TEACHER ACTIVITY GUIDE Novel: Bronx Masquerade by Nikki Grimes

READING ACTIVITIES WRITING ACTIVITIES CONNECTIONS & EXTENSIONS

Before Beginning
RA: “Chant” from You Hear Me
Affinity diagram: “poetry”
Discuss what we know about poetry
TW: What problems do teens face that
make them feel they don’t have a future?
define/revisit: allusion
Text Connections:
After each day’s shared reading, write
Holbrook’s last time/brownie poem
poems from the book’s models.
to go with Chankara p. 12
The Island by Paulsen for Tyron p.17
Thumbprint poem (see directions)- con-
nect to uniqueness Internet Connections:
A dream poem
Start with a Think Write on “dreams” or “I
dream of. . .” or “dreams are...” Film/Music Connections:
Muddy Waters Jazz

p. 1-22
RA: “Dreams Deferred”by Lanston
Hughes
TW: What are your dreams for the
future?

p9 (PR) What are Tyrone’s dreams?

(TC) How does Hughes’ poem connect

to these first few chapters.

Do: Connecting to the Characters (GO)

or keep character notes on a sheet of paer
folded into quarters. List all the characters
for the students so they can keep track of
them
 READING ACTIVITIES WRITING ACTIVITIES CONNECTIONS & EXTENSIONS
p. 23-44 Text Connections:
RA: “Mother to Son” Letter/name/describe self poem
(like Raul’s Z)
What is the mother saying to her son? -freewrite about yourself use one or
How does what she says reflect “who more of the following prompts to get Internet Connections:
she is”? started
I am . . .
TW: What are your best qualitites? I like. . .
I wish. . . Film/Music Connections:
DO: Write a self portrait poem in the - highlight words/phrases from your
shape of the first letter in your first freewriteing that you could shape into
name. Try to use a comparison like Raul a poem
did in his Zorro poem (22) -create your poem in the shape of
significant letter
Do: What are Diondra’s, Devon’s,
Lupe’s & Gloria’s best qualities? Add to
your character notes. How do they see
themselves? How do others see them?
What are they? What do they want to
be?
 READING ACTIVITIES WRITING ACTIVITIES CONNECTIONS & EXTENSIONS
Text Connections:
p. 45-64
RA: Cluade McKay 3. If I ... would you poem
Free write using the prompt above. Then use
TW: What do you wish people could your ideas in the “If I would” poem model.
Internet Connections:
see in you? Are looks more important
than personality? Why or why not?
4. Write an “I wish” poem
or What are your best qualities? Go back to your free writing from yesterday
and see if you wrote any I wish statements. Film/Music Connections:
Do: Add to your character notes. If you didn’t start by clustering on the word
“wish” or by freewriting with the “I wish”
Language Connection: prompt.
Chart it out on paper with headings
Gut Words/ Imagery / Sounds/
Actions
or create a list.
“the truth of his words pinned me to the
wall” (135)
Collect interesting words or phrases
that you might like to use in your own
poetry/writing. You will probably want
to note the source for quotes in case
you want to go back to the original.
Begin by taking 3 minutes to list “gut
words” words you seem to hang onto,
to repeat, to luxuriate in... model and
then have students try it for a few
minutes. Give them time to share/savor
their favorite words
 READING ACTIVITIES
p. 65-85
RA: “Labels” by Sara Holbrook
TW: Brainstorm a list of ideas/words for
sterotyping of judging people (like labels,
dising, etc.) Or write about labels...
TW/PR: Define “self confidence”; how does
each character deomnstrated self confidence
(or a lack of self confidence)
Do: Discuss the characters and add to your
character nots; return to think write and
craft a poem about labels/boxes/being
judged
I’ll
WRITING ACTIVITIES CONNECTIONS & EXTENSIONS
Text Connections:
Listen to poets of the Harlem Renaissance at
Compare/Contrat: “Cocoon” by Janelle www.poets.org - searc h the listening booth
(p. 62) with “Damn I Look Good” by by title or last name
Mirian Stone from Things I Have t Tell You
Internet Connections:
TW: What labels “box” you in? Are you put
in a certain box? Judged in a certain way?
What do you think about that? What label or
Film/Music Connections:
box fits you?
Write an “I am Not” poem-- use labels,
boxes, and being judged as your theme. You
choose your form. Consider repeating, I am
not and ending with an I am stanza; or
alternating both
 READING ACTIVITIES
p. 86-106
RA: “Creation” by Johnson (hear audio
file at www.poets.org search the sound
booth)
TW: “If I were to show anyone who I
really am inside...” (104) What do you
think or fear would happen?
(99) “High Dive” what is Diondra com-
paring to a high dive? How is being your
“true” self like risking the high dive?
(PR) Why is Amy afraid to get close to
people? see p. 53 and reread what Leslie
says about her (How does what Leslie
sees in Amy compare with how Amy sees
herself?)
revisit literary terms as we read
allusion
(87) Sterling says “Don’t call me
Sampson.”
genre
ode
WRITING ACTIVITIES CONNECTIONS & EXTENSIONS
TW: Write about your world to write a Text Connections:
world poem. Start with these prompts:
My world is.
My world feels like (looks like,
Internet Connections:
smells like, etc)
Try your hand at a “world” poem
Quick Write: I am like a . . . (choose a Film/Music Connections:
natural object) then write a comparison
poem like Any’s, “Ode to Stone” (105)
Four Square quiz:
1. What happens to Sterling and how does
his true character show itself?
2. Give two examples of how the theme of
“self identity” is illustrated--say how the
theme shows up in the writing
3. Choose 2 literary terms from our word
wall . Define them and then explain how
they are used in today’s reading of the novel.
4. AMy says, “forget the pillar of salt./I’ll
look back at the count of three/ and you can
turn me into stone.” (106) To what or whom
do these line allude? What allusion is the
author making here?
 READING ACTIVITIES
p. 107-132
RA: Countee Cullen, “Incident”
TW: Whaty’s in a name? What story does
your name tell about you? What is the
story behind your name?
WRITING ACTIVITIES CONNECTIONS & EXTENSIONS
Text Connections:
Juliet’s “name” speech from Romeo & Juliet
Write a name poem. You could start with
the prompt, What’s in a name? or with “My
name is...” like Shelia Gamberoni’s poem,
“What’s in a Name?” on (111)(or think of
another question to lead your readers into
the poem.)
Write a cipher or a rap. Try to use a social Internet Connections:
issue as your topic, like Wesley, Tyrone and
Steve did in “News at Five” (130)
“one day the whole world will hear what I Film/Music Connections:
have to say. Last week, my English calss
was the world.” (124)
connect to having something to say!
TW: If you could say anything to the world,
what would it be today? this moment?
Remember Mr. Ward’s question “What do
you know?”(14) Chankara said, “Yesterday I
said my name, but today would be different.
Today I’d tell him a woman ain’t no punch-
ing bag. That’s what I know.”
What do you know?
What do you want to say?
Bronx Masquerade Bronx Masquerade Bronx Masquerade
Model Poem Model Poem Model Poem

1 If I 1 If I 1 If I
2 2 2
3 3 3
4 would you ? 4 would you ? 4 would you ?

1 If I 1 If I 1 If I
2 2 2
3 3 3
4 would you still ? 4 would you still ? 4 would you still ?

1 If I 1 If I 1 If I
2 2 2
3 3 3
4 would you then? 4 would you then? 4 would you then?

1 If I 1 If I 1 If I
2 2 2
3 would you then? 3 would you then? 3 would you then?
4 Or would you 4 Or would you 4 Or would you
5. 5. 5.
6 I wonder. 6 I wonder. 6 I wonder.
 in Bronx Masquerade
Character Comes from. . . is called . . . wants . . . believes . . . ends up . . .
 in Bronx Masquerade
Character Comes from. . . is called . . . wants . . . believes . . . ends up . . .

Wesley
Boone

Tyrone
Bittings

Chankara
Troupe

Raul Ramirez

Diondra Jordan

Devon Hope
 in Bronx Masquerade
Character Comes from. . . is called . . . wants . . . believes . . . ends up . . .

Lupe
Algarin

Gloria
Martinez

Janelle
Battle

Leslie
Lucas

Judianne
Alexander
 in Bronx Masquerade
Character Comes from. . . is called . . . wants . . . believes . . . ends up . . .

Tanisha
Scott

Sterling
Hughes

Amy
Moscowitz

Shelia
Gamberoni

Steve
Ericson

Raynard
Patterson

Porscha
Johnson
Bronx Masquerade by Nikki Grimes 9/24
Somebody-Wanted-But-So

Somebody Wanted But So

Wesley Tyrone to stay in Tyrone wasn’t Mr. Ward liked
Boone interested in the poem and
school;
school; started an Open
Mic Friday—
to write poetry in Mr. Ward which got
response to poetry wants him to Tyrone
write an essay interested in
school
Tyrone -to be a famous -he’s afraid he Wesley (and
Bittings
rapper has no future Steve)
-a future -he thinks convince him
black people he does have a
are judged or future; starts
kept down by getting rap
“white folk” pieces ready
for Open Mic
Chankara -to be in love & her boyfriend she hits him
tries to go too and gets hit
have a boyfriend far too fast back; realizes
she doesn’t
want to be
abused like
her sister
Tyrone to know why his his dad is he never finds
dad drank and hit killed in a out why;
his mom drive-by
shooting but his dad
did get sober
Tues.9/28

Somebody Wanted But So

Raul -to be a famous he is poor, Mr. Ward buys
Ramirez
painter / poet Hispanic, him art
-the next Diego others think he supplies & he
Rivera won’t make it paints during
lunch in his
class
Tyrone to accept that Raul but he still so he doesn’t
is right…make thinks that say anything
your own way “white folk” out loud to
stereotype and Raul, just
hold people of thinks it
color back
Diondra
to be an artist her father she does not
Jordan wants her to like
play b-ball basketball
Tyrone wants classmates to students are he reassures
relax while reading nervous them
poetry
Poetry & Art Rotations
We are writing poetry that imitates the poetry
we are reading in Bronx Masquerade.

1. Red & Orange tables start at Letter Poem

2. Yellow and Purple tables start at Finger Poem
3. Blue table start at
If I … would you… poem
4. Green table start at Self Portrait drawing

You will have 6 minutes at each

station to jot down the directions
and begin each piece; rough
drafts of the poems and the
drawing are due on Monday 10/4.
Bronx Masquerade Creative Writing Page 1 of 2

Your Name:

Mrs. Spillane

English I

March 2003

Bronx Masquerade, Part II:

GOALS AND OBJECTIVES:

• To select and use appropriate prewriting strategies
• To use the writing process effectively by drafting and revising writing that
• is focuses and purposeful
• has support and detail that is substantial, specific, relevant and concrete

ASSIGNMENT: BRONX MASQUERADE CHARACTER STORY AND POEM

Write a character narrative featuring a new character to be added to the novel Bronx Masquerade. Also write a poem that the character would have written. Keep in mind the
format and function of both types of writing in the novel.

Purpose: To entertain

Audience: Teenagers

Evaluation: General impression.

Self Evaluation (20) _____ (16 if points not recorded)

Peer Evaluation (20) _____ (16 if points not recorded)
Teacher Evaluation (10) _____

Total Points: ______________

TEACHER EVALUATION
Is the main character well described? Yes No
The writing is well organized in paragraphs. Yes No
Does the main character talk about other characters in the novel? Yes No
Does the character have “issues”? Yes No
Is the difficulty the character has written about in the poem? Yes No
Does the writing reflect creativity? Yes No
Does the writing reflect understanding of the novel? YES NO

Peer Evaluation (2 points each)

Is the main character well described? Yes No

The writing is well organized in paragraphs. Yes No

Does the main character talk about other characters in the novel? Yes No

Does the character have “issues”? Yes No

Is the difficulty the character has written about in the poem? Yes No

Does the writing reflect creativity? Yes No

Does the writing reflect understanding of the novel? YES NO

What is the best part of this writing?

_____________________________________________________________________________________________________________________________________________

What needs improvement?

_____________________________________________________________________________________________________________________________________________

Self Evaluation (5 POINTS EACH)

What do you like best about your story? Why?

What do you like the least about your story? Why?

What do you still need to work on in order to make this story good?

file://\\hccms03\8370$\My Documents\English I\Bronx&Poetry\bronxwrt.html 10/1/2010

 Name:_________________

Directions: Read the following pages in your Elements of Literature book and complete the chart below. Note the
definitions of the terms. Then, find a poem that uses the term and note the example poem you found!

Date Elements of What Term does Definition &

Read Literature this section Example from your reading
Pages discuss? (give the title of the poem and the example)

Imagery: See- image

ing Things
Freshly
p. 492-93 imagery

Figures of
simile
Speech: Seeing
Connections metaphor
p. 520-521
personification

Meter
Sounds of
Poetry: Rhythm Iamb
p. 554-555
foot

scanning

freeverse
Rhyme
Sounds of
Poetry: Rhyme Ryme Scheme
p. 559-560 approximate rhyme

internal rhyme

onomatopoeia

alliteration

Tone: It’s an
Attitude tone
p. 586-87
diction
 in Poetry
GOALS:
• Students will be able to experience poetry as something enjoyable to both read and write.
• Students will be able to understand the elements of poetry such as imagery, theme, figures of speech, tone
and how each contributes to the meaning(s) of a poem
• Students will be able to make personal connections between literature, society, and their lives.
• Students will gain confidence as writers by creating something unique from their own life experiences.

ASSIGNMENTS:
1. Read, share and discuss a variety of poems from Elements of Literature including
“All Watched Over by Machines of Loving Grace” Richard Brautigan p. 543
“Women” by Alice Walker p. 556
“Forgive my Guilt” by Robert P. Tristram Coffin p. 562
“American Hero” by Essex Hemphill p. 573
“The Girl Who Loved the Sky” by Anita Endrezze p. 576
“Legal Alien” by Pat Mora p. 599
“The Road Not Taken” by Robert Frost P. 602
“Ain’t I A Woman” by Soujourner Truth p. 611
Langston Hughes Poems (handouts in class)
Poetry Packet poems (handed out in class)

2. Read poems of your choosing, respond to them in your reading journal and log the poems you have read for
classwork grades.

3. Read pages in Elements of Literature as noted on Poetic Techniques Graphic Organizer. Complete the
Graphic Organizer for a classwork grade. (included in packet) Due:___________________

4. Write a formal personal response typed in MLA format to a poem of your choice.(Assingment sheet will be
handed out and posted to web). Due:___________________

5. Write an original poem that emulates (copies) the style of a poem of your choice. Include the poem you are
copying with your own. Due:___________________

6. Collect three to five poems that you feel should be included in our unit. Write a short reflection that says
why these poems should be included, why the whole class should read them and hand the reflection in with the
poems typed. Due:___________________

7. Write ten original poems using poetic techniques you have learned about. Select five of your best poems to
revise. Create an illustrated poetry portfolio that showcases your best five poems. (Assignment sheet will be
handed out and posted to web). Due:___________________

Reading and Writing Time will be given daily during Rotations and you will be given an opportunity
to share your poems with the class and at our POETRY SLAM! on ___________________
POETRY BY LANGSTON HUGHES Dinner Guest: Me
“Langston Hughes, a primary voice of the I know I am
Harlem Renaissance in the 1920’s, was known
The Negro Problem
as “The Poet Laureate of Harlem” in the period
of such writers as Zora Neale Hurston, Countee
Being wined and dined,
Cullen, and Claude McKay. These writers used Answering the usual questions
the social, political, and religious aspects of the That come to white mind
African American experience as stepping stones Which seeks demurely
for poetic expression. Widely divergent styles To Probe in polite way
and subject matters existed within the poetry of The why and wherewithal
the Harlem Renaissance. The jazz and blues Of darkness U.S.A.—
clubs in Harlem provided a forum for the Wondering how things got this way
emerging Black entertainers and writers who In current democratic night,
wrote and performed to raise the consciousness
Murmuring gently
of the Negro people and instill pride in their
African heritage.” Over fraises du bois,
-Barbara Garrison ”I’m so ashamed of being white.”

http://www.sdcoe.k12.ca.us/score/langhu/langhutg.html The lobster is delicious,

The wine divine,
Children’s Rhymes
And center of attention
At the damask table, mine.
By what sends To be a Problem on
the white kids Park Avenue at eight
I ain’t sent: Is not so bad.
I know I can’t Solutions to the Problem,
be President. Of course, wait.
What don’t bug
them white kids
sure bugs me:
We know everybody
ain’t free.

Lies written down

for white folks
ain’t for us a-tall:
Liberty And Justice—
Huh!—For All?
Dream Deferred
Cross
What happens to a dream deferred?
My old man’s a white old man Does it dry up
And my old mother’s black.
If ever I cursed my white old man
Like a raisin in the sun?
I take my curses back. Or fester like a sore—
If ever I cursed my black old mother And then run?
And wished she were in hell, Does it stink like rotten meat?
I’m sorry for that evil wish Or crust and sugar over—
And now I wish her well
My old man died in a fine big house.
like a syrupy sweet?
My ma died in a shack. Maybe it just sags
I wonder were I’m going to die, like a heavy load.
Being neither white nor black? Or does it explode?
DIRECTIONS: Complete the Image Map graphic organizer. Write the title of the poem in the center
and note images the poet uses in each of the circles. There be more or less than four images used in
the poem. Illustrate on of the images from your poem below your map.

image

Name of Poem

image image

image

ILLUSTRATE one of the images from your poem below:

 Date
Poem Title Author & Source Rating & Notes
Read

© Lee Ann Spillane

Date
Poem Title Author & Source Rating & Notes
Read
When responding to or analyzing a poem, consider these categories.

Author/History
What abouthte author? What is his or her history? What background does the author have that
influences the poem? What events are occurring, have occurred etc. that may influence the poem and
the poet?

Title
The title plays a role, even if there isn’t one. The author chooses a title carefully or chooses to omit a
title for a reason. Why?

Subject
What is the poem about. Usually can be summed up in a few sentences.

T hemes
What themes run throughout the poem; love, sacrifece, nature, etc. How is the theme conveyed in
the poem?

Point of View
View
Who is narrating? Who is the poem’s “speaker”? How is the point of view significant?

Imagery
What colors, smells, textures, sights, sounds, or tastes does the author use in the poem? How does
this create the feel of the poem?

Literary Devic
Literary es
Devices
How has the author used simile, metaphor, and personification? What sound devices, such as allitera-
tion, assonance, consonance or onomatopoeia, has the author used if any? How do these devices
help contribute to the meaning of the poem?

Rythm
What does the poem sound like? Does the beat or its rythm influence, mirror or relate to the meaning
or reading of the poem?
Ennui After Great Pain...

It’s such a After great pain, a formal feeling comes—

Bore The Nerves sit ceremonious, like Tombs—
Being always The stiff Heart questions was it He, that bore,
Poor. -Langston Hughes And Yesterday, or Centuries before?

The Feet, mechanical, go round—

We Real Cool
Of Ground, or Air, or Ought—
The Pool Players A Wooden way
Seven at the Golden Shovel Regardless grown,
We real cool. We
A Quartz contentment, like a stone—
Left school. We
This is the Hour of Lead—
Lurk late. We Remembered, if outlived,
Strike straight. We As Freezing persons recollect the Snow—
Sing sin. We
First—Chill—then Stupor—then the letting go—
Thin gin. We EMILY DICKINSON

Jazz June. We
Die soon.

-Gwendolyn Brooks

I, Too.

I, too, sing America.

I am the darker brother.

They send me to eat in the kitchen
When company comes, This is Just to Say
But I laugh,
And eat well, I have eaten
And grow strong. the plums
that were in
Tomorrow, the icebox
I’ll be at the table
When company comes. and which
Nobody’ll dare you were probably
Say to me, saving
”Eat in the kitchen,” for breakfast
Then. Forgive me
Besides, they were delicious
They’ll see how beautiful I am so sweet
And be ashamed— and so cold
WILLIAM CARLOS WILLIAMS
I, too, am America.

-Langston Hughes
Shakespearean Sonnet Template
Remember that Love is your theme!
An English Sonnet by (your name):__________________________________

1 A

2 B

3 B

4 A

5 A

6 B

7 B

8 A

9 C

10 D

11 C

12 D

13 C

14 D

Remember in an English sonnet, thematically, in the first two quatrains the poet poses a question and
tentative answers; a turn (emotional or ideological) or shift in focus occurs in the third quatrain, and
the final answer is given in the concluding couplet (which should be written as a complete thought).
Try and also limit yourself to the form of 10 syllables per line (if you can make that true iambic
pentameter all the better!). Good luck!
Sonnet Template
Remember that Love is your theme!
An Italian Sonnet by (your name):__________________________________

1 A

2 B

3 B

4 A

5 A

6 B

7 B

8 A

9 C

10 D

11 C

12 D

13 C

14 D

Remember in an Italian sonnet, thematically, the octave (or first 8 lines) presents a problem, expresses
an idea, or poses a question, and the sestet (last 6 lines) resolves, answers or drives home your point.
(which should be written as a complete thought). Try and also limit yourself to the form of 10 syl-
lables per line (if you can make that true iambic pentameter all the better!). Good luck!
 Name:
Date: Period:

It’s Personal: Responding to Poetry

Directions: Read and chunk the poems below. Show that you have
read actively. Identify literary devices (simile, metaphor etc.) and
summarize the meaning/action of the stanza. You might even
STEPStone the poem in the margin or on an attached sheet of paper
to show you’ve read actively.

Damn, I Look Good

Better Than?
by Sara Holbrook Tried on a dress the other day,
Showed off my skin
The snob In just the right way,
hides behind Rolled off my hips
a designer exterior Like fingertips,
putting down others Legs long,
and acting superior. Heart strong,
Cascading hair falling
Just to where my back
He’s
Lies graceful, smooth, bare.
the smoothes Elegant shoulders,
the richest, Slender wrist,
most likely to win Temptress in a dress
Which he’ll tell you No one can resist.
before Supercilious walk,
you can even ask him. Suave talk,
This coquette can get
He’s Any man she’s set
constantly buffing Eyes upon—
a female Don Juan
his wax of perfection
The best, I confess,
from a distance Cannot help but obsess
but Over me,
not Devil walking
on In one he** of a dress.
closer
inspection. ~ by Mirim Stone, age 16

from Things I Have to Tell You: Poems and

Writings by Teenage Girls, Betty Franco,
Ed.
TELL ME: Guided Personal Response Name: _______________________

Title and
author of the
Poem
Evaluate the First, what is the “message” you get from the piece?
“message” you Is it good, bad, positive, judgmental? Evaluate the message—give your
think the poem opinion of it and say why you have that opinion.
sends.

Line
What’s your
favorite line and
why?
Link this poem
with something
from your own
experience:
What can you
connect it to?
What does it
remind you of?
Make note of
question(s) you
would ask the
author or the
speaker in the
poem.
Express
yourself. Imitate
part of the poem
or write a few
lines in prose
about the same
topic you see in
the poem.
Sonnet Evaluation Form
for a Sonnet by ______________________
Describe what the sonnet is saying to you?

What did you like best about this sonnet?

Sonnet Conventions

Is the poem 14 lines long? Yes No

Is the theme of the poem about love? Yes No

Is this an Italian or an English Sonnet? Yes-Italian Yes-English

If Italian, does the writer set up the problem/situation in the

first 8 lines and then offer a solution/resolution in the last six? Yes No

What is the problem/situation/question? (If you can not answer this question then circle no above)

If English, does the writer have a “turn” or change of emotion

or ideas in the third quatrain? Yes No

What does the writer feel/think at first and how does it change?
(If you can not answer this question then circle no)

Is the rhyme scheme correct for an Italian (abba, etc)

or an English sonnet (abab, etc) ? Yes No

Is each line written in iambic pentameter? Yes No

If not, does each line at least have ten syllables? Yes No

Give the sonnet a grade!

A= 6+ yes answers above
B= 5 yes answers above
C= 4 yes answers above
D= less than 4 yes answers above
Sonnet Graded by _____________________________________