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Hunger of Memory Lesson Plans
Hunger of Memory Lesson Plans
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Day 1: Monday, March 3 (absent)
• A Lesson Before Dying
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Day 2: Tuesday/Wednesday, March 4/5 (testing schedule)
• journal, SSR, journal check
• go over Test Prep
Grammar: placement of phrases and clauses
Grammar review: double subject (1 ques), subject-verb agreement (5 ques), pronoun antecedents (2 ques), correct pronoun
reference (4 ques), correct comparisons (1 ques), placement of phrases and clauses (2 ques)
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Day 3: Thursday, March 6 (40 minutes)
• SSR, journal check
• Explain assignment on independent reading books: due March 25
Movie Poster (80 pts)
You will be responsible for reporting on your independent reading book. The assignment for this book is a movie poster. Your poster
must include an illustration that represents the story, a slogan that will make people want to watch (read) your book, and 2 quotes from
the book. Other items that may be included are a list of characters and the actors/actresses who you would cast in these roles, and a
theme song for the book. Please incorporate all aspects of the project onto a piece of poster board. A one-page write-up explaining
your poster and the book must also be included. Good luck and have fun!
review for Sula quiz
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Day 4: Friday, March 7 (45 min periods)
Journal
issue new books, except to those who haven’t returned old books
Sula quiz (30 pts) (open notes)
1. “The conviction of Sula’s evil changed them in accountable yet mysterious ways. Once the source of their personal misfortune
was identified, they had leave to protect and love one another. They began to cherish their husbands and wives, protect their
children, repair their homes and in general band together against the devil in their midst.” Use this passage to explain the irony
of Sula’s effect on the Bottom.
2. How is Sula’s birthmark similar to a Rorschach blot?
3. How does Toni Morrison portray death?
debate
explain project
sign-up for topics
journal on topics
meet in groups to divide up responsibilities
hand in journals and division of responsibilities
debate topics
1. Resolved, affirmative action should be a factor in college admissions.
2. Resolved, some schools should have bilingual education.
3. Resolved, everyone should acquire an education and attempt to rise to a higher social class.
4. Resolved, a good person does not keep secrets.
5. Resolved, God is dead. (In other words, religion should not play an important part in our lives.)
6. Resolved, one should be actively involved with one’s ethnic community.
7. Resolved, homosexuals are “America’s last niggers.” (In other words, homosexuals will be the last group in America to attain
equal rights.)
8. Resolved, when it comes to equal rights and opportunities in America, social class is more important than race.
9. Resolved, reality TV shows and participants in these shows deserve no respect, for they have scorned the sacred distinction
between public and private.
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Day 5: Monday, March 10
Journal
Test Prep
Debate: groups prepare.
Ritual
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Day 6: Tuesday, March 11
SSR: grammar quiz makeups
Vocab: 5 sentences and 3 mnemonic devices (20 pts). Alienation. Diffident (if you feel different, you might be shy). Aloof (a
roof). Due Thursday.
trivialize (v, 12): to make or cause to appear insignificant or unimportant
gaudy (adj, 13): showy in a tasteless or vulgar way
feign (v, 15): to pretend, to give a false appearance of
reluctance (n, 17): unwillingness
alienation (n, 18): emotional isolation
convey (v, 18): to take or carry from one place to another, to transmit, to communicate or make known
diffident (adj, 20): shy
tact (n, 21): Acute sensitivity to what is proper and appropriate in dealing with others, including the ability to speak or act
without offending
disclose (v, 27): to expose to view, to uncover, to make known
Debate
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Day 7: Thursday, March 13
SSR
Share vocab mnemonics
Debate
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Day 8: Friday, March 14 (absent)
• Grammar packet: commas #1 (40 pts)
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Day 9: Monday, March 17
• Journal
• Test prep
• Ritual
Hunger of Memory pre-reading
Students jigsaw, presenting articles from the following sites. Each group gets a sheet of chart paper and a marker. Write
down (and illustrate) the main points of your segment of the article.
www.geocities.com/CollegePark/Campus/6925/hunger.htm
http://web.sbu.edu/theology/apczynski/courses/CLAR%20101%20Intellectua…/Rodrigues.ht
*http://www.washingtonpost.com/wp-srv/national/longterm/meltingpot/meltingpot.htm
*www.washingtonpost.com/wp-srv/national/longterm/meltingpot/melt0407a.htm
*www.washingtonpost.com/wp-srv/national/longterm/meltingpot/maps.htm
*www.scottlondon.com/insight/scripts/rodriguez/html
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Day 10: Tuesday, March 18
• SSR
• Finish Hunger of Memory pre-reading presentations
Hunger of Memory
Read first few page together, starting from p.11
dialectical journal on Aria, up to p.28. ask open-ended questions. Must be up to one page. (classwork, 30 pts)
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Day 11: Wednesday, March 19
• Journal
Controversial issue essay: strategies for structuring a persuasive argument: appeal to emotional, logical, philosophical
foundations
Rhetorical question: Is expelling Saddam Hussein really worth hundreds and hundreds of American lives?
Philosophical/ethical question: Is war ever justified?
Personal anecdote: Consider Joe Ordinary. He has a family of three, etc. (emotional effect)
Analogy: Bombing for peace is like smoking for your health.
Give an example: Saddam has already destroyed many of his weapons. For example, he destroyed…
Compare/contrast: There are plenty of tyrants worse than Saddam Hussein. Consider the dictator of Korea, who…
Cause and effect: By bombing Iraq, the US will gain more enemies, thus causing more terrorist attacks.
Syllogism: All humans are mortal. I am a human. Therefore, I must be mortal. (logical)
Outline with thesis (classwork, 25 pts)
Grammar: comma packet #2?
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Day 12: Thursday, March 20 (absent)
Controversial issue essay: the introduction
Hook, define the issue, state thesis, summarize support
Controversial issue rough drafts (classwork, 50 pts).
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Day 14: Monday, March 24
Journal
Test prep
Ritual
Hunger of Memory discussion
29: What does pocho mean?
32: intimacy and language
33-34: black English, bilingual education
36-37, 39-40: image of the grandmother
Comma packet #2
Application
p.1&2; optional
p.3; fill in
p.4; fill in grades (not test scores)
p.5; fill in expected grades
p.8; choose schools, majors, and at least one scholarship
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Day 15: Tuesday, March 25
SSR
Controversial essay revisions: pass out and explain handout:
Explain common errors
Final draft (typed, spell-checked, and grammar-checked) will be due on Friday
run-on example: Sula wasn’t like any other woman, she stood up for herself.
no-no words: This is a big issue. A lot of things can happen to you when you die. (Death can lead to variety of outcomes).
transitions
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Day 16: Wednesday, March 26
Vocab: 9 sentences, classwork due Wednesday. (20 pts).
accentuate (v, 114): To stress or emphasize; intensify
intrigue (n/v, 117): A secret or underhand scheme, a plot; To engage in secret or underhand schemes, To arouse the interest
or curiosity of
relent (v, 119): To become more lenient, compassionate, or forgiving
anticipate (v, 120): To feel or realize beforehand, to foresee, to look forward to, to expect
listless (adj, 125): Lacking energy or disinclined to exert effort, lethargic
precocious (adj, 127): Manifesting or characterized by unusually early development or maturity, especially in mental
aptitude
menial (adj, 131): Of or relating to work or a job regarded as servile, appropriate for a servant
observant (adj, 133): quick to perceive, alert; diligent in observing a law, custom, or duty
parody (n/v, 136): A literary or artistic work that imitates the characteristic style of an author or a work for comic effect or
ridicule, Something so bad as to be equivalent to intentional mockery; to make a parody of
Test prep lessons 2 & 3
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Day 17: Thursday, March 27
SSR
Test prep review
Hunger of Memory
Begin “Complexion”. Read p. 113 together.
114; “Mexico’s confused colonial past”
115, 116; different attitudes towards complexion
117; racism
118; “black”ness
119; fear of blue-color work. Hands texture, skin-color – all indications of social class.
121-122; parents’ past
Dialectical journal on pp. 123-139. In left column, text excerpt; in right column, a piece of advice you could give Richard
to address his problems. One page, classwork, 30 pts.
Photo dictionary
Futures
requesting a recommendation: students must write a formal letter to a teacher to ask for a recommendation
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Day 18: Friday, March 28
Journal
Hunger of Memory: discussion based on dialectical journals: 123-139
124, 125; shame over skin color. Who gave him this shame?
128-130; machismo y formal
130; Stanford
133, 134; epiphany about his construction job
134-135; plight of Mexican immigrants
Photo dictionary
Test prep lesson 4
Review test preps
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Day 19: Tuesday, April 1
SSR
Announce: Grammar and vocab quiz on Friday (50 pts). collect controversial issue final drafts. reading: pp. 143-153 for
Wednesday, 153-162 for Thursday, 162-172 for Friday
Vocab: 9 sentences, 20 pts, due Thursday
*juxtaposition (n, 143): positioning close together or side by side (often for comparison)
*plausible (adj, 145): seemingly or apparently valid, likely, or acceptable; credible
unfounded (adj, 147): Not based on fact or sound evidence; groundless
impetus (n, 149): An impelling force; an impulse; a stimulus
idealism (n, 152): The act or practice of envisioning things in an ideal form, pursuit of one's ideals
acknowledge (v, 154): to recognize as being valid, to express thanks or gratitude for
diligent (adj, 155): marked by persevering, painstaking effort
*alleviate (v, 158): To make (pain, for example) more bearable
relish (n/v, 159): an appetite for something, a strong appreciation or liking; to take keen or zestful pleasure in
*assertion (n, 159): something declared or stated positively, often with no support or attempt at proof
surreptitiously (adv, 165): secretly or stealthily
Comma packet #2 (50 pts)
Grammar packet: commas #2. grammar quiz on Friday. (50 pts)
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Day 20: Wednesday, April 2
Journal
Application: p.16; the personal statement. (show students sample personal statements). do as in-class essay, then students hand
in revisions. show, don’t tell.
Mini-quiz
Test prep #5
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Day 21: Thursday, April 3
SSR
Hunger of Memory
143; read 1st 2 paragraphs together
144-145; affirmative action
146-147; Richard’s personal example
149; race vs. class
151; problems w/affirmative action
153; irony of Richard’s position
Grammar: comma lecture and worksheet
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Day 22: Friday, April 4
Journal
Grammar quiz
Test prep #6
Hunger of Memory
154-155; plight of minorities in college
159-160; cultural pride, education’s costs
161; “They wanted me to teach a ‘minority literature’ course”
162; coconut
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Day 23: Monday, April 7
Journal
Hunger of Memory
169-170; jobs
172; conclusion
test prep #7
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Day 24: Tuesday, April 8
SSR; questions on Chapter 6 of Hunger of Memory (Read pp. 175-182. Complete the questions using full paragraphs. 40 pts)
Hunger of Memory, Chapter 6: Read pp. 175-182. Complete the following questions using full paragraphs. (40 pts)
Part I
1. How do Richard’s parents feel about his writing? (5 pts)
2. How is writing both an extremely private and public activity? (10 pts)
3. Compare and contrast the way Richard is treated when he is a guest at a friend’s house versus the way Richard’s friends
are treated when they visit his house. (10 pts)
Part II
4. Write a fictional embarrassing diary entry for either yourself or a friend. (15 pts)
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Day 25: Wednesday, April 9
Journal
Tuesday’s W/Mory story
practice test
impromptu debate, extemporaneous speaking
write names on cards, along w/2 debate topics. Pick cards at random to choose debaters. You may pass by reciting a rhyme that you
made up (I must now pass / Because I gotta go to mass. I cannot go now / Because I do not know how). If you pass, your card goes
back in the box. If you debate, then your card remains out of the box. Everybody whose name is still in the box must do the HW
assignment: What do you think about Mory’s life philosophy? (15 pts)
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Day 26: Thursday, April 10 (shorter class)
SSR/ discussion ques: read pp. 182-185, 187-188 (25 pts)
Why is Richard’s mother mystified by the idea of psychiatrists?
Why are works of literature “often among the most personal statements we hear in our lives?”
Why, in your opinion, does Richard entitle the sixth chapter of his book “Mr. Secrets”?
letter story; classwork is metaphor or simile for being in love
impromptu debate
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Day 27: Friday, April 11
Journal
Hunger of Memory game quiz
trivia blackjack
class must beat dealer (teacher) at least 5 times in order to avoid written quiz. dealer is dealt 2 cards and hits till 17 or higher
two students go up to front of room, each is dealt a card but no one is allowed to see the card. they are each asked a question. the
class may help for ten seconds after a question is asked, but after ten seconds, only the respondant may speak. if any other student
speaks, the players automatically bust. if the player answer correctly, she is allowed to flip the card over and disclose its value.
otherwise, the card stays face down. repeat process w/both players.
a third student may then draw a card without looking at the card. teacher asks third student a question, and if answered correctly,
student may disclose the card. otherwise, card stays face down. then, the third player decides whether or not to “hit,” adding the
value of her card to the previous two cards.
this process is repeated until a player decides to “stay”
all cards are then flipped over and we see if the students have beat the dealer
Letter story: assignment: create one metaphor or simile for love. describe it and explain why you chose that particular metaphor
or simile to symbolize love.