On this last day before the final, we reviewed the Boo Radley paragraphs from Friday and made a class list of quotes (and page numbers!) about Boot. Then, we read the last chapter of the novel together and reviewed the details around Scout’s revelation on the Radley porch while comparing Scout’s character at the beginning and end of the novel. Next, students reviewed the novel as a whole using a handout around the lessons Atticus teaches his kids. Homework: review the novel and today’s work before you take the final.
This class is an opportunity for students to develop and practice their skills in reading and analysis of literature as well as writing. Our various texts will be the vehicles through which they will hone their critical thinking abilities, and our writing exercises will be an outlet of expression for these abilities. We will be reading poetry, short fiction, novels, and dramatic texts. Our objectives are to master the elements of literature, practice the writing process, and improve organization of writing.
Briefly, as a whole class, we summarized the events of ch. 29 in Mockingbird. Then the class had one hour to complete a Power Paragraph outline and write the corresponding paragraph answering the prompt “Were Scout’s beliefs and assumptions about Boo Radley at the beginning of the novel accurate?” After students turned these in, we started talking through the details of the end of the novel. Today was also the last day to turn in any late work. Homework: you should have already finished the novel for today, but please finish it over the weekend if you are behind; you will not be able to pass the final if you have not finished the novel!
Students started the class in their research groups to review their notecards. They also received the seminar packet where they worked on questions for the seminar. Then everyone circled up, quickly reviewed norms, and then had the Socratic seminar itself. During the discussion, students used their questions from the packet and also took notes there on connections made and insights discovered. Following the seminar, students responded to three reflection questions, also in the packet, and turned in the entire packet as an exit ticket. Homework: finish Mockingbird for Friday.
To prepare for our Socratic seminar Wednesday over the novel and related research, students participated in a practice seminar today. They read and annotated Lincoln’s Gettysburg Address, went over seminar norms, and then held a short practice seminar helping each other decode this challenging text. The class then wrote reflections individually and debriefed as a group. The end of class was for reading time to get caught up or start on tonight’s reading. Homework: read ch. 27–28 in Mockingbird for Wednesday.
After taking a quick survey evaluating Ms. Dailey for her program at CU, students re-read ch. 24, which was due today, this time annotating on a copy we provided. This lead to a discussion of the events of ch. 24. Afterwards, students finished watching the trial scene from the film version of Mockingbird. Homework: read ch. 25–26 for Monday.
We started class by discussed the reading from over break. Then we read and annotated [an article from the Washington Post], and students outlined a Power Paragraph evaluating the author’s purpose and argument. We spent the last part of class the evidence students found that the author used to support her argument in her article. *Homework: read ch. 24 in Mockingbird.
We spent the first 20 minutes of class turning in our EasyBib bibliography to Ms. Dailey and making sure the research notecards were in order. We then spent some time reading a current event article (hard copy only, in class) and conducting a large-group discussion about race relations in contemporary America. We spent the last half of class watching the first part of the TKAM film. Homework: read ch. 19–23 in Mockingbird over break.
Today, we spent almost an hour working on our research. This was the last in-class time will be given to work on our research before it is due on Friday. We spent the remainder of class discussing TKAM and what we know about the first two witnesses in the Tom Robinson trial. Homework: no reading so you can finish up your research notecards.
Students had esearch time to work on notecards. After this, we discussed the criminal justice system in advance of the trial starting in the novel. Homework: read ch. 17 in Mockingbird.
The first part of class today was spent on more research time, with the expectation that students would produce at least two more cards and keep EasyBib up-to-date. Then we discussed lynch mobs and ch 15 in the novel. The last part of class was for reading time (or additional research time) and beginning the courtroom witness guide, which will be very important for the next few chapters. Homework: read ch. 16.
At the start of class, we reviewed EasyBib with students and they recorded the sources from their completed notecards there. Then we discussed the guidelines for the research project before getting back to the novel and discussion questions about ch. 12–13. At the end of class, we discussed the caste system in Maycomb. Homework: read ch. 14–15 in Mockingbird for Thursday.
After a Mockingbird quiz (through ch. 11) and asking/answering small questions from the chapters due today, we reviewed the research notecards with students. They copied their two “notecards” from Monday’s handout onto actual notecards and turned them in. Students who had not actually done the research hit the Student Resources in Context research database and tried to get caught up. Homework: read ch. 12–13 in TKAM for Tuesday.
We took a break from Mockingbird to complete the ICAP goal planning exercises with the rest of the school today. We will resume with the novel and research on Friday. Homework: you should have already read through the end of ch. 11; make sure you’re caught up with the reading as there will likely be a quiz next class.
We started class by writing a summary of TKAM Chapter 9 of which was turned in for a grade. Then, we discussed paraphrasing and went over examples as a whole class. We answered questions about TKAM Ch. 9 and discussed the Ch. 9 reading guide. Topics were assigned for the Race Research Project, and we started researching on the Chromebooks. Students were asked to complete two notecards about their research using the notecard handout, and this handout was due at the beginning of class on Wednesday. Homework: complete the notecard handout, and read ch. 10–11.
We started by reviewing TKAM Ch. 6–8 using the reading guide. We had a whole class activity where students determined how they felt about certain ethical issues (from strongly disagree through strongly agree). We discussed these ethical statements as a whole class and in small groups. Then, we went over email etiquette and asked students to email one teacher and copy Mr. Everson and Ms. Dailey. This email was submitted for a grade. Homework: read through the end of ch. 9 in Mockingbird.
We started class by discussing race and racist language in the novel. After answering students’ small questions from ch. 4–5, we handed out a reading guide for ch. 6–8 and students had a bit of time to get a head start on their homework reading (or to get caught up on the reading for today). The second half of class was spent learning about research databases and other research tips with Ms. Woodley. Homework: finish reading ch. 6–8 in Mockingbird and finish the study guide.
Students started class by working on a handout detailing some of the people and places in ch. 1–3 of Mockingbird — first in pairs, and then in groups. Students turned these in for a grade, and then we reviewed and practiced the skill of summary. We spent the last few minutes of class answering small questions from ch. 2–3, including discussing the differences between Walter Cunningham and Burris Ewell. Homework: read ch. 4–5 in Mockingbird for Tuesday.
We collected the Mockingbird ch. 1 annotations at the start of class, and then we signed out copies of the novel. We also gave out and discussed the reading schedule bookmark. You are responsible for having the chapters read by the day listed. Students had time to read ch. 2–3 while we graded and then returned the ch. 1 annotations, after which we discussed some of the small questions from the first chapter. Homework: please finish ch. 2–3 by Friday.
We began our study of To Kill a Mockingbird in class today by discussing perception — what it is and what affects it. Then students received a photocopy of ch. 1 of the novel. I began reading out loud to them while they annotated for:
- Character/plot/setting exposition
- Possible foreshadowing
- Small and medium questions (should be lots of these!)
We paused our reading and discussed annotations a few times before the end of class. Homework: finish reading and annotating ch. 1 for next class.
Today was the assessment for our short story unit. Anyone who was absent should contact Mr. Everson immediately about make-up opportunities. Studnets who finished early got a head start on reading our first semester novel, To Kill a Mockingbird.