THOUGHT EXERCISES – Honors English 10 –
Mr. Nagro
Ø
As you read assigned texts, note passages that
seem especially revealing, interesting, perplexing, or controversial.
Ø
When you finish reading, choose a quotation
(minimum 2-4 lines of poetry, sentences of dramatic dialogue, or prose). Introduce and incorporate this quotation into
the body of the paragraph (do not use it as a topic sentence or a concluding
sentence).
Ø
Write a thoughtful paragraph explaining the
significance of the quotation to the work, why you find it thought-provoking
personally, or representative of an important literary or historical idea. Do not simply record your initial reaction
and whether or not you like or dislike it—explore it! Also…
o Following
the paragraph, write one interpretive or evaluative question (or more) you have
about the passage, the work as a whole, a theme, or historical context.
o You
may also write a question that could stimulate class discussion.
o You
may be called on to read your thought exercises aloud to the class at any time.
o Thought
exercises may be collected and randomly redistributed to peers for discussion,
feedback, and responses.
Ø
Be sure to include
your first and last name, date, and class period on the top of the first
line. Work turned in without this information
will not earn credit.
Ø
Write in COMPLETE sentences. Write LEGIBLY. (You may type them if desired.)
o Thought
Exercises will be graded on a 1-10 scale
§
10 = Outstanding, insightful, complete sentences.
§
9 = Excellent, astute, complete sentences.
§
8 = Good, discerning, complete sentences.
§
7 = Thoughtful but some sentence fragments or
other errors.
§
6 and below = Lack of effort, not a paragraph,
etc…
§
Unreadable responses will receive a grade of 0.
§ Missing elements (e.g., no question(s), forgot the quotation) will incur deductions
Ø EXAMPLE:
Michael J. Nagro
In “Theme for
English B,” the African-American poet Langston Hughes expresses a sense of
connectedness with his instructor and his nation. He writes, “You are white ---/ yet a part of
me, as I am a part of you. / That’s American. / sometimes
perhaps you don’t want to be a part of me. / Nor do I often want to be a part
of you. / But we are, that’s true!” Even
though he acknowledges a link with his instructor through his identity as an
American, these lines also convey some frustration, even resentment, at the
inevitability of becoming “a part of” a white person. At the time Hughes wrote this, in 1951 –
before the Civil Rights Movement – the country still accepted segregation. Even if Hughes’ instructor behaved civilly,
as a white person, he still represented those responsible for the oppression of
“colored” people. Nevertheless, Hughes
saw that being American and a student in a class meant becoming “a part of”
each other irrespective of whether the people involved want to or not.
Question: How does it feel to be the only one of a
group in a class? If we think about it,
are all of us in some way the only member of a certain group in a class?