Tuesday

 I'm going to give a few minutes to work on journals, then we will review books 26 and 27 (if anyone has read them) and move on. Note, you have a TEST on Friday.

 

4/30 Chapters 28-29

5/1 Chapters 30-31

5/2 FINISH BOOK and review

5/3 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

Monday

Today we are going to look at chapter 26 and then try and do a mock trial of the court case. 

4/29 Chapters 26-27

4/30 Chapters 28-29

5/1 Chapters 30-31

5/2 FINISH BOOK and review

5/3 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

Friday

 You have a quiz today and then we will be looking at chapters 24-25.

First, Gwen is going to perform her essay.

4/26 Chapters 24-25

4/29 Chapters 26-27

4/30 Chapters 28-29

5/1 Chapters 30-31

5/2 FINISH BOOK and review

5/3 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

Thursday

 Today we need to look at chapter 23.

 

4/25 Chapter 23

4/26 Chapters 24-25

4/29 Chapters 26-27

4/30 Chapters 28-29

5/1 Chapters 30-31

5/2 FINISH BOOK and review

5/3 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

Wednesday

 Today we need to look at the next two chapters of To Kill A Mockingbird

 

4/24 Chapters 21-22

4/25 Chapter 23

4/26 Chapters 24-25

4/29 Chapters 26-27

4/30 Chapters 28-29

5/1 Chapters 30-31

5/2 FINISH BOOK and review

5/3 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

5/13 Review

5/14 FINAL 

 

Tuesday

 

4/23 Chapters 19-20

4/24 Chapters 21-22

4/25 Chapter 23

4/26 Chapters 24-25

4/29 Chapters 26-27

4/30 Chapters 28-29

5/1 Chapters 30-31

5/2 FINISH BOOK and review

5/3 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

5/13 Review

5/14 FINAL 

Monday

 We need to read chapter 18 today and work on journals.

4/22 Chapter 18

4/23 Chapters 19-20

4/24 Chapters 21-22

4/25 Chapter 23

4/26 Chapters 24-25

4/29 Chapters 26-27

4/30 Chapters 28-29

5/1 Chapters 30-31

5/2 FINISH BOOK and review

5/3 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

5/13 Review

5/14 FINAL 

Friday

 Today we need to discuss chapter 16, read chapter 17 and work on journals. Journals 12-16 will be due on Monday. 

4/19 Chapter 17

4/22 Chapter 18

4/23 Chapters 19-20

4/24 Chapters 21-22

4/25 Chapter 23

4/26 Chapters 24-25

4/29 Chapters 26-27

4/30 Chapters 28-29

5/1 Chapters 30-31

5/2 FINISH BOOK and review

5/3 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

5/13 Review

5/14 FINAL 

 

Thursday

Today we will look at chapters 15-16

 

4/18 Chapters 15-16

4/19 Chapter 17

4/22 Chapter 18

4/23 Chapters 19-20

4/24 Chapters 21-22

4/25 Chapter 23 and vocabulary review

4/26 Vocabulary Quiz

4/29 Chapters 24-25

4/30 Chapters 26-27

5/1 Chapters 28-29

5/2 Chapters 30-31

5/3 FINISH BOOK and review

5/6 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

5/13 Review

5/14 FINAL 

 

Wednesday

 Today we have a quiz and then we will read chapter 14

4/17 QUIZ over Part I and chapter 14

4/18 Chapters 15-16

4/19 Chapter 17

4/22 Chapter 18

4/23 Chapters 19-20

4/24 Chapters 21-22

4/25 Chapter 23 and vocabulary review

4/26 Vocabulary Quiz

4/29 Chapters 24-25

4/30 Chapters 26-27

5/1 Chapters 28-29

5/2 Chapters 30-31

5/3 FINISH BOOK and review

5/6 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

5/13 Review

5/14 FINAL 

 

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

1. Explain how the following themes work in the novel: The meaning of duty; How prejudice works in society; The meaning of courage; Appearance vs Reality.

2. Discuss the meaning of the following symbol: mockingbirds, the knot-hole, the mad dog, flowers.

3. Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works

4. Discuss how the author’s life and times influences the novel.

5. Outline the plot and discuss why the author may how chosen to structure the novel how she did. Know episodic plot.

6. Discuss how Scout grows during the novel and why the novel can be considered a Bildungsroman.

7. Keep a detailed list of characters recording important details about them as the student reads (starting with chapter 1) 

8. Explain – why you never really understand a person until you… (Point of View Exercise) 

9. 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.

Tuesday

 Today we are going to play a review game for PART I.

4/16 Review PART I

4/17 QUIZ over Part I and chapter 14

4/18 Chapters 15-16

4/19 Chapter 17

4/22 Chapter 18

4/23 Chapters 19-20

4/24 Chapters 21-22

4/25 Chapter 23 and vocabulary review

4/26 Vocabulary Quiz

4/29 Chapters 24-25

4/30 Chapters 26-27

5/1 Chapters 28-29

5/2 Chapters 30-31

5/3 FINISH BOOK and review

5/6 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

5/13 Review

5/14 FINAL 

 

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

1. Explain how the following themes work in the novel: The meaning of duty; How prejudice works in society; The meaning of courage; Appearance vs Reality.

2. Discuss the meaning of the following symbol: mockingbirds, the knot-hole, the mad dog, flowers.

3. Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works

4. Discuss how the author’s life and times influences the novel.

5. Outline the plot and discuss why the author may how chosen to structure the novel how she did. Know episodic plot.

6. Discuss how Scout grows during the novel and why the novel can be considered a Bildungsroman.

7. Keep a detailed list of characters recording important details about them as the student reads (starting with chapter 1) 

8. Explain – why you never really understand a person until you… (Point of View Exercise) 

9. 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.

Monday

 Today we are looking at chapters 12-13

4/15 Chapters 12-13

4/16 Review PART I

4/17 QUIZ over Part I and chapter 14

4/18 Chapters 15-16

4/19 Chapter 17

4/22 Chapter 18

4/23 Chapters 19-20

4/24 Chapters 21-22

4/25 Chapter 23 and vocabulary review

4/26 Vocabulary Quiz

4/29 Chapters 24-25

4/30 Chapters 26-27

5/1 Chapters 28-29

5/2 Chapters 30-31

5/3 FINISH BOOK and review

5/6 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

5/13 Review

5/14 FINAL 

 

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

1. Explain how the following themes work in the novel: The meaning of duty; How prejudice works in society; The meaning of courage

2. Discuss the meaning of the following symbol: mockingbirds, the knot-hole, the mad dog

3. Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works

4. Discuss how the author’s life and times influences the novel.

5. Outline the plot and discuss why the author may how chosen to structure the novel how she did.

6. Discuss how Scout grows during the novel and why the novel can be considered a Bildungsroman.

7. Keep a detailed list of characters recording important details about them as the student reads (starting with chapter 1) 

8. Explain – why you never really understand a person until you… (Point of View Exercise) 

9. 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.

Friday

 Today we are going to take a vocabulary quiz and then review part 1 of To Kill A Mockingbird.

Thursday

 Today we will play vocabulary charades and then give you time to work on reading journals.

Wednesday

 Today we will do a quick vocabulary review and then read chapter 11.

NEW VOCABULARY

1)    Subpoena

2)    Fey

3)    Venerable

4)    Uncouth

5)    Sundry

6)    Begrudge

7)    Elucidate

8)    Acquiescence

9)    Succinct

10) Façade

 

 

4/10 Chapter 11

4/11 Vocabulary Review

4/12 Vocabulary Quiz

4/15 Chapters 12-13

4/16 Quiz over PART I

4/17 Chapter 14

4/18 Chapters 15-16

4/19 Chapter 17

4/22 Chapter 18

4/23 Chapters 19-20

4/24 Chapters 21-22

4/25 Chapter 23 and vocabulary review

4/26 Vocabulary Quiz

4/29 Chapters 24-25

4/30 Chapters 26-27

5/1 Chapters 28-29

5/2 Chapters 30-31

5/3 FINISH BOOK and review

5/6 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

5/13 Review

5/14 FINAL 

 

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

1. Explain how the following themes work in the novel: The meaning of duty; How prejudice works in society; The meaning of courage

2. Discuss the meaning of the following symbol: mockingbirds, the knot-hole, the mad dog

3. Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works

4. Discuss how the author’s life and times influences the novel.

5. Outline the plot and discuss why the author may how chosen to structure the novel how she did.

6. Discuss how Scout grows during the novel and why the novel can be considered a Bildungsroman.

7. Keep a detailed list of characters recording important details about them as the student reads (starting with chapter 1) 

8. Explain – why you never really understand a person until you… (Point of View Exercise) 

9. 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.

Tuesday

 

4/9 Chapter 10

4/10 Chapter 11

4/11 Vocabulary Review

4/12 Vocabulary Quiz

4/15 Chapters 12-13

4/16 Quiz over PART I

4/17 Chapter 14

4/18 Chapters 15-16

4/19 Chapter 17

4/22 Chapter 18

4/23 Chapters 19-20

4/24 Chapters 21-22

4/25 Chapter 23 and vocabulary review

4/26 Vocabulary Quiz

4/29 Chapters 24-25

4/30 Chapters 26-27

5/1 Chapters 28-29

5/2 Chapters 30-31

5/3 FINISH BOOK and review

5/6 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

5/13 Review

5/14 FINAL 

 

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

1. Explain how the following themes work in the novel: The meaning of duty; How prejudice works in society; The meaning of courage

2. Discuss the meaning of the following symbol: mockingbirds, the knot-hole, the mad dog

3. Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works

4. Discuss how the author’s life and times influences the novel.

5. Outline the plot and discuss why the author may how chosen to structure the novel how she did.

6. Discuss how Scout grows during the novel and why the novel can be considered a Bildungsroman.

7. Keep a detailed list of characters recording important details about them as the student reads (starting with chapter 1) 

8. Explain – why you never really understand a person until you… (Point of View Exercise) 

9. 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.

Monday

 Today we need to read chapter 9. 

 

4/8 Chapter 9

4/9 Chapter 10

4/10 Chapter 11

4/11 Vocabulary Review

4/12 Vocabulary Quiz

4/15 Chapters 12-13

4/16 Quiz over PART I

4/17 Chapter 14

4/18 Chapters 15-16

4/19 Chapter 17

4/22 Chapter 18

4/23 Chapters 19-20

4/24 Chapters 21-22

4/25 Chapter 23 and vocabulary review

4/26 Vocabulary Quiz

4/29 Chapters 24-25

4/30 Chapters 26-27

5/1 Chapters 28-29

5/2 Chapters 30-31

5/3 FINISH BOOK and review

5/6 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

5/13 Review

5/14 FINAL 

 

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

1. Explain how the following themes work in the novel: The meaning of duty; How prejudice works in society; The meaning of courage

2. Discuss the meaning of the following symbol: mockingbirds, the knot-hole, the mad dog

3. Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works

4. Discuss how the author’s life and times influences the novel.

5. Outline the plot and discuss why the author may how chosen to structure the novel how she did.

6. Discuss how Scout grows during the novel and why the novel can be considered a Bildungsroman.

7. Keep a detailed list of characters recording important details about them as the student reads (starting with chapter 1) 

8. Explain – why you never really understand a person until you… (Point of View Exercise) 

9. 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.