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1. How does Morrison’s use of magical realism and non- linear narrative reflect the way people remember and make meaning of their lives? 2. Morrison developed.

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Presentation on theme: "1. How does Morrison’s use of magical realism and non- linear narrative reflect the way people remember and make meaning of their lives? 2. Morrison developed."— Presentation transcript:

1 1. How does Morrison’s use of magical realism and non- linear narrative reflect the way people remember and make meaning of their lives? 2. Morrison developed Beloved from the literary legacy of the slave narrative. How does your reflection about memory, non-linear narrative and magical realism (question one) relate to this? Next These materials are © 2011 Anniina Jokinen, luminarium.org, all rights reserved.

2 Magical Realism- a literary element characterized by the use of magical or supernatural characters, events or places. The red mist at the doorway of 124 is a great example of magical realism. Non-linear Narrative- a way of telling the story by flashbacks, switching perspectives, or sudden changes in time or place. Review this worksheet before moving on.worksheet Slave Narrative- a literary form that grew out of the interviews and transcriptions of African- Americans who were enslaved. Please complete this worksheet before moving on.worksheet Next These materials are © 2002 J. Parise, Carnegie Mellon University, The Library of Congress, 2003, and all rights reserved.

3 We have just explored many aspects of Beloved: genre (magical realism), narrative type (non-linear), literary legacy (the slave narrative), and its cultural-historical context. Now it is time to organize and synthesize your unique reflection to answer our two questions. Use this table (or a list or table of your own) to cite specific textual pieces of Beloved that support the pieces of the text we have explored. An example has been provided Next Magical Realism Non-linear Narrative Parallels Between the Slave Narrative & Beloved Beloved’s disappearance from the porch Flashback to Denver’s birthA key part of Sethe’s life is escaping the plantation, on foot and in grave danger.

4 Your table (or list) should provide you with the essential textual evidence for a literary essay interpreting and analyzing essential elements of the novel. Based on some or all of this evidence, develop a three-pronged thesis answering one or both of our original questions (you may also submit another essay idea you find important and engaging). 1. How does Morrison’s use of magical realism and non-linear narrative reflect the way people remember and make meaning of their lives? ---OR Morrison developed Beloved from the literary legacy of the slave narrative. How does your reflection about memory, non-linear narrative or magical realism relate to this? Next These materials are © 2005 NAME, SCHOOL, all rights reserved.

5 Here is a brief list of sites suited for further interest and educational value: Audio Files of Recorded Interviews with Former Slaves Fast Facts about Magical Realism in Black Literature Other Awesome Magical Realist Novels Next These materials are © 2005 NAME, SCHOOL, all rights reserved.

6 * Expectation 1.2 * The student will construct, examine, and extend meaning of traditional and contemporary works recognized as having significant literary merit. * Indicator The student will identify and/or explain connections between and among themes and/or styles of two or more texts. * Assessment limits: Analyzing the similarities or differences in styles (e.g., formal, informal, conversational, scholarly, journalistic, poetic) of two or more texts Analyzing the similarities or differences in themes of two or more texts Analyzing the ways in which different texts illustrate a similar theme * Indicator The student will extend or further develop meaning by explaining the implications of the text for the reader or contemporary society. * Assessment limits: Identifying and/or explaining ideas and issues of a text or across texts that may have implications for readers or contemporary society Extending ideas found in a text or across texts by connecting them to ideas that have personal or societal relevance * Indicator The student will extend or further develop meaning by comparing texts presented in different media. * Expectation 1.3 * The student will explain and give evidence to support perceptions about print and non-print works. * The student will interpret a work by using a critical approach (e.g., reader response, historical, cultural, biographical, structural) that is supported with textual references. * Expectation 2.2 * The student will compose texts using the prewriting, drafting, revising, and editing strategies of effective writers and speakers. * Indicator * The student will use a variety of prewriting strategies to generate and develop ideas. * Assessment limits: * Identifying an appropriate prewriting strategy for a specific purpose or topic * Identifying relevant sources of information * Indicator * The student will select and organize ideas for specific audiences and purposes. * Assessment limits: * Selecting a logical sequence of ideas or sentences * Determining an appropriate organizational structure emphasizing purpose and/or audience * Selecting or deleting information to suit a given purpose or audience * Identifying the logical placement of a sentence or paragraph within a text These materials are © 2010 OERI, MdK12.org, all rights reserved.


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