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THE NEW YORK CITY DEPARTMENT OF EDUCATION
Joel I. Klein, Chancellor
Information Technology High School
21-16 44th Road Long Island City, NY 11101
Phone: 718-937-4270 Fax:
718-937-5236
Dr. Nancy E. Casella, Principal
Welcome to Ms. Hyde’s E6 Daily Lessons & Homework Assignments
Spring (2010)
KEEP YOUR EYES ON THE PRIZE ---YOUR HIGH SCHOOL DIPLOMA
Change Starts with you! Just say YES I CAN- AND MAKE YOUR DREAMS COME TRUE.
All E6 classes are heterogeneous group of students who are grouped according to class as well as overall performance, gender,
behavioral, and school’s data.
Accommodations/ Adaptations/Differentiation: Teacher will pay close attention to student differences and daily lessons. Students may
use dictionaries, glossaries to better comprehend vocabulary in context, or handouts are provided with vocabulary and meaning.
Lessons will be tailored and tiered for specific students. To better help my students Acquire, Understand, and Demonstrate class
work, teacher will modify the Content, Process, and final Products.
Students have access to the use of technology. Teacher will be more than happy to re-read passages and sit with students who may
need more guided reading and help with decoding and comprehension.
Students may use their notes and past handouts to recall information. Lesson may contain illustrations/handouts for visual/tactile
learners.
Students are allowed one-day make up providing they have an absent note from home/doctor. Students are encouraged and given
every opportunity to perform their best.
Materials commonly used for all class lessons are:
1. Writing utensils
2. Markers and highlighters
3. Notebooks, E-Books, Blogs, Journals
4. Projector
5. Television (when necessary)
6. Chart Paper
7. Laptops
8. Various Handouts depending on Lesson.
9. Dictionaries, Glossaries,
10. Text Books
11. Assigned Literary works.
Grading Policy:
The breakdown is as follows:
Major papers, projects, tests = 50%
Quizzes = 20%
Homework = 15%
Class Work and Participation = 15%
All written assignments will receive a letter grade
Grading:
Please note that for ONLY the first Marking Period you will receive a letter grade:
E-Excellent Student earning 90+ grade
S-Satisfactory Student earning 75-89 grade
N-Needs Improvement Student earning 65-74
U-Un-Satisfactory Student earning 55-64
Date & Aim/Class Period Agenda Homework Assignments/Reminders
Objective(s)
Feb 8-11, 2010 Aim: What do you think shapes a person’s identity? Homework: See Handout below
Do Now Connection: Think about a time when you wanted to Ms. Hyde’s mini project Due Friday
win recognition from a group or an individual. What 12th
Students will accomplishment or quality were you hoping would be noticed?
Read Poetry What strategies did you use to gain recognition?
Reading:
Students will Students will use cluster graphic diagram handout or you can
A Dream
analyze rhythm have students draw it in their notebooks.
and repetition,
and discuss
Deferred
mood
Students will
by Langston
listen to an
actual audio of
Hughes
Langston Langston Hughes homepage
Hughes voice For example: in the middle write “Win/Gain Recognition” and in
of the poems. one of the bubbles I can write “dressing professionally,” and yet
Students will another bubble “participating in class” and yet another bubble
annotate “being a good daughter and listening to my parents.”
poems Annotate
Group Share out.
Activity: Mini-Lesson What happens to a dream
Answer the Students will listen to audio of poem. Pay close attention to
questions at different moods and the elements he uses to create them. The deferred?
the bottom mood of a poem is the emotional feeling or atmosphere that the
facilitated by Does it dry up
poet creates for the reader. Poets create mood through their use
teacher of imagery, figurative language, sound devices, rhythm and Like a raisin in the sun?
description.
Poems: “I, For example: helps create a feeling of tiredness Or fester like a sore--
Too” and Eg: “By the pale dull pallor of an old gas light”
“The Negro And then run?
Speaks of Students will listen to an actual audio of Langston Hughes voice
Rivers” by Does it stink like rotten meat?
of the poems.
Langston Students will annotate poems Or crust and sugar over--
Hughes
Group Activity: Answer the questions at the bottom facilitated by like a syrupy sweet?
teacher
After reading BOTH poems: How are the speakers trying to gain Maybe it just sags
recognition?
like a heavy load.
Assessments: Or does it explode?
Think-pair-share will be informally assessed based on
participation
Contributions to the Cluster will be informally assessed based on
participation Please answer the following Questions:
Read Harlem and answer the following:
Literary Analysis: Clarify: What does the speaker mean but
Summarize in “I, Too” what is the speaker’s attitude toward “a dream deferred?
America? Make inference: What social or political
What do you believe the poem is saying about America” think consequence are hinted at the poem’s last
st
about the 1 and last lines. The identities of the speaker and the line?
“they” in lines 3 and 16. What the speaker wants other people to Interpret figurative language: list the
recognize similes the speaker uses to describe the
Ask Does the poet have faith that one day America might be a effect of a deferred dream. What do these
place of true equality? comparisons reveal about the speaker’s
Interpret Imagery: What is the significance of the four rivers attitude?
mentioned in “The Negro Speaks of Rivers?” Interpret: What is the poem’s main
Compare and Contrast Speakers: What qualities do the message or theme?
speakers of both poem share? In what ways are they different? Evaluate: Do you agree/disagree with the
speaker’s opinion regarding the impact of
Vocabulary: deferred dreams?
Euphrates: a river flowing through present day Turkey, Syria, and Identify the similes
Iraq. The valley between the Tigris and Euphrates rivers was the Connect: describe a dream or goal that
site of one of the world’s earliest civilizations. you have that has not yet been realized.
When Abe Lincoln went down to New Orleans: Lincoln’s first How do you feel about the situation and
glimpse of the horrors of slavery reportedly came on his trip to why?
New Orleans as a young man Connect: How is this poem symbolic of
Dusky: dark; shadowy African Americans and their plight for
equality?
Work Period Class Assignment:
Poem
Annotation
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.
Literary Analysis:
Summarize: in “I, Too” what is the speaker’s attitude toward
America?
Identify the line(s) that suggest this poem is about the
segregation of African Americans, whites and how soon
segregation will come to an end?
What do you believe the poem is saying about America” think
about the 1st and last lines.
The identities of the speaker and the “they” in lines 3 and 16.
What do you think the speaker wants other people to recognize
Identify the extended metaphor in this work.
Do you think the poet have faith that one day America might be a
place of true equality?
Poem
Annotation
The Negro Speaks of Rivers
by Langston Hughes
I've known rivers:
I've known rivers ancient as the world and older than the
flow of human blood in human veins.
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln
went down to New Orleans, and I've seen its muddy
bosom turn all golden in the sunset.
I've known rivers:
Ancient, dusky rivers.
My soul has grown deep like the rivers.
Vocabulary:
Euphrates: a river flowing through present day Turkey, Syria, and
Iraq. The valley between the Tigris and Euphrates rivers was the
site of one of the world’s earliest civilizations.
When Abe Lincoln went down to New Orleans: Lincoln’s first
glimpse of the horrors of slavery reportedly came on his trip to
New Orleans as a young man
Dusky: dark; shadowy
Where are these rivers located?
What is the mood of this poem?
Interpret imagery: What is the significance of the four rivers
mentioned in “The Negro Speaks of Rivers?”
Interpret Imagery: What is the significance of the four rivers
mentioned in “The Negro Speaks of Rivers?”
Compare and Contrast Speakers: What qualities do the speakers
of both poem share? In what ways are they different?
Modifications may include:
LPR: Clarify meaning: figurative language, mood, metaphor.
Comprehension Support: Identify the speaker as the voice of
African
American culture.
Use Sense Imagery Chart for “The Negro Speaks of Rivers”
For Advanced Learners: Students will brainstorm a list of societal
divisions within American society, past or present. Then develop
a metaphor for one division on the list.
All students will be given a handout of the poem. However,
some students will be given handouts with some annotation and
vocabulary.
Visual Aids: of dream deferred of African American plight to
equality:
Feb. 4, 2010 Teacher-Student Conferences: When completed with the self- Research Harlem Renaissance.
S.GPI.1.5 ask assessment, meet with teacher for a conference in which we
and respond to discuss the self-assessment and goals/action plan.
probing and
challenging
questions to
acquire
information.
S.GPI.1.4.3.
Use social
communication
in classroom
setting to
foster trust and
build goodwill.
Student lead
conferences.
Students will
fill our
conference
form and
conference
with teacher to
review their
academic
performance.
Feb. 4, 2010 1. Do Now: Turn in all three forms--your contact information Have your parents sit, read, and sign the
S.GPI.1.5 ask form, your student goal/action plan form, and the syllabus. contract with you. All Contracts due on
and respond to Friday.
probing and 2. Work Period: Work on the Student Profile Survey and the
challenging following Self-Assessment--
questions to Self-Assessment: Write your answer to each question below in
acquire descriptive detail. You may want to include specific examples.
information. 1.) Describe your performance in high school thus far. Include
S.GPI.1.4.3. any factors that have influenced your school performance, either
Use social negatively or positively.
communication 2.) Describe your academic and personal strengths.
in classroom 3.) What three characteristics or traits best define you?
setting to 4.) If you were writing yourself a recommendation for college,
foster trust and what would you say about yourself?
build goodwill. 5.) What skills do you want to improve or acquire in English and
Student lead other subjects before high school graduation?
conferences. 6.) What are your future goals? What do you want to become?
Students will What area of study (in college) most interests you and why?
fill our 7.) Share three random things about yourself that would be
conference surprising or unique. Of course, this would be appropriate to
form and share with me, your teacher, and your classmates.
conference
with teacher to
review their
academic
performance.
