Honey, I Love: Connecting the Past and Present of Black Girlhood Fiction
Part One: As a partnered team, read the book of poems together. Which one do you like most and why? (read the book or the handout; please return handouts that you don't want/use)
Part Two: As a partnered team, discuss all of the following:
Part Three: As a partnered team, prepare to share with the class. One person should read aloud any ONE favorite poem. Feel free to give it a backbeat or any kind of flava you might need. The other partner should share your responses to the three questions in brown above. (You can be more creative than this and split these tasks in another way also.)
Part One: As a partnered team, read the book of poems together. Which one do you like most and why? (read the book or the handout; please return handouts that you don't want/use)
Part Two: As a partnered team, discuss all of the following:
- What do you imagine is the relationship between Black Power (especially the focus on the Breakfast Program for the BPP), Black Nationalism, and Eloise Greenfield’s 1978 Honey, I Love?
- Why the focus on black girls? How does this history connect to the contemporary fiction we have read centering black girls?
- How do you think 1978 black girls responded to this book (the images, the words, the size/packaging)? Why?
Part Three: As a partnered team, prepare to share with the class. One person should read aloud any ONE favorite poem. Feel free to give it a backbeat or any kind of flava you might need. The other partner should share your responses to the three questions in brown above. (You can be more creative than this and split these tasks in another way also.)
IV. Closing Questions for this Unit
Next week, we start back with the reading . . .
on to Hip Hop feminisms! |
How do Black women represent Black girlhood and adolescence--- in terms of sexuality, culture, social beauty codes, language, politics, community--- in fiction? Why? What do fiction (counter) narratives of Black girlhood build and create? What does this fiction signify for literacies--- in school and out? What does this fiction signify for pedagogies, schools, and publics? |
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