Bellwork #1: SW View The Green Mile and complete a viewing guide based upon the comparison/contrast of the movie and OMAM. Based upon the movie so far: John Coffey = __________ Paul Edgecomb = _________ Dell = ___________ Tall Guard = __________ Mr. Jingles = ___________

Bellwork #2: SW finish viewing The Green Mile and complete their viewing guide. SW read an article on the Harlem Renaissance and T2T. How was Paul Edgecomb different from George in the position they are in at the end of the novel? Which situation do you think is harder? Why?

Bellwork #3: SW discuss ideas learned about the Harlem Renaissance. SW begin working on the expert folders and diagraming articles they have picked as a group. Create a circle map based upon information you learned or prior knowledge about the Harlem Renaissance.

Bellwork #4: SW finish diagramming their articles from the expert folders. SW share out information they learned with the group and apply the information as a group to a circle map. What new information did you learn about the Harlem Renaissance? List at least three new concepts.

Bellwork #5: SW SSR with a novel of their choice. SW read an AoW, T2T, and apply the 1 pager to it. Take 10 minutes and read your novel for SSR. Then, complete one of the following: While I was reading I felt….. I was surprised by….. Because of _____ I assumed…. I wonder if ….

Bellwork #6: SW gallery walk for concepts learned in the expert folders based upon the Harlem Renaissance. SW discuss their findings as a whole and within their groups. SW apply their knowledge to a quiz on the background of the Harlem Renaissance. Write Gallery Walk in your bellwork and then, take your Harlem Renaissance notes in your unit notes section.

Bellwork #7: SW create an ABC brainstorm based upon The Raisin in The Sun. SW view a Raisin in The Sun and discuss how the story ties into the concepts of the Harlem Renaissance. Create an ABC brainstorm while you watch A Raisin in The Sun. You may omit 3 letters of your choice. A= F= B=G= C=H= D=I= E=J=etc….

Bellwork #8: SW view a Raisin in The Sun and discuss how the story ties into the concepts of the Harlem Renaissance. Explain what each member of the Younger family wants to do with the insurance Money (Mama, Walter Lee, Ruth, and Beneatha)? Whose dream do you agree with and why?

Bellwork #9: SW work in pairs and use the Frayer method to present a vocabulary word for this unit to the class. What obstacles did the Younger family face in the story? Did they defer (put them off) their dreams or pursue them? Explain.

Bellwork #10: SW finish presenting any vocabulary words for this unit. SW analyze 4 Langston Hughes poems and themes seen within each one. Read the poem, “Dream Deferred,” by Langston Hughes, how can this connect to the story, The Raisin in The Sun? Explain thoroughly.

Bellwork #11: SW finish presenting their academic vocab. SW discuss and share their interpretations of Langston Hughes poetry. SW read “I, too, Sing America,” and discuss the meaning behind it. What themes are present in the three poems that were given to you on Friday? Do they all share a common theme? Are there more than one theme present? Explain

Bellwork #12: SW read and analyze the story, “Thank You, Ma’m,” by Langston Hughes. SW answer questions and create an updated version of this story as an essay. When reading the story, what clues are given that make you feel like this is not present day? Explain.

Bellwork #13: SW read, interpret, and analyze, “The Mask,” by Paul Lawrence Dunbar. SW create a mask that represents themselves. How is the mask in this poem Symbolic? What does it represent/stand for besides a real mask? Explain.

Bellwork #14: SW read, interpret and analyze, “How it Feels to be Black.” SW create their own, “How it Feel to be…” poem and share it with the class. Why do you suppose we hide certain aspects of ourselves from others? When did you first realize you were different from others? How did it make you feel?

Bellwork #15: SW present their Brown Bag projects to the class. SW record and interesting fact that they learn from each of their classmates. As you hear presentations by other students record one characteristic about each student that you find interesting and why?

Bellwork #16/17: SW view The Rosa Parks Story and discuss how it ties into the HR. While you watch the video create a tree map of Qualities you see based upon the Harlem Renaissance (Time/place/current events/jobs/limitations seen).

Bellwork #18: SW continue to view The Rosa Parks Story and discuss the connection seen within the HR. SW analyze The Mask and the interpretation it has to this story. How does the poem We Wear The Mask tie into the Rosa Parks story? Explain.

Bellwork #19: SW finish watching The Rosa Parks Story and discuss the impact it had on this time period, post HR. During this time period there were several bus cases where women were arrested because they were in violation of the law at the time, what made Rosa Parks case so different? Explain.

Bellwork #20: SW read and interpret “The Negro Speaks of Rivers” and “Yet Do I Marvel.” SW discuss rhyme scheme, theme, and create their own poem based upon “The Negro Speaks of Rivers.” Look up the following words, define them and use them in a sentence: Marvel: Quibble: Sisyphus: Inscrutable Immune Catechism Strewn Caprice

Bellwork #21: SW read and analyze MLK speech. SW T2T and apply the information to a 4-Square. SW look for the underlying message and themes present. Create your own poem with a set rhyme scheme and lable each line to show this pattern. Your poem must be lines in length.

Bellwork #22: SW Listen and view MLK speech and recap messages and themes they saw present from the day before. SW read “Learning How to Read,” from Malcolm X and then compare/contrast him to MLK. Compare/contrast MLK to Malcolm X. Use a double-bubble with 5 similarities and 5 differences on each side.