Wednesday, Jan. 13 Agenda

}Bell Ringer: Outlining: TURN ON YOUR COMPUTER ASAP

◦Main Ideas

◦Textual Evidence to fit

}Connections Through Readings

◦Close read for the task

◦Strong paragraphs with evidence on last page of packet

}Writer’s Workshop time

◦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 tomorrow

◦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))

Tuesday, Jan. 12 Agenda

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

}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

◦If you finish closely reading the article before we move on, bring me your thesis to check and begin/continue working on finding textual evidence in To Kill a Mockingbird that supports your thesis

}Article 2 Summary and Response

◦One paragraph summary after discussion with partner and one paragraph response (on own) with FANTASTIC TOPIC SENTENCES: author, article title, topic of article

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

}Work on paper

◦Thesis needs to be checked by: 3:15

◦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

}Outline Review: Outline is due Thursday as you walk in the door

Monday, Jan. 11 Agenda

}Bell Ringer: roots

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

◦Submit your individual overall story discussion question to me

}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

}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 (writer’s notebook), any quote, life lesson, real world parallel, etc

◦What is a theme?

}Homework: Answer someone else’s question (at least a paragraph in length, try for a good topic sentence), write a thesis

Friday, Jan. 8 Agenda

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

}Article 1 Summary:

◦One paragraph summary (topic, main idea, points of view (with textual evidence if desired))

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

◦Can turn in when done and start reading the homework (finishing the book)

}Any social awareness presentations that are left… Susan, Eli, Justin

}Small Group Work:

◦Annotations, Discussion Questions, Focus Points

◦Hypocrisy from chapter 25 and 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?

–THEMES!!!

}Class time for reading

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

Thursday, Jan. 7 Agenda

}Bell Ringer: Group points from yesterday’s 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 5 min with follow ups and make them ‘different’

}Summarizing Notes

}Critique of TKaM: Article 1

◦Highlight details to summarize article tomorrow

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

Wednesday, Jan. 6 Agenda

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

}Social Issues: Mikala, Linda,

}Big Idea Poster Discussion

}Small Group Meeting: Discuss 20-22, post its, focus points/themes, closing argument ideas, discussion questions, continue the 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 turn in a post it/sheet with most important notes of what was discussed and best discussion question, as well as have me check your five most important ideas questions

}Add to Focus Points/Posters

}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.

Tuesday, Jan. 5 Agenda

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

}Pt 1 Quiz Correcting:

◦Finish Courage Post if necessary, then start reading ch. 20

}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)

}Social Awareness: Emily, Mikala, Linda, Susan, Eli, Justin (we won’t get through all, but we will do a few)

}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 People 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 yesterday as well, if your group discussed this.

Monday, Jan. 4 Agenda

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

}Types of Courage brainstorm with partner

◦Think of adding an adjective to courage to explain a certain way of being courageous…

}Courage Paragraph posted on english9mrsjohnson.blogspot.com

}Read tonight’s work when done with the paragraph(s) (or catch up if you didn’t finish through ch 17)

}Small group meeting: chapters 14-17, post its, discussion questions, add to focus points (courage, empathy, doing the right thing, coming of age, discrim., for sure)

}Discuss questions on the screen/the sheet I gave you with your group.  Everyone write down ideas about the theme(s)

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

Courage Paragraph

After we discuss 'types' of courage as a whole class, you will need to pick a type of courage and write about it in the book:

Paragraph Assignment:  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 (TEXTUAL EVIDENCE) from the novel to use while proving your point.  This should be at least a paragraph in length. I’d suggest the first paragraph should be explaining the type of courage in the world and the second should be that type in the book. (Typed as a comment on this post; write in paragraph format! TIQA!).