Class Notes: Sept. 30, 2009

B-block

AGENDA :
1. Background and context for To Kill a Mockingbird: powerpoint presentation focused on the stock market crash, the Great Depression, the Dust Bowl, segregation in the South
2. Discussion of Depression research.

HOMEWORK: Read chapters 2 & 3 in TKMB and complete FQs.
Vocabulary quiz will be on Thursday, October 8.

C-block (Honors)

AGENDA :
1. Finish powerpoint presentation of context for Black Boy.
Here are some links related to the material we discussed today:

• Great website about World's Fairs with info about them and links to much more
• Mental Floss' choice of the most notable World's Fairs
• Another nice website on World's Fairs
  
• A wonderfully done website about segregation that tries to make you experience as well as understand the issue
• Website that suggests ways to break down stereotypes
• PBS website dealing with stereotypes between Westerners and the Middle East
• Race: The Power of an Illusion (PBS website)
  

2. Discussion of current stereotypical images. How do we still misrepresent people or groups? What do these representations suggest about that group? How does a group gain power over the ability to represent itself?

HOMEWORK: 1. Finish chapter 2 of Black Boy. 2. Complete vocabulary sheet. Vocabulary quiz will be on Tuesday, October 6.

D-block

AGENDA :
1. Background and context for To Kill a Mockingbird: powerpoint presentation focused on the stock market crash, the Great Depression, the Dust Bowl, segregation in the South

HOMEWORK: 1. Read handout on Harper Lee and the Depression 2. Research the Depression and write about what you would image life to be like back then (handout).

Class Notes: Sept. 29, 2009

B-block

AGENDA :
1. Journal: Respond to the following statement: From a certain point of view, our real enemy -- the true troublemaker -- is inside.
2. Discuss journal responses. Question: How and in what circumstances are we our own worst enemies?
3. Universality of childhood experiences in Chapter 1. Discussion in response to the following: How many of you have a brother or sister that drives you crazy? How many of you have ever done something on a dare? Do you have neighbors or friends who always stick their noses in your business? How many of you would describe your families as "just plain weird"?
4. Assign chapter summaries
5. Chapter 1 discussion. Focus on: Lee sets up many of the important themes in the book through the lens of and interactions between Scout, Jem, and Dill. Themes such as injustice, normalcy and difference, desire to know the truth.
6. Introduction to character project and discussion of Dill, Jem, and Scout.
7. Review of chapter 1 vocabulary. Vocabulary quiz will be on Thursday, October 8.

HOMEWORK : 1. Finish reading on the Depression.
2. Complete handout about Depression.

Class Notes: Sept. 28, 2009

C-block (Honors)

AGENDA :
1. Return 2nd summer reading test. Reminder: 1st summer reading test will be scaled up 8 points. Second summer reading test will be scaled up 4 points.
2. Symbolism and themes in Invisible Man Prologue. Students are split into groups, with each group finding examples of each of the following: 1. color, 2. waking & sleeping; 3. light & dark, 4. violence, 5. temperature, 6. sound, 7. seeing and blindness (Questions: How do the following symbolize issues of identity or race with which Ellison is dealing? How do these symbols relate to and/or suggest broader themes in this book, themes which will come up in Black Boy?) (If you have time, please listen to an audio clip of "(What did I do to be so) black and blue" sung by Louis Armstrong here. Scroll down to Louis Armstrong and click on the second audio file - it's better. I will try to play it in class as well.)
3. Class discussion of 1 & 2 (discussion will continue tomorrow).
4. Background on Richard Wright and his time period: legacy of slavery and Civil War; status of race relations; particularly salient events (powerpoint presentation)

HOMEWORK: 1. Read up to p. 55 in Black Boy
2. Choose one of the following and write at least one page in your journal:

EITHER

Choice A: Select a social group you consider to be invisible. Write about them and address the following questions: 1. Why do you consider this group to be invisible? 2. Invisible to whom? 3. Are there social reasons for this invisibility? What prevents the group from being seen? 4. What difficulties does this group face because of being invisible? 5. What do you want people to know about this group? What would people see if they could see this group? 6. Are there actions that could be taken by the community?

OR

Choice B: Find a current image that embodies a racial/ethnic stereotype. Write about this image and address the following questions: 1. How and why is this image a stereotype? 2. What is being suggested about this group? 3. How does this image influence our perception of this group? 4. Does the stereotype make things about this group invisible? Like what? 5. How could we counter the negative effects of this image?

D-block

AGENDA :
1. Hand out new vocabulary lists and go over format of quiz. Vocabulary quiz will be Tuesday, October 6.
2. Introduce character project (more details on Wednesday.)
3. Direct and indirect characterization: List "what they do/say" and "what this reveals (qualities)" for Dill, Scout, & Jem. (We will continue this on Wednesday.)
4. Go over events of first chapter - important foreshadowing in this chapter of issues/themes that will be important in the book.

HOMEWORK: 1. Read chapters 2 & 3.
2. Complete vocabulary handouts (ch.1 AND chs. 2 + 3)
3. Complete Focus Questions for Chs. 2 & 3.

Class Notes: Sept. 25, 2009

B-block

AGENDA :
Library Orientation

C-block (Honors)

AGENDA :
Library Orientation

D-block

AGENDA :
Library Orientation

Class Notes: Sept.24, 2009

B-block

AGENDA :
1. Discuss FQs (Focus Questions) for "Little Things Are Big."
2. Make connections between this piece and the Ligon etching.
3. Conclude discussion by clarifying that race can become a predetermined part of identity, a part that can be defined and represented by others in ways we can not control. For Colón, race became a mitigating factor in even the smallest decisions he made in life.
4. Pre-reading activity for To Kill a Mockingbird: Agree/disagree survey (We will revisit these statements and our reactions to them after we finish the book.)
5. Reading strategy #2: DR-TA with the beginning of To Kill a Mockingbird (TKMB).
6. Grammar: There, they're, and their

HOMEWORK : 1. Finish worksheet on there, they're, and their. Make sure you understand the difference in usage for these three words. Hereafter, you will be responsible for the correct usage in any writing you hand in or do in class.
2. Read chapter 1 of TKMB and complete FQs.

C-block (Honors)

AGENDA :
1. Look at etching by artist Glenn Ligon. (Today, we looked at one etching in a series entitled Two White / Two Black. Click here for the rest of the series.)
2. Make connections between Ligon and Colón's essay "Little Things Are Big" in terms of what they are both saying about identity and race.
3. Read "We Wear the Mask" poem. Explain that we have now looked at this issue of how race relates to identity from three perspectives -- an essay, an artwork, and a poem.
4. Reading strategy #2: DR-TA (predictive reading) with the Prologue of Invisible Man by Ralph Ellison.

HOMEWORK: 1. Finish reading Prologue of Invisible Man.
2. Read chapter 1 of Black Boy and answer FQs in your journal.

To Kill a Mockingbird Resources

B-block & D-block

Here are some links I've gathered to help us as we read To Kill a Mockingbird. I will add to this list as I find relevant and interesting links:

1. Historical Archives for TKMB: Links on this page will take you to a variety of primary source documents related to the book from a trial that resembles the one in the book to various timelines to an interview with a black woman about growing up in Alabama.

2. Audio version: If you like listening to the book as you read along, visit this website which has audio files of the entire book.

3. Biography of Harper Lee, the author.

4. A second wonderful biography of Lee.

5. Jim Crow Museum: Website devoted to exploration of legalized segregation laws enacted between 1876 and 1965; includes an explanation of Jim Crow laws ("What is Jim Crow?")

6. The History of Jim Crow

7. Dick and Sharon's LA Progressive: Racism in America: Journalists who collect and tag current articles dealing with racism in America

8. "Harper Lee, Gregarious for a Day," 2006 New York Times article about Lee.

Class Notes: Sept. 23, 2009

B-block

AGENDA :
1. Collect POV assignment.
2. Hand out "Language of Art" handout.
3. Class generates list of descriptions for Two White / Two Black, Image 1.
4. Class analyzes and interprets image: What is Ligon suggesting about identity? about race?
5. Read "Little Things Are Big."
6. Stop and assess Jesus' dilemma. Predict how he will act.
7. Finish piece and reassess predictions.

HOMEWORK : 1. Complete FQs (Focus Questions) for "Little Things Are Big."

D-block

AGENDA :
1. Turn in POV assignments and share if desired.
2. Hand out "Language of Art" handout and discuss.
3. Finish discussion of Two White / Two Black, Image 1.
4. Journal: What do you think Ligon is trying to say about identity?
5. Connect image with "Little Things Are Big."
6. Discuss homework Focus Questions.
7. Reading strategy #2: DR-TA: Begin reading To Kill a Mockingbird.

HOMEWORK: 1. Read chapter 1 of TKMB. 2. Answer the following questions in your journal: 1) Describe Scout, Dill, and Jem. 2) Why are they interested in Boo Radley? 3) How do you imagine Boo?

Class Notes: Sept. 22, 2009

C-block (Honors)

AGENDA :
1. Collect POV assignments.
2. Journal (Think): Write about the experience of making your identity box. How does the inside differ from the outside?
3. (Pair): Discuss your identity box with a partner focusing on the following questions: 1) What is identity? 2) How much of who you are is determined at your birth? 3) How much of it is something you decide? 4) How much of it is something that is determined by your experiences with others?
4. (Share): Class discussion about identity (in anticipation of issues of identity and race that will be an integral part of Black Boy.)

HOMEWORK: 1. Read "Little Things Are Big" and "How It Feels to Be Colored Me."
2. Answer Focus Questions.

D-block

AGENDA :
1. Return summer reading tests. Reminder: each summer reading test will be scaled up 6 points.
2. Discuss process of making identity boxes and final product with a partner. As you discuss, try to come up with categories we could use for various aspects of identity (e.g. likes/dislikes, race, gender, occupation, personality, etc.)
3. Class discussion about identity boxes. Class makes list of identity categories on board.
4. Introduction of artist Glenn Ligon. (Today, we looked at one etching in a series entitled Two White / Two Black. Click here for the rest of the series.)
5. Describe Two White / Two Black, Image 1.

HOMEWORK: 1. Read "Little Things Are Big" by Jesús Colón.
2. Answer Focus Questions in your journal in order to be prepared for class discussion.

Richard Wright Resources

C-block (Honors)

Here are some links I've gathered to help us as we read Black Boy. I will add to this list as I find relevant and interesting links:

1. Richard Wright - Black Boy: Short article about Wright and a PBS documentary made to celebrate the 50th anniversary of the book's publication.

2. Blackpast.org: Thorough website about all aspects of African American history.

3. Books and Writers: Wright: Basic biography and selected works.

4. Today in Literature: Wright: Website with links to many other useful Wright pages.

5. Jim Crow Museum: Website devoted to exploration of legalized segregation laws enacted between 1876 and 1965; includes an explanation of Jim Crow laws ("What is Jim Crow?")

6. The History of Jim Crow

7. Dick and Sharon's LA Progressive: Racism in America: Journalists who collect and tag current articles dealing with racism in America

8. Winchester HS Library: Black Boy links

Class Notes: Sept. 18, 2009

B-block

AGENDA :
1. Journal: Write about the experience of making your identity box and how the inside differs from the outside. (Think)
2. Check-in on plan for POV assignment
3. (Pair): With a partner, discuss your identity box. Keep these specific questions in mind as you discuss: 1) What is identity? 2) How much of who you are is determined at your birth? 3) How much of it is something you decide? 4) How much of it is something that is determined by your experiences with others?
4. (Share): Each pair reports back 1-2 interesting points from their discussion to the class.
5. Class discussion of identity
6. Introduction of the artist Glenn Ligon and his etchings. (Today, we looked at one etching in a series entitled Two White / Two Black. Click here for the rest of the series.)

HOMEWORK : 1. POV assignment
2. Continue to work on describing the image we began looking at in class. In other words, write down every detail you notice. Do not worry about analyzing it yet.

C-block (Honors)

AGENDA :
1. Journal (creative): 90 seconds: List things you can find in an airport. Writing: Now write a story including those things from your list. Your story can be set anywhere but an airport.
2. Compare/contrast aspects of "The Guest" and "A & P" as a class
3. Thesis work: Workshop on constructing a thesis for either or both stories. (Remember: a thesis is your argument or assertion about a particular theme. To test a thesis, ask whether one can disagree with what you have written.)

HOMEWORK: 1. POV assignment
2. Create an "identity box": the outside of this box represents how others see me. The inside of this box represents how I see myself.

D-block

AGENDA :
1. Journal (creative): 90 seconds: List things you can find in an airport. Writing: Now write a story including those things from your list. Your story can be set anywhere but an airport.
2. Check-in on plan for POV assignment (If you did not check in with me, please email me your idea over the weekend: krich@winchester.k12.ma.us)
3. Review homework: vocabulary worksheet
4. Introduction to identity: Think-Pair-Share activity:
Class discussion of identity: 1) What is identity? 2) How much of who you are is determined at your birth? 3) How much of it is something you decide? 4) How much of it is something that is determined by your experiences with others?

HOMEWORK: 1. POV assignment
2. Create an "identity box": the outside of this box represents how others see me. The inside of this box represents how I see myself.

Class Notes: Sept. 17, 2009

B-block

AGENDA :
1. Journal (creative): 90 seconds: List things you can find in an airport. Writing: Now write a story including those things from your list. Your story can be set anywhere but an airport.
2. Review: What is one new idea or insight I gained through yesterday's mapping exercise that I didn't have before?
3. Discussion of "Through the Tunnel"
4. Review homework: vocabulary worksheet

HOMEWORK: Create an "identity box": the outside of this box represents how others see me. The inside of this box represents how I see myself.

Class Notes: Sept. 16, 2009

C-block (Honors)

AGENDA :
1. Group Mapping reading strategy
2. Journal: What is one new idea or insight I gained through this mapping exercise that I didn't have before?
3. Vocabulary review
4. Introduction to Camus and existentialism; background on context of "The Guest"
5. Discussion of "The Guest"

HOMEWORK: 1. Make a 1st attempt at a thesis that compares/contrasts the POV in "A &P" and "The Guest"
2. Complete belief survey and write a response (in journals) to ONE of the statements.

D-block

AGENDA:
1. Journal: How does the use of 1st person in "Marigolds" affect how and what we see as readers?
2. Question (review): What is "Marigolds" primarily a story about?
3. Reading strategy: Group mapping exercise
4. Journal: What is one new idea or insight I have now about the story that I didn't have before?
5. Go over Focus Questions for "Through the Tunnel" and discuss story as a class

HOMEWORK: Vocabulary worksheet