Calendar of Lessons by section
Women of Brewster Place
Character Webbing * Not done
Extended Writing with rewrite
Plot, Characterization, Allegory, Imagery
Parallel Reader x Not Done
Summer Project Part III
1. Notebook "Cora Lee"
2. Rewrite of the same
3. Tough Topics * Notebook write and rewrite BPE (best possible English)
4. Exit Comp: Portfolio or Alternate
1. Map of the US & The World
2. "As I Grew Older" (SB)
4. "As I grew older video"
5. Board Notes & Samples
6. Character Web
Penguin Lesson Plans
Extended Time on Assignments
One on One
LEP interactions when needed
After School Tutoring (Bill-Thursdays)
(Teressa on 7 Day; Bill and Robert: School Days)
Character Organizer (x not done)
AP Class Alternate Lessons
ICT Class Alternate Lessons
How does Gloria Naylor unify this episodic novel?
What is the author saying about the morals and values of the characters?
Which techniques does Naylor use to connect the the chapters?
How does she use characterization to create sympathy and anxiety?
Segment 1 * Tough Topics from the "Two"
AP, 1, 6,7
Abortion - x
Same-Sex Marriage - x
Sexual Abuse - x
All Men are Created Equal - x
Homophobia - x
Good Men can do bad things - x
Welfare Moms - x
“Self” Defense -
Violence against Women -
Parental Abandonment - x
My life is my fault -
Being a parent makes me right - x
* Alt for Period 2
Voilence, Homophobia, Sex Crimes, Self Defense
Find Evidence - write and describe in 1 paragraph
Opinion - your opinion in 2 paragraph
1. Choose Topic / Alt- Pick 4
2. Find evidence (Period 2 - directed)
3. Write both paragraphs in notebook - rewrite for HW on loose-leaf (Note: Period 1 Class will do rewrite in class.
Segment 2 * "As I Grew Older" by Langston Hughes
Watch video (video1 - video 2*) * Discuss Imagery * Draw on whiteboards * Fill out Poetry Sheets * Summative Assessment: Compare "Dream Defered" to "As I grew Older" or "Dawn" to "Dusk" or combination of the same.
Segment 3 * Open Read on "Block Party"
Simple read with guided questions:
Segment 4 * Dusk
Group / Open Discussion
Segment 5 * Portfolio or Alternate Exit Comp
Students will select 4 items from portfolio and use a graphic organizer to develop their self assessment argument. Ideally to be publically presented - but logistics might not make possible.
Alternative to be an exam with some writing
rmb: Special Desks Rearrange for PSAT & Period 2
Questions For Thought
1. Why is this chapter not called Lorraine and Theresa?
2. Are the rumors justified? Why does Lorraine say that she can’t afford to have people talking about her? Why are Tee’s reactions so different from Lorraine’s?
3. How do Ben and Lorraine find comfort in each other? What do they have in common?
4. Why do C.C. Baker and his companions gang-rape Lorraine? In addition to the physical damage, what does this act do to Lorraine?
THE BLOCK PARTY
1. Of what significance is the weather in this chapter? How has weather been significant throughout the novel?
2. The block party is just about to begin as the chapter ends. But before that, a block party takes place in Mattie’s dream.
In what way is her dream a forecast of what is to come in the real block party?
3. What is the significance of Ciel’s dream within Mattie’s dream? Will Ciel show up at the real block party?
4. In Mattie’s dream, how does Theresa become a part of the neighborhood? What has happened to the wall?
Segment x Name Game & Character Web
Groups of 4 with 8 Character Sheets on Wall and handouts.
In Group Students students select ,,,
Segment y Bio Project
Students in group research and present on one of the following topics: Great Ladies of Jazz, Members of the Harlem Renaissance or 20th Century Civil Rights Leaders.
Segment 6 "Fences" - Anticipation Guide
Segment 7 "Fences" - Front Load
Segement 8 "Fences" - Reading Log
Segment c "Fences" - Non-fiction Topics
Segment m "Fences" - Monologue
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