April 22 2026 Review of 'Into the Woods' Vocab & homework check - Marrow Thieves & Tony Louie's Spoken Word Poetry Piece - 'HIS-tory' Review, Group Work & Teams Assignment

Review of 'Into the Woods' Vocab & homework check.

Vocabulary Definitions - Into The Woods - Marrow Thieves - Review. 

• Contemplate
  To think deeply or carefully about something, often before making a decision.

• Hibachi
  A Japanese-style charcoal grill, often used for cooking food over an open flame.

• Predicament
  A difficult, awkward, or stressful situation.

• Cumulus
  A type of cloud that is white and puffy, often shaped like cotton; can also suggest something that is piled or heaped up.

• Rending
  Tearing something apart violently or forcefully.

• 360° (Three hundred sixty degrees)
  A full circle or complete turn, meaning everything around in all directions.

• Momentum
  Forward movement or force that keeps something going, either physically or figuratively.

• Cadence
  The rhythm or flow of sounds, movements, or events; often used to describe speech, walking, or writing.

Tony Louie Spoken Word Poetry Review - His-tory

Key Concepts

• Spoken word as performance text
• “History” vs. “his‑story” (who gets to speak?)
• Voice, silence, and power
• Repetition and emphasis as rhetorical tools
• Art as social commentary

1. Prompt (Think–Pair–Share):

• Who usually gets to tell history?
• Whose voices are often missing?
• What does the word “history” suggest to you?

Student ideas on the board under two columns:

• Whose stories are centered
• Whose stories are left out

2. First Viewing – Experiential 

• Watch the video without pausing.
• Focus only on listening and feeling, not note‑taking.

Quick Write (2–3 minutes):

• What emotions did the performance evoke?
• What images or moments stood out?

3. Second Viewing – Analytical 

Listening lens:

• How does the speaker use voice and silence?
• Where do you notice repetition or emphasis?
• How does body language affect meaning?

Take notes during viewing.

4. Guided Discussion 

Possible questions:

• Why do you think the poet separates or emphasizes the word “his‑tory”?
• How does the performance challenge traditional versions of history?
• What role does anger, pride, or resistance play in the piece?
• Can spoken word be a form of activism? Why or why not?

Reference moments in the video rather than quoting lines.

5. Small‑Group Activity (15 minutes)

Divide students into groups. Assign each group one focus:

1. Language & Repetition – How repeated phrases or ideas reinforce the message
2. Voice & Performance – Tone, pacing, pauses, body language
3. Theme & Message – Identity, marginalization, reclaiming narrative
4. Audience Impact – How the poem positions or challenges the listener

Groups to share findings with the class.

6. TEAMS: Assignment - Tony Louie 'His-tory' Assignment 

Cobin/Luke T and Luke B - Marrow Thieves Half Novel Test - end of double - if supervision possible.