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1. New Vocabulary:
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1. auditioned
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9. Gallup Poll
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2. debacle
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10. accorded
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3. diction
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11. Grauman’s Chinese Theater
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4. superstars
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12. scanty
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5. milestones
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13. physiotherapist
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6. defiant
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14. critical
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7. portrayal
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15. acclaim
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8. itinerant
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16. West Indian accent
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After reading aloud the short biographical sketch about Sidney Poitier, students copy the vocabulary list in their notebooks. Then, with their books open, they locate the word in context and come to a mutually accepted definition. If there are any questions, students will use their dictionaries to find the definition as it is used in the sketch. They will enter the definition in their notebooks and be quizzed in a week’s time.
When the vocabulary is entered in the notebooks, class discussion of the article will be held. Questions I might raise are as follows:
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1. How old is Sidney Poitier now? (This question forces students to use simple arithmetic because his age is not given in the article.)
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2. Does Poitier have an accent now?
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3. In which movies have you seen him act?
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4. Was Poitier ever nominated for an Oscar? For which movie? Did he win?
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5. Who were the two biggest money-making stars of 1967?
At this point discussion could become rather generalized. Students might respond enthusiastically to such questions as:
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1. Why would anyone want to be a movie star?
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2. If you were a star, what kind of movie would you choose to do?
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3. Would there be roles you would never play? Why?
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4. Who is the most popular teen actor/actress?
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5. Who is the most popular adult actor/actress?
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6. Does being of a certain race ever limit or increase chances of being in a particular movie? Give an example where this may occur.
In addition, the class would benefit from an interview with someone with an accent. Or, if a class member has an accent, perhaps a small unit about accents could be developed. Since many of our students still have relatives in the South or have migrated here themselves, it may be interesting to learn about the differences in language as they have experienced it.
Sample Lesson Plan for
Your Bird is Here
,
Tom Thompson
After the vocabulary is covered, students are asked to hand in written answers to the following questions based on Chapter One:
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1. What is the date in the first chapter?
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2. Why is Tom asked to leave school?
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3. What is the name of the new school he will attend?
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4. What are the school colors of the school?
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5. What is his nickname?
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6. Why does he say his life is like jello?
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7. What are Tom’s feelings about attending the new school?
When the papers have been turned in and duly discussed, the regular class discussion questions would be as follows:
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1. What are your feelings about going to school the first day?
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2. Would you like to be Tom at this point? Why or why not?
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3. What advice would you have for Tom?
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4. How would you describe your life so far?
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5. Do you have a nickname?
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6. Would you be embarrassed or displeased if everyone called you by your nickname?
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7. Know the following information about your school:
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a. name of principal
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b. names of vice-principals
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c. rules concerning cuts
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d. rules concerning tardies
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e. name of your English teacher this period, and the number of the period
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f. name of your other English teacher this year, and the number of the period
Students could either be assigned to learn the above information or the information in the next chapter and be quizzed the following day.