Wednesday, December 19th/
Thursday, November 20th
Black Woman/God Bless the Child
Act 2 Processing
Read Act 3
Ballad of Birmingham
Homework: Act III processing from slide 5;
final draft of Unit 3 assessment due
Wednesday, December 3 (B Day) and
Thursday, December 4 (A Day)
Objective: So that I can connect a theme from multiple mediums, I will
discuss a poem and a play so that I can create a visual that depicts the
similarities in theme.
1.
2.
3.
4.
Glue the poem in on the right side of ___________.
Find three other people who completed the same activity you did.
Share the answers that you each completed for the activity.
As a group, write a theme statement for the poem or song.
Hint: an example of theme topic would be: race prejudice
an example of a theme statement would be: God Bless the Child
encourages children to find a good life for themselves because
their society will not just give it to them.
In 15 minutes, your group needs to: 1. record two examples of the
poetic devices you found (i.e. “Don’t knock at the door, little child”
Metaphor because the baby is not literally knocking on the door) and
2. write your theme statement on the board.

Objective: So that I may write my own scene, I will
analyze a playwright’s development of characters,
conflict, symbol, and theme.
My Side
Mrs. Martenson’s Side
1. You have studied Dr. King’s Letter from the
Birmingham Jail in great depth. He wrote in a
very high style to expose the mistreatment of
African Americans at that time. Under that same
idea, write a letter from Walter Younger or
Beneatha that describes their victimization by
the Clybourne Park Improvement Association.
Remember to use the character’s voice that you
choose while you are laying out all the wrongs
that have been done to the family. Be passionate
but approachable!
Please glue your Cornell
Notes on the right side of
______________.
2. Mama’s plant is so important to her. Write a
poem about that plant that explains its
importance to her. What does she have in
common with the plant? Use at least three
poetic devices.
Answer the questions as we read
the play aloud in class.

Objective: So that I may write my own scene, I will
analyze a playwright’s development of characters,
conflict, symbol, and theme.
My Side
Mrs. Martenson’s Side
1. We don’t see the Clybourne Park Improvement
Association’s response to the Younger’s refusal.
Write the scene where Mr. Linder delivers the
news. Create three or four characters who would
serve on such a committee. Give them names
and describe their characteristics. Don’t forget
to also address why they’re on the committee.
Then, write the dialogue.
Please glue your Cornell
Notes on the right side of
______________.
2. Draw the theater poster for the play. Include
the title, the playwright, the date, as well as
any imagery (pictures, symbols, settings, etc.)
that will give the audience a hint of what’s going
to happen in the play without telling them all
the secrets. You might also want to include
actors’ names. Use those we’ve watched or cast
it yourself.
Answer the questions as we read
the play aloud in class.
Objective: I will analyze the historical event and poetic devices of
a poem so that I may write my own for a similar topic.
Some historical events are just so unbelievable, so heart-wrenching
that many people use art to help them process the event themselves
While at the same time they convey their message about that event to
the world. The bombing of the 16th Street Church in Birmingham,
Alabama was one such event.
You have three literary references to this single event. Mark each poem
for the devices you note. As we watch the film, jot down ideas that
You could use in your assessment, whether it’s a poem or scene.