Toni Morrison’s Transgressive Literary Preaching and Folk ...
Talking Back to Morrison’s Texts: From Reader to Writer
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Transcript of Talking Back to Morrison’s Texts: From Reader to Writer
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Talking Back to Talking Back to Morrison’s Texts: Morrison’s Texts: From Reader to From Reader to
WriterWriter
By: Tonya Wells-AbariBy: Tonya Wells-Abari
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IntroductionIntroduction
Why teach Morrison’s texts?
Challenges of teaching Morrison’s texts
From Readers to Writers
Teaching Strategies
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Importance of Teaching Importance of Teaching MorrisonMorrison
Rich in Language—both Literal and Figurative
Characterization
Teaching Writing in Context
Historical Context
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History is the Gateway to History is the Gateway to the Futurethe 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
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Challenge = OpportunityChallenge = Opportunity
Historical Backdrop
Controversial Themes
Vocabulary
OPPORTUNITYOPPORTUNITY
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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
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Student Strategies Student Strategies Cont.Cont.
KWL (Know, Want to Know, Learned)
Double-Entry Journal
Sociograms
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QQuestion uestion AAnswer nswer RRelationshipselationships QAR’s helps
students to identify the four types of questions:
QAR
Author and You
Think and
Search
On Your Own
RightThere
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From Reader to WriterFrom 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
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Teach Writing to All Teach Writing to All StudentsStudents
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.)
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Graphic OrganizersGraphic Organizers
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Modernism Includes Modernism Includes TechnologyTechnology
Internet
Web-based Journals (AKA the BLOG)
Imagination Software
Audio-Visual Equipment
Office Hours via AIM
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Create a BlogCreate 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.
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ConclusionConclusion 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.
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The EndThe End
For more information or a copy of this presentation, please contact
Tonya Wells-Abari or Marjorie Lancaster.
Thank you for your time.
Tonya Wells-Abari:
240.304.0271
Marjorie Lancaster:
919.942.2857
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Facilitator BiosFacilitator 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.
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Facilitator BiosFacilitator BiosMarjorie 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.