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Bell Ringer 1/31

Bell Ringer 1/31. Please get out your books and your Arna Bontemps handout. What is the extended metaphor that Bontemps uses in this poem? Discuss with someone sitting near you. Bell Ringer 1/31.

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Bell Ringer 1/31

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  1. Bell Ringer 1/31 • Please get out your books and your Arna Bontemps handout. • What is the extended metaphor that Bontemps uses in this poem? • Discuss with someone sitting near you.

  2. Bell Ringer 1/31 • Please get out your books and your Claude McKay Graphic Organizer (“The Tropics in New York”). • Take the first 10-15 minutes of class to complete this graphic organizer and write the paragraph response on the back. • What can you learn about the speaker in Claude McKay’s “The Tropics in New York” by examining the poem’s imagery? • 2, 3

  3. Bell Ringer 1/31 • Please get out your books and turn to pg. 937. • Read through the poem. • Is there anything in the poem you don’t understand (words, phrases, images)? • Be ready with questions at the beginning of class. • 4

  4. Bell Ringer 1/31 • Please get out your books and your Countee Cullen handout. • Answer the following questions with a person sitting near you: • What is an extended metaphor? • What two things should be present when creating a metaphor? • 7

  5. Bell Ringer 1/31 • Please get out your books and turn to pg. 934. • Read the three author biographies on this page and answer the first question on your Countee Cullen handout. • 9

  6. 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 • Langston Hughes (4 Poems) • Read Poetry/Create Graphic Organizers • Claude McKay (1 Poem) – Bio (pg. 924) • Read Poetry/Create G.O./Short Essay • Poetry Vocabulary • Social Context: Author Biography (pg. 934) • Reading Cullen, Bontemp, & Toomer (3 Poems)

  7. Claude McKay • Make the same graphic organizer that you made for Langston Hughes (see board). • Turn to pg. 930, “The Tropics in New York” by Claude McKay. • Analyze the poem (conclusions about speaker, proof from text, imagery) on the front of the graphic organizer. • On the back, answer the following question with a paragraph: • What can you learn about the speaker in Claude McKay’s “The Tropics in New York” by examining the poem’s imagery? • Use quotes from the poem to support your main idea. • Be thorough – use multiple quotes from throughout the poem. (3 quotes, 1 from each stanza) • Make sure you explain all proof so that any reader could understand your points.

  8. Poetry Vocabulary • Metaphor: an implied comparison between two seemingly dissimilar things used to make writing more vivid and meaningful. • Extended Metaphor: elaborate, lengthy comparison developed throughout the course of a poem. • Social Context: the attitudes and customs of the culture in which the writer lived.

  9. Bell Ringer 1/31 • Please get out your Multiple Plotline Prompt Responses. • This is our second (and last) day writing. • If you do not finish in class, it will be homework for the weekend. • We will be reading these in class on Monday (not all of them – we’ll take 5 randomly).

  10. 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/Discussion • Agenda/EQ • Multiple Plotline Prompt Responses • Writing in Class

  11. Multiple Plotline Example • Write a story about a town where items (large or small) keep disappearing and reappearing and only two people seem to notice. • Create a story with 2 plotlines • Each plot needs it own dramatic structure and conflicts. • Eventually the plotlines should merge and resolve together. • Length: 2 pages front and back • Use transitions between plotlines • Keep your writing appropriate

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