Friday, Jan. 30 Agenda

}Bell Ringer: Independent Clauses(in editing section)

}Share Poems 

}Short Stories: Focus #1: Plot and Sequencing

}Finish Terms (from yesterday)

}“Sound of Thunder” pg 34

◦Fill out plot chart while reading and after reading –predict what will happen based on foreshadowing so far.  What do you think the sound of thunder is?

}Collect SSR Letter

Wednesday, Jan. 28 Agenda

}Bell Ringer: ACT Prep- go to a page in this section

}SSR Letter Example and beginning (remember, letter due Friday)

•I Am From Poem

oExample

oPutting your info into poem format

oWork time

ofinish brainstorming if needed, then write

}In your craft lesson section, list the five senses.

}Word Choice and Sensory Images

◦Notes in the Craft Lesson section

◦Writing the Senses activity in WN

}Writer’s Workshop

•Editing the I Am From Poem

–Add descriptions or words that make readers hear/see/feel/smell/taste what you are writing about (SENSORY IMAGES!)

–Line breaks

–Work Time

•Rubric

•Creatively ‘presented’ poem due Friday

•Show who you are with what your poem looks like

•All will read poem aloud Friday

Tuesday, Jan. 27 Agenda

}Bell Ringer: Prefixes –go to your prefix/roots/suffix section (if you don’t have sections yet, take out a blank sheet of paper)

}What are word parts? Why study/memorize them?

}Finish setting up binder

}Close Reading Definition and Example

}Textual Evidence Definition

•Reading Pre-test –when done, turn it in and read your book

•Three-hole punch the reading and put it in Reader’s Notebook section

}Writer’s Workshop (check brainstorming)

Monday, Jan. 26 Agenda

Agenda:  SEATING CHART ON STOOL

•Bell Ringer: What are your worries of this semester/English? What are things you are confident about?

üWrite in paragraph format on a piece paper for the entire time you are given (about 7 minutes)

üWe may share after the 7 minutes

•Expectations and Procedures- English Binder Set Up (start)

•Put writing from earlier into writer’s notebook section

•Library- 10 min- You NEED a book by Wednesday! (the sooner, the better)

•SSR Letter expectations and set up (SSR LETTER DUE FRIDAY)

•Syllabus

•Bring the bottom part signed ASAP! DUE Monday!

•Brainstorming about self…

Wednesday, Jan. 21 Agenda

}Bell Ringer: Final review time (3rd block)

}Word Part Test (3rd)

}If you didn’t read “The Cyclops” section of The Odyssey yesterday, read it today to be prepared for the assignment on it (pg 1112)

}Cyclops Assignment (4th)

}All the time left can be used for the paper

◦Works Cited page reminder

◦Conferring –if you need to confer with me and already have, we can. If you haven’t met with me about summary vs analysis, you MUST

◦If your intro and conclusion aren’t done, finish them so you have a complete paper to edit/revise

◦Self-edit

◦Peer-edit with someone you trust

◦Use the rubric to see if you have all of the necessary information

◦Revising Ideas:

–Print out your draft, read the last sentence first, then the second to last, and so on.  This allows you to focus on the structure of the sentence rather than the content of information.

–Share your document with a peer you trust, have them comment on it.

–Write your thesis next to each chunk of analysis, helping you make sure that the analysis is directly related to your thesis.

Tuesday, Jan. 20 Agenda

}Bell Ringer: Study Word Parts (Roots): Test on Wed-3rd; Thurs 4th

}Highlighting for summary and analysis

}MLA format –shared with you, make sure your paper follows it

}Rubric –worth 95 points, make sure you’ve done/are doing what it’s looking for

}Intro and Conclusion Reminders: Document shared with you

}The Odyssey

◦Read The Cyclops pg 1112: you will be assessed on your understanding of this section and how it shows the characteristics of an epic either on Wed (4th block) or Thurs (3rd block)

}Writer’s Workshop

◦In-text citations

◦Conferences on summary vs. analysis: make sure you have highlighted your draft before we meet

◦If your body paragraphs aren’t done, you need to work on them

◦If your intro isn’t done, you need to work on it

◦Work on your conclusion (rough draft should be done by end of work time)

◦SELF-EDIT!!!!!

◦Peer edit with someone you trust when it comes to writing

Monday, Jan. 19 Agenda

}Bell Ringer: 5 Min Word Part Study Time

}Epic Notes: Web on board: Groups present Epic Examples

}Notes on Odyssey background

}The Odyssey

◦Read all italicized information on pages 1104-1112.  While reading take notes on how epic characteristics are shown, what happens in the plot (quick jotting down of notes)

}Writer’s Workshop

◦Summary vs. Analysis: print out body paragraphs and highlight for your conference with me (use 2 different color highlighters, one for summary and one for analysis, use the sheet you got on Friday to help you determine the difference)

◦Work time on Paper

◦**If you have a first draft (at least all three body paragraphs) done, bring it to me (share it with me on GD and print it out) for a meeting during class today or tomorrow

◦Intro notes –rough drafts of intro due tomorrow end of time and the body paras are due at the end of work time today

Friday, Jan. 16 Agenda

}Bell Ringer: Suffixes

}Writer’s Workshop time: body paragraph practice

◦Outline check

◦Topic Sentences and body paragraphs-LOOK AT THE DOCUMENT SHARED WITH YOU (analysis step by step)!

◦In-text Citations: after every quote, no comma, period AFTER the citation NOT BEFORE!

◦Body paragraphs rough draft due MONDAY (end of hour)

–If you are done, share it with me and tell me it is complete so I can read through and comment this weekend

}Epics: A long narrative poem recounting actions, travels, adventures, and heroic episodes (write definition in glossary)

◦In Reader’s Notebook section or just notes section, take notes from the chart on page 1094 –make a web if that helps you organize thoughts best.  Answer the question “What is an Epic Poem and what are its characteristics?”

Thursday, Jan. 15 Agenda

}Bell Ringer: ACT Prep

}Outlining Review

}Writer’s Workshop time

◦Textual Evidence: 3-6 final, find as many as possible at first, then narrow down to develop your main idea/topic sentences

◦On Outline: Need thesis and three main ideas/topic sentences with three quotes (minimum) by end of block

◦By the end of work time, you should be done with your outline (or at least body paragraph portion) and starting to write your body paragraphs.  If you are at this point earlier, start the paragraphs (rough drafts)

Wednesday, Jan. 14 Agenda

}Bell Ringer: Suffixes (ic, ly, ly)

}TKaM Critique: Article 3

◦Read through, close read for questions and quotes that can inspire response

◦Discussion with partner

◦Two paragraph response with topic sentence and textual evidence to support response

}THIRD BLOCK: Finish last group’s discussion

}FOURTH BLOCK: Large Group Discussion

}Thesis question (form) (THIRD BLOCK)

}Analysis paper assignment –any focus question more in depth, any idea examined by us as a group or you as an individual (writer’s notebook), any quote, life lesson, real world parallel, etc

}Work on paper

◦Thesis needs to be checked by: end of block

Tuesday, Jan. 13 Agenda

}Bell Ringer: ACT Prep

}Create a question on the book as a whole or specific to what you read last night/over the weekend (should be something that would take a paragraph or so to answer)

}Submit your individual overall story discussion question to me

}Collect Article 2 Summary and Response

}Time to chat with group to prepare for discussion

◦We will not have a lot of time to talk about the end, but take the first 20 minutes (max) and talk about what happened in the end.  You may find that since we haven’t talked about these ideas in a large group that questions about the sheriff, Boo, what Scout imagines, etc. may work well as topics.

◦Prep for the Discussion (Third Block)

}Large Group Discussion (third block)

}Homework: Answer someone else’s question (at least a paragraph in length, try for a good topic sentence)

Fourth Block: Didn't do the large group discussion, MAKE SURE YOU FINISH THE BOOK IF YOU DIDN'T HAVE IT DONE TODAY SO YOU CAN PARTICIPATE TOMORROW!

Thesis form

Analysis Paper Assignment: Show me your potential topic by the end of class

Thesis Question

Click on this link and fill out the form: https://docs.google.com/a/gk12.net/forms/d/1x6ZE74NFbC2VkRmmbPA2SNf-R5NTUb3wncQpy5dKVns/viewform?usp=send_form

Monday, Jan. 12 Agenda

}Bell Ringer: roots

}Correct Summaries of Article 1

}Critique of TKaM: Article 2

◦While reading, close read (highlight/comment) what needs to be in summary, what you want to respond to

}One paragraph summary after discussion with partner and one paragraph response (on own) with FANTASTIC TOPIC SENTENCES

◦Article summary and response (1 para each) due tomorrow

}Small Group Work:

◦Annotations, Discussion Questions, Focus Points

◦Continue working on part two discussion questions.  Look through the ones created already.  Can you get rid of any based on reading? Can you make more/better ones from 27-28?

}Homework: read 29-31(end) post its, add to focus points, article 2 response

Friday, Jan. 9 Agenda

}Bell Ringer: suffixes (ant, ent, less)

}Collect summaries/Quentin finish, Belle present

}Small Group: Discuss 24-26, post its, discussion questions, character quality descriptions, themes/focus questions, list of things to discuss from part 2

◦Discuss who is a mockingbird at this point with small group

◦Hypocrisy from chapter 25 and 26

–In the Hypocrisy Focus Point: What was hypocritical in the chapters that you read last night (think chapter 26)? Why/how would that be considered hypocrisy?

◦End goal, your group leading discussion with the large group. So make questions that can last 5 min with follow ups and make them ‘different’

}Discuss summaries

}Homework: chapters post its, 27-28, examples of the themes/focus questions from these chapters or earlier chapters, 

Thursday, Jan. 8 Agenda

}Bell Ringer: Posters from Tuesday (3rd block); 4th block, bring up annotations for 21-23

}Small Group Meeting: Discuss 19-23, post its, focus points/themes, discussion questions, Start a list with your group of the most important things to discuss for the second part of the book, start creating discussion questions surrounding those points (at least five for now)

◦Each group needs to turn in a post it/sheet with most important notes of what was discussed and best discussion question, as well as have me check your five most important ideas questions

}Add to Focus Points/Posters

}Summarizing Notes

}Critique of TKaM: Article 1

◦One paragraph summary (topic, main idea, points of view (with textual evidence if desired))

◦Can turn in when done, due tomorrow

}Homework: Ch 24-26, CREATE ONE DISCUSSION QUESTION BASED ON CHAPTERS, annotations, make sure to annotate examples of themes and focus points as well as comments and questions.

Tuesday, January 6 Agenda

}Bell Ringer: Roots (the, soph, pod)

}Pick a quote from the words of wisdom poster or annotations (or find a good one you haven’t written down yet).  As a comment on my blog (like yesterday) explain why that quote is important to people today/the “real world” –should have a paragraph by end

}In your writer’s notebook/sheet of paper write: What do you think about Atticus’ closing argument?  Do you feel the jury will find Tom guilty or innocent? Why do you feel that way (use specific reasons from the story as well as your ideas, if you already know, try to think back and explain what you thought before you knew and why)

}Poster Discussion

}Small Group on 19-20, Start a list with your group of the most important things to discuss for the second part of the book, start creating discussion questions surrounding those points (at least five for now)

◦Empathy ch 19; Is Scout racist?; Discuss closing argument ideas; Coming of Age and Jem –reality vs. ideal

}Big Idea Poster Discussion

}HWK: 21-23: annotations (annotations tonight should focus on the focus points), one discussion question 

Words of Wisdom from To Kill a Mockingbird

Pick a quote from the poster or something that you have annotated that you feel would be important to people in the 'real world' today.  In the TIQA format that we have practiced, with a correct in-text citation after the textual evidence, explain why that quote is important and wise for people today.

Remember, an in-text citation comes at the end of the textual evidence.  It should look like this: "Until I feared I would lose it, I never loved to read. One does not love breathing" (Lee 23).

Your paragraph should be a comment to this post (remember to copy and paste so that it doesn't disappear...)

Monday, Jan. 5 Agenda

}Bell Ringer: Courage: Based on your focus point notes (or the poster), explain (in paragraph form) one of the different types of courage that exist in the world and how it has been shown in TKAM.  You need specific quotes from the novel to use while proving your point.  This should be at least a paragraph in length. I’d suggest the first paragraph should be explaining the type of courage in the world and the second should be that type in the book. (Typed as a comment on my blog; write in paragraph format! TIQA!).

}Read tonight’s work when done with the paragraph(s)

}Small group meeting (same groups from Tuesday): chapters 16, 17, and 18 as well as any not discussed before break; post its, discussion questions, add to focus questions (courage, empathy, doing the right thing, for sure)

}Discuss questions on the screen with your group.  Everyone write down ideas about the theme(s)

◦Ch 18: Mayella’s Testimony –Mayella’s decisions

◦Ch 18: Mayella’s home life –what is it like

◦Each group will be presenting important points from the posters from before break and from today

}Homework: Read chapters 19, 20, annotations, discussion question

Courage Paragraphs and Discussion Points 1/5

}Based on your focus point notes (or the poster), explain (in paragraph form) one of the different types of courage that exist in the world and how it has been shown in TKAM.  You need specific quotes from the novel to use while proving your point.  This should be at least a paragraph in length. I’d suggest the first paragraph should be explaining the type of courage in the world and the second should be that type in the book. (Typed as a comment on my blog; write in paragraph format! TIQA!). 

Things to discuss for Monday's small group discussion:

}Focus points

◦Coming of Age (difference between Scout and Jem, Reality vs. Ideal)

◦Courage

◦Stereotypes/Prejudice/Discrim

◦Empathy

}Scout says there’s a change when Atticus talks to Aunt Alexandra near the beginning of ch 16, why might Atticus be upset with his sister (Alexandra)? (what does AA mean when she talks about The Quarters and Cal?)

}How are Mr. Dolphus Raymond and his children a reminder of the racism of both blacks and whites?

}Write answers to these last three bullets:

◦Talk about Bob Ewell –why does Atticus ask the question about what hand he uses? (more than just this question)

◦Page 117: Read what Atticus tells Jack about the case and his kids.  What is he trying to do through all of his lessons? What does he hope for his kids

◦Ch 18: Mayella’s Testimony –Mayella’s decisions

◦Ch 18: Mayella’s home life –what is it like