with racism?
10. How does the end of chapter 5 with the descriptions of hearts show Momma as going beyond racial
boundaries and bringing the whites into her community?
1.
On pg. 35, Angelou uses a metaphor to describe Revernd Howard Thomas’s laugh. What point is she
attempting to show about his personality’s actuality versus fakeness?
2. How does Angelou’s description of the lynching and the reason that Mr. Coley Washington might get lynched
show that they are still childlike and innocent? What does their concern of “doing it” and their unconcern for
lynching suggest?
3. On pg. 38, there is a description of women and their value. What are women valued as in this community?
4. On pg. 39, the simile of “a freshly caught trout” is used to suggest what about Sister Monroe’s attendance to
church?
5. The minister makes an allusion to “the Pharisees, who prayed in the streets so that the public would be
impressed with their religious devotion.” What is the purpose behind this allusion; what point is he
attempting to make?
6. On pg. 42, Angelou’s tone is what? What does she use this tone to suggest about Sister Monroe’s behavior?
7. On pg. 46, Angelou gives a direct characterization of her Momma with the way people talked about her. What
does the direct characterization suggest about her Momma and what is the indirect characterization about
strength and beauty?
8. On pg. 47, Angelou describes her Momma’s teachings and the things that she learned from these teachings.
How do these teachings show that Momma has learned to be submissive because of her context? What about
her context has led her to be the way she is?
9. How is the accident ironic and what does it show about the ability to value one’s self?
10. What type of tone is used to describe the accident?
1.
What does Angelou think of God and why does she think He is who He is?
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Ms. B. Inabinette
2.
3.
4.
5.
On pg. 53, what gender issues are evident?
On pg. 53, why does Momma use Angelou’s parents first names instead of calling them Angelou’s ma and pa?
Why does Angelou describe her fallen image of her parents with the simile she does at the start of chapter 9?
On pg. 55, what do the listing of questions serve to demonstrate about Angelou’s understanding of the things
that are happening around her?
6. On pg. 55, how does the reader start to understand where Angelou’s issues of self-worth come from and what
tone does she use to describe her father and his sense of humor?
7. On pg. 57, how are issues of belonging and expressing feelings addressed with both the description of Momma
and the description of where Angelou sits in the car?
8. Why did Angelou’s dad sound “more like a white man than a Negro”?
9. What does Pig Latin symbolize in relation to adults for Angelou?
10. What statement on page 60 could be used as backing to support the argument that her dad was a stranger to
her?
1.
2.
3.
4.
5.
6.
7.
8.
On page 63, Angelou talks about why Bailey and her were bumped up a grade. What tone does she use to
describe this process and what point does she make about who benefits from their grade increase?
On pg. 64, how does Angelou demonstrate that she has lost customs, relationships, and mannerisms in being
moved?
On pg. 67, why is Angelou “thrilled by their meanness”?
In chapter 10, how does Angelou illustrate the point that because of her move her life lacked stability and
continuity? What descriptions does she give that support this point?
At the beginning of chapter 11, what phrase can be used to support the argument that Angelou foreshadows
that she and her brother move out of St. Louis?
How does her mother treat Angelou and Bailey when she finally does come home from work? How do her
questions that she asks them about homework and such demonstrate her relationship towards them?
Why does Angelou parallel her mother’s treatment towards Mr. Freeman to slaughtering pigs? What point is
she making about her mother?
What is key about the point that Angelou chooses to call her “mother” whereas she has a nickname of
“Momma” with her grandmother?
STOP on pages 72-82 and read if you CHOOSE to
1.
2.
3.
4.
5.
After Angelou’s rape, she says, “I was eight and grown.” Why does she repeat her age? What point is she
attempting to make with audience in regards to her age and the rape? Also, how is it ironic that she is eight
and grown?
How do the images of death have connotations; what type of connotations; what does the imagery of death
that Angelou uses suggest?
In chapter 13, Angelou addresses issues of guilt and blame. What do these issues suggest about rape victims?
On pg. 87, Angelou’s description of Bailey after Grandmother Baxter says that they can never talk about Mr.
Freeman again has what type of tone? Why does Angelou use this tone to describe the post trial situation?
What does it suggest about the events of her life at this point?
What was wrong with the statement that the doctor made that Angelou “was healed”?
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Ms. B. Inabinette
6.
7.
8.
9.
What’s significant about the fact that Bailey and Angelou were not staying with their mother after the rape?
What does it suggest that her mother did afterwards? Additionally, what does it say about her mother’s
relationship towards her children?
In chapter 15, Mrs. Flowers is introduced and she gives back voice to Angelou through poetry and learning.
How is this reading of this scene different than when read at the beginning of the year now that the rape is
common knowledge with the audience?
Momma punishes Bailey and Angelou for saying “‘by the way.’” How could this be seen as a restriction placed
on them for language and self?
What is ironic about the fact that Mrs. Flowers gave Angelou voice/language and Momma punishing her for
using it?
1.
2.
3.
4.
5.
6.
7.
Angelou contrasts two things at the beginning of chapter 16. Why does she do so? What does the contrast
between these things demonstrate about racism, segregation, and discrimination?
What point does the issue of Angelou’s name versus the whites calling her Mary? What point does it make
about identity and the value of one’s self?
On pg. 109, Angelou describes the issue of “being ‘called out of his name’” and the servant’s statement that
her “name used to be Hallelujah.” What tone does Angelou use to describe Miss Glory’s attitude about her
name change?
What does Angelou’s actions with Mrs. Cullinan’s dishes suggest in regards to Angelou and identity?
On pg. 114, how does Angelou’s choice of words parallel an African American mother’s torments with
lynchings?
On pg. 115, how does Angelou set a gloomy, fearful, and dark scene with her word choice?
How is imagery used to demonstrate her Momma’s strength?
1.
At the start of chapter 18, Angelou uses what tone and imagery in order to show the men’s tiredness from
their jobs?
2. Angelou parallels the men to oxen. What tone does she use when describing these men and what point
does she make about how they are trated?
3. How are there gender issues within this chapter?
4. On pg. 121, Angelou gives direct and indirect characterization of Momma, the men, and their relation to
church. What are these characterizations given and what does Angelou think about their devotion to
their church?
5. On pg. 122-123, what is Angelou’s tone about the church that they built and what it stood for?
6. On pg. 125, how does Angelou’s use of diction and tone with her description of the preacher’s sermon
with his grunts and gasps elucidate her opinion of her church?
7. On pg. 127, how does Angelou give an indirect characterization of the white boss and what point does she
make about him?
8. What tone does Angelou use when she describes the sermon about charity and what is her point about
the minister’s sermon when she uses a metaphor to describe it as a “pendulum”?
9. When the church members talk about the service and its powerfulness; are they convinced or does there
seem to be doubt? Explain and defend your answer.
10. The end of chapter 18 suggests what about the church members’ faith in their own lives and salvation
from the discriminations of those lives?
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Ms. B. Inabinette
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
On pg. 142, when Angelou and her friend dare to challenge the unknown, how are they daring to be
childlike and what does this suggest about Angelou’s life?
What is ironic about Angelou’s statement, “after being a woman for three years I was about to be a girl”?
On pg. 148, what does Angelou’s reactions to Joyce’s seduction of Bailey suggest about what role she tries
to play within her relationship with Bailey?
What motivates her to “defend” Bailey from the “violence” of sex?
On pg. 149, Angelou uses a specific tone to describe how Joyce’s relationship with Bailey progressed.
What tone does Angelou use and what does this tone suggest Angelou thinks of why Joyce is dating
Bailey?
On pg. 150, what statement could be best used as backing for the argument that Joyce is using Bailey?
On pg. 151, what direct characterization of Joyce results from her actions with one of the railroad
porters?
Knowing her relationship with Bailey, what indirect characterization of Joyce results from her actions with
one of the railroad porters?
Bailey responds to Joyce’s leaving with what type of tone?
On pg. 161, what character’s actions could be used to show the depth of Mr. Taylor’s feelings of loss for
his wife?
On pg. 164, what simile could be used as backing to support the argument that Mr. Taylor has gone crazy?
On pg. 166, how is imagery used to show Angelou’s intense fear within this scene?
On pg. 167, how is the use of dialogue used to show the craziness and fighting quality of this scene?
At the end of chapter 22, why does Angelou describer her Momma has “good and righteous” and having
the power to “command the fretful spirits as Jesus had commanded the sea”?
1.
2.
3.
4.
On pg. 170, Angelou contrasts white schools with African American schools. Why does she do so? What
point is she attempting to make about segregation?
Angelou makes the statement, “I had taken to smiling more often, and my jaws hurt from the
unaccustomed activity” (172). What does this suggest about her past and her present?
On pg. 174, Reread the paragraph that begins with “Among Negroes the tradition” and ends with “some
such encouragement.” According to this description, what might African Americans that Angelou refers
to look to their children to do/be for their community?
Create Elements of Rhetoric Boxes for the remainder of the chapter.
1.
2.
Create Elements of Rhetoric Boxes
At the end of the chapter, select two examples from synthesis and explain how they prove the overall
purpose/argument of this section
1.
2.
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Ms. B. Inabinette
1.
2.
1.
2.
1.
2.
purpose/argument of the text.
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Ms. B. Inabinette
The Rhetorical Situation
The rhetorical situation consists of the five different elements that the writer must
consider when planning and writing an effective argument. The reader must consider
his or her place within the rhetorical situation as they critically read a work in order to
better understand the work's general argument.
When you critical read using the rhetorical situation as your guide you must ask
yourself a series of questions:

Text. What kind of text is it? What are the special qualities and features of this
genre? What is the text about? What is its topic?

Reader or Audience. Who is the targeted audience? What is the nature of this
group? Can they be convinced? What are the anticipated outcomes? How do
you as a reader compare with the targeted audience? What are your
constraints? How much common ground do you share with the author? What
is your initial position? Are you motivated to change your mind or the
situation? How?

Author. Who is the author? Consider background, experience, education,
affiliations, and value. What is motivating the author to write?

Constraints. What special constraining circumstances will influence the
author's or the audience's responses to the subject? What beliefs, attitudes,
prejudices, habits, events, circumstances, or traditions are already in place that
will limit or constrain their perceptions?

Exigence. What happened to cause this argument? Why is it perceived as a
defect or problem? Is it new or recurring?
These questions will help you analyze the rhetorical situation and gain a better
understanding of the argument's main parts.
Adapted from Wood, Nancy V. Perspectives on Argument. Third Edition. Upper Saddle River, New Jersey:
Prentice Hall, 2001.
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Ms. B. Inabinette
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I Know Why the Caged Bird Sings by Maya Angelou

Transcription

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