Monday - Begin our Lord of the Flies unit. We will first read background information on the author and context of the book. We will then pass the books out and have the students fill out their orange cards. Students will then receive the first batch of reading questions. With the time remaining we will begin reading as a class.
HW - Read chapter 1 and write a free response journal and complete the reading questions.
Tuesday - DO NOW: What does this quote mean to you? “It was simply what seemed sensible for me to write after the war when everyone was thanking God they weren’t Nazis. I’d seen enough to realize that every single one of us could be Nazis.” Discuss answers. Imagine If activity. Time to journal and then work in small groups. Share out discussions and journals. Time to read.
HW - Read chapter 2 and answer the corresponding reading questions.
Wednesday - Discuss chapter 2 and review reading questions. First in-class journal entry will be given out. The students will read a quote and then write a one-page response to it. Share out responses and make connections to the text. Pass out vocabulary words and give students time to start writing down the definitions. Begin watching movie.
HW - Read chapter 3 and complete reading questions.
Friday - In-class journal entry #2 to begin class. Share out journals. Begin setting activity where the students will work in small groups to analyze the importance of the setting of the story. Work together and then share out. Read and watch movie.
HW - Read chapter 4 and write a free response journal for Monday.
Monday - This week we will analyze rhetorical devices through persuasive speeches in the play. Calpurnia tries to convince Caesar to stay at home for his own safety while Decius tries to persuade him to go to the capitol. The students will pair up. With three different colored highlighters, they will highlight the parts of each speech (Calpurnia’s and Decius’) that include ethos, parts that utilize logos, and parts that rely on pathos. In the margins, they will explain WHY each part of the argument fits the mode of persuasion identified. Finally, they will write a response to the following short answer question: Both Calpurnia and Decius are very persuasive, but in the end, Caesar listens to Decius and chooses to walk to his death. How does Decius show that he understands Caesar’s personality and motivation better than Calpurnia does? Discuss as a class.
HW - Read Act V Scenes I & II
Tuesday - Work day in the computer lab for our scrapbook assignment, which is due on Friday.
Wednesday - Read Act V Scenes III & IV as a class. Continue working on scrapbook assignment. Movie, if time.
HW - Finish play at home, if we haven't already in class. Scrapbook due on Friday.
Friday - Turn in scrapbooks and present some of them. Twilight Zone connection piece. HAVE A GREAT BREAK!
Monday - DO NOW: Which character from the story appeals to you the most so far? Why? We will then analyze questions from Act I in groups via a PowerPoint. Work time. Review HW questions from Act I.. Movie, if time.
Tuesday - We will read Act II Scene I together as a class. Students will then receive the Act II vocabulary and reading question materials. Time to work on the questions and vocabulary. Movie, if time.
HW - Read Act III Scene I. The Act II questions will also be due on Wednesday.
Wednesday - DO NOW: What goes into your decision making process? For major decisions, do you spend time thinking about the causes and effects or just go with your gut and see what happens? Review Act II thus far with our newspaper headlines that we used with Act I. Paraphrasing Brutus' soliloquy from Act II. This will be a good way to practice for the bigger speeches in Acts III and IV. Receive Act III questions. Read Act III Scene I as a class. Movie, if time.
HW - Read Act III Scene II & III for homework.
Friday - Introduce scrapbook assignment for an individual character. Rhetorical devices PowerPoint. Continue reading as a class. Movie, if time.
HW - Read Act IV Scenes I & II
Monday - CrashCourse and worksheet on the Roman Empire. Pass out books to books to students and have them fill out book cards. Pass out dramatic terms and devices worksheet. Define and write-in "pun" for our first word. Look for an example of a pun and write it down in our chart as we read aloud. Assign out parts and begin reading as a class.
Tuesday - DO NOW: What does it mean to be honorable? Discuss with further questions. Finish reading Act I, Scenes I and II. Partner questions on the board for Act I, Scene II. Define and explain three new terms that we can put in our chart for terms and devices - aside, soliloquy, and dramatic irony. Assign out parts and begin reading Act I, Scene II, if time is still available.
Wednesday - Finish Act I, Scene III, if more time is still needed. Create newspaper type headlines for all the scenes within Act I. Watch Act I of the motion picture. Distribute character charts and begin working on chart for Cassius, Brutus, Caesar, Calpurnia, and Antony.
Friday - Quiz on Act I. The students will read, annotate, and answer questions pertaining to an article on the life of Julius Caesar. Read together as a class. Movie, if time.
Monday - Check over outlines and student topics. Head to the computer lab and give students the period to begin writing their TedTalks. We will have one more period in the lab tomorrow to complete the papers.
Tuesday - Final workday in the computer lab. Papers are due tomorrow at the beginning of class. For students who want to present their TedTalk, we will have presentations happen on Wednesday.
Wednesday - Turn in TedTalk papers and begin presentations. Small group work. Journal entry on the process.
Friday - Begin Julius Caesar unit. Anticipation guide with paragraph response to the guide's most important statement. Move around the room and share out. Journal entry: Do you believe in fate? Why or why not? Do you look for "signs" of things to come in the future? Explain. Share out.
Monday - Time to finish test, if needed. Article of the week once everyone is done.
Tuesday - DO NOW on the TKAM unit as a whole. Welcome students to our TedTalk writing week. Introduce the origins of Ted, worksheets, note-taking skills, and 10 commandments of TedTalks. Watch our first TedTalk by Sam Burns. Discuss talk after filling out worksheet. Begin brainstorming topic for our own talk.
Wednesday - Share out brainstorming topics. Logical fallacy definitions and examples. Look for logical fallacies in day-to-day life. Students will watch a TedTalk of their own choice and look for logical fallacies in the talk while filling out our new notes sheet. Share out findings.
Friday - Go over TedTalks from last class. Hand out writing assignment and rubric. Answer any questions that the students may have. Give students time to begin brainstorming and outlining their papers/talks. We will have TWO days in the computer lab next week to work on and finish the talks.
Monday - SNOW DAY.
Tuesday - Post-reading activity on analyzing moral growth and moral development. Close look at Kohlberg's stages of moral development and connect those to the characters with the book. Reflections on what has shaped each of us. Discussion. Remind students that the unit test will be on Wednesday.
Wednesday - REVIEW DAY. Please bring any questions/concerns to today's class, as it will be the last chance to go over things as a group. Review and reconsider the plot, climax, themes, and symbols within the book. Review questions and compare the book to the movie.
Friday - UNIT TEST. Please come in during lunch or after school if you have any specific questions that you would like addressed.
Monday - Finish trial scene, if necessary. Post-trial reading questions with a partner. Reading articles on "the poor white woman" in connection to Mayella Ewell. Exit slip on moral growth as we move toward the end of the book. Continue with the movie, if time.
Tuesday - QUIZ on the trial scene and vocab. Read the incident of Tom Robinson at the jail as a close reading. Monuments and Memorials activity. Students will discuss the importance of monuments, what they mean, and then create one for a character that they deem worthy from the book. Share out designs and reasoning.
Wednesday - Time to read to begin class. "The Trouble I've Seen" video from Northeastern University. Post-viewing questions and discussion. Reading articles based on truth and reconciliation commissions as well as reparations for wrongly accused families, such as Tom Robinson. Continue with movie.
Friday - The end of the book will be due on Monday. The unit test will be next Wednesday. Today we will finish the film and then compare and contrast the movie to the book with post-reading/viewing questions. Class discussion. Exit slip.
Wednesday - Exploring justice opinionnaire. Share out. Close look at chapter 16 and Dolphus Raymond. Group questions. Discuss. Begin reading courtroom scene. Watch movie, if time.
Friday - DO NOW: Who do you think Harper Lee intended to be the hero of the story?
Who is the hero in the story from your point of view? Who or what is the
antagonist of the story? Continue reading courtroom scene as a class. Assign out parts and begin reading. Vocabulary work. Watch movie.
Monday - Review chapters 11-15. Close reading questions for small groups. Share out answers and discuss the major symbols, themes, and motifs that we are seeing. Students will receive new vocabulary words.
Tuesday - SNOW DAY.
Wednesday - Read for the first 15 minutes of class. Current events article on To Kill a Mockingbird. At the beginning of the book, the students were asked to consider whether or not this book should be as popular as it is as they read. We will look at an article that takes the view that there are better books to read today. No doubt, a thought-provoking discussion will ensue.
Friday - Chapter 16 due. DO NOW: How does bias limit our understanding of the world? What kind of experiences can widen our perspective? Discussion on how Scout and Jem start to confront "Maycomb's ways" in chapters 12-15 through the trip to Calpurnia's church, Aunt Alexandra's stay at the house, and the confrontation with the mob outside the courthouse. Rewrite courthouse scene. Share out. EXIT SLIP: Reflect on how we might expand our own perspectives, consider new points of view, and learn about people who are different from us. Make a list in journal.