Read selections from
1. "A Different Mirror" R. Takaki
2. "The Case for Official English" S. I. Hiyakawa
3. "What Is an American?" J. Crevecoeur
Take notes on the readings (you may annotate or make notes on a separate sheet). Be prepared to discuss the readings and your notes in class.
Respond:
PROMPT: What does it mean to be an American?
Please type & print your response. Respond to the prompt in no more than 500 words (double-spaced, standard 12 put font, MLA format). Be prepared to discuss your response in class.
DUE:
Friday, Aug. 16th
1. "A Different Mirror" R. Takaki
2. "The Case for Official English" S. I. Hiyakawa
3. "What Is an American?" J. Crevecoeur
Take notes on the readings (you may annotate or make notes on a separate sheet). Be prepared to discuss the readings and your notes in class.
Respond:
PROMPT: What does it mean to be an American?
Please type & print your response. Respond to the prompt in no more than 500 words (double-spaced, standard 12 put font, MLA format). Be prepared to discuss your response in class.
DUE:
Friday, Aug. 16th
American Icon
i•con (noun; also i•kon)
1. An image or representation. 2. An important and enduring symbol. 3. One who is the object of great attention and devotion; an idol. Since we already used it as a class sample, the American flag is off limits.
There are so many more to choose from! |
Assignment:
DUE on Typed/MLA format (include an illustration or photo of the icon). Choose ONE image, person, or symbol that represents some essential, enduring American values. Explain the icon's place in American history and culture—where it came from and how, when and why it became an icon. Also, analyze how this American icon illustrates aspects of our shared values and history—what makes it essentially American?
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Philosophy & Music Paper
Who am I?
What do I believe? What are my values? Choose music that illustrates how you live your life. The lyrics will be the specific details that support your commentary. |
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Your philosophy will be stated, in part, by and through the lyrics of songs of your choice. In other words, if you had been born a song, what words and music would represent the way you interact with your world?
What lyrics help explain who and what you are, or who you hope to become? What lyrics define the person who looks back at you when you look into a mirror? It’s your task to take these challenging ideas, open some mental and spiritual windows, and offer us a look inside your world!
Remember to bring your music on the day of presentations (song clips consolidated on CD/digital or voice memo recorded playlist is the preferred format).
A typed paper of three (3) to four (4) pages is due on
Presentations will be made on this day as well, and should be no more than seven (7) minutes.
What lyrics help explain who and what you are, or who you hope to become? What lyrics define the person who looks back at you when you look into a mirror? It’s your task to take these challenging ideas, open some mental and spiritual windows, and offer us a look inside your world!
Remember to bring your music on the day of presentations (song clips consolidated on CD/digital or voice memo recorded playlist is the preferred format).
A typed paper of three (3) to four (4) pages is due on
Presentations will be made on this day as well, and should be no more than seven (7) minutes.
"The Negro Speaks of Rivers"
Langston Hughes
- Finish your annotations (if you didn't do so already in class).
- Complete the 4 Response Questions on the bottom of the handout. Please use BLUE or BLACK pen only:
- What does the speaker know about rivers?
- How are rivers like “the flow of human blood in human veins”?
- Fossil evidence suggests that the earliest human beings first emerged from the plains of what is now central Africa. How does this fact deepen one’s understanding of the poem?
- How does repetition of the phrases “I’ve known rivers” and “My soul has grown deep like the rivers” create a mood in the poem? How would you describe that mood?
- Staple your responses to the original page of annotations.
- DUE: Wednesday, Aug. 28
ANNOTATE the poem "O Me! O Life!" by Walt Whitman (Lost the handout? Find a copy of Whitman's poem here)
While there is no precise measure of how detailed an annotation must be, here are a few basic guidelines and techniques for a successful annotation:
DUE:
While there is no precise measure of how detailed an annotation must be, here are a few basic guidelines and techniques for a successful annotation:
- Underline important terms.
- Circle definitions and meanings.
- Research and provide your own definitions.
- Write key words and definitions in the margin.
- Signal where important information can be found with key words or symbols in the margin.
- Write short summaries in the margin at the end of paragraphs, sections, or stanzas.
- Write the questions in the margin next to the section where the answer is found.
- Pose questions to be answered in discussion or by the teacher.
- Indicate steps in a process by using numbers in the margin.
- Look for patterns of language.
- Make note of repeated motifs, dominate themes and literary devices as they apply.
DUE:
9/11 Interview
Interview an adult (parent, grandparent, or older relative) who remembers where they were, what they were doing, and how they felt on September 11, 2001. Also, how did they feel in the days following?
Some questions you might consider:
Please record answers to your interview questions. Also, write a short summary of your interview, including your own thoughts. What new insights did you gain from your interview or from your interview subject's recollections?
DUE: Tuesday, Sept. 10
Some questions you might consider:
- Where were you when you heard the news? What news did you hear?
- When did you become aware that this was a terrorist attack?
- What emotions did you experience on 9/11? Were you anxious, afraid, sad, or angry?
- Who did you speak with about the events of the day? What were their reactions?
- How have the events of 9/11 affected you since? How has 9/11 affected our nation and the world? What are the political, social, or economic effects of that day?
Please record answers to your interview questions. Also, write a short summary of your interview, including your own thoughts. What new insights did you gain from your interview or from your interview subject's recollections?
DUE: Tuesday, Sept. 10
Independent Reading
Choose from the following lists, or choose another book of comparable literary merit.
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Find an independent reading book for
SSR (Sustained Silent Reading). You must select a physical, paper copy of your book: NO ELECTRONIC VERSIONS. Fiction, biography, and autobiography work best for this assignment. No comic books/graphic novels, please. BRING EVERY CLASS! Please select a book by THURSDAY, Sept. 12th |
"I Hear America Singing" & "I, Too, Am America"
- ANNOTATE the poems by Walt Whitman & Langston Hughes (Lost the handout? Find a copy of the poem handout in the link below.)
- FILL OUT the Compare & Contrast Venn diagram.
While there is no precise measure of how detailed an annotation must be, here are a few basic guidelines and techniques for a successful annotation:
- Underline important terms.
- Circle definitions and meanings.
- Research and provide your own definitions.
- Write key words and definitions in the margin.
- Signal where important information can be found with key words or symbols in the margin.
- Write short summaries in the margin at the end of paragraphs, sections, or stanzas.
- Write the questions in the margin next to the section where the answer is found.
- Pose questions to be answered in discussion or by the teacher.
- Indicate steps in a process by using numbers in the margin.
- Look for patterns of language.
- Make note of repeated motifs, dominate themes and literary devices as they apply.
W.Whitman&L.Hughes | |
File Size: | 32 kb |
File Type: | doc |
Poetry for Teens from Academy of American Poets
Browse online the section of Poets.org (aka Academy of American Poets) curated for teens (find link below).
- Find three (3) poems.
- Document the author and "title" (poems are labeled by quotation marks)
- Write a summary of what the poem says and what the poem is about
- Share your thoughts on how the poem speaks to you
- Finally, record a memorable line, explaining why it's effective, powerful, descriptive, or memorable
Message from Academy of American Poets:
"If you’re a teen looking to learn more about the art of reading or writing poetry, we’ve gathered a selection of poems, essays, recommended reading lists, must-have anthologies, interviews, and advice just for you."
See the link below:
poets.org/poetry-teens
"If you’re a teen looking to learn more about the art of reading or writing poetry, we’ve gathered a selection of poems, essays, recommended reading lists, must-have anthologies, interviews, and advice just for you."
See the link below:
poets.org/poetry-teens
EXTRA CREDIT
Attend the College & Career-Ready Fair @ WHS
Wednesday, Sept. 4
6:30 - 8:30 P.M.
Large & Small Gyms
Take a selfie or bring brochures/informational material to prove attendance.
Wednesday, Sept. 4
6:30 - 8:30 P.M.
Large & Small Gyms
Take a selfie or bring brochures/informational material to prove attendance.