Discussion Questions for Let America Be America Again
English 4
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Tuesday and Wednesday, May 30 and 31
Posted past on 5/31/2017 eight:04:00 AM
Objective: Identify main ideas and supporting evidence
Calendar:
Read "This Isn't Kiddy Court" past Judge Judy
Complete outline questions on master ideas and supporting evidence
Quickwrite
Quickwrite: Evaluate the eight suggestions Judge Judy proposes. Select the two suggestions you feel would exist the most effective if implemented. Support your assessment with evidence from the text.
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Tuesday, May 23
Posted by on 5/23/2017 8:11:00 AM
Tuesday, May 23
Objective: Consummate outline explaining the alter in Walter Lee and how this round, dynamic character supports a theme of the play.
Notes:
Themes:
- Themes are not just subjects or topics
- In gild to properly identify a theme of a work, you lot must ask yourself "what does the work say most the subject?"
- The theme of the work then becomes a consummate sentence.
Instance:
Walter speaks often about Dreams of Success:
- Theme: Dreams of Success
- What does the author, Lorraine Hansberry, convey to the audience about dreams of success through the character of Walter Lee?
- Possible theme: Definitions of success tin change due to life experiences and circumstances, and what one person thinks will make them happier and content in life may non be what a person actually learns volition make them happy.
Detect that the theme sentence does not contain specific data from the work! Identifying theme is a full general argument that tin apply to the human status; specific events, characters, and other features of the work will be used to support the theme through explanation, but volition not be nowadays in the theme sentence.
Consummate your outline!! This will be due at the end of class!!
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Wednesday, May 17
Posted past on v/17/2017 8:xx:00 AM
Wednesday, May 17
Objective: complete characterization nautical chart for Mama and Ruth
Agenda:
Begin reading Act three at page 140
Sentry Act 3
Complete characterization chart for Mama and Ruth
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Tuesday, May 16
Posted by on 5/16/2017 8:09:00 AM
Tuesday, May 16
Objective: Using STEAL as a characterization guide, compete the chart column for Beneatha
Agenda:
1. Complete physical description using pages 35 and eighty
2. Read 131-138 and watch movie version of this section
3. Consummate the chart for Beneatha
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Assignments thus far
Posted by on 5/10/2017 8:thirty:00 AM
one. Quickwrite number 1 on setting (pages 23 and 24)
two. Quickwrite number 2 Characterization of Walter Lee
3. Questions on Act 2, scene 1
4. ***questions on Walter Lee's monologue from Human activity 2, scene 2
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Tuesday, May 9
Posted by on 5/nine/2017 eight:ten:00 AM
Tuesday, May 09
Objective: Annotate text and respond six questions with textual evidence
Annotations to be done on the separate sheet:
Walter: You wouldn't empathise yet, son, but your daddy's gonna make a transaction...a business concern transaction that's going to modify our lives...That's how come i 24-hour interval when you 'bout seventeen years old I'll come home and I'll be pretty tired, y'all know what I mean, later a 24-hour interval of conferences and secretaries getting things wrong the style they do...'crusade an executive's life is hell, man—(The more he talks the farther away he gets) And I'll pull the car up on the driveway...just a plain blackness Chrysler, I recollect, with white walls--no--black tires. More than elegant. Rich people don't have to exist flashy...though I'll have to get something a fiddling sportier for Ruth--maybe a Cadillac convertible to practise her shopping in...And I'll come up the steps to the house and the gardener volition be clipping away at the hedges and he'll say, "Good evening, Mr. Younger." And I'll say, "Hi, Jefferson, how are you tonight?" And I'll get inside and Ruth will come downstairs and meet me at the door and we'll kiss each other and she'll take my are and we'll get up to your room to run across you sitting on the floor with the catalogues of all the slap-up schools in America effectually y'all...All the great schools in the globe! And--and I'll say, all right son--information technology'due south your seventeenth birthday, what is it you've decided?...just tell me where you desire to go to school and you'll go. Merely tell me, what information technology is you want to exist==Yessir! (He holds his arms open for Travis) You but name it, son...and I hand you the world!
Questions: Reply the questions using question stems to make judgement frames.
Case
ane. What has acquired the change in Walter'southward attitude at this point? What does he expect his life to be like now? Bespeak out specific examples and what they say about his expectations.
Answer: Walter's mental attitude has inverse at this point because…. He expects his life to exist…. For example, Walter Lee states "…." This shows that…
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Monday, May one
Posted past on 5/1/2017 eight:16:00 AM
Monday, May 1
Objective: Place how the disharmonize continues in Deed 2, scene1
Agenda:
Tape questions
Watch human activity 2, scene 1
Read Act 2, scene 1
Complete the questions based on the pic and the text
Act Ii, Scene I
1. When does Act II begin? What is Beneatha doing equally the first scene opens? What is she wearing?
2. How does the arrival of George Murchison change the mood of the scene?
three. Beneatha calls George an "assimilationist." What does she mean past that?
4. What is Walter's attitude toward George?
five. What is George's mental attitude toward Walter?
vi. What news does Mama break to the family unit in this scene?
7. How do Ruth and Walter react to Mama's news? What does Walter accuse Mama of?
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Fri, April 28
Posted past on 4/28/2017 viii:28:00 AM
Friday, April 28
Objective: Complete label STEAL chart for Walter Lee and quickwrite #2 on character
Agenda:
Read pages 73-75
Complete the nautical chart
Finish Quickwrite #2
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Thursday, April 27
Posted by on 4/27/2017 7:fifty:00 AM
Thursday, April 27
Objective: Closely read Walter'south dialogue to Mama, consummate STEAL chart, and write a quickwrite describing Walter's character with textual bear witness
Agenda:
Review STEAL
Lookout the terminate of scene 2 of Act 1
Annotate and answer questions on Walter's speech
Complete STEAL chart from pages 73-75
Homework: Quickwrite #2: Draw Walter Lee's graphic symbol using two pieces of textual evidence from pages 73-75
Notes:
STEAL mnemonic with guiding questions for Walter's grapheme in this scene
Indirect characterization: process by which the writer shows the character'south personality through speech, deportment and advent.
S: Voice communication—What does Walter Lee say to Mama during this section?
T: Thoughts of the character
Due east: upshot on others—How does Mama respond to Walter? What can this tell y'all about the kind of homo Walter is?
A: Deportment—Pay close attention to stage directions; how is Walter behaving during this scene? What in the text lets you lot know this?
L: Looks
Annotation of text:
Walter (Quietly) Sometimes information technology's similar I can see the future stretched out in front of me—just plain
every bit day. The future, Mama. Hanging over there at the edge of my days. Only waiting for me—a
big, looming blank infinite—full of zip. Merely waiting for me. Simply information technology don't have to be. (Pause.
Kneeling beside her chair) Mama—sometimes when I'thousand downtown and I pass them absurd,
quiet-looking restaurants where them white boys are sitting back and talking 'bout things…
sitting there turning deals worth millions of dollars…sometimes I see guys don't look much older
than me--
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Wednesday, Apr 26
Posted by on 4/26/2017 8:02:00 AM
Wed, April 26
Objective: Begin Act 1, scene 2 and go along completing characterization nautical chart data
Agenda:
Additional vocabulary for act one
Begin Act 1, scene ii
Complete the second row of the characterization nautical chart
Vocabulary:
bastion: strong, secure stronghold
beseechingly: in a begging or pleading way
evading: escaping; eluding
quizzical: puzzled; confused
raptly: in a deeply engaged manner
recitation: reciting a memorized oral communication
suppress: to keep secret
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Monday, Apr 24
Posted by on 4/24/2017 seven:43:00 AM
Monday, April 24
Objective: Finish reading Act one, scene 1, and complete initial characterization'due south for Beneatha and Mama in the chart
Agenda:
Vocabulary
End Act 1, scene 1
Vocabulary:
Mutilated: maimed; damaged
Insinuatingly: with more meaning than the spoken give-and-take; implying
Haphazardly: without care; characterized by chance
Inappropriately: unsuitably; improperly
Assimilationism: conventionalities that minority cultures should dissolve into a dominant civilisation
Heathenism: "faith" of those who don't believe in a god and/or are uncivilized
Forlornly: looking lamentable, drastic or hopeless
Act ane, scene i—begin reading at page 31
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Thursday, April twenty
Posted by on 4/20/2017 8:18:00 AM
Thursday, April 20
Objective: Begin completing characterization chart for Walter Lee, Ruth, Mama and Beneatha
Agenda:
Human activity 1 vocabulary (Function 1)
Go on reading Human action i
Begin completing chart
Vocabulary (Vocab section)
Proposition: suggested plan
Furtively: stealthily; expressive of hidden motives
Futile: useless
Undistinguished: common; nothing special
Exasperated: irritated; provoked; irked
Tyrant: ruler who exercises power in a harsh, cruel mode
Vindicated: cleared of accusation, blame, suspicion or doubt
Tentatively: uncertainly
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Wed, April 19
Posted by on 4/19/2017 7:57:00 AM
Wednesday, April 19
Objective: write a quickwrite explaining what the setting reveals about the Younger family using ii pieces of textual evidence.
Agenda:
Introductory notes on RitS
Brainstorm Human activity one, scene 1
Review description of setting
Quickwrite #one
Notes:
total title - A Raisin in the Sunday
author - Lorraine Hansberry
blazon of work - Play
genre - Realist drama
tone - Realistic
setting (time) - Between 1945 and 1959
setting (place) - The Southward Side of Chicago
protagonist - Walter Lee Younger
Quickwrite #1:
What does the setting reveal about the Younger family unit?
Sample sentence frame to brainstorm the quickwrite:
The setting of Lorraine Hansberry'due south A Raisin in the Sun reveals that the Younger family ____________________. The reader sees this through the description (Quote #1). [Explicate the significance of quote number1]. A second description that reveals the Younger family unit ____________________ is "quote two." [Explain quote number two].
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Tuesday, April 18
Posted past on 4/18/2017 8:22:00 AM
Objective: comment text and answer questions based on technique in "Dream Deferred"
Agenda:
Read and comment text
Answer questions
Compose poem
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Fri, Apr seven
Posted past on 4/7/2017 10:27:00 AM
Friday, April 7
Objective: Read, annotate and clarify the poem "Dream Deferred" in questions
Harlem
Related Poem Content Details
By Langston Hughes
What happens to a dream deferred?
Does information technology dry upwardly
like a raisin in the sun?
Or fester like a sore—
And then run?
Does it stink like rotten meat?
Or chaff and sugar over—
similar a syrupy sweet?
Perhaps it just sags
like a heavy load.
Or does it explode?
Talk over and answer the following questions well-nigh" Dream Deferred":
1 List the verbs used to indicate what tin happen to "a dream deferred."
two What does the mention of Harlem imply about the subject of this poem?
3 With what kind of dream do yous think the poem is concerned? Identify five similes in the poem. What exercise you call up the speaker is suggesting in each simile?
four Translate the last line. Why do people need to experience they can fulfill their dreams?
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Thursday, Apr 6
Posted by on iv/half-dozen/2017 viii:18:00 AM
Thursday, April 6
Objective: Complete DBA for marker period 3; then comment and reply TBQs for Langston Hughes piece "When the Negro Was in Faddy"
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Monday, Apr 3
Posted by on 4/3/2017 seven:58:00 AM
Objective: Consummate whatever missing assignments
Assignments that can exist completed if missing:
i. Guns, Germs, and Steel worksheets 1 and 2 (Everyone has a copy)
2. Questions for source 2, Empowering Women
three. Questions for source 3, Universal Education
4. Components for rough typhoon (Listed on the sail given to you and on the web log)
5. Final copy
6. Questions and quickwrite for Running for His Life
7. Questions and quickwrite for A Blood brother'due south Murder
Makeup assignments need to exist given to me every bit soon every bit possible. The mark period is closing this week!
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Fri, March 31
Posted by on 3/31/2017 10:17:00 AM
Friday, March 31
Objective: Place author'southward purpose in an essay
Agenda:
Read and comment "Conservancy" by Langston Hughes
Answer questions based on author'due south purpose
- Hughes varies the length and structure of his sentences throughout the essay. How does this variety capture and reinforce the rhythms and drama of the evening's events? Explicate.
- What is salvation? Is it important to young Hughes that he be saved? Why does he wait to exist saved at the revival meeting?
- Why does Hughes weep on the night of his being saved? What makes the story of his being saved and so ironic?four.
- What is Hughes' primary purpose in this narrative? Why exercise you lot think this event was of import in his life?
- How does Hughes create the scene in the revival meeting? Which sensory details of sight and sound are specially effective in helping the reader feel present at the church?
- What does Hughes' use of dialogue add to his story? Which people speak directly and how do their words help the reader understand Hughes' emotional state?
- Hughes varies the length and structure of his sentences throughout the essay. How does this variety capture and reinforce the rhythms and drama of the evening's events? Explicate.
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Wednesday, March 29
Posted past on three/29/2017 vii:48:00 AM
Wednesday, March 29
Objective: clarify how a poet uses technique to enhance a theme
Agenda:
review techniques
read the poem twice, with model annotations; complete annotations individually
piece of work in pairs to answer the discussion questions
Notes:
1. A rhyme scheme in certain stanzas:
For example, in stanza number 1 the rhyme schemes is ABAB. Line ane rhymes with line three; line two rhymes with line four. This rhyme scheme is used again in stanza number two and 3.
2. Internal rhyme
Internal rhyme is rhyme within a singular line. In line ii of stanza number one:
Let it be the dream it used to be.
The internal rhyme is in the words: be, dream, be.
The internal rhyme in line one of stanza number two is dream, dreamers, dreamed.
Allow America be the dream the dreamers dreamed—
3. Alliteration
We can refer back to the above line (line one of stanza number 2). Here the ingemination is the repeated "d's" of dream, dreamers, dreamed.
Later on in the poem alliteration is achieved in the line phrase"Of catch the gold!"The apply of "1000's".
4. Symbolism and personification
Freedom in this verse form is symbolized as steel in the line"The steel of liberty does not stain."In addition, America is symbolized and personified every bit a pioneer.
v. speaker: the voice (perspective) of the poem
You lot can discover the verse form here: http://cbsd.org/cms/lib010/PA01916442/Centricity/Domain/2773/LetAmericabeAmericaagain.pdf
Questions:
Let America be America Once again Questions:
- What is the author saying about the American Dream?
- What blazon of Americans are being described in the poem?
- Whose voices are expressed in this poem?
- How does America fail some if whatsoever of its people?
- What sense of or type of feeling is expressed in the verse form or particular stanzas?
- What perspective does the verse form mostly focus on in terms of equality?
- Who is left out of the poem in terms of marginalized or oppressed groups.
- What does the author want from
- What would America look like if anybody was equal and could achieve their dreams?
- What is the author saying about the American Dream?
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Monday, March 27
Posted by on iii/27/2017 7:51:00 AM
Mon, March 27
Objective: Identify conflict in the brusque story "Everyday Use" by Alice Walker
Agenda:
Record vocabulary
Vocabulary practise
Read the story on page 505 of the text
Vocabulary:
Tape the definitions for the following words in your vocabulary section
Deliberately
Doctrine
Furtive
Oppress
Sidle
Later on, complete the vocabulary exercise on folio 515
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Friday, March 24
Posted past on 3/24/2017 viii:06:00 AM
Friday, March 24
Objective: Answer 7 questions on "A Brother's Murder" using textual testify to support answers
Agenda:
Review question i with model respond
Consummate the remaining vi questions and the accompanying quickwrite.
1. Compare/contrast Brent Staples with his brother, Blake. Give at least ane textual instance.
Brent Staples and his brother, Blake, were both raised in Chester, Pa. They were ten years apart in historic period, but experienced a similar upbringing. Notwithstanding, Staples states that "I fled the past" but "Blake embraced information technology." This shows that Staples followed an academic path but his brother concluded upwardly choosing a life of the streets.
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Thursday, March 23
Posted by on 3/23/2017 8:10:00 AM
Today we will:
ane. First record the vocabulary in your vocabulary section.2. Next, I volition read the essay while yous circle the vocabulary and brand annotations.
3. Lastly, you will read the essay independently to elaborate on your annotations.
four. There will be an leave ticket for y'all to complete before y'all leave class today.
Par ane:
posturing -behave in a fashion that is intended to impress or mislead others
aggressor- an "attacker"
Par ii:
wrenched -pull or twist all of a sudden/violently
mortality -country of being subject to death
advised- self-assertive in a rude, noisy, or overbearing way
affluent- having money/wealthy
paranoia- extreme mistrust of people and their actions
machismo- stiff or aggressive masculine pride
ensconced- settle in a comfy, prophylactic, or secret placePar 3:
desolate- empty of people; bare
idle- avoiding work;lazy
embittered- feel bitter or resentful
forays- a sudden assail into enemy territoryPar 8:
earnestly- showing intention, purpose, or effortPar 9:
recurrent- occurring oft or repeatedly3. Complete a 2d read together as a class. This time adding on any extra annotations that you tin.
4. Leave Visa/Ticket out the door: These are just breezy responses--non RACE**Why practice you lot think Brent Staples chose to write well-nigh the experience of losing his brother? Don't just gauge, but think about the reading. Note it came from an anthology he entitled "Bearing Witness" (which you can look up if you wish if that helps)
**What are your initial feelings on this piece? (Some people may have more emotional reactions than others because of their ain existent-life experiences and that is ok) -
Tuesday, March 21
Posted past on three/21/2017 8:09:00 AM
Tuesday, March 21
Objective: Respond questions regarding label and meaning in "Running for His Life"
Calendar:
Review quickwrite consignment and outline
Complete quickwrite and question assignment
Quick Write Consignment: Write a character analysis paragraph(south) about Gilbert usingat least 2 adjectives that depict him in the article "Running For His Life" (you lot may employ the chart and anything in the article; you lot are not express to any sure page numbers).Try to use 2 examples per adjective if possible. You must as well address at to the lowest degree ane literary device and explicate how the author uses it to increase the reader's agreement of Gilbert/the passage.
- It must accept a TAG
- It should incorporate at least ii adjectives/minimum 2 textual examples each
- Explain how your example shows the adjective if necessary
- It must identify and explicate at least 1 literary device and how it affects the reader's agreement of Gilbert/the passage--should requite testify as well
Assistance if you need it: (merely apossible case--yous don't have to copy this word for word)
In the(TAG), Gilbert is characterized as __________ and _____________. This characterization along with his utilise of the literary device ________help the reader understand Gilbert's character and sympathise that the article is really about ________________________.
The writer shows that Gilbert is _________________________. Michael Hall shows this when, ____________________, which shows (explain your bear witness and how it proves the describing word). Another case that leads u.s.a. to this conclusion almost Gilbert is the fact that the writer tells us __________________. This shows usa in the audience that (explain your adjective once more).
Some other word that describes Gilbert is _________________. We run into this in the following lines ______________________, showing that _____________________ (explain your evidence and how it proves the adjective). Withal again, this feature of ______________ is shown when __________ . This proof that __________________________________(explicate the evidence).
The writer's use of(literary device) enhances the reader's understanding of the article. This is because (explain how the use of this literary device increases the reader's agreement of Gilbert/the passage).
(Summarizing argument) -
Mon, March 20
Posted by on 3/20/2017 8:06:00 AM
Monday, March twenty
Objective: consummate the reading "Running for His Life" and reply five of the vi comprehension questions
Agenda:
Tape model information from the chart
Finish reading the text
Complete the nautical chart
Respond five of the 6 questions at the end of the packet.
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Friday, March 17
Posted by on 3/17/2017 8:06:00 AM
Friday, March 17
Objective: Identify pieces of textual prove that characterize Gilbert Tuhabonye
Agenda:
Vocabulary for "Running for His Life" by Michael Hall
Notes on characterization
Begin reading article
Consummate chart with model examples and two of your own
Vocabulary:
1. taunting--(v) a remark made in lodge to anger, wound, or provoke someone.
2. genocide--(n)the deliberate killing of a large group of people, peculiarly those of a particular ethnic group
iii. anecdote--(n)a short and amusing or interesting story about a existent incident or person.
4. avid-- (adj)having an eager want/interest for something.
5. optimistic--(adj)hopeful and confident most the time to come.
6. dispersed--(5)distribute or spread over a wide area.
7. crucible--(due north)a ceramic or metallic container in which metals or other substances may be melted or subjected to very high temperatures or a situation of severe trial, or in which different elements interact, leading to the creation of something new.
8. forging--(v)make or shape (a metal object) by heating it in a fire or furnace and beating or hammering information technology.
9. bouncy-- (adj)of a person, event, or behavior) noisy, energetic, and cheerful; rowdy
x. lilt--(due north)a characteristic rise and falling of the voice when speaking; a pleasant gentle accent.Notes:
Directly vs. Indirect characterization/"Running for His Life" by Michael Hall
Straight characterization
Label: the procedure by which the writerreveals the personality of a character to you.-you aretold what kind of person the character is--no thinking involved!!
Indirect characterization-you lot areshown what kind of person the character is---you lot effigy information technology out!!
Draw this chart in your notes using a whole notebook folio (note: don't draw the horizontal lines if you lot have a problem fitting things into boxes). We will fill information technology out during/after today's reading. You lot volition need the chart for both a Quick Write and the Question assignment!
Of import lines that characterize Gilbert (either direct or indirect)
Page #
What does it tell united states about Gilbert?(if information technology is indirect)
Literary device used (if any) setting, imagery, conflict, foreshadowing
Source: https://www.buffaloschools.org/Page/77992
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