Monday - 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.
Tuesday - 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.
Wednesday/Thursday - 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.
Friday - 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.
Monday - Welcome back from break! This week will be devoted to wrapping up our To Kill a Mockingbird unit with a test. Today we will have each student create 5 multiple choice, 5 short answer, 3 quotation, and essay questions. Some of the questions will be used on the actual test later in the week. The students will quiz each other at the end, if we have time.
Tuesday - Review for test, which will be during the next class. Review will consist of student-made questions and Jeopardy. Bonus points will be rewarded to the individuals and teams who get the most points. Please come see me if you have any questions BEFORE the test next class.
Wednesday/Thursday - Unit test on To Kill a Mockingbird.
Friday - Article of the week.
Monday - DO NOW: Summarize chapters 24-26 from over the weekend.
Connecting chapter 10 to chapter 25: In Chapter 10, Atticus tells Scout and Jem that “it’s a sin to kill a mockingbird.” Find three examples of that advice being echoed with similar imagery in this chapter. How do these examples help you better understand the meaning of Atticus’s advice and the message that Harper Lee intends readers to take away from the story?
Looking at the change within Scout's imagination towards Boo Radley in chapter 26. Discuss and share out. How are Scout’s fantasies about meeting Boo Radley different now than they were earlier in the novel? How have her feelings about the Radley house changed? How do you explain these changes? What evidence can you find in this chapter to explain them?
Tuesday - I will be out of the classroom due to professional development. While I will be out, the students will complete an Article of the Week with the substitute. This will be collected.
Wednesday - SAT DAY. NO CLASS.
Thursday - We will watch a twenty minute long video from Northeastern University tilted "The Trouble I've Seen." The video takes a close look at racial violence and injustice within the Jim Crow South. Students will complete a worksheet during and after viewing. Discuss. Introduce Kohlberg's stages of moral development for tomorrow's lesson.
Friday - End of the book, with questions, due. Review stages of moral development. Which character has changed the most? Cluster debates. Share out. Finish movie.
Monday - Read to begin class. Play vocabulary BINGO as a review for tomorrow's vocabulary/reading quiz. After BINGO, students will create three quiz questions for their peers. Continue studying.
Tuesday - Vocab/reading quiz! Associative tools may be used on vocabulary portion. Look at stereotypes within Mockingbird, specifically "rednecks." Close look at chapters 2, 3, and 17. Handout with a partner. Who best fits this stereotype? Why? Read and movie.
Wednesday/Thursday - Read for the first 15 minutes of class. Tom Robinson Memorial assignment with a written proposal for Maycomb. TED Talk on the injustice within the American Justice System. Connection questions to Mockingbird. Discuss.
Friday - Read to begin class. Life in the South short film. Moral growth post-viewing assignment. Character analysis/connection. Movie.
Monday - Students will read, annotate, and respond to questions for an Economist article on To Kill a Mockingbird's influence. After reading, the students will work on vocabulary for the courtroom scene.
Tuesday - DO NOW: Whom 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? Begin reading courtroom scene as a class. Assign out parts and begin reading. Vocabulary work. Watch movie.
Wednesday/Thursday - Finish reading trial as a class. Partner questions:
1) Scout, Jem, and Dill all respond differently to the trial. When you read the courtroom scene, did you feel more like Scout, Jem, or Dill? Why?
2) Atticus appeals to the jury by declaring, “A court is only as sound as its jury,
and a jury is only as sound as the men who make it up.” Are the men who
make up the jury in Tom Robinson’s case “sound”? Explain your answer.
Imagine that you are writing an appeal of the decision to a higher court.
Make an argument that the verdict should be overturned because the jury
3) How do you think this encounter with injustice affects Jem? Write a
summary of the trial from Jem’s perspective. What did he learn from
watching the witnesses testify? What did he learn about Atticus from
watching him mount the defense? What moments stood out to him most
strongly? What was he thinking as the verdict was read?
Friday - VOCAB BINGO! Selected connection questions for chapters 19-21 of To Kill a Mockingbird in groups. Making predictions from here.
Monday - Read for the first 15 minutes of class. Discussion of key elements of the previous few chapters - especially Aunt Alexandra's arrival. Read and discuss AOW since we missed it on Friday due to the snow.
Tuesday - SNOW DAY.
Wednesday/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 - Vocabulary/reading quiz for chapters 5-10. Turn-and-talk: in thirty seconds, summarize what happened in chapters 6-10. Discussion. Movie, if time.
Tuesday - 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.
Wednesday/.Thursday - 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.
Friday - NO SCHOOL DUE TO SNOW.
Monday - Chapters 1-5 summaries. Review reading questions. Character chart work. Movie, with questions.
Tuesday - Read for the first 15 minutes of class. DO NOW: Who is a role model in your life? What makes a person a "good" role model? Share out. How is Atticus a strong role model? Find and cite three instances from the book of Atticus being a strong role model. Discuss. Movie.
Wednesday/Thursday - Vocabulary work to start class. There will be a quiz on Friday! Journal entry activity. Share out journals and discuss. Chapter analysis and discussion. Movie.
Friday - Review for vocabulary and To Kill a Mockingbird quiz on Monday. Study over the weekend and complete chapters 6-11 reading and questions!
Wednesday/Thursday - 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. Boo Radley work and sketch. Student-led discussion on chapter questions. Begin movie.
Friday - 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. Read and watch movie.
Monday - Hand in/present projects. 60 Minutes video on nuclear threats around the world that pertain to Alas, Babylon. Journal questions to follow. Class discussion.
Tuesday - Begin our To Kill a Mockingbird unit. Pre-reading questions individually. Face-to-face activity. Response questions. Discuss the day's lesson. Pass out books.
Wednesday/Thursday - Read aloud chapter 1. While reading, the students will write down anything that comes up about Boo Radley. Sketch of Boo. Quotation/statement activity. Share out.
Friday - Read for first 15 minutes. Receive chapters 1-3 reading questions. DO NOW on community prompt. Close reading analysis with paired questions. Discussion.