High School Literature Analysis

The lesson begins with a focus on determining the tone of non-fiction texts by evaluating effective word choice. Students will analyze five articles about Malcolm X's assassination, identifying specific textual evidence to support their determination of tone.

A quick review of the definition of tone is conducted, with a student defining it as 'the attitude the writer has towards the subject.' The teacher emphasizes that the articles being analyzed do not have author names, making the focus entirely on the text itself.

The class collectively reads and analyzes the first article from Life magazine. The teacher instructs students to highlight words that stand out and to consider substituting synonyms to understand how different word choices affect the tone. The initial sentence, 'Life oozing out through a half dozen or more gunshot wounds in his chest. Malcolm X, once the shrillest voice of black supremacy, lay dying on the stage of a Manhattan auditorium,' is used as a primary example.

Students discuss the word 'oozing,' noting its slow, disgusting, and dramatic connotation. They explore synonyms like 'gushing' (faster, still horrible) and 'bleeding' (less dramatic), highlighting how 'oozing' emphasizes a more dramatic and visceral death.

The word 'shrillest' is analyzed. Students initially struggle with its meaning, which the teacher clarifies as high-pitched, unpleasant, and loud. The class notes that 'shrillest' suggests a negative perception of Malcolm X by the author. A student offers 'strongest' as an alternative, which would create a much more positive and embracing tone, aligning with Malcolm X's historical significance as a powerful voice.

The term 'whitey' is discussed, with students pointing out its derogatory nature and how it reveals the author's potentially biased perspective, especially given Malcolm X's later shift in views. Substituting 'Caucasian' for 'whitey' is shown to immediately make the tone more formal and less charged.

The phrase 'faked out' is examined. Students propose synonyms like 'tricked' and 'bamboozled.' The teacher notes that 'faked out' contributes to a tone that might suggest the author's disdain for Malcolm X and his followers, almost implying a sense of mockery.

The word 'lunged' is analyzed. Students associate it with urgency, weight, and a brief, forceful movement. They compare it to 'scrambled' (more willy-nilly but still urgent) and 'ran through' (suggests a more open path), highlighting how 'lunged' conveys a specific visual and intensity.

The word 'bolted' is discussed in the context of the bodyguards leaving Malcolm X's side. Students define it as rushing, leaving quickly without hesitation. 'Left' or 'rushed' are offered as alternatives, but 'bolted' is seen as more powerful and conveying greater urgency and emotion. 'Charged' is also suggested, which would further change the tone to suggest an aggressive response.

The class concludes that the overall tone of the first article is harsh, blunt, and even careless, especially for someone who had just died. Students perceive a 'na-nana boo boo' attitude, suggesting the author felt Malcolm X deserved his fate due to his past rhetoric and eventual betrayal by his own people. The teacher speculates that the author might be white, given the perceived negative bias.

Students are instructed to continue this analysis with the remaining four articles in their groups. They can work in order or jump around, either reading individually and discussing or analyzing collectively, emphasizing negotiation and collaborative decision-making within their groups.