Bronx Masquerade
Unit One
Review:

Literal Language: the basic meaning of
a word, like blue is a primary color.
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Figurative Language: the non-literal
meaning of a word, like blue means to
feel sad.
Define:

Simile: a comparison of two unlike things
using like or as

Defer: to put off
A Dream Deferred

Work in pairs to complete the worksheet.

We will discuss the answers.

When you are done, return to your
“Dream” entry unit and list what
obstacles might “defer” their dreams.
Closure

Write your own simile:

To me, reading poetry is like…(you fill in
that blank)
“daydream” in class

Write in your notebooks for 5 minutes in
response to the following prompt:

Describe your dreams in detail. What do
you want most in life?
Poet Hero; Langston Hughes

Connect what we read yesterday to his
life.

What were Hughes’s goals and dreams?
Annotate or highlight as we read aloud.
Allusion

A passing reference or an indirect
mention.
Harlem Renaissance Questions:


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Why did so many African Americans
come to Harlem in the early 1900’s?
Why is this time period called “The
Harlem Renaissance”?
What were some outcomes of the
Harlem Renaissance?
Words to remember.

Tone: the speaker’s attitude towards a
subject.

What was Wesley’s tone in his poem?
Words to remember:

Ode – a poem, usually serious in tone,
that expresses a speaker’s love directly
you a person, place, or thing.

Who wrote an ODE in Bronx
Masquerade?
Bell Activity – Monday 8/22

Why do people write poetry? (let’s
discuss as a class)

What kind of poetry would you like to
write?
Make connections…

Make connections between Wesley and
Tyrone.

A common theme in this book is a
conflict between perceptions…how each
character sees him or herself versus
how others see him or her.
Answer the questions:

What is the role of Tyrone in this text?

Why does he have an internal
monologue between every poem?
Reader Response – Monday 8/22


Make inferences about how other
characters perceive your main character.
Explain what you infer. What is it based
upon?
Reader Response – Tuesday
8/23

What is the most important thing to your
IR protagonist? Why? Explain in detail
(at least 5 sentences)
Reader Response – Monday 8/29


Who might the protagonist(s) in your
book admire? If you don’t know, make
inferences.
Use text support in your answer. I want
at least 1 quote with an explanation of
why you chose it.
Answer:

Do the titles help reflect the purpose of
the poem? Explain.
Exit writing (on paper)

Based on what we have read and on
your own experiences, why do people
feel the need to hide their true selves to
go along with the perceptions that other
people have of them? What do they
have to lose?
Reader Response – Tuesday
8/30


Identify possible themes in your IR
books.
Discuss how your characters contribute
to that theme.
Reader Response 11/30/10


1) Identify one conflict in your story. You
might have to infer your conflict (this
could be a possible upcoming conflict)
Who does it involve? Explain this
conflict.
2) What clues from the text help you to
make your inferences? Predict or offer a
suggestion for how the conflict might be
resolved. Use specific text evidence.
Irony (Tuesday 11/30)

a technique of indicating, as through
character or plot development, an
intention or attitude opposite to that
which is actually or ostensibly stated.
Situational Irony (Tuesday 8/30)

A deep sea diver drowns in a bath-tub.
Dramatic Irony (Tues. 8/30)


YOU the reader know something that the
main character of your book does not.
I.E. – you know the killer in a thriller the
entire time, but the main character
doesn’t find out until the end.
Verbal Irony (Tues. 8/30)

“Quitting smoking is easy – I’ve done it
many times!”
Reader Response – Tuesday 9/6

1) Analyze the relationship between
_character one_ and _character two_ .

2) Use specific references from the text
in support of your analysis.
Friday 9/9–
Reader Response (3/4)


1) Make an inference about Mr. Lowe or
Mrs. Geyer. You may only pick one
teacher to make inferences about.
2) Support your inferences with support
in the form of: the way they dress, they
way they talk, things they have said in
the past, the way they act, etc.
E.E. Cummings

What is the purpose of the poem?

How does the form help the author meet
the purpose?
Words to learn:

Form: There are many poetry forms such
as ballads, sonnets, odes, epitaphs,
elegies and many more.

White space: Space on a page or poster
not covered by print or graphic matter.
Forms we have studied so far…

Ballad – tells a story

Ode – praises something/someone

Free Verse – No confinements like
rhyme or meter – you write what you
write they way you want.
What does shape DO for a
poem?

Give a message

Make a point

Add to meaning
Reader Response



1) Identify two distinguishing character
traits of the _character .
2) Explain the internal conflict of the
character .
3) Explain how ____’s character traits
and internal conflict develop the plot.
Reader Response

1) Analyze the relationship between
_character one_ and _character two_ .

2) Use specific references from the text
in support of your analysis.
The .38

I will arrange you in groups of 3.

Mark the literary devices as you read
through the poem together. Do you see
irony, imagery, repetition, etc?

Prepare for a thematic discussion.
Poetry assignment



Write your own poem inspired by poetry
we have read in class.
Use as much sensory imagery as you
can.
Can you imply other poetic devices
too???
Words of the Day!
• End Rhyme:
•Roses are red
•Violets are blue
•Sugar is sweet
•And so are you!
Words of the day!
•Internal Rhyme
•Rover was over the day.
Words of the day!
• Approximate or Slant
Rhyme/Near Rhyme
•If I could knock you over
•With a bulldozer…
•Would you care?
Find the end, internal, and near
rhymes in this piece:






I don’t want to get over you.
I wish I could take a sleeping pill and
sleep at will
And not have to go through what I go
through
I wish I could take Prozac, right?
And just smile all night
At somebody new…
Find the end, internal, and near
rhymes in this piece:





Or I could make a career of being blue.
I could dress in black and read Camus.
Smoke clove cigarettes and drink
Vermouth…
Like I was seventeen…that would be a
scream.
But I don’t want to get over you.
Reader Response - Friday


1) Make a text to self connection with
your IR book. Explain your connection in
detail.
2) Use text support to add to these text
to self connections. Explain how these
quotes and book moments add to your
connection.
Here is what you need for class
– GET IT NOW:

Files & Notebooks
Books
Poetry Glossary worksheets
Character Charts
Bronx Masquerade book

Extra copies are

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Reader Response - Tuesday


1) Identify two aspects of the writer’s
style in your Independent Reading book.
2) Critique one aspect of style that you
picked.
Here is what you need for class
– GET IT NOW:

Files & Notebooks
Books
Poetry Glossary worksheets
Character Charts
Bronx Masquerade book

Extra copies are on the table by files.




Reader Response - Monday


Describe a problem or dilemma in your
IR book . Reference the text in support
of your description.
Analyze how a character’s handling of
the problem or dilemma identified in A.
reveals the character’s motivations.
Reference the text in support of your
analysis.
Rate your Reading Responses


Pick the Reader Response that you feel
is the highest grade in your notebook.
Highlight the date in yellow along with
the grade.
Put stars by your other 3 best
Responses. One will be randomly
picked and graded with the RR Rubric.
12/15 – The Exam

You will need something to write with.

If you have questions, raise your hand.

No talking or you will be sent out.

Use your time wisely.
12/16 – Stations day

You will soon get your stations schedule.

Go to the proper stations.

Have fun!
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Bronx Masquerade