To Kill a Mockingbird Conceptual Unit Elizabeth Simon Email: Elizabeth523@missouristate.edu Phone: 314.583.1611 5/5/2008 Essential Questions: What is courage? When are people considered “grown up?” How do prejudices/stereotypes impact one’s perspective? Text(s): Harper Lee’s To Kill a Mockingbird Various selections of poetry (i.e. Theodore Roethke’s My Papa’s Waltz, Robert Hayden’s Those Winter Sundays, and selected African American poetry). Rationale: This conceptual unit revolves around Harper Lee’s novel, To Kill a Mockingbird, a text that is required for high school freshman. I chose this text as my focus for this conceptual unit because it has been one of my favorite and most memorable reads. Even as I have re-read the novel, its significance is relevant to high school students today. Harper Lee’s novel should be integrated into the classroom because of the variety of literary techniques, essential themes, historical background, and modern day relevance the novel contains. To Kill a Mockingbird is an essential text to teach in the classroom because the themes of discrimination, innocence, courage and prejudices, which are presented in Harper Lee’s novel, can be relevant issues that students still find and apply to their world today. It is essential that students learn the significance of these themes because these same motifs can be found within in their own lives, whether it be within themselves, their families, peers, community, country, or humankind. By exposing students to Harper Lee’s novel, To Kill a Mockingbird, they will be challenged to consider the role that innocence and prejudices play in their lives. Harper Lee writes, “The book to read is not the one which thinks for you, but the one which makes you think.” Students will be encouraged expand their outlooks of the world and investigate their own opinions and beliefs about other groups of people, social groups, and races found within their community, society, nation, and world through their reading of To Kill a Mockingbird. Each person faces their own prejudices and it is essential for him/her to consider that, “You never really understand a person until you consider things from his point of view…until you climb into his skin and walk around it in” (Lee 33). Through the discovery of each of these themes, students will be lead to consider the essential questions: “What is courage?” and “How do prejudices impact one’s perspective?” Harper Lee’s novel, To Kill a Mockingbird can be surrounded by multiple issues of concern. Great consideration needs to be present when considering teaching To Kill a Mockingbird. The particular language found within Harper Lee’s novel can present problems within the classroom if the specific racial language is not addressed appropriately. It is important to bring sensitivity to the language in Harper Lee’s novel and consider the needs of each student when reading To Kill a Mockingbird. In order to appropriately address this concern, I have planned to adjoin outside writings of poetry to To Kill a Mockingbird that present a wide variety of perspectives from writers of different races and backgrounds. In addition, supplying proper historical background about Jim Crow Laws and The Scottsboro trails will allow students to connect the historical aspects of our world to the significance of the themes that Harper Lee introduces in her novel and the literary devices she uses to convey these ideas. By providing historical background and connecting the themes to our nation’s history, students will be able to gain a greater appreciation for the techniques of plot, characterization, theme development, and setting that Harper Lee uses in her novel, To Kill a Mockingbird. Through class discussions, culminating activities, and deeper reading, students will be able to draw personal connections to the text, be challenged in their own thinking and perspectives, and students will be able to draw connections between the themes in To Kill a Mockingbird to their own lives, communities, nation, and world. By the end of the conceptual unit, I hope that students will be able to consider what courage is and how prejudices can impact one’s perspective. Students should be able to draw larger connections between the themes found in To Kill a Mockingbird to the history of the world and to their world today. Furthermore, I hope that students will be challenged to consider the prejudices and stereotypes that are still prevalent within our society and take steps to consider the perspectives of others – to step into the shoes of individuals who are different from themselves. Grade Level Expectations: Students will be able to: Develop and apply skills and strategies to the reading process by comparing, contrasting, analyzing, and evaluating connections between text ideas and the word by analyzing and evaluating the relationship between literature and its historical period and culture (Reading 1,I). Write effectively in various forms and types of writing to interpret, evaluate, or persuade (Writing 3,C). Develop and apply effective listening skills and strategies using active-listening behaviors (Listening and Speaking 1,B). Develop and apply effective speaking skills and strategies for various audiences and purposes in discussions and presentations (Listening and Speaking 2,A). Develop and apply effective research process skills to gather, analyze, and evaluate information and develop and appropriate research to guide investigation and research of focus questions (Information Literary 1,A). Culminating Activities: These culminating activities will be the main form of assessment. Because there is a literary analysis due at the end of the conceptual unit, many of the activities found in the Literary Portfolio will be assigned throughout the reading of To Kill a Mockingbird, discussed thoroughly in class, and will be given time to be completed in class. 1. Literary Portfolio: The Literary Portfolio is a compilation of various activities that can be completed. The Literary Portfolio allows creative freedom for students in a structured manner. There are four components of the Literary Portfolio, which are listed below and each has a particular number of activities that must be completed for full credit. All activities can be expanded or adjusted to your own particular interests with permission. This is a time for you to take creative freedom and liberties. Part I – Characterization of at least 3 characters in the novel (complete 2 of the 5): - Complete a Metaphor Graphic Organizer for a character of your choice. This includes creating your own metaphors to depict the “seen” and “unseen” characterization of a particular character. The metaphor responses should be accompanied by an explanation chart that will be provided by the teacher. - Chose two characters and write a “personal ad” that describes their appearance, interests, social status, personality traits. Each personal ad should be at least 5 sentences. - Write a letter from one character to another. The content should be relevant to the novel whether it addresses the themes found in the novel, a particular situation that the characters encounter, etc. - Find or write a poem or song that you feel relates or describes a character in To Kill a Mockingbird. Write a 5 sentence paragraph describing why you feel the poem reflects the character that you chose. (If you need direction in finding a poem, feel free to ask the teacher for help). - Draw a picture of a character in To Kill a Mockingbird. Include two quotes from the book that describes or represents the character. Write a 3-5 sentence paragraph for each quote that explains why you believe the quote is significant to the character you have focused on. Part II – A Look at History (complete 1 of the 3): - From our study of Jim Crow Laws, The Scottsboro Trials and the time period of when To Kill a Mockingbird was written, obtain/use the timeline (given at the beginning of the unit) of important historical events and connect these important dates in history to characters, plot, or events found in Harper Lee’s novel. Each connection needs to contain a specific quote from To Kill a Mockingbird with the correct page number, and a minimum of 3 sentences explaining how the particular passage from the book and the time in history relate. - Make a Chart that compares/contrasts the trial of Tom Robinson to the Scottsboro trials. Be sure to cite passages from To Kill a Mockingbird and use factual details from the history of the Scottsboro trials to support your comparison/contrast. - From our study of the time period in which Harper Lee’s novel, To Kill a Mockingbird, takes place, draw comparisons between the town of Maycomb and the historical conditions of our nation. Be sure to cite specific historical moments in our history and specific passages from the novel. Part III – Themes/Symbols (complete 1 of the 3): - Create a collage that depicts aspects of courage. Write a 1 ½ - 2 page paper that explains your collage and why you chose particular quotes, pictures, etc., in your collage. - Interview a peer or classmate who you know very little about. This interview can include questions: What are your interests? What is one thing that you hope to achieve in your lifetime? If you could change one thing in the world what would it be and why? After the interview is complete, write a 1 ½ - 2 page paper about the person that you interviewed. Part IV – Connecting to our Community, Nation, and World (complete 2 of the 3) - Complete a “Most Valuable Idea” chart. Write what you think is the single most important idea found in To Kill a Mockingbird. Find an example in the real world that illustrates this idea, and explain the connection between your most valuable idea and the real-world connection that you found. (Your real-world example can include a newspaper or magazine article, song lyrics, etc. and it must be cut and pasted on the chart). - If you were to cast the characters found in Harper Lee’s novel, who would you have represent these characters? Compile a list of the people (famous, such as Brad Pitt, or relatively unknown, such as Uncle Benny) and write a 6-8 sentence explanation why the person you chose to play a particular character is qualified for that particular role. The people chosen for your cast should not be selected based on their looks or because they are your favorite person. Consider the connections that your “actors” have to the characters that you have chosen them to represent. You need to cast at least 6 characters. - Find a children’s story, 2 songs, 2 photographs, or 2 television programs that address the central ideas/themes that are found in Harper Lee’s novel. Provide a summary of the children’s story or television program and write how either of these modern day examples connect to To Kill a Mockingbird. Or provide two print-outs or copies of the lyrics and music or print-outs of the two photographs with a written example (1 page each) of how these modern day examples connect to the central ideas found in the novel. 2. Literary Analysis After reading the novel To Kill a Mockingbird, write a paper that addresses the theme of courage, prejudices, or growing up. You should be able to connect a character, from To Kill a Mockingbird, with a particular theme and use specific passages and quotes to support your thesis statement. - Students will practice incorporating quotes from the novel into their writing, with attention paid to appropriate use of quotes for support and smooth integration of quotes. - Students will work to master strong verb usage. They will learn to avoid over-used terminology and clichés and first-person and second-person references in formal academic writing. Lesson Plans (50 minute class periods): Day 1: 5 minutes of journaling: When are people considered “grown up?” What is courage? How do prejudices/stereotypes impact someone’s perspective of another? Introduce Harper Lee’s novel, To Kill a Mockingbird and explain the significance of reading Harper Lee’s novel with attention to the historical background of when the novel was written. Provide visuals, such as “white only” signs, that reflect Jim Crow Laws and provide examples of literacy tests that were used to discriminate blacks (15 minutes). Address the language and sensitivity that needs to be taken when reading and discussing To Kill a Mockingbird, through Countee Cullen’s poem, “Incident” (10 minutes). Read the essential questions and explain that students should be able to address these questions when completing the reading of Lee’s novel, To Kill a Mockingbird, and through the completion of the culminating activities (5 minutes). Introduce culminating activities/reading schedule (10 minutes). Exit pass (5 minutes): Have students reflect on the historical background of To Kill a Mockingbird and write what their reactions are to beginning Harper Lee’s novel. Assign Chp. 1 for homework, which will be due for Day 3. Have students write at least 3 Question Slips. These slips should contain any question the student may have while reading the first chapter. Day 2: 5 minutes of journaling: - This will be a time for free-writing. Have students complete an opinionaire introduction activity where they respond to statements by rating their opinions on a scale from 1 (disagree) to 10 (agree) – (5 minutes). Students will find a partner and discuss their responses to each other. They will choose a question that they would like to focus on (10 minutes). Partners will then find another pair-share group and discuss the question that each pair has previously selected (10 minutes). Enter Socratic Seminar and have the whole class converse about the statements that they want to discuss further (15 minutes). Exit Pass: Have students reflect on how the discussion went, something new that they learned, or what insights someone else mentioned that was impactful to them (5 minutes). If extra time, allow for them to read Chapter 1. Day 3: 5 minutes of journaling: - Consider Chapter 1 and write any questions that you may have after reading the first chapter. - What particular character did you connect with or what aspect of Chapter 1 did you most enjoy? Divide students into groups and assign each person a specific role (20 minutes). - Summarizer: Prepares a brief summary of the chapter. - Questioner: Asks questions about what has been read in the text so far. - Literary Luminary: Locates passages that align with the group’s discussion. - Recorder: Records the group’s thinking, unanswered questions, and page numbers of passages that have been highlighted in discussion. - ALL: should be prepared to present group’s findings/discussion/questions. Open the class to a large group discussion and have each group present one question they discussed and answers they found. Answer any questions that students may have over the first chapter. Direct students to important details/quotes found in the chapter (20 minutes). Exit Pass: Write about the first chapter and write any questions that you want answers for. Day 4: 5 minute journaling: - How does education extend beyond the classroom? - Atticus states in Chapter 3, “You never really understand a person until you consider things from his point of view – until you climb into his skin and walk around in it” (33). What is your interpretation or reaction to this quote? Read Chapters 2 and 3 as a class (30 minutes). Introduce the Metaphoric Graphic Organizer “Shoes,” and explain that students will depict a character found within Chapters 2 and 3 by comparing them to a shoe that they feel best represents their character. They must provide textual support for their reasoning (5 minutes). Allow students time to create/draw/paste pictures of shoes and find quotes that can be used to complete one of the requirements for Part I of their Literary Profile (10 minutes). Assign Chapters 4 and 5 for the next class period. Day 5: 5 minute journaling: - Chose a character (Jem, Scout, Dill, Miss Maudie, or Boo Radley) and write your reaction them and their actions. Introduce and explain Hotseating (5 minutes). Arrange the classroom into five groups and assign each group a character to be put in the Hotseat. At this time, they should choose someone to represent their character and create two questions to ask their character based from Chapters 4 and 5 (10 minutes). Begin Hotseating (25 minutes). End with an exit pass asking students to consider and write about a perspective that was presented in the Hotseat that they thought was interesting. Students who were in the Hotseat will be given asked to consider what they were feeling or thinking as the character they were representing (5 minutes). Day 6: 5 minutes of Journaling: - Describe aspects of your own neighborhood or surrounding communities or describe the city that you live in. What particular events or typical associations made when you think about your area? Explain and hand out reflection logs for students to fill out during the in-class reading, which will be turned in at the end of class for a completion grade. When reading the text in class students should be able to draw conclusions about the town of Maycomb, recognize literary details that author uses to describe the town/setting of Maycomb, and make judgments about the actions or behaviors of the characters through the setting (5 minutes). Read Chapters 6, 7, and 8 in class (35-40 minutes). Assign Chapter 9 for the next class period. Day 7: 5 minutes of journaling: - Why are people prone to disregard or ignore the lessons that they can learn from children? - What kind of lessons can we learn from people that are younger than us? Discuss the essential question, “How do prejudices/stereotypes impact one’s perspective?” in relation to Uncle Jack’s prejudices towards children and Aunt Alexandra’s prejudices towards Scout (15 minutes). Maycomb’s prejudices towards blacks visited through Maya Angulo’s poem, “I know why the caged bird sings” (15 minutes). Any time left over is dedicated towards reading for the next class period (15 minutes). Assign Chapter 10 and 11 for the next class period. Day 8: 5 minutes of journaling: - What kind of father do you hope to be? - What kind of dad do you hope the father of your children will be? - What is a father to you? Introduce Round Robin Monologues and give students the prompt “A father is…”, and have students create a sentence that summarizes their feelings and completes the statement presented (5 minutes). Once students have completed their sentences, move around the circle and have students read out loud the sentence that they wrote while everyone else writes the sentences. Repeat the Round Robin Monologue without students writing each other’s sentences (10 minutes). Have students write a poem that incorporates the sentences that were used in the Round Robin Monologue (10 minutes). Have students share their poems with a partner and discuss the different perspectives that were presented in the Round Robin Monologue (5 minutes). Have students write a poem about Atticus incorporating the different views found among Aunt Alexandra, Scout, Jem, and the class (10 minutes). Exit Pass: Take a sentence that was presented in class and relate Atticus to the sentence? How does he accurately fit that description or how is he different from the sentence that you have chosen? Day 9: 5 minutes of journaling: - How do prejudices/stereotypes encourage discrimination? - How do peoples’ prejudices/stereotypes of others change their attitude? Hand out a slip of paper for students to write a question they have at the end of the reading. Explain and hand out reflection logs for students to fill out during the in-class reading, which will be turned in at the end of class for a completion grade. Each group member will have a different set of questions to ensure that she/he contributes to the discussion and reading (5 minutes). Read Chapters 12-14 in groups (35-40 minutes). Turn in reflection logs. Day 10: Hand out group worksheet. 5 minutes of journaling: - Has there ever been a time in your life where you have been misunderstood, stereotyped or judged by others? - How are groups of people misunderstood or discriminated in your own community, nation, or world? Review Jim Crow Laws and the Scottsboro trials (10 minutes). Have students enter groups and give each group two Mystery Envelopes containing questions related to each chapter. As students read through Chapters 15 and 16, have them answer the Mystery Envelope questions and write their answers on a handout given to them at the beginning of class (30 minutes). Exit Pass: Write about an event, character, etc. from Chapter 15 or 16 that impacted or interested you (5 minutes). Day 11: 5 minutes of journaling: - Predict what is going to happen at Tom Robinson’s trial based on what we have read already. - What makes a person courageous? Read Chapters 17, 18, and 19 in class and chose students to “Read n’ Act” the roles of the characters and trail scene (40 minutes). Exit Pass: Have students chose one passage from Chapters 17, 18, or 19 and write on why they chose the passage and the significance it holds to the essential questions or to the novel (5 minutes). Assign Chapters 20-22 for the next class period and have students prepare, for each chapter, one question they have – whether it is for clarification or whether it is to assess the motives of a character or the author’s intent, etc. Day 12: 5 minutes of journaling: - When we consider other peoples’ perspectives, what do we learn about those people? - Write about a character in To Kill a Mockingbird and how your opinion of them has changed since when we first met them. Why do you think you have a different perspective of them? Show students the scene of Atticus’ final statement in the movie, To Kill a Mockingbird (7 minutes). Have students enter into groups to discuss their prepared questions with one another. Each student needs to turn in a sheet of paper that has at least two things that everybody said during their group discussion (20 minutes). Allow students to work on Part II of their Literary Portfolio (15 minutes). Day 13: 5 minutes of journaling: - How can our prejudices of others impact our words and actions? - How does one’s background or upbringing influence their life? - What makes a courageous person weak? Read Chapters 23 and 24 in class while incorporating hotseating throughout. Specifically focus on the different views that the women of the Missionary Society may have had during these two chapters (Scout, Aunt Alexandra, Calpurnia, Miss Maudie) – (35 minutes). Exit Pass: Hotseating debrief worksheets will be distributed and students will describe how they interpreted characters, setting, and plot (5 minutes). If there is time left over, allow students to read Chapters 25, 26 and 27, which are due for the next class period. Day 14: 5 minutes of journaling: - Who or what are we prejudice towards in our own lives? - Respond to what Scout’s says in Chapter 26: “How can you hate Hitler so bad an’ then turn around and be ugly about folks right at home” (283). Introduce Phillis Wheatley’s poem, “To a Lady and Her Children,” Langston Hughes’ poem “I, too, Sing America,” and Theodore Roethke’s “My Papa’s Waltz” to discuss characters Helen, Miss Gates, and Bob Ewell. Have students connect passages to in To Kill a Mockingbird to the poems to create deeper meaning and connections between the characters and the plot. What can these poems reveal to us about the characters? What perspective can they give us? Day 15: 5 minutes of journaling: - Describe a person who you think is courageous. Read Chapters 28-29 and discuss and incorporate reflective writing while reading (25 minutes). Allow students to work on their Literary Analysis – Provide brainstorming techniques, concept maps, and an outline map (20 minutes). Outline maps should be assigned for homework. Day 16: 5 minutes of journaling: - What does this book mean in terms of my family? (“Family” can extend beyond your parents and siblings to include your close friends and those you care for). Read Chapters 30-31 as a class (20 minutes). Revisit Opinionaire completed at the beginning of the conceptual unit. Discuss how opinions have evolved or changed. Have students choose one statement and consider how someone may view it differently from themselves (20 minutes). Address culminating activities: Students should bring any materials needed to work on Part IV of their Literary Portfolio for the next class period. Students will also be required to turn in a rough draft of their Introduction and 1 body paragraph of their Literary Analysis. Day 17: 5 minutes of journaling: - Why should people your age be concerned with the issues presented in this book? Students will be given time in class to work on Part IV and any other Parts of the Literary Portfolio, which should be near completion (40 minutes). Students will receive their rough drafts back with written feedback (5 minutes). They must bring a near completed rough draft of their Literary Analysis. http://readwritethink.org/lessons/lesson_view.asp?id=1003 Day 18: 5 minutes of journaling: - How do the ideas in this book affect both your community and others? Mini-Lesson on integrating quotes into a paper (10 minutes). Peer response groups and mini-conferences with the teacher throughout the class period. During this time students will be reflecting on the content of the Literary Analysis and the textual support from To Kill a Mockingbird (30 minutes). Day 19: 5 minutes of journaling: - What does this book mean in terms of thinking about my country? - What can we learn about humanity from reading this text? Literary Portfolio due. Peer editing groups will focus on the use of strong verbs, punctuation, grammar and MLA documentation. Any conferencing that was not completed last period will continue (30 minutes). Begin presentations of the Literary Portfolios. Students will present one activity they completed by presenting it to the class. Each student will write a sentence response to each presentation (15 minutes). Day 20: 5 minutes of journaling: - What is your overall opinion about your experience with Harper Lee’s novel, To Kill a Mockingbird? Literary Analysis due. Complete presentations of the Literary Portfolios (40 minutes). Exit Pass: Students will write what they have learned most from reading To Kill a Mockingbird and why people their age should read Lee’s novel (5 minutes). Scoring Guide: Literary Portfolio Parts of the Excellent Good Average Literary Portfolio (A Portfolio) (B Portfolio) (C Portfolio) Emphasized Organization/ The Literary Portfolio is The Literary Portfolio The Literary Portfolio Neatness correctly organized with contains Parts I, II, III, is not organized with Parts 1, II, and III, IV and IV but is not in the Parts I, II, III, and IV in following in order and correct order and the correct order and/or free of grammar and contains grammar and Parts are missing and punctuation errors. punctuation errors. contains many punctuation and There is a Table of The Table of Contents grammar errors. Contents. is not complete or does not follow the The Literary Portfolio There is an introductory specific requirements does not have a Table letter describing how outlined. of Contents. your activities have impacted you in your There is no reading of To Kill a introductory letter. Mockingbird. Requirements The Literary Portfolio The Literary Portfolio The Literary Portfolio contains Parts I, II, III, contains Parts I, II, III, is missing more than and IV with each Part and IV with no more one activity from Part I, containing the required than 1 requirement II, III, or IV. amount of completed missing from all the activities. Parts combined. Literary Student shows a deeper Student shows a Student makes simple Understanding understanding of deeper understanding connections in the characters, historical of characters, novel To Kill a background, themes, and historical background, Mockingbird. The cultural relevance. and themes. Student student does not use Student connects To Kill makes connections in specific examples from a Mockingbird to specific To Kill a Mockingbird, Lee’s novel to connect characters, historical but they are not to the historical information, and themes. specific in providing background, themes, or Student is able to express examples from the culture surrounding what Lee’s novel implies novel to specific them. about human nature and events/subject in their relate specific details culture/world. from the novel to current cultural events/subjects. Scoring Guide: Literary Anaylsis Support for Thesis Relevant, telling, Supporting details and Supporting details and Supporting details and quality details give the information are relevant, information are information are reader important but one key issue or relevant, but several typically unclear or information that goes portion of the analysis is key issues or portions not related to the beyond the obvious or unsupported. of the storyline are topic. predictable. unsupported. Integrating Quotes and examples Most quotes are Many quotes are not Almost all quotes are Quotes support the topic and integrated smoothly and integrated smoothly in not integrated smoothy are integrated and refrain from "plop and the Literary Analysis. into the Literary flow smoothy within drop." Most quotes and Examples and quotes Anaylsis. Quotes and the Literary Anaylsis. examples from the from the source do not example from the source support the topic. clearly connect to the source do not topic. accurately support the topic. MLA All in-text citations Most in-text citations A Few in-text citations Many in-text citations documentation are cited correctly. are cited correctly. are cited correctly. are not cited correctly. Works Cited is Works Cited is included Works Cited Page There is no Works included and is and contains few errors. contains errors. Page Cited Page. Page without mistakes. Page Setup is correct Setup contains Setup is incorrect and Page Setup is correct and contains few errrors multiple errors. contains many errors. and consistent. Organization Details are placed in a Details are placed in a Some details are not in Many details are not in logical order and the logical order, but the a logical or expected a logical or expected way they are way in which they are order, and this distracts order. There is little presented effectively presented/introduced the reader. sense that the writing keeps the interest of sometimes makes the is organized. the reader. writing less interesting. Verb Usage Writer uses strong Writer uses mostly Writing has many Student makes no verbs and avoids using strong verbs, avoids "weak" verbs, may effort to use strong first and second using first and second make first or second verbs in their writing. person within their person references, and person references, or First and second formal writing uses very little over- contains many over- person references are assignment. used terminology. used terminologies. used all throughout the Literary Anaylsis. Writing contains over- used terminology. Spelling and Writer makes no Writer makes a few Writer makes a Writer makes many Grammar errors in grammar or errors in grammar or substainial amount of errors in grammar or spelling that distract spelling that distract the errors in grammar or spelling that distract the reader from the reader from the content. spelling that distract the reader from the content. the reader from the content. content. Reading Schedule and Assignment Calender Day 1: Introduction to Harper Lee’s novel, To Kill a Mockingbird. Read Chapter 1 by Day 3 Day 2: In-class Opinionaire; Homework: Read Chapter 1 for next class period. Day 3: Group work; Homework: Review Literary Portfolio, Part I. Day 4: Chapters 2-3 read in class; Work on an activity found in Part I of Literary Portfolio. Homework: Read Chapter 4-5 for next class period. Day 5: Hotseating Day 6: Chapters 6-8 read in class Homework: Chapter 9 due next class period. Day 7: Discuss Chapter 9 in class. Homework: Read Chapters 10-11 for next class period. Day 8: Round Robin Monologue Homework: You should consider spending the next few nights working on your Literary Portfolio. Day 9: Read Chapters 12-14 in class. Day 10: Read Chapters 15-16 in class. Day 11: Read Chapters 17-19 in class. Homework: Read Chapters 20-22 for next class period. Day 12: Discuss Chapters 20-22 Day 13: Read Chapter 23-24 in class Homework: Read Chapters 25-27 Day 14: Discuss Chpaters 25-27 Day 15: Read Chapters 28-29 in class Homework: Literary Analysis Outlines due next class period. Continue working on Literary Portfolio Day 16: Read Chapters 30-31 in class Homework: 1st Rough Draft of Literary Analysis due next class period. Day 17: Students will be given time to work on Literary Portfolios Homework: Bring revised Rough Draft of Literary Analysis for the next class period. Day 18: Peer-responding to Literary Analysis/Conferencing with teacher. Homework: Literary Portfolio due (be ready to provide a 3-4 minute presentation on one activity that you completed). Day 19: Peer-editing Literary Analysis/Conferencing with teacher. Homework: Literary Analysis due next class period. Day 20: Presentations; Closing remarks on TKAM. To a Lady and Her Children By Phillis Wheatley O'erwhelming sorrow now demands my song: From death the overwhelming sorrow sprung. What flowing tears? What hearts with grief opprest? What sighs on sighs heave the fond parent's breast? The brother weeps, the hapless sisters join Th' increasing woe, and swell the crystal brine; The poor, who once his gen'rous bounty fed, Droop, and bewail their benefactor dead. In death the friend, the kind companion lies, And in one death what various comfort dies! Th' unhappy mother sees the sanguine rill Forget to flow, and nature's wheels stand still, But see from earth his spirit far remov'd, And know no grief recalls your best-belov'd: He, upon pinions swifter than the wind, Has left mortality's sad scenes behind For joys to this terrestrial state unknown, And glories richer than the monarch's crown. Of virtue's steady course the prize behold! What blissful wonders to his mind unfold! But of celestial joys I sing in vain: Attempt not, muse, the too advent'rous strain. No more in briny show'rs, ye friends around, Or bathe his clay, or waste them on the ground: Still do you weep, still wish for his return? How cruel thus to wish, and thus to mourn? No more for him the streams of sorrow pour, But haste to join him on the heav'nly shore, On harps of gold to tune immortal lays, And to your God immortal anthems raise. I, Too, Sing America By Langston Hughes I, too, sing America. I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong. Tomorrow, I'll be at the table When company comes. Nobody'll dare Say to me, "Eat in the kitchen," Then. Besides, They'll see how beautiful I am And be ashamed-- I, too, am America. Incident By Countee Cullen Once riding in old Baltimore, Heart-filled, head-filled with glee; I saw a Baltimorean Keep looking straight at me. Now I was eight and very small, And he was no whit bigger, And so I smiled, but he poked out His tongue, and called me, "Nigger." I saw the whole of Balimore From May until December; Of all the things that happened there That's all that I remember. I know why the caged bird sings By Maya Angelou A free bird leaps on the back Of the wind and floats downstream Till the current ends and dips his wing In the orange suns rays And dares to claim the sky. But a BIRD that stalks down his narrow cage Can seldom see through his bars of rage His wings are clipped and his feet are tied So he opens his throat to sing. The caged bird sings with a fearful trill Of things unknown but longed for still And his tune is heard on the distant hill for The caged bird sings of freedom. The free bird thinks of another breeze And the trade winds soft through The sighing trees And the fat worms waiting on a dawn-bright Lawn and he names the sky his own. But a caged BIRD stands on the grave of dreams His shadow shouts on a nightmare scream His wings are clipped and his feet are tied So he opens his throat to sing. The caged bird sings with A fearful trill of things unknown But longed for still and his Tune is heard on the distant hill For the caged bird sings of freedom. My Papa's Waltz By Theodore Roethke The whiskey on your breath Could make a small boy dizzy; But I hung on like death: Such waltzing was not easy. We romped until the pans Slid from the kitchen shelf; My mother's countenance Could not unfrown itself. The hand that held my wrist Was battered on one knuckle; At every step you missed My right ear scraped a buckle. You beat time on my head With a palm caked hard by dirt, Then waltzed me off to bed Still clinging to your shirt. Those Winter Sundays By Robert Hayden Sundays too my father got up early and put his clothes on in the blueblack cold, then with cracked hands that ached from labor in the weekday weather made banked fires blaze. No one ever thanked him. I’d wake and hear the cold splintering, breaking. When the rooms were warm, he’d call, and slowly I would rise and dress, fearing the chronic angers of that house, Speaking indifferently to him, who had driven out the cold and polished my good shoes as well. What did I know, what did I know of love’s austere and lonely offices?
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