Hello everyone!
Don't forget that our field trip to see Wicked is this Wednesday! Please make sure to come to school on time on Wednesday morning, and come to Ms. Atwill's room as soon as you finish your lunch at 11:11!
Monday
All periods:
Classwork: Work on revising your duets
Homework: Finish your duets, they are due on Thursday! Performances will be on Friday, and they are totally optional. You can speak your song, or sing or rap. If you want to bring in a beat on your phone, go for it!
Tuesday
All periods:
Classwork: Read the PXP article (second page in the link) and complete a SOAPSTone analysis.
Homework: Read the Cellphone article (first page in the link above) and complete another SOAPSTone analysis.
Wednesday
Periods 1 and 2:
Classwork: Read poem "Give Us Our Peace." Use TPCASTT Template to analyze poem, then complete the Regents Exam questions on the back of the poem.
Homework:
If you are seeing Wicked, none! If you aren’t, watch a movie you’ve never seen before. (This is required for a writing project.)*Don’t forget, your duets are due tomorrow!*
Periods 5, 6 and 7:
(Only applies to students who are not seeing Wicked)
Classwork: Complete this Regents Exam essay. This will count as a project grade.
Homework: Watch a movie that you have never seen before--you will need to use this experience to do a writing project on Thursday.
Thursday
All periods:
Duets are due today!
Classwork: Review the PXP Instructions, and then complete your outline.
Homework: Write the rough draft of your PXP Response to Wicked (if you saw the show) or the movie (if you didn't.)
Friday
Stage Doors Program: Last day!
Duet Performances
Monday, October 31, 2016
Sunday, October 23, 2016
Week of October 24-28
Hello everyone,
Here are the assignments and classwork for the week. A quick reminder: your permission slips for the Wicked field trip are due on Thursday! See Ms. Atwill if you need another one or have any questions.
Monday
Periods 1, 5, and 7:
Classwork: Author's Toolbox: Central Idea: Identity vs. Fitting In
Definition: Tension between being true to oneself and one’s community.
Example: Julius Lester almost puts back a book of poetry that he wants to read because he feels that, as a black teenager in Tennessee in 1950, poetry isn’t for him.
Learn the SOAPSTone method for analyzing non-fiction. Read "A Rainbow Creation" and use the SOAPSTone template to analyze. Read "Finding One's Voice."
Homework: Use the SOAPSTone template to analyze "Finding One's Voice"
Periods 2 and 6:
Classwork: Read Chapter 8 in Malcolm X, pages 129-136.
Homework: Write 1/2 page on how Malcolm's drug use in Ch 8 connects to the central idea of dehumanization.
Tuesday
Periods 1, 5, and 7:
Classwork: Use the TPCASTT Method to analyze "Two Names, Two Worlds."
Homework: Create an identity chart for the narrator.
Periods 2 and 6:
Classwork: Read p. 144-153 in Malcolm X. Take double entry notes on central ideas of racial identity, systemic oppression, integration vs. segregation, and dehumanization.
Homework: Knowing that Malcolm becomes a Muslim minister, why does he spend so much time writing about his time on the streets?
Wednesday
Periods 1, 5, and 7:
Classwork: Author's Toolbox: Central Idea: Dehumanization
Definition: Taking away the humanity of a person or group.
Example: Segregation in America dehumanized black people by making them separate and different from white people.
Revise your songs with a partner or independently.
Homework: Write a new draft of your song, incorporating revisions and edits from today's class.
Periods 2 and 6:
Classwork: Revise your songs with a partner or independently.
Homework: Write a new draft of your song, incorporating revisions and edits from today's class.
Thursday
Permission slips for the Wicked field trip are due!
Periods 1 and 5:
Classwork: Watch a video on Jim Crow laws and segregation in the American south. Read an excerpt from To Kill a Mockingbird.
Homework: How do both segregation and Atticus's description of the Ewell family show the central idea of dehumanization?
Period 7:
Classwork: Watch a video on Jim Crow laws and segregation in the American south.
Homework: How does segregation connect to the central idea of dehumanization?
Periods 2 and 6:
Classwork: Review Author’s Voice: Raising the Stakes (Engaging the reader by increasing the intensity of a situation)
Read Malcolm X, p. 154-158. Double Entry Journal: Raising the stakes
Here are the assignments and classwork for the week. A quick reminder: your permission slips for the Wicked field trip are due on Thursday! See Ms. Atwill if you need another one or have any questions.
Monday
Periods 1, 5, and 7:
Classwork: Author's Toolbox: Central Idea: Identity vs. Fitting In
Definition: Tension between being true to oneself and one’s community.
Example: Julius Lester almost puts back a book of poetry that he wants to read because he feels that, as a black teenager in Tennessee in 1950, poetry isn’t for him.
Learn the SOAPSTone method for analyzing non-fiction. Read "A Rainbow Creation" and use the SOAPSTone template to analyze. Read "Finding One's Voice."
Homework: Use the SOAPSTone template to analyze "Finding One's Voice"
Periods 2 and 6:
Classwork: Read Chapter 8 in Malcolm X, pages 129-136.
Homework: Write 1/2 page on how Malcolm's drug use in Ch 8 connects to the central idea of dehumanization.
Tuesday
Periods 1, 5, and 7:
Classwork: Use the TPCASTT Method to analyze "Two Names, Two Worlds."
Homework: Create an identity chart for the narrator.
Periods 2 and 6:
Classwork: Read p. 144-153 in Malcolm X. Take double entry notes on central ideas of racial identity, systemic oppression, integration vs. segregation, and dehumanization.
Homework: Knowing that Malcolm becomes a Muslim minister, why does he spend so much time writing about his time on the streets?
Wednesday
Periods 1, 5, and 7:
Classwork: Author's Toolbox: Central Idea: Dehumanization
Definition: Taking away the humanity of a person or group.
Example: Segregation in America dehumanized black people by making them separate and different from white people.
Revise your songs with a partner or independently.
Homework: Write a new draft of your song, incorporating revisions and edits from today's class.
Periods 2 and 6:
Classwork: Revise your songs with a partner or independently.
Homework: Write a new draft of your song, incorporating revisions and edits from today's class.
Thursday
Permission slips for the Wicked field trip are due!
Periods 1 and 5:
Classwork: Watch a video on Jim Crow laws and segregation in the American south. Read an excerpt from To Kill a Mockingbird.
Homework: How do both segregation and Atticus's description of the Ewell family show the central idea of dehumanization?
Period 7:
Classwork: Watch a video on Jim Crow laws and segregation in the American south.
Homework: How does segregation connect to the central idea of dehumanization?
Periods 2 and 6:
Classwork: Review Author’s Voice: Raising the Stakes (Engaging the reader by increasing the intensity of a situation)
Read Malcolm X, p. 154-158. Double Entry Journal: Raising the stakes
Homework: Write ½ page: How does Malcolm raise the stakes in his description of prison life?
Friday
All periods:
Classwork: Stage Door Program with Taryn!
Homework: Begin writing your duet song lyrics.
Friday
All periods:
Classwork: Stage Door Program with Taryn!
Homework: Begin writing your duet song lyrics.
Wednesday, October 19, 2016
Extra Credit Opportunities!
As we reach the end of the marking period, many of you have asked for opportunities for extra credit. You can give a book talk, do extra independent reading, make up missing work, or help create a poster based off of one of the items in your Author's Toolbox. Here are the directions for the posters. Stop by at lunch or after school for chart paper and supplies!
Sunday, October 16, 2016
Week of October 17-21
Hello everyone!
Periods 5, 6 and 7: For the next few weeks, we will be working with our incredible Teaching Artist, Taryn Matusik, every Friday. Because we want to make the most of our time with her, we will not be doing Independent Reading in class on Fridays. You still need to bring your reading log to class to get your stamp, and then over the weekend you will need to read to make up for Friday. Therefore, reading logs will be due on Monday for the next three weeks. You are still responsible for fifty pages, five responses, and five stamps each week.
Periods 1 and 2 will still complete the program, but because Taryn isn't available in the mornings, they should come to Drama Club after school on Friday to get to work with her!
Monday
Period 1:
Stage Door Program:
Classwork: Decide whether you agree or disagree with the following statements:
1. I judge others on the basis of appearance.
2. I am judged by others on the basis of my appearance.
3. I would rather be popular with others than be true to myself.
4. I believe that I can change the world with my actions.
Choose the statement that is the most interesting to you, and write a monologue about a time when something related to it happened to you. Be specific! (You can make up parts of the story if you can't remember every detail.)
Periods 5, 6 and 7: For the next few weeks, we will be working with our incredible Teaching Artist, Taryn Matusik, every Friday. Because we want to make the most of our time with her, we will not be doing Independent Reading in class on Fridays. You still need to bring your reading log to class to get your stamp, and then over the weekend you will need to read to make up for Friday. Therefore, reading logs will be due on Monday for the next three weeks. You are still responsible for fifty pages, five responses, and five stamps each week.
Periods 1 and 2 will still complete the program, but because Taryn isn't available in the mornings, they should come to Drama Club after school on Friday to get to work with her!
Monday
Period 1:
Stage Door Program:
Classwork: Decide whether you agree or disagree with the following statements:
1. I judge others on the basis of appearance.
2. I am judged by others on the basis of my appearance.
3. I would rather be popular with others than be true to myself.
4. I believe that I can change the world with my actions.
Choose the statement that is the most interesting to you, and write a monologue about a time when something related to it happened to you. Be specific! (You can make up parts of the story if you can't remember every detail.)
Homework: Complete your monologue by Thursday.
Periods 5 and 7:
Reading Logs Due
Classwork:
Author's Toolbox: Point of View
Definition: A narrator's perspective about a subject that affects their tone.
Example: From a teacher's point of view: "That lazy student didn't bother to do his homework." From a student's point of view: "I was up all night taking care of my baby sister, and I had four other assignments, and I just didn't have time for everything."
Read "The Nymph's Reply to the Shepherd" (second page)
Homework: Write 1/2 page comparing "The Passionate Shepherd to His Love" and "The Nymph's Reply." Who do you think has the "correct" point of view? Why? Is there a "correct" view?
Periods 2 and 6:
Reading Logs Due
Classwork: Read Malcolm X, Chapter 6, pages 97, 105, and 107-110. Take double entry notes on central ideas of Systemic Oppression, Racial Identity, Dehumanization, and Integration vs. Segregation.
Homework: Write 1/2 page: how do two central ideas (you can use S.O. and R.I. but you can choose others as well, such as integration vs. separation or solidarity) build off of one another in Chapter 6? Period 6 only: Read p. 105.
Periods 5 and 7:
Reading Logs Due
Classwork:
Author's Toolbox: Point of View
Definition: A narrator's perspective about a subject that affects their tone.
Example: From a teacher's point of view: "That lazy student didn't bother to do his homework." From a student's point of view: "I was up all night taking care of my baby sister, and I had four other assignments, and I just didn't have time for everything."
Read "The Nymph's Reply to the Shepherd" (second page)
Homework: Write 1/2 page comparing "The Passionate Shepherd to His Love" and "The Nymph's Reply." Who do you think has the "correct" point of view? Why? Is there a "correct" view?
Periods 2 and 6:
Reading Logs Due
Classwork: Read Malcolm X, Chapter 6, pages 97, 105, and 107-110. Take double entry notes on central ideas of Systemic Oppression, Racial Identity, Dehumanization, and Integration vs. Segregation.
Homework: Write 1/2 page: how do two central ideas (you can use S.O. and R.I. but you can choose others as well, such as integration vs. separation or solidarity) build off of one another in Chapter 6? Period 6 only: Read p. 105.
Tuesday
Periods 1, 5 and 7:
Classwork: Author's Toolbox: Central Idea
Definition: A main theme or idea in a text.
Example: In “Cora, Unashamed,” and “Ain’t I a Woman,” both authors developed a central idea of women’s rights in an unjust world. Hughes showed Cora speaking out but nobody listening, showing a pessimistic point of view, whereas Truth’s speech had a triumphant tone, showing an optimistic point of view.
Periods 1, 5 and 7:
Classwork: Author's Toolbox: Central Idea
Definition: A main theme or idea in a text.
Example: In “Cora, Unashamed,” and “Ain’t I a Woman,” both authors developed a central idea of women’s rights in an unjust world. Hughes showed Cora speaking out but nobody listening, showing a pessimistic point of view, whereas Truth’s speech had a triumphant tone, showing an optimistic point of view.
Identify shared central ideas in "The Passionate Shepherd to his Love" and "The Nymph's Reply to the Shepherd." Some examples are the relationship between humans and nature, and the true nature of love. Take double entry notes on these central ideas in both poems.
Prepare for tomorrow's final exam for the marking period: it will be on these two poems, and doing the homework will REALLY help prepare you for the exam. You will have copies of the poems to refer to, and you will be writing one formal, multi-paragraph essay.
Homework: Write 1/2 page: How do the authors develop a shared central idea in the two poems? What is each poem’s point of view about the central idea? How is this point of view revealed in the text? (This will be on your exam tomorrow!)
Periods 2 and 6:
Classwork: Read Malcolm X, Chapter 7, pages 114-120. Take double entry notes on central ideas of Systemic Oppression, Racial Identity, Dehumanization, and/or Integration vs. Segregation
Homework: Study for your exam! You may put BLANK post-it notes on pages in Malcolm X that have useful quotes.
Classwork: Read Malcolm X, Chapter 7, pages 114-120. Take double entry notes on central ideas of Systemic Oppression, Racial Identity, Dehumanization, and/or Integration vs. Segregation
Homework: Study for your exam! You may put BLANK post-it notes on pages in Malcolm X that have useful quotes.
Wednesday
Periods 1, 5 and 7:
Classwork: Marking Period 1 Final Exam! You will have the entire class period to complete the exam. You will be asked to compare the shared central ideas of "From the Passionate Shepherd to His Love" and "The Nymph's Reply" in a formal, multi-paragraph essay.
Homework: Independent Reading
Periods 2 and 6:
Classwork: Marking Period 1 Final Exam! You will have the entire class period to complete the exam. You will be asked to connect two central ideas from Malcolm X in a formal, multi-paragraph essay.
Homework: Independent Reading
Periods 1, 5 and 7:
Classwork: Marking Period 1 Final Exam! You will have the entire class period to complete the exam. You will be asked to compare the shared central ideas of "From the Passionate Shepherd to His Love" and "The Nymph's Reply" in a formal, multi-paragraph essay.
Homework: Independent Reading
Periods 2 and 6:
Classwork: Marking Period 1 Final Exam! You will have the entire class period to complete the exam. You will be asked to connect two central ideas from Malcolm X in a formal, multi-paragraph essay.
Homework: Independent Reading
Thursday
Periods 1, 5, 6 and 7:
Stage Door Program:
Drafts of monologues are due.
Classwork: Read your monologue to a partner. They will evaluate it and give you warm and cool feedback.
Homework: Revise your monologue for tomorrow's class with Taryn
Period 2:
Stage Door Program:
Classwork: Decide whether you agree or disagree with the following statements:
1. I judge others on the basis of appearance.
2. I am judged by others on the basis of my appearance.
3. I would rather be popular with others than be true to myself.
4. I believe that I can change the world with my actions.
Choose the statement that is the most interesting to you, and write a monologue about a time when something related to it happened to you. Be specific! (You can make up parts of the story if you can't remember every detail.)
Periods 1, 5, 6 and 7:
Stage Door Program:
Drafts of monologues are due.
Classwork: Read your monologue to a partner. They will evaluate it and give you warm and cool feedback.
Homework: Revise your monologue for tomorrow's class with Taryn
Period 2:
Stage Door Program:
Classwork: Decide whether you agree or disagree with the following statements:
1. I judge others on the basis of appearance.
2. I am judged by others on the basis of my appearance.
3. I would rather be popular with others than be true to myself.
4. I believe that I can change the world with my actions.
Choose the statement that is the most interesting to you, and write a monologue about a time when something related to it happened to you. Be specific! (You can make up parts of the story if you can't remember every detail.)
Homework: Complete your monologue.
Friday
Periods 1 and 2:
Reading Logs Due
Classwork: Present your monologues to the class. Classmates will write down one or two lines that stand out from your monologue.
Homework: Using the lines that your classmates (or you) identified from your monologue as a starting point or chorus, create a song (no, you won't have to sing if you don't want!) that could accompany your monologue.
Periods 5, 6 and 7:
Stage Door Program with Taryn
Periods 1 and 2:
Reading Logs Due
Classwork: Present your monologues to the class. Classmates will write down one or two lines that stand out from your monologue.
Homework: Using the lines that your classmates (or you) identified from your monologue as a starting point or chorus, create a song (no, you won't have to sing if you don't want!) that could accompany your monologue.
Periods 5, 6 and 7:
Stage Door Program with Taryn
Tuesday, October 11, 2016
Week of October 10-14
Hi everyone!
We have another short week this week, so please make sure to stay on top of your reading logs. You are responsible for 50 pages and 5 reading logs per week, whether we have class or not.
If you need extra credit, write a thank you note to the people who donated books to our Independent Reading library, or give a Book Talk if you've read a book you loved and want to share it with the class! Fill out the Book Talk planning page and return it to Ms. Atwill.
Tuesday:
Periods 1, 5 and 7:
Classwork: Work with your group to create an illustration for your assigned stanza of "The Passionate Shepherd to His Love."
Homework: Write 1/2 page: Does this poem show a realistic view of love? Why/why not? Why do you think the author wrote it this way?
Periods 2 and 6:
Classwork: Review the articles read in Ms. Lee's class about the killings of black men in America. Then, read poems written by other high school students about the incidents.
Homework: Type up your final draft of your poem and print or email it to msatwill@gmail.com. The best poems will be displayed on the bulletin board in the hallway!
Thursday
Periods 1, 5 and 7:
Classwork: Work with your group to complete your illustration of your assigned stanza of "The Passionate Shepherd to His Love." Groups will present their illustrations.
Homework: Write 1/2 page: Which groups were most effective in their illustrations? Why?
Periods 2 and 6:
Your Black Lives Matter Poems are due!
Classwork: Review setting (time and location of a story). Read p. 87-93 in Malcolm X, and take Double Entry Notes on how the setting affects the actions of the characters.
Homework: Write 1/2 page: Describe how the setting of Chapter 6 affects the actions of the characters.
Friday
Period 1:
Classwork:
Author's Toolbox: Point of View
Definition: A narrator's perspective about a subject that affects their tone.
Example: From a teacher's point of view: "That lazy student didn't bother to do his homework." From a student's point of view: "I was up all night taking care of my baby sister, and I had four other assignments, and I just didn't have time for everything."
Read "The Nymph's Reply to the Shepherd" (second page)
Homework: Write 1/2 page comparing "The Passionate Shepherd to His Love" and "The Nymph's Reply." Who do you think has the "correct" point of view? Why? Is there a "correct" view?
Period 2:
(We didn't have class due to the House Meetings, so we will do this on Monday)
Classwork: Read Malcolm X, Chapter 6, pages 97, 105, and 107-110. Take double entry notes on central ideas of Systemic Oppression and Racial Identity.
Homework: Write 1/2 page: how do two central ideas (you can use S.O. and R.I. but you can choose others as well, such as integration vs. separation or solidarity) build off of one another in Chapter 6?
Periods 5, 6 and 7:
Our teaching artist, Taryn Matusik, will be coming to class to begin our Stage Doors program! We will work together on a variety of dramatic projects over the next month. Periods 1 and 2 will also complete the program, but they will work on Mondays instead of Fridays.
Classwork: Decide whether you agree or disagree with the following statements:
1. I judge others on the basis of appearance.
2. I am judged by others on the basis of my appearance.
3. I would rather be popular with others than be true to myself.
4. I believe that I can change the world with my actions.
Choose the statement that is the most interesting to you, and write a monologue about a time when something related to it happened to you.
Homework: Finish writing your monologue if you didn't in class AND do Independent Reading--I will be collecting your reading logs on Monday!
We have another short week this week, so please make sure to stay on top of your reading logs. You are responsible for 50 pages and 5 reading logs per week, whether we have class or not.
If you need extra credit, write a thank you note to the people who donated books to our Independent Reading library, or give a Book Talk if you've read a book you loved and want to share it with the class! Fill out the Book Talk planning page and return it to Ms. Atwill.
Tuesday:
Periods 1, 5 and 7:
Classwork: Work with your group to create an illustration for your assigned stanza of "The Passionate Shepherd to His Love."
Homework: Write 1/2 page: Does this poem show a realistic view of love? Why/why not? Why do you think the author wrote it this way?
Periods 2 and 6:
Classwork: Review the articles read in Ms. Lee's class about the killings of black men in America. Then, read poems written by other high school students about the incidents.
Homework: Type up your final draft of your poem and print or email it to msatwill@gmail.com. The best poems will be displayed on the bulletin board in the hallway!
Thursday
Periods 1, 5 and 7:
Classwork: Work with your group to complete your illustration of your assigned stanza of "The Passionate Shepherd to His Love." Groups will present their illustrations.
Homework: Write 1/2 page: Which groups were most effective in their illustrations? Why?
Periods 2 and 6:
Your Black Lives Matter Poems are due!
Classwork: Review setting (time and location of a story). Read p. 87-93 in Malcolm X, and take Double Entry Notes on how the setting affects the actions of the characters.
Homework: Write 1/2 page: Describe how the setting of Chapter 6 affects the actions of the characters.
Friday
Period 1:
Classwork:
Author's Toolbox: Point of View
Definition: A narrator's perspective about a subject that affects their tone.
Example: From a teacher's point of view: "That lazy student didn't bother to do his homework." From a student's point of view: "I was up all night taking care of my baby sister, and I had four other assignments, and I just didn't have time for everything."
Read "The Nymph's Reply to the Shepherd" (second page)
Homework: Write 1/2 page comparing "The Passionate Shepherd to His Love" and "The Nymph's Reply." Who do you think has the "correct" point of view? Why? Is there a "correct" view?
Period 2:
(We didn't have class due to the House Meetings, so we will do this on Monday)
Classwork: Read Malcolm X, Chapter 6, pages 97, 105, and 107-110. Take double entry notes on central ideas of Systemic Oppression and Racial Identity.
Homework: Write 1/2 page: how do two central ideas (you can use S.O. and R.I. but you can choose others as well, such as integration vs. separation or solidarity) build off of one another in Chapter 6?
Periods 5, 6 and 7:
Our teaching artist, Taryn Matusik, will be coming to class to begin our Stage Doors program! We will work together on a variety of dramatic projects over the next month. Periods 1 and 2 will also complete the program, but they will work on Mondays instead of Fridays.
Classwork: Decide whether you agree or disagree with the following statements:
1. I judge others on the basis of appearance.
2. I am judged by others on the basis of my appearance.
3. I would rather be popular with others than be true to myself.
4. I believe that I can change the world with my actions.
Choose the statement that is the most interesting to you, and write a monologue about a time when something related to it happened to you.
Homework: Finish writing your monologue if you didn't in class AND do Independent Reading--I will be collecting your reading logs on Monday!
Tuesday, October 4, 2016
Week of October 5th-7th
Hi everyone!
We have a short week this week and next week, so please make sure to stay on top of your reading logs. You are responsible for 50 pages and 5 reading logs per week, whether we have class or not.
If you need extra credit, write a thank you note to the people who donated books to our Independent Reading library, or give a Book Talk if you've read a book you loved and want to share it with the class! Fill out the Book Talk planning page and return it to Ms. Atwill.
Wednesday
Periods 1, 5 and 7:
Final Drafts of "Speaking Out" Creative Writing Pieces are due! Must be typed and printed out or emailed to msatwill@gmail.com, and you need to follow the requirements on this handout.
Classwork: Complete the "Speaking Out" piece reflection. Discuss how to give an effective Book Talk for extra credit.
Homework: Prepare for your performance of your "Speaking Out" piece tomorrow!
Periods 2 and 6:
Classwork: Author's Toolbox: Characterization
Definition: Describing someone's looks, actions, speech, thoughts, or what other people say about them to reveal their character.
Example:The characterization of Malcolm’s father as a strong man and “not frightened” (p. 3) reveals how terrifying the Ku Klux Klan’s attack must have been, because even Malcolm’s father decided to move away instead of fighting back.
Read pages 62-64 and take Double Entry Notes on the characterization of Malcolm.
Homework: (Due Friday) Write 1/2 page on the characterization of Malcolm in Chapter 4.
Thursday
Periods 1, 5 and 7:
Classwork: "Speaking Out" performances! Students will present their work to their classmates.
Homework: Write 1/2 page: What were some of your favorite presentations? Why?
Periods 2 and 6:
Classwork: Read pages 64-66 and p. 70 and take Double Entry Notes on the characterization of Malcolm.
Homework: (Due Friday) Write 1/2 page on the characterization of Malcolm in Chapter 4.
Friday
Periods 1, 5 and 7:
Classwork:
Author's Toolbox: Tone.
Definition: The attitude of the writer toward the subject or audience.
Example: Tone can be formal or informal, serious or sarcastic, romantic or bitter, peaceful or violent, optimistic or pessimistic, etc. Tone often shifts during a text, so it can be more than one: romantic yet delusional.
Read the poem "The Passionate Shepherd to His Love," by Christopher Marlowe. Take Double Entry notes on tone. Each group will be assigned one stanza to illustrate.
Homework: Create a rough draft of how your group will illustrate your stanza, and write 1/2 page explaining your illustration.
Periods 2 and 6:
Classwork: Author's Toolbox: Point of View.
Definition: An author's opinion or attitude towards a subject.
Example: Malcolm describes being "mesmerized" by the "technicolor bazaar" of Harlem, but later describes how the experience "narcotized" him (p. 78), showing a shift in his point of view from one of wonder and appreciation to disenchantment with the street culture.
Read Malcolm X, p. 77-83 and take Double Entry Notes on Point of View.
Homework: How do style and content advance Malcolm's point of view in pages 77-83? (2nd period, don't forget to also write 1/2 page about Malcolm's characterization in chapter 4!)
We have a short week this week and next week, so please make sure to stay on top of your reading logs. You are responsible for 50 pages and 5 reading logs per week, whether we have class or not.
If you need extra credit, write a thank you note to the people who donated books to our Independent Reading library, or give a Book Talk if you've read a book you loved and want to share it with the class! Fill out the Book Talk planning page and return it to Ms. Atwill.
Wednesday
Periods 1, 5 and 7:
Final Drafts of "Speaking Out" Creative Writing Pieces are due! Must be typed and printed out or emailed to msatwill@gmail.com, and you need to follow the requirements on this handout.
Classwork: Complete the "Speaking Out" piece reflection. Discuss how to give an effective Book Talk for extra credit.
Homework: Prepare for your performance of your "Speaking Out" piece tomorrow!
Periods 2 and 6:
Classwork: Author's Toolbox: Characterization
Definition: Describing someone's looks, actions, speech, thoughts, or what other people say about them to reveal their character.
Example:The characterization of Malcolm’s father as a strong man and “not frightened” (p. 3) reveals how terrifying the Ku Klux Klan’s attack must have been, because even Malcolm’s father decided to move away instead of fighting back.
Read pages 62-64 and take Double Entry Notes on the characterization of Malcolm.
Homework: (Due Friday) Write 1/2 page on the characterization of Malcolm in Chapter 4.
Thursday
Periods 1, 5 and 7:
Classwork: "Speaking Out" performances! Students will present their work to their classmates.
Homework: Write 1/2 page: What were some of your favorite presentations? Why?
Periods 2 and 6:
Classwork: Read pages 64-66 and p. 70 and take Double Entry Notes on the characterization of Malcolm.
Homework: (Due Friday) Write 1/2 page on the characterization of Malcolm in Chapter 4.
Friday
Periods 1, 5 and 7:
Classwork:
Author's Toolbox: Tone.
Definition: The attitude of the writer toward the subject or audience.
Example: Tone can be formal or informal, serious or sarcastic, romantic or bitter, peaceful or violent, optimistic or pessimistic, etc. Tone often shifts during a text, so it can be more than one: romantic yet delusional.
Read the poem "The Passionate Shepherd to His Love," by Christopher Marlowe. Take Double Entry notes on tone. Each group will be assigned one stanza to illustrate.
Homework: Create a rough draft of how your group will illustrate your stanza, and write 1/2 page explaining your illustration.
Periods 2 and 6:
Classwork: Author's Toolbox: Point of View.
Definition: An author's opinion or attitude towards a subject.
Example: Malcolm describes being "mesmerized" by the "technicolor bazaar" of Harlem, but later describes how the experience "narcotized" him (p. 78), showing a shift in his point of view from one of wonder and appreciation to disenchantment with the street culture.
Read Malcolm X, p. 77-83 and take Double Entry Notes on Point of View.
Homework: How do style and content advance Malcolm's point of view in pages 77-83? (2nd period, don't forget to also write 1/2 page about Malcolm's characterization in chapter 4!)
Subscribe to:
Posts (Atom)