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Unveiling The Bluest Eye

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Brian Calandruccio

Tier 1
For Schools

Lesson Plan

Unveiling The Bluest Eye

Students will explore themes and vocabulary in Toni Morrison’s The Bluest Eye through scaffolded reading and interactive activities, building confidence decoding challenging text.

Introducing Morrison’s novel with supportive scaffolds helps reading-difficult learners engage with literary analysis, boosting comprehension and emotional literacy.

Audience

High School Students

Time

45 minutes

Approach

Scaffolded reading with interactive tasks

Materials

  • Bluest Eye Warm-Up Prompt Cards, - Bluest Eye Quote Match Activity Set, - Bluest Eye Scaffolded Reading Worksheet, - Bluest Eye Worksheet Answer Key, and - Bluest Eye Excerpt Handout

Prep

Teacher Preparation

10 minutes

  • Print and organize all materials: Bluest Eye Warm-Up Prompt Cards, Bluest Eye Quote Match Activity Set, Bluest Eye Scaffolded Reading Worksheet, Bluest Eye Worksheet Answer Key, and Bluest Eye Excerpt Handout.
  • Review the excerpt to identify challenging vocabulary and note brief definitions for student reference.
  • Pre-group students into pairs or triads, considering IEPs, 504s, and social-emotional needs.
  • Set up seating for small-group interaction, ensuring clear pathways for teacher support.
  • Prepare audio read-aloud option or digital text-to-speech for students with reduced processing speed.
  • Plan check-ins and reflections spots for emotional processing; remind students of support resources.

Step 1

Warm-Up Discussion

5 minutes

  • Display thematic question: "What does beauty mean?" on board.
  • Distribute Bluest Eye Warm-Up Prompt Cards.
  • In pairs, students choose a card and share thoughts for 2 minutes.
  • Invite 2–3 volunteers to share reflections, validating all contributions.

Step 2

Introduce Text & Preview

5 minutes

  • Briefly introduce Toni Morrison and historical context of The Bluest Eye.
  • Hand out Bluest Eye Excerpt Handout.
  • Guide students to preview text: scan headings, bolded vocabulary, and first paragraph.
  • Clarify definitions of key terms; students jot down in margin.

Step 3

Interactive Quote Matching Activity

15 minutes

  • Distribute Bluest Eye Quote Match Activity Set.
  • In small groups, students match quotes from the excerpt to thematic statements on cards.
  • Encourage discussion: "Which quote supports which theme and why?"
  • Circulate to provide sentence stems and emotional support as needed.

Step 4

Scaffolded Reading & Worksheet

15 minutes

  • Provide Bluest Eye Scaffolded Reading Worksheet.
  • Students read excerpt aloud in turns or listen to audio support.
  • Complete sections: vocabulary cloze, guided questions, and personal response.
  • Offer 1:1 support for students with reduced processing speed; allow extra time.

Step 5

Reflection & Wrap-Up

5 minutes

  • Reconvene whole class; invite volunteers to share insights from worksheet.
  • Debrief emotional content: ask "How did this passage make you feel?" Provide safe space.
  • Preview next session: deeper dive into characters and setting.
  • Collect worksheets and materials.
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Worksheet

Bluest Eye Scaffolded Reading Worksheet

Read the Excerpt

Read the passage on Bluest Eye Excerpt Handout. As you read, underline any words or phrases you find challenging.

Section 1: Vocabulary Cloze

Use the word bank to fill in each blank. Write the chosen word on the line.

Word Bank: innocence, withered, yearning, melancholy, resentment

  1. Pecola sat alone, her eyes filled with __________ for the beauty she did not see in herself.


  2. The flowers in the garden had __________ and lost their color with the coming frost.


  3. Claudia watched with __________ as the other children praised these blue eyes.


Section 2: Guided Comprehension

Answer each question in one or two sentences.

  1. Who is the main character described in the excerpt?


  2. Where does this scene take place?


  3. What problem or conflict is hinted at in this passage?


Section 3: Quote Analysis

Choose one of the quotes below. Copy your chosen quote, then answer the questions that follow.

• “It had occurred to Pecola some time ago that if her eyes, those eyes that held the pictures, and knew the sights—if those eyes of hers were different, that is to say, beautiful, she herself would be different.”

• “The Breedloves did not live in a storefront because they were [...] radicals of taste. They lived there because they were poor and ugly.”

Quote selected: __________________________________________________



  1. What does this quote reveal about Pecola’s feelings or beliefs?





  2. How does this quote connect to the theme of beauty in the novel?





Section 4: Personal Reflection

In a short paragraph, reflect on the following prompt:

What does beauty mean to you? How might Pecola’s ideas about beauty differ from your own? Use evidence from the text or your personal experience.










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Activity

Bluest Eye Quote Matching Activity

Purpose: Help students connect key passages from the excerpt to central themes, deepening comprehension and critical thinking.

Materials (per small group):

  • One set of Quote Cards (cut apart)
  • One set of Theme Cards (cut apart)

Quote Cards

  1. “It had occurred to Pecola some time ago that if her eyes, those eyes that held the pictures, and knew the sights—if those eyes of hers were different, that is to say, beautiful, she herself would be different.”
  2. “The Breedloves did not live in a storefront because they were […] radicals of taste. They lived there because they were poor and ugly.”

Theme Cards

  • Internalized beauty and self-worth
  • Effects of poverty and social stigma
  • Community perceptions and judgment
  • Dreams, desires, and yearning
  • Self-image and identity

Instructions

  1. Distribute one mixed deck of Quote and Theme Cards to each group.
  2. Read each Quote Card aloud and lay it face-up on the table.
  3. Select 1–2 Theme Cards that best match a given quote. Discuss why—use sentence stems like:
    • “I chose ___ because…”
    • “This quote shows… which connects to the idea of…”
  4. Place matched Theme Cards beneath each Quote Card.
  5. After matching all quotes, rotate decks with another group. Review their pairings and offer one suggestion or question.
  6. Whole-class share: Invite volunteers to present one quote-theme match and explain their reasoning.

Follow-Up Questions

  • Which theme was most surprising or challenging to match?
  • Did any quote connect to more than one theme? How?
  • How do these themes resonate with your own ideas about beauty or identity?

Teacher Note: Provide sentence stems and emotional check-ins as needed for students with processing or emotional support needs.

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Warm Up

Bluest Eye Warm-Up Prompt Cards

Purpose: Kickstart discussion on beauty, perception, and self-worth.
Directions: Cut apart the prompt cards below. Distribute one card to each student. In pairs, students take turns reading their prompt, jotting a quick response, and sharing with their partner.

Card 1:
What does beauty mean to you?


Card 2:
Think of someone you consider beautiful. What qualities make them beautiful?


Card 3:
Can something be beautiful even if it is not perfect? Why or why not?


Card 4:
How do society’s standards influence what we see as beautiful?


Card 5:
Recall a time you felt invisible or unseen. How did that moment affect your sense of self?


Card 6:
Imagine that changing your eyes could change how others see you. What would you hope they saw differently?


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Answer Key

Bluest Eye Worksheet Answer Key

This answer key provides correct responses and step-by-step reasoning to guide grading and support student understanding.

Section 1: Vocabulary Cloze

Word Bank: innocence, withered, yearning, melancholy, resentment

  1. Answer: yearning
    Reasoning: The phrase “her eyes filled with ___ for the beauty she did not see in herself” implies a deep longing or desire. Yearning means a strong longing, matching the context.


  2. Answer: withered
    Reasoning: Flowers that lose color and droop because of frost are described as withered, meaning shriveled or dried up.


  3. Answer: resentment
    Reasoning: Watching others praise blue eyes suggests jealousy or bitterness. Resentment captures that feeling of anger toward perceived unfairness.


Section 2: Guided Comprehension

Answer each in one or two sentences.

  1. Who is the main character described in the excerpt?
    Sample Answer: The main character is Pecola Breedlove.
    Step-by-step: Look for the name in the passage and note whose thoughts and feelings are being described.


  2. Where does this scene take place?
    Sample Answer: The scene takes place in the Breedloves’ storefront home (or their small rented storefront) in an impoverished neighborhood.
    Step-by-step: Identify setting clues (e.g., mention of a storefront, home, or neighborhood details) to locate the scene.


  3. What problem or conflict is hinted at in this passage?
    Sample Answer: The passage hints at Pecola’s internal conflict: she believes that changing her appearance (her eyes) will change her worth and how others treat her.
    Step-by-step: Look for clues about her desires or fears (wanting beautiful eyes) to understand the emotional or social conflict.


Section 3: Quote Analysis

Instructions: Students choose one quote, copy it, then answer the two questions. Below are model responses for each quote.

Quote Option A

“It had occurred to Pecola some time ago that if her eyes, those eyes that held the pictures, and knew the sights—if those eyes of hers were different, that is to say, beautiful, she herself would be different.”

  1. What does this quote reveal about Pecola’s feelings or beliefs?
    Sample Answer: It shows that Pecola believes her self-worth and identity depend on her physical appearance. She feels ugly and thinks that having “beautiful” eyes would make her a different, valued person.





  2. How does this quote connect to the theme of beauty in the novel?
    Sample Answer: This quote highlights the theme of internalized beauty standards: society’s ideals cause Pecola to equate beauty with value. It reveals how oppressive beauty norms shape her self-image and desires.





Quote Option B

“The Breedloves did not live in a storefront because they were […] radicals of taste. They lived there because they were poor and ugly.”

  1. What does this quote reveal about Pecola’s feelings or beliefs?
    Sample Answer: It reveals a sense of shame and resignation: the family accepts their poverty and feels they deserve their living conditions because they consider themselves ugly.






  1. How does this quote connect to the theme of beauty in the novel?
    Sample Answer: It connects beauty to social status and stigma: ugly appearance and poverty are linked, showing how beauty norms reinforce class divisions and self-devaluation.






Section 4: Personal Reflection

Prompt: What does beauty mean to you? How might Pecola’s ideas about beauty differ from your own? Use evidence from the text or your personal experience.

Teacher Note: There is no single correct answer. Look for reflections that:

  • Define beauty with personal examples or cultural references
  • Contrast the student’s view with Pecola’s internalized belief that physical traits determine worth
  • Include at least one piece of text evidence (e.g., reference to one of the quotes)

Example Response:

“To me, beauty means kindness and confidence rather than just physical features. Pecola thinks that blue eyes would solve all her problems, but I believe how we treat others shows our true beauty. For instance, in the excerpt she thinks, ‘if those eyes of hers were different…she herself would be different,’ but I know that being caring and strong is what really matters.”










Use this key to provide feedback on student responses, offering praise for clear connections to the text and guidance where reasoning can be strengthened.

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