Tuesday, May 26 Agenda

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

}Collect summaries

}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 5 min with follow ups and make them ‘different’

}Critique of TKaM: Article 2

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

}Homework: chapters post its, 26-27, examples of the themes/focus questions from these chapters or earlier chapters 

Thursday, May 21 Agenda

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

}Pick a quote from the words of wisdom poster or annotations (or find a good one you haven’t written down yet).  As a comment on my blog (like yesterday) explain why that quote is important to people today/the “real world” –should have a paragraph by end, possibly connect it to your real world connection from Tuesday

}Poster/points from yesterday discussion

}Small Group on 18-19,

◦Ch 18: Mayella’s Testimony –Mayella’s decisions

◦Ch 18: Mayella’s home life –what is it like

◦Empathy ch 19; Is Scout racist?;; Coming of Age and Jem –reality vs. ideal

◦Start a list with your group 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)

}HWK: 20-22: annotations (annotations tonight should focus on the focus points), one discussion question

◦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)

Words of Wisdom for today

}Pick a quote from the words of wisdom poster or your annotations (or find a good one you haven’t written down yet).  As a comment to this post, explain why that quote is important to people today/the “real world.” You should have a paragraph at least to explain what the words of wisdom mean and why it is important for people today. You could possibly connect it to your real world connection from Tuesday as well.

Wednesday, May 20 Agenda

}Bell Ringer: Types of Courage brainstorm with partner

}Courage Paragraph posted on english9mrsjohnson.blogspot.com

}Read tonight’s work when done with the paragraph(s)

}Small group meeting (same groups from Tuesday): chapters 16-17, as well as any not discussed yesterday; post its, discussion questions, add to focus points (courage, empathy, doing the right thing, for sure)

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

}Social Awareness: Taylor, Brandy, Lindsey

}Homework: Read chapters 18-19,  annotations, discussion question

Courage Paragraphs

}Courage in To Kill a Mockingbird: 

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 (what we just brainstormed about with partners) 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 one longer paragraph or two shorter paragraphs in length. 

I’d suggest the first paragraph (or first half of a longer one) should explain the type of courage in the world and the second should be that type in the book. This needs to be written in paragraph format! (TIQA!)

Tuesday, May 19 Agenda

}Bell Ringer: Social Awareness: Max, Sven, Brandon, Ella, Mckenzie,

}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.

}Discuss poster points from yesterday

}Hero/Courage Discussion

}Small Group discuss 14, 15 with small group, add to posters

}Hwk: chapter 16-17, annotations (remember page numbers if not post-its), discussion question (focus question topics, especially courage, empathy, discrimination)

Monday, May 18 Agenda

}Bell Ringer: suffixes

}Social Awareness Presentations:  Ricky, Kalvin, Melanie, Makensie, Trey, 

}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)

}Begin brainstorming any current issues or events that you can relate to or connect to TKAM

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

Friday, May 15 Agenda

}Bell Ringer: Social Awareness Presentations: Joe, Trevor, Mikel, Caleb,

}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?

}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

}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 Questions if you didn’t finish in class

Thursday, May 14 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: Zach, Kyle, Hauk, Mikel, Caleb, Joe, Trevor –I’m hoping to get through at least three or four…others, be prepared in case

}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)

◦Create some discussion questions (bottom right of chart) for 6-9, as a group, discuss them and exchange with other group

◦Pick best poster post and explain why you put it up

}Homework: 10-11, annotations and discussion question

Wednesday, May 13 Agenda

}Bell Ringer: roots

}Annotation check

}Social Awareness: Janessa, Chris

}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??

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

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