Friday

 

This week I'd like you to read chapter 1  and 2 of To Kill A Mockingbird by Friday and watch my lecture notes below..  You can also watch the movie on Amazon for free if you have AMAZON PRIME or you can rent it for $3.99.

Study Questions:

Chapters 1-4 Questions

What is the background of the Finch family?  Where did they come from?  

List three allusions from Chapter 1.

Who is Dill?  What is Dill like?  

How does the book start with a foreshadow? 

What happens at school during Scout's first day?
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?

Go HERE   

Here are some resources:
Audio: Chapter 1.1: https://drive.google.com/file/d/1T8bUgKe5AmEJkqDl0Tre5V-SHvHfOWPY/view?usp=sharing
Chapter 1.2: https://drive.google.com/file/d/1mAHwcSGaKXM3PPDc3koRcKaeAzNtcQpF/view?usp=sharing
Chapter 1.3: https://drive.google.com/file/d/19ND3yZBpYGn-hMoXHSQln35cQ9IWx385/view?usp=sharing

Chapter 1.4: https://drive.google.com/file/d/1m6ci_TNux4wQs8LJwdMzEhsOUTuy1lAc/view?usp=sharing

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.

TO KILL A MOCKINGBIRD Objectives (smaller chunks of overall goal) and suggested time periods Students will be able to Explain how the following themes work in the novel: The meaning of duty; How prejudice works in society; The meaning of courage Discuss the meaning of the following symbol: mockingbirds, the knot-hole, the mad dog Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works Discuss how the author’s life and times influences the novel. Outline the plot and discuss why the author may how chosen to structure the novel how she did. Discuss how Scout grows during the novel and why the novel can be considered a Bildungsroman. Keep a detailed list of characters recording important details about them as the student reads (starting with chapter 1)  Explain – why you never really understand a person until you… (Point of View Exercise)  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. RESOURCES: COURSE HERO: https://www.youtube.com/playlist?list=PLz_ZtyOWL9BQgJalCAcWhmLgLtO-1GqQp

 

Thursday

 

 Today we are going to finish speeches and move on.

This week I'd like you to read chapter 1  and 2 of To Kill A Mockingbird by Friday and watch my lecture notes below..  You can also watch the movie on Amazon for free if you have AMAZON PRIME or you can rent it for $3.99.

Study Questions:

Chapters 1-4 Questions

What is the background of the Finch family?  Where did they come from?  

List three allusions from Chapter 1.

Who is Dill?  What is Dill like?  

How does the book start with a foreshadow? 

What happens at school during Scout's first day?
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?

Go HERE   

Here are some resources:
Audio: Chapter 1.1: https://drive.google.com/file/d/1T8bUgKe5AmEJkqDl0Tre5V-SHvHfOWPY/view?usp=sharing
Chapter 1.2: https://drive.google.com/file/d/1mAHwcSGaKXM3PPDc3koRcKaeAzNtcQpF/view?usp=sharing
Chapter 1.3: https://drive.google.com/file/d/19ND3yZBpYGn-hMoXHSQln35cQ9IWx385/view?usp=sharing

Chapter 1.4: https://drive.google.com/file/d/1m6ci_TNux4wQs8LJwdMzEhsOUTuy1lAc/view?usp=sharing

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.

TO KILL A MOCKINGBIRD Objectives (smaller chunks of overall goal) and suggested time periods Students will be able to Explain how the following themes work in the novel: The meaning of duty; How prejudice works in society; The meaning of courage Discuss the meaning of the following symbol: mockingbirds, the knot-hole, the mad dog Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works Discuss how the author’s life and times influences the novel. Outline the plot and discuss why the author may how chosen to structure the novel how she did. Discuss how Scout grows during the novel and why the novel can be considered a Bildungsroman. Keep a detailed list of characters recording important details about them as the student reads (starting with chapter 1)  Explain – why you never really understand a person until you… (Point of View Exercise)  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. RESOURCES: COURSE HERO: https://www.youtube.com/playlist?list=PLz_ZtyOWL9BQgJalCAcWhmLgLtO-1GqQp

 

NEW VOCABULARY

1)    Subpoena

2)    Fey

3)    Venerable

4)    Uncouth

5)    Sundry

6)    Begrudge

7)    Elucidate

8)    Acquiescence

9)    Succinct

10) Façade

Wednesday

 We are going to begin presentations today. I'll take volunteers first and then draw from a bucket.

Tuesday

 

 Today you need to resubmit your essays to me. If you don't send them to me again I will be counting them late. Also, we will be putting essays on note cards and discussing what I will be looking for in your presentations.

Informative Speaking Rubric

Example

We will present these on Wednesday. Once you have them on note cards I need you to begin practicing presenting. You should get into groups to do this.

ORAL RUBRIC

 

Criteria	Exceeds Standard (4)	Meets Standard (3)	Needs Improvement (2)
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.

 

 

 

Monday

 Today you need to resubmit your essays to me. If you don't send them to me again I will be counting them late. Also, we will be putting essays on note cards and discussing what I will be looking for in your presentations.

Informative Speaking Rubric

Example

 

We will present these on Wednesday. Once you have them on note cards I need you to begin practicing presenting. You should get into groups to do this.

ORAL RUBRIC

 

Criteria	Exceeds Standard (4)	Meets Standard (3)	Needs Improvement (2)
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.

 

 

 

Wednesday

 We are going to look at the following video and then we will be working on essays.

Tuesday

 Today we will be taking a short quiz over the things we have read and discuss during our current unit and then continuing to work on essays. 

Monday

 Today we are going to read "PAIN" and look at an Informative Speech, and then work on essays. Remember you are going to have to delivery your essay to class as a speech after Spring Break.

Unit Learning goal: Students will be able to research, write and perform an original expository essay that informs or explains some idea, task, or problem of the student’s choice.  

 

Scale/Rubric relating to learning goal:

4 – The student can write and perform an original expository speech that both informs/explains and persuades some idea or problem of that the student is interested in.  The writing and performance are both exemplarily effective. 

3 – The student is able to write an original expository speech that informs or explains something that the student is interested in.

2 – With some direction/help from the teacher the student is able to write an original expository speech that informs or explains something that the student is interested in.

1 – Even with help from the teacher the student is unable to write an original expository speech that informs or explains something that the student is interested in.

Students will be able to

1) Write a hook, thesis statement, and order of development

2) Organize an essay according to introductory paragraph, body paragraphs and conclusion

3) Write a proper conclusion

4) Use specifics to back up ideas

5) Use the order of development as a map for the essay

6) Cite sources according to proper MLA format

7) Deliver a speech by making eye contact, using proper pronunciation and effective enunciation, and avoiding the use of “uhms” or other filler words or sounds.

 

Anchor Text(s)/Additional Instructional Resources:

 

Handout – “The elements of effective expository writing”

Sample Essays: “Campus Racism 101” – Nikki Giovanni; “The Truth About Lying” – Judith Viorst; “Pain” – Diane Ackerman.

ESSENTIAL CONCEPTS:

 

How do you inform someone about an issue, or explain to someone how to do something?  What makes a speech effective?  What are you passionate about?   How can you show that to someone?  

 

Essential Questions:

 

What makes a good hook?  What makes a strong thesis statement or conclusion?  What makes a memorable essay or speech? 

MLA

1) Last Name/First Name of Author
2) Title of article or title of webpage
3) Title of book or website
4) Place of publication
5) Publisher
6) Date of publication
7) Page number
8) Source of publication (example: Web, Print, DVD, etc)
9) (Internet) Date of access.

go here for sample MLA Citation pages or in-text citations.

Here are two short - but decent - videos are in-text citations and works cited page

Go HERE and Also go here for an additional video on WORKS CITED PAGE 

The best place to go for help with MLA structure or any other essay question is Purdue OWL online.

For Parallel Structure go HERE

Intro:

*Immediately engage reader (attention getter)

·       get the reader “in the ballpark”

          *Establish context (topic of essay)

·       usually 2-3 sentences narrowing down to the point of the paper

·       cite your source with title and author (if using one source)

          *Strong & complete thesis statement

Body:

*Begin paragraphs with a clear, concise topic sentence

·       *Use concrete details (CD)

·       these include facts or quotes

·       cite sources when necessary (simplified: such as author’s last name & pg #)

·       *Create insightful commentary to support concrete details (2-3 comments per CD)

·       shoot for at least 2 CD per paragraph (+ commentary)

        

                    

Conclusion:
       *Transition into summary of key points

*Restate thesis (say it another way!)

*Refer back to the attention getter and tie things up

       *Answer “So what?”

·       Leave reader feeling persuaded or at least challenged

·       This personal comment can include a universal observation
(a prediction), a call to action (a recommendation) or a scare
(a veiled threat)

Suggested sentence starter for commentary:

        “This shows that…” (eventually teach kids to eliminate it)

        “This proves that…”

“This demonstrates that…”

 

Suggested sentence starters for conclusion:

        “We need to…”

        “It’s our responsibility to …”

        “It’s important to…”

        “In order to______, we must…”

        “It would be to our benefit to…”

Encourage:
        Incorporate transitions           
        Use high-level vocab

Vary sentence patterns          
Create a strong “voice”

   

*The number of paragraphs and the organization of the essay will vary.

 

 

Expository Essay Rubric

	Thesis	Organization	Evidence (Concrete Details)	Analysis (Commentary)	Style/Audience	Conventions
4	The thesis statement is clear, well-developed and relevant to the topic.  It is engaging.	Transitions within and between paragraphs flow smoothly	There are three well chosen, concrete details/evidence from the text in each paragraph. ** The concrete details support the thesis	All commentary synthesizes and supports the thesis statement. **	The style is engaging and effective	The essay contains few if any errors in the conventions* of the English language
3	The thesis statement is clear and relevant to the topic	There structure within paragraphs is easy to follow	There are two to three details from the text.  The details support the thesis.	Some or most of the commentary explains concrete details and supports the thesis	The style is appropriate for an academic paper	The essay contains some errors in the conventions of the English language.  Errors do not interfere with the reader’s understanding of the essay.
2	The thesis is not relevant to topic or is not clear	The essay is missing an introduction, body or concluding paragraph	There are some concrete details.	Commentary is either unclear or irrelevant and does not support the thesis	They style is sometimes appropriate for an academic paper.	The essay contains several errors in the conventions of the English language.
1	No Thesis	Little organization.	No concrete details	No commentary	Style is not appropriate for an academic paper.