2. Discuss/Share: Discuss the textbook questions on What it Feels Like to be Colored Me.
3. Prepare for tomorrow's quiz by reviewing the poems "My City," "America" and What it Feels Like to be Colored Me.
How can we improve our knowledge and understanding of literary devices in poetry and an autobiographical essay?
Due TOMORROW, Wednesday, March 10th
Quiz on the Harlem Renaissance Unit: Study your notes on the poem "America" by Claude McKay, the poem "My City" by James Weldon Johnson and the autobiographical essay How It Feels to Be Colored Me by Zora Neale Hurston (review the questions and answers that follow the essay in the textbook). Study the poetic techniques (imagery, personification, diction, rhyme scheme, etc.) and characterization and tone.
3. If time allows, finish the textbook questions on What it feels like to be Colored Me, if necessary.
How can we improve our knowledge and acquisition of vocabulary?
Due THIS Wednesday, March 10th:
Quiz on the Harlem Renaissance Unit: Study your notes on the poem "America" by Claude McKay, the poem "My City" by James Weldon Johnson and the autobiographical essay How It Feels to Be Colored Me by Zora Neale Hurston (review the questions and answers that follow the essay in the textbook). Study the poetic techniques (imagery, personification, diction, rhyme scheme, etc.) and characterization and tone.
Vocabulary List #4 Story. Topic suggestions include: any topic having to do with the novel 1984
Friday, March 5th, 2010:
1. Do Now: Finish answering the questions that follow the autobiographical essay, How It Feels to Be Colored Me by Zora Neale Hurston. Focus on characterization, tone and diction. Write in complete sentences.
2. Discuss/Share: Discuss and take notes on the answers.
How can we improve our analysis of a short story through characterization, tone and diction?
Vocabulary Story #3 (homework credit, not a grade) on any of the following topics: America, Harlem, Renaissance, Race, Identity. Don't forget, your story MUST be two full pages handwritten OR one page, typed. Include a proper heading as well, which includes the following: your name, the date, my name and the course name/period.
Due Wednesday, March 10th
Quiz on the Harlem Renaissance Unit: Study your notes on the poem "America" by Claude McKay, the poem "My City" by James Weldon Johnson and the autobiographical essay How It Feels to Be Colored Me by Zora Neale Hurston (review the questions and answers that follow the essay in the textbook). Study the poetic techniques (imagery, personification, diction, rhyme scheme, etc.) and characterization and tone.
Thursday, March 4th, 2010:
1. Do Now: Finish reading and analyzing How It Feels to Be Colored Me by Zora Neale Hurston. Focus on characterization, tone and diction. Take notes.
2. Work Period: Answer the questions that follow the reading. Work with your table mates.
How can we improve our analysis of a short story through characterization, tone and diction?
DUE TOMORROW:
Make up HW--tomorrow is the last day of the first marking period (see previous days for all the details)!
Vocabulary Story #3 (homework credit, not a grade) on any of the following topics: America, Harlem, Renaissance, Race, Identity. Don't forget, your story MUST be two full pages handwritten OR one page, typed. Include a proper heading as well, which includes the following: your name, the date, my name and the course name/period.
Wednesday, March 3rd, 2010:
1. Do Now: Continue reading and analyzing How It Feels to Be Colored Me by Zora Neale Hurston. Focus on tone and diction.
How can we improve our analysis of a short story through tone and diction?
Vocabulary Story #3 (homework credit, not a grade) on any of the following topics: America, Harlem, Renaissance, Race, Identity. Don't forget, your story MUST be two full pages handwritten OR one page, typed. Include a proper heading as well, which includes the following: your name, the date, my name and the course name/period.
Make up HW (see previous days for all the details)!
Vocabulary Story #3 (homework credit, not a grade) on any of the following topics: America, Harlem, Renaissance, Race, Identity. Don't forget, your story MUST be two full pages handwritten OR one page, typed. Include a proper heading as well, which includes the following: your name, the date, my name and the course name/period.
Make up HW (see previous days for all the details)!
Vocabulary Story #2 (homework credit, not a grade) on any of the following topics: My City, Harlem, Renaissance, Race, Identity.
Make up HW (see previous days for all the details)!
Thursday, February 25th, 2010:
Standard 3: Language for Critical Analysis and Evaluation; Standard 4: Language for Social Interaction
1. Do Now: Introduce the poem "America" by Claude McKay (1889-1948; Jamaican writer/poet). Students will recite different lines. Poem will be recited twice.
2. Work Period: Partners will annotate the poem "America" just as they did when studying/analyzing "My City" (Johnson), the poem we have studied in class in previous days. Then, they will create a Venn Diagram in which students will compare and contrast "America" with "My City."
3. Discuss/Share (Small Groups): Students will share their Venn Diagrams in groups of four. Suggested analytical questions include: What were similar poetic techniques identified (answers may include, but are not limited to, the following: alliteration, imagery, diction, personification, rhyme scheme)? How did the poetic techniques contribute to the greater meanings of the poems (answers may include, but are not limited to, the following: the imagery of "tiger's tooth," "hell" and "might" contribute to the negative qualities of America that invoke fear in the speaker)?
4. Discuss/Share (Whole Class): Student pairs will share insightful analysis discovered through annotations and Venn Diagrams.
5. Reflections: What was valuable in the compare/contrast of "America" and "My City" poems? How do these poets reflect the Harlem Renaissance time period? What was challenging in this poetry analysis and how did you overcome the challenges?
How do we analyze poems with similar poetic techniques and understand the greater significance of these poetic techniques to the poems in both written and verbal expression?
MAKE UP HW:
Vocab. Story #1 MUST be turned in!
Harlem Visit Paper and Photo: Visit one of the landmarks of the Harlem Renaissance: Apollo Theater (Directions: Take the A, B, C or D trains to 125th Street and walk 1.25 blocks East to the Apollo Theater OR take the 2 or 3 trains to 125th Street and walk 1.75 blocks West to the Apollo Theater), Schomburg Center for Research in Black Culture, Lenox Lounge (You can take the 2 and 3 train to 125th Street and you would be let off right in front of the Lounge. It's a famous jazz club where Billie Holiday, Miles Davis and other great jazz musicians performed). You can also look up a birthplace of a Harlem Renaissance author or another location that you can argue was important of the time period. You MUST take a picture of yourself standing at that landmark. You and the landmark MUST be clearly in view to earn credit. You then will write a one-page typed (or two-pages handwritten), double-spaced, 12-point font paper in which you will analyze (describe in detail) the landmark today and your impressions, its importance to the Harlem Renaissance (cite sources if used!) and its importance to learn and study today. Use great detail when describing your impressions (refer to the senses--sights, sounds, smells, tastes, touch) and show how your impressions connect to the historical significance of the location. Bring in your picture (digital or print is acceptable) and analytical paper.
Vocabulary Story #2 (homework credit, not a grade) on any of the following topics: My City, Harlem, Renaissance, Race, Identity.
Wednesday, February 24th, 2010:
Standard 3: Language for Critical Analysis and Evaluation; Standard 4: Language for Social Interaction
1. Do Now: Finish the one-page writing with your partner on "My City" by James Weldon Johnson. You can choose one of the following: 1.) Analysis Paper in which you write about one or two of the poetic techniques discussed in class (tone, imagery, personification, rhyme scheme, etc.) and explain how they contribute to the speaker's feelings toward Manhattan (include plenty of quoted references to the poem) OR 2.) Creative Paper in which you write as if you are the poem's speaker, composing his diary entry about his feelings, as expressed in the poem.
2. Discuss/Share in Small Groups: In groups of four students (two pairs), share excerpts (one sentence to one paragraph) of your writing that reveal higher-level thinking (analysis of the poem that can be inferred or suggested rather than directly identified). Be ready to share your classmates' excellent work with the class.
3. Discuss/Share (Whole Class): Students will share their classmates' writing excerpts and exemplary analysis and creative interpretations of the poem "My City." The class will also engage in reflections on the valuable lessons learned from the analysis and creative papers as well as the share-outs. Reflective questions will include: What were the lessons learned from the writing and share-outs? What were the challenges? How did you overcome the challenges with your partner?
4. HW Reminders
How do we analyze poetry more effectively, understanding the greater significance of poetic techniques to the poems in both written and verbal expression?
Due TOMORROW, Thursday, Feb. 25th:
Finish today's Analysis Paper or Creative Paper (see the classwork for details).
MAKE UP HW:
Vocab. Story #1 MUST be turned in!
Harlem Visit Paper and Photo: Visit one of the landmarks of the Harlem Renaissance: Apollo Theater (Directions: Take the A, B, C or D trains to 125th Street and walk 1.25 blocks East to the Apollo Theater OR take the 2 or 3 trains to 125th Street and walk 1.75 blocks West to the Apollo Theater), Schomburg Center for Research in Black Culture, Lenox Lounge (You can take the 2 and 3 train to 125th Street and you would be let off right in front of the Lounge. It's a famous jazz club where Billie Holiday, Miles Davis and other great jazz musicians performed). You can also look up a birthplace of a Harlem Renaissance author or another location that you can argue was important of the time period. You MUST take a picture of yourself standing at that landmark. You and the landmark MUST be clearly in view to earn credit. You then will write a one-page typed (or two-pages handwritten), double-spaced, 12-point font paper in which you will analyze (describe in detail) the landmark today and your impressions, its importance to the Harlem Renaissance (cite sources if used!) and its importance to learn and study today. Use great detail when describing your impressions (refer to the senses--sights, sounds, smells, tastes, touch) and show how your impressions connect to the historical significance of the location. Bring in your picture (digital or print is acceptable) and analytical paper.
1. Do Now: Finish yesterday's poetry analysis. This is the poem: "My City" by James Weldon Johnson. Some of the poetic techniques that are present in this poem are rhyme scheme, imagery, alliteration, personification, and more. Everyone will discuss and take notes on the literary elements and come to understand their significance to the poem as a whole. Everyone will answer the following questions: Is the speaker's description of Manhattan appealing? Why or why not? What is the message of the poem? Since Johnson was a famous Harlem Renaissance poet who lived 1871-1938, why would he include features of both Shakespearean sonnet (16th century England; iambic pentameter and rhyme scheme of ababcdcdefefgg) and Petrarchan (Italian) sonnet (13th century Italy; typically depict a lady as a beloved inspiration; an octave of abbaabba and a sestet of cdccde or cdccdc)? Why are the choices that Johnson made in his poem so important (like the tone, literary elements and techniques of characterization of Manhattan, setting, and imagery)? How is the poet feeling throughout this poem (infer!)?
2. Work Period: For "My City," compose a one-page reflection writing with a partner. Choose one--(challenge) write an analysis of two of the poetic techniques discussed in class (imagery, personification, rhyme scheme, etc.) and explain how they contribute to the speaker's feelings toward Manhattan OR write the speaker's diary entry about his feelings, as expressed in the poem.
How do we analyze poetry more effectively, understanding the greater significance of poetic techniques to the poems in their entirety?
Harlem Visit Paper and Photo: Visit one of the landmarks of the Harlem Renaissance: Apollo Theater (Directions: Take the A, B, C or D trains to 125th Street and walk 1.25 blocks East to the Apollo Theater OR take the 2 or 3 trains to 125th Street and walk 1.75 blocks West to the Apollo Theater), Schomburg Center for Research in Black Culture, Lenox Lounge (You can take the 2 and 3 train to 125th Street and you would be let off right in front of the Lounge. It's a famous jazz club where Billie Holiday, Miles Davis and other great jazz musicians performed). You can also look up a birthplace of a Harlem Renaissance author or another location that you can argue was important of the time period. You MUST take a picture of yourself standing at that landmark. You and the landmark MUST be clearly in view to earn credit. You then will write a one-page typed (or two-pages handwritten), double-spaced, 12-point font paper in which you will analyze (describe in detail) the landmark today and your impressions, its importance to the Harlem Renaissance (cite sources if used!) and its importance to learn and study today. Use great detail when describing your impressions (refer to the senses--sights, sounds, smells, tastes, touch) and show how your impressions connect to the historical significance of the location. Bring in your picture (digital or print is acceptable) and analytical paper.
2. Poetry Analysis: This is the poem: "My City" by James Weldon Johnson. Some of the poetic techniques that are present in this poem are rhyme scheme, imagery, alliteration, personification, and more. Everyone will discuss and take notes on the literary elements and come to understand their significance to the poem as a whole. Everyone will answer the following questions: Is the speaker's description of Manhattan appealing? Why or why not? Since Johnson was a famous Harlem Renaissance poet who lived 1871-1938, why would he include features of both Shakespearean sonnet (16th century England; iambic pentameter and rhyme scheme of ababcdcdefefgg) and Petrarchan (Italian) sonnet (13th century Italy; typically depict a lady as a beloved inspiration; an octave of abbaabba and a sestet of cdccde or cdccdc)?
3. HW reminders! Also, turn in your Harlem visit paper and photo.
How do we analyze poetry more effectively, understanding the greater significance of poetic techniques to the poems in their entirety?
MAKE UP HW:
Vocab. Story #1 MUST be turned in!
Harlem Visit Paper and Photo: Visit one of the landmarks of the Harlem Renaissance: Apollo Theater (Directions: Take the A, B, C or D trains to 125th Street and walk 1.25 blocks East to the Apollo Theater OR take the 2 or 3 trains to 125th Street and walk 1.75 blocks West to the Apollo Theater), Schomburg Center for Research in Black Culture, Lenox Lounge (You can take the 2 and 3 train to 125th Street and you would be let off right in front of the Lounge. It's a famous jazz club where Billie Holiday, Miles Davis and other great jazz musicians performed). You can also look up a birthplace of a Harlem Renaissance author or another location that you can argue was important of the time period. You MUST take a picture of yourself standing at that landmark. You and the landmark MUST be clearly in view to earn credit. You then will write a one-page typed (or two-pages handwritten), double-spaced, 12-point font paper in which you will analyze (describe in detail) the landmark today and your impressions, its importance to the Harlem Renaissance (cite sources if used!) and its importance to learn and study today. Use great detail when describing your impressions (refer to the senses--sights, sounds, smells, tastes, touch) and show how your impressions connect to the historical significance of the location. Bring in your picture (digital or print is acceptable) and analytical paper.
Vocabulary Story #2 (homework credit, not a grade) on any of the following topics: My City, Harlem, Renaissance, Race, Identity.
Friday, February 12th, 2010:
1. Do Now: Retake Quiz on Vocabulary List #1. If necessary, turn in Vocabulary Story #1 with attached grading rubric. Continue student-teacher conferences.
2. Discussion Group Work: Each assigned group will have students with various roles: Reciter (one student will read the poem twice with energy and emphasis), Summarizer (one student will summarize each line on a separate piece of paper), Literary Element Identifier (one student will identify literary elements), Evaluator (one student will evaluate the significance/importance of literary elements the poem as a whole). This is the poem: "My City" by James Weldon Johnson. Some of the poetic techniques that are present in this poem are rhyme scheme, imagery, alliteration, personification, and more. Everyone will discuss the literary elements and come to understand their significance to the poem as a whole. Everyone will answer the following questions: Is the speaker's description of Manhattan appealing? Why or why not?
3. Whole Group Discussion/Reflections: Reflect on group discussion work.
4. HW reminders!
How do we analyze poetry more effectively, understanding the greater significance of poetic techniques to the poems in their entirety?
Vocab. Story #1 MUST be turned in OR e-mailed (it was due yesterday! It's -10 points each day it's late, and that includes vacation!).
Due MONDAY, FEBRUARY 22nd (the day we return after vacation):
Visit one of the landmarks of the Harlem Renaissance: Apollo Theater (Directions: Take the A, B, C or D trains to 125th Street and walk 1.25 blocks East to the Apollo Theater OR take the 2 or 3 trains to 125th Street and walk 1.75 blocks West to the Apollo Theater), Schomburg Center for Research in Black Culture, Lenox Lounge (You can take the 2 and 3 train to 125th Street and you would be let off right in front of the Lounge. It's a famous jazz club where Billie Holiday, Miles Davis and other great jazz musicians performed). You can also look up a birthplace of a Harlem Renaissance author or another location that you can argue was important of the time period. You MUST take a picture of yourself standing at that landmark. You and the landmark MUST be clearly in view to earn credit. You then will write a one-page typed (or two-pages handwritten), double-spaced, 12-point font paper in which you will analyze (describe in detail) the landmark today and your impressions, its importance to the Harlem Renaissance (cite sources if used!) and its importance to learn and study today. Use great detail when describing your impressions (refer to the senses--sights, sounds, smells, tastes, touch) and show how your impressions connect to the historical significance of the location. Bring in your picture (digital or print is acceptable) and analytical paper.
Thursday, February 11th, 2010:
1. Do Now: Quiz on Vocabulary List #1. Turn in Vocabulary Story #1 with attached grading rubric. Continue student-teacher conferences.
2. Work Period: Read "My City" by James Weldon Johnson. Identify the poetic techniques that are present in this poem (e.g. rhyme scheme, imagery, alliteration, personification, etc.) and explain their significance to the poem as a whole. Is the speaker's description of Manhattan appealing? Why or why not?
How do we work on improving our writing and language skills?
Due TOMORROW, FRIDAY:
RETAKE OF VOCAB. LIST #1 QUIZ (only chance!!!)
Vocab. Story #1 MUST be turned in OR e-mailed (it was due today! It's -10 points each day it's late, and that includes vacation!).
Due MONDAY, FEBRUARY 22nd (the day we return after vacation):
Visit one of the landmarks of the Harlem Renaissance: Apollo Theater (Directions: Take the A, B, C or D trains to 125th Street and walk 1.25 blocks East to the Apollo Theater OR take the 2 or 3 trains to 125th Street and walk 1.75 blocks West to the Apollo Theater), Langston Hughes's home at 20 East 127th Street, Schomburg Center for Research in Black Culture, Lenox Lounge (You can take the 2 and 3 train to 125th Street and you would be let off right in front of the Lounge. It's a famous jazz club where Billie Holiday, Miles Davis and other great jazz musicians performed). You can also look up any birthplace of a Harlem Renaissance author or another location that you can argue was important of the time period. You MUST take a picture of yourself standing at that landmark. You and the landmark MUST be clearly in view to earn credit. You then will write a one-page typed (or two-pages handwritten), double-spaced, 12-point font paper in which you will analyze (describe in detail) the landmark today and your impressions, its importance to the Harlem Renaissance (cite sources if used!) and its importance to learn and study today. Use great detail when describing your impressions (refer to the senses--sights, sounds, smells, tastes, touch) and show how your impressions connect to the historical significance of the location. Bring in your picture (digital or print is acceptable) and analytical paper.
Wednesday, February 10th, 2010:
SNOW DAY!
How do we work on improving our writing and language skills?
Due TOMORROW, Thursday, February 11th:
VOCABULARY STORY (to be graded!) for Vocabulary Story #1 following the grading rubric provided. Write your story on a topic taken from the Anticipation Guide for 1984. Use List #1 completely. You will write a creatively written story on a specific topic. Your story must be a minimum of 300 words (about two pages handwritten or one full page, typed, double-spaced, and 12 point font). You must use all of the vocabulary words correctly from the assigned list in your story. You must underline each vocabulary word in your story. You should develop your ideas with great detail. You should write an organized story in which you transition from one idea to the next. You should use the grading rubric to guide you to earn the best grade possible. Include the following heading: your name and date in the top, right-hand corner and the teacher�s name and the name of the class and the period in the top, left-hand corner. Topics for your story can be taken from any main idea revealed in the Anticipation Guide for 1984. Topic suggestions include the following: Security in America, Cameras Everywhere, Freedoms in America, spies, etc.
Work Period: Finish filling out the conference form (when completed, meet with Ms. Conn regarding goals and achievements). Work on the composition of Vocabulary Story #1, using List #1 and following the grading rubric. Study List #1.
How do we work on improving our writing and language skills?
Due TOMORROW, Wednesday, February 10th:
VOCABULARY STORY (to be graded!) for Vocabulary Story #1 following the grading rubric provided. Write your story on a topic taken from the Anticipation Guide for 1984. Use List #1 completely. You will write a creatively written story on a specific topic. Your story must be a minimum of 300 words (about two pages handwritten or one full page, typed, double-spaced, and 12 point font). You must use all of the vocabulary words correctly from the assigned list in your story. You must underline each vocabulary word in your story. You should develop your ideas with great detail. You should write an organized story in which you transition from one idea to the next. You should use the grading rubric to guide you to earn the best grade possible. Include the following heading: your name and date in the top, right-hand corner and the teacher�s name and the name of the class and the period in the top, left-hand corner. Topics for your story can be taken from any main idea revealed in the Anticipation Guide for 1984. Topic suggestions include the following: Security in America, Cameras Everywhere, Freedoms in America, spies, etc.
Work Period: Fill out the conference form (when completed, meet with Ms. Conn regarding goals and achievements). Work on the composition of Vocabulary Story #1, using List #1 and following the grading rubric.
How do we work on improving our writing and language skills?
Due THIS Wednesday, February 10th:
VOCABULARY STORY (to be graded!) for Vocabulary Story #1 following the grading rubric provided. Write your story on a topic taken from the Anticipation Guide for 1984. Use List #1 completely. You will write a creatively written story on a specific topic. Your story must be a minimum of 300 words (about two pages handwritten or one full page, typed, double-spaced, and 12 point font). You must use all of the vocabulary words correctly from the assigned list in your story. You must underline each vocabulary word in your story. You should develop your ideas with great detail. You should write an organized story in which you transition from one idea to the next. You should use the grading rubric to guide you to earn the best grade possible. Include the following heading: your name and date in the top, right-hand corner and the teacher�s name and the name of the class and the period in the top, left-hand corner. Topics for your story can be taken from any main idea revealed in the Anticipation Guide for 1984. Topic suggestions include the following: Security in America, Cameras Everywhere, Freedoms in America, spies, etc.
2. Work Period: Work on Vocabulary Story #1 and follow the grading rubric provided. Show your notebook/bind with the three labeled sections (according to the syllabus). Teacher/Student Conferences.
How do we work on improving our writing and language skills?
Due THIS Monday, February 8th:
Begin to write Vocabulary Story #1 following the grading rubric provided. Use List #1 completely. Write your story on a topic taken from the Anticipation Guide for 1984. Topic suggestions include the following: Security in America, Cameras Everywhere, Freedoms in America, spies, etc. You should write a creative story on one specific topic (see above). Your story must be a minimum of 300 words (about two pages handwritten or one full page, typed, double-spaced, and 12 point font). You must use all of the vocabulary words correctly from the assigned list in your story. You must underline each vocabulary word in your story. You should develop your ideas with great detail. You should write an organized story in which you transition from one idea to the next. You should use the grading rubric to guide you to earn the best grade possible. Include the following heading: your name and date in the top, right-hand corner and the teacher�s name and the name of the class and the period in the top, left-hand corner.
1. Do Now: Turn in all forms to your folder--your contact information form, your student goal/action plan form, the syllabus, the Student Profile Survey and the following Self-Assessment (finish, if necessary)--
Self-Assessment: Write your answer to each question below in descriptive detail. You may want to include specific examples.
1.) Describe your performance in high school thus far. Include any factors that have influenced your school performance, either negatively or positively.
2.) Describe your academic and personal strengths.
3.) What three characteristics or traits best define you?
4.) If you were writing yourself a recommendation for college, what would you say about yourself? 5.) What skills do you want to improve or acquire in English and other subjects before high school graduation?
6.) What are your future goals? What do you want to become? What area of study (in college) most interests you and why?
7.) Share three random things about yourself that would be surprising or unique. Of course, this would be appropriate to share with me, your teacher, and your classmates.
3. Teacher-Student Conferences: When completed with the self-assessment, meet with teacher for a conference in which we discuss the self-assessment and goals/action plan.
4. Discuss/Share/Analyze: Discuss your answers to the Anticipation Guide for 1984. Be ready to share your opinions regarding each statement.
1. Do Now: Turn in all three forms--your contact information form, your student goal/action plan form, and the syllabus.
2. Work Period: Work on the Student Profile Survey and the following Self-Assessment--
Self-Assessment: Write your answer to each question below in descriptive detail. You may want to include specific examples.
1.) Describe your performance in high school thus far. Include any factors that have influenced your school performance, either negatively or positively.
2.) Describe your academic and personal strengths.
3.) What three characteristics or traits best define you?
4.) If you were writing yourself a recommendation for college, what would you say about yourself? 5.) What skills do you want to improve or acquire in English and other subjects before high school graduation?
6.) What are your future goals? What do you want to become? What area of study (in college) most interests you and why?
7.) Share three random things about yourself that would be surprising or unique. Of course, this would be appropriate to share with me, your teacher, and your classmates.
3. Teacher-Student Conferences: When completed with the self-assessment, meet with teacher for a conference in which we discuss the self-assessment and goals/action plan.
