MLK Speech Proposals
As we begin work on this year’s MLK March, I’d like you to submit a proposal for your speech. Your proposal should be 2-3 paragraphs long and must include the following:
Independent Reading Overview
This year, in addition to the books, plays and stories we’ll be reading as a class, you will be required to read at least 5 books independently. These will be books of your choosing, each a minimum of 150 pages in length. These books can be either fiction or nonfiction. Of these five books, you must read one of each of the following:
Please check with me before you begin reading your classic and nonfiction books so I know what you’ve chosen. Students can also choose a maximum of one graphic novel as part of the independent reading options.
For each book you will hand in a 1 page, typed review. Each successfully completed review will be put into our Independent Reading Binder, used as a resource to help other students to choose books that might be a good fit for them. The review must include the following:
Important Dates
January 10: 1st book review submitted
February 18: 2nd book review submitted
March 24: 3rd book review submitted
April 22: 4th book review submitted
June 1: 5th book review submitted
**Any reviews beyond 5 successfully completed and turned in will count as bonus points toward your effort mark**
Jack Discussion Leaders Information and Schedule
For our unit on Jack by A.M. Homes, each of you will co-lead one class discussion. This means that you and your other discussion leader(s) need to communicate ahead of time to come up with between six and ten questions that will serve as the foundation for that day’s discussion. Each of you must come up with a minimum of three solid discussion questions and check in with your co-leader(s) to make sure their questions don’t address the same topic or theme. Each group of discussion leaders needs to be a mixed 7th and 8th grade pairing.
What Makes a Strong Discussion Question?
Discussion questions are meant to provoke discussion. So the question should encourage the respondents to analyze, infer and make connections. Questions about basic plot information or those that can be answered in a few words should be avoided. Thoughtful discussion questions include those that:
How to Prepare for Your Role as Co-Discussion Leader
· Read your section with special care, reviewing important passages, taking notes and marking key moments with post-it notes
· Check in with you co-leader(s) a few days before and discuss how you plan to organize your discussion
· Email your questions to your co-leader(s) and ask for feedback/look for gaps or repetitions
· Email your final list of questions to Julia and Tom at least 24 hours before your scheduled class
· In the case of an unexpected absence (sickness, not a high school visit), contact Tom, Julia and your co-leader(s) to make sure your questions and input is still a vital part of the class discussion
How to Follow Up After Your Discussion is completed
Within 24 hours of your discussion, please email both Julia and Tom, answering the following questions with thoughtful detail:
How You’ll be Graded for This Project
Your grade as discussion leader will be based on the following criteria:
Schedule
Tuesday, 11/30 pp 1-35
| Triplet 1 | Triplet 2 | Triplet 3 |
| 1. Jamie 2. Kyle B. | 1. Vaughn 2. Altana | 1. Ari 2. Emma |
Thursday, 12/2 pp 35-63
| Triplet 1 | Triplet 2 | Triplet 3 |
| 1. Bradley 2. Nicholas | 1. Isaiah 2. Summer-Grace | 1. Stefan 2. Anja |
Monday, 12/6 pp 63-103
| Triplet 1 | Triplet 2 | Triplet 3 |
| 1. Isaac 2. William | 1. Helena 2. Quitze 3.Khalil | 1. Mayo 2. Cara |
Tuesday, 12/7 pp 103-136
| Triplet 1 | Triplet 2 | Triplet 3 |
| 1.Brianna 2.Camrin | 1.Kai W. 2.Claudia | 1.Kyle R. 2.Kira |
Thursday, 12/9 pp 137-169
| Triplet 1 | Triplet 2 | Triplet 3 |
| 1. Louisa 2. Oni | 1. Ana 2. Rebecca | 1. Ian 2. Becca |
Monday, 12/13 pp 169-195
| Triplet 1 | Triplet 2 | Triplet 3 |
| 1. Rehana 2. Brittney | 1. Mikah 2. Jack | 1. Sophie 2. Kai M. |
Tuesday, 12/14 pp 195-220
| Triplet 1 | Triplet 2 | Triplet 3 |
| 1. Julia 2. Tom | 1. Julia 2. Tom | 1. Julia 2. Tom |
Option A
In her book Tomboys: A Literary and Cultural History, Michelle Ann Abate writes: “Scout may waver in her attitudes about femininity, but—in keeping with the rigid postwar attitudes about gender—she also realizes, “There is no doubt about it, I must soon enter this world” (Lee 233).” What is the “world” she must enter? How does the notion that she must enter this “world” connect to the ideas of gender and feminism? Is Scout ultimately a feminist character? Why or why not?
Option B
Throughout the novel To Kill a Mockingbird, Atticus emphasizes the idea of responsibility to his children and to the community at large. In Atticus’ thinking, what is the connection between responsibility and race? What are the most significant lessons his children learned from him in terms of white identity?
MLK March Brainstorm
· Gentrification (Supporting Local Businesses)
· Animal Rights
· Homeless Youth
· Immigration (Laws, Education, Deportation)
· LGBTQ Issues (Don’t Ask, Don’t Tell, LGBTQ Youth, Adoption Issues?)
· Civil Rights Since 9/11 (Relationship with Middle East)
· Education (Waiting for Superman, Charter Schools, Minorities in Schools)
· Bullying in Schools
· Health Care (Cancer Awareness, Obesity, AIDS Internationally)
· The Environment (Sustainability)
· Women’s Rights (National and International, Sex Trafficking, Abortion, Sexual Harrassment)
· Children’s Rights (Child Labor)
· Human Trafficking
· Hate Crimes
· Politics and Media –Freedom of the Press, Media Bias
· Drugs and Alcohol
For Friday, please submit 2 proposal paragraphs.
Paragraph 1 should explain the topic you think would work best as this year's theme.
Paragraph 2 should focus on a particular location in the city (historic site, community center, church, etc) that connects to the topic you've chosen. Be sure to clearly explain how and why it connects.
