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.
Thursday - 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 - The students will read, annotate, and answer questions pertaining to an article on the life of Julius Caesar. After completing the article packet, the students should look over and start crafting their associative tools for the vocabulary quiz that is coming up. If all of their work is complete, the students may read or work on homework quietly.
Monday - Because of the three days off from the storm last week, we will now begin our unit test on To Kill a Mockingbird.
Tuesday - SNOW DAY.
Thursday - Finish unit test. NO RED INK once the students are completed with the test.
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 - 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 - DO NOW to begin class. 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.
Thursday - 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. The unit test will be a week from today. 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.
Monday/Tuesday - NO SCHOOL. ENJOY THE SHORT BREAK.
Wednesday - NO CLASS.
Thursday - Students will read, annotate, and respond to questions for another current events article on To Kill a Mockingbird's influence. After reading, the students will work on vocabulary for the courtroom scene.
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 - 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.
Thursday - 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.
Friday - Exploring justice opinionnaire. Share out. Close look at chapter 16 and Dolphus Raymond. Group questions. Discuss. Watch movie, if time.
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.
Thursday - 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.
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.
Thursday - Begin NO RED INK. 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.
Midterms are Monday through Wednesday. Good luck!
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.
Monday - NO SCHOOL.
Tuesday - Final draft of paper due. 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.
Wednesday - 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.
Thursday - Entire class will be devoted to answering questions and preparing for the midterm.
Friday - MIDTERMS BEGIN - GOOD LUCK!