Due Monday, October 1
Read first 20 pages of Chapter 4 of To Be a Slave (pages 76-96). See handout for more details.
You will need to
a. Identify and describe two types of slavery.
b. Identify two types of resistance to slavery and write a responsive paragraph for each type.
c. Answer the question: What were the goals of each of the two types of resistance?
Prepare for our park clean up at Prospect Park tomorrow morning by eating a good breakfast; wearing work clothes, layers, and sturdy shoes; and bringing sunscreen, your packed lunch, and your backpack/binder/completed homework. We will go rain or shine!
Due Friday, September 28
Final revision of Hughes poem. It must fit on one page with font no smaller than 11 point. Spelling and grammar must be impeccable. Make it pithy and “show, don’t tell.” You keep your drafts–I do not need them this time.
Due Monday, October 1
Read first 20 pages of Chapter 4 of To Be a Slave (pages 76-96). See handout for more details.
You will need to
a. Identify and describe two types of slavery.
b. Identify two types of resistance to slavery and write a responsive paragraph for each type.
c. Answer the question: What were the goals of each of the two types of resistance?
1. Read Chapter 3 of To Be a Slave (pages 59-75). Respond in writing, typed or handwritten, using specifics from the text and following the guidelines on the “Responsive Writing Rubric” I handed out in class. Write at least 3 paragraphs (5-7 sentences each). You can refer to the Prologue and Chapters 1 and 2 in your written response as well–you are NOT limited to responding to Chapter 3.
Happy 50th anniversary of the integration of Central High School by the Little Rock Nine! We owe so much to the nine brave students who did nothing more (and nothing less) than go to school that day.
1. Do 45 solid minutes of independent reading. This time, as proof that you have read, ask a parent/guardian to sign his/her full name next to the place in your assignment pad where you wrote down this assignment.
2. Bring photo/illustration part of your interview project if you forgot it today. It will count as late unless you and I spoke on Monday and I gave you a special extension.
3. If you did not bring me your completed trip cards today, please PLEASE bring them tomorrow. If I do not get them by Thursday, you will not come with us to Prospect Park on Friday!
1. Complete interview write-up and illustration/photo. The write-up should not be longer than one typed page. The illustration/photo can be on another page; it does not count towards the one typed page.
For more specific instructions, please see attached handout: Interview with a Family Member-Family Friend.
2. Read Chapter 2 of To Be a Slave (pages 39-58). Develop two “thought questions” about the reading and write them at the bottom of the responses to To Be a Slave that you did over the weekend. I will collect the responses/thought questions on Tuesday.
3. If I handed you blank or incomplete trip cards, give these to your parents to fill in ON BOTH SIDES. Your parent does NOT need to provide photos for the trip cards; I have photos for this purpose waiting on my desk. These MUST be returned to me ASAP because we are going to Prospect Park this Friday! Hooray!
Due Monday, September 24th.
1. Read the Prologue and Chapter 1 of To Be a Slave (pages 16-38). Select 3 passages that you find striking, confusing, or fascinating. Note the page #s of your three passages. Write a paragraph (at least 5-7 sentences) for each passage explaining why you chose it and reflecting on its content.
2. Re-revise your Hughes-inspired poem.
Due Tuesday, September 25th.
Please see attached handout: Interview with a Family Member-Family Friend.
This assignment is not due until Monday, September 24th. But you will get more (major!) homework tomorrow so I strongly suggest that you do it tonight.
1. Read the Prologue and Chapter 1 of To Be a Slave (pages 16-38). Select 3 passages that you find striking, confusing, or fascinating. Note the page #s of your three passages. Write a paragraph (at least 5-7 sentences) for each passage explaining why you chose it and reflecting on its content.
2. Class rep election speeches TOMORROW!
1. Read your independent reading book for 45 solid minutes (not while multitasking!). Bring a HANDWRITTEN (not typed) note from your parent/guardian that says
Dear Leila,
I promise you that my eighth grader read his/her independent reading book for 45 minutes Wednesday evening.
Signed,
________________ (parent/guardian)
If you do not bring this handwritten note, YOU WILL NOT GET CREDIT.
2. If you forgot it today, please make sure to give me the OLD unrevised version of your Hughes-inspired poem tomorrow. I want to see how your new one has evolved.
3. I also need a few more signature pages from the back of the “Eighth Grade Core” packet.
1. Significantly revise your Langston Hughes-inspired poem. Final copy should be typed, with heading removed. Format should be: the title, the poem itself, any attributions such as “inspired by Langston Hughes’s ‘Theme for English B,'” and your name at the bottom. Keep in mind “going deep,” colorful/precise/unique/surprising use of language, and avoiding plagiarism. ATTACH YOUR FIRST DRAFT WITH PAPER CLIP. No staples, please, as I will be displaying these poems on the Diversity bulletin board. I can’t wait to read your poems!
2. Be ready for your book talk!
3. Class rep election speeches will happen this Friday.
Thank you for your movie watching endurance today! Tomorrow we will get to share your Hughes-inspired poems. It may look like a lot of homework, but you can do it! As my own eighth grade teacher used to say, “Your brain is a muscle; you have to work it out to make it stronger…”
1. Complete “A Simple Justice” reflection, Parts I (questions a-e), II, and III, on a separate sheet of paper.
2. Read packet entitled “Eighth Grade Core.” It contains a lot of important information that you MUST know in order to be successful in Core! Sign back page to acknowledge that you have read, understood, and accepted everything in the packet. Parents sign too.
3. Read article called “Alabama Plan Brings Out Cry of Resegregation” from today’s newspaper. Be prepared to discuss it–how does it connect to Warriors Don’t Cry?
4. Revise/correct Curriculum Night letters to parents. These may be typed or handwritten, but they may not be unpolished first drafts.
5. Book talks have been bumped to the next day. Now the schedule is
9/18/07 (Tuesday) Sam, Sasha, Niles, Lili, Robbie
9/19/07 (Wednesday) Gaia, Hannah, Jack, Sophie
9/20/07 (Thursday) Calen, Manny, Amy
9/21/07 (Friday) Maya P.H., Taylor, Zaran, Nicholas