E. Quinson

D-201

9H, period 5

 

Monday, October 20, 2008

SWBAT:  practice identifying the parts of a sentence.

DO NOW:  Take out your homework Review Exercise E, pp. 74-75.in your green grammar book.  Have it out on your desks, so I can check it as I go around.  Also, Independent reading.

DEVELOPMENT:

  1. Review H.W.
  2. Pair share:  Students may work in pairs to complete Chapter 2 Review: Posttest 1, pp. 82-83.  I will have each pair be responsible for one particular sentence. 
  3. Group share.

H.W.  1.  Review for Quiz on Subjects, Verbs, Predicate Adjectives, Predicate Nominatives, Direct and Indirect Objects.

 

Tuesday, October 21, 2008

SWBAT:  demonstrate mastery and understanding of Parts of Speech, Verb Complements:  (Subjects, Verbs, Predicate Adjectives, Predicate Nominatives, Direct and Indirect Objects), Nominative and Objective cases for pronouns (including who and whom).

DO NOW:  Prepare for quiz.

DEVELOPMENT:

1.  Review time.  Students may ask questions.

2.  Administer quiz.

3.  If all students are present, we may review the quiz in class.  Otherwise, we may read our independent reading books.

H.W.:  Independent reading.

 

Wednesday, October 22, 2008

SWBAT:  begin reading To Kill a Mockingbird.

DO NOW:  Write an entry in your writer’s notebook:  the easiest part about the practice ELA was:  The hardest part about the practice ELA was: 

DEVELOPMENT:

  1. Review ELA. 
  2. At the same time, I will send around the book receipt book for students to sign out their copies of To Kill a Mockingbird. 
  3. Distribute reading schedule and vocabulary sheets.
  4. Discuss that all vocabulary words can be found on the Student Survival link on my website.  I have pared down the list considerably and students are only responsible for the words on the list, but that they are welcome to look up any others there (or any where else, naturally).
  5. If time allows, discuss prior knowledge of the Depression and the pre-Civil Rights South. 

H.W.:  1. Read Chapters 1 and 2, pp. 3-22.  2.  Write 2pp. your w.n.:  Describe Scout, Jem, and Dill, both individually and their relationship to one another.  Also, describe Scout’s school experience.  What is Lee saying about education?  How are we supposed to react to the young teacher?  Be sure to use specific details from the text to support your answer.   3.  Independent Reading suspended, officially, but feel free to keep reading if you like.J. 

 

Thursday, October 23, 2008

SWBAT:  read and discuss literary and class structure in To Kill a Mockingbird.

DO NOW:  Write an entry in your writer’s notebook:  Describe Boo Radley and the Radley Place.  Can you relate this to your life in any way? 

DEVELOPMENT:

1.      Review H.W. and DO NOW.

2.      Discussion Questions: 

  • Discuss the narrator
  • How is this similar to, or different from Pip in Great Expectations?
  • Discuss Setting
  • Depression
  • Class structure in the pre-civil rights movement South.
  • Discuss DO NOW entries and Boo Radley
  • Predict what may happen over at the Radley place
  • What kind of a person is Dill? 

3.      Student share in groups?

4.      Group share.

5.      Review H.W.

H.W.:  1.  Read Chapters 3-5, pp.  23-50.  2.  Write two pages in your writer's notebook:  Describe the children’s adventures with Boo Radley.  Why do they feel as they do about him?  What does he represent to them?  How do others in their world feel about Boo? What are we meant to learn from this? In other words, why might Harper Lee have chosen to include such a character? 

 

Friday, October 24, 2008

SWBAT:  discuss social structure in To Kill a Mockingbird

DO NOW:   Use your quill to write:  “I will not tell lies.”  And then, write an entry:  why does Calpurnia require Scout to be polite to Walter Cunningham?  What does this say about Cal?  Scout?  Do you agree or disagree?  Why?

DEVELOPMENT:

  1. Review H.W. and DO NOW.
  2. Discussion Questions:
  3. Review the plot of the two chapter and their structure:
  4. Discuss social structures in the South.  Hey!  This sounds like…. GE!
    1. Wealthy, well-born whites at the top
    2. Middle class white below that
    3. Working class white below that
    4. “White Trash” Cunninghams, Burris, Ewells, (not Finch or Crawford).
    5. Black workers (no middle class represented in this novel, aside from the Reverend)
  5. Discussion Questions:
    1. What are the conventional ideas of hospitality?
    2. What are the conventional ideas of morality?
    3. Who is the moral compass of the book?  How do we know?
    4. How is this similar to or different from Great Expectation?
    5. Who was the moral compass of GE?  What was his level of education?
    6. Can we draw any conclusions for ourselves?
    7. The children’s “Radley”games
    8. Boo’s developing character
    9. Mysterious gifts left in the tree
    10. New characters:

                                                               i.      Miss Maudie

                                                             ii.      Miss Stephanie Crawford

    1. What new information does Miss Maudie provide about Boo?  How does this change the reader’s understanding of him?
  1. Group share and review.

H.W.:  1.  Read Chapters 6-8, pp. 74-98.  2.  Write two pages in your writer's notebook:  What passage or passages strike you as interesting or singular?  What questions do you want to discuss with the class tomorrow?  Why do you think these questions may generate interesting discussion?  (I may want to ask kids about fire and ice, or I may just let them come up with this on their own???  Discuss fire and ice as a motif in these two chapters.  First, describe how fire and ice are introduced, literally, into the plot.  Then, develop a thesis to explain why Lee used them in counter-point this way.  Not an easy, task.  Let’s see what you can make of it!  J)

 

Monday, October 27, 2008

SWBAT:  read and discuss literary gothic literary motifs in in To Kill a Mockingbird.

DO NOW:  Review your homework entry about fire and ice, if necessary, add or revise you thinking on this motif of fire and ice.  I may run a Harkness Table exercise….

DEVELOPMENT:

1.      Review H.W. and DO NOW.

2.      Students take notes on gothic as a literary term.

3.      Consider Boo Radley and his development as a figure of fantasy for the children.

a.       What predictions can we make about Boo’s role in the novel to come?

1.      Group work:  students share homework entries about fire and ice.

a.       What do fire and ice represent?

b.      Why include them in counter point?

c.       How was weather used in Great Expectations?

d.      Can we draw any literary conclusions?

2.      Group share.

3.      Review H.W.

H.W.:  1.  Read Chapters 9-10, pp.  2.  pp. 74-99.  2.  Write two pages in your writer's notebook:  What passage or passages strike you as interesting or singular?  What questions do you want to discuss with the class tomorrow?  (Or:  Analyze the development of Atticus’ character.)

 

Tuesday, October 28, 2008

SWBAT:  develop an opinion about the role of Atticus Finch in TKMB

DO NOW:  Write an entry:  Discuss Atticus Finch.

DEVELOPMENT:

  1. Review H.W./DO NOW.
  2. Harkness Table, student led discussion.  Perhaps we should focus on Atticus?
  3. Review/summarize.

H.W.:  1.  Read Chapters 11-13, pp. 99-134.  2.  Write three pages in your writer’s notebook:  First, describe Mrs. Dubose and what the children learn from her.  How is this ironic, given her previous characterization?  Second, describe the trip to Calpurnia’s church.  What does Scout learn, and therefore, what is Lee trying to teach the reader?  Third, describe the arrival of Aunt Alexandra.  What does Scout learn, and therefore, what is Lee trying to teach the reader?  Third, notice that Lee develops these three female influences in Scout’s life in counter-point.  (Again!  That counter-point thing!!!)  What are we, the readers, supposed to take away from this?

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