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"My task is to make you hear, to make you feel, and, above all, to make you see. That is all, and it is everything."  Joseph Conrad                  
 
Important Class Information
Spring Semester
Unit I: Drama, A Raisin in the Sun by Lorraine Hainsberry

Narrative Writing Project due March 9th:
As we read the play A Raisin in the Sun, students will also be working on a narrative writing project connected to the Great Migration.  Until March 9th, half of the class will be used for writing and the other half reading and discussing the play. Please find the attached documents below for the narrative writing project handout and the Great Migration article.  

Due Thursday, February 19:
Using the graphic organizer attached below, analyze and chart the imagery Langston Hughes uses to question "What happens to a dream deferred?"

Due Wednesday, February 11:

Before we read the play, students will complete a research project and oral presentation on the The Great Migration of African Americans from the South to mostly northern cities that occurred as a response to the Jim Crow laws.  

Due Wednesday, January 26:  

During class on 1/26, students participated in "4 corners,"  a pre-reading strategy that had students connect to the concepts they will find in A Raisin in the Sun, form opinions, and express their viewpoints.

Homework: Select four of the statements below.  Print out and complete the worksheets (pages 3 and 4 of the attached 4 corners handout below).
  • People should do whatever it takes to accomplish their dreams.
  • Life is fair.
  • Inherited money should be equally split between family members.
  • Finances should be left to the man of the house.
  • Racism stopped with the Civil War.
  • People learn from their mistakes.
  • How you act in a crisis shows who you really are.
  • Love conquers all.

 
Attachments
Fall Semester
Assigned Thursday, December 18 for January 7:

As we come to the end of the semester and end of our unit to have a larger understanding on the events of Ferguson and the protests against police violence, you will be looking at the ideas of Blink and the other texts you've read and documentaries you have watched to see how they inform the death of Michael Brown. 

Students went to the New York times page and read the timeline of events surrounding the death of Michael Brown in Ferguson, Missouri.  You can find the link below. 

Blink
: Using the graphic organizer attached below, students began to define the key terms and explain the examples Gladwell explores in his book.

 
Attachments
Students and Parents...
Please make sure that you are clear about the the school policies and standards for my class.  Below you will find necessary documents and links.
Attachments

Contact Me!
Margaret Serich
V103
ext. 383


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Created: Aug 25, 2009
Updated: Mar 3, 2015
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