Students will be graded ib what they have for a draft of their papers and the bibliography.

Students will be graded on the notes they are taking for their papers.

Students will be quizzed on what we read and discussed during the week.

Students will create a cartoon strip that has 8-10 panels with words and color. Their topics include:

-Trapped in a classroom, elevator, insane asylum, or a fish tank.

Students will be creating a t-chart where one side states the obstacle and the other is how Phoenix responds. Each side has 4 slots to fill. In addition, they need to answer these questions:

1. Explain the importance of Phoenix Jackson's trip.

2. Why does the name Phoenix fit her?

Students will be quizzed on what we read and discussed during the week.

Students will be creating a t-chart where they are to cite a flashback and then explain its significance to the present.

Students will summarize the 5 sections of the work on pages 815-827 and then fill in the chart from the board.

Students will be answering 1-5 on page 769 and the following questions:

-Students will bring in a photo that means something to them (or they can choose from a magazine)

1. What's going on in the photo? Why is it special?

2. Now you are a professional photographer: Besides $, why did you take the picture? What story could be made out of it?

-Then they are to find a pic in a magazine or the book, and do the same as above for that picture as well.

Students will be tested on the following works: Winter Dreams, The Grapes of Wrath (turtle story), The Story of an Hour, and To Build a Fire,

Students will be quizzed on what we read and discussed during the week.

Students will be working on a worksheet and some questions:

1. What is the theme being represented? Include 2 cited details.

2. What could the turtle represent symbolically and why?

Students will be quizzed on what we read and discussed during the week.

Students will be creating 2 poems:

1. 5-8 lines long

2. 12-15 lines long including a figure of speech.

Students will be put into groups and they will read their assigned pages (from 690-701) and then present to the class.

Students will be creating a t-chart with one side being the conflict type (there needs to be at least 2 examples each of internal and external) and the other side bring a cited example.

Students will be quizzed on what we read and discussed during the week.

Students will be working in their reader's notebooks on the above pages.

Students will be copying and filling out the note taking guide on page 615 from the works on pages 616-622. Also, they will be citing one example of emotional and logical appeal from Chief Joseph's speech.

Students need to answer 1-5 on 556 and the following:

1. Explain the immoral actions of each of S. Truth's tormentors.

2. Which tormentor could have been charged with assault and battery but was not? Why?

3. Write down 2 amazing things that Sojourner Truth did for her race.

Students will make a t-chart where one side has 4 cites examples and the other side explains what the cited part means. Students are looking for examples of dialect- words used in a certain part of the country.

Students will respond to 4 questions on the board having to do with the Civil Rights Movement and The Secret Life of Bees.

Students will find on the page number the example for the designated lit term:

pg 168- oxymoron and onomotopoeia

pg 182- 2 metaphors

pg 184- simile

pg 193 metaphor and simile

Students will be quizzed on what we read and discussed this week.

Students will role play the one of the scenes from The Secret Life of Bees pages: 35. 96, 156-157, and 178-179.

1/2 of their group is role playing as a racist and the other 1/2 is role playing as a colored person who is expressing their opinions, thoughts, and feelings on the event. These groups are to add detail to their written conversations from the book.

Students should have been filling out details about the characters as we have been reading and any notes on the board given by me.

Students will find on the page number the example for the designated lit term:

pg 128- simile

pg 144- biblical allusion

pg 147- simile

pg 148- metaphor

pg 151- simile

Students will be quizzed on what we read and discussed this week.

Students will respond to each topic in at least 2 paragraphs each:

pg 84- Explain how during this time period that it was rare for August to have such a lucrative business.

pg 88-89 Integration parade, man killed in a drive-by. How are these two portrayed in our history? Both sides?

Students will find on the page number the example for the designated lit term:

pg 51- simile

pg 101- simile

pg 102- onomatopoeia

pg 113- historical allusion

pg 124- 2 similes

pg 126- onomatopoeia

pg 134- metaphor

Students will be quizzed on what was read and discussed during the week.

Students will discuss the ethicalness of the following topics and then make a poster:

pg 35- The cop not doing his job.

pg 44- Historical/Ethical Rosaleen "hitting" her head.

The poster needs to depict either scene and the reasons or justification of the character for his/her actions. Use the book to cite at least 1 piece of information.

Students will be quizzed on what was read and discussed during the week.

Students will find on the page number the example for the designated lit term:

pg 2- biblical allusion

pg 5- flashback

pg 7- 2 similes

pg 18- simile

pg 34- simile

pg 42 simile

Students will find 5 examples of T.Ray that characterizes him as a person. 2 need to be cited.

Students will be quizzed on what we read and discussed during the week.

Students will explain in 2 paragraphs and cite one example from the book for each topic-

pg 12 The color of one's skin determines certain roles a person can and can't do.

pg 27 It's a big deal for a person of color to register to vote.

We will be watching several short documentaries on the Civil Rights to build background knowledge for the novel The Secret Life of Bees. Students will be discussing teacher and student led topics.

Students will be quizzed on the book The Children's Story.

Students will be quizzed on what was read and discussed during class.

Students will be answering the questions that go to An Episode of War

Students will be answering questions from the work My Bondage, my Freedom.

Students will be quizzed on what we read and discusses during the week.

Students will be summarizing the story on 479-489 into the three sections.

Students will be put into groups and then will be splitting up the pages 462-473. They will present their findings to the class.

Students will be answering questions that go to the reading on 426-436.

Students will be creating a 10 line poem with an a,b,a,b,c,d,c,d,e,f rhyme scheme

Students will be tested on The Minister's Black Veil, The Fall of the House of Usher, The Raven, and The Devil and Tom Walker/

Students will be quizzed on what we read and discussed during the week.

Students will be making and filling out a conflict chart-needs to have at least 4 conflicts one being an internal one.

In a 5 sentence paragraph including 1 citation from 2 works:

1.  Explain how cultures were stereotyped in 2 stories. (Look at pages 32 and 159).
2. Explain how the Puritan religion plays a role in early Literature. (Look at pages 86, 272, and 1120).
3. Explain how exploration has played a role in American Literature. (Look at pages 48, 53, and 58).
4. Explain the role of light and dark symbolism in American Literature. (Look at pages 228 and 272).
5. Explain how Poe uses Gothic Literature elements in his works. (Look at pages 292 and 312).
6. Explain what role Primary Sources play in Literature. (Look at pages 181-185 and 245-250).

Students will be reading 271-284. The assignment is ti fill out the chart on pg 285 but instead of 1 example for each there needs to be 2.