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.
Monday - Students will be in the midst of chapters 6-10, so we will give the students ten minutes to read to begin class. There will be a quiz, with vocab, tomorrow. Please read and prepare! Character chart work. Share out and write down descriptions on the board. Movie, if time.
Tuesday - Reading and vocabulary quiz on chapters 5-10. Review 6-10 homework questions and have a group discussion on the major events that happen during these chapters. Small group analysis questions. Share out. Pass out chapters 11-15 questions, which will be due on Monday.
Wednesday - Read for first 15 minutes of class. DO NOW on Atticus telling the children about the Tom Robinson case and Atticus' humble shooting skills. Discussion. Setting the Setting video. After-viewing questions with a partner. Go over questions and share out.
Friday - Begin class by analyzing symbols that have come up in the story thus far, specifically the mockingbird and the mad dog. Based on what we have read so far, what or who in this story might the mockingbird symbolize? What or who might the mad dog symbolize? Partner work. Chapter 11 analysis questions in groups. Review as a whole class. Movie.
HW - Chapters 11-15 due on Monday.
Monday - Group work: What is the most important part of the first few chapters of To Kill a Mockingbird? Write up on the board and review. Chapter 1-3 reading check. Student-led discussion on chapter questions. Pass out movie questions and begin movie.
Tuesday - DO NOW on Atticus' advice to Scout. Boo Radley work and sketch. Chapters 2-3 close reading questions. Pass out chapters 4-5 questions, these questions will be due on Friday. Continue with movie.
HW - Chapters 4-5, with questions, due on Friday.
Wednesday - Journal/discussion on "the spirit of the law." Analysis of Harper Lee's use of terror and suspense when Jem sneaks on to the Radley property. Reading an excerpt from Roosevelt's inaugural speech and previewing tomorrow's look at the Great Depression. Pass out vocabulary words. Read and watch movie.
Friday - Today we will look at the time period within the book. Close look at photographs from the Great Depression and connections to the Ewells and Cunninghams. Analyzing each photograph. Firsthand accounts from the time. Chapters 6-10 due on Tuesday.
HW - Chapters 6-10, with questions, due on Tuesday.
Thursday - Begin our To Kill a Mockingbird unit. Pre-reading questions individually. Face-to-face activity. Response questions. Receive chapters 1-3 reading questions.
Friday - Pass out books. Read aloud chapter 1. While reading, the students will write down anything that comes up about Boo Radley. Quotation/statement activity. Share out. Chapters 1-3, with the questions, are due on Monday.
Monday - Hand out the vocabulary words that will be on the midterm. Go over layout of midterm and answer any questions in regards to what will be on the midterm. Give students time to work on vocabulary words.
Tuesday - Pass out the short story that will be on the midterm. Students will be given time to start reading and annotating the short story. They can use this annotated copy of the story on the actual midterm.
Wednesday - Entire class will be devoted to answering questions and preparing for the midterm.
GOOD LUCK ON MIDTERMS!
Monday - We will continue with our short story unit from the beginning of the year. This mini-unit will allow us to synthesize all of the works we have done this year into the literary elements that will be on the midterm. Today we will focus on symbolism through "Abalone, Abalone, Abalone." Post-reading questions in small groups. Share out as a class.
Tuesday - Focus: tone & irony. We will read "The Open Window" and go through close reading questions after reading. As a reading strategy, we will use the "Most Important Word" to summarize the work and pull everything together. This will lead into small group discussions. Come back together and discuss what each group shared out.
Wednesday - Focus: setting. "There Will Come Soft Rains" will be our text of the day. After reading, the students will utilize the "Save the Last Word for Me" strategy. On top of that, the students will answer questions in the textbook and then connect it all to the focus of the day: setting.
Friday: Focus: point of view. We will read "Mushroom in the City" and connect it to the other short stories and books from this year. We will then go through the close reading questions and go through the answers in small groups.