Thursday, Dec. 21 Agenda

}Bell Ringer: In WN: What factors influence our moral growth? What kinds of experiences help us learn how to judge right from wrong?

}Brainstorming Types of Courage

}Small group meeting: WN Entry, chapters 16-17, post its, discussion questions, add to focus points (courage, empathy, doing the right thing, coming of age, discrim., for sure)

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

}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 part of the paragraph should be explaining the type of courage in the world and the second should be that type in the book. (write in paragraph format! TIQA x1 at least!).

}In-text Citation: (Lee 33).

}Courage Paragraph posted on your blog by Tuesday (when we come back)

}Hero/Courage Discussion after break

}Homework: Courage paragraph posted on blog, Read chapters 18-20,  annotations, discussion question,

Wednesday, Dec. 20 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.

}Part one Quiz

◦Answer questions then give back to creator of questions (ANSWERS DUE TOMORROW)

◦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 16-17

}Small Group Discussion: see next slide/Schoology Guide

}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

Tuesday, Dec. 19 Agenda

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

}Important Focus Points Examples of Pt. 1 (Halfway through discussion)

◦Write the starred ones on your sheet

◦Anything missing overall?

}Begin Discussion with small group then Discuss ch 10-11 AND 12-13 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

◦How does Jem in ch 11 relate to focus question of coming of age? –talk about this with your group, 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)

◦Discuss characterization of Atticus.  What do we know about him so far? How do we know these things? (Use/add to Identity Chart)

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

Monday, Dec. 18 Agenda

}Bell Ringer: Two question quiz (google form emailed to you and linked on my edublogs blog)

}When you’ve submitted your quiz: Writing Section: Is Jem a hero? Is Jem courageous? How, why, what’s the difference?

}Part One Review Questions

◦Create at least 10

◦Use all of the Ws and How (Q-chart)

◦Cover all of the big ideas/issues of pt 1

}Social Awareness Presentations: Kylie, Alli, Naythan

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

Friday, Dec. 15 Agenda

}Bell Ringer: “Have you been paying attention?” Questions (previous slide) Annotation check: find your discussion question and show it when you bring your answers up

}Making better discussion questions: Q chart (shared in drive)

}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)

◦Use the Q Chart for the following point!!!

◦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: Gus, Kaitlyn

}Homework: 10-11, annotations and discussion question

}Those who will be gone Monday, make sure to get your work you will miss from Mrs. J

Thursday, Dec. 14 Agenda

}Bell Ringer: Stereotype WN

}How does Jem use stereotypes about gender to influence Scout? How does Scout feel about her gender? How do you know?

}How can stereotypes, especially about race, gender, and class, affect our behavior, even when we are trying to disprove them?

}What do Scout, Jem, and Dill know about Boo Radley? What parts of their understanding of Boo are based on facts and reliable information? What parts are based on gossip and legend? How can the reader tell the difference between the facts about the Radley family and the legends?

}Can you make any connections between what is happening/being said in the book and the stereotype video we watched last week?

}Small Group Discussion: Follow the guide on Schoology for discussion today

◦As you are discussing annotations and these questions, talk about focus points, adding to your notes sheet.

}Make sure to discuss Coming of Age more in depth:

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

◦How does Jem show coming of age (innocence vs. experience; becoming an 'adult'; reality vs. innocence)?

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

}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: Brayden, Anthony

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

Wednesday, Dec. 13 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

}Presentations: Angel, Adriana

}Poster Discussion from yesterday

}With your group, discuss your writing section entry, your annotations from 4 and 5, focus points {Posters –need to write on at least four (make sure all points are covered)}, and

◦Create discussion questions about the first five chapters of the book for a large group discussion,

◦Start a list of customs, traditions and unwritten ‘rules’ for living in Maycomb

}Submit your group’s best discussion questions (3) from the first 5 chapters (link on Schoology)

}Homework: Read ch 6-7: Annotations and a discussion question 

Tuesday, Dec. 12 Agenda

}Bell Ringer: Suffixes

}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. (Add this quote to WoW page)

}Small Group on ch  2-3, focus point evidence, writer’s notebook entry

◦Share details from images yesterday

–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: Adrianne, Angel, Adriana

}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, Dec. 11 Agenda

}Bell Ringer: Roots

}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

Order of Presentations

}Adrianne, Angel, Adriana, Brayden, Anthony, Gus, Seth, Naythan, Kylie, Kaitlyn, Bruce, Adie/Hailey/Carter, Katie, Donovin, Alli

Friday, Dec. 8 Agenda

}Bell Ringer: Word Parts (roots)

}Work Cited Reminder: Starting Presentations on Tuesday!!

}Discussion Rubric and Procedures

}First Small Group: Discuss stereotype video, survey points from Wednesday (WN entry), KWL, view images together and listen to interviews (whole class, discuss as small)

◦Group response to video on Schoology, plus overall notes on discussion points

◦Evaluation of peers and self at end of discussion

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

}Hwk: Work on presentation, Chapters 1 read with annotations

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

Thursday, Dec. 7 Agenda

}Bell Ringer: TKaM: Great Depression and the South

◦KWL Chart (add to L after “Surviving the Dust Bowl”, FDR Inaugural Address, interviews, and images (we’ll do the interviews and images tomorrow)

–While reading/viewing/hearing, think of these questions and close read to help answer: 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 {this is the setting of the book we will be starting tomorrow}? What insight does it give us on the characters and events we will encounter in the novel?

}Also, you need POST ITS for tomorrow as well (or some way of annotating in the book) if you didn’t today

}Presentation Work Time –last class 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!!)

Wednesday, Dec. 6 Agenda

}Bell Ringer: To Kill a Mockingbird General Info:

◦Stereotype Video (while you watch video, I’ll check your WN entry from yesterday)

◦Use questions to help take notes while watching: prepare to discuss tomorrow

}Online Survey: Go to my edublogs blog. Click on the link in post titled “To Kill a Mockingbird Big Ideas 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).

◦Continue to work on project when done with video and survey (and paragraphs with survey)

}Post-its (or another way) for close reading annotations: YOU NEED THEM ASAP!!

}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

Tuesday, Dec. 5 Agenda

}Bell Ringer: Research/Project work time

◦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

◦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!!

If your notes aren't done yet, you NEED to finish them ASAP so that you can use class time on the presentation (Presentations will start on Monday)

}To Kill a Mockingbird

}“Stories We Tell Ourselves” Small Group

}In group, one needs computer: Go to TKaM folder in Schoology, follow directions

◦Pivotal Moments

–Under your identity chart from yesterday, brainstorm a list of moments, events, ideas, etc that you feel have been important in your life

–Pick the 2 that you feel are the most pivotal (a turning point to who you are today): one that is within your control, one that was not

–

}WN Entry: Patterns in the world:

}“We all know we are unique individuals, but we tend to see others as representatives of groups. It’s a natural tendency, since we must see the world in patterns in order to make sense of it; we wouldn’t be able to deal with the daily onslaught of people and objects if we couldn’t predict a lot about them and feel that we know who or what they are.”     -Deborah Tannen

}Respond to this: Do you agree? Why yes/no? What parts? What is the benefit of looking for patterns? What gets lost when we view the world like this? When is it harmful or offensive to see others as representatives of groups?

Monday, Dec. 4 Agenda

}Bell Ringer: WN: Brainstorm ideas for these questions: What is identity? To what extent do we determine our own identities? What influence does society have?

◦Identity Chart

◦“Stories We Tell Ourselves”

}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 and Wednesday, maybe some on Thursday, and the first presentations will be Monday (lottery for order Thursday)

}*Need ‘postits’ by Thursday (the earlier the better): this is how you keep track of what you read/ know/ learn/ should remember (can be any strategy of close reading)

Friday, Dec. 1 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 end of class!

}Mid-point of class: SSR Post commenting

◦Find the commenting collaborator list (updated) and comment on their blog post