We got a couple of sockdollagers comin’ up!

So you better know your onions… It’ll be the bee’s knees!

Harlem Renaissance Poetry Slam

A Social Gathering of 1920s Luminaries

Check Slam Poems and Luminary Roles here.

Schedule up to Spring Break:

  • Friday 3/9 ~ Work Day
  • Monday 3/12 ~ Everyone has English; we’ll learn about the Harlem Renaissance.
  • Tuesday 3/13 ~ Everyone has English; we’ll host our Harlem Renaissance Poetry Slam.
  • Wednesday 3/14 or Thursday 3/15 ~ In English, we have our List #1-4 Vocabulary Assessment.
  • Friday 3/16 ~ Social Gathering of 1920s Luminaries!


WWI & Poetry ~ Poetry Writing Assignment

Poetry Writing Assignment

WWI & Poetry Poetry Writing Assignment

Under “Reading the War,” you’re asked to read and annotate the poems. We will do so in class! The writing, however, will require work both in and out of class.

If you write more than one poem, you need to create a poster for just one.

A hard copy of your poster goes nicely and neatly (make sure it’s straight and secure, please!) on your locker. Submit all of your poetry to GoogleClassroom.

In Memory…

In the Trenches…

As you march, with what little writing supplies you have, read and note:

  • What thoughts or feelings do the poems evoke?
  • What is the tone of each poem?
  • What do you take away from the poem? What are the “Words of the Wiser” of the poem?
  • What figurative language do you find in the poems?
  • Underline your favorite words, phrases, or lines in each poem. Be prepared to explain why this is your favorite line.

I’m gettin’ my stamps out…

So I can help you write the best poem you can. 🙂

Here’s what we’re working on… Rewriting Carl Sandburg’s “Fog”

Rough drafts are handwritten.

Final drafts are due this Friday for everyone! (We all have class on Friday- which is also when we’ll take our vocabulary test with bonus section on the Gettysburg Address.)

Final drafts require three steps:

  1. Submit on GoogleClassroom.
  2. Print hard copy and hang on locker.
  3. Print hard copy and give to Doc — who will in turn hand them to family at conferences!

Cities & Immigration…

…at the Turn of the Twentieth Century


It’s a snow day… so you can explore cities and immigration at the turn of the 20th century from the warmth of your own bedrooms!

Please check out the resources below and read and annotate the texts via GoogleDocs on GoogleClassroom. Students in sections 2 and 6, you can work with a partner or group of three with anyone in sections 2 or 6; make sure everyone contributes to one document and include everyone’s names. This work is due on Tuesday for sections 2 and 6.

Students who had class yesterday in sections 1, 5 and 7, you’re finishing up with whomever you worked with yesterday as homework for Monday.

Show what you think the texts mean; look up words, phrases, allusions you don’t know. Last week, you did an awesome job closely reading and analyzing Emily Dickinson’s poems — do the same with these!

Take your time, give your full effort, and show me your ready-to-move-on-to-Upper-School skills.

If you do not finish in class, this is homework for Monday/Tuesday. If you have extra time, dive back into To Kill a Mockingbird.

Even though we had a snow day today, next week is still busy with assessments:

  • Monday/Tuesday – American Studies joint assessment on the turn of the 20th Century Gilded Age and Progressive Era.
  • Wednesday/Thursday – Vocabulary assessment on Lists #1, 2, and 3. While the assessment will focus on List #3, words from the first two lists can always make a comeback!

The Jungle by Upton Sinclair


Click here for an introduction to Upton Sinclair and The Jungle.

Read a brief excerpt from The Jungle.

Revisiting ‘The Jungle’ in modern times

7 Things You May Not Know About “The Jungle”

Carl Sandburg


“I Am the People, the Mob”

Emma Lazarus

“The New Colossus”

Interactive New Colossus

Rewriting “America” by Walt Whitman.


Learning Targets:

  • I can create a narrative in a poem using strong word choice, descriptive details, and imagery to convey experiences and events.
  • Create an impact with my poem; readers can experience the desired reaction or emotional response to my poem.
  • Enhance the meaning and impact of my poem with powerful visual elements, such as backgrounds, images, font choices, colors, and so on.

Channel your inner Uncle Walt to rewrite the poem, line by line, mimicking Whitman’s voice, style, and form — but from  a different point of view from the Civil War Era, from your National History Day topic, or from a contemporary point of view.

Pay special attention to voice and word choice; capture your chosen perspective through the voice and word choice.

Compose your rough draft on loose-leaf. Your rough draft must make it through Doc’s “Ack!” “Boring!” and “I hate it!” stamps before it can be considered a final draft. When you have a final draft, type it up on GoogleDocs and submit it on GoogleClassroom.

Additionally, create an 8.5 x 11” poster for your poem, as you did for your found poem in “The Fiery Trial.” We will hang these posters on our lockers.

Check the learning targets. Make sure your work is hitting the targets. Please follow all instructions given.

Centre of equal daughters, equal sons,

All, all alike endear’d, grown, ungrown, young

         or old,

Strong, ample, fair, enduring, capable, rich,

Perennial with the Earth, with Freedom, Law

         and Love,

A grand, sane, towering, seated Mother,

Chair’d in the adamant of Time.

The GoogleDoc of this assignment is on GoogleClassroom.