Sweet Potato Pie By Eugenia Collier Analysis Essay

Overview of Lesson

This lesson requires multiple class periods to complete and is centered on the close reading and understanding of Eugenia Collier's short story "Sweet Potato Pie." The goal of the lesson is to reinforce the close reading process, with a focus interpreting and analyzing elements of theme Sweet Potato Pie By Eugenia Collier Essay Help character. Students will begin the lesson by closely reading the story, responding to guiding questions, analyzing the ideas in the story and comparing them to those in non-print text images of Sharecroppers in the United States juxtaposed with non-print text images of African Americans in Harlem, New York during the late Harlem Renaissance of the 1930's. The goal is to help students appreciate how fictional characters are products of setting, author choice of language, to develop theme. More broadly, identify how authors' develop theme. Students will discuss specific elements of theme and character development in the story, complete graphic organizers, and apply their understanding and analysis of the text by writing short and extended responses.

Teacher Planning, Preparation, and Materials
  • Apply Sweet Potato Pie By Eugenia Collier Essay Help elements of UDL, e.g., use an audio version of the short story, audio from memoir of a sharecropper, provide the visual representation Sweet Potato Pie By Eugenia Collier Essay Help the analysis of the non-print text, and Essay In First Person Example In Writing the close reading of the short story, provide checklists for multi-step tasks, complete portions of the graphic organizers to serve as models, and group students deliberately to provide scaffolded responsibilities. (See http://www.cast.org/udl/ for more information on UDL.)
  • Consider the need for captioned/described video when selecting video or other media for this unit or lesson. See "Sources for Accessible Media" for suggestions.
  • Consider the need for Accessible Instructional Materials (AIM) when selecting texts and/or novels for this unit or lesson.
  • Apply WIDA Performance Definitions and CAN DO Descriptors to differentiate the lesson Ielts Essay On Coeducation English Language Learners. Pay particular attention to the colloquialisms in the texts; ELL students may need accommodations. (See http://wida.us/ for more information.)
  • Apply extension or enrichment strategies to differentiate the lesson for advanced/gifted and talented students, e.g., analyze the use of figurative language in the story.
  • Analyze the lesson for strategic placement of formative assessments. Anticipate modifications based on formative assessments.
  • Prepare materials, including copies of the guiding questions, the graphic organizers, and the non-print text.
  • Practice Sweet Potato Pie By Eugenia Collier Essay Help close reading the short story to identify key words, images, and structural features. Script close reading as needed. Prepare responses to the guiding questions and the graphic organizers. To increase the rigor for specific students/classes, remove textual references from the graphic organizer on theme and direct the students to locate the Blackadder Goodbyeee Essays in the text.
  • Select a section of the short story to use to model close reading. Practice a Case Study Pdf Example Of Business Aloud" of the close reading of the short story. Script the "Think Aloud" as Sweet Potato Pie By Eugenia Collier Essay Help.
  • Where needed, consider modeling the process of completing the organizer(s) e.g., use the information regarding another character from the story to complete the character study organizer.
  • Brainstorm Mgt 311 Week 4 Individual Assignment Res/351 models for the writing assignments.
  • Differentiate Sweet Potato Pie By Eugenia Collier Essay Help writing activity by providing outline templates for identified students.
  • Review what a claim is and how to use concrete textual evidence to support a claim in preparation for the analytic writing students will do in the unit.
Student Outcomes

Students will

  • read closely to determine tone, theme, and elements of character
  • analyze how theme develops and is refined throughout a text
  • compare the details that contribute to the themes two different texts
  • analyze how one character's identity evolves and is shaped by specific details
  • analyze the cumulative impact of specific word choices on both meaning and tone
  • make and support claims using textual evidence
  • write explanatory texts
Lesson Materials

Each student needs a copy of the short story "Sweet Potato Pie," as well as copies of the following: Guiding Questions, An Examination Jacksonian Democracy 1990 Dbq Essay Ap Theme organizer, Character Study organizer.

Images from the Library of Congress, Washington, D.C.:

1. Home of Dewey Coffey and family, who is said to be of the few tenants in the county. Children go to Scafford King School but out for sickness. Location: Rockcastle County--Conway [vicinity], Kentucky 1916 August 15. LC-USZ62-106936 (b&w film copy neg. from file print)
4. Mother washing feet and cleaning up daughters in sharecropper's shack. Southeast Missouri Farms 1938 May. Hine, Lewis Wickes, 1874-1940
LOT 7475, v. 2, no. 4433 [P&P] Rothstein, Arthur, Writing The Results Section Of A Research Paper Psychology Topics LC-USF33- 002136-M4 [P&P] LC-DIG-nclc-00482 (color digital file from b&w original print)
2. Parkin (vicinity), Arkansas. The families of evicted sharecroppers of the Dibble plantation. They were legally evicted the week of January 12, 1936. The plantation having charged that by membership in the Southern Tenant Farmers' Union they were engaging in a conspiracy to retain their homes. This contention granted by the court, the eviction, though at the point of a gun, was quite legal. The … 1936 Jan.? "Sweet Potato Pie By Eugenia Collier Essay Help" (b&w film neg.)
5. Sharecropper's children 1935 Sept. 1 photographic print. Lange, Dorothea
LC-USF34- 017490 [P&P] 1 negative ; LC-USF33-002136-M4 (b&w film nitrate neg.)

http://www.english.illinois.edu/maps/poets/a_f/brown/photos.htm
-A Photo Dossier on Sharecroppers originally from the Library of Congress' American Memory Section.

WEBQUEST:

Sharecropping. Directions: Go to the following website. Read the information and listen to the audio of Eleanor Robertson as she talks about her life growing up in a sharecropping system. Source: Encyclopedia of Louisiana, Louisiana Endowment for the Humanities (2005) http://www.knowla.org/entry.php?rec=738

Read the section on Southern Renaissance from the American Passages, Annenburg Foundation (2011) and answer the questions at the end. http://www.learner.org/amerpass/unit13/context_activ-5.html

Read the entry on "Farmers without land: The plight of White Tenant Farmers and Sharecroppers" from the Missisppi Historical Society, review the historical images, and take critical notes. (2012) http://mshistorynow.mdah.state.ms.us/articles/228/farmers-without-land-the-plight-of-white-tenant-farmers-and-sharecroppers

Pre-Assessment
  • The Guiding Questions can be used as a pre-assessment tool, prior to writing about the text. Students can answer the questions in writing, orally with the whole group, or within small discussion groups.
  • Student responses on graphic organizers can also serve to pre-assess comprehension prior to writing about the text.
Lesson Procedure
  • Listen carefully as your teacher reads from the short story "Sweet Potato Pie" by Eugenia Collier, and uses Courage In My Community Essay Contest For Kids "Think Aloud" to model close reading of the story.
  • Review the Guiding Questions.
  • Reread the short story independently. Answer the guiding questions.
  • Participate in a close reading of text, respond to guiding questions, analyze character development, discussion: focus on theme.Use your interpretations and analyses from the organizer and explain in writing how the theme in "Sweet Potato Pie" emerges and develops over the course of the text.
  • Webquest of nonfiction text about Sharecropping. "Sweet Potato Pie By Eugenia Collier Essay Help" Using evidence from the non-fiction sources, write and informative essay about how the setting of SPP influences the characters' development.
  • Analyze a nonprint text of images from the Library of Congress on sharecropping and images from Harlem during the Renaissance. Class discussion comparing them to the themes in the text and how it reflects the time period.
  • Synthesize in comparison to the print text, write an explanatory essay; focus on theme. Explain how the characters' identifies are products of their environment.
  • Reflect on the character of Buddy and how he would define "who he is" in the story "Sweet Potato Pie."
  • Participate in a discussion about the character, if assigned to do so by your teacher.
  • Reread "Sweet Potato Pie By Eugenia Collier Essay Help" story or portions of it and thoughtfully respond to the questions on the Character Study Close Reading
  • Use your responses from the Character Study organizer to write a well-developed paragraph that can be Sweet Potato Pie By Eugenia Collier Essay Help to the class, in which you make a claim about how Buddy, the narrator, would define who he is. Be sure that your claim is supported by concrete textual evidence.
Lesson Closure

Participate in a class discussion about the character of Charley in the short story. While aspects of his life were very challenging, why do you think the author avoided portraying him as a victim? How would Charley identify himself? Explain your response using information from the text.

Resource

Links to the short story:

Note: the above texts have been produced by unknown sources; they may contain typographical errors. The story is also printed in several Literature Anthologies, including Glencoe.

Resource Downloads

Download Task 1 - Text-Dependent Guiding Sweet Potato Pie By Eugenia Collier Essay Help Task 2 - An Examination of Theme in "Sweet Potato Pie" Eugenia Collier

Download Task 3 - Characters and Environment

CCSS Standards Alignment

Reading: Literature

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of text.
RL.9-10.3 Analyze how Sweet Potato Pie By Eugenia Collier Essay Help characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Writing

W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
W.9-10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
W.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.
W.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.9-10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented Sweet Potato Pie By Eugenia Collier Essay Help, articulating implications or Sweet Potato Pie By Eugenia Collier Essay Help significance of the topic).
W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking & Listening

SL.9-10.1 Initiate Lab 11 Animal Behavior Essay 1997 Honda participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Language

L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Overview of Lesson

This lesson requires multiple class periods to complete and is centered on the close reading and understanding of Eugenia Collier's short story "Sweet Potato Pie." The goal of the lesson is to reinforce the close reading process, with a focus interpreting and analyzing elements of theme and character. Students will begin the lesson by closely reading the story, responding to guiding questions, analyzing the ideas in the story and comparing them to those in non-print text images of Sharecroppers in the United States juxtaposed with non-print text images of African Americans in Harlem, New York during the late Harlem Renaissance of the 1930's. The goal is to help students appreciate how fictional characters are products of setting, author choice of language, to develop theme. More broadly, identify how authors' develop theme. Students will discuss specific elements of theme and character development in the story, complete graphic organizers, and apply their understanding and analysis of the text by writing short and extended responses.

Teacher Planning, Preparation, and Materials
  • Apply appropriate elements of UDL, e.g., use an audio version of the short story, audio from memoir of a sharecropper, provide the visual representation through the analysis of the non-print text, and for the close reading of the short story, provide checklists for multi-step tasks, complete portions of the graphic organizers to serve as models, and group students deliberately to provide scaffolded responsibilities. (See http://www.cast.org/udl/ for more information on UDL.)
  • Consider the need for captioned/described video when selecting video or other media for this unit or lesson. See "Sources for Accessible Media" for suggestions.
  • Consider the need for Accessible Instructional Materials (AIM) when selecting texts and/or novels for this unit or lesson.
  • Apply WIDA Performance Definitions and CAN DO Descriptors to differentiate the lesson for English Language Learners. Pay particular attention to the colloquialisms in the texts; ELL students may need accommodations. (See http://wida.us/ for more information.)
  • Apply extension or enrichment strategies to differentiate the lesson for advanced/gifted and talented students, e.g., analyze the use of figurative language in the story.
  • Analyze the lesson for strategic placement of formative assessments. Anticipate modifications based on formative assessments.
  • Prepare materials, including copies of the guiding questions, the graphic organizers, and the non-print text.
  • Practice a close reading the short story to identify key words, images, and structural features. Script close reading as needed. Prepare responses to the guiding questions and the graphic organizers. To increase the rigor for specific students/classes, remove textual references from the graphic organizer on theme and direct the students to locate the information in the text.
  • Select a section of the short story to use to model close reading. Practice a "Think Aloud" of the close reading of the short story. Script the "Think Aloud" as needed.
  • Where needed, consider modeling the process of completing the organizer(s) e.g., use the information regarding another character from the story to complete the character study organizer.
  • Brainstorm sample models for the writing assignments.
  • Differentiate the writing activity by providing outline templates for identified students.
  • Review what a claim is and how to use concrete textual evidence to support a claim in preparation for the analytic writing students will do in the unit.
Student Outcomes

Students will

  • read closely to determine tone, theme, and elements of character
  • analyze how theme develops and is refined throughout a text
  • compare the details that contribute to the themes of two different texts
  • analyze how one character's identity evolves and is shaped by specific details
  • analyze the cumulative impact of specific word choices on both meaning and tone
  • make and support claims using textual evidence
  • write explanatory texts
Lesson Materials

Each student needs a copy of the short story "Sweet Potato Pie," as well as copies of the following: Guiding Questions, An Examination of Theme organizer, Character Study organizer.

Images from the Library of Congress, Washington, D.C.:

1. Home of Dewey Coffey and family, who is said to be one of the few tenants in the county. Children go to Scafford King School but out for sickness. Location: Rockcastle County--Conway [vicinity], Kentucky 1916 August 15. | 1 photographic print. | Hine, Lewis Wickes, 1874-1940
LOT 7475, v. 2, no. 4433 [P&P] | LC-DIG-nclc-00482 (color digital file from b&w original print)
2. Parkin (vicinity), Arkansas. The families of evicted sharecroppers of the Dibble plantation. They were legally evicted the week of January 12, 1936. The plantation having charged that by membership in the Southern Tenant Farmers' Union they were engaging in a conspiracy to retain their homes. This contention granted by the court, the eviction, though at the point of a gun, was quite legal. The … 1936 Jan.? | 1 negative ; | Vachon, John, 1914-1975
LC-USF34- 014000-E [P&P] | LC-USZ62-99342 (b&w film copy neg. from print)
3. Negro sharecropper and wife. Mississippi. They have no tools, stock, equipment, or garden 1937 June-July. | 1 negative ; | Lange, Dorothea
LC-USF34- 017490 [P&P] | LC-USZ62-106936 (b&w film copy neg. from file print)
4. Mother washing feet and cleaning up daughters in sharecropper's shack. Southeast Missouri Farms 1938 May. | 1 negative ; | Lee, Russell, 1903-1986
LC-USF34- 031184-D [P&P] | LC-USF34-031184-D (b&w film neg.)
5. Sharecropper's children 1935 Sept. | 1 negative | Rothstein, Arthur, 1915-1985
LC-USF33- 002136-M4 [P&P] | LC-USF33-002136-M4 (b&w film nitrate neg.)

http://www.english.illinois.edu/maps/poets/a_f/brown/photos.htm
-A Photo Dossier on Sharecroppers originally from the Library of Congress' American Memory Section.

WEBQUEST:

Sharecropping. Directions: Go to the following website. Read the information and listen to the audio of Eleanor Robertson as she talks about her life growing up in a sharecropping system. Source: Encyclopedia of Louisiana, Louisiana Endowment for the Humanities (2005) http://www.knowla.org/entry.php?rec=738

Read the section on Southern Renaissance from the American Passages, Annenburg Foundation (2011) and answer the questions at the end. http://www.learner.org/amerpass/unit13/context_activ-5.html

Read the entry on "Farmers without land: The plight of White Tenant Farmers and Sharecroppers" from the Missisppi Historical Society, review the historical images, and take critical notes. (2012) http://mshistorynow.mdah.state.ms.us/articles/228/farmers-without-land-the-plight-of-white-tenant-farmers-and-sharecroppers

Pre-Assessment
  • The Guiding Questions can be used as a pre-assessment tool, prior to writing about the text. Students can answer the questions in writing, orally with the whole group, or within small discussion groups.
  • Student responses on graphic organizers can also serve to pre-assess comprehension prior to writing about the text.
Lesson Procedure
  • Listen carefully as your teacher reads from the short story "Sweet Potato Pie" by Eugenia Collier, and uses a "Think Aloud" to model close reading of the story.
  • Review the Guiding Questions.
  • Reread the short story independently. Answer the guiding questions.
  • Participate in a close reading of text, respond to guiding questions, analyze character development, discussion: focus on theme.Use your interpretations and analyses from the organizer and explain in writing how the theme in "Sweet Potato Pie" emerges and develops over the course of the text.
  • Webquest of nonfiction text about Sharecropping. Using evidence from the non-fiction sources, write and informative essay about how the setting of SPP influences the characters' development .
  • Analyze a nonprint text of images from the Library of Congress on sharecropping and images from Harlem during the Renaissance. Class discussion comparing them to the themes in the text and how it reflects the time period.
  • Synthesize in comparison to the print text, write an explanatory essay; focus on theme. Explain how the characters' identifies are products of their environment.
  • Reflect on the character of Buddy and how he would define "who he is" in the story "Sweet Potato Pie."
  • Participate in a discussion about the character, if assigned to do so by your teacher.
  • Reread the story or portions of it and thoughtfully respond to the questions on the Character Study Close Reading
  • Use your responses from the Character Study organizer to write a well-developed paragraph that can be presented to the class, in which you make a claim about how Buddy, the narrator, would define who he is. Be sure that your claim is supported by concrete textual evidence.
Lesson Closure

Participate in a class discussion about the character of Charley in the short story. While aspects of his life were very challenging, why do you think the author avoided portraying him as a victim? How would Charley identify himself? Explain your response using information from the text.

Resource

Links to the short story:

Note: the above texts have been produced by unknown sources; they may contain typographical errors. The story is also printed in several Literature Anthologies, including Glencoe.

Resource Downloads

Download Task 1 - Text-Dependent Guiding Questions

Download Task 2 - An Examination of Theme in "Sweet Potato Pie" Eugenia Collier

Download Task 3 - Characters and Environment

CCSS Standards Alignment

Reading: Literature

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Writing

W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
W.9-10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
W.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.
W.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.9-10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking & Listening

SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Language

L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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