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Bell Ringer 1/23

Bell Ringer 1/23. Please get out your books, your Langston Hughes graphic organizers, and sit with your partners. Turn to pg. 927 and begin analyzing the poems. “The Negro Speaks of Rivers” “ Ardella ” 1. Bell Ringer 1/23. Please get out your books and your Harlem Renaissance handout.

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Bell Ringer 1/23

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  1. Bell Ringer 1/23 • Please get out your books, your Langston Hughes graphic organizers, and sit with your partners. • Turn to pg. 927 and begin analyzing the poems. • “The Negro Speaks of Rivers” • “Ardella” • 1

  2. Bell Ringer 1/23 • Please get out your books and your Harlem Renaissance handout. • Please discuss the following question with a person sitting near you: • What are inferences and conclusions, and how do they help us understand the implicit meaning in poetry? • 2, 3

  3. Bell Ringer1/23 • Please get out your books, your Harlem Renaissance handout (with the Hurston questions), and turn in your books to pg. 914. • Please discuss the following question with a partner: • How would you describe Hurston’s personality as a girl? Use specific details. • 4, 7

  4. Bell Ringer 1/23 • Please get out your books, your Harlem Renaissance handout (with the Hurston questions), and sit with your partner. • Use the first 5 minutes of class to finish answering these questions and to make sure your answers are thorough.

  5. English III • EQ: How can we give strong and thorough evidence for our inferences and conclusions about the poetry of the Harlem Renaissance? • Agenda • Bell Ringer/Discussion • Agenda/EQ • The Rise of the Harlem Renaissance (video) • The Harlem Renaissance (pg. 910) • Dust Tracks on a Road by Z.N. Hurston • Langston Hughes • Read Poetry/Create G.O. • Claude McKay • Read Poetry/Create G.O. • Type 2 Writing

  6. Langston Hughes • “The Negro Speaks of Rivers” & “Ardella” • What conclusions can we draw about the speakers in these poems? • Get a piece of lined paper • Fold in half (Side 1 = “The Negro Speaks of Rivers,” Side 2 = Ardella) • Column 1 (on both sides) = Conclusion about speaker • Column 2 (on both sides) = Specific Line/Word (with line # from the poem) • Bottom Section – Imagery • List the Imagery in the poem

  7. Bell Ringer 1/23 • Please get a piece of Collins writing paper from me and get out a writing utensil. • We will be doing a 5 minute timed writing in response to the following question: • What does it mean to start a story In Medias Res, and how does this method ensure that your readers will be engaged from the start of the story? • 5 lines, 5 minutes • Skip lines • If you run out of things to say before you reach 5 lines, try to come up with In Medias Res examples that you already know or questions you may have about using this writing device.

  8. Creative Writing • EQ: How do authors use pace and sequence to build a vivid, engaging, coherent story that works towards a particular tone and outcome? • Agenda • Bell Ringer – Type 1 Writing • Agenda/EQ • Chronology & Sequence • Writing using our revised dramatic structure • 1 page, front and back • Focus: start the story in medias res, transition to flashback, write until 1) you reach the point where you began or 2) you run out of room

  9. Dramatic Structure & Conflict • Create Dramatic Structure & Conflict for a story that starts with this line: • The hallway was silent. • Make a plot mountain that accurately reflects your pacing. • Include a description of all parts (exposition, inciting incident, etc) • List the conflicts in the story. • Make sure each conflict is what is actually driving the action forward.

  10. Chronology • Take a look at last night’s homework. • Rearrange your dramatic structure so that your story starts In Medias Res. • Re-write each part (Exp, II, RA. . .). Make sure everything still fits. Change details if you must to make the story work. • Re-draw the graph (after you rewrite each part). Make sure the new graph reflects the change that you made.

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