Ruth Gendler The Book of Qualities

AGENDA:

The Qualities

Create two "quality" personifications similar to the ones that Ruth Gendler has written.
Select an emotion and give it the qualities of a human being--personification!  How does this emotion act, "feel", live?  Who are friends of this emotion?  What does this emotion look like physically (if he or she were a person)?  Use vivid DESCRIPTION to PERSONIFY this emotion.

Those of you who would like to can also draw a picture of your "character" and we will try to publish a class book of "The Qualities" at the end of the marking period

END OF MARKING PERIOD

AGENDA:

PORTFOLIO:  Finish Rattlebone stories for Friday (end of marking period)!

REFLECTION:
Work on portfolio reflection for the 1st semester for Mr. Craddock's class and this class.

NEXT PROJECT:

 Get Book of Qualities

Link to Ruth Gendler's blog and website:
www.ruthgendler.com/


The Qualities

Create two "quality" personifications similar to the ones that Ruth Gendler has written.
Select an emotion and give it the qualities of a human being--personification!  How does this emotion act, "feel", live?  Who are the friends of this emotion?  What does this emotion look like physically (if he or she were a person)?  Use vivid DESCRIPTION to PERSONIFY this emotion.

Those of you who would like to can also draw a picture of your "character" and we will try to publish a class book of "The Qualities" for the 3rd marking period

Rattlebone Stories

AGENDA:

BELLWORK:  Grammar---Is there an error?
TAKE QUICK QUIZ ON There/Their/They're
http://www.grammarbook.com/grammar_quiz/their_vs_there_vs_theyre_1.asp

WRITING:  Work on Rattlebone Stories for end of marking period

CONTESTS:  SOKOL/GANNON   Extra credit
Sokol--A poem and/or a story
Gannon--two poems

See links on blog!

Rattlebone/The Creation

AGENDA:
Welcome back! Happy New Year


1. Let's do a Grammar Review of Parts of Speech (15 minutes)--do Activity #23

2. "The Creation" --listen to the poem

https://www.youtube.com/watch?v=C-h4_VPXdoY

http://www.youtube.com/watch?v=qQJU4HmE1HQ 

The Creation - Poem by James Weldon Johnson

And God stepped out on space,
And he looked around and said:
I'm lonely--
I'll make me a world.

And far as the eye of God could see
Darkness covered everything,
Blacker than a hundred midnights
Down in a cypress swamp.

Then God smiled,
And the light broke,
And the darkness rolled up on one side,
And the light stood shining on the other,
And God said: That's good!

Then God reached out and took the light in his hands,
And God rolled the light around in his hands
Until he made the sun;
And he set that sun a-blazing in the heavens.
And the light that was left from making the sun
God gathered it up in a shining ball
And flung it against the darkness,
Spangling the night with the moon and stars.
Then down between
The darkness and the light
He hurled the world;
And God said: That's good!

Then God himself stepped down--
And the sun was on his right hand,
And the moon was on his left;
The stars were clustered about his head,
And the earth was under his feet.
And God walked, and where he trod
His footsteps hollowed the valleys out
And bulged the mountains up.

Then he stopped and looked and saw
That the earth was hot and barren.
So God stepped over to the edge of the world
And he spat out the seven seas--
He batted his eyes, and the lightnings flashed--
He clapped his hands, and the thunders rolled--
And the waters above the earth came down,
The cooling waters came down.

Then the green grass sprouted,
And the little red flowers blossomed,
The pine tree pointed his finger to the sky,
And the oak spread out his arms,
The lakes cuddled down in the hollows of the ground,
And the rivers ran down to the sea;
And God smiled again,
And the rainbow appeared,
And curled itself around his shoulder.

Then God raised his arm and he waved his hand
Over the sea and over the land,
And he said: Bring forth! Bring forth!
And quicker than God could drop his hand,
Fishes and fowls
And beasts and birds
Swam the rivers and the seas,
Roamed the forests and the woods,
And split the air with their wings.
And God said: That's good!

Then God walked around,
And God looked around
On all that he had made.
He looked at his sun,
And he looked at his moon,
And he looked at his little stars;
He looked on his world
With all its living things,
And God said: I'm lonely still.

Then God sat down--
On the side of a hill where he could think;
By a deep, wide river he sat down;
With his head in his hands,
God thought and thought,
Till he thought: I'll make me a man!

Up from the bed of the river
God scooped the clay;
And by the bank of the river
He kneeled him down;
And there the great God Almighty
Who lit the sun and fixed it in the sky,
Who flung the stars to the most far corner of the night,
Who rounded the earth in the middle of his hand;
This great God,
Like a mammy bending over her baby,
Kneeled down in the dust
Toiling over a lump of clay
Till he shaped it in is his own image;

Then into it he blew the breath of life,
And man became a living soul.
Amen.Amen.

James Weldon Johnson

 
SUPREME COURT OF THE UNITED STATES
 

Brown v. Board of Education, 347 U.S. 483 (1954) (USSC+)

 

 

347 U.S. 483
Argued December 9, 1952
Reargued December 8, 1953
Decided May 17, 1954
APPEAL FROM THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF KANSAS*
 
Syllabus Segregation of white and Negro children in the public schools of a State solely on the basis of race, pursuant to state laws permitting or requiring such segregation, denies to Negro children the equal protection of the laws guaranteed by the Fourteenth Amendment -- even though the physical facilities and other "tangible" factors of white and Negro schools may be equal.
(a) The history of the Fourteenth Amendment is inconclusive as to its intended effect on public education.
(b) The question presented in these cases must be determined not on the basis of conditions existing when the Fourteenth Amendment was adopted, but in the light of the full development of public education and its present place in American life throughout the Nation.
(c) Where a State has undertaken to provide an opportunity for an education in its public schools, such an opportunity is a right which must be made available to all on equal terms.
(d) Segregation of children in public schools solely on the basis of race deprives children of the minority group of equal educational opportunities, even though the physical facilities and other "tangible" factors may be equal.
(e) The "separate but equal" doctrine adopted in Plessy v. Ferguson, 163 U.S. 537, has no place in the field of public education.
(f) The cases are restored to the docket for further argument on specified questions relating to the forms of the decrees.



Read the story pg. 146-147, 150-152, 158-160, 169-171

SOKOL:

http://www3.libraryweb.org/central.aspx?id=1258