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?

Monday

Today we are going to create QUIZLETs for your vocabulary words and then read chapter 11 of To Kill A Mockingbird

Homework:

Write a blog entry on chapter 11 that covers the summary, the part of plot, a literary with a discussion of the meaning of the literary elements.

To Kill A Mockingbird

For Monday read chapter 10 and post a summary, a literary device with the meaning of the literary device attached, and a theme connected with the chapter.

Thursday

Today we are going to finish the words of the day.  Look over your blogs - and discuss them to see if you are doing them correctly.  We will then read chapter 9, locate the inciting event and answer the following questions:


1) Outline the plot so far
2) List one theme and write 2-3 scenes from the book that fit that theme
3) Make a list of people Scout fits
4) Make a list of lessons Scout has learned so far

Homework: Read chapter 10.

TO KILL A MOCKINGBIRD

Today we are going to read chapters 7 and  8.  You need to write a blog entry for both.

Chapter 7

When Jem tells Scout about getting his trousers back, he tells her of something strange. What is this?

Can you find any evidence that Jem is beginning to understand more than Scout about Boo Radley?

What do you think this is?

Does Jem still fear the gifts in the tree? Give reasons for your answer.

When the children plan to send a letter to the person who leaves the gifts, they are prevented. How does this happen? Who does it, and why might he do so?

To Kill A Mockingbird

Today we will be reading chapter 3 and answering some study questions.

Who is Calpurnia? What is her place in the Finch household?
What is Walter Cunningham like? What does his behaviour during lunch suggest about his home life?
What do you think of the way Atticus treats Walter?
Does Scout learn anything from Walter's visit? What do you think this is?
Atticus says that you never really understand a person “until you climb into his skin and walk around in it”. What does this mean? Is it an easy thing for Scout to learn? (In the last chapter of the novel, Scout repeats this, but she changes “skin” to “shoes” - this is probably not a mistake: Harper Lee suggests that Scout cannot clearly recall exactly what Atticus said and when, but the reader can check this!)
What do you learn in this chapter about the Ewells?

HOMEWORK: Read chapter 4 and keep a reading journal.

Starting with chapter 4, students will keep a reading that will include the following:

1) A brief description of what happens in the chapter
2) One literary element - and what larger meaning it might include
3) List of characters
4) Part of plot

Friday

Today, we are going to do the words of the day, begin Chapter 2, and answer the questions below:


Below are questions you will need to answer on your blog:

What do you learn in this chapter about Maycomb, Atticus Finch and his family?
What do you learn about Dill's character?
What, briefly, has happened to Arthur “Boo” Radley.
Why does the Radley place fascinate Scout, Jem and Dill?
What do you notice about the narrative voice and viewpoint in the novel?

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.

Wednesday

Today we will listen to the final expository speeches and then move on to our last novel: To Kill A Mockingbird

As you read the novel think about the following themes:


Prejudice and how it works in society (all types of prejudices can be found in this novel)
Appearance vs. Reality (are things truly as they look?)
The Meaning of Duty (to oneself, to one's family, to one's community and society)

What it means to grow-up (this is a bildungsroman novel) 

Note: the structure of this novel is episodic (told in episodes) because the author, Harper Lee, originally wrote the books as a series of short stories.  Her friend, Truman Capote, helped her revise it into a novel.  Atticus is based on Harper Lee's father.  Dill was based on Truman Capote.  NOTE - Harper revised a short story collection into a novel. Think about this when you start revising your expository essays.  Because it is episodic the incited event will not come until chapter 8.  The first part of this book deals with the mystery of Boo Radley.

Below are questions you will need to answer on your blog:

What do you learn in this chapter about Maycomb, Atticus Finch and his family?
What do you learn about Dill's character?
What, briefly, has happened to Arthur “Boo” Radley.
Why does the Radley place fascinate Scout, Jem and Dill?
What do you notice about the narrative voice and viewpoint in the novel?

To Kill A Mockingbird vocabulary

1)    Subpoena

2)    Fey

3)    Venerable

4)    Uncouth

5)    Sundry

6)    Begrudge

7)    Elucidate

8)    Acquiescence

9)    Succinct

10) Façade

(you should look these words up).

Oral Rubric

Criteria	Exceeds Standard (3)	Meets Standard (2)	Needs Improvement (1)
Volume: How well you can be heard	Voice is loud and clear without the student yelling.  All words are heard.  Student projects words from their diaphragm.	Voice is loud throughout most of presentation.  One or more words might be lost because of projection of volume, but the idea is still clear.	Voice fades in places so that the listener loses or misses parts of the presentation, or parts of the idea
Pronunciation: How well you say all your words	Words are pronounced perfectly and sentences flow off of tongue	The speaker trips in one or two places either in the pronunciation of a word or in reading a sentence.  The presentation is effected only slightly by the mistakes.	The speaker trips in quite a few places.  The presentation is effected more than slightly by the mistakes.   Mistakes either make the presentation hard to listen to or cloud the ideas of the writing
Tone: Do you vary how you say your sentences	Speaker as Actor:  The speaker’s delivery makes the writing come alive by giving it emotion, character, emphasis, by breathing life into it	Speaker varies most of sentences to express emotion or to emphasis importance of parts, but there are still places when the speaker spoke in a lifeless monotone	Speaker speaks in a monotone that reveals no emotion or does not emphasis any importance on any idea
UHMS or AHS	NONE	1 or 2 but the uhms or ahs do not distract the presentation	3 or more uhms or ahs
Eye Contact: do you look at your audience	The speaker made a point to look at everyone in the room and rarely looked as if they were reading from a paper	Some eye contact is made, but mostly the presenter read off of his or her paper	Little or no eye contact.