Freedom Write MP3: Due March 28

Free Yourself.  Free Write.

Due: Friday, March 28th

This marking period, we would like you to reflect/address one (or all if you run out of topic ideas!) of the following “big ideas” you’ll encounter throughout the second marking period.

·       Civil Rights

·       Coming of age

·       Searching for your own identity as a teenager

·       Relationships with parents

·       Discrimination, prejudice, bigotry, class structure

·       Literacy—the role of writers

·         How death gives way to life

·         The advancements of technology

·         Nature’s response to human error

Your very first entry must reflect a topic from the list.  This way, you’ll get it out of the way and won’t forget to address it (as happened a lot during the first Freedom Write).

Your entries are due one week before the end of the second marking period, March 28.

You are responsible for:

·       Handwritten composition pages:6

·       Typed, double spaced, size 12 pages: 4

Each entry is required to be dated and each page numbered.

RUBRIC: COMPLETION

·        (4/4) Complete (every line of each page filled, except for skipping a line between entries)

·        (3/4) mostly (short .5 or 1 page)     

·        (2/4) somewhat (short two pages)          

·        (1/4) barely (short more than two pages)

·        (0/4) nothing turned in

Civil Rights America Creative Writing

Life in the Civil Rights South Creative Writing Piece

Due: Wednesday, March 12 (Writing grade)

Task: Integrate the station information about the historical context of the Civil Rights South.  Include four of the six elements of setting in your piece. Highlight or underline exact examples.  Some of the elements may be implied, which the teachers will pick up on.

Perspective:  Assume the identity of an individual living in the time of the Civil Rights in the United States South

Time Frame: Encompass one of the periods: life before integration, during integration, or a flashback of the time period

Options:  Your creative writing piece can be in the style of:

·         Diary entry from the perspective of a child or teen integrating or whose school is being integrated

·         Select a picture of the unequal classrooms or schools and write about going to school there.

·         Write a narrative about a person involved in the Civil Rights movement or integration who supports the change.

·         Write from the perspective of a teacher whose school is being integrated and the concerns or rewards you predict may happen.

·         Write from the perspective of one of the Little Rock Nine.

·         Write a narrative in which a symbol of hope occurs throughout (butterfly, bird, first flower of spring, a tree with its first fall colors, the changing of seasons, sunrise, etc).

·         Write a narrative about being a bystander and the confusion or shame that the person may feel during school integration.

·         Write a narrative about a black and a white child whose friendship is tested when their school is integrated.

·         Write a story about what happens when Elizabeth Eckford sees herself in the newspaper and the faces of the people behind her.

·         Write a newspaper article to the public about what happened at the Little Rock Nine integration

·         Write as Ruby Bridges as she makes a speech to her new classmates about why she is no different than they are.

Literary Analysis Paragraph

Use what you have learned from reading “Let America Be America Again” and Roll of Thunder, Hear My Cry to write a paragraph that provides an analysis of how the idea of equality is depicted in the two pieces.

As a starting point, you may want to consider what is emphasized, absent, or different in the two texts.

Develop your paragraph by providing textual evidence from both texts. 

Use your graphic organizer to help you touch upon elements of structure, style, and language.  

If you need some guidance, check here: http://www.germanna.edu/tutor/handouts/english/literary_analysis.pdf

 

Literary Analysis:

Style: argument, not a summary, in which you comment

Examines and analyze: how and why a piece was written by looking closely at small parts to see how they affect the whole

Relate the writing to the overall theme by addressing the significance of the author’s:

·         Literary devices (plot, character, setting)

·         Word choice (dialect, formal/informal, vocabulary)

·         Writing structure (paragraphing, sentencing, punctuation and grammar, parallelism, repetition)

Click on "name/URL" as your user name. Do not enter a URL. Write down your assigned blog ID and #. At the end of your post, also write your assigned blog name, which is your class name and your specific number. Example: #yolo26 You need to see the yellow bar that says "Comment awaiting moderation." If you do not see this message, post it again. A "red X" or red line means it did not work.

Little Rock Nine

Civil Rights Across Time

And to follow up, two modern takes on racism:

http://www.usatoday.com/story/news/nation-now/2014/02/03/coca-cola-ad-super-bowl-racism/5177463/

http://www.usnews.com/opinion/blogs/carrie-wofford/2014/02/12/coke-is-right-to-celebrate-american-diversity-after-super-bowl-ad-outrage