Barbara Johns Article- Racial Segregation of Schools - Scope February 2014

This is a paired article taken from Scope Feb 2014.
Read the article then the poem.

Barbara Johns Reaches for the Moon

by Irene Latham 

She steps onto the stage,
makes a bold declaration,

No

      Now

          Strike!

Without hesitation,
she illuminates the situation—
separate but not equal:
cracked toilets, smoke inhalation,
tar-paper shacks packed
with the student population.
Despite danger, despite trepidation,
she clings to the dream with determination,
joins the fight for integration.
Together they march
like constellations
across a midnight sky,
their combined shine
inspiration for a changing nation.
—By Irene Latham


Worksheet with Paired Article
Directions: Follow the directions and answer the questions in the boxes below. You don’t need to write in complete sentences; just jot down your ideas.
Who is “she” (first mentioned in line 1)? How do you know?
1
_What event in Barbara Johns’s life do lines 1-2 refer to? (Use the article “Imagine This Was Your School” to help you answer.) In your own words, what is the declaration referred to in line 2?
3
How does the poet portray Barbara Johns? Which words and phrases from the poem
reveal Barbara’s personality?
4
How is the “declaration” formatted differently than the rest of the poem? What is the effect of this formatting?
Lines 1 and 2 say that “She steps onto the stage,/makes a bold declaration.” Underline the lines in the poem that contain her declaration.
2
PAGE 2 OF 3
SCHOLASTIC SCOPE ACTIVITY • FEBRUARY 2014
SCOPE PERMISSION TO REPRODUCE THIS PAGE FOR USE IN THEIR CLASSROOMS. ©2014 BY SCHOLASTIC INC. ALL RIGHTS RESERVED.


POETRY: “Barbara Johns Reaches for the Moon ” • SKILL: Text Analysis
Find and underline the simile in the poem.
Why do you think the poet chose this simile? How does it relate to the poem’s title?
6
Consider lines 18-19: “their combined shine/inspiration for a changing nation.”
What does the poet mean by “their combined shine”? Put this idea into your own words.
7
What is the effect of having a series of words with the same ending sound?
How does it affect the way you read the poem?
Circle the words in the poem that have the same ending sound.
5
PAGE

Parody for "Happy" Assignment

Parody for the "Happy" Song
Assignment: Write a parody or similar song lyrics using the Happy Song as your model. Write a draft, then revise for homework and turn in on Thursday.  Also turn in your "Place" poem that was from last week, inspired by the "Library" poem by Nikki Giovanni.  Due 3/20/14.

 

DRAFT
 
Because I'm angry
Clap along if you feel like your world's about to end
Clap along if you feel like you lost your best friend
Clap along if you feel like you 8th grade year is done
Clap along if you feel like work here is no fun.

It might sound crazy what I'm ranting about
Snow clouds are forming: I'm not OK
I'm a black balloon slipping into the night
This world is too tough to get it right.

Lesson Plans Nov 18 - 26

HOMEWORK - LA Students must read 3 AR books per grading period and take 3 AR tests which count toward your grade. Plan to read 35 minutes every night. The next AR Test will be Nov 26.

• 100 point each = 300 points per grading period - next deadline is Nov 26 
• Your score on the AR test is your grade.

• LA Homework: Read your choice of AR book on your level for at least 30 minutes each night. Finish Warm-ups. Do FLOCABULARY worksheets.  Quiz on Vocabulary when unit is complete.
• SS Homework: Read and watch the news. Read about American History.

 

Language Art Lessons: Reading, Writing, Speaking, Listening

Warmups - none this week

• Monday - freewrite
• Tuesday - poem and literary terms
• Wednesday - vocabulary and skills
• Thursday - review 
• Friday - test 

Poem

 

Because I Could Not Stop For Death

Because Video English Class Version  

Emily Dickinson

Because I could not stop for Death,
He kindly stopped for me;
The carriage held but just ourselves
And Immortality.

We slowly drove, he knew no haste,
And I had put away
My labor, and my leisure too,
For his civility.

We passed the school where children played,
Their lessons scarcely done;
We passed the fields of gazing grain,
We passed the setting sun.

We paused before a house that seemed
A swelling of the ground;
The roof was scarcely visible.
The cornice but a mound.

Since then 'tis centuries but each
Feels shorter than the day
I first surmised the horses' heads
Were toward eternity.

Because I could not stop for Death (712)

  by Emily Dickinson

Because I could not stop for Death – 
He kindly stopped for me –  
The Carriage held but just Ourselves –  
And Immortality.

We slowly drove – He knew no haste
And I had put away
My labor and my leisure too,
For His Civility – 

We passed the School, where Children strove
At Recess – in the Ring –  
We passed the Fields of Gazing Grain –  
We passed the Setting Sun – 

Or rather – He passed us – 
The Dews drew quivering and chill – 
For only Gossamer, my Gown – 
My Tippet – only Tulle – 

We paused before a House that seemed
A Swelling of the Ground – 
The Roof was scarcely visible – 
The Cornice – in the Ground – 

Since then – 'tis Centuries – and yet
Feels shorter than the Day
I first surmised the Horses' Heads 
Were toward Eternity – 

- See more at: http://www.poets.org/viewmedia.php/prmMID/15395#sthash.DoqQ8sP0.dpuf

Because I could not stop for Death (712)

  by Emily Dickinson

Because I could not stop for Death – 
He kindly stopped for me –  
The Carriage held but just Ourselves –  
And Immortality.

We slowly drove – He knew no haste
And I had put away
My labor and my leisure too,
For His Civility – 

We passed the School, where Children strove
At Recess – in the Ring –  
We passed the Fields of Gazing Grain –  
We passed the Setting Sun – 

Or rather – He passed us – 
The Dews drew quivering and chill – 
For only Gossamer, my Gown – 
My Tippet – only Tulle – 

We paused before a House that seemed
A Swelling of the Ground – 
The Roof was scarcely visible – 
The Cornice – in the Ground – 

Since then – 'tis Centuries – and yet
Feels shorter than the Day
I first surmised the Horses' Heads 
Were toward Eternity – 

- See more at: http://www.poets.org/viewmedia.php/prmMID/15395#sthash.DoqQ8sP0.dpuf

Reflection

1. Underline the rhyme and/or rhythm in the poem.
2. What is the BIG metaphor in this poem?
3. Your reaction and thoughts? 

• Poetry Terms: pg 242-243 in Writers Inc. 
• Literary Terms -extended metaphor -
• Extended Metaphor –  A comparison between two unlike things that continues throughout a series of sentences in a paragraph or lines in a poem.

Explanation of extended metaphor - Death=Gentleman Caller

Emily Dickinson Bio in Pictures and Words
 

 Language Arts 

Core 1

Vocabulary - Power Plus Lesson 3

Readings

• Personal Memoir by Phoebe Low, "Daddy" 2013 Scholastic Award Winning Essay. Read at home and be prepared to discuss this genre and this award winning essay 
• Paired Reading from National Constitution Center website  "First Public Printing of the Constitution and Signers of the Declaration of Independence" 

Writing

• Research - see below
• Personal Memoir 

Essential Questions 

• What is the relationship between information, data and research?
• What Reading Strategies do we use with non-fiction vocab? 

Cores 2,3

Vocabulary - Flocabulary "The Battle of Brooklyn"
Words, definitions, usage, sentences.  

Writing Research - from a question based on Constitution readings

Writing Essential Questions

• How do Award Winning Writers from the Scholastic Awards 2013, convey ideas about writing basic elements in fiction, non-fiction, drama, journalism and microfiction? 
• What are the elements of each genre? 

  Concepts- Reference Writers Inc text

• Good sources
• Taking notes
• Writing Plan 251
• Plagiarism - 255-258
• Citing Sources 264
• MLA Style 259
• 
  

  In Google Docs you will have  

  1. Notes
  2. Writing Plan
  3. Draft
  4. Revised
  5. Final with Sources

Technology Integration

• Create a blog using Google Blogger
• Use Drive for peer revisions
• Use of tabs for taking notes
• Collaborate to collect data using these tools

RTI - Reading 

• New Schedule - Reading on Wed, Thur and Friday
• Skills to practice
• SSR (Silent Sustained Reading) on Friday

Social Studies 

CNN Student News

Watch this special broadcast and take notes on the organizer. Discuss the news of the day in small groups and whole class.

History Alive! (brown text) 86-101

Chapter 7: The American Revolution

• The War Begins
• The Siege of Boston
• Toward Independence
• Thomas Jefferson Drafts a Declaration
• The Final Break

Essential Questions

• EQ: What evnets led the Colonists to declare independence?
• EQ: What document changed the world?          

Cornell Notes, chapter summary 
CNN Student News for events, and geography
Discussion of world news, reflection and commentary. 

"Caged Bird" by Maya Angelou

Caged Bird

By Maya Angelou

 

A free bird leaps

on the back of the wind   

and floats downstream   

till the current ends

and dips his wing

in the orange sun rays

and dares to claim the sky.

But a bird that stalks

down his narrow cage

can seldom see through

his bars of rage

his wings are clipped and   

his feet are tied

so he opens his throat to sing.

The caged bird sings   

with a fearful trill   

of things unknown   

but longed for still   

and his tune is heard   

on the distant hill   

for the caged bird   

sings of freedom.

The free bird thinks of another breeze

and the trade winds soft through the sighing trees

and the fat worms waiting on a dawn bright lawn

and he names the sky his own

But a caged bird stands on the grave of dreams   

his shadow shouts on a nightmare scream   

his wings are clipped and his feet are tied   

so he opens his throat to sing.

The caged bird sings   

with a fearful trill   

of things unknown   

but longed for still   

and his tune is heard   

on the distant hill   

for the caged bird   

sings of freedom.

Reflection

1. Underline the metaphors. Is there rhyme, rhythm and repetition?

2. What theme does this poem convey and why?

3. How do you relate to this poem?

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Poem for Tuesday - "Red"

 
"Red"
- Taylor Swift

Loving him is like driving a new Maserati down a dead-end street
Faster than the wind, passionate as sin ending so suddenly
Loving him is like trying to change your mind once you're already flying through the free fall
Like the colors in autumn, so bright just before they lose it all

Losing him was blue like I'd never known
Missing him was dark grey all along
Forgetting him was like trying to know somebody you never met
But loving him was red
Loving him was red

Touching him was like realizing all you ever wanted was right there in front of you
Memorizing him was as easy as knowing all the words to your old favorite song
Fighting with him was like trying to solve a crossword and realizing there's no right answer
Regretting him was like wishing you never found out that love could be that strong

Losing him was blue like I'd never known
Missing him was dark grey all along
Forgetting him was like trying to know somebody you never met
But loving him was red
Oh, red
Burning red

Remembering him comes in flashbacks and echoes
Tell myself it's time now, gotta let go
But moving on from him is impossible
When I still see it all in my head
Burning red
Loving him was red

Reflection and Skills 

1. Underline the similes
2. Double underline the metaphors
3.  Is RED good or bad and why did you conclude this?

You Can't Wriite a Poem About McDonald's

You Can't Write a Poem About McDonald's

Ronald Wallace

Noon. Hunger is the only thing
singing in my belly.
I walk through the blossoming cherry trees
on the library mall,
past the young couples coupling,
by the crazy fanatic
screaming doom and salvation
at a sensation-hungry crowd,
to the Lake Street McDonald’s.
It is crowded, the lines long and sluggish.
I wait in the greasy air.
All around me people are eating –
the sizzle of conversation,
the salty odor of sweat,
the warm flesh pressing out of
hip huggers and halter tops.
When I finally reach the cash register,
the counter girl is crisp as a pickle,
her fingers thin as French fries,
her face brown as a bun.
Suddenly I understand cannibalism.
As I reach for her,
she breaks into pieces
wrapped neat and packaged for take-out.
I’m thinking, how amazing it is
to live in this country, how easy
it is to be filled.
We leave together, her warm aroma
close at my side.
I walk back through the cherry trees
blossoming up into pies,
the young couple frying in
the hot, oily sun,
the crowd eating up the fanatic,
singing, my ear, my eye, my tongue
fat with the wonder
of this hungry world.