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!