Point of View

Read the following poem by Langston Hughes and answer the questions that follow in the comment box.

“Merry-Go-Round”
By Langston Hughes

(COLORED CHILD AT CARNIVAL)

Where is the Jim Crow section
On this merry-go-round,
Mister, cause I want to ride?
Down South where I come from
White and colored
Can't sit side by side.
Down South on the train
There's a Jim Crow car.
On the bus we're put in the back--
But there ain't no back
To a merry-go-round!
Where's the horse
For a kid that's black?

Poetry Discussion Questions

1. Describe the speaker of this poem.  What do you know about the speaker?
2. What is the Occasion?The time and the place of the piece; the context that prompted the writing.
3. Who is the Audience? The group of readers to whom this piece is directed. 
4. What is the Purpose?The reason behind the text.

5. What effect does this poem have knowing that it comes from the point of
view of a child? Would the effect be the same or different with another point of
view?
6. Which character from To Kill a Mockingbird could you see asking this question
and why?

Bravery

1.  After you have shared and discussed bravery quotes, create a thoughtful definition of bravery.

Your definition must be one-two complete sentences.

2.  Each group member must choose ONE of the following news sites and locate a real world example of bravery.  

Summarize the article (2-3) sentences.

BLEND a quotation from the article that bravery into your summary.

ANALYZE the quotation by explaining how the quotation you chose reveals bravery.

INCORPORATE your definition of bravery into your analysis.
You must include the title of the article in your response.  IN QUOTATION MARKS!

Chicago Tribune Bravery Articles

Los Angeles Times Bravery Articles

3.  Post your summary and analysis below.  Please include the link to your article.

4.  Evaluate your post using the following rubric and EXPLAIN your grade:
                                   

Criteria	4- Exemplary	3- Proficient	2- Developing
Understanding the Text	The student demonstrates a clear understanding of the text in a response that includes specific evidence	The student demonstrates an understanding of the text in a response that includes evidence.	The student demonstrates a limited understanding of the text in a response that may be illogical,vague, or irrelevant.
Synthesizing and Analyzing the Text	The student clearly synthesizes and analyzes the development of the ideas.	The student synthesizes and/or analyzes the development of some ideas.	The student offers little synthesis or analysis of ideas.

5.  Comment on a classmate's post by making a CONNECTION between their article and To Kill a Mockingbird.  50 Word Minimum!

Identify a character  who exhibits bravery. How does their bravery support the idea of bravery exhibited in the current event? How does it differ?

Chapters 9 and 10

Post your BEST journal for Chapters 9 and 10.

Evaluate your performance using the rubric below.  Please EXPLAIN why you gave yourself that score.

Comment on another classmates' post:

Compliment, Agree/Disagree, Extend their analysis, Post your interpretation.

Grade your response using the following rubric.

Each entry could be worth up to 5 points each:

Specific textual references

Well developed responses of at least 100 words each.

Complete sentences, capitalization, punctuation

Proper citation...

Properly blended and cited textual reference.

Chapter Review TKAM 1-8

Write a 100 word response for ONE of the following topics.  Use the chapter you have been assigned.

1. Chapter Naming:  Harper Lee does not provide a title for each of her chapters.  What title would you provide for each chapter that you read?  List two important events (note page number and use quotes where applicable) that would be evidence to support your choices.
2. Quotable quotes:  Identify a meaningful quote from each chapter read and explain in at least three sentences why you believe it to be significant within the novel.
3. If Scout had school the next day what would she say about the events experienced in the chapter? – use dialogue to make this come alive
4. One word:  Pick one word that captures the theme or main ideas of the novel across the assigned reading for that night.  Write one paragraph that incorporates textual proof and explains why selected this word.
5. Connection:  Consider how the reading connects to a previous piece of literature read in school.  This may connect to literature read in previous years, your life, or the news.  You must include a perfectly blended quotation in your response.

Grade your response using the following rubric.

Each entry could be worth up to 5 points each:

Specific textual references

Well developed responses of at least 100 words each.

Complete sentences, capitalization, punctuation

Proper citation...

Properly blended and cited textual reference.

Chapters 6-8 Chapter Journaling

Briefly summarize the most important events of Chapters 6-8.  Type your BEST entry and evaluate your performance using the following criteria created by your class.  Comment on another classmates' post.  (50 word minimum).

Evaluation Criteria:
Give your entry up to FIVE points based on the following criteria:

Specific textual references
Use of character names
Correct information
Well developed responses of at least 50-75 words each.
Complete sentences, capitalization, punctuation
Proper citation

Images of the 1930s South

A.  O B S E RV E

1. Describe what you see. 
2. What do you notice first? 
3. What people and objects are shown?
4. What is the physical setting? 
5. What, if any, words do you see? 
6. What other details can you see?

B.  R E F L E C T

1. Why do you think this image was made? 
2. What’s happening in the image? 
3. When do you think it was made? 
4. Who do you think was the audience for 
5. this image? 
6. What can you learn from examining this image? · 
7. What’s missing from this image? 
8. If someone made this today, what would be different?  What would be the same?

C.  Q U E S T I O N

What do you wonder about...

1. who? 
2. what? 
3. when? 
4. where? 
5. why? 
6. how?

D.  Grade:  Give your response a number grade based on the rubric below.  

4 The student makes extensive and/or insightful inferences from the image in a response. Answers to questions are thoughtful and thorough. Narrative is well-developed and exceeds requirements of the assignment.

3 The student demonstrates an extension of ideas that lacks depth with some inferences in a response. Answers to questions are complete and meets the requirements of the assignment.

2 The student demonstrates limited awareness of inferences from the image in a response. Answers to questions barely meet the requirements and show limited interactions with the image.

1 There is an illegible response or there is no response from the student. Incomplete responses. Little to no effort. Does not reflect quality, academics, pride.

E.  COMMENT

1.  Compliment a classmates' response.

2.  Extend a response.

3.  Ask a question about the content of a response.