October 8
I can use semicolons correctly.
I can demonstrate my knowledge of denotation of
words.
I can make inferences form a non-print source.
Grammar
 Review 3 semicolon rules.
 Use semicolon between two independent clauses that are
closely related in thought and NOT joined by a conjunction.
 Use semicolons to join two independent clauses and connect
with conjunctive adverb or transitional expression.
 Use semicolon with items in a series that require many, many
commas.
Vocab
 Take 5 minutes to quiz a partner and then have the partner
quiz you, using all the vocab words we have discussed so far.
Finish “Everyday Use”
1.
2.
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4.
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10.
From the dream, what can you infer about the relationship between the narrator and Dee? (page
104)
The narrator’s activities are part of her rural way of life. What personality traits do you think her
physical traits reveal? (page 104)
Mama’s memories emphasize differences between Dee and Maggie and provide background for
conflicts. What does Mama show about her closeness to her daughters? (page 104)
Why does Mama resent Dee reading to her and Maggie? (page 105)
What does Mama’s narration on page 105 tell you about her childhood?
What does Dee’s desire for “nice things” and her confidence in overcoming disaster suggest
about her? (page 105)
What can you infer about Maggie’s feelings based on her actions when the man tries to hug her?
(page 106)
Which detail tells you that Mama and Maggie are still using the churn to make butter? (page
107)
How does Maggie handle the conflict over the quilts with Dee? What does her approach say
about her? (page 108)
What effect do you think Mama wants her actions to have on Maggie?
Quiz
 After reading
 Design a quilt square that represents an item that is important
in your life. The quilt square will be graded for neatness,
creativity, and effort. Make sure you name is on the back of the
square
Photo Analysis
 Exam the following photo.
 Complete the photo analysis sheet.
Photo
Share
 Share your analysis with a partner.
 Share and discuss with the whole group.
Analysis
 The photo is by Will Counts.
 The subject is Elizabeth Ecford, as she tries to enter Little
Rock Central High School in Little Rock, Arkansas, on
September 4, 1957.
 Think about the civil rights movement of the 1950s and 1960s
and in particular school desegregation.
Analysis Continued…
 What do the facial expressions of the white people suggest?
 Why are only women in the foreground?
 What does the African American girl’s body language say?
This is one of the most famous images from the civil rights
movement.
 How might this experience affect Elizabeth’s identity?
Photo #2
 Complete the analysis for photo #2.
 This photo is of a sit-in at a Woolworth’s lunch counter in
Jackson, Mississippi.
Photo #2
Analysis #2
 Summarize what you know about the time and place this
photo was taken.
 Make inferences about what appears to be happening.
 Identify what appears to be missing from the photograph.
 Share with a partner.
 Share and discuss with the whole group.
Analysis Continued…
 In drugstores there used to be counters where people could
have a drink or sandwich. In some parts of the country, these
were only open to white people. Just sitting at these
counters was dangerous for an African American. The
woman in the photo is Anne Moody, who wrote the book
Coming of Age in Mississippi (1968).
James Baldwin’s essay
My Dungeon Shook
 Keep in mind the following question:
 How do the time and place in which a person lives influence his
or her identity?
Before reading
 James’s father was a minister- he describes his father being
holy
 James lived in Europe for most of the 1950s.
 He wrote novels such as Go Tell it on the Mountain and If Beale
Street Could Talk.
 His essays are some of the greatest American essays written
in the 20th century; they often deal with issues of race,
identity, and African American rights.
Something to think about…
 How can you relate?
 In what way might your country’s attitude toward you or
your people affect your sense of identity?
 How do a person’s cultural values and sense of identity affect
his or her obligation to the community?
Questions
 Why is the word integration such an important part of the
essay?
 What is Baldwin saying about the relationship of white
people to African Americans?
 Why does Baldwin think “The country is celebrating one
hundred years of freedom one hundred years too soon. We
cannot be free until they are free”?
 To whom does they refer in the closing sentence?
Wrap up
 Write a letter to a younger sibling, cousin, niece or nephew
about the ways students' identities have been affected by
living in your city or town.