2. 1/5/10 ObjectivesToday, students will… Receive seating arrangement Understand syllabus/class expectations Understand extra credit opportunity Receive Bathroom passes and expectations Meet fellow classmates with “Find Someone who” activity
3. Find someone who instructions You must get up out of your chair. Carry a notebook or something so you have a hard surface to write on. Wave your paper above your head to signal that you need a partner, conduct a brief interview on the topic, write the information in the box. Have your partner sign under the information. This is the only time your partner will write on your paper. Find a new partner for a new topic. You must have a different partner for each topic box. Once you’ve filled in the designated number of boxes, you may sit down. Those sitting may still be interviewed by those looking for partners.
4. Find someone who analysis What social skills were you using as you completed this assignment? Write your list on the back of your handout.
5. 1/6/10 Objectives & Assignments Objectives: Students will… Collaborate with peers about social skills used in yesterday’s “get to know you” activity. Reflect on own strengths and weaknesses of activity. Assignments: Write journal reflection and response Receive information about book portfolio project.
6. 1/6/10 7th hour Social Skills Used Don’t be shy Listen Discuss/talk Moving around/personal boundaries Being friendly/polite
7. 1/6/10 2nd & 3rd hour Social Skills Used Communication skills (language, body language) Eye contact Smiled Be kind Understanding Listening Making people laugh
8. In your journals Reflect on your own performance during the “find someone who” assignment. What skills needed for this assignment are strengths of yours? List three things you could do better next time. Make a list of possible topics for future “find someone who” assignments.
9. 1/11/10 Objectives & Assignments Objectives: Students will… Review definitions of figurative language and characterization types. Locate information in a reference guide Create examples and picture of assigned terms. Visit the new library Have the opportunity to check out books. FYI: Journals and extra credit will be extended to the due date of Friday, January 15. If you don’t have your book with you today, you MUST show me tomorrow.
10. 1/11/10 Assignment Draw a slip of paper from the box. With your assigned term, create a mini-poster of your term. Your mini-poster must have the following: Term name Definition (look in green textbook’s literary term section) Original example of your term A picture that represents your term Color!
11. 1/12/10 Objectives and assignments Students will… Understand historical, social, and cultural context of To Kill a Mockingbird. Anticipate events in the novel. Jigsaw reading Group reads article together Come up with list of 10 most important facts (all members must write—journal) Title: TKAM pre-reading articles Re-group and share information with new group (all members must write new information in journal
12. 1/13/10Objectives & Assignments Students will… Describe and evaluate importance of context as it relates to the novel. Make predictions or relate clues given about content of novel. Read for a purpose: understanding exposition of the novel Quiz: Important facts from pre-reading Review events in pre-reading articles Anticipation guide due Receive books, reading schedule, and study guide Begin reading chapter 1?
13. Pre-reading quizYou may use your notes from yesterday What is Harper Lee’s date of birth and birthplace? Name one award that either Harper Lee or To Kill a Mockingbird has received? What important event occurred on October 24, 1929? What important ruling was decided in Brown v. Board of Education? What were Jim Crow laws? Name two examples of Jim Crow laws.
14. 1/13/10 continued After group finishes sharing facts, write predictions about any events that might happen in the novel. You may also include anything that your article gives away in the novel. HOMEWORK: Anticipation guide
15. 1/14/10 Objectives and Assignments Students will… Read for comprehension (Chapters 1-2 of To Kill a Mockingbird) Identify figurative language and character traits: allusion, protagonist, minor characters Assignments: Journal Writing: “First day of school”—write about your memories of your first day of school.
16. 1/15/10 Assignments Reminders! Your choices today: Read To Kill a Mockingbird through chapter 2, complete the study guide Read your independent novel. STAR testing Exit Journal Entry List Title, author, and page numbers read today. Describe your story so far. Who is the main character? What’s happened? What’s your opinion of the book so far? Everyone should have a journal today! Everyone should have brought their independent novel today! All extra credit is due today
17. 1/19/10: TuesdayObjectives and Assignments Objectives: Students will… Assignments Identify and understand figurative language Identify and understand plot elements as they relate to the novel: exposition, initiating event Grammar: Punctuation Pre-test Review Chapters 1-2 In pairs, find at least 3 different examples of figurative language. Write the quotation and page number where you found it. Start reading chapter 3
18. 1/20/10: WednesdayObjectives and Assignments Objectives: Assignments: Activate prior knowledge to understand viewpoints of characters Review key events and questions in Chapter 3 of TKAM Read for comprehension chapters 4-5 Homework due: one example of figurative language from chapters 1-3. Journal Writing: Choose one “Superstitions”: make a list of all of the superstitions you had when you were younger (or still have). Pick one to explain why you had it OR how you overcame it. “Dares”: Write about a dare that went wrong. This should be based on a true account. Professor Know-it-all Review Read Chapters 4-5
19. 1/21/10: Thursdayand Logan’s 13th birthday!Objectives and Assignments Objectives Assignments Summarize events in a chapter Read for comprehension Prepare for chapter 1-7 quiz Grammar: “Plurals and Spelling Pre-test” Chapter 4 Quiz Write a summary of the key events that happened in chapter 4. Your summary should include 4 key events and explain what happened with them. Read Chapter 5-7 Reminder: Chapter 1-7 quiz tomorrow Study guide due through Chapter 1-7 Independent reading day
20. 1/22/10: FridayObjectives and Assignments Objectives Assignments Demonstrate comprehension of text and understanding of literary terms. Read independently Review Chapter 7 Quiz Chapters 1-7 Study guide should be turned in by end of hour Independent reading Finish STAR testing if needed/if there is time.
21. 1/25/10: MondayObjectives and Assignments Objectives Assignments Understanding the importance of setting Reading for comprehension Grammar: “Finding the Right Word” pre-test Read chapters 8-9 Homework: Boo’s home Find quotes from chapters 1-8 that will provide details about the town of Maycomb or Boo’s home. 10 minimum
22. 1/26/10: TuesdayObjectives and Assignments Objectives Assignments Identifying and analyzing important quotations in the text. Developing ideas based on sufficient evidence. Connecting to text. Journal: “Bravery”. Describe a person who you feel is brave and explain why you believe this. Read Chapter 10-11/Dialectical journal Find 6 quotations in chapters 10-11 that seem important or “quote-worthy”. Extra Credit: Boo Radley home due Friday
23. 1/27/10: WednesdayObjectives and Assignments Objectives Assignments Identify and understand author’s viewpoint: themes Comprehend elements of plot in a story Grammar: Subject-verb agreement Pre-test Homework due: Dialectical journals Read Chapter 12
24. 1/28/10: ThursdayObjectives and Assignments Objectives Assignments Connect real-life events to events in the story. Identify plot elements in a story Journal: “Reality of Life”. Should children Scout and Jem’s age be allowed to attend criminal trials? Defend your answer. OR In chapter 10-15, Jem has learned that life isn’t always the way it seems. Describe a time when you realized that life isn’t always “black and white” or about “right and wrong” but also has shades of gray. Read Chapter 13-14 Read silently unless you are reading with Ms. Littrell. Fill out Story Map as you read OR after you read as a review.
25. 1/29/10: FridayObjectives and Assignments Objectives Assignments Apply knowledge of To Kill a Mockingbird content, characters, and themes. Review Chapters 13-14 You need a pencil!! Quiz Chapter 8-14 Study guide due at end of hour Independent Reading Last day of STAR reading?
26. Chapter 8-14 Essay Question:Do NOT complete the essay question on your quiz! Complete the following statement: Bravery is __________________. Then, explain how your definition of bravery is similar and/or different from a character’s in the novel. Provide evidence from both your own life and that of the novel. Brainstorming is highly encouraged to organize your thoughts! You can complete this on the back of your Scantron sheet or on a separate piece of paper.
27. 2/1/10: MondayObjectives and Assignments Objectives Assignments Make predictions Understand characters’ point-of-view Journal: “Fear”. Describe a time when you or someone you know was afraid. What was the outcome of the event? Read Chapters 15-17 Think-Write-Pair-Share Chapter 15
28. 2/2/10: TuesdayObjectives and Assignments Assignments Compare/contrast events in a story. To understand characters’ motives. Grammar: Sentence Combining Pre-test Read Chapters 18-19 Assignment: “Two sides” Compare/contrast Mayella and Tom’s accounts of the day of the “rape”. Write down the “facts” that both characters give while on trial.
29. 2/3/10: WednesdayObjectives and Assignments Assignments Compare/contrast events in a story. To understand characters’ motives. Journal: Receive Journal handout. Spend 10 minutes checking journal for any missing entries. This handout will be turned in when you turn in journals on Friday! Complete Ch. 18-19 compare/contrast handout. Attach your notes to it and turn it in when finished. Read Chapters 20-21
30. 2/4/10: ThursdayObjectives and Assignments Assignments Ms. Littrell gone for the day! Yippee! Independent reading/work hour. Catch up on reading To Kill a Mockingbird Study guides will be collected tomorrow through chapter 21—This means you should have finished reading through that chapter. Catch up on Journals: collected tomorrow!
31. 2/5/10: FridayObjectives and Assignments Objectives Assignments Study guide turned in by the end of the hour Journals due Sticky notes: 1. a journal entry your parents/guardians can read 2. the journal entry you consider your best writing Read Chapters 22-23 by Monday
32. 2/8/10: MondayObjectives and Assignments Grammar: Quiz Ch. 15-21 Study guide turned in by the end of the hour Journals due Sticky notes: 1. a journal entry your parents/guardians can read 2. the journal entry you consider your best writing Dolphus Raymond Bag creation day 1 Read through chapter 25 by Wednesday
33. 2/9/10: TuesdayObjectives and Assignments Assignments Complete Dolphus Raymond bag Chapter 24-25 must be read by Wednesday
36. 2/16/10: TuesdayObjectives and Assignments Objectives Assignments Analyze character’s motives Analyze author’s purpose Understand figurative language used Read to understand plot. Resolution Grammar Pre-test: Review Chapters 26-28 Homework Due: Maycomb’s Usual Disease Writing: Choose 2 characters on your homework to justify your answer about which type of madness the character demonstrates Fill out graphic organizer for answers Read Chapters 29-31
38. 2/17/10: WednesdayObjectives and Assignments Objectives Assignments Write for a purpose Analyze character’s motive Quiz Ch. 23-31: Will be part of final test! Review chapter 29-31 Final study guide due Review for common assessment Two 8 sentence paragraphs due on Thursday (draft) “Where are they now”—Choose one character and predict what happens to them 10 years after the end of the novel. Base your prediction on what you know of the character.
39. 2/18/10: ThursdayObjectives and Assignments Assignments To Kill a Mockingbird common assessment Independent reading/finish paragraphs Finish STAR test?
42. 2/23/10: TuesdayObjectives and Assignments Objectives Assignments Writing for a purpose Revise drafts, paying attention to active vs. passive voice Write effective topic and concluding sentences Grammar Pre-test: Shifts in Construction Begin forming pre-writes into paragraphs. Each side of your pre-write is ONE paragraph. You need to add topic sentences and concluding sentences Drafts of two body paragraphs due tomorrow: Pay attention to the suggestions I have given on your pre-writes!! Pay attention to PASSIVE sentences. Try to change them to ACTIVE sentences
43. Focus for writing: 2/23/10 Topic Sentences/Concluding Sentences Passive vs. Active voice You may use this as a model for your topic sentences. Try to switch up the word order from one paragraph to the next so you aren’t repetitive! “________________ and ______________ are two characters that demonstrate _________ (anger/blindness/fear/insanity).” Remember that your concluding sentence should re-state your topic sentence. “These examples show ________ (anger/blindness/fear/insanity) through the eyes of _____________________ and _________________. Your essay scores higher and will sound more interesting if you use ACTIVE voice versus PASSIVE voice. Passive voice: highlight or circle all of your “to be” verbs: am, is, was, were, etc. See if you can change the structure of the sentence so that you eliminate those “to be” words.
44. Passive voice for Active voice Passive: “Mayella shows fear when she is crying on the witness stand as she testifies against Tom.” ACTIVE: “Mayella shows fear when she cries on the witness stand as she testifies against Tom.” Passive: “Mrs. Dubose was fearful in that she was overcoming a morphine addiction.” ACTIVE: “Mrs. Dubose demonstrates fear when she tries toovercomes her morphine addiction.”
45. 2/24/10: WednesdayObjectives and Assignments Assignments Learn to write an effective introduction, using an attention getter, transition sentence, and thesis statement Learn to write an effective conclusion: re-state thesis statement, refer readers back to attention getter Introduction and conclusion Funnel-down method Two body paragraph revisions should be finished by end of hour today: you must show it to me before you are allowed to type! Work on introduction/conclusion Thursday and Friday, in Lab A (old library)
46.
47. Sample Intros/conclusionsUsing quotation from another source Introduction According to Dictionary.com, “madness” can be defined in many ways: as “insanity, senseless folly, …rage, [or] intense excitement”. Many people experience either personally or through stories these different types of madness. In the novel To Kill a Mockingbird by Harper Lee, Bob Ewell and Jem Finch display anger towards others, while MayellaEwell and Tom Robinson show fear about their futures. Conclusion Through Tom’s and Mayella’s individual fears, and Jem’s and Bob’s displays of rage, the reader learns about the different types of madness in the novel. If the dictionary placed a picture next to the definition of “madness”, any of these characters’ pictures could be placed there.
48. introduction/conclusion using rhetorical question ADVICE BAD EXAMPLES! Be careful of “rhetorical questions”—you want them to be questions that the reader will internally “stop and think” about the moment, not simply answer yes or no. This is a quick solution for an introduction, but not always very effective. I can give you more BAD examples than good examples! “How many of you have ever felt angry?” 1st, don’t use “you” in formal writing. 2nd, this is a simple yes or no question, and is not thought-provoking “Has a person ever known a person who has been mad, angry, prejudice, or blind?” 1st, the reader tries to eliminate “you”, but it looks confusing, and sounds confusing when read. 2nd, again with the yes or no question 3rd, this question could be confusing to the person who hasn’t been paying attention in our class discussions or read TKAM.
49. What do I do when I’m done writing my revisions? Read it to yourself quietly, or better yet, have someone else read it to you. This is very often a quick way to catch common mistakes when you are just trying to get something down on paper. Check again for PASSIVE sentences, trying to make them ACTIVE if possible: remember to check for “to be” verbs: is, am, was, were, be, being. Ask a parent (if you trust them to be honest), to read your paper for feedback. Remember, even someone who has never read the novel should be able to understand your essay if you have done a good job explaining your points. REMEMBER: I must see your REVISIONS before you are able to begin typing tomorrow! We will meet in LAB A tomorrow and Friday
Editor's Notes
1/5/10
1/5/10
1/5/10-1/6/10
1/6/10
1/6/10
Note: have completed list of Journal entries to hand out!!!
Parent-teacher conferences tonight
Parent-teacher conferences tonightNo school Friday or Monday for students
Write on the board “Finish Study Guide/Review end of book” “Test Review” and “Writing” on the board. Have students sign up for 2 of the three to work on for the hour, with the understanding that they will show study guide before the end of the hour!
Have introduction/conclusion handout ready. Please hand out any pre-writes that are on my desk to students. Please give students a chance to read through objectives/assignments. Hand out intro/conclusion handout
Go over highlighted parts of handout, and have students add these highlights and notes to their own handout. For MOST students in class, this is not NEW information, but this is also the first essay for the semester.
Please have students read through intro/conclusion sample given (and tell them they are NOT allowed to use MY attention getter or transition!) They MAY however, use my format for the thesis statement. Have students identify each part of my introduction paragraph.
Just to show them how it SEEMS easy to do a question as an introduction, but that it isn’t always effective.
After going over each slide, leave this slide up for students to have as a reminder. Students should be working on their essays for the rest of the hour.Any student who wants help on their essay today can come in during club for help.
