Tuesday, May 30

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

}Epic Poster : 10 minutes of work time. Make sure to add specific details (more than just one illustration per category)

}Start The Odyssey  -grab lit book

◦Notes on Odyssey background –read 1088-1089, take notes on info about The Illiad, The Odyssey, Odysseus, and how gods intervene

◦Link to online text: https://goo.gl/2P2QWv

}Writer’s Workshop:

◦Conferences on summary vs. analysis: Highlighting for summary and 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 last week (Thursday) to help you determine the difference)

◦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 (full rough draft should be done by tomorrow)

◦SELF-EDIT!!!!! 

Thursday, May 25 Agenda

}Bell Ringer: Summary vs. Analysis

}Writer’s Workshop (40 min)

◦Work time on Paper: first thing, write your thesis (revise it if necessary) as the first sentence on your draft

◦Intro notes (shared with you) –rough drafts of intro due Tuesday beginning of time and the body paras are due at the end of work time tomorrow (for me to read over the weekend)

}Multiple Accounts Discussion (3rd block) and Writing (both)

}Epics: A long narrative poem recounting actions, travels, adventures, and heroic episodes (write this on your notes chart I gave you)

}Based on the information you have read in the chart, brainstorm any stories, movies, books, etc that you know of that could fit into this definition (write these down on the same notes sheet)

}Epic Poster Creation

Wednesday, May 24 Agenda

}Bell Ringer: Roots

}“Responses to Mockingbird” Discussion and Writing (4th block)

◦Close Read the account that matches the number with your name on the board

–What does the account focus on/emphasize (and what is it about/PoV/etc)

–What is the response missing? What are ideas that it isn’t mentioning/thinking about/bringing up?

–What in it connects to or contrasts with your response to the book or opinions

◦When you are done, make sure your outline (body para section) is done. If it is, work on the intro and conclusion section.  Then you can read an independent book (find one if you need)

}Writer’s Workshop time: topic sentence and body paragraph practice

◦Outline check: make sure it is shared with me

◦Topic Sentences and body paragraphs –on the back of the assignment handout

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

◦Body paragraphs rough draft due Friday (end of work time SHARED WITH ME!!!)

–Third Block: Hwk: get a good start on your body paragraphs as you will have about 30 minutes on Thursday and 60 min on Friday of in class drafting time

Tuesday, May 23 Agenda

}Bell Ringer: Outline Review: Outline is due end of block

◦Main Ideas

◦Textual Evidence to fit

}Work on paper

◦Textual Evidence: 3-6 final, continue finding as many as you can to start, then begin to narrow:

–Things that can be ANALYZED –they don’t say EXACTLY what you are trying to say, but you read between the lines and infer and interpret to get to proving your thesis (you may even think of modifying your thesis after you have finalized your pieces of evidence)

}Article 2 check

◦Discuss with partner both summary and response (check for all parts)

◦Turn in to me when done and work on finding textual evidence/narrowing down evidence/finishing outline

}Writer’s Workshop time (cont.)

◦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 at least three main ideas/points with three quotes (minimum) by end of block (beginning of tomorrow at latest)

◦By tomorrow, 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, complete the rest of the outline (intro and conclusion) and then start the fourth and fifth steps (topic sentences and paragraphs (rough drafts))

}3rd block: Responses to TKAM readings

Monday, May 22 Agenda

}Bell Ringer: Formative Experiences: what are they (class discussion)

◦On your blog, write a bit about these questions:

–What are some formative experiences in the novel for Jem and Scout?

–How did they help form their identity at the end of the book (do you think)?

–What are some lessons they will take away from these different formative experiences? (specifically the trial and aftermath)

}Thesis question (form): Go to Schoology. Click on the link in the TKaM folder (last post); answer that question. Then read your commenting collaborator’s post on formative experiences and comment on theirs and one other person’s

}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, any quote, life lesson, real world parallel, etc

◦What is a theme?

◦Textual Evidence: 3-6 final, find as many as you can now

–Things that can be ANALYZED –they don’t say EXACTLY what you are trying to say, but you read between the lines and infer and interpret to get to proving your thesis

}Summary of Article 1: check through yours vs. mine

}Critique of TKaM: Article 2

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

}Homework

◦Thesis (rough draft) –checked in class

◦Article 2 Response

–One paragraph summary and one paragraph response (on own) with FANTASTIC TOPIC SENTENCES: author, article title, topic of article (for summary)

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

Friday, May 19 Agenda

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

}Create a in-depth question on the book as a whole: (should be something that would take at least a paragraph or so to answer)

◦Post your individual overall story discussion question to Schoology

}Small Group on the end of the book, themes, questions

◦Make sure your group posts as much as possible to cover all details of the focus points from the end of the story

}Online Discussion

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

}Article 1 Summary:

◦One paragraph summary (topic, main idea, points of view (with textual evidence if desired)) –homework if not done

◦Topic Sentences: DO NOT SAY “I will be writing…” or “I” ANYTHING!!!

Thursday, May 18 Agenda

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

}Group points from yesterday’s discussion (posters)

}Small Group Details on next slide

    If you were gone today, you need to post a discussion question from 25-27 on the Schoology board, and then answer the question of the person whose question is above yours (as a reply to that post)

}Critique of TKaM: Article 1

◦Highlight details to summarize article tomorrow

}Presentations: Jared, Justen, Bradly, Parker; Joey, Ryan,

}Homework: read 28-31(end), annotations, add to focus points, other themes?, discussion question

Wednesday, May 17 Agenda

}Bell Ringer: Suffixes (-age, -dom, -ful)

}Big Idea Poster Discussion

}Small Group: Discuss 23-24, annotations, discussion questions, themes/focus questions, Schoology Discussion Guide, list of things to discuss from part 2

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

◦End goal, individuals leading ‘discussions’ with groups. So make questions that can be in depth with follow ups and make them ‘different’

◦Large group discussion of ideas in ch 24 at:

}Summarizing Notes

}Homework: chapters 25-27, ONE DISCUSSION QUESTION, annotations: many should be examples of the themes/focus questions from these chapters or earlier chapters,

Tuesday, May 16 Agenda

}Bell Ringer: suffixes (-ment, -ment, -ment, -cle)

}Small Group Meeting: Discuss 20-22 (USE THE SCHOOLOGY POST AS A GUIDE), post its, focus points/themes, closing argument/verdict ideas, discussion questions, themes, create a list 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 post in Schoology their best discussion question, at least seven themes, as well as have me check your 3-5 most important ideas questions

}Add to Focus Points/Posters (DO THIS THROUGHOUT)

}Courage Paragraph discussion

}Presentations: Jared, Justen, Bradly, Parker; Joey, Ryan,

}Homework: Ch 23-24, CREATE ONE DISCUSSION QUESTION BASED ON CHAPTERS, annotations, make sure to annotate examples of themes and focus points as well as comments and questions. And Courage Paragraph comments if not done.

Monday, May 15 Agenda

}Bell Ringer: Discussion of Friday’s info

}Small Group Discussion on 18-19

}Presentations: Jillian, Shilo, Michael, Amy, Sam; Mikayla, Mirlande, Thor, Max,Sheldon, Brett

}Hwk: 20-22

Thursday, May 11 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 (textual evidence) to support yourself). Bring this short paragraph (TIQA x1 format) to me when done.

}Small Group Discussion: see next slide/Schoology Guide

}Brainstorming Types of Courage

}Social Awareness: Finish Austin, Ally;  Jacob, 

}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

Those who were gone fourth block: you need to talk to someone in class yesterday who was there and write down some notes on what they said about the readings (how did they help understand Tom Robinson's situation)

Wednesday, May 10 Agenda

}Bell Ringer: How does Jem in ch 11 relate to focus question of coming of age? –talk about this with your partner, and jot down notes on the coming of age section of your packet

}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)

}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

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

Social Awareness Presentations: Hannah S, Austin

Monday, May 8 Agenda

}Bell Ringer: 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? (Use Identity Chart)

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

}Important Focus Points Examples of Pt. 1

◦Write the starred ones on your sheet

◦Anything missing overall?

}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, Make sure you talk about the quiz and writing entry

}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

}Social Awareness Presentations: Amanda, Hannah D;  Rhiannan (finish), Dane, Lauren, Mikayla,

}Homework: Read ch 12 and 13, annotations, 1 discussion question; Review/Quiz Questions created if you didn’t finish in class

Friday, May 5 Agenda

}Bell Ringer: 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? Annotation check: find your discussion question and show it when Mrs. Vitale comes to you while you are writing:

}Small Group discussion of 8-9

◦Finish posting for 6-7 on Schoology

◦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)

◦Look at the Q chart and talk about it

◦Create some discussion questions (bottom right of chart) for 6-9, as a group, discuss them and post them to the Schoology discussion board: “6-9 Discussion Questions”

}Social Awareness Presentations: (Continue on MONDAY)

}Homework: 10-11, annotations and discussion question 

Thursday, May 4 Agenda

}Bell Ringer: Stereotype WN

}What are some differences between the way Scout and Jem act, see the world, think, etc? (COMING OF AGE!!!)

◦What does Jem realize in 7 that Scout doesn’t?

◦How does Jem show coming of age?

◦How does the fact that Scout is the narrator affect the reader’s ability to understand Jem’s point of view?

}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??

◦Q-Chart and creation of better discussion questions

}Presentations:  Amanda,  Autumn, Rhiannan,

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

Tuesday, May 2 Agenda

}Bell Ringer: 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 on ch  2-3, focus point evidence, writer’s notebook entry

◦Share details from images yesterday, then interviews

–How do pics/interviews give us a better understanding of setting and/or characters?

◦Self and Peer grade on Google Document(use the rubric)

}Presentations: Brooke, Caley, Grace; Ellie, Belle, Rachael, Carlie

}Ch 4-5 due tomorrow: Minimum of 6 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

Monday, May 1

}Bell Ringer: Roots

}Volunteers for Presentations

◦Lottery for Order

}Small Group Discussion (same group from Friday –even if didn’t read…THIS TIME)

◦Procedures for a group discussion

–Poster explanation

◦Ch 1 annotations, focus point evidence,

}Background Interviews, Images

◦Still in small groups

◦How did this resource help you understand factors that might influence the worldviews and choices of individuals who live in the world of Maycomb, Alabama, during the Great Depression? What insight does it give us on the characters and events we will encounter in the novel?

◦At end, evaluate all members on same document shared with me on Friday

}Homework: Read and annotate ch 2-3, one discussion question based on something read