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Bell Ringer 1/29

Bell Ringer 1/29. Please get out your books and your Countee Cullen “From the Dark Tower” handout. Please discuss the following question with a person sitting near you: What do these three authors (from the biographies on pg. 934) have in common?

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Bell Ringer 1/29

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  1. Bell Ringer 1/29 • Please get out your books and your Countee Cullen “From the Dark Tower” handout. • Please discuss the following question with a person sitting near you: • What do these three authors (from the biographies on pg. 934) have in common? • Be ready to discuss at the beginning of class. • 1

  2. Bell Ringer 1/29 • Please get out your books and your Langston Hughes Graphic Organizer. • Sit next to your partner. • Answer the following question together: • Who is the speaker in “The Negro Speaks of Rivers?” How do you know? • Be able to discuss at the beginning of class. • 2, 3

  3. Bell Ringer 1/29 • Please get out your books and your “The Tropics in New York” Graphic Organizer/paragraph. • Answer the following question with someone sitting near you: • Who is the speaker in “The Tropics in New York?” What do you know about him/her? • Be ready to discuss at the beginning of class. • 4

  4. Bell Ringer 1/29 • Please get out your books and your “The Tropics in New York” Graphic Organizer/paragraph. • Please use the first 15 minutes of class to finish your graphic organizer and paragraph. • Be detailed in both the graphic organizer and the paragraph. • 7

  5. Bell Ringer 1/28 • Please get out your books and your 2nd Langston Hughes Graphic Organizer (“Dream Variations” and “Refugee in America”). • Please answer the following question with someone sitting near you: • How does the imagery in “Dream Variations” affect the poem’s interpretation and tone? • Be able to discuss when class begins. • Have specific examples ready. • 9

  6. English III • EQ: How can we give strong and thorough evidence for our inferences and conclusions about the poetry of the Harlem Renaissance? • Agenda • Bell Ringer/Discussion • Agenda/EQ • Langston Hughes (4 Poems) • Read Poetry/Create Graphic Organizers • Claude McKay (1 Poem) • Read Poetry/Create G.O./Short Essay • Poetry Vocabulary • Social Context: Author Biography (pg. 934) • Reading Cullen, Bontemp, & Toomer (3 Poems)

  7. Langston Hughes • “The Negro Speaks of Rivers” & “Ardella” • What conclusions can we draw about the speakers in these poems? • Get a piece of lined paper • Fold in half (Side 1 = “The Negro Speaks of Rivers,” Side 2 = Ardella) • Column 1 (on both sides) = Conclusion about speaker • Column 2 (on both sides) = Specific Line/Word (with line # from the poem) • Bottom Section – Imagery • List the Imagery in the poem

  8. Langston Hughes #2 • Repeat the process for creating the graphic organizer for “Dream Variations” and “Refugee in America.” • Follow the example on the board. • Don’t forget to list ALL the imagery you find. • List specific words/lines with their line numbers. • If it helps, break the conclusions down to answer the questions who, what, where, when, and why.

  9. Claude McKay • Make the same graphic organizer that you made for Langston Hughes (see board). • Turn to pg. 930, “The Tropics in New York” by Claude McKay. • Analyze the poem (conclusions about speaker, proof from text, imagery) on the front of the graphic organizer. • On the back, answer the following question with a paragraph: • What can you learn about the speaker in Claude McKay’s “The Tropics in New York” by examining the poem’s imagery? • Use quotes from the poem to support your main idea. • Be thorough – use multiple quotes from throughout the poem. • Make sure you explain all proof so that any reader could understand your points.

  10. Poetry Vocabulary • Metaphor: an implied comparison between two seemingly dissimilar things used to make writing more vivid and meaningful. • Extended Metaphor: elaborate, lengthy comparison developed throughout the course of a poem. • Social Context: the attitudes and customs of the culture in which the writer lived.

  11. Bell Ringer 1/29 • Please get out your multiple plotline dramatic structure and conflicts. • Make sure you have at least 2 plotlines with their conflicts listed. • Make sure your writing addresses this prompt: • Write a story about a town where items (large or small) keep disappearing and reappearing and only two people seem to notice.

  12. Creative Writing • EQ: How do authors use pace and sequence to build a vivid, engaging, coherent story that works towards a particular tone and outcome? • Agenda • Bell Ringer/Discussion – Homework Check • Agenda/EQ • Sharing Our In Medias Res stories – Last 2 • Multiple Plotline Dramatic Structure & Conflicts • Sharing

  13. Multiple Plotline D.S. & C • Create the Dramatic Structure and Conflicts for a Multiple Plotline Story. • Make the characters relevant to each other’s plots. • Introduce breaks when the point of view changes. • Make the plots relevant to each other. • Each plot needs it own dramatic structure and conflicts. • Eventually the plotlines should merge and resolve together. • Respond to this prompt: Write a story about a town where items (large or small) keep disappearing and reappearing and only two people seem to notice.

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