}Bell
Ringer: Suffixes (ic,
ly, ly)
}Large
Group Discussion
}Work on
paper
◦Thesis
needs to be checked by: end of block
◦Textual
Evidence: 3-6 final, find as many as you
can now
Friday, May 29, 2015
Thursday, May 28, 2015
Thursday, May 28 Agenda
}Bell
Ringer: Thesis question (form):
Go to my blog (english9mrsjohnson.blogspot.com). Click on the link on the most
recent post; answer that question.
}Create
a question on the book as a whole
or specific to what you read last night:
the end of the novel (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
}Stratton
Presentation
}Small
Group on the end of the book, themes, and large group discussion
◦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: add more topics and/or
questions based on the end of the book
}Analysis
paper assignment –a
THEME connected to: 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
◦What
is a theme?
}Homework:
Answer someone else’s question (at least a paragraph in length, try for a good
topic sentence), write a thesis
Wednesday, May 27, 2015
Wednesday, May 27 Agenda
}Bell
Ringer: roots
}Discuss
summaries
}Topic
Sentences: DO NOT SAY “I will be writing…” or “I” ANYTHING!!!
}Class
time for Article 2 Summary and Response
◦One
paragraph summary after discussion with partner and one paragraph response (on
own) with FANTASTIC TOPIC SENTENCES: author, article title, topic
of article
–Article summary and response (1 para
each) due tomorrow
}Small
Group Work:
◦Annotations,
Discussion Questions, Focus Points
◦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?
◦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 26-27?
}Homework:
read 28-31(end) post its, add to
focus points, Article 2 summary/response
Tuesday, May 26, 2015
Tuesday, May 26 Agenda
}Bell
Ringer: suffixes (ant, ent,
less)
}Collect
summaries
}Small
Group: Discuss 23-25,
post its, discussion questions,
themes/focus questions, list of things to
discuss from part 2
◦Discuss
who is a mockingbird at this point with small group
◦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’
}Critique
of TKaM: Article 2
◦While
reading, close read (highlight/comment) what needs to be in summary, what you
want to respond to (have the reading done by tomorrow)
}Homework:
chapters post its,
26-27, examples of the themes/focus questions
from these chapters or earlier chapters
Thursday, May 21, 2015
Thursday, May 21 Agenda
}Bell
Ringer: suffixes (-age, -dom,
-ful)
}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, possibly connect it to your real
world connection from Tuesday
}Poster/points
from yesterday discussion
}Small
Group on 18-19,
◦Ch
18: Mayella’s
Testimony –Mayella’s
decisions
◦Ch
18: Mayella’s home
life –what is it like
◦Empathy
ch 19;
Is Scout racist?;; Coming of Age and Jem
–reality vs. ideal
◦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)
}HWK:
20-22: annotations (annotations tonight should focus on the focus points), one
discussion question
◦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)
Words of Wisdom for today
}Pick a
quote from the words of wisdom poster or your annotations (or find a good one you
haven’t written down yet). As
a comment to this post, explain why
that quote is important to people today/the “real world.” You should have a
paragraph at least to explain what the words of wisdom mean and why it is important for people today. You could possibly connect it to your real
world connection from Tuesday as well.
Wednesday, May 20 Agenda
}Bell
Ringer: Types of Courage brainstorm with partner
}Courage
Paragraph posted on english9mrsjohnson.blogspot.com
}Read
tonight’s work when done with the paragraph(s)
}Small
group meeting (same groups from Tuesday): chapters
16-17, as well as any not discussed
yesterday; post its, discussion questions, add
to focus points
(courage, empathy, doing the right thing,
for sure)
}Discuss
questions on the screen with your
group. Everyone write down ideas about
the theme(s)
}Social
Awareness: Taylor,
Brandy, Lindsey
}Homework: Read chapters 18-19,
annotations,
discussion question
Wednesday, May 20, 2015
Courage Paragraphs
}Courage in To Kill a Mockingbird:
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 (what we just brainstormed about with partners) 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 one longer paragraph or two shorter paragraphs in
length.
I’d suggest the first paragraph (or first half of a longer one) should explain the type of courage in the world and the second should be
that type in the book. This needs to be written in
paragraph format! (TIQA!)
Tuesday, May 19, 2015
Tuesday, May 19 Agenda
}Bell
Ringer: Social Awareness: Max, Sven, Brandon, Ella, Mckenzie,
}In writer’s
notebook, answer this question based on chapter 15: Was Scout courageous or
just naïve (lacking in worldly wisdom or informed judgment)? Support your
opinion with specific details from the book (use a quote if possible
or paraphrase details). Bring this paragraph
(TIQA format) to me when done.
}Discuss
poster points from yesterday
}Hero/Courage
Discussion
}Small
Group discuss 14, 15 with small group, add to posters
}Hwk:
chapter 16-17, annotations (remember page numbers if not post-its), discussion
question (focus question topics, especially courage, empathy, discrimination)
Monday, May 18, 2015
Monday, May 18 Agenda
}Bell
Ringer: suffixes
}Social
Awareness Presentations: Ricky, Kalvin, Melanie, Makensie,
Trey,
}Part
one Quiz
◦Answer
questions then give back to creator of
questions
◦Grade/Check
the answers to your questions (each answer worth 2 pts)
◦Write
who created and answered the questions and turn it in
to me
◦Read
14-15
}With
your discussion group, discuss annotations and how the concepts of “coming of
age” and stereotypes/discrimination are seen in ch
12 and 13 (add to posters)
}Begin
brainstorming any current issues or events that you can relate to or connect to
TKAM
}Homework:
Read ch
14 and 15, post it important points (any quotes, examples of focus points), one
question
Friday, May 15, 2015
Friday, May 15 Agenda
}Bell
Ringer: Social Awareness Presentations: Joe, Trevor,
Mikel, Caleb,
}Two question
quiz
}Writing
Section: Is Jem a
hero? Is Jem
courageous? How, why, what’s the difference?
}Discuss
characterization of Atticus. What do we know about him so far? How do we
know these things?
}Begin
Discussion with small group then Discuss ch
10 and 11 as a large group
◦add
Atticus’/Maudie’s
mockingbird quote to notes or words of wisdom –each
group needs to write one quote on WoW sheet,
Discuss each person’s discussion question
and annotations
}How
does Jem in ch
11 relate to focus question of coming of age?
(cover this before we go to large group)
}Part
One Review Questions
◦Create
at least 10
◦Use
all of the Ws and How
◦Cover
all of the big ideas/issues of pt 1
}Homework:
Read ch
12 and 13, annotations, 1 discussion question; Review Questions if you didn’t
finish in class
Thursday, May 14, 2015
Thursday, May 14 Agenda
}Bell
Ringer: Annotation
check: find your discussion question and show it to me when I come to you while
you are writing: In
Writer’s Notebook: What kind of a narrator is Scout? Should we
believe what she tells us? Why? Why do you think Harper Lee chose to tell the
story this way?
}Social
Awareness: Zach, Kyle, Hauk, Mikel, Caleb, Joe,
Trevor –I’m hoping to get through at least three or four…others, be prepared in
case
}Q-Chart
and creation of better discussion
questions
}Small
Group discussion of 8-9
◦Discuss
annotations and focus points,
then WN entry
◦Add
to Gifts focus question, courage, prej/stereotype/discrim,
WoW?
–put things on posters (we want as a class to have the BEST pieces of the big
ideas on the posters)
◦Create
some discussion questions (bottom right of chart) for 6-9,
as a group, discuss them and exchange with other group
◦Pick
best poster post and explain why you put it up
}Homework:
10-11, annotations and discussion question
Wednesday, May 13, 2015
Wednesday, May 13 Agenda
}Bell
Ringer: roots
}Annotation
check
}Social
Awareness: Janessa, Chris
}Discuss
discussion questions from yesterday and then 6 and 7 with small group
◦Who
was leaving the gifts, why do you think that?
◦Why
didn’t Mr. Radley shoot Jem, did
he know it was Jem?
◦Why
does Jem go
to get the pants? (who sewed the pants?)
◦Why
did Mr. Nathan fill the knot hole with cement?
}What are
some differences between the way Scout and Jem
act, see the world, think, etc?
◦What
does Jem
realize in 7 that Scout doesn’t?
◦How
does Jem show
coming of age?
}As
you are discussing annotations and these questions, talk about focus points,
adding to your notes sheet.
}You
need to write many things on posters.
Today’s group assessment will be on the posters, do you as a class have
all of the information needed (as determined by me) on the posters??
}Discussion
of Focus Question examples (posters) and
discussion questions
}HW:
Read ch 8-9,
annotations (min.
6 plus discussion question)
Tuesday, May 12, 2015
Tuesday, May 12 Agenda
}Bell Ringer: In writing section: What are
the three most important events, ideas, details or pieces of information from
the first five chapters of TKAM? Why do
you think each one is important? Put annotations on desk for
checking, work on homework while waiting
}Poster Discussion from Monday
}With the group, discuss
your writing section entry,
your annotations from 4 and 5 and create discussion questions about
the first five chapters of the book for a large group discussion
}Posters –need to write on at least two
}Submit your group’s best discussion
questions (3) from the first 5
chapters
}Presentations:
Raven, Chandler
}Homework: Read ch 6-7: Annotations and a
discussion question
Monday, May 11, 2015
Monday, May 11 Agenda
}Bell Ringer: Words of Wisdom page
}Presentations: Teddy, Corrie
}In writer’s notebook:
What does Atticus mean when
he says “If you can learn a simple trick, Scout, you’ll get along a lot better
with all kinds of folks. You never
really understand a person until you consider things from his point of
view…until you climb into his skin and walk around in it.”? (ch 3)
Do you agree
or disagree? Explain your
answer. Does Atticus
behave this way? Give an example.
}Small Group Discussion on ch 1-3, writer’s notebook entry, and
“A Glimpse of Harper Lee”
◦Self and Peer grade (use the rubric from
Friday)
}Ch 4-5 due Tuesday: Minimum of six
annotations plus one discussion question
◦While reading, look for any words of
wisdom, “gifts” focus question, main/important points
Friday, May 8, 2015
Friday, May 8 Agenda
}Bell Ringer: What are Focus Points? How
we use them
}Read beginning of chapter 1:
start together:
Start annotations
-aim for at least 8 ?s/comments/details/connections to focus points you
are thinking while reading/things that you think may be important later/etc. on
the first ch (in
own notebook or on post its), finish on own
}While waiting for others to finish, start
chapter 2
}Discussion Rubric and Procedures
}First Small Group: Discuss
most ‘pressing’
questions
and annotations of ch 1
}Homework: Read 2 and 3, minimum of 6 annotations, one discussion question
based on anything read ch.1-3
◦A link to the audiobook is on my blog
(you can also just search for it on YouTube). If you want to listen to the
chapters, that is fine (if you are a fast reader, this will take you much
longer though), but make sure you still create annotations!
}Social Issues Awareness Presentations
start Monday: Teddy,
Corrie, Raven, Chandler
Thursday, May 7, 2015
Online Survey for Thursday's Bell Ringer
Click on this link to take a survey that will help us understand our class' opinions on big ideas from To Kill a Mockingbird: Online Survey
While taking the survey, pay attention to the questions because at the end, you need to pick one of them and write in your writer's notebook. You want to write what the question was, what your response was, and some of the thoughts you have on that question. Explain why you think what you do, and other ideas you have related to the question.
While taking the survey, pay attention to the questions because at the end, you need to pick one of them and write in your writer's notebook. You want to write what the question was, what your response was, and some of the thoughts you have on that question. Explain why you think what you do, and other ideas you have related to the question.
Wednesday, May 6, 2015
Wednesday, May 6 Agenda
}Bell Ringer: Word Parts
}Background Info Presentations
◦Make sure to take notes on what you feel
will help you understand the novel as we read it
}Work Cited Reminder (due when you present)
}Research Time:
◦Remember, you need images, videos,
audio files, you don’t just want words on the screen
◦USE the RUBRIC to check if you are doing
things correctly!!
◦Your presentation should have an
introduction, body, and conclusion
◦You should have real world examples of
your issue that you found in your research (it is mentioned on the rubric,
remember to check through that rubric!!)
Tuesday, May 5, 2015
Tuesday, May 5 Agenda
}Bell Ringer: To
Kill
a Mockingbird Intro
}Background Info Groups
◦Read your article or information
(CLOSE READ)
◦Take notes on the most important info
◦Figure out how your group will present
this information to the class (all must talk)
}Research Time
◦Remember, you need images, videos, audio
files, you don’t just want words on the screen
◦USE the RUBRIC to check if you are doing
things correctly!!
◦Give credit to where your information
comes from, also you need a works cited page
}*Need ‘postits’ by Thursday: this is how you keep track
of what you read/ know/ learn/ should remember (can be any strategy of close
reading)
Monday, May 4, 2015
Monday, May 4 Agenda
}Bell Ringer: In your writer’s notebook,
write for awhile about people who you have heard speak that you liked/were
interested in and those that you didn’t/were bored by. Then begin a
brainstormed list about the characteristics public speakers need to be effective.
}Discuss what you wrote
}Public Speaking characteristics
}Research/Project work time
◦REMEMBER: CITE YOUR SOURCES ON YOUR
PROJECT!!!
◦Remember, you need images, videos, audio
files, you don’t just want words on the screen
◦USE the RUBRIC to check if you are doing
things correctly!!
}Works Cited Page (due when you present): look at the document shared with you when we worked on the perspective story (in Google Drive)
Sample Presentations
If you want to make sure you are on the right track with your presentation, here are a few examples from past years. These are not necessarily the most perfect presentations, but they are samples of those who let me share.
Friday, May 1, 2015
Friday, May 1 Agenda
}Bell Ringer: new seats
(look on the stool)
}Research Time
◦Continue notes, look on your rubric (IDEAS
section) if you aren’t sure what to take notes on
◦Ways to present: Web page, video, power
point with links, prezi, Thinglink, HaikuDeck, Picktochart
◦As you think of ways to present your
information, consider:
–Ways
to include videos, audio, images
–How
to keep class interested
–Do
you want them to think or do anything after seeing your presentation
◦Link to other ideas (sources) or include
the videos, pictures, etc in
the presentation
◦Work time today, Monday, some on
Tuesday, maybe
some on Wednesday, and the
first presentations will be Friday
(lottery for order Wednesday)
}Tying Romeo and Juliet into presentation
◦You have your three pieces of textual
evidence, somehow work them into your presentation
–Needs
to logically work, needs to flow with what you are including from your research
}
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