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Here are some writing prompts/ideas for your protest poems. Protest Poetry – Writing ideas

Homework: Write a poem of protest on your issue or any issue that comes to mind. Remember we can understand protest as simply shedding light on an issue that we would want to challenge, oppose, or change. What’s something in your world or the world around you that does not sit right with you? This is your chance to use the beauty of your voice.

In your poem, select 3 literary elements below and experiment with them in your poem:

• Choice of diction related to the overall meaning/purpose of the poem
• Structure – how many stanzas are you using? How long is each line? Are you using any rhyming patterns?
• Imagery – sight, taste, touch, sound, smell
• Metaphors and similes for comparison
• Personification
• Repetition of key ideas and words

Continuing on from last day, we did more practice with integrating quotations.

As a class we looked at two passages where quotations were not integrated correctly and worked together to correct them.

Quotes we used are attached here: Feb 28 – Quote rewrite activity

For homework, students need to choose three quotes from this document (here: Quote Rewrite (1)) and correct them to be collected next day.

There was differentiation between what blocks 2C and 2D did.

Block 2C

We continued on with our compare/contrast paragraphs from last day: Compare_Contrast Paragraph

Block 2D

We did a review activity of Chapters 16-18 – Review Questions 16-18.

Students had to think about the major events in each chapter and draw an instragram style picture and caption for each of the chapters 16-18.

We used this style of handout: 3.0_instagram

Today we reviewed how to use quotations and went through a powerpoint presentation which is linked below

Quotations presentation: here

Students have to select three of the passages below and have to rewrite it so that quotations are integrated meaningfully. The three entries are due for homework next day.

Quote Rewrite

Today students had to work in pairs to determine the personality/character traits of the characters from the novel. Each group was assigned a character from the novel and had to read the passage of that character below.

The Absolutely True Diary of a Part-time Indian – Character Quotes

Character Quotes

From here, students had to work with their partner to come up with three personality/character traits. After this, students acted out these traits for another group.

Character Trait Charades (1)

Students by the end of the class had to hand in a paragraph response.

We also started a compare/contrast composition/paragraph.

Compare_Contrast Paragraph

We started off today’s class by creating a mind map on the concept of identity in groups

We then created our own individual mind maps on identity

Handed out worksheet on the diary style of writing and introduced the first writing assignment – linked here SL10-The Diary Handout

Today we are beginning to explore the concept of identity.

Essential Questions:

What is identity? How do we define ourselves? How do others define us?

We will be using the concept of identity as a vehicle to examine the novel The Absolutely True Diary of a Part-Time Indian by Sherman Alexie.

We wrote on one of the three writing prompts below:

List five symbols or objects that represent you. Why did you choose these items and how do they represent you as a person? (Think about important staples in your life for example, music – headphones, sports-tennis ball, family, friendships, necklace mother gave you)

Where and/or with who do you feel the most free to be yourself and why? Do we show different parts of ourselves among different people and in different places?

What roles do you play in your everyday life? Name a few and how your identity shifts among each (brother, student, encourager, etc). 

We watched Identity by Kalhil Adames and completed handout: NM10 – Identity Short Film Handout

Feb 10th

To complete a class mind map on the topic of identity

Engage in a reading comprehension/summary carousel of chapters 1-5, engaging with various questions:

Chapter 1: The Black-Eye-of-the-Month Club

1. Describe Junior’s physical condition and appearance. (P.1-4). How does this influence how people treat him? What are your thoughts on judging people based on their physical appearance and mannerisms rather than their character? Is this a good or bad thing?

2.What are Junior’s hobbies? (P.4-5). Name the one he talks about extensively in the chapter and explain why he does it.  What are your hobbies? Pick one of your favorite hobbies and explain how it makes you feel. 

Chapter 2: Why Chicken Means So Much To Me

1. Where does Junior live? Where do you live? How are they similar or different? (P.7)

2. According to Junior, what’s the worst thing about being poor? (P.9-10)

3. “…they never got the chance to be anything because nobody paid attention to their dreams…” (P.13) Who is Junior talking about in this sentence? Examine the cartoon (P. 12). Do you think the only way to accomplish your dreams is if you are guided by others? Explain. What dreams do you have? Do you think you can accomplish them?

Chapter 3: Revenge is My Middle Name

1. What is the annual powwow? (P. 17) Why did Junior want “no part in it?” Do you have any cultural traditions that you partake in regularly? Do you enjoy them?

2. Who is Rowdy? (P.16) What does Rowdy do to the Andruss brothers? (P.22) Why? What does this demonstrate about his friendship with Junior? Have you ever done something to support a friend? What was it?

Chapter 4: Because Geometry is not a Country Somewhere Near France

1. Describe Junior’s sister, Mary. How did her behaviour change after high school? (P.26)

2. Why do you think this happenedWhat does Junior find out about his geometry textbook? (P.31) Why is he angry?

Chapter 5: Hope Against Hope 

1. Who is Mr. P and what is his advice to Junior? (P.42) Why does he give him this advice? What is the most memorable advice you have received from somebody?

Passage analysis handout on passages below: NM 10 – Identity Crisis (1)

Passage 1: “I also had a stutter and lisp…yep I belong to the black eye of the month club.” (P4)

Passage 2: “I draw all the time….and my cartoons are tiny little lifeboats.” (P5-6)

Passage 3: “It’s not like my mother and father were born into wealth….only teaches you how to be poor.” (P11-13)

Passage 4: “I like the sound of Rowdy’s laughter…Rowdy and I are inseparable.” (P23-24)

Passage 5: .”You have to leave this reservation….sad, sad reservation…” (P40-43)

Homework: Read Chapters 6-8

Questions to consider for next day:

Chapter 6: Go means Go

1.What do Junior’s parents mean when they say white people have the most hope (45)?

2.How do Junior’s parents react to his decision to change schools? What does this show about them? 

3.Why do you think Junior wants to go to Reardan instead of Hunters or Springdale?

4. Why does Junior’s mother think the Indian community will be angry that he is leaving? What might the fact that Junior is leaving the reservation to go to an all white school signify to his community?

Chapter 7: Rowdy sings the blues

1. “I wanted to tell him that he was my best friend and that I loved him like crazy, but boys didnt say such things to other boys and nobody said such things to Rowdy.” Why do you think Junior holds back his feelings?

2.How are sporting results used to compare the two schools? Why is it significant that Rowdy performed well at most competitions? 

3.What are Juniors perceptions of the kids at Reardan?

4.What is the connection that Junior draws again between hope and whiteness?

5.How does Rowdy react to Junior’s decision to move schools? Why does he react in this way? 

6.How does Rowdy disguise his pain?

Chapter 8: How to fight monsters

1.What is the significance of the drawing on page 57? Explain.   

2.What is the significance of the rules on p. 61?

3.What does Junior do to Roger and why? Would you respond similarly? Why or why not?

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