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.