Friday Group Work and End of QT3

Sorry folks, I'm sick again today. You should be familiar with the groups and rotations, so please help out the sub and do what you need to do.  Here is the plan for Friday:

Independent - Work on your grammar module.  Monday and Tuesday during my group I will have people test.

Collaborative Group - Work on characterization files.  Especially discuss Atticus and Bob; they will be your topic for SGI with the teacher.

Small Group Instruction (with the teacher) - In literature, a foil is a character who shows a sharp contrast to another in several ways. This "opposite" character makes the other's qualities more apparent.  The foil might show up as a side kick (Timon/Pumba to Simba) or an antagonist (Scar to Mufasa).  The point of a foil is really to highlight certain traits of a more important character.
The most obvious foils in To Kill a Mockingbird are Bob Ewell and Atticus Finch.  You already did an assignment like this with Calpurnia and Alexandria.  Make another T-chart contrasting Atticus's personality with that of Bob Ewell.

MONDAY is the absolute last day to hand in any Poetry Second Chance projects, Dr. King paper revisions, or QT3 independent projects.  Be sure to email me when you have something I need to check.

Thanks, gang!  Have fun, and shoot me an email if you need anything!

Part 2 Reading Schedule

Here is a list of what's due when for the rest of To Kill a Mockingbird.
NOTE: The date listed is the day you should have the chapters FINISHED, not the date the reading is assigned!

3/25 - Ch. 12-13 (27 p)
3/26 - Ch. 14-15 (28 p)
3/27 - Ch. 16 (14 p)
3/28 - Ch. 17 (17 p)

3/31 - Ch. 18-19 (28 p)
4/1 - Ch. 20-21 (17 p)
4/2 - Ch. 22-23 (21 p)
4/3 - Ch. 24 (14 p)
4/4 - Ch. 25-27 (22 p)

4/7 - Ch. 28 (17 p)
4/8 - Ch. 29-31 (19 p)

We will start watching the film version around April 9 during class.  Your ticket in to the movie is having all chapter questions finished.
If you have your characterization paper/project finished at that time, I'll spring for popcorn :)

TKaM Timed Writing 3/24/2014

Write a 200-300 word response to the prompt.  You have 18 minutes to complete, including planning and revising/editing.

What does Atticus want Jem to learn about bravery from Mrs. Dubose?
How might Mrs. Dubose be a symbol of Atticus's hope for the upcoming trial?

Over Break...

2. Get caught up on any work you need to do.

3. Finish your QT3 Independent Project.  I'm going to open the QT3 project up to any young adult book 100+ pages, or even a graphic novel (at least 80 pages).  The finished product should LOOK LIKE you spent at LEAST two hours on it (ie: if it takes you two hours to draw a crummy looking picture, choose a project that does not involve drawing).  Pick a medium you're good at and find a project to fit.  Independent Project ideas are in the tab above.

1. Rest, relax, and HAVE FUN!

Small Group Tasks

First, I want to thank all of you for your work in small groups.  I know it's different, but you have really risen to the challenge. To me it feels a lot more fun, as it should!

Here's a list of what you should have completed before Spring Break:

1. Writing Sample - Cultural Context (what might the setting have been like)

2. Writing Sample - Atticus's lesson about understanding people's point of view (18 minutes)

3. Author Study - Compare/Contrast Scout and Harper Lee. Explain how autobiographical elements contribute to the writing style, tone, or theme of the novel. Use what you learned from "The Big Read" audio documentary

4. Study guide questions for Chapters 1-9

*This is what we are going to work on Thursday and Friday:

*5. Literal and reflective questions based on read-alouds:

• Listen to the audio book recordings for whatever chapter you are on (links in TKaM tab above).  As you listen and read along, think of questions you would ask students if you were teaching the book.
• Write three writing prompts based on details found in that chapter. These need to be inferential questions that make people think, but are still based on the text.  People should not be able to "fake it" if they haven't read the chapter.
• Bad Example 1: What did Book leave in the tree? (very little deep thinking)
• Bad Example 2: What does the fact that the figures were made of soap symbolize about Scout and Jem? (Innocence/purity. Don't need to read the chapter to figure that out.
• Good Example: What items left by Boo could be symbolic of his being isolated from the world for 15+ years? (You need to know what he left, and think about which objects represent his loneliness or the passage of time) 
• A writing prompt could be a series of questions (eg. What did Boo leave in the tree? Which objects symbolize his character? Why?). It could also be brief instructions for the responder (eg. Think about the items Boo left in the tree. Choose two that represent his character. Explain how the items symbolize him).

*6. Study guide questions for Chapters 10-11

*7. Choose which character you want to write your paper about and email me.

*8. Character Guide for Part 1. You may do this on your own, OR share a document with other students and work on it together.  If a file is shared, I expect people to share the workload. If Micki does 80% of the work and Tracy does 20%, she will get an A and he will get an F.

*9 (OPTIONAL) - Write a "deleted scene" of the kids playing Boo Radley. This can replace one chapter's worth of questions.  Everybody who came up for the ELP Open House on monday can also skip a chapter (unless I have already told you otherwise)

The big guns...

People who have not yet turned in the Second Chance Poetry:

Time is flying, so here is the resource I was saving in case somebody needed a third chance at poetry terms:

http://www.literarydevices.net

This means that your "Second Chance Poetry" is now the last chance to improve that part of your grade.

Holler if you have questions!

Homework tonight!

Hey, people!

Looking at the schedule I realized that if we don't read through Ch. 6 tonight, you will have a day this week where you have to read 40 pages.  That's a little much in my opinion.

So, here is what you need to have read and questions completed each day this week:

Due TUESDAY - Ch. 5-6 (22 pages)
Due WEDNESDAY - Ch. 7-8 (22 pages)
Due THURSDAY - Ch. 9 (19 pages)
Due FRIDAY - Ch. 10-11 (32 pages)

Be advised: Chapter 7 is short, but is very important for Jem's character development (and for a couple other characters' development as well).  If you can read ahead, now, it might save you the big chunk due Friday.

Students who are up to speed in small group Wednesday and Thursday will be rewarded.

Keep in mind though, most high school classes expect students to read 30+ pages every night.  Feel free to complain as much as you want, as long as you do the reading!

TKaM for March 10

We will use "Writing Sample" files to show your thoughts about the book AND as a way for me to give you feedback on your own grammar, usage, mechanics, and word choice.

Every Monday, we will spend the first half of class writing a 100-200 word prompt reflecting on a writing prompt.  You will have EIGHTEEN MINUTES to complete the writing sample (if you were absent Monday, time yourself.  I will check your revision history and cut you off after 18 minutes if you take longer).  The purpose of this activity is:

• to reflect on events in the book, to make connections to previous events or real life, and to draw conclusions and predict how characters will act in other situations.
• to practice planning ideas before writing and revising your ideas, detail order, and paragraphs after writing.
• to practice using correct formal English grammar, usage, mechanics, word choice, and sentence structure.

You will get credit for completing the assignment by writing on-topic and keeping it between 100-200 words.  I will use the writing samples to make comments on ways to improve your own word choice, sentence structure, and G/U/M.

 Here is your writing sample prompt for the day:

Discuss what Atticus meant by "You never really understand a person until you consider things from his point of view... until you climb into his skin and walk around in it.” Talk about the event that precipitated Atticus's advice, and predict in which other relationships Scout will learn the lesson. Also explain why Harper Lee used the image of "skin" in Atticus's lesson.

ALSO...

Alternate Assignment: In Chapter Five, the kids start playing "Boo Radley."  Instead of answering questions for one chapter of your choice, create a script or short narrative scene explaining what the game might look like.  Use description and dialogue to imagine a "deleted scene" where Scout, Jem, and Dill play "Boo Radley.

Small Group Plan

We're going to try small group rotations for our study of To Kill a Mockingbird.  Membership in a group is flexible and can be changed as needed.

Group membership will be based first on how far you've read, then on people studying the same character for your characterization paper.  Groups can be a mix of Advanced and Regular English students; Advanced English students should be able to complete the theme worksheets on their own.

Groups will be reformed on Mondays or as needed.  If you somehow fall behind in the reading, I expect you to be caught up by the next Monday at the latest.  You are responsible not only for yourself, but for helping your group members think about and learn from the text in new ways.

So, what are we gonna do in groups?

Groups will move through three different stations, but will only complete two per day.  

1. Small Group Instruction - Mr. Dennis will work with your group to discuss key events in the reading, based on how far into the novel you have read.  Working in a group will give us a chance to clear up any confusion or dig deeper into issues you are interested in. We will usually meet at the table closest to the board.

2. Collaborative Groups - You will work together as a group to enrich your understanding of the story. You will learn about the author, cultural or historical connections, complementary texts, or other lessons. Decide as a group who exactly will do what, but make sure everyone participates in some way. Your group can meet at the couch, or at another table. Plan to work with tablets at this station.

3. Independent or Partner Work - Get a peer to help review a paper, finish grammar lessons on your own, or work on what you need to do for this class. Independent station will be at the student computers or any unused table.  I will write passes to the library if those computers are needed and available.

I will have each station's daily objective and Your schedule for the week might look something like this:

MONDAY - Whole class activity, Small Group Instruction

TUESDAY - Collaborative, Individual

WEDNESDAY - Small Group Instruction, Collaborative

THURSDAY - Individual, Small Group Instruction

FRIDAY - Collaborative, Individual

So, what's the plan
Link to Big Read Audio

Poetry Second Chance, Mockingbird First Glance

If you are interested in a better grade for your poetry project, now is your chance!

• Go to the 9 English Common folder. Make a copy of the Second Chance Poetry file. This will appear in your main Drive.
• Move the file to your English 9 folder and rename it "[Yourname] Second Chance Poetry"
• Open the file and complete your analyses of the poetry terms. Look at the first example to see how to finish it. I gave you a few lines of poetry for each term. You need to tell what the example is, then explain how that particular sound, structure, or figurative language contributes to your understanding of the lines. It's completely fine to make personal connections and talk about your own opinion for this assessment.

Second Chance poetry projects are due Monday, as are revisions for your Dr. King papers. Don't forget, word/sentence/style and grammar will also be graded this time around! Don't forget to email me when you need an assignment rechecked. 

We have started reading To Kill a Mockingbird. For tomorrow finish the questions for Chapter One in your study guide. 

To Kill a Mockingbird - Cultural Context

Hi, folks!

To appreciate and connect to literature, it helps to understand the point of view of an author and her contemporaries.

Today we read several articles about the Civil Rights movement to give you an idea of what America was like in the 1950's, especially the deep south (Alabama, Mississippi, Louisiana).  This was the setting for Harper Lee's original audience, who were all deeply aware of the issues you read about.

Now, think about what things must have been like before any of these changes took place. One major conflict of To Kill a Mockingbird deals heavily with issues of race.  The book is set in Maycomb, Alabama in the 1930's, long before any of the changes in legislation and culture described in the articles.

Click on this LINK and read a brief history of Jim Crow laws and the ignominious origins of the name.

Based on inferences you made from your summaries and what you learned from the link above, explain what you think small-town Maycomb, Alabama might have been like.  In 200 words or less, describe what the setting might be like.

How long is 200 words?  To give you an idea, this post is 201 words long.