12/6 - Mad Dog/Mockingbird (5)
12/10 - Found Poem (10)
12/10 - Video Responses (10)
12/12 - Character Symbolism Responses (10)
Total Points: 40
*Due by Thursday, December 19
12/4 - Mock Interview Question (5 pts)
12/6 - Mad Dog/Mockingbird (5) 12/10 - Found Poem (10) 12/10 - Video Responses (10) 12/12 - Character Symbolism Responses (10) Total Points: 40 *Due by Thursday, December 19
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Final Outline This class will take their final on Friday, December 20th. They will be writing a 4 paragraph essay in-class that day. Students began researching and writing an outline for their essay. They will be allowed to use it to write their essay on the day of the final. They must complete the outline template and turn it in for 20 points on Friday. The outline handout is attached below.
To Kill a Mockingbird Unit Exam Students took the end of the unit To Kill a Mockingbird Exam. The exam is worth 50 points. Symbolism Responses Students began preparing for their final exam by identifying ways characters from the novel are similar to mockingbirds or mad dogs. They chose two characters to compare to mockingbirds and two characters to compare to mad dogs, and wrote 3-5 sentences about each character. (This was written in their journals.) Attached is the assignment sheet we used this class and will continue to work on next class.
Quiz:
Students took a quiz on chapters 28-31. Found Poem: Students wrote a found poem based off of the text on page 278-279 (from "I turned to go home" to "Radley porch was enough." In order to complete this assignment, students chose specific and strong words or phrases that capture the main idea or mood of this passage. Then they arranged these words in a 5-10 line poem. The poem does not need to rhyme, but should contain strong images and a single theme. Video Responses: Students watched two videos addressing the issues of racism and prejudice. They wrote responses to the videos in their journals. 1. The Ugly Duckling Write a paragraph describing how this child's story exposes a modern-day problem. http://www.youtube.com/watch?feature=endscreen&NR=1&v=NMLNTIZR620 2. CNN - Children and Race What thoughts and emotions come into your mind as you watch this video? http://www.youtube.com/watch?v=EQACkg5i4AY Discuss: Is racism still a problem today? What can we do to change society's ways? Essential Question: How does Harper Lee use symbolism to develop characters? Objective: Students will be able to make claims and support them with data and warrants. Symbolism: Students completed a writing activity that explores the symbolism of mockingbirds and mad dogs in To Kill a Mockingbird and how those symbols represent Bob Ewell and Tom Robinson. *Attached is a PowerPoint with directions for the writing activity. *Additional Mad Dog/Mockingbird questions were also answered in their journals. HOMEWORK: READ CH. 28-31
Bell-Ringer: Scottsboro vs. Maycomb
Students completed their Trials worksheets (see Dec. 2 for attachment). On the back of the Trials worksheet, students completed this prompt: Read this poem and respond to the following question in 3-5 sentences. “The Town of Scottsboro” by Langston Hughes Scottsboro’s just a little place: No shame is writ across its face-- Its courts too weak to stand against a mob, Its people’s heart, too small to hold a sob. How does this poem relate to Tom Robinson’s trial and the town of Maycomb? Choose one or two specific details from the poem and compare them to the events and attitudes in To Kill a Mockingbird. Activity: Mock Interview Four volunteers (chosen before class begins) read the interview. The rest of the class was assigned to answer a discussion question after the interview is finished. They were given the question before they started reading, and had the opportunity to write down their answer in their journals during the reading and for 2 or 3 minutes after the interview is finished. Each student was responsible to add to the discussion through cold-call. 1. Were these ladies typical southern girls raised in a privileged way? Why or why not? What was your original description of a typical southern girl? 2. What about their lives did you find strange or surprising? 3. How were their experiences different or similar to Scouts? 4. Did these ladies seem to be prejudiced or racist in anyway? Why or why not? Interview Link: http://library.thinkquest.org/12111/girl.html Activity: Becoming a Lady Students will discuss Scout’s experience with Southern Ladies and how she views becoming a “lady.” Discussion Questions: What happens during the missionary society meeting? What does Scout think about becoming a lady? What news does Atticus bring? How does Aunt Alexandra, the exemplary lady, react? So, what is a lady? How did prejudice change the way these ladies lived? HOMEWORK: Read Chapters 25-27 I checked for these items in the students' journals:
10-23 Is Odysseus a Hero? Definition and 3 traits (5 points) 11-4 Family Tradition Free-write (10) 11-6 List of 3-5 stereotypes (5) 11-6 N-word response (10) 11-10 1930s Know/Learned Chart (15) 11-10 Chapter 1 Notes (10) 11-12 Character Diary Entry (10) 11-14 Chapter 7-8 reading questions (5) 11-18 Boo Radley's Tree (5) 11-18 Atticus Quote Response (10) 11-20 Mad Dog Questions (5) Total Points: 90 Students also took reading quizzes in their journals, but I recorded those grades separately. There were 4 quizzes: Ch. 1-3, 4-6, 7-9, and 10-11 *Students can make up the quizzes as well as any journal work until Dec. 16th Essential Question How can prejudice and racism blind us? Chalk Talk Review During this activity there should be no talking. Students will be in groups of 4. Each group will receive a single poster board for one chapter of their reading or racism/prejudice. For the first round, students will have 2 minutes to write down at least one plot point or detail from that chapter. For the group with the racism/prejudice board, they should write down one point of evidence of racism or prejudice from their reading. Groups will rotate posters every 2 minutes until each group has seen each board. After the first rotation, students may (in writing) ask or answer questions they have about the chapter. Scottsboro Boys' Trial Harper Lee was inspired to write Tom Robinson’s trial by a trial that actually happened during this era. This was the trial of the Scottsboro Boys. Read the article. On your worksheet, summarize the article about the Scottsboro Boys’ trial.(What was the “crime”? Who was accused? What was the verdict? Was there any aftermath?) *Worksheet and article attached below* View Tom Robinson’s Trial Students will view scenes 22-30 of the movie To Kill a Mockingbird. While watching, students must answer these questions on their worksheet: How did Atticus try to persuade the jury that Tom was innocent? Why did the jury accuse Tom of being guilty even after having all of the evidence? Compare/Contrast Scottsboro Boys’ and Tom’s Trial Answer these questions on your worksheet: What was similar about the trials? What was different about the trials? HOMEWORK: Read Chapters 22-24 In the next few chapters, pay attention to how the different people in Maycomb react to the verdict. Has anyone’s attitude changed toward Tom?
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AuthorMy name is Ryan Drake From Detroit MI. I graduated from BYU-Idaho in English Education. I have been married for a year and a half to the most beautiful woman ever. She teaches at Sherman elementary and we do not have any kids yet. I like to hunt, collect guns, go to the movies and read books. Archives
May 2014
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