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Thursday and Friday

Unit Learning goal:

Students will demonstrate an understand of one the main concept of the novel by producing a final project (PowerPoint, Film, Presentation) that incorporates a 1-page essay that explains how a main concept works in the novel and using specific examples to backs up the students ideas.

Main Concepts:

Does the American law guarantee justice for all?

How does personal experience contribute to prejudice?

How do our preconceptions influence our sense of justice?

Can a hero have both good and bad qualities?

Scale/Rubric relating to learning goal:

4 – The student can produce a project that explores and demonstrates in-depth understanding of a main concept in the novel and/or connects two of more of these concepts together.

3 – The student can produce a project that demonstrates an understanding of a main concept and how it works in the novel.

2 – With some direction/help from the teacher the student can produce a project that demonstrates an understanding of a main concept and how it works in the novel.

1 – Even with help from the teacher the student is unable to produce a project that demonstrates an understanding of a main concept and how it works in the novel.

Work on projects and study for the Final.

A practice test is listed below:

TO KILL A MOCKINGBIRD
1-4) Give three scenes/examples of the following theme and discuss how your example backs up the theme:
1) The Meaning of Duty







2) Prejudice






3) Appearance vs. Reality






4) Moral Education

5) Discuss the following symbols and what they represent in the novel:

Mockingbirds



The knot-hole in the oak tree



The mad dog




6) List three allusions




7) What is the point of view of the novel?



8) Outline the plot (give at least three events for the exposition, rising action and falling action; give one event for the inciting event, climax and resolution)



9) Discuss the mystery of the following characters:

A) Mr. Raymond

B) Mrs. Dubose

C) Calpurnia

D) Boo Radley

10) Why doesn’t Heck Tate want Bob Ewell’s death to go to court?




11) List two dramatic foils and discuss how they are dramatic foils.






12) Define situational irony.  List one event in the novel that is ironic.





13) Discuss the importance of the following characters

Miss Maudie


Jack Finch


Dill

To Kill A Mockingbird

To we will talk about the final chapters and then start your projects!

Work for Tuesday, Wednesday and Friday

Today we will discuss Mayella testimony and look at a video clip of her.

We will then begin to read chapters 19 - 20.  Remember for every reading (that's two chapters tonight) you will need to write a blog entry.  Please do this or your grades might suffer (or whither).

Wednesday and Friday I will be gone so below is what you are doing:

PERIOD 1 – Wednesday

Students need to read chapters 21 & 22 and write a blog entry containing a summary, a list of characters that appear in the chapter, a literary device with a discussion of its meaning, and a theme.

Friday

Students will need to read chapter 25 and write a blog entry on it.  

If you are behind with your reading or journals make sure you catch up over the weekend.

Friday

Vocabulary Quiz today.

Then - begin reading chapter 15.  This weekend you'll need to read 16 as well.

We will be reading chapter 17 in class on Monday!

Thursday: To Kill A Mockingbird

Today we are going to review our vocabulary, characters from To Kill A Mockingbird, themes and symbols by playing a game of charades.

Standards: L9.4 (determine the meaning of unknown words), L9.5 (demonstrate an understanding of figurative language), L9.6 (acquire and use accurately general academic and domain specific vocabulary; demonstrate vocabulary knowledge); RL9.2 (determine theme); RL9.3 (analyze complex characters) 

Tonight - you can check out everyone's QUIZLET set on the class site (I added them) - go HERE

Reading Schedule

4/29 - Chapter 13
4/30 - Chapters 14-15
5/1 - Chapter 16 (vocabulary quiz)
5/4 - Chapter 17-18
5/5 - Chapters 19-20
5/6 - Chapters 21-22
5/7 - Chapters 23-24
5/8 - Chapters 25
5/11 - Chapters 26-27
5/12 - Chapters 28-29
5/13 - Project time in class
5/14 - Project time in class
5/15 - Review for Final
5/18 - FINAL and PROJECTS due

Unit Learning goal:

Students will demonstrate an understand of one the main concept of the novel by producing a final project (PowerPoint, Film, Presentation) that incorporates a 1-page essay that explains how a main concept works in the novel and using specific examples to backs up the students ideas.

Main Concepts:

Does the American law guarantee justice for all?

How does personal experience contribute to prejudice?

How do our preconceptions influence our sense of justice?

Can a hero have both good and bad qualities?

Scale/Rubric relating to learning goal:

4 – The student can produce a project that explores and demonstrates in-depth understanding of a main concept in the novel and/or connects two of more of these concepts together.

3 – The student can produce a project that demonstrates an understanding of a main concept and how it works in the novel.

2 – With some direction/help from the teacher the student can produce a project that demonstrates an understanding of a main concept and how it works in the novel.

1 – Even with help from the teacher the student is unable to produce a project that demonstrates an understanding of a main concept and how it works in the novel.

Objectives

Students will be able to

1)  Explain how the following themes work in the novel: The meaning of duty; How prejudice works in society; The meaning of courage, Appearance vs. Reality

2)  Discuss the meaning of the following symbol: mockingbirds, the knot-hole, the mad dog

3)  Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works

4)  Discuss how the author’s life and times influences the novel.

5)  Outline the plot and discuss why the author may how chosen to structure the novel how she did.

6)  Discuss how Scout grows during the novel and why the novel can be considered a Bildungsroman.

7)  Keep a detailed list of characters recording important details about them as the student reads (starting with chapter 1)

8)  Explain – why you never really understand a person until you… (Point of View Exercise)

9)  In a group write testimonies and recreate the courtroom scene from the novel

10) Keep a list of the various types of prejudices that occur in the novel

11) Discuss how setting is important to this novel.

12) Discuss how the Civil War references/allusions work in the overall meaning of the novel.

Here are some links: 1) The movie: TO KILL A MOCKINGBIRD

Crash Course - Overview PARTS 1 and 2

Thug Notes: To Kill A Mockingbird - watch for analysis

Audiobook

Richard Pryor Show Parody

Tuesday

Today - we are going to discuss chapter 11 and connected it to themes, literary elements and what happened.

We are also going to read chapter 12.

First, I'm going to give you ten minutes to study your vocabulary.

Unit Learning goal:

Students will demonstrate an understand of one the main concept of the novel by producing a final project (PowerPoint, Film, Presentation) that incorporates a 1-page essay that explains how a main concept works in the novel and using specific examples to backs up the students ideas.

Main Concepts:

Does the American law guarantee justice for all?

How does personal experience contribute to prejudice?

How do our preconceptions influence our sense of justice?

Can a hero have both good and bad qualities?