Week 1
First week of School:
Today we did a couple of introductions about who we all were, and how we could work together to have a successful semester. The students were asked to complete some paper work about how they learn best, and how I could work to help them along. The second half of the class was spent introducing the first task of creating an "I am" poem/poster. See assignment below.
Today we did a couple of introductions about who we all were, and how we could work together to have a successful semester. The students were asked to complete some paper work about how they learn best, and how I could work to help them along. The second half of the class was spent introducing the first task of creating an "I am" poem/poster. See assignment below.
To Kill a Mockingbird Study Guide | |
File Size: | 115 kb |
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i_am.pdf | |
File Size: | 36 kb |
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Students are to continue their work on their "I am" poems. You are also given your first writing task which asks you to come up with a persuasive essay about any appropriate topic of your choice. Use some of the ideas that we have brainstormed in class. Be sure to include an Introduction, a Thesis, at least Three supporting arguments and a conclusion. Below is a helpful website and powerpoint to get your going on your persuasive writing assignment.
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
persuasive_strategies.ppt | |
File Size: | 290 kb |
File Type: | ppt |
TO KILL A MOCKINGBIRD
TKMB- Assignment 1
Students are to create a introductory paragraph for an essay on Racial Segregration. They are to use the internet to come up with 20 facts about racial segregation and then group those facts into categories. See Assignment Below.
THIS INTRODUCTORY PARAGRAPH IS DUE TUESDAY SEPTEMBER 11
THIS INTRODUCTORY PARAGRAPH IS DUE TUESDAY SEPTEMBER 11
tkmb-_assignment_1.pdf | |
File Size: | 19 kb |
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Today students examined different scenarios about descrimination. The students role played the skits giving two different ways to respond to the scenario. We then looked at the novel itself, read the back cover, and talked about what life would have been like for a African American.
We began reading the first couple of pages of the book to get a sense of it and to figure out who the characters were..... More to come!
We began reading the first couple of pages of the book to get a sense of it and to figure out who the characters were..... More to come!
To Kill a Mockingbird
Students have begun reading TKMB. Sometimes we listen to the book being read, sometimes we read as a class, sometimes the students read in small groups and occationally the students read on their own. We have summarizes all of the chapters up to chapter 4.
Students also began looking at examining the character using descriptive language. We have examined Boo Radley, and descriptive quote around him. The students did a character sketch of Boo.
We looked at the differences between quotations, summaries
Students also began looking at examining the character using descriptive language. We have examined Boo Radley, and descriptive quote around him. The students did a character sketch of Boo.
We looked at the differences between quotations, summaries
tkmb-_boo_radley.docx | |
File Size: | 202 kb |
File Type: | docx |
Please see the note below on when to use quotations, when to use paraphrasing, and when to summarize.
quotation_note.doc | |
File Size: | 181 kb |
File Type: | doc |
Today the students examined symbols, stereotypes and setting. The students used their new knowledge to create an urban legend, similar to the legend of the Radley's. Students were asked to take a picture from a magazine to create their own urban legend being sure to include a symbol, a stereotype and a setting in their urban legend.
Static vs Dynamic Characters
Today we look at the differences between static and dynamic characters. The students anayzed both TKMB characters as well as characters in movies and other books they have read. See assignment below. (Due Monday Sept 24th)
HAPPY SPIRIT DAY!
HAPPY SPIRIT DAY!
change_is_going_to_come.pdf | |
File Size: | 31 kb |
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Interesting Characters
Students are to choose one character that has ben introduced in the first 5 chapters. They are to find quotes that define the type of character they are. After they have found 3-4 quotes about the most interesting charcter they are to write a paragraph defending their choice.
REMEMBER TO INCLUDE
Have a topic sentence
At least 3 examples with quotations
Concluding sentence
REMEMBER TO INCLUDE
Have a topic sentence
At least 3 examples with quotations
Concluding sentence
Symbolism
Today students examine the symbol of the Snowman and the symbol of Miss Maudie's Fire. The students gave both the literal definition of the symbol, but then examined the deeper Symbolic meaning behind each chapter.
The Time of my Life
Today students should have read up to Chapter 10 in their TKMB books. In pairs the students will be creating a journal/diary about the life of either Atticus, Scout or Jem. Students should remember that they need to reveal emotions, opinions, hopes and fears about their character, NOT JUST FACTS. Be sure when you are writing your journals that you stay in character and that you use the language, patterns and sytle that is typical to your character. See Handout below. This is DUE MONDAY OCT 1st.
“I have no race prejudice. I think I have no color prejudices or caste prejudices nor creed prejudices. Indeed, I know it. I can stand any society. All that I care to know is that a man is a human being -- that is enough for me; he can't be any worse.” Mark Twain
Irony
Today the students examined the ironic events outlined in Chapter 12 when Calpurnia takes Scout and Jem to church with her. The students are to explain each of the ironic events below.
-Jem is colour blind and when they go to church Lula can only see their colour
-The children are not welcome at church -a place that is to welcome all
-Helen can't find work because her husband, a good decent man had been accused of rape by Bob Ewell, an evil man.
STUDENTS SHOULD HAVE READ UP TO CHAPTER 13- BE READY FOR YOUR QUIZ TOMORROW
-Jem is colour blind and when they go to church Lula can only see their colour
-The children are not welcome at church -a place that is to welcome all
-Helen can't find work because her husband, a good decent man had been accused of rape by Bob Ewell, an evil man.
STUDENTS SHOULD HAVE READ UP TO CHAPTER 13- BE READY FOR YOUR QUIZ TOMORROW
Racial Inequities- 1930's
Today we discussed Mob justice in class. Students should have read up to Chapter 16. We will be discussing some of the racial inequalities that existed in the early 1900's and what inequities still exist in today's society. Students will read primary resources from newspaper in the 1930's.
Significant Quotations
Today we watched a video in class that explored what life was like in United States in the 1930's (see clip below). We discussed what life would have been like for an African American if this was what it looked like for white people during this time. In keeping with this theme we then examined quotations throughout TKMB. Students were asked to do a Quotation Analysis. See assignement below.
quotation_assignment.pdf | |
File Size: | 59 kb |
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The Justice System
Today we examined what the justice system would have looked liked for African Americans during the early 1900's. We also examined the Jim Crow Laws. After watching a video about Emmett Till the students made comparisons between the trial of Emmett and the trial of Tom Robinson. Below is the video we watched about Emmett Till and a copy of some of the Jim Crow Laws.
Below is a great link to learn more about the Jim Crow laws
http://www.pbs.org/wgbh/amex/till/sfeature/sf_look_confession.html
EXPLORING THE POWER OR PRESS
Today we will be creatinging our own newpaper article about the trial of Tom Robinson. We will review elements of a newpaper article and look at the audience that we are writing for. After the students have created their newpaper article they will be peer reviewing a classmates. Below is the assignment, the rubric, some tips for writing newspaper articles and the peer/self evaluation sheet.
Newspaper Assignment | |
File Size: | 85 kb |
File Type: | docx |
Newspaper Rubric | |
File Size: | 20 kb |
File Type: | docx |
Tips for Writing a Newspaper Article | |
File Size: | 26 kb |
File Type: | doc |
Peer/Self Evaluation | |
File Size: | 34 kb |
File Type: | doc |
WRAP UP!
We will be working all week on wrapping up the novel and finishing up your final assignments. Your final assignment will come in two parts. First you must write a 5 paragraph essay about a theme in TKMB (see template/assignment and rubric below) You will also be asked to create a Creative Assignment (use your imagination and some of the examples we have looked at in class to complete this.
Essay Outline | |
File Size: | 16 kb |
File Type: | docx |
Creative Assignment | |
File Size: | 10 kb |
File Type: | docx |
Literature Circle
The students will participate in a literature circle in which they will have the chance to discuss the novel in a reflective manner. They can use some of the information they have found to help them write their essays. Below is the outline for the literature circle.
MOVIE TIME
We will be watching the movie To Kill a Mockingbird in class. Students will be asked to do a reflection on the movie. (see assignment below)
Below is also a clip of the movie.
Be sure to hand in your study guide questions Oct 24th.
Below is also a clip of the movie.
Be sure to hand in your study guide questions Oct 24th.
tkammoviereflection.docx | |
File Size: | 11 kb |
File Type: | docx |