Timed Writing - Tuesday 4/29

If you did not see the film at UNI yesterday, you still are responsible for doing SOME reflective writing.  Scroll down to the TKaM test below and write about another theme from the book.

If you did see the film, you made some connections that Nicky's story has to themes that we studied in To Kill a Mockingbird.  For this Timed Writing:

1. Create a new Document in your English 9 folder.  Call it "QT4 Writing."

2. Choose one of these prompts to answer:

• Explain how one of the themes was shown in the film Nicky's Family:
• JUSTICE     PREJUDICE    EMPATHY    COURAGE      INNOCENCE

                                                            OR

• Explain the characterization of Nicky.  What kind of person was he? How do you know? Remember, characterization is shown by:
•  the character's own thoughts/feelings/actions, as well as
• how others think of/feel about/ act towards the character

3.  Take a couple of minutes to write your thesis sentence and plan at least three supporting ideas.  Each idea needs to be broad enough to include two or three details from the text as well as commentary, so each idea will have its own paragraph.

4.  Write about it for 18 minutes.  I will time you if completed during class, otherwise time yourself.  

Writing Workshop today!

You will get in the groups we set up yesterday.  First, go around and share your plan with other group members.  Other group members, it's your job to ask questions if any of their ideas don't make sense and to help them organize each chunk.  Do this for their whole paper.  Also, if they forgot something important, make sure they address it.

When groups are finished discussing each other's plan for writing, you are to write the first section of your paper.  This will cover ONE column on your graphic organizer. It should be just under 200 words, and not over 400 (if you're writing that much about one idea, it's time to reorganize your ideas).  You will have the rest of class to write.

SECTION 1 OF YOUR PAPER (you know, the first chunk or column or whatcha wanna call it) IS DUE WEDNESDAY (that's tomorrow).

To Kill a Mockingbird Test

This is your final test over To Kill a Mockingbird.

Each short answer responses must be at least 150 words and must include evidence from the text as well as commentary. Plan on two or three paragraphs per question (it's just easier to see your ideas that way).  You don't need to use direct quotes, but cite page numbers or chapters.  The electronic text and Ctrl-F are your friends!

Choose one of the themes to answer for the first question, then choose four other questions to answer.

You MAY choose question 1 more than once, discussing a different theme each time.

1. Explain how one of the following themes are developed throughout the novel:
     JUSTICE     PREJUDICE    EMPATHY    COURAGE      INNOCENCE
Describe how the theme is introduced, which supporting characters help convey the theme, and what lesson is learned by major character(s).  You MUST answer this question at least once!  Advanced English students MUST answer this TWO times (addressing different themes, obviously).

2.  Analyze the relationship between Boo Radley and the children. How does this relationship change throughout the book? What causes the various changes? What effect does the nature of their relationship have on the three characters?

3.  Discuss the concept of fear as presented in the novel. Compare the children's early fear of Boo Radley to their fear (or lack thereof) when Bob Ewell attacks them. Is Scout correct in stating that real fear can only be found in books?

4.  Discuss the concept of family and Lee's presentation of the American family. What does it consist of?  Based on the examples of Finches, Ewells, Radleys, Cunninghams, and even Dill and Miss Maudie, what lessons can be learned about families?

5.  Explain the town's general attitude toward Atticus. Why does he do what he does? How does the town treat him? How does he feel about the townspeople?

6.  Discuss the concept of education. How does education and knowledge in various forms impact the book? Based on this, what do you think are Harper Lee's views on education  (not just school instruction)?

7.  Trace the symbol of the mockingbird throughout the novel and analyze what the bird symbolizes or represents.

8.  Trace Boo Radley's development from monster to savior. How does Scout's understanding of Boo develop? What lessons does Boo teach Scout?

9.  Discuss Atticus's approach to parenting. What is his relationship with his children? Can his parenting style be criticized? If so, how?

10.  This book has been banned in several school districts since its publication for racism, profanity, and references to rape. Explain why the book still has literary merit in spite of (or because of) its controversial content.  You may NOT refer to any other texts for this question (just because other books contain vulgarity doesn't excuse it in this one)!

To Kill a Mockingbird Characterization paper

Your "big" essay for To Kill a Mockingbird will be a character analysis paper (800+ words).  You will either:

• analyze how the author develops and presents one character                                            (REGULAR ENGLISH ONLY!)
• analyze how one character exemplifies one (or more) themes of the novel
• compare and contrast how characterization of one or two MAJOR characters is changed from literary to film conventions
• compare and contrast characterization of two foils and their impact on a theme

If you treat this paper as 2-3 small papers, you will do fine.  Plan out 2-3 big ideas for your thesis, then develop each big idea into three or more subtopics.

This paper is worth 4 essay grades, whereas most "big" papers we write are worth 2 essay grades.

End of the Book

Big thank you's to everybody who read aloud in class today!  I'm to much of a sap to probably get through it ;)

Writing for today:
Why doesn't the book end with Scout's line on p.374 "except possibly algebra?"  What does the last scene contribute to your understanding of Atticus's and Scout's character?

DUE TOMORROW:
Turn in your packet with all questions answered.  This is your ticket to watch the movie.  If you don't have it finished, you will be working on that and any other work instead of watching the movie in class.

DUE MONDAY:
Characterization files need to be finished.  If you worked in a group, you need to have at least three details for every character (some will have a lot more).
If you did not work with a partner, you need to write about the following characters (in no particular order):
Atticus, Scout, Jem, Boo Radley, Bob Ewell, Mayella Ewell, Tom Robinson, and three others of your choice.

Quizlet combined link

Click here if your Search-Fu is inferior.

Literary Vocab

Here is the Quizlet link for the Literary Vocab.  There are three categories.
You will need to know the meanings of each word in a Multiple Choice test format.
I'm just sayin...

http://quizlet.com/class/923222/

Work for 4/7 and 4/8

Independent Writing:
This is your writing sample for the week.  It's like the timed writings, just without a time limit. It should be at least 200 words.

• What does Chapter 24 reveal about the characters of Miss Maudie, Aunt Alexandra, and Scout?  Write at least one paragraph for each character.  Explain how events in the Missionary Society reveal a change in the character, reinforce something you knew about her, or reveal something you had not noticed before.

Small Group Instruction:

We [talked/will talk] about Mayella in light of Atticus's lesson about mockingbirds.  When/how did Mayella "lose" her innocence?  What motivates her? Did she go along with Bob's story out of fear of him, rage/embarassment toward Tom, a desire to protect her younger siblings, or some other reason?

Revised Reading Schedule

Due to Iowa Assessments and me being sick, here's the updated where-should-I-be-when list:

4/4 - Ch. 22-23 (21 p)


4/7 - Ch. 24 (14 p)
4/8 - Ch. 25-27 (22 p)
4/9 - Ch. 28 (17 p)
4/10 - Ch. 29-31 (19 p)