Reminders:  NO PASSES DURING EXAM PERIOD.  NO FOOD DURING EXAM PERIODS.

 

RHYME SCHEME:  Usually indicated using A, B, C.  For instance, the following stanza has a rhyme scheme of AABB

• I cannot go to school today(A)
• said little Peggy Ann McKay(A)
• I have the measles and the mumps (B)
• A rash, a gash and purple bumps (B)

 

How about this?

I sat next to the duchess at tea

It as just how I feared it would be

Her rumblings abdominal

Were simply abominable

And everyone thought it was me

 

NOTE: If you still have a TKAM project to turn in, put it in the BOTTOM tray of the podium please!

QUICK QUIZ:  what literary device is used below

• Music can be used as a tool to abuse us.
• C.E. Sikkenga is older than dirt and dumb as a rock.

EXAM FORMAT

1. Vocab 30 Total Questions
   • 18 questions–matching in groups of 3-5
   • 12 in context–you have a reading and MC ? on highlighted vocab definitions.
2. Poetry 10 questions
   • Two poems to read
   • Multiple choice questions about the poems
3. To Kill A Mockingbird 10 questions
4. Dead Poet’s Society/Transcendentalists 10 questions
5. Memoir/Independent Reading Unit (12 questions
   • Reading selection with MC questions.

MORE TERMS

• Biography: True story of a person’s full life (birth to death) written by somebody else.
• Autobiography: True story of a person’s full life written by the person
• Memoir: True story of one aspect of a person’s life written by that person.

EXAM RULES:

• No passes!
• Quiet until all are done.  Then quiet.

MORE STUFF TO REMEMBER

• Rhyme Scheme:  usually expressed as letters:  AABB, ABAB etc.  Rhyming words tend to get more emphasis.  For example:
  • I sat next to the duchess at tea (A)
  • It was just how I thought it would be (A)
  • Her rumblings abdominal (B)
  • Were simply abominable (B)
  • And everyone thought it was me (A)
  • This poem is AABBA
• Meter: the pattern of stressed and unstressed syllables in a line of poetry. This is what gives poetry its rhythm.
• How do the following impact how we read poems  (all are sort of like traffic symbols that ;
  • Line breaks (tend to add a pause)
  • End of stanzas tend to add a longer pause
  • Punctuation
    • Periods–pause
    • Commas–shorter pauses

Know these terms

 

PERSONIFICATION:  (when you give people-like qualities to inanimate objects)

• The wind whistled a happy tune.

Simile: comparison using “like” or “as”

• The wind whistled like a train coming into the station.
• The wind whistled angry as a teacher when his students don’t do their homework
• Bent double like old beggars under sacks.

Metaphor: comparison/device where you refer to one thing by calling it another

• His anger was a runaway train hurtling toward a crash.

Imagery: descriptive or figurative language

• I love walking along the pier in the early morning, listening to Lake Michigan as it gently kisses the rocks along the breakwater.
• “Ain’t it just like the night to play tricks when you’re trying to be so quiet?”
  

 

 

 

FRIDAY: Unit 6 Vocab

OPTIONAL Test or Essay on To Kill a Mockingbird

 

 

STARTED CLASS WITH PRACTICE VOCAB QUIZ 6

JOB ONE:  WORK ON ANNOTATIONS.  GOAL BY END OF DAY–Get your sticky notes on the page and organized.  Tomorrow will be time for writing.

JOB TWO: Exam Review (Here’s 10 minutes worth)

• alliteration
  • when the same starting sound happens repeatedly in a section of writing
  • “Peter Piper picked a peck of pickled peppers”
• assonance
  • repetition of vowel sounds in nearby words
  • Examples and definitions
• consonance
  • repetition of consonant sounds in nearby words
  • Examples etc.
• onomatopoeia
  • words that sound like their meaning
  • “splish-splash” “bang” “swoosh”
• meter
  • the rhythm of words in poetry–based on syllables and stresses.
• slant rhyme
  • when words nearly rhyme (sometimes called “half-rhyme”)
  • Examples

 

 

“We will have to repent in this generation not merely for the hateful words and actions of the bad people but for the appalling silence of the good people.”

― Martin Luther King Jr.

 

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

A) The mapping assignment

B) Your options for Friday’s assessment on TKAM.

 

You should be able to find the mapping assignment AND your exam review at Google classroom.

READING DAY: FINISH TKAM by Monday!

FIRST A QUICK VIDEO

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

• what you think Jem and Scout’s conversation at the end of Chapter 23 says about how they are in different places.  What does it say about different ways of looking at the world?
• what does the ladies’ conversation about the black population’s changes to the trial tell us about Maycomb?

TONIGHT READ 25 and 26.

 

 

This is a roly-poly

 

HOMEWORK FOR WED:  Read 22-23 (might be a quiz tomorrow).

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

1. how Harper Lee uses the courtroom scene to put the white system on trial as well
2. uses different characters during the trial to make readers consider varying degrees of good vs. evil in Maycomb.

ACTIVITY:  Working with a partner, take a plain white sheet of paper.  Create an X/Y axis (like the one on the screen).  Plot each of the following characters on the axis based on their actions during the trial

• Atticus
• Bob Ewell
• Link Deas
• Judge Taylor
• Mayella Ewell
• Mr. Gilmer (The Prosecutor)
• Tom Robinson

HOW WILL YOU KNOW IF YOU’RE ON THE RIGHT TRACK:  If you can justify each of your plottings based on something from the text.

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

• explain how Harper Lee uses the trial to show how Scout’s world is changing.

Homework:  read through Chapter 21 by Tuesday.

NOTE:  IF WE HAVE ANY SNOW DAYS THIS WEEK–read and annotate the next two chapters.