American Literature
Independent Reading Students were allowed time to complete their Tree of Life assignments (4th Block) Warm-up: What if you could create your own town/city, what would it be like? Laws? Social rules? Public services? Students took their Chapters 5-7 quiz The class reviewed events, symbols and thematic ideas from chapters 5-7 The class read chapters 8-9 - AUDIO HOMEWORK: Complete the reading of chapters 8-9 in preparation for your quiz tomorrow. American Literature
Independent Reading Students took their Chapters 3-4 quiz and then read chapters 5-7 - AUDIO (Note: Students were given a Summary of Chapter 6) Students had time to work on their Tree of Life assignment American Literature
Independent Reading Their Eyes Were Watching God Chapter 1-2 Quiz Skills Check #2 (1st & 2nd block will complete this tomorrow) Read Their Eyes Were Watching God Chapter 3-4 - AUDIO Assigned the Tree of Life Assignment (due Wednesday, 10/30/19) USA TESTPREP IS LIVE AND DUE SUNDAY, NOV. 3RD!!! American Literature
Independent Reading/Study time: students were allowed to either read independently or review for their Vocabulary Test Students took their Unit 13 Vocab test (1st & 2nd Block): Completed and discussed thematic subjects, symbolism and Biblical allusions in Hurston's "Sweat" (4th block): Reviewed homework questions for Hurston's "Sweat" Students began reading Chapters 1-2 of Their Eyes Were Watching God - AUDIO HOMEWORK: Complete reading of chapters 1 & 2 of Their Eyes Were Watching God in preparation for a reading quiz on Monday 10/28/19 American Literature
Students submitted their reading homework Warm-Up: Students read and answered questions from Langston Hughes' "Mother to Son" The class began reading Zora Neale Hurston's "Sweat" selection from the Springboard text (p. 450). The audio files for Their Eyes Were Watching God can be found by CLICKING HERE 4th block HOMEWORK: Complete questions 4,7,8,10,11,14 & 15 from "Sweat" American Literature
Warm-Up: With the Harlem Renaissance project and poems we’ve been looking at people expressing a need for change OR expressing a celebration of who they are. Write a poem that does one (or both) of these two things, entitled “What if…?” Students volunteered and read some of their poems aloud. The class began background study of Zora Neale Hurston and began reading/annotating her essay "How it feels to be colored me" (p. 444-448 of the Springboard text) looking for examples of:
American Literature
Independent Reading Students presented their Harlem Renaissance projects (40 pts. in the Speaking/Listening category) Students analyzed and answered questions on James Weldon Johnson's "To America" poem American Literature
Independent Reading Warm-up: Students read "Incident" (Countee Cullen) and answered questions Students were provided laptops (if they needed) to complete their Harlem Renaissance projects American Literature
Warm-up (1st & 2nd Block): reviewed Tuesday's diction warm-up. 4th block students worked on a short narrative writing piece Introduced the Harlem Renaissance
American Literature (4th Block only)
Students watched/reviewed a film which exemplified the Transcendentalist idea of "Self-Reliance" |