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.