Honors 10th English will no longer be posted here.  Work will be posted on GOOGLE CLASSROOM.

 

3/13/2023

Bell Work: Using figurative language, write me a short poem (worth at least 5 sentences)!

Student Objective: Students will read, comprehend, and analyze poetry.

Student Target: I will determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

Success Criteria:

• I can use context as a clue to the meaning of a word or phrase.
• I will analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
• I will compare themes/ideas between two mediums.
• I will read and document my AIR journal

Agenda

• Bell Work—share
• Figurative language—simile, metaphor, personification, hyperbole, imagery, alliteration, assonance…
• Read and annotate “Freedom,” “Women,” and “Let America Be America Again”. 

Listen and follow along to each poem, annotating as needed, and look for a central idea in each poem.

• Freedom by Rabindranath Tagore
• Women by Alice Walker
• Let America Be America Again by Langston Hughes 

 

Questions

Freedom

1. What image does Tagore use to describe fear at the beginning of the poem?
2. How does the imagery used to describe fear change over the course of the poem?
3. How does Tagore use imagery to develop the relationship between fear and freedom in the poem?
4. How do King and his affiliates in the civil rights movement differ from Tagore’s motherland in response to oppression?
5. To whom do King and Tagore address their texts? What are some similarities and differences between their addressees? 
6. What central idea does Tagore develop in the poem?
7. How do King and Tagore use imagery to develop the idea of freedom in relation to their individual circumstances?

 

Women

8. How does the speaker describe the women? What inferences might you make about these descriptions?
9. How does Walker describe the women’s actions?
10. How does Walker use physical characteristics to depict inner qualities of the women she describes?
11. What is the women’s goal?
12. What is the impact of repetition in the final four lines of the poem?
13. What central idea does Walker develop in the poem?
14. How does Walker develop a central idea also present in King’s letter?

3/10/2023—Happy MAR10 Day!

Bell Work: What is your favorite game (app, board, video, etc.)?  Explain.

Student Objective: Students will read, comprehend, and analyze nonfiction.

Student Target: I can determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view of purpose.

Success Criteria:

• I can use context as a clue to the meaning of a word or phrase.
• I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

Agenda

• Bell Work
• Use homework to review para 22-25 summaries 
• Read para 26-29—summarize as we go
• Discussion, then quick write

Group Quick Write

In groups of no more than 4, DISCUSS the prompt and decide on purpose, claim, rhetoric, word choice, and textual evidence to use.  Then turn in one paper by end of the period.

Determine King’s purpose in paragraphs 1-29 of “Letter From Birmingham Jail” and analyze how he uses rhetoric and specific word choices to advance that purpose.

If you missed class, you should only take 5 minutes to write the quick write on the homework handout from last night.  Both the annotations and quick write are due asap.

We went over information for the Wednesday spelling and vocabulary quizzes we will have instead of reading day.  Too many students have either been not reading in class, or not turning in progress on their AIR journals.  This will be entirely done as homework.

Each Wednesday, I will introduce 5 new vocabulary words with definitions, synonyms, and antonyms.  Students will also have 15 spelling words.  On quizzes, I will use 3 vocabulary words from the week or previous weeks and ask for one definition, one synonym, and one antonym.  The spelling words will also be random.

Spelling words for next Wednesday are:

Spelling List 1

1. acceptable
2. beginning
3. calendar
4. deceive
5. embarrassment
6. finally
7. gauge
8. height
9. imitate
10. jewelry
11. kernel
12. labeled
13. magically
14. nauseous
15. occasion

The vocabulary words are sycophant, pernicious, ubiquitous, non sequitur, and diatribe.

3/9/2023

Bell Work: Write about a (any) rejection.

Student Objective: Students will read, comprehend, and analyze nonfiction.

• Student Target: I can determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view of purpose.

Success Criteria:

• I can use context as a clue to the meaning of a word or phrase.
• I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

Agenda

• Bell Work
• Homework quick write
• Wednesday Wordsday
• Explain
• Practice—PowerPoint
• Handout
• Read paragraph 21
• myth of time?
• Central and supporting claims
• Students read paragraphs 22-25 individually
• Summarize each paragraph in a sentence or two.  What is the CENTRAL IDEA of each paragraph?

example:        

• central claim—Action must be taken to end injustice
• supporting claim—King claims that the white moderate, with their “shallow understanding” and “lukewarm acceptance,” are “the Negro’s great stumbling block in the stride towards freedom) (par. 19).
• evidence— (practice finding your own evidence from the text, as well as explaining whether it’s relevant and/or sufficient)
• reasoning— (this is where you explain in your own words and connect the evidence to claims)

Five Paragraph Essay handout—5 mins

• Using your annotations, write an analytical response with textual evidence.  What is the purpose and what does the author want the reader to do with the information?  What is the central idea?

3/8/2023

Bell Work: Write about your favorite non-human/ animal thing as if it WERE alive.  Personification!

Student Objective: Students will read, comprehend, and analyze nonfiction.

Student Target: I will determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

Success Criteria:

• I can use context as a clue to the meaning of a word or phrase.
• I will analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
• I will compare themes/ideas between two mediums.

Agenda

• Bell Work
• AIR reading
• AIR #2 due by end of period

 

English 10—On a notecard (they are on the back table), I’d like for you to document the following and turn into me:

• Your FULL NAME
• The book title, author’s name of what you read today
• The page you started and stopped at today
• Any documentation you completed IN CLASS—listed, not documented in class.
  • For example: I found 2 vocabulary words, and did 1 reading response with “I was surprised when…”

We read paragraphs 15-18... broke them down and discussed.  Used the questions, especially question 4, to look at main claim over the first 18 paragraphs.  Then, we read 2 more paragraphs but didn't discuss.

3/7/2022

Bell Work: “Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will.”—Martin Luther King Jr., Letter From Birmingham Jail

Student Objective: Students will read, comprehend, and analyze nonfiction.

• Student Target: I can determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view of purpose.

Success Criteria:

• I can use context as a clue to the meaning of a word or phrase.
• I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

Agenda

• Bell Work; discuss meaning
• Read paragraphs 15-18
• Questions/ Quick write discussion
• Review paragraphs 1-18
• Read paragraphs 19-25

 

Para 15-18—think/ pair/ share

1. Do you need to obey a law that you did not participate in creating?  Should residents in a country obey laws they did not participate in creating?
2. What does it mean to break an unjust law lovingly?
3. King lists a number of historical examples of civil disobedience.  For each example there were hundreds, thousands, even millions who chose to go accept an unjust law.  Why do citizens choose to be silent about a law they may find unjust?  What are the social and legal consequences for civil disobedience?
4. What is the central claim for paragraphs 1-18?

 

We only read and discussed paragraphs 12-14 and the quick write.  We took it easy today.

3/6/2023

Bell Work: What’s on your mind today?

Student Objective: Students will read, comprehend, and analyze nonfiction.

Student Target: I can determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view of purpose.

Success Criteria:

• I can use context as a clue to the meaning of a word or phrase.
• I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
• I can discuss in small groups, remaining on task to complete in time

Agenda

• Bell Work
• Review
• Arguments/ claims
• figurative language—previous quick write
• Read 12-14, review central claim, etc.
• Group quick write
• Read 15-18
• Group quick write

 

Figurative Language—Language that is more than the literal meaning

Examples thus far:  rhetorical questions, parallel structure, repetition, logos, pathos, ethos, alliteration, imagery

 Para 12-14—think/ pair/ share

1. King describes two types of law, just and unjust.  How does he define each?
2. Can you give other examples in the present of unjust laws you feel a moral obligation to disobey?  Would you be willing to accept the consequences?
3. What are the effects of segregation?

 Answer in small groups—1 paper, all names

• Delineate King’s argument in paragraphs 12-14.  Assess the validity of his reasoning.

 

***Edit*** ONLY the first quick write was turned in along with the annotated poem.

  To curb the amount of cheating, sharing answers, etc. that continues, we will do more assignments IN CLASS and without the help of electronics. 

3/3/2023

Honors 10^th Bell Work: In creative writing, you want to AVOID clichés.  A cliché is writing that’s been done to death and doesn’t hold much meaning any more.  Some examples are: eyes like diamonds or stars, the wrong side of the bed, think outside the box, a loose cannon, a perfect storm, a can of worms, what goes around comes around, dead as a doornail, and there are plenty of fish in the sea.

 

For this bell work, describe a person with an unusual smell.  An example might be “I could smell the machine on her.”  Be creative!  (5 mins)

 

Student Objective: Students will read, comprehend, and analyze nonfiction.

Student Target: I will delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Success Criteria:

• I can determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view of purpose.
• I can use context as a clue to the meaning of a word or phrase.

 

Student Objective: Students will read, comprehend, and analyze nonfiction.

Student Target: I will determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Success Criteria:

• I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
• I can analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
• I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

 

 

Review Quick Write (12 mins):

Delineate the argument and specific claims in paragraphs 10-11.  Assess whether King’s evidence is relevant and sufficient.

 

Delineate:

• to trace the outline of; sketch or trace in outline; represent pictorially:
• to portray in words; describe or outline with precision

 

connotation—ideas or feelings associated with a word in addition to the literal definition; something

suggested by the word

• connotative—having the power to imply or suggest
• denotative—indicating, or designating meaning; like a dictionary definition of a word

 

In This Blind Alley poem—Read, annotate, and paraphrase. (20 mins)

READING QUESTIONS—Think/ pair/ share

1. Based on your paraphrases, what can you infer about the speaker’s relationship to “they” in the poem?
2. What is a central idea in the poem?
3. How does the speaker’s relationship to “they” impact your understanding of a central idea in the poem?
4. How does Shamlu alter the connotations of the word light in stanza 4?
5. What are the similarities between the speaker’s relationship to “They” in “In This Blind Alley” and African Americans’ relationship with the “white power structure” as expressed in paragraphs 10-11 in “Letter From Birmingham Jail”?
6. How does King’s description of the “vicious mobs” and “hate-filled policemen” in paragraph 11 relate to Shamlu’s descriptive language in this poem?
7. What connections can you draw between a central idea from “Letter From Birmingham Jail” and a central idea present in “In This Blind Alley”?

 

2^nd QUICK WRITE (12 mins)

Analyze the cumulative impact of specific word choices, including figurative language and connotation, on the development of a central idea present in both “In This Blind Alley” and “Letter From Birmingham Jail”.

 

 In This Blind Alley

We read and discussed all questions.

3/2/2023

Bell Work: In the midst of a natural disaster, a classroom is locked down and everyone is trapped until they are rescued 3 days later.

Student Objective: Students will read, comprehend, and analyze nonfiction.

Student Target: I will delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Success Criteria:

• I can determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view of purpose.
• I can use context as a clue to the meaning of a word or phrase.

 

Review previous “quick write.”  Also, central claim, supporting claim, evidence, and reasoning

Read paragraphs 10-11

READING QUESTIONS

Para 10:

1. How do the first three sentences of paragraph 10 impact your understanding of King’s purpose?
2. How does King’s description of Mr. Boutwell as a ”segregationist” influence your understanding of the phrase status quo?
3. What does King mean by “bring the millennium to Birmingham”?  What is the impact of the word “millennium”?
4. Given King’s purpose and his word choices, what can you infer is his central claim in paragraph 10?
5. Identify King’s supporting claim in paragraph 10.  What evidence does King use to support this claim?  How is this evidence connected to the claim?
6. What reasoning does King use to enhance this supporting claim?  How does this reasoning support his claims in paragraph 10?
7. What evidence does King provide to explain why he believes King and the clergymen “will be sadly mistaken” if they expect Mr. Boutwell “to bring the millennium to Birmingham”?
8. How does this evidence support King’s central claim in paragraph 10?
9. How does King’s supporting claim that “freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed” develop the central claim he makes in paragraph 10.
10. How does this use of figurative language further King’s central claim?

 

Para 11

11. How does King’s statement “I guess it is easy for those who have never felt the stinging darts of segregation to say ‘wait,’” develop the supporting claim at the beginning of paragraph 11?
12. What evidence does King provide to explain “why [African Americans] find it difficult to wait”?
13. How does King use imagery to further his central claim in paragraph 11?
14. What is the effect of King’s use of the word “you” in paragraph 11?  How does this effect develop your understanding of King’s purpose in paragraph 11?
15. How does the evidence King provides in paragraph 11 develop his central claim?
16. What words could replace “legitimate” in paragraph 11?
17. Identify King’s reasoning in paragraph 11.  How does King’s reasoning in this paragraph support his central claim in paragraph 10?

3/1/2023

Honors English 10 Bell Work: [free write to music—Smoke and Mirrors by RJD2]

Student Objective: Students will read, comprehend, and analyze nonfiction.

Student Target: I will determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

Success Criteria:

• I can use context as a clue to the meaning of a word or phrase.
• I will analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
• I will compare themes/ideas between two mediums.

Agenda

• Bell Work
• You may use SOME time to finish yesterday’s work—Rhetorical Tool Tracker, turn it in at the beginning of class tomorrow
• AIR reading

2/28/2023

Bell Work: [open prompt—write a thoughtful paragraph]

Student Objective: Students will read, comprehend, and analyze nonfiction.

Student Target: Students will determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Success Criteria:

• I will cite strong and textual evidence to support analysis of text.
• I will demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Agenda:

• Bell Work
• Visual Argument Handout
• Review
• Answer additional questions on paragraphs 6-9
• Rhetorical tool
• Quick write

 

Review

You have 10 minutes. Look over Letter From Birmingham Jail.  Explain how paragraphs 7-9 develop a claim that King makes in paragraph 6.  Use specific textual evidence to support your answer (ACEs).  You may work with your neighbor to discuss. I will call on students to answer afterwards.

Questions

1. What is the purpose of paragraph 6?
2. What verb does King use to describe the effect of “racial injustice” on the “community” in Birmingham?  What image or feeling does this specific word choice create or evoke?
3. How does King’s use of rhetoric in paragraph 6 advance his purpose in that paragraph?

 

4. How does King describe the Alabama Christian Movement for Human Rights’ reaction to the merchants’ broken promise?
5. How does King use rhetoric in this sentence to advance the purpose he established in paragraph 6?
6. How does King describe direct action in paragraph 7?
7. How did King and his affiliates prepare for the direction action campaign?
8. What effect do the questions in paragraph 7 create?

 

 

 

 

**Rhetorical Tool Handout**

Rhetoric is the specific techniques that writers or speakers use to create meaning in text, enhance a text or speech, and in particular, persuade readers or listeners.

Purpose is an author’s reason for writing.

 

Sample answer for “Rhetorical Impact Tracking Tool”:

Rhetorical device and definition:  Figurative Language:  This is language that differs from the literal meaning of words and phrases.

Examples of the rhetorical device in the text (with paragraph or page reference): “racial injustice engulfs this community” (para. 6).

Impact of the rhetorical device on point of view or purpose: The verb “engulfs” creates the image that racial injustice destroys or captures the community.  “Engulfs” creates an image that injustice is dangerous and an overwhelming problem, which supports King’s purpose that direct action is necessary.