1. Please sit with your same group from last class… 2. Take out your copy of Night and your annotations of “Theme for English B.” Write your full name on the inside cover of Night in PEN/MARKER. 3. To begin today, we will cut out our MANDALAS. Be careful to cut nice edges around your circle. Share the scissors, which are located on the cart. RECYCLE the scraps. 4. For class today, you also need four DIFFERENT colored highlighters, markers, or pencils. If you need to borrow, check the cart.

Vocabulary Lesson 1! Vocab sheets go behind your Vocabulary tab in chronological order Today: Notes HW: What a Wonderful Word

“Theme for English B” Group Debrief Each student shares 1 annotation they identified and explains how they identified that strategy If you don’t have that annotation: Add it! Langston Hughes

New Annotation Strategy: COLOR MARKING: The intentional use of color while annotating to identify patterns in the text. What is it? What is it not? What’s the point?

So how do I use color marking? 1. Create a key. Otherwise, you’ll forget what your colors mean! 2. Look for patterns. Where do you notice certain words, ideas, or strategies being repeated? 3. Think about meaning. Why would the author want to create this pattern? Is there a deeper meaning or purpose?

Identify the strategy that Hughes is using, then discuss why, using the questions to start. Add an I/M annotation to your paper for each pattern you notice. Diction – Light and Dark Imagery What words does Hughes use to describe race? Why these words and not others? What patterns exist? Where do you notice these words have deeper or multiple meaning? What effect do these words have on you as a reader? Diction – Setting How does Hughes describe setting in this poem? Why this description – what is he trying to reveal? What locations appear emphasized – why? How is setting tied to what Hughes is saying about race? Diction – “You” and “I” Who are the different “you’s” that Hughes is addressing? What seems to be his tone toward that “you?” What is their relationship? Who do you think learns more as a result of this poem – Hughes or the “you” he is addressing? Syntax – Dashes and other punctuation Where does Hughes use dashes? What seems to be the purpose of his syntax here? What effect does it have on you as you read?

After-Reading: TWIST With your group, complete the TWIST after-reading activity. For each question, write a response in a complete sentence. Then, find evidence (don’t forget quotation marks and line numbers) to support your answer.

Group Activity: So, ultimately, is Langston Hughes saying that race matters or doesn’t matter in terms of how we relate to other people? In your group, take a stance. Cite and explain at least two direct quotes from the text that support your stance. Be prepared to share.

Imagine you’ve been given this prompt… What is the theme of “Theme for English B” and how does Langston Hughes use language to create meaning within the poem?

Night by Elie Wiesel

Homework: Next Class: “What a Wonderful Word” Assignment Next Class: Read the “Preface” and “Foreword” of Night to be prepared for class discussion.  Annotate: thoughts, summary statements, questions, other ideas  7 annotations  Annotations will no longer be given credit if late