Aim: How does a writer create effects through the connotations of words and images?
Do Now: WHOLE CLASS DISCUSSION
Describe an event in your life that at first seemed like fun, yet after the incident concluded you were ashamed or disappointed with yourself. Why do you believe you felt that way?
For the Do Now we were asked to think and consider an event in our lives that seemed fun at first but after we were ashamed or disappointed in ourselves. This is crucial as it will be connected to the short story, “Marigolds” by Eugenia Collier, a story about a girl named Lizabeth who faces conflicts when she approaches womanhood. When asked to share out Ayah mentioned an incident when her whole class misbehaved. She notes that they were fighting with the rulers given to them which led to the point of her substitute teacher leaving. As for me, I remember an incident where my cousin and I heavily salted a relative’s drink. I recall my relative being extremely shocked and proceeding to spit out the water. It was fun at first, but after I felt disappointed in myself. William also added on by explaining an incident when he learned the phrase “cut it out”. When using the phrase his brother actually cut something out which was amusing but made him feel bad afterward. However, there is no judgment as many of us go through these conflicts at a young age.
Kahoot: “Marigolds” Kahoot Link
In this class activity, we were asked to join the Kahoot link with our first and last names. The first and last name is a must to ensure that proper team points are awarded. This will be counted as a quiz since we were instructed to read the short story, “Marigold’s,” by Eugenia Collier, and annotate the story, last class. It was advised to use the annotations rubric as a guide. This assignment did not need to be submitted on Google Classroom since the annotations were to help us break down and understand the text that would be needed for the next class’s discussion. This is important as it tests our comprehension and academic honesty regarding the short story. It was expected of us to follow directions even if we weren't asked to turn it in. The top student was Eddy followed by Natalie and Justin who were able to earn points for their respective teams.
Team Collaboration: Directions: Please answer the following questions COLLABORATIVELY with your TEAM, based on your annotations from the story. Additionally, rephrase ALL questions as part of your answers, and make sure to fully develop ALL responses by answering ALL components of each question.
In Paragraph 22, why are the marigolds so important to Miss Lottie, and why do the children hate them?
What stands out about the imagery in paragraphs 22 and 27?
*This image is an example of the types of imagery that writers use in order to help the reader visualize exactly what is being described. Whether literal or figurative, imagery is generally intended to make whatever the author is describing concrete in the reader’s mind, to give it some tangible or real existence rather than a purely intellectual one. Imagery also provides the reader with a sense of vividness and immediacy.
In paragraph 22, the marigolds are so important to Miss Lottie as it was a source of happiness for her. Eddy mentions that the marigolds were one of the only things representing the beauty and hope in the environment they were living in. The children hated them because they were oddly beautiful compared to the hometown they were in. The marigolds did not make sense to the children, they couldn’t understand it because they were too beautiful. The imagery that stands out to me in paragraphs 22 and 27 is the description of the marigolds and Miss. Lottie’s backyard. The imagery showed the contrast of the beautiful marigolds and the backyard. The flowers were described as dazzling, warm, and sun golden while the backyard was described as a cage and a dim notion.
2. Describe the internal conflict occurring for the narrator, Lizabeth. Find “textual evidence” to support your statement.
*This picture is a great example of internal conflict. Internal conflict happens when a character struggles with something within themselves.
The internal conflict occurring for the narrator is coming of age. Lizabeth had an internal conflict with childhood and approaching womanhood as she started growing up. In paragraph 23, Lizabeth, her brother, and her friends threw rocks and tried destroying the marigolds for fun. However, when she overhears her parents talking about her father’s unemployment that’s when her childhood innocence ends and her womanhood begins. When she destroys the marigolds at the end is the final straw of that internal conflict. Ayah mentions that in paragraph 34 it states “The child in me sulked and said it was all in fun, but the woman in me flinched..” This represents the internal conflict of growing up. Ayah highlights that Lizabeth is having an internal conflict with the child in her that just thought it was fun, but the women in her knew it was terrible.
3. Lizabeth overhears her parents’ conversation. How does it make her feel? What is the
consequence of her hearing this conversation?
Kevin notes that when Lizabeth overhears her parents’ conversation it makes her feel extremely sad, lonely, frustrated, and shocked. Lizabeth realizes many things when overhearing her parents' conversation and sees many different sides of them. This consequence is when she finally “explodes”, and runs out to Miss. Lottie's backyard destroying the marigolds. In the end, seeing the sadness on Miss. Lottie’s was when she realizes the consequences of what she has done. She realizes the damage that she has done of not only just destroying the marigolds but Miss.Lottie too.
4. What can you infer from the text as to Lizabeth’s reasons for her final act of destruction?
I can infer from the text that Lizabeth’s reasons for her final act of destruction was because she was taking out her frustration and sadness at the marigolds. As mentioned before, the marigolds didn’t make sense to her because they were too beautiful compared to the conduction of the hometown. They represented hope for the future and beauty, so after hearing the reality of her parents’ conversation she decided to take out her frustration on them. She feels like there’s no hope after, therefore she does her final act of destruction.
5. Paragraphs 57 & 60 are especially rich in Juxtaposition.
Juxtaposition: (pronounced juhk-stuh-puh--zish--uh-n) is the placement of two or more things side by side, often in order to bring out their differences. Imagine a man walking a well-groomed dog on a pink leash on one hand and a rough Rottweiler on a spiked collar on the other hand. The juxtaposition could be shocking, humorous, or just plain strange. Regardless, this literary term calls attention to two distinctly different things by placing them right beside one another or juxtaposing them.
*This is an extreme example of Juxtaposition.
The bright and peaceful picture of the twin towers juxtaposes with the destruction of the twin tower on the right.
Examine the diction and imagery and show your understanding of juxtaposition by identifying two images or words set up for comparison.
The imagery and diction in paragraph 57 describes the beauty of the marigolds saying “fresh smell of early morning” and the “perfect yellow blooms”. In contrast, it also describes the horrible act of Lizabeth furiously pulling and trampling the marigolds.Vallerie adds on saying that the description regarding the beauty of the marigolds juxtaposes the destroying of the marigolds. The comparison was from warm and peaceful to rage and destruction. In paragraph 60, the story compares the destruction and anger to the sadness and weariness of Miss. Lottie. It describes the “violent and crazy act” to the “falling-down hut, a wrecked body” of Miss. Lottie.
6. Consider the last sentence of the story...
“And I too have planted marigolds.”
...and make inferences about whether the narrator is speaking literally, figuratively, or both.
I can infer that figuratively the narrator finally found that beauty and hope in her life. Also meaning that she finally created that beauty out of the ugliness. In the story, the marigolds symbolized hope and beauty in opposition to the condition of the town. Therefore, I can infer that when Lizabeth says “And I too have planted marigolds'' means that she finally found that hope and beauty showing the idea of coming of age. It can also literally mean that she could’ve planted the marigolds as she says that she reminisces about them.
Individual Activity: Brainstorm here! Try to describe the narrator’s voice.
Think of ways to explain how the writer’s diction and imagery create this voice.
You might also mention other literary elements, such as juxtaposition, that contribute to the narrator’s voice or point of view.
The narrator creates imagery between the contradiction of the marigold and its beauty to the ugliness of her own life and surroundings. The writer's descriptive diction used to describe the hometown and her feelings help create this tone of voice. She brings to life her childhood self through anger and stories. The narrator describes the marigolds, the town, and etc. She also uses other literary elements like juxtaposition when she describes two contrasting things to create that tone of voice. Adding on, with the metaphors she creates many comparisons between the ugly and the beautiful. The diction and imagery she uses also contribute to how the readers understand her point of view. This is so viewers can feel the emotions and feelings expressed in the story.
REFLECTION:
Summing up, this lesson was necessary in teaching me the importance of how a writer creates effects through the connotations of words and images. Through better comprehension of the short story “Marigolds” by Eugenia Collier, I learned how authors use diction, imagery, and other literary devices that create effects for the reader. With having a discussion of the short story I was also able to analyze the author’s voice. I learned this information to receive a deeper understanding of how these techniques can change or influence the meaning of a text. There are many times when an author is trying to express a more in-depth or deeper meaning without being straightforward. Therefore, they use connotation to convey imagery so that the reader is able to better visualize. I will use what I learned to be more mindful of an author's voice and the connotations they are trying to express. By doing this I will be able to interpret a deeper meaning and frame a better understanding of the writing piece. I can also use this understanding to develop better fluency and writing skills. It is crucial to be able to deliver a piece to readers effectively.
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