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Mar 29 - Apr 2 (Plan A)

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March 22-26 (Plan B)

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March 15-19 (Plan B)

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March 8-12 (Plan B)

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"There's the Girl Who Got Arrested"
PearDeck: https://app.peardeck.com/student/telfdnbnw

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"It's My Constitutional Right!"
PearDeck Read Aloud:
https://app.peardeck.com/student/tjxiznwbz

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"We Seemed to Hate Ourselves"
PearDeck Read Aloud:  https://app.peardeck.com/student/tsykrbgwl

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Coot
PearDeck Read Aloud: https://app.peardeck.com/student/tovfyulng

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March 1-5 (Plan B)

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Jim Crow and the Detested Number Ten
PearDeck Read Aloud: https://app.peardeck.com/student/tuoasphoy

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1st period PearDeck: https://app.peardeck.com/student/tsqpndfly

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February 22-26 (Plan B)

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Jim Crow and the Detested Number Ten

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Chapter 1 of Claudette Colvin Read Aloud.webm

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Focusing Task 2:  Who or what defines who we are?

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Focusing Task 2:  Who or what defines who we are?

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DUE - FRIDAY, 19 FEBRUARY
Writing for an audience that has read the texts as you have, first make a thesis statement in which you assert who or what defines we are. Then write two ToSEEC paragraphs (i.e., paragraphs each containing a Topic Sentence, Evidence, Elaboration, and a Concluding Statement) in which you explain how communities define who belongs and who doesn’t, incorporating ideas and evidence from both literary texts.

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"St. Lucy's Home for Girls Raised by Wolves"

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"St. Lucy's Home for Girls Raised by Wolves"

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READ ALOUD

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Log in to make the tools you use every day more powerful with Pear Deck.

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READ ALOUD

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"St. Lucy's Home for Girls Raised by Wolves"

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"St. Lucy's Home for Girls Raised by Wolves"

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Karen Russell
Read Aloud: https://app.peardeck.com/student/tdappryeu

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"St Lucy's Home for Girls Raised by Wolves"

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"The Four Stages of Culture Shock," Dr. Santoro Bellini

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"The Four Stages of Culture Shock," Dr. Santoro Bellini

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The Four Stages of Culture Shock
Mary Ann Santoro Bellini, Ph.D.

When a student or other individual relocates to a foreign country, he or she inevitably faces a host of emotions and reactions ranging from awe to rejection, isolation to assimilation. These emotions comprise the four stages of culture shock.

Honeymoon Period
While preparing to relocate and during the first days or weeks in the new country, a person will experience a Honeymoon Period during which he or she will feel extreme joy and enthusiasm. Responding to the new environment with fascination, an individual will enjoy the differences in fashion, food, social customs, etc. This period is exhilarating, full of observation and discoveries, lasting a few days to a few weeks. Like most honeymoons, however, this stage eventually ends.

"When an individual sets out to study, live or work in a new country, he or she will invariably experience difficulties with language, housing, friends, schoolwork..."

Rejection
The next phase of Culture Shock Syndrome is referred to as the period of Rejection. This stage is marked by criticism, resentment, and anger. When an individual sets out to study, live or work in a new country, he or she will invariably experience difficulties with language, housing, friends, schoolwork, and understanding the idiosyncrasies of the local culture, often resulting in frustration. The Rejection period can be triggered by the realization that, as an outsider in a new culture, language or misunderstandings of cultural cues can often make the simplest task seem like a daunting challenge. Furthermore, because the high expectations set during the Honeymoon Period appear much farther out of reach, the individual feels disillusioned.

Regression & Isolation
The extreme letdown experienced during the Rejection Period prompts the individual to become critical of his new environment--of the people, their culture, and of all the perceived differences with the culture at home. This letdown often propels an individual into the stage of Regression & Isolation. In this stage, the culture from which the individual has come is idealized. For example, an Italian student studying in the U.S. for a semester may indiscriminately view his Italian university, past experiences or friendships as superior, regardless of any problems inherent to those relationships. The student risks further isolation from the new environment. Symptoms exhibited during this period include anxiety, sadness, homesickness, and anger. These feelings manifest themselves in changes in behavior: inappropriate anger over slight delays and minor frustrations, changes in sleep patterns, compulsive eating and/or drinking, irritability, poor concentration, and unexplainable crying. The stage of Rejection and Regression is variable in length but can last up to 6-8 weeks.

Adjustment & Adaptation
Gradually the crisis of regression and isolation is resolved allowing the individual to begin recovery in the Adjustment & Adaptation stages. To resolve these feelings, the individual has to employ particular skills and resources essential for adjustment, as described in Coping with Culture Shock.

For more information see:

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Travel Health Insurance - International Health Insurance for Leisure, Business, and Student Travelers - Travel Centers

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The Four Stages of Culture Shock Mary Ann Santoro Bellini, Ph.D. When a student or other individual relocates to a foreign country, he or she inevitably faces a host of emotions and reactions ranging from awe to rejection, isolation to assimilation. These emotions comprise the four stages of culture shock.

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from The Absolutely True Diary of a Part-time Indian by Sherman Alexie
Read Aloud: https://app.peardeck.com/student/tbuwykiiy

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February 15-19 (Plan B)

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February 8-12 (R)

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S21.E1 - Week 06 WAG - Jan 8-12 - Google Docs

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February 1-5 (R)

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S21.E1 - Week 05 WAG - Feb 1-5 - Google Docs

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"The Danger of a Single Story" (1) https://forms.gle/X2mbr3xE5DEFQuVZ8

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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https://app.peardeck.com/student/tuyxdqqfc

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Chimamanda Ngozi Adichie: The danger of a single story | TED Talk

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Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

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https://app.peardeck.com/student/toreupedw

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January 25-29 (R)

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https://app.peardeck.com/student/tgajsgvha

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S21.E1 - Week 3 - "The Man Made of Words," N. Scott Momaday

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Usually brings out a response, thoughts, feelings, or emotions.

Synonyms: expressive, suggestive, vivid

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To bring out something that is latent or hidden.

Synonyms: draw, evoke, pull

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Focusing Task 1: How do stories help us make sense of ourselves and the world?

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Focusing Task 1: How do stories help us make sense of ourselves and the world?

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DUE - FRIDAY 5 FEBRUARY
Writing for an audience that has read the texts as you have, first make a statement in which you define how stories
help us understand ourselves and the world. Then write two ToSEEC paragraphs (i.e., paragraphs each containing a Topic
Sentence, Evidence, Elaboration, and a Concluding Statement) in which you explain the power of stories, incorporating
ideas and evidence from two informational texts of your choice.

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S21.E1 - Week 3 - "Your Brain on Fiction"

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https://app.peardeck.com/student/tkfpwozhu

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Opinion | Your Brain on Fiction (Published 2012)

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Stories stimulate the brain. Metaphors like “He had leathery hands” rouse the sensory cortex.

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"The Man Made of Words" (1) https://forms.gle/fhPi7ktP24aLCYNE6

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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"The Man Made of Words" (2) https://forms.gle/8vruh5Xhtry2fF5s5

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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S21.E1 - Week 3 - "Your Brain on Fiction" Read Aloud

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January 19-22 (R)

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https://app.peardeck.com/student/tregycclu

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"Untitled: Four Etchings [B]," Glenn Ligon

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"Untitled: Four Etchings [B]," Glenn Ligon

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"The Stories We Tell Ourselves," Dalton Conley

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"The Stories We Tell Ourselves," Dalton Conley

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Handout 1.6 (p. 7)

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WRITE A FIGURATIVE POEM that expresses key aspects of YOUR IDENTITY, using Julio Noboa Polanco's "Identity" as a model.

→ The first stanza should describe the characteristics of something nonhuman that does not represent your identity.

→ The next stanza should describe something nonhuman that accurately represents your identity.

The poem is linked below.

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"Two Names, Two Worlds," Jonathan Rodriguez

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"Two Names, Two Worlds," Jonathan Rodriguez

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Handout 1.3 (pp. 1-2)

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https://app.peardeck.com/student/tvwguedqk

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https://app.peardeck.com/student/txytlnhqi

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https://app.peardeck.com/student/tcpxnxohf

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January 11-15 (R)

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https://app.peardeck.com/student/ttkflqckq

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Log in to make the tools you use every day more powerful with Pear Deck.

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https://app.peardeck.com/student/tzitnfopj

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Log in to make the tools you use every day more powerful with Pear Deck.

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https://app.peardeck.com/student/tnzmniaxe

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Log in to make the tools you use every day more powerful with Pear Deck.

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https://app.peardeck.com/student/tlpykuznr

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Log in to make the tools you use every day more powerful with Pear Deck.

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January 5-8 (R)

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https://forms.gle/fyvhF8XVpevYAqMHA

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(You never know what troubled little girl needs a book)

BY NIKKI GIOVANNI

At a time when there was no tv before 3:00 P.M.
And on Sunday none until 5:00
We sat on the front porches watching
The jfg sign go on and off greeting
The neighbors, discussing the political
Situation congratulating the preacher
On his sermon

There was always radio which brought us
Songs from wlac in nashville and what we would now call
Easy listening or smooth jazz but when I listened
Late at night with my portable (that I was so proud of)
Tucked under my pillow
I heard nat king cole and matt dennis, june christy and ella fitzgerald
And sometimes sarah vaughan sing black coffee
Which I now drink
It was just called music

There was a bookstore uptown on gay street
Which I visited and inhaled that wonderful odor
Of new books
Even today I read hardcover as a preference paperback only
As a last resort

And up the hill on vine street
(The main black corridor) sat our carnegie library
Mrs. Long always glad to see you
The stereoscope always ready to show you faraway
Places to dream about

Mrs. Long asking what are you looking for today
When I wanted Leaves of Grass or alfred north whitehead
She would go to the big library uptown and I now know
Hat in hand to ask to borrow so that I might borrow

Probably they said something humiliating since southern
Whites like to humiliate southern blacks

But she nonetheless brought the books
Back and I held them to my chest
Close to my heart
And happily skipped back to grandmother's house
Where I would sit on the front porch
In a gray glider and dream of a world
Far away

I love the world where I was
I was safe and warm and grandmother gave me neck kisses
When I was on my way to bed

But there was a world
Somewhere
Out there
And Mrs. Long opened that wardrobe
But no lions or witches scared me
I went through
Knowing there would be
Spring

Work Cited
Giovanni, Nikki. "A Poem for My Librarian, Mrs. Long." Acolytes, Harper Collins, 2007.

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(You never know what troubled little girl needs a book) BY NIKKI GIOVANNI At a time when there was no tv before 3:00 P.M.

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"A Poem for My Librarian, Mrs. Long," Nikki Giovanni

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"A Poem for My Librarian, Mrs. Long," Nikki Giovanni

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Welcome Week (Week 1)

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S21.E1 - A Poem for My Librarian, Mrs. Long