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Warriors Don’t Cry : Chapters 6-12 Student Work Packet. Student: ____________________. *Once you complete your Vocabulary Activities AND the Reading Logs, please staple your extra papers to this packet and submit.*. Warriors Don’t Cry : Ch. 6-12 Vocabulary Terms.

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warriors don t cry chapters 6 12 student work packet
Warriors Don’t Cry: Chapters 6-12Student Work Packet

Student: ____________________

*Once you complete your Vocabulary Activities AND the Reading Logs, please staple your extra papers to this packet and submit.*

warriors don t cry ch 6 12 vocabulary terms
Warriors Don’t Cry: Ch. 6-12 Vocabulary Terms

Match the following terms with their corresponding definitions. The terms that appear in BOLD will be the terms you will be tested over on quizzes and exams.

Vocabulary Terms

Definitions

a complete, utter failure

a noisy, confused fight

a place with danger or attackers on all sides

an official (often public) punishment or criticism

believing he has no control over his own life

calling out nasty names, put downs, booing

Death; ending

hatred

hopes, dreams

official request to appear before an authority/court

put into words

rapid, continuous gunfire or attack

reluctantly accept something to be true

slowly and subtly harmful or destructive

teasing in a way to incite a reaction

ugly, often obscene, name calling

very dangerous

very determined and not influenced to reconsider

warlike, ready to fight, very stubborn

watchfulness, being alert to danger

  • _____Belligerent, 121
  • _____Fiasco, 120
  • _____Catcalls.118
  • _____Demise, 105
  • _____Taunting, 98, 118
  • _____Vigilance, 89, 156
  • _____Aspirations, 88
  • _____Contempt, 87
  • _____Articulate, 86
  • _____Reprimand,78
  • _____Harrowing, 76
  • _____Gauntlet, 76
  • _____Concede, 65
  • _____Summons, 64
  • _____Heckling, 63
  • _____Fatalistic 131
  • _____Adamant 132, 166
  • _____Barrage 142
  • _____Insidious 143
  • _____Melee 149
warriors don t cry ch 6 12 vocabulary terms1
Warriors Don’t Cry: Ch. 6-12 Vocabulary Terms

Regular English 10 students choose SEVEN terms from the section list and use EACH in a sentence (7 sentences). Regular students that choose ALL words will receive FIVE bonus points for this packet. Honors English 10 students must choose TEN terms. Honors students may receive FIVE bonus points if they use ALL the terms. Any students that create a paragraph of fiction or nonfiction (that makes sense) using the words they have selected will receive FIVE extra points on the packet.

warriors don t cry ch 6 12 reading log

Complete ALL sets of WDC reading log entries for EACH chapter. You may complete the work as you read, and at your own pace, but all submissions must be in your tray by the duedate. Failure to submit your work will result in a ZERO for this activity. If you submit your work by the deadline, then you have the opportunities to review, revise, or re-submit any materials. (70%)! Please remember to restate ALL questions in your answers. These entries will serve as a Study Guide for you moving forward.

Answer ALL questions. Regular ENG 10 students answer each question in 2-3 sentences.

Hon. ENG 10 students answer each question in 3-5 sentences. Restate the questions!

Warriors Don’t Cry: Ch. 6-12 Reading Log

warriors don t cry ch 6 12 enrichment activities

*Tear off the info sheet for your chosen activity and submit it to me.*

The following enrichment activities will help to develop your critical analysis of the memoir in order to better understand the text. These activities must be submitted by the due date. Failure to submit your work will result in a ZERO for this activity. If you submit your work by the deadline, then you have the opportunities to review, revise, or re-submit any materials. (70%)!

Reg. ENG 10 students (1st & 3rd) must complete ONE activity. Hon. ENG 10 students (4th & 7th) must complete TWO activities. Any student who chooses to complete an additional activity will receive 10 bonus point on their WDC Unit Exam. Be sure to complete ALL parts of the assignment and ask if you have questions. You must complete ONE assignment independently, your second choice may be done in a group, or with a partner, according to the instructions. *You may not complete the same activity twice (except for the Literature Circle activity).

Warriors Don’t Cry: Ch. 6-12 Enrichment Activities

confronting racism

Student:_____________________________

“Confronting Racism”

Enrichment Activity #1: Reflective / Expository Essay

For this activity, students will put their literary analysis and critical thinking skills to the test. Students will complete a 2-3 page typed reflective (and/or) expository essay on the theme of racism in the exposition of Melba Pattillo Beals’ memoir, Warriors Don’t Cry.

Construct a typed, 2-3 page response any or all of the following questions on racism and Melba’s depiction of that topic in Warriors Don’t Cry.

  • What does the term “racism” to mean to you? What does it mean to Melba?
  • How does Melba Pattillo Beals show her beliefs on racism in the memoir (thus far)?
  • Should we confront racism?
  • What can individuals and groups do to confront racism?
  • What are the obstacles that get in the way of individuals (and groups) trying to change racism?

Your responses should be supported with evidence from the text. Be sure to cite your page numbers if you “quote” from the text.

All papers should be 2-3 pages in length. Font: Calibri or Times New Roman, size 12. The paper should contain the proper headings and format as provided for you on the CHS English 10 Online Classroom.

The K-Prep Based On-Demand scoring rubric follows:

confronting racism1

Student:_____________________________

“Confronting Racism”

Enrichment Activity #1: Reflective / Expository Essay

For this activity, students will put their literary analysis and critical thinking skills to the test. Students will complete a 2-3 page typed reflective (and/or) expository essay on the theme of racism in the exposition of Melba Pattillo Beals’ memoir, Warriors Don’t Cry.

Construct a typed, 2-3 page response any or all of the following questions on racism and Melba’s depiction of that topic in Warriors Don’t Cry.

  • What does the term “racism” to mean to you? What does it mean to Melba?
  • How does Melba Pattillo Beals show her beliefs on racism in the memoir (thus far)?
  • Should we confront racism?
  • What can individuals and groups do to confront racism?
  • What are the obstacles that get in the way of individuals (and groups) trying to change racism?

Your responses should be supported with evidence from the text. Be sure to cite your page numbers if you “quote” from the text.

All papers should be 2-3 pages in length. Font: Calibri or Times New Roman, size 12. The paper should contain the proper headings and format as provided for you on the CHS English 10 Online Classroom.

The K-Prep Based On-Demand scoring rubric follows:

a life is more than a moment

Student:_____________________________

“A Life is More than a Moment”

Enrichment Activity #2: Essay & Photo Review / Critique

Read the essay and closely examine the photograph by Will Counts and write a review/critique/response to his work. Your essay should be AT LEAST two typed pages.

Read the essay and examine the photograph from Will Counts’s work “A Life is More than a Moment.” Write a two-page essay, response, or critical review of the essay and photo. Compare Will Counts’s description of his experience to the very different memories Melba PattilloBeals, Elizabeth Eckford, and Hazel Bryan describe. Consider the following questions:

  • What do these different memories say about point of view, reality, and identity?
  • Why does Bryan say, ―A life is more than a moment? What does it suggest about the reality of these photographs?

You may also use the questions included with the photograph in your response.

This is an activity where you will have to obtain more materials from me in order to complete it (these include the essay, photo, and sets of questions.

progress in pictures
“Progress in Pictures”

Student:_____________________________

Enrichment Activity #3: Civil Rights Movement in the Media

For this activity, students will research the historical time period and context of the memoir. This activity is designed to provide students with the opportunity to construct their own knowledge/understanding of events in the narrative. Students will bring in any radio, TV, or movie clips that they can find from the integration time period to share with the class.

Research, locate, and share media clips, pictures, etc. that provide information on the Civil Rights Movement, the Little Rock Nine, Warriors Don’t Cry, or any other contextual information that applies to the memoir. Students may choose any Civil Rights topic and may present the information in any way they choose. Students may complete a PowerPoint presentation, a Prezi online presentation, or a poster of picture collages, drawings, etc.

Here are the following requirements for the project:

  • THREE pictures:
    • For each: write a 5-sentence paragraph that describes what is going on in the picture, why it is important, and where you located the image.
  • Newspaper article:
    • Print/cut out the article, write a 5-sentence summary of the article, and include it in your presentation. If you are creating a digital project, link to the article or screen shot the article and include it in your presentation.
  • Video Clip:
    • Students should locate a news clip, documentary, or any other sort of video that provides information on their topic of choice. Write a 5-sentence paragraph that summarizes the video, why it is important, and where you located the video. Good resources include: www.teachertube.com and www.schooltube.com.
progress in pictures1
“Progress in Pictures”

Student:_____________________________

Enrichment Activity #3: Civil Rights Movement in the Media

For this activity, students will research the historical time period and context of the memoir. This activity is designed to provide students with the opportunity to construct their own knowledge/understanding of events in the narrative. Students will bring in any radio, TV, or movie clips that they can find from the integration time period to share with the class.

Research, locate, and share media clips, pictures, etc. that provide information on the Civil Rights Movement, the Little Rock Nine, Warriors Don’t Cry, or any other contextual information that applies to the memoir. Students may choose any Civil Rights topic and may present the information in any way they choose. Students may complete a PowerPoint presentation, a Prezi online presentation, or a poster of picture collages, drawings, etc.

Here are the following requirements for the project:

  • THREE pictures:
    • For each: write a 5-sentence paragraph that describes what is going on in the picture, why it is important, and where you located the image.
  • Newspaper article:
    • Print/cut out the article, write a 5-sentence summary of the article, and include it in your presentation. If you are creating a digital project, link to the article or screen shot the article and include it in your presentation.
  • Video Clip:
    • Students should locate a news clip, documentary, or any other sort of video that provides information on their topic of choice. Write a 5-sentence paragraph that summarizes the video, why it is important, and where you located the video. Good resources include: www.teachertube.com and www.schooltube.com.
warriors don t cry info search

Student:_____________________________

Warriors Don’t Cry Info Search

Enrichment Activity #4: WDC Webquest

Independently, or with a partner (if this is your additional activity), visit the six websites on your activity sheet in order to investigate and examine various topics associated with Warriors Don’t Cry or the Civil Rights Movement. You may present your information in any way you choose: essay, PowerPoint, Prezi, Poster, etc.

Go to the six websites in the packet you will request from me if you choose this project. From there, research and investigate each of the sites and list AT LEAST seven (7) facts and information from each (per the worksheet’s instructions). Include the following:

  • At least ONE slide with SEVEN pieces of information for each website.
  • At least FIVE pictures related to your research topics.
  • Title Slide
  • Resources Slide
  • Evaluations of each site (according to the to requirements on the sheet given to you in class).
mini literature circles
“Mini Literature Circles”

Enrichment Activity #5: Group Literary Analysis

A literature circle is the student equivalent of a book club, but designed with greater structure, expectation and rigor. The purpose is to encourage thoughtful discussion and a love of reading in young people. Students will join together in groups of FOUR(no more, no less) and complete various roles and activities to share with one another.

What are Literature Circles?

  • Literature Circles are student-centered reading groups guided primarily by student insights and questions.
  • Students form small, temporary groups for discussion and other activities intended to demonstrate student independence, responsibility, and ownership.
  • Groups meet on a regular, predictable schedule to discuss their reading.
  • Students use written or drawn notes to guide both their reading and discussion.
  • Group meetings should be open, natural conversations about the reading, so personal connections and open-ended questions are welcome.
  • Students will perform a variety of roles, experiencing various perspectives on a reading.
  • The teacher serves as a facilitator, NOT instructor.
  • Literature Circles ARE NOT unstructured, uncontrolled "talk time" without accountability.
  • Each student will perform a variety of roles within the circle.
  • See the attached documents for more information.

Literature Circle Roles:

  • Questioner: This person develops a set of questions to share with the group, then records and leads discussion based on student responses.
  • Summarizer: This person summarizes the material read for group discussion.
  • Linguist: This person locates, defines, and shares various vocabulary terms they did not understand, yet found interesting or significant.
  • Illustrator: This person provides a creative and symbolic portrait of section(s) of the reading. These may include drawings, paintings, collages, or researched pictures.

Literature Circle Requirements:

  • Students report to Mr. Davis with your group to receive your Literature Circle packets.
  • Students must complete EACH of the roles in their Literature Circle Packets over the assigned reading section.
  • When students have completed their work, they will meet within their groups to share their findings, graphic organizers, etc.
  • Once students have completed their group discussion, they will participate in a self & peer evaluation over the process.