Reading Vietnam

ALL sections, please read and annotate the poems in the packet provided in class (pdf also below) by Monday 6/5. Please remember, no late work will be accepted, and reassessment is not an option. More important, though, I will be sharing your work with Professor McCloud.

Please be prepared to spend about 60 minutes total broken up over several days on this work before Monday 6/5.

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PDF of poetry packet: Vietnam Poetry by Professor Bill McCloud


REQUIRED:

Reactions and Responses – Please be sure to respond and react to the poems as you read them. You can just make quick annotations, notes, and bullet points; you don’t have to write in complete sentences or anything like that! You can ask yourself questions like…

  • What does the poem make you think or feel?
  • How does the poem relate to what we’ve learned about in American Studies?
  • How do the poems relate to one another?
  • What do you like or find interesting about the poem? What do you dislike about it?
  • What surprised you, confused you, made you stop and think, made you see from a different perspective?

Questions – As you read the poems, be sure to jot down any questions that come to mind so that we can ask them on Monday!

  • What questions do you have for the poet, Professor Bill McCloud?

*****

OPTIONAL:

Notice and Note Signposts – If you happen to notice a signpost, feel free to note it!

  • Contrasts & Contradictions: Why is the character doing that?
  • Aha Moment: How might this change things?
  • Tough Questions: What does this question make ME wonder about?
  • Words of the Wiser: What’s the life lesson and how might it affect the character?
  • Again & Again: Why does this keep happening or coming up?
  • Memory Moment: Why might this memory be important?

Word Gaps – You might need to look up some words or abbreviations.

  • Look up words or abbreviations you don’t know.

Power Passages!

Here are the Power Passages you chose from To Kill a Mockingbird:

  • Page 33
  • Page 103
  • Pages 109-112
  • Page 128
  • Page 175
  • Page 221
  • Page 228
  • Pages 232-233
  • Pages 269-270
  • Pages 322-323

We will be closely reading and analyzing these passages together over the next several days. To prepare to do so, you may want to mark them in your book and even reread them, looking for signposts! Remember, the signposts are…

  • Contrasts and Contradictions — Why is the character doing that?
  • Aha Moment — How might this change things?
  • Tough Questions — What does this question make ME wonder about?
  • Words of the Wiser — What’s the life lesson and how might it affect the character?
  • Again and Again — Why does this keep happening or coming up?
  • Memory Moment — Why might this memory be important?

For more help with signposts, see Notice and Note on the Reading page!

Close Reading and Analysis of Dolphus Raymond

Learning Targets ~ I can:

  • comprehend and demonstrate my understanding of certain key passages of a novel.
  • find and use specific evidence and examples to support my ideas.
  • define the meaning of words and phrases, not just literal meaning but more metaphorical and symbolic meaning.
  • use Notice and Note signposts.

 

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Dolphus Raymond

Complete a close reading and analysis if the passage where Scout and Dill encounter Dolphus Raymond outside the Courthouse on pages 228-229. Utilize the Close Reading and Analysis of Power Passages form.

Then, closely read pages 179, 243, and 251. What on these pages relates to scene with Scout, Dill, and Dolphus Raymond? Continue your work on a separate sheet of paper.

Are there any other passages or lines in the novel that relate to what we learn about Scout, Dill, Dolphus Raymond, and Maycomb on pages 228-229? Continue writing on the separate sheet of paper you started 

Think not just literally but also more symbolically and metaphorically. Go beyond the obvious.

Your Readings of Turn of the Century Poetry

For in-class work on Wednesday and Thursday…

On your own, read through the poetry handed out in class (which can also be found here):

  • “We Wear the Mask” Dunbar
  • “Sympathy” Dunbar
  • “Chicago” Sandburg
  • “I Am the People, the Mob” Sandburg
  • “I Hear America Singing” Whitman
  • “The New Colossus” Lazarus

Annotate your own ideas and interpretations. Use the Signposts to help you. Look up and note Word Gaps. (Use the dictionary app on your laptop!)

Right now, you are reading on your own. You’re thinking about the poems for yourself, considering what you think they mean or what they mean to you…  You are practicing your close reading and analysis skills on your own.

There are no right or wrong answers, of course.

Secession!

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Secession ~

On the Precipice GoogleSlides

Why Secede? Close Reading and Analysis  – please make your group’s copy on GoogleClassroom.

Remember, you’re looking for the WHY of secession. Why did the states secede?

Secession Statements Resources:

Before your next English class:

  • Complete your summary of your state’s reasons for secession.
  • Create your state’s secession flag. It does not have to be beautiful art; it has to be a clear illustration of the reasons why your state seceded. (Stick figures are fine!)

While Company Doctor Walczak is out…

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That’s Doc in the middle there.

Company Doctor Walczak will be out of town at two super-cool English teacher conferences on Friday 11/18, Monday 11/21, and Tuesday 11/22. Here are your Marching Orders.

  • Be respectful, kind, and helpful to your substitute teachers! #actlikeahufflepuff
  • Reminder — everything you need can be found on the “Peculiar Institution” page.

I. First, if you and your fellow soldiers did not complete your work on Uncle Tom’s Cabin, please do so. Submit your work on GoogleClassroom.


II. Second, begin your work on Calhoun, Truth, and Douglass. This is very serious and challenging work. Please take your time; be thoughtful and thorough. Pay very close attention to the learning targets and to all instructions. Submit your work on GoogleClassroom.


III. Should you finish your Calhoun, Truth, and Douglass assignment, continue your Collection and Creation project. Finish making your way through the “Peculiar Institution” resources that interest you. Take notes (your observations, reactions, and questions) and build your word bank. Compose your found poem from your word bank. Again, pay close attention to the learning targets and to all instructions. Double- and triple-check the rubric. Note: Please submit your poem on GoogleClassroom AND print a hard copy that you can hang on your locker.


IV. Additional orders…

  • Check the list below to make sure you are not missing work! If you are missing work, get it in!
  • Pass back assessed work from your class’s hanging file folder in the black crate.
  • Take up challenges that interest you to earn Civil War points!
  • Study Vocabulary List #3!
  • Read for fun!

If your name appears below, it means I don’t have something from you. Check your learning target progress report to see what you’re missing.

  • Jeanna A.
  • George E.
  • Karly F.
  • Mya J.
  • Ellie L.
  • Sofia L.
  • Cole S.
  • Andrew B.
  • Iren H
  • Donovan J
  • Aspyn K.
  • Nick L.
  • John W.
  • Laine B.
  • Peter E.
  • Audrey F.
  • Meredith G.
  • Sander R.
  • Anna S.
  • Curtis T.
  • Ali V.
  • Porter W.
  • Isaiah C.
  • Ava E.
  • Tuzzie R.
  • Jordan S.
  • Karan S.

 

 

Poerty in Slavery; Slavery in Poetry

Learning Targets:

  • make meaning of a poem, based on my prior knowledge and research into the subject matter.
  • define the meaning of words and phrases in the poem, not just literal but more metaphorical or symbolic meaning.
  • explain my ideas of what a poem means, supporting my ideas with specific evidence and examples from the poem itself.
  • use Notice and Note Signposts to help me make meaning of a poem.

Click here for the Poems.

Explore poetry in slavery and slavery in poetry to not only learn more about the American story of slavery, but also to build your literary analysis skills.

Read, annotate, and discuss the poem you’ve been assigned. Feel free to utilize the resources on the “Slavery in Poetry and Poetry in Slavery” page.

Click on the poet’s name for more information about the poet.

As you read, annotate, and discuss, consider…

  • What do you see in this poem?
  • What do you think it means?
  • Why do you think it’s important?
  • How and why does it tell America’s story?

Also feel free to add to your Collection and Creation notes and word bank!

Submit your group’s work on GoogleClassroom. Please make sure every group member’s name is on your work.