Tuesday, Jan. 16 Agenda

}Bell Ringer: Prefix and Suffix list

}“Responses to Mockingbird” Discussion and Writing (see next slide) –consult rubric while writing; staple to paragraph(s) and turn in to stool.  THIS MUST COME IN TO ME IN ORDER TO PASS ENGLISH 9

}Writer’s Workshop (30 min)

◦In-text citations and introductions; Intro rough draft done by should be done

–Intro and Conclusion Reminders: Document shared with you

◦**If you have a first draft (at least all three body paragraphs) done, begin working on your intro and then conclusion.  If you are done with everything, start editing and revising your draft

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

◦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 Monday 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 end of block

THIS PAPER MUST BE TURNED IN IN ORDER TO PASS ENGLISH 9, REGARDLESS OF YOUR GRADE AT THIS POINT!

Monday, Jan. 15 Agenda

}Bell Ringer: Study Word Parts (Roots list, prefix/suffix list): Test Thursday

}Summary vs. Analysis

}Writer’s Workshop (20 min)

◦Intro and conclusion notes (shared with you) –rough drafts of intro and conclusion due Tuesday middle of time

}Article 2 check

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

◦Turn in to me when done and work on body paragraphs/revising/intro

}“Responses to Mockingbird” Discussion and Writing

◦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, read your Turnitin comments (if you have them, and if not, upload your body paragraphs rough draft), then work on revising and writing an intro and conclusion

More Writer’s Workshop

Friday, Jan. 12 Agenda

}Bell Ringer: Final Slide of Word Parts

}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 shared document

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

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

◦Body paragraphs rough draft due Sunday –if possible, otherwise beginning of block Monday (UPLOADED TO TURNITIN!!!)

Wednesday, Jan. 10 Agenda

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

}Critique of TKaM: Article 2

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

◦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

}Outline Review: Outline is due beginning of tomorrow

◦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)

◦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))

}Article 2 check tomorrow

Tuesday, Jan. 9

}Bell Ringer: Formative Experiences:

◦Formative Experiences: what are they?

◦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

}Homework

◦Thesis (rough draft) –checked in class

◦POTENTIAL PIECES OF TEXTUAL EVIDENCE (2-3x more than minimum expectations of evidence)

◦Start outline?

◦Comments if not done

Monday, Jan. 8 Agenda

}Bell Ringer: Roots

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

}Create an 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 on posters to cover all details of the focus points from the end of the story

◦Question sheet: don’t need complete sentences, but jot down big insights/answers to help for large group discussion

}Online Discussion

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

}Homework: Schoology question (Answer the one below yours; make sure your answer is a solid paragraph long); questions 6, 7, 8 on the sheet

Friday, Jan. 5 Agenda

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

}Group points from yesterday’s discussion (posters)

}Small Group Details on next slide

}Critique of TKaM: Article 1

◦Highlight details to summarize article

}Article 1 Summary:

◦One paragraph summary (title, author, 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!!!

◦Remember, not too many details, but enough information for someone to understand the article without having read it

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

Thursday, Jan. 4 Agenda

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

}Big Idea Poster Discussion/Themes

}Small Group: THEMES first, 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, 

Wednesday, Jan. 3 Agenda

}Bell Ringer: Final Social Awareness Presentations: Katie, Kaitlyn, Donovin, Seth

}Poster Points from yesterday

}Small Group Meeting: Discuss 21-22 (USE THE SCHOOLOGY POST AS A GUIDE), post its, focus points/themes, 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 –directions on edublogs

}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.

Tuesday, Jan. 2 Agenda

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

}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)

}Small Group Discussion on 18-20 (use Schoology assignment)

}Social Awareness Presentations: Bruce, Addie/Hailey/Carter, Katie

}Discussion of Pt. 1 Questions, Hero/Courage (if your paragraph is not posted DO IT!!), Themes, Current Connections

}Hwk: 21-22, annotations, discussion question,