Wednesday, December 19 th / Thursday, November 20 th

Black Woman/God Bless the Child Act 2 Processing Read Act 3 Ballad of Birmingham Homework: Act III processing from slide 5; final draft of Unit 3 assessment due Wednesday, December 3 (B Day) and Thursday, December 4 (A Day)

Objective: So that I can connect a theme from multiple mediums, I will discuss a poem and a play so that I can create a visual that depicts the similarities in theme. 1. Glue the poem in on the right side of ___________. 2. Find three other people who completed the same activity you did. 3. Share the answers that you each completed for the activity. 4. As a group, write a theme statement for the poem or song. Hint: an example of theme topic would be: race prejudice an example of a theme statement would be: God Bless the Child encourages children to find a good life for themselves because their society will not just give it to them. In 15 minutes, your group needs to: 1. record two examples of the poetic devices you found (i.e. “Don’t knock at the door, little child” Metaphor because the baby is not literally knocking on the door) and 2. write your theme statement on the board.

 Objective: So that I may write my own scene, I will analyze a playwright’s development of characters, conflict, symbol, and theme. My SideMrs. Martenson’s Side 1. You have studied Dr. King’s Letter from the Birmingham Jail in great depth. He wrote in a very high style to expose the mistreatment of African Americans at that time. Under that same idea, write a letter from Walter Younger or Beneatha that describes their victimization by the Clybourne Park Improvement Association. Remember to use the character’s voice that you choose while you are laying out all the wrongs that have been done to the family. Be passionate but approachable! Please glue your Cornell Notes on the right side of ______________. 2. Mama’s plant is so important to her. Write a poem about that plant that explains its importance to her. What does she have in common with the plant? Use at least three poetic devices. Answer the questions as we read the play aloud in class.

 Objective: So that I may write my own scene, I will analyze a playwright’s development of characters, conflict, symbol, and theme. My SideMrs. Martenson’s Side 1. We don’t see the Clybourne Park Improvement Association’s response to the Younger’s refusal. Write the scene where Mr. Linder delivers the news. Create three or four characters who would serve on such a committee. Give them names and describe their characteristics. Don’t forget to also address why they’re on the committee. Then, write the dialogue. Please glue your Cornell Notes on the right side of ______________. 2. Draw the theater poster for the play. Include the title, the playwright, the date, as well as any imagery (pictures, symbols, settings, etc.) that will give the audience a hint of what’s going to happen in the play without telling them all the secrets. You might also want to include actors’ names. Use those we’ve watched or cast it yourself. Answer the questions as we read the play aloud in class.

Objective: I will analyze the historical event and poetic devices of a poem so that I may write my own for a similar topic. Some historical events are just so unbelievable, so heart-wrenching that many people use art to help them process the event themselves While at the same time they convey their message about that event to the world. The bombing of the 16 th Street Church in Birmingham, Alabama was one such event. You have three literary references to this single event. Mark each poem for the devices you note. As we watch the film, jot down ideas that You could use in your assessment, whether it’s a poem or scene.