Students in English 9 finished the quarter by writing essays in response to the following prompt:
In Narrative of the Life of Frederick Douglass, how is education related to freedom? How is ignorance related to slavery? How does Douglass develop these themes in his narrative? Continue reading
Simplistic and not entirely accurate, but entertaining nonetheless.
Students in IB World Literature just finished reading the classic novella “The Metamorphosis” by Franz Kafka. “The Metamorphosis” is the surreal and puzzling story of Gregor Samsa, a young man who wakes up one morning to discover that he has transformed into a giant insect. Kafka’s novella is replete with irony, metaphor and symbolism, and students have worked methodically to interpret Kafka’s use of various literary features to make meaning of the text. Continue reading
After finishing the culminating assessment for our unit of study on narratives, 9th graders used text from Narrative of the Life of Frederick Douglass to create found poems.
IB students are using SMART Board technology to facilitate collaboration while revising their proposal for the CAS mural.
Students in English 9 just finished their study of Narrative of the Life of Frederick Douglass. After reading the final chapter of Douglass’s narrative, students responded to the following writing prompt:
Now that you have finished reading Narrative of the Life of Frederick Douglass, why do you think Douglass decided to write this narrative? What did Douglass hope readers would get out of reading his story? What did you learn by reading Narrative of the Life of Frederick Douglass? What ideas, insights and realizations are you taking away?
Check out what students had to say in response!
Continue reading
As part of their Creativity, Action, Service requirement for the IB Diploma Programme, 11th graders are drafting ideas for a public art project to display in Central’s cafeteria. The goal of the mural is to inspire and reinvigorate the school community.
Students in IB World Literature just finished reading Love in the Time of Cholera. Earlier this afternoon, they wrote the following reflections in preparation for a class discussion:
“The events in the story seem to revolve around the disease known as cholera. Whenever someone’s love was rejected, they were infected with cholera, whenever someone got into an argument because of love, there was an epidemic of some kind, and so on. Love doesn’t really seem like happiness after reading this novel. It is often associated with someone losing their mind or just not knowing exactly what they want. Most people who were in search of love either never obtained it, found love and then separated from it, or obtained it through cruel means. The same question kept occurring to me: Is there such a thing as true love?” Continue reading
9th graders began the year by reading and annotating “Caged Bird” and other poems by Maya Angelou.
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