Monday, Jan. 16 Agenda

}Bell Ringer: Study Word Parts (prefix/suffix list): Test on Friday!

}Epic poster 20 min work time

}Start The Odyssey

◦Notes on Odyssey background

◦Read all italicized information on pages 1104-1112.  While reading take notice of how epic characteristics are shown, what happens in the plot

◦Read The Lotus Eaters section: take notes on how you see any epic characteristics, SPECIFICALLY heroic characteristics. When done, take out computer and work on revising/editing your paper

}All the time left can be used for the paper

◦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 (Friday) to help you determine the difference) -THIS HIGHLIGHTING IS DUE ON TUESDAY!!

◦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!!!!!

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

◦Works Cited page reminder

Friday, Jan. 13 Agenda

}Bell Ringer: List of roots; Study Word Parts: Test in a week!

}Epic Poster Creation (30 min)

}Writer’s Workshop

◦In-text citations and introductions; Intro rough draft done by beginning of block Monday

–Intro and Conclusion Reminders: Document shared with you

◦**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

◦BODY PARAGRAPHS SHOULD BE DONE!!! IF NOT, KEEP WORKING UNTIL THEY ARE.

◦MLA format –you have a handout on this, make sure your paper follows it

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

}

Thursday, Jan. 12 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 Monday beginning of time and the body paras are due at the end of work time tomorrow (for me to read over the weekend)

}Epics: A long narrative poem recounting actions, travels, adventures, and heroic episodes (write definition on sheet in Reader’s Notebook)

◦On that same sheet, 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?”

}Epic Notes: Web on board

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

Wednesday, Jan. 11 Agenda

}Bell Ringer: Roots (the last slide…test next Friday)

}“Responses to Mockingbird” Discussion and Writing

}Formulate your own written response (individual)

◦Overall Question: What is your response to the book and how is it supported by, or not supported by, the responses we’ve read?

◦Write at least a paragraph in response to this, using specific textual evidence from any of the responses we’ve read (any of the 6).

◦Look at the rubric before, during, and after writing.

}Staple rubric to paragraph and turn in to stool in front

}Get out your outline, making sure you have the thesis through the body paragraph portion complete

}Once that is done, fill in the intro and conclusion portions of your outline

}If your entire outline is complete, begin step four on the step by step document (topic sentences) –we will talk about this once all are done with the paragraph response with ANALYZED SUPPORT from the text

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

◦Outline check: make sure it is shared with me

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

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

◦Body paragraphs rough draft due Friday (end of work time)

Tuesday, Jan. 10 Agenda

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

}Outline Review: Outline is due end of block

◦Main Ideas

◦Textual Evidence to fit

}Work on paper

◦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

}Article 2 check

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

◦Turn in to me when done and read “Responses to Mockingbird” handout (close read for details to understand, respond and analyze) –DUE WED.

}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 three main ideas/topic sentences 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))

Monday, Jan. 9 Agenda

}Bell Ringer: roots

}Thesis question (form): Go to Schoology. Click on the link in the TKaM folder (last post); answer that question. Then read the answer to your end of book question

}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?

}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, Jan. 6 Agenda

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

}Create a in-depth question on the book as a whole or specific to what you read last night (28-31): (should be something that would take at least a paragraph or so to answer)

◦Post your individual overall story discussion question to Schoology

}Any social awareness presentations that are left…  

}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:

◦Read and highlight for understanding and what is needed to summarize

◦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, Jan. 5 Agenda

}Bell Ringer: Presentations: Connor and Phillip (take a look at their piktocharts), Kate

}Group points from yesterday’s discussion (posters)

}Small Group Work:

◦Discussion Question Class Discussion

◦Hypocrisy from chapter 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?

◦How does the idea of Boo come back into the story? What does Atticus show Scout that he knows (concerning Mr. Radley)?

◦Who says this: “Over here we don’t believe in persecuting anybody. Persecution comes from people who are prejudiced.” Is it true? Why yes or no?

◦Why does Jem react how he does when Scout asks him about the trial?

◦Why do you think Atticus was reelected by the town if they were so mad about the trial?

–THEMES!!! IMPORTANT ISSUES/EVENTS/Etc.

}Summarizing Notes

}Critique of TKaM: Article 1

◦Highlight details to summarize article tomorrow

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

Wednesday, Jan. 4 Agenda

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

}Big Idea Poster Discussion

}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 be in depth with follow ups and make them ‘different’

◦Large group discussion of ideas in ch 24 at: 3:05

}Social Issues: Phillip, Connor, (rubrics collected)

}Homework: chapters 26-27, ONE DISCUSSION QUESTION, annotations: many should be examples of the themes/focus questions from these chapters or earlier chapters, 

Tuesday, Jan. 3 Agenda

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

}Courage Paragraph on Schoology (as submission, not comment)

}Presentations: Alex, Garrett, Phillip,

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

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

}Homework: Ch 23-25, CREATE ONE DISCUSSION QUESTION BASED ON CHAPTERS, annotations, make sure to annotate examples of themes and focus points as well as comments and questions.