2/22-2/23 English 9RCP Agenda


What is courage?  What does it mean to you? Are you courageous? Why or why not?

Read chapter 10

Analyzing Symbols in To Kill a Mockingbird

Directions: For each of the following symbols provide an explanation of who or what the symbol represents.
Symbol 1:  The Mockingbird (Chapter 10)

“Remember it’s a sin to kill a mockingbird.” That was the only time I ever heard Atticus say it was a sin to do something, and I asked Miss Maudie about it.

“Your father’s right,” she said. “Mockingbirds don’t do one thing but make music for us to enjoy . . . but sing their hearts out for us. That’s why it’s a sin to kill a mockingbird.”

Symbol 2:  Tim Johnson, the Mad Dog (Chapter 10)

“. . . I hope and pray I can get Jem and Scout through it without bitterness, and most of all, without catching Maycomb’s usual disease. Why reasonable people go stark raving mad when anything involving a Negro comes up, is something I don’t pretend to understand.”


Read chapter 11

Chapter 11 Questions

  1. Jem cuts the tops off of Mrs. Dubose’s Camilla plants. Why?
  2. Atticus explains to the children why he considered Mrs. Dubose to be a “great lady” and a brave person. How is this symbolically relevant to why he is defending Tom Robinson?
  3. Page 112: Reread the paragraph beginning, “She was. She had her own views….”  What theme does Harper Lee present here?  How?
  4. Why does Jem cry when he receives the camellia?

2/22-2/23 English 1 Agenda


What is courage?  What does it mean to you?  Are you courageous?  Why or why not?

Read chapter 11 out loud.  Answer questions (found in previous lesson).


Read chapters 12-13

Chapter 12

  1. Jem is now 12. There is a widening gap of understanding between Scout and Jem. Find and describe/list 2 or 3 examples which illustrate the emotional distance between them and include page numbers.
  2. Why wasn’t Dill able to come to Maycomb this summer?
  3. How do you explain Lula’s antagonism toward Jem and Scout?
  4. Scout finds the church service to be similar to her own except for a few differences. Explain what these are.
  5. Why does Cal speak one way around colored people and another way around white people? Is she being honest or hypocritical in what she does? Explain.

 Chapter 13

  1. Why does Aunt Alexandra come to stay with Atticus and his family?
  2. Read the first 2 statements of Alexandra’s when she comes to the Finch house. Are these typical of her or not?
  3. Why does Aunt Alexandra fit in so well in Maycomb County?
  4. Compare and Contrast Aunt Alexandra and Atticus on the following: involvement in Maycomb County, views on family and breeding, views on childrearing
  5. Discuss Cousin Joshua Finch as: Atticus describes him and as Aunt Alexandra describes him. Explain the difference in opinion.


2/22-2/23 English 2 Agenda


Scene work presentations for Julius Caesar through Act 2 Scene 2.



One of the most famous lines in Julius Caesar “Et tu, Brute?” captures the sense of disloyalty felt by Caesar at the time of his assassination.

How important is loyalty to you in your relationships? Discuss a time in your life when you betrayed a friend, when you were betrayed by a friend, and or when issues of loyalty were a factor in your relationships.

Go to Marellus’ monologue and answer the questions:

Four phrases or words that reveal his character.  How does he describe the citizens?  What literary device is this? What are some synonyms we could use instead of the language he used, but keep the same basic meaning?  Is he fair in the way he describes the citizens?  Why or why not?

2/20-2/21 Drama Agendas


It is finally that time!  Time to start writing your own screenplay.

You MAY work in PAIRS (no more than two people) but you do not have to.  You may work alone, as well.

Today we are going to begin by deciding if the plot you chose before is the one you want to stick with.  Whether it is or isn’t, you must draw a plot triangle/mountain reflecting the parts of your storyline.

Next, come get a character worksheet from me.  This is meant to help you begin organizing who your characters are, on a deeper level.


Sneeze 2/21

We knew that they were going to take over the world…we just weren’t prepared for how cute they were…

Tell a short story.

Write slugline and opening setting/character descriptions.

Steps to writing a script:

  1. Slugline
  2. Setting/character descriptions, inserted as they change, evolve, or are added
  3. dialogue
  4. scene direction/action/block action
  5. subtext

Samples of slug lines and descriptions for scripts:





2/20 – 2/21 English 1 & 9RCP Agenda


“Story of an Hour” and mood worksheet with substitute: identifying the nine shifting moods.

2/21 English 1

Symbolism puzzle piece sneeze
Read chapter 10

Symbol of Mockingbird and Rabid Dog – both in Chapter 10…what or who do these symbols represent and why do you believe that?  Choose a quote for each one that represents/illustrates your point.

2/21 9RCP


Sneeze 2/21

I will show you a total of three images.  For each image, I want you to write down (1) what the image means to you, and (2) how the image makes you feel.  There is no right answer.

(puzzle piece pictures)

Get started NOW.  Here is image one:

Image two:

Image three:

Symbol defined:

An object or name that stands for something else, especially a material thing that stands for something that is not material.


Literally, this is an image of                                               


figuratively, it is associated with   ___________.


Where do we find symbols in literature?

Literal language means exactly what it says.

Figurative language uses similes, metaphors, hyperbole, and personification to describe something often through comparison with something different.



Literal Descriptions


Figurative Descriptions


· Grass looks green.


· The grass looks like spiky green hair. (simile)


· She has a resilient personality.


· She was a stone wall. (metaphor)


· The flower smells sweet.


· The flower has the sweetest smelling petals in the world. (hyperbole)


· Grasshoppers make a high-pitched noise.


· Grasshoppers are fiddlers who play their legs. (personification)



Mother To Son

Langston Hughes

Well, son, I’ll tell you:

Life for me ain’t been no crystal stair.

It’s had tacks in it,

And splinters,

And boards torn up,

And places with no carpet on the floor—


But all the time

I’se been a-climbin’ on,

And reachin’ landin’s,

And turnin’ corners,

And sometimes goin’ in the dark

Where there ain’t been no light.

So, boy, don’t you turn back.

Don’t you set down on the steps.

‘Cause you finds it’s kinder hard.

Don’t you fall now—

For I’se still goin’, honey,

I’se still climbin’,

And life for me ain’t been no crystal stair.

2/20-2/21 English 2 Agenda


Poetry Pennant Work


Pennant Due

Sneeze 2/21/18

Do you believe in fate? That is to say do you believe that everything in life predetermined, that the cause of events are beyond man’s control? Discuss events in your life which were hard to attribute to mere coincidence.

Continue Scenes for the day, and discussion

(Per. 2 got through most of Act 2 Scene 1; Per. 3 got through most of Act 1 Scene 3)

  1. What reason does Brutus give in his soliloquy for killing Caesar?
  2. What do the letters addressed to Brutus say?
  3. Why can’t Lucius identify the men with Cassius?
  4. Why does Brutus oppose the idea of swearing an oath?
  5. Why does Brutus object to Cicero joining the conspiracy?
  6. Why does Brutus oppose killing Mark Antony?
  7. How does Decius plan to get Caesar to the Capitol?
  8. What advice does Brutus give the conspirators as they leave his house?
  9. Why does Portia think she is strong enough to share in Brutus’ plans?
  10. How does Caius Ligarius prove his high regard for Brutus?

2/9-2/16 Drama Agendas


Present comedy sketches



  1. Divide your students up into pairs
  2. Have them pick a product they wish to sell.
  3. Tell them the following:
    1. Your ads must be as close to 60 seconds as possible.
    2. If you add a jingle to your ad you can sing it.
  4. Both students will perform the ad together.


Rewrite for length and editing


You are presenting your advertisements tomorrow. I expect that you will DRESS the part. You should become your character fully. I would like you to draw what each of your characters look like. What do they wear? Use the paper and colored pencils at the front of the room.
Under the drawing, or on a separate piece of paper, write a thorough description of each character. What do they sound like, act like, talk like? Is there something they say that reveals who they are? Or, something they do? What are their character traits?

2/13-2/16 English 2 Agendas


Act 1: Scenes 1 & 2 acted out by groups

Characterization: https://youtu.be/-ZnD0AGqQ7I direct vs. indirect AND the ways we see characterization

How do you and your elbow partner see EACH way illustrated in a movie or book of your choice?  Write down and turn in.  Complete sentences.



Handout 1.1 and 1.2 out of Teaching Julius Caesar by Hawks: “Now that takes character”


Complete week’s work.

Prepare scenes for acting out

Checklist for Scenes

  • Appropriate attire
  • Obviously rehearsed
  • Tells a story
  • Helps us understand – does not further confuse
  • Is actually acted out – not people standing in a line, mumbling into a book

Group assignments:

Acting sign ups


2/13-2/16 English 9RCP Agendas

2/13 – Diction, connotation, annotation

SNEEZE 2/13/18

For the following pairs of terms, write short explanations of why you might like to be described by one term but not by the other (choose five):


High-strung/freaked out






Hard worker/workaholic


Player/eligible bachelor



Words are the writer’s basic tools: They create the color and texture of the written work. They both reflect and determine the level of formality. They shape the reader’s perceptions. Student should rarely skip words they do not know when studying serious literature. (It’s like wearing earplugs to a symphony.) To understand voice, students must “hear” the words and “feel” their effects. Diction reflects the writer’s vision and steers the reader’s thought.



Write your quotation, or the actual words of the author from the text.


Paraphrase the text. What is the

meaning of the quotation?


What effect do the words have on you, the reader? What do they tell you about the setting, mood, or tone of the novel?


“When enough years had gone by to enable us to look back on them, we sometimes discussed the events leading to his accident.” Years later, we were able to think back and talk about what happened that caused Jem’s injury. The language is formal and the

narrator is telling us that her family didn’t talk about the accident when it happened. It sounds serious. The narrator is also telling us about something that happened in the past.

“Being Southerners, it was a source of shame to some members of the family that we had no recorded ancestors on either side of the Battle of Hastings.”    
“Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned to red slop; grass grew on the sidewalks, the courthouse sagged in the square.”


“People moved slowly then. They ambled across the square, shuffled in and out of the stores around it, took their time about everything. A day was twenty-four hours long but seemed longer.”    





Scottsboro Boys: An American Tragedy

Corresponding Questions:

What is the crime that has been committed?
Do you think the nine boys are guilty? Why or why not?
Transcript What did the girls have to gain by accusing the black men of rape?
What disadvantages were the nine boys facing?
How did the time period contribute to the trouble that arose?
How did the actions of society shape the individuals involved in the Scottsboro trial?

2/15 & 2/16

Finish up Scottsboro Questions (20 points)

Read through chapter 9 and answer all questions in complete sentences (30 points)

Chapters 6-9 QA TKAM