Tuesday, Dec. 22 Agenda

}Bell Ringer: 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.

}Social Awareness: Ashton, Jayden, Elliot,

}Hwk: chapter 16-17, annotations (remember page numbers if not post-its), discussion question (focus question topics, especially courage, empathy, discrimination), Begin brainstorming any current issues or events that you can relate to or connect to TKAM

Monday, Dec. 21 Agenda

}Bell Ringer: Library Talk

}Social Awareness Presentations: Ashton, Charli, Mikala, Linda, Susan

}Important Focus Points Examples of Pt. 1

◦Write the starred ones on your sheet

◦Anything missing overall?

}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)

}Homework: Read ch 14 and 15, post it important points (any quotes, examples of focus points), one question

IF GONE FOR CHOIR TOMORROW:

}Ch14-15 (Monday’s homework)

}Questions for ‘quiz’ answered (Monday’s homework)

}Scout’s behavior in ch. 15 paragraph (check blog tomorrow for the prompt)

}Ch 16-17 (Tuesday’s homework)

Friday, Dec. 18 Agenda

}Bell Ringer: Social Awareness Presentations: Kali,  Jada, Charli, Justin, Ashton

}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?

}With small group, make sure you finished all ideas of ch 8 and 9 yesterday

}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 

}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/Quiz Questions created if you didn’t finish in class

Thursday, Dec. 17 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: Seth, Bryce –I’m hoping to get through at least three or four…others, be prepared in case

}Discussion of Focus Points examples (posters) and discussion questions 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)

}Homework: 10-11, annotations and discussion question 

Wednesday, Dec. 16 Agenda

}Bell Ringer: roots

}Annotation check

}Survey Results Discussion

}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??

}We will start presentations tomorrow

}HW: Read ch 8-9, annotations (min. 6 plus discussion question)

Small Group Discussion of Peer Discussion Questions

With your small group today, you are going to discuss questions made by your classmates yesterday on the first 5 chapters of the book.  As your group discusses, take notes as a comment to this post of the best insights you have (what are some of the different answers or ideas that you can come up with).

Here are the questions for each group:

Jada's Group: Do you think Miss Maudie knows more than she says she does? What do you think she knows and what makes you say that?

Elliot's Group: Why do you think Atticus always defends Boo Radley?

Susan's Group: Why do you think the book is told from Scout's perspective?

All groups: Who do you think is putting the gifts in the tree? What do you believe their motivation is?

Monday, Dec. 14 Agenda

}Bell Ringer: Presentation work time: 25ish minutes (I’ll check annotations (for 2-3) and discussion grades (from Friday) while you are working)

}Order of presenting (starting Thursday)

}Words of Wisdom page

}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  2-3, writer’s notebook entry

◦Self and Peer grade on own (use the rubric from Friday)

}Ch 4-5 due Tuesday: Minimum of six annotations plus one discussion question (something you can ask the group that has more than one specific ‘answer’)

◦While reading, look for any words of wisdom, “gifts” focus question, main/important points

Friday, Dec. 11 Agenda

}Bell Ringer: Discussion Rubric and Procedures

}First Small Group: Discuss Harper Lee article, most ‘pressing’ questions and all annotations of ch 1, focus point evidence,

◦Group response to Harper Lee article on blog

◦Evaluation of peers and self at end of discussion

}Final (?) work time on Presentation (in class)

}Hwk: Work on presentation, Chapters 2-3 read with annotations (6 annotations) and 1 Discussion Question

◦Reminder: 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 longer though), but make sure you still create annotations!

Small Group Discussion #1

As your group is discussing today, make sure to keep track of the important ideas, points, and thoughts brought up.  You want to write focus points related things on your focus points sheet.  You should also write things on your article on Harper Lee while you talk about that.  At the end of your discussion, your group needs to post a comment to this blog.

The comment should include:

All group member names
Two important/interesting points about the chapter/focus points/questions from your discussion
Three important/interesting points from the discussion on "A Glimpse of Harper Lee"

Thursday, Dec. 10 Agenda

}Bell Ringer: Word Parts (roots)

}Work Cited Reminder

}Presentation Work 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!!)

}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 for homework (can listen to audio as well, look at side of blog for link)

HOMEWORK: Ch 1 and annotations, "Glimpse of Harper Lee" close read

Wednesday, Dec. 9 Agenda

}Bell Ringer: Online Survey: Go to my blog (english9mrsjohnson.blogspot.com), click on the link in post titled “online survey”.  When you are done answering all questions, pick one of them and write your thoughts about it in your writer’s notebook (at least a paragraph).

}Closely Read: “A Glimpse of Harper Lee” article (due Friday)

◦Interesting points

◦Ideas that connect to the book we’re starting tomorrow

◦Questions

◦Things you connect prior knowledge to

}Presentation Work 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

Interesting Information Sharing

Go to this link: https://todaysmeet.com/Interesting-Info-Social-Issue  Enter your name(your actual name) as a nickname and then enter the most interesting piece of information about your issue that you have found in your research.  Aim for something that you think others may not know (whether it is going to be in your presentation or not).

TKaM Opinion Survey

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

For some words, there are definitions in the survey.  Make sure you read the definitions so you know what you are answering!

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.  Before you click "finish survey," 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.

Tuesday, Dec. 8 Agenda

}Bell Ringer: Think 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, in your writer’s notebook, create a brainstormed list about the characteristics public speakers need to be effective and a list of what speakers should NOT do to be effective.

}Discuss what you wrote

}Public Speaking characteristics

}Background Info Presentations

◦Make sure to take notes on what you feel will help you understand the novel as we read it

◦Take notes on the most important info (what ties to details I gave in the intro, what can help you get a better understanding of the setting, plot, or characters of the novel)

}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

}Research/Project work time

◦REMEMBER: CITE YOUR SOURCES ON YOUR PROJECT!!!

–Works Cited Page (due when you present)

◦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!!

You should be working on your presentation as homework!!!!!!!!!!!!!!!!!!!

Post Its by Thursday!!

Monday, Dec. 7 Agenda

}Bell Ringer: To Kill a Mockingbird

◦General Introduction

◦Background Info Groups

–Read your article or information (CLOSE READ)

–Take notes on the most important info (what ties to details I gave in the intro, what can help you get a better understanding of the setting, plot, or characters of the novel)

}Research Time

◦Continue notes, look on your rubric (IDEAS section) if you aren’t sure what to take notes on: Your notes should be done by the beginning of class tomorrow!!

◦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, Tuesday, some on Wednesday and Thursday, maybe some on Friday, and the first presentations will be Monday (lottery for order Thursday/Friday)

}Meet on Background article (@3:00)

◦Figure out how your group will present this information to the class (all must talk)

}*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)

◦

Friday, Dec. 4 Agenda

}Bell Ringer: Roots

}Research

◦Rubric

◦How to take notes

◦Begin or continue notes, look on your rubric if you aren’t sure what to take notes on

◦Ways to present: Web page, video (weVideo or Windows Movie Maker), power point with links, prezi, Thinglink, HaikuDeck, Picktochart, powtoons

◦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

}You should have at least half of your notes done by Monday!

Thursday, Dec. 3 Agenda

}Bell Ringer: Research Tips in Library

}Finish Translation Test (for those not done)

}Research next step

◦You should have your textual evidence (3 exact lines from the play) and your research questions/key terms (at least 5).  You should also have some ideas of issues/topics that your theme can connect to

◦Next: potential sources

◦You need to have at least 15 potential sources by the end of the block today to be where you need to be

◦Begin researching: you want a lot of different texts (articles, audio clips, video clips, pictures, etc) that show the importance of your theme/issue (you should be looking during your research for an issue/problem/negative situation connected to your theme)

◦If you have 15-20 sources, start taking notes. Think about your research questions and your final goal, and take notes that help you achieve your purpose

◦

}Your final goal is to present your findings to the class in order to give your peers an awareness of issues affecting teens in American society today

Wednesday, Dec. 2 Agenda

}Bell Ringer: Get outline for essay out

}Essay Test: staple outline to rubric to turn in (make sure the essay is shared with me)

◦All essays must be done by the end of the block

}Translation Test (finish or take if you were at band)

}Research Time (if you don’t need to finish the translation test and you are finished with the essay)

◦Aim for 15-20 potential sources

◦Begin researching: you want a lot of different texts (articles, audio clips, video clips, pictures, etc) that show the importance of your theme/issue (you should be looking during your research for an issue/problem/negative situation connected to your theme)

Tuesday, Dec. 1 Agenda

}Bell Ringer: Get out Outline

◦Body paragraphs from yesterday

◦Intro and Conclusion Sections

◦Is your outline ready to write an essay tomorrow?

}Current Teen Issues in Romeo and Juliet Research:

◦Issues tied to themes: Examples from last semester

◦Textual Evidence (at least three): due in 20 min

◦Questions and Key Terms (shared with me through Google Drive)

◦Potential Sources (need at least 15, aim for more): These should be on the same document as the questions and key terms

◦Today’s goals (due by the beginning of class tomorrow):

–Textual Evidence (3) of theme in play

–Questions and Key Terms

–At least 5 potential sources