1. Expository Text: Integration of Knowledge and Ideas
Mahalia Jackson
Expository Text: Integration of Knowledge and Ideas

2. Bud, not Buddy Listening Comprehension
The word steady describes the beat of Thud’s drums. How is his drumbeat different from the rain? Does the author include any context clues that help you determine or clarify the meaning of this word?

3. The Boy’s Choir of Harlem

4. Charles R. Smith Jr

5. Read Pages
Poem, Focus: Look for sensory details that give clues to how the narrator feels while getting ready to perform.
What figurative language did the author use and what purpose or impact do these lines make on the poem?
Poem, Deep Breaths: What effect does the poet achieve with the sensory details in the first two sentences of that poem.
Is there any kind of rhythm scheme in either of the poems? Would it add anything to the meaning of the poem?

6. Poetry Devices Alliteration Internal Rhyme He Cruelly Crushed my Heart
I fanned the flickering flames
How do these differ?
Bright Light at Night

7. What Rhyme Schemes do you hear?

8. Your Turn:
You can pick groups of up to 4 students or work independently.
Pick a topic you feel strongly about: It can be a hobby, how you are feeling or a message you want to get out to the world.
Use what you have learned about internal rhyme scheme to create a 6-8 line rap.
Write it down
Put it to music using one of these background beats.
instrumentals/ ?app=music&ign-mpt=uo%3D4

9. Mrs. Brown’s Attempt 

10. Singing at The Washington March Where Martin Luther King JR
Singing at The Washington March Where Martin Luther King JR. gave his famous speech

11. Close reading Reading 1: Independently Read pages 430-437
Annotate the Informational text by using the Informational text note-taking guide.
Reading 2: Reread pages
Answer questions 1-2 on page 438 (Be sure to answer in complete sentences and use text evidence)