Homework Assignments (as of Sept. 22, 2005)

DAILY ASSIGNMENTS

1. Study SAT Vocabulary Terms (Lists 1 and 2: ALIENATE-OBSEQUY); Students should review the following: a. word definitions b. related forms (family words) c. parts of speech (nouns, verbs, adjectives, adverbs) d. synonyms and antonyms e. notes on how to distinguish the varied parts of speech In addition, students should prepare to work on additional in-class vocabulary assignments by reviewing words nightly. For quiz dates see calendar in class or upcoming dates post. To prepare for the in-class study and tests/quizzes, students are encouraged to create 3x5 study cards.

2. Students should conduct a nightly/daily review of the literary elements for prose literature. For a complete list of terms, students may look on the back of the 1st Quarter Pacing Guide (Notebook Item# 3). Students will be expected to adequate mastery and knowledge of ALL terms. They should employ the same study method that is suggested for the SAT terms. SUPRISE QUIZ IS FORTHCOMING!!!

3. Students should read the Literary Analysis Essay Handout in preparation for the next class meeting's writer's workshop. During this workshop, students will be introduced to a new style of essay writing, therefore, it is imperative (important) that they familiarize themselves with the format before returning to class. Students must prepare for this workshop by 1. reading the format guide sheet, making notes that may be addressed in class, 2. highlighting important information, and 3. reviewing the distributed sample essay. Students who do not complete this assignment WILL BE LOST! Thus, it is essential that they prepare for the discussion before the discussion.

ASSIGNMENTS DUE NEXT MEETING

4. Complete the"Blues Ain't No Mockin Bird" Paedeia Discussion Question Assignment. This assignment must be TYPED. Students should use the following guide sheet:

Literary Paedeia Discussion: Blues Ain’t No Mockin Bird
Pre-AP English I

Task: Using only their knowledge of literary elements, and the story Blues Ain’t No Mockin Bird students will assemble in a circle and discuss the following discussion questions. During the discussion, students are expected to respond aloud to all each question and write individual responses on a sheet of paper. Also, each response (objective or subjective) must be supported with textual information. Page numbers are required. Any response presented without a page number will be disregarded. During the discussion, the instructor will moderate, observe, and chime in occasionally.

Objective: Students should be able to demonstrate their knowledge of literary elements, and their ability to produce objective (factual or provable) responses and subjective (opinionated) responses. They will also be evaluated on their ability to make inferences and identify the main idea of specific passages, as well as their ability to participate in a group discussion.

Standards: ESL 1, 2, 3

Materials: Discussion questions, textbook copy of Blues Ain’t No Mockin Bird, notebook paper, and literary discussion aids (i.e. handouts, notes, annotations, etc.), and pen/pencil.

DISCUSSION QUESTIONS

ICE BREAKER QUESTION: Consider a time in your life in which your privacy was invaded by a total stranger(s), relative(s), and/or friend(s). What happened? How did you feel? Why?

CONNECTING QUESTION: How would you have reacted to the cameramen if you were Granny and/or Granddaddy Cain? What you would you have done differently? What would you have done the same?

1. What is the meaning of the title? Discuss in a detailed response.

2. Point of view is always an important element in prose fiction. What role does point of view play in this story? Could a different point of view have affected the way in which the reader understood the plot? Discuss specific possible alternatives.

3. Through intelligent SUBJECTIVE reasoning, make specific inferences regarding the principle (i.e. protagonist and antagonist…Granny, Granddaddy, Smilin, Camera, etc.) characters in the story. Discuss their motivations, intentions, and possible faults. Be specific…support with text based information. After addressing this question, subjectively and objectively discuss what these characters have in common. Do these characters have anything in common?

4. Anecdotes (stories that are meant to give meaning to a situation through comparison) are often used in literature. What is the purpose of the anecdote about the man who was attempting to commit suicide off the bridge? How does this anecdote relate to Bambara’s story? How does the anecdote about Goldilocks relate to what is happening in the story? Explain in a SUBJECTIVE response.

5. Conflict is an essential element in this story. First begin with a discussion of its importance to the story, and then provide evidence of the significance of conflict in the story. Relate the conflicts to the characters in the story. Remember: include page reference.

6. Symbolism is an important literary element for many reasons. In this story it is pervasive. How many symbols can you find in the story? What are they and what do they symbolize/represent? How does symbolism affect the plot of the story? Provide both OBJECTIVE and SUBJECTIVE comments.

7. How do the hawks relate to what happens to the family? Please provide a detailed and specific commentary.

8 Discuss Bambara’s use of imagery. Address specific passages that indicate the use of imagery. Answer the following questions: What is the significance of the imagery? What impact does the imagery have on the reader? Could the story have been effective without the use of imagery? NOTE: YOU MUST INCLUDE SPECIFIC PASSAGES…BE READY TO RESPOND WHEN CALLED TO ANSWER.

9. Main idea is defined as the author’s reason or purpose for writing the literary work. What is Bambara’s reason or purpose for writing Blues Ain’t No Mockin Bird? You MUST be able to answer this question. This question will produce both objective and subjective responses, so more importantly; you must be able to SUPPORT it with textually based information. You must be able to pull specific passages from the story (with page numbers) to offer as evidence. This is a highly important question…mastery is essential to OUR DISCUSSION.

10. Dialect (or the speech patterns of people from a specific culture or region) is often an essential element of characterization. What role does dialect play in this story? Could Bambara have written this story without the use of dialect? Would the story have different if the characters were not African-American? Explain.

11. What does the story say about stereotyping (check dictionary)? Who is being stereotyped? What is wrong with the stereotype? What are the ‘invaders’ assuming about the family? Why? How is the assumption incorrect? Explain.

12. Theme is often defined as the moral lesson that is presented within the plot of the story. It can often have an inspirational or educational value that transcends the page. What is the overall theme of this story? What lesson, if any, might Bambara be attempting to teach?