IN CLASS READING DAY:  Be through Chapter 7 (p. 84) by the time you enter class tomorrow.

In class: here’s what we did today.

1. Brief Vocab Practice  VOCAB THREE PRACTICE PRESENTATION
2. Questions on Ch. 5
3. Independent reading time.

 

Some questions to ponder

Chapter 5

1. Who is Miss Maudie? Describe her. Is she typical of Maycomb women? Why or why not? What do the children think of her?
2. What does Miss Maudie say about Boo? How does this compare to what Scout already thinks of him?
3. Why do you think that Dill makes up so many lies?
4. What reason does Atticus give for asking the kids to leave Boo alone? Is he right? Why or why not?

 

Chapter 6

1. Why does Scout disapprove of Jem and Dill looking into Boo’s window?
2. What does Nathan Radley really know about the intruders in his garden? Who receives the blame?
3. How does this chapter help us have more sympathy for Boo?

 

Chapter 7

1. What new information about his pants does Jem reveal to Scout?
2. What evidence exists that Jem is starting to know more about Boo than Scout?
3. Does Jem still fear the gifts in the tree? Explain.
4. What happens to the tree? Who is responsible? What might the reasons have been for doing this?

WARMUP:  In your notebooks, answer this question in a couple of sentences or so.

• WHAT DO YOU THINK IS GOING ON WITH THE MYSTERIOUS GIFTS LEFT IN THE KNOT HOLE OF THE TREE?  WHY DO YOU THINK THAT?

 

TODAY’S TASK:  READ CHAPTER FIVE  (after brief discussion of Ch. 4, we read in class).

Remember:  you have reflections again this week.  There are some changes in the format.  Big one is to use outside column to log your annotations.  This allows me to do reading checks.

 

POEMFOLIOS DUE:  You can print from the cart computer in the other room, one at a time.  (Log in using INTERNET EXPLORER).

 

WARMUP:  Share your annotations from Chapter 2/3 with your neighbor.

LEARNING TARGETS:  As a result of today’s lesson you should be able to explain:

• How the reader’s perception of Scout is affected by the events of chapter 2-3.
• Explain what we  learn from Atticus’ conversation with Walter Cunningham.
• Explain what we learn about the social structure of Maycomb.
• Explain the difference between plot and theme.
• Explain that really famous  quote  from Chapter 3!

In class:

1. Introduced new vocab words
2. Discussed Chapter 2-3
3. Reading time: Chapter 4.

UPCOMING ASSIGNMENTS:

• POEMFOLIO DUE TUESDAY
• REFLECTION UP AT CLASSROOM–note there  are some changes this week.

IN CLASS

•  VOCAB QUIZ 2: (took and scored)
•   Independent reading.  You should be read through the end of Chapter 3 (p. 42) by the time class starts Monday. Expect a basic reading quiz in class Monday.  Some things to look for:
  • What do we learn about Maycomb through Scout’s retelling of the stories surrounding her first days of school?
  • What do we learn about Scout and her relationship with her father?
  • What do you think Harper Lee is trying to tell us through Atticus and Walter Cunningham’s conversation at lunch(Hint: Scout sort of serves as our eyes/ears, so as readers, we tend to learn things as she learns them)?
• Independent reading rules
  • You may sit where you want (so long as you are not underneath a table) so long as you are reading.
  • If you are not reading (sleeping/doing other homework etc) you will be given one polite warning.  After that, you may be asked to return to your assigned seat and/or read while standing for the rest of the hour.

WARMUP:  Freewrite for 3-5 minutes in your writers’ notebook about what it means to you to “do the right thing.”

 

LEARNING TARGETS: by the end of class today you should be able to

• define “annotate/annotations”
• explain several different types of annotation
• explain what you’ll be expected to do in terms of annotating “TO KILL A MOCKINGBIRD”
• Explain, in general the end-of-unit annotation assignment.

 

TO KILL A MOCKINGBIRD ANNOTATION ASSIGNMENT

• ANNOTATION PROJECT 2018
• 
  

  

  

  

  

  

  

WARMUP:

Write an original sentence using each of these vocab words.

 

• belligerent
• quintessence/quintessential
• retrogress
• benevolent
• feasible

 

LEARNING TARGETS: by the end of today’s class you should be able to

• identify some areas of improvement you can make on your poemfolios.
• understand exactly what your final draft of the poemfolios should look like

In class: Took Practice Vocab Quiz

POEMFOLIO FINAL DRAFTS DUE TUESDAY, OCT.9.

WHAT THEY SHOULD INCLUDE

• Title page
• Four poems.  Each should have
  • The poem with a creative title.
  • Your short (1-2 paragraph) self analysis
    • Explain the theme
    • Explain how you used poetic devices
    • Explain how the poem changed in the drafting process.
  • Some sort of illustration
• FORMAT
  • Hard copy.  May be either typed or hand written/drawn.
• GRADING:  10 points per poem
  • 1/2 reasonable best effort–evidence of thought and trying to apply principles we studied in class.  (Basically this means did you try to do this well or did you simply wing it to get it done, whether there was any real effort or not).
  • 1/2  quality of your self assessment.
• Poemfolios, scores will be returned by Tuesday, Oct. 16.

 

PEER EDITING:  Some things to give feedback on

–are you seeing poetic devices?

–do the poems read well/make sense/use appropriate word choices?

–are the descriptions, explanations well done.

EDIT WITH THE IDEA THAT YOU WILL GET A SCORE BASED ON WHAT GRADE THEY EARN!

 

BIG WEEK

 

LEARNING TARGETS: As a result of today’s lesson you should

1. Understand what you will be asked to do tomorrow.
2. Be able to evaluate between a good and a not-so-good essay and identify the elements that make an essay one or the other.

IN CLASS:  we read two sample essays based off tomorrow’s prompt and used the rubric to score them.  We also discussed them so you’d have a maximum idea of what you’re being asked to do tomorrow.