Tuesday, October 27th and Friday, October 30th

 Thematic Issue- the universal or central concept that is explored in a text. 

Thematic Statement- the message the author is making about the thematic issue. 

Process for determining the thematic statement. 

A. Thematic issue: Conformity/Anticonformity

B. What is the author saying about this issue? (Consider his/her tone) 

C.  Write out this statement as a general/universal message about life. Start off with "The author (name) believes. . . .  

- Cross out "The author believes"     

-What remains is a thematic statement. 

1. . In Schoology, you need to present John Lewis' thematic statement about conformity/anticonformity in March.  You will then need to provide three specific examples from the text (with citation) that would work for support of what you have identified as the thematic statement. 

2. March Modified Book Review. 

- Read the following book review of March. ARTICLE HERE:  NPR Book Review

- Select 4 lines from the review that you agree with or disagree with in your own assessment of March. 

- List the first line with citation. (Arlington).  Then explain this quote to how and why you feel the way you do about March.  (Repeat with following 3 lines) 

- Provide a works cited for both the NPR article and for March. 

Citing an Electronic Source- WC page    

Citing a Graphic Novel

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Online Work for Thursday/Friday and Monday/Tuesday..  

1. PSA Notes: Read and take notes on the following . . . PSA Notes

2. Study of Public Service Announcements- Message and Techniques 

- Open handout. Follow directions and complete chart. Submit to Schoology. 

 PSA Chart 

Monday, October 26th and Thursday, October 29th

  1. Small group discussion/ mini-Socratic seminar. March Book One. 

• Remember small group norms. 
• Socratic discussion is question-prompted and text-based. 
• Take notes during discussion. 
• Goal is wide-knowledge base, not a "correct answer"

     When you are finished, you need to individually complete the reflection board in Schoology. 

A. Why do you think that John Lewis decided to tell his story through a graphic novel?

• What are the affordances and constraints of this genre?
• What kinds of design choices did the authors and artist have to make as they used this media to tell this story?
• How did you respond to this genre on a personal level?

B. What can we learn about social movements in general from this narrative, and about the African-American Civil Rights movement in particular?

•  Often times the Civil Rights movement is represented as a monolithic, unified force. How does this narrative conform to, or challenge, this depiction?
• What challenges do social movements face, both internally and externally?
• What resources and tactics can social movements employ to overcome these challenges?
• How did the tactics employed by various actors shift over time

C. Historical questions:  

• What choices did the authors make about when (and where) to begin and end this particular historical account, and also about which events to include? How might they have structured the narrative differently? 
• How does this account balance Lewis’ personal narrative with the larger historical narrative of the country?

D. Art and Design: 

• How is violence represented in the graphic novel, both directly and indirectly? Is it effective? Are there instances where it is too graphic, or too unrealistically depicted for your sensibility?
• Select a few panels to discuss and critique in-depth.

E. March as Rhetoric: 

• How does March function as a piece of rhetoric? 
• How does this style work to support Lewis, et al. goals for this book? 
• When is the message subtle? When is the message direct? Why is the message delivered in different ways? 
• How does this book speak to young adults? 

F. Connection to the present. 

• How does this book connect to the present? What specific parallels can be drawn?
• How can this book reveal insight to motivation of current civil rights movements? 

Tuesday/Friday, October 20th/23rd

 1. Listen- Morgan Freeman Read's John Lewis.  In your notes, jot down any initial impressions about what you hear in the writing. 

2. Read- The text of John Lewis' Final Words. "Together, You Can Help Redeem the Soul of Our Nation"

Annotate the following considering the writing and HOW this text functions as a piece of rhetoric: 

- What are the goals of the final words of Congressman Lewis?

- What examples of rhetorical devices are utilized in this writing? 

- How does the idea of kairos play into this piece? (When was it published? Context of the world? Why?)

- How does this work address conformity or anticonformity? 

- What other literary devices do you see at work? 

- What comparisons can you make to other texts we have read? 

- Considering STYLE... how do you know this is a John Lewis work? (beyond his name being on it?)

- What questions do you have?

3. THEN..  Read the following analysis by Roy Peter Clark. What I learned about writing from John Lewis

4. Return back to Lewis' writing. Add to your notes the things that you see Mr. Clark identify. This is a training exercise to help guide you to see MORE in the writing. 

5. Upload a picture of your annotations (both sides) to Schoology. I am expecting very little white space remaining. If you underline something.. you MUST attach a written comment with it. 

Put in the comment box a reflection summarizing what you discovered and realized about Congressman Lewis' writing. DUE to SCHOOLOGY. Group A- END OF THURSDAY, October 22nd. Group B- End of Monday, October 27th. 

REMEMBER- The Montgomery Story written analysis is due by the end of WEDNESDAY, OCTOBER 21st- Group A. Sunday, October 26th for Group B. 

- I hold a Google Meet every Wednesday at 11:00 for English 11 Honors for extra help or questions about homework: LSC11H

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Online work for Thursday/Friday (Group A) and Monday/Tuesday (Group B). 

1. Finish all of March. 

2. Complete rhetoric in March one-pager.  (Submit to Schoology) 

March as Rhetoric- One Pager Assignment (Due by end of Sunday, October 24th- Group A. Wednesday, October 28th for Group B) 

Monday/Thursday, October 20th/22nd

 Small Group NORMS: Small Group Norms Link

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 1. Small group discussion- Rhetoric in advertising. Rhetorical techniques. Then, The Montgomery Story 

- Discuss product commercials and use of rhetorical techniques. 

- Go through the 6 questions addressing The Montgomery Story. 

2.  Writing exercise. Due to Schoology by end of the day on Sunday, October 25th. 

3. Read the remaining pages of March by the end of Sunday. 

FYI- I want you to be aware that in the upcoming pages of March that the n-word will be used for the purpose of accurately characterizing historical dialogue. It is in this text solely to represent the violent environment that Lewis and countless men and women encountered during the Civil Rights Movement. This language will not be repeated in the classroom as we reference the text in discussion or in writing.  Language has incredible power to empower and subjugate. Learned communicators recognize and respect linguistic boundaries.

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Writing Assignment- The Montgomery Story 

How do the rhetorical techniques in The Montgomery Story work to make the argument for anticonformity? 

Writing Requirements: 

- MLA heading and header.

- First bullet point the things you want to work on from your last piece of writing... improvements to make... goals for improvements on this piece. 

- Strong topic sentence. (P) (Answer to the question) 

- Identification of the 3 techniques of writing and explanation of what they are. 

- Specific reference to all three rhetorical techniques with specific examples from The Montgomery Story to use as support. (E)

- Clear explanation of HOW these techniques work for the goal of persuading readers to take up anticonformity. (E) 

- Effective transitions statements/linking phrases

- Clear illustration of your understanding of anticonformity (review its definition). 

- Proper citation (in-text) 

- MLA formatting of document. 

- Works Cited Page MLA Sample Works Cited Page

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Citation information for The Montgomery Story-  How to Cite a Comic Book/Graphic Novel

Written by Alfred Hassler and Benton Resnik.  Editor: Alfred Hassler  Illustrated by Sy Barry

Publisher: Fellowship of Reconciliation   Date: 1958 

Tuesday, October 13th and Friday, October 16th

  1. Review Quiz- Schoology

2. John Lewis Timeline- Create a timeline in your notes covering the major events that occur in the book from the Edmund Pettus Bridge to John Lewis meeting Jim Lawson. What events are you going to include? Why? How do they contribute to the story? Lewis? Keep in mind your timeline will move back and forth in time! How will you represent this? 

- Work independently on timeline.  - We will discuss in small groups towards the end of class. 

3. Upload a picture of your timeline in Schoology by the end of the day on Wednesday, Oct. 14th for Group A. Group B by Sunday, October 18th. 

3. Discussion of Rhetorical Techniques- Ethos, Pathos, Logos. 

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Online Classwork for Thursday and Friday- October 15th and 16th (Group A).  Monday, October 19th and 20th (Group B) 

1. Read The Montgomery Story (Video is in Schoology folder). 

Take notes on the following questions with specific evidence: 

• How does The Montgomery Story function as a piece of persuasive rhetoric? 
• What are the goals of this text? 
• How are the elements of rhetoric demonstrated in The Montgomery Story? 
• How did this piece of rhetoric influence John Lewis? 
• What similarities do you see in HOW The Montgomery Story presents its message with the manner in which March presents its message? 
• How does The Montgomery Story address issues of conformity and anticonformity? 

2.  Making sure that each section of your notes are clearly labeled. Take pictures of your notes and upload them to the Schoology assignment. 

3.  We will next work on identifying rhetorical devices in the most persuasive of mediums, advertising. Examining rhetoric in this format is the best way to become very comfortable with these techniques quickly. 

Get the following definition down in your notes- 

Public service announcement (PSA) is a message in the public interest disseminated without charge, with the objective of raising awareness of, and changing public attitudes and behavior towards, a social issue

THEN- Watch and take notes on the following video on Rhetorical techniques in advertising- 

Rhetoric in Advertising    This will help you with your next assignment. 

4. Do the Rhetoric and Advertising assignment on Schoology. You will be selecting two competing companies for the same service or product. Find two commercial videos on Youtube to evaluate. You will evaluate HOW they use rhetorical techniques to promote their product. 

Persuasive Techniques in Advertising. 

- open document. Make copy of the chart for yourself to fill out. Upload the chart to Schoology when done. 

Monday/Thursday, October 12th/15th

  Reminders: 

• As we are moving to a more "normal" routine, assignments need to be submitted on time in the correct location. You are provided enough time to complete assignments with support. If there is difficulty with assignments, you will need to contact me before the due time. Assignments in Schoology will be locked at due time. 

1. Writing reflection- Schoology. 

2. Rhetoric- the way that authors use and manipulate language in order to persuade an audience. 

• Logos 
• Pathos
• Ethos 
• Kairos 

Read and take notes over Rhetorical Techniques- Rhetorical Techniques- Notes

3.  After you have taken notes, complete the EdPuzzle on Rhetoric- Links are in Schoology Folder. 

4. Mid-term Quiz- Tuesday/Friday.  

- A mid-term review is found in this week's folder. Some topics covered: Conformity/Anti-conformity, studied textual devices, Costa's Level of Thinking, some graphic novel terms, March plot, handful of allusions, general rhetoric. 

- The goal for this quiz is to have you review your notes and make sure that the material is solidly planted. Quiz material should be obvious from your notes. It will be matching, fill-in, and multiple choice. 

Tuesday, October 6th AND Friday, October 9th

  1.  Historical Context and Allusions in March.  

• Review terms
• Review major events, people 

2. Small group discussion(ish)-  We are trying new things, people. 

• Small Groups Lists
  
• Open my Jamboard in Schoology. 1 person in group MAKE A COPY
• That one person post that board in the Schoology discussion board- make sure settings are set to "anyone with the link." 
• The rest of that group opens that link
• This digital discussion needs to be as INTERACTIVE as possible. As you point out ideas or findings... build off of each other.  Supply evidence. Reflections OF evidence. 
• Each individual group members need to post the link to their group's Jamboard in the Schoology discussion board by the end of class. 

Expectations for this activity: 

• Provide plenty of solid textual evidence with citation. 
• Discuss the relevance OF that evidence. 
• Build off of each other's ideas and evidence. 
• Post questions to each other concerning historical context and allusions in March. 
• INTERACTIVE. ANALYTICAL. SPECIFIC 

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ONLINE WORK DAYS ASSIGNMENTS- Thursday/Friday (Group A) and Monday/Tuesday (Group B) 

1. Read next section of March. (Located in Schoology) 

2. Take findings/evidence from small group discussion and put into your notes. 

3. Analytical writing practice- Respond to the following prompt. 

How does having an awareness of historical context enhance the meaning of a text? 

FIRST- Restate the question and answer the question. This will function as your topic sentence. This will be the first sentence of your writing (or the "P"). We are then going to be carefully working on writing analytically with integrating evidence correctly/effectively/smoothly. 

SECOND- You will need to integrate a minimum of THREE historical references to support your answer. You will need to integrate direct quotes as support for your point. Consider the I.C.E. method to blend in here. Introduce. Cite. Explain. Make sure they are integrated correctly: 

• What to Quote and How Link
  
• 4 ways to integrate a quote
  
• Introducing Evidence Phrases
  

THIRD- Link phrases/transitions- You can use the ones below in the green boxes.. except the ones with first person. "I know" "I chose". 

• Transition Words

FOURTH- Add a concluding statement to wrap up what was discussed. 

Submit to Schoology by the end of the school day on Friday, October 9th (Group A) and Tuesday, October 13th for Group B. 

Monday, October 5th AND Wednesday, October 8th

 

1. Class Protocols- 

• Week In-Class Tutorial to Mrs. Schulenberg-Cole 

2. Literary Device Review: 

• TEXT- Anything and everything. (You are here to read text... and well) 
• Thematic Issue- the universal or central concept that is explored in a text
• Thematic Statement- the message the author is making about the thematic issue.
• Motif- a distinctive recurring feature or dominant idea that has symbolic value in an artistic or literary composition.

3. John Lewis' Biography: Congressman John Lewis' Biography

• Historical Context- The influence of a time period on an author and their text. 
• Allusion- Brief or indirect reference to a person, place, thing, or idea of cultural, literary, or political significance. 

In your notes, please provide information about these significant places, events, people, things, etc. 

• Edmund Pettus Bridge
• Selma, Alabama 1965
• Montgomery Bus Boycott 
• Brown v. Board of Education 
• Jim Crow Laws
• SNCC
• SCLC
• "We Shall Overcome" 
• Gandhi and Civil Disobedience
• Thurgood Marshall 
• Jim Lawson 
• Andrew Young
• Ralph Abernathy 
• Emmett Till 
• Freedom Rides
• March on Washington 1963
• Voting Rights Act 1965
• January 20, 2009

Homework- Make sure you are caught up with reading March up through page 52. 

4. CLEAN. CLEAN. CLEAN. 

Thursday/Friday, October 1st and 2nd

 Remember... we are NOT meeting in virtual class on Thursday or Friday. 

1. Class Collaborative March Jamboard: 

• In today's Schoology folder, find the "Individual Class Hour Jamboards" folder. Open and find your class hour's link to the appropriate March Notes Jamboard.
• Take TWO of your ideas from your own Jamboard that reflect your BEST CRITICAL THINKING about March, so far.. copy and paste into a text box or sticky note on our collaborative class Jamboard. Please make sure you include your first and last name with each submission.  *These selections need to be your best work with demonstrating your understanding of the close and critical reading of March. Select carefully. Include citations, etc. 

If you need to move to the next page on the Jamboard, please do so. 

Have your submissions posted by the end of the day on FRIDAY, OCTOBER 2nd (or Sunday, October 4th... I'm flexible on this) 

2. Read and take notes over PART 2 of March for Monday (A-K) or Thursday (L-Z). The reading is located in the Schoology folder for THIS WEEK.  

FYI- I want you to be aware that in the upcoming pages of March that the n-word will be used for the purpose of accurately characterizing historical dialogue. It is in this text solely to represent the violent environment that Lewis and countless men and women encountered during the Civil Rights Movement. This language will not be repeated in the classroom as we reference the text in discussion or in writing.  Language has incredible power to empower and subjugate. Learned communicators recognize and respect linguistic boundaries.

Questions to consider when reading this section: 

• Other than a part of John Lewis' childhood, what literary role do you think that the chickens serve in this book? 
• How did school play a major role in John Lewis' involvement in the Civil Rights Movement? 
• What would conformity look like in John Lewis' childhood environment? 
• What role did Lewis' trip North play in developing his ideas of anticonformity? (Remember.. look to the systems of conformity and then the purposeful rejection of these systems)
• How does the setting of this book emphasize the text's meaning? How can we draw meaning from the different locations that are featured in this book in context to what happens IN those locations? 
• When Lewis returned from New York, what has changed? 
• Continue utilizing the graphic novel terms to uncover further meaning. 
• What did we see in the first section of reading that has been built upon in this reading section? Do you see patterns emerging? Causes and effects? 

HYBRID NEWS:

I look very much forward to seeing you all next week. Please bring your MASKS and class notes with you. I am located in the Lovely Learning Villa #1093. It is the first Villa. First door. 

Classes will be provided "online learning" AFTER face-to-face class. Therefore, for this initial starting week, my L-Z students will not have work from me on the Monday/Tuesday (10/5, 10/6) online work days for this first week, only, since I won't see this group until later that week. 

Of course, I will be available for questions and help, but remember that I will be teaching all day, so there will be a delay in these responses.