IN CLASS:  CHECKPOINT 2 (see TKAM)

HOMEWORK:

1. Read and annotate through Chapter 19 (expect a quiz on Monday when you return)
2. If you want to do another draft of your Dead Poets/Transcendental Paper it is due on Monday when you return.

LEARNING TARGETS: by the end of the day, you should be able to explain

• The importance of the fire at Miss Maudie’s to the book’s narrative structure.
• What the scene with the dog tells us about Atticus

In Class:  Discussed chapters 9 and 10, Read Chapter 11.

LEARNING TARGETS:  Be able to answer the TKAM questions below

Chapter 7

• What happens to the tree? Who is responsible? What might the reasons have been for doing this?

Chapter 8

1. Why does Scout quiz Atticus about his visit to the Radley house? What does he tell her about it?
2. Why does Atticus save Miss Maudie’s rocking chair?
3. What does Jem realize about the blanket that is put around Scout’s shoulders?
4. Explain what Atticus meant by telling Jem not to let his discovery “inspire” him to “further glory.” Is there any reason that Jem might now do what his father says?

In Class: Discussed questions from 7 & 8, Read Ch. 9

HOMEWORK: READ 10

1.  Return DPS/TRANSCENDENTALIST papers.
2. Complete TKAM checkpoint assignment on Classroom
3. Discuss Chapters 4-6

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

• What’s the importance (to the reader) of the Boo Radley game that Jem/Scout/Dill play?
• What role does Miss Maudie play?

IN CLASS: Read Chapter 7 (and annotate).

HOMEWORK: Read Chapter 8 (and annotate).

MONDAY:  Independent Reading–read and annotate chapters 4-6 of TKAM by tomorrow.

TUESDAY: Discuss TKAM 4-6, Read aloud Ch. 7.   AT HOME: Read Ch. 8

WEDNESDAY:  Discuss Chapter 8.  In class Read Ch. 9.  At home Read Ch. 10.

THURSDAY: Discuss Chapter 10.  In Class Read Chapter 11.

FRIDAY:  TBD

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

• Summarize the main points of Chapter 3 in TKAM
• Be able to answer the discussion questions from class (see below)

IN CLASS

1. We printed and turned in papers
2. We read Chapter 3 of TKAM
3. Discussed the following questions
   • CHAPTER 3 TKAM QUESTIONS
     1. Who’s the narrator (who’s telling the story)? What do you notice about her voice?
     2. What does Scout seem to think about the “adult world” (pay attention to her thoughts about school)
     3. What do we learn about Atticus at the dinner with Walter Cunningham? (and in his “compromise”?)
     4. What do we learn about The Ewells?
     5. There’s a super-important quote near the end of the chapter. Any guesses as to what one I’m referring to?

LEARNING TARGETS:

• TKAM
  • Be able to explain what Atticus says about how to understand people.
• Paper
  • you should be able to understand your peer’s grade of your paper and have a plan to improve it.

In class plan

1. Finish TKAM Chapter 2 (10-15 minutes)
2. Peer review/grade of next draft of paper (20 minutes)
3. TKAM Chapter 3 (time remaining)

DUE TOMORROW

• HARD COPY OF DPS PAPER
  • Include paper
  • Staple peer edit sheets to back
  • You will have opportunity to print when you get to class if needed.

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

• Explain how to use the “three post-it note” annotating system.
• Explain the concept of “levels of thinking” levels-of-thinking
• Annotate key passages from Chapters 1 and 2 of To Kill A Mockingbird.

IN CLASS

• C.E. distributed handouts on Levels of Thinking and Annotations.
• To Kill A Mockingbird books were distributed
• We read aloud and discussed chapters 1 and 2.

Upcoming Due Dates

• Thursday: have updated draft of Dead Poet’s Society paper to be “graded” by a peer.
• Friday: Submit hard copy of draft of Dead Poet’s Society paper that you want C.E. to grade.

Today is peer editing day.

PEER EDITING INSTRUCTIONS

• TUESDAY 12/15
  • Using either a digital or hard copy, exchange papers with a classmate.
  • Use the side of the form that says “Reader #1”  Read the paper and make comments.
• BEFORE THURSDAY:
  • Make revisions
• THURSDAY
  • Share paper with another reader
  • Peer Editor #2 should read revised version,
  • Using rubric on back of Peer Editor #1 sheet, give your opinion
• FRIDAY
  • Turn in TO BE GRADED COPY (Printed, hard copy)

Spent these days discussing and writing a draft of Dead Poet’s Society Essay.

LEARNING TARGETS:  By the end of class you will be able to explain the requirements of the DPS paper to anybody who wasn’t here today.

deadpoetssocietypaper

how-to-write-a-literary-analysis-essay

MLA RESOURCES

DEAD POET’S SOCIETY IMDB

sample-refutation-of-a-counterargument

suggested-course-of-action-for-your-dps-paper