"Letter to MLK.." work and "Letter from Birmingham Jail" MLK

Today we will:
1. Read/listen to the "Letter to Martin Luther King from a Group of Clergymen" and
annotate as we read.
Focus on:
Using question marks for things that confuse you
Exclamation points for things that seem important
Boxing unknown vocabulary words
Underlining things you want to come back to

2. Complete the chart about "Understanding Primary Sources"
***Let's also add at the top: In your own words, what are the two main audiences in the community that the clergymen are asking for action from? What do they want them to do?

3. Go back to our booklet "Letter from Birmingham Jail"
Re-read paragraphs #1-5/annotate
Begin answering our short-answer questions for this booklet

Here is the link to the audio: Youtube

Homework: MLK's "Six Principles of Nonviolence" and "Six Steps of Non-violence"

Homework Questions: Please Copy

1. Choose 4 of MLK' s 6 Steps to Nonviolence:
a. Explain what the step means in your own words
b. Describe a situation in which you could follow this step.

2. Choose 4 of MLK's 6 Principles of Nonviolence:
a. Explain what the principle means in your own words
b. Describe a situation in which you could follow this principle.

Today we will:
1. Copy the homework
2. Receive the packet "Letter From Birmingham Jail"
3. Listen to a reading of the letter
4. annotate section 1
5. Quiz #1: Marking Period 2

Please copy the following notes on identifying and writing a central idea:

The central idea is the central, unifying element of the piece, which ties together all of the other elements used by the author to tell the story. The central idea can be best described as the dominant impression or the universal, generic truth found in the story/poem. 

Central ideas reflect the discoveries, emotions, conflicts, and experiences of a story’s main character. They are commentaries about the way the world works and or how the author views human existence. Central ideas are supportable. Try to find the interpretation that is most easily supported and covers the greatest percentage of story.

The central idea or theme of a story is an author’s comment, usually implied, on the subject of his narrative. It is NOT ENOUGH to say that the central idea of a story is about a general topic (“loyalty” or “motherhood”), it is SPECIFIC.

(copy if you want an example):

For example, a poorly written central idea for the story of Cinderella would say: "Cinderella is the story of a poor, servant girl who overcomes the cruelty of her family and lives happily every after with Prince Charming." (THAT'S A SUMMARY)

On the other hand, a well-written central idea would say something like: "The story of Cinderella reveals that people who are kind and patient are often rewarded for their good deeds."

Let's answer these questions on the back of page 1 (no need to copy because you will restate: 

"The Nymph's Reply to the Shepherd" is a reply to "The Passionate Shepherd to His Love"

1. Does the Nymph seem interested in the shepherd's offer to "live" and "love" with him? Why do you say this?

2. What function does time serve in the poem (what does it represent)? What words serve as  evidence of this in the poem?

3. What argument is the speaker making about the relationship between youth and love? How did you make this connection?



Let's try this again:
How does Raleigh develop a central idea of his poem? (What is it? How does he do it?)

Thesis (the central idea)
Reason (why is this thesis true)
Evidence/explain (connect the textual evidence to the thesis: how does it prove your central idea?)
Evidence/explain (connect the textual evidence to the thesis: how does it prove your central idea?)
E*vidence/explain (connect the textual evidence to the thesis: how does it prove your central idea?)
Summary (sum up the main points you made)


Comparing the 2 poems side-by-side--how are they the same?

Structural similarities:
Both poems have six stanzas
o Both poems have four-line stanzas
o Both poems use rhyming couplets
o The repeating phrase “live with [me/thee] and be [my/thy] love" in both poems

The words or phrases present in both poems:
“live with me/thee and be my/thy love“ (Marlowe line 1 and line Raleigh 4)
 “mind may/might move“ (Marlowe line 27 and Raleigh line 23)
 “flocks“ (Marlowe line 6 and Raleigh line 5)
 “fields“ (Marlowe line 3 and Raleigh line 5)
 “rocks“ (Marlowe line 5 and Raleigh line 6)
 “rivers“ (Marlowe line 7 and Raleigh line 6)

Please copy the following definitions into your notebook

Review and copy the following poetry definitions:
• line (n.) – a single row of words in a poem
• stanza (n.) – a group of lines in a poem, separated by spaces from other stanzas, much like a
paragraph in prose
• couplet (n.) – two lines of poetry, one after the other, that rhyme and are of the same length and
rhythm
• rhyme (n.) – having the same sound at the end of two or more words
• end rhyme (n.) – rhyming words at the ends of the lines of a poem
• rhyme scheme (n.) – the pattern of end rhymes in a poem
• alliteration (n.) – the repetition of consonant sounds at the beginnings of and within nearby words

Quick Write Topic: Write your answer on lined paper or if you write small on the bottom of your worksheet

How does the structure of Marlowe’s poem develop a central idea of the text? (Marlowe's use of alliteration, the "L" sound in this poem, because it links the concepts of living and loving with delights of the natural world)

Things to think about:
• Identify Marlowe’s use of alliteration, specifically the repetition of the “L” sound, as a structural choice that Marlowe makes in his poem.
• Explain how Marlowe’s alliteration develops a central idea of the poem by linking the concepts of living and loving with the “delights” of the natural world. 

Remember your TREEES format:
Thesis--your central idea
Reason
Evidence/explain (Use lines from the play and connect to your central idea)
Evidence/explain (Use lines from the play and connect to your central idea)
E*vidence/explain (Use lines from the play and connect to your central idea)
Summarize

Today's Work:

Don't forget to finish your Castle Learning by Monday 11/9!!

Today we will:
Read or re-read the final section of  The Palace Thief
Fill out the unit organizer chart
Start the End of Unit Writing Assessment for The Palace Thief

Today's Agenda/Homework:

First--READ PAGES 191-195
Second--answer the QUIZ QUESTIONS THAT WILL BE GIVEN TO YOU.
Third--answer a few of the text-based questions in your packet.

Don't forget about your Castle Learning due by next Monday!