Think of a time where you and your parents (or a teacher/other adult) misunderstood each other or came into conflict because you were from different generations.
How did your parents’ world and upbringing affect their point of view?
How did your world affect your point of view?
GROUP WORK – groups of six
Each student reads his or her text – or examines the visual – and answers the text-dependent questions in the corresponding box on the handout.
After 5 minutes, signal students to pass their handout to the person on their left.
Repeat this process until each student has read all six handouts.
After everyone in the group has responded to the questions on the handout, students should share their responses, in a Round-Robin format, text-by-text, adding or revising information as needed.
Text Source: http://www.neabigread.org/teachers_guides/handouts/mockingbird/mockingbirdhandout02.pdf
Photo Source: http://www.english.illinois.edu/maps/depression/photoessay.htm
Complete Quotes about Boo Radley from Friday
COPY THESE QUESTIONS DOWN
LEAVE TWO LINES IN BETWEEN TO WRITE YOUR ANSWERS
- Why is Scout so looking forward to starting school?
- Why does Jem not want anything to do with Scout at school? Is his behavior typical of an older child?
- What do you think of Miss Caroline Fisher as a teacher? Can you find qualities that would make her good or not so good at her job?
- What is Walter Cunningham like? What does his behavior during lunch suggest about his home life?
- What do you think of the way Atticus treats Walter?
- Does Scout learn anything from Walter’s visit? What do you think this is?
- Atticus says that you never really understand a person “until you climb into his skin and walk around in it.” What does this mean? Is it an easy thing for Scout to learn?
Read Chapters 2-3 for homework and answer questions
- What’s Scout’s teacher’s name?
- Why won’t Walter take the money?
- Why is Miss Caroline mad at Scout and Atticus?
- What did Walter do to his food?
- What was on Burris Ewell’s head?
- What kind of person is Bob Ewell?
Ask elbow partners what they think it is.
Show pictures and have them evolve their meanings.
What does it mean to be an Other?
What factors make one not fit in?
Who experiences otherness in the novel TKAM?
Begin reading chapter 4.
Tell me about a time you were treated unfairly or unequally. How did it feel? How did you react? Half page.
Read Chapter One TKAM
Begin Boo Radley character analysis quotes worksheet Boo Radley chapter one quotes
When you were a child, was there a neighbor, family member, or place that scared you? Describe that person/place as you remember them.
What is the problem?
What would you do?
As a group, work out a strategy to find a solution to the problem.
1. Your friend has been suspended from school for something she/he did not do.
2. A teacher is unfairly treating your friend because of his/her race.
3. You are a shopkeeper. You have had problems with teenagers stealing so you won’t let more than two teenagers into the store at the same time.
4. You feel that classmates are constantly picking on and bullying you.
5. You copied the answers on a test and received a good mark, while your friend who also cheated was caught and given a zero.
6. You are not given the correct change in a store. Even after asking the clerk to check, you do not get the correct change.
7. Even though your teacher explains why you received a poor mark on your
essay, you still do not understand why. The teacher doesn’t have the time or
desire to explain it to you again.
8. You know that you are supposed to help at home, but you don’t want to. Your mom gets on your case in a big way.
Review create, clarify, fortify. Introduce negotiate. Based on chart from previous lessons.
Go over unusual trials as an introduction to To Kill A Mockingbird: TKAM trials intro
Copy the Clarify portion of the chart from two days previous in journal. Watch “La Luna: and determine the hidden meaning in the video. Write a create, fortify, and clarify based on the video.
Finish reading Book 9.
Review create, fortify, clarify by giving 5 quiet minutes to review notes, then 2 minutes to share with neighbors. Call on random students to explain the different parts.
Practice evidence paragraphs (create, fotify, clarify) with the hidden message in the video above. Share with class.
Read Book 10 with entire class.
Open to page 926.
In groups of THREE OR FOUR, or by yourself, answer questions 1, 2, 3, 4, and the BEIGE SIDEBAR in complete sentences.
One paper per group.
Once done with the questions, draw the Hero’s Journey clock in your notebooks. One clock PER PERSON. Identify one character, who is NOT Odysseus, who fulfills some of the hero’s journey elements. Write down which parts of the clock they fulfill and what EVIDENTIARY QUOTE (FORTIFY) you can use to support this claim.
Copy the “Fortify Chart” as shown from yesterday’s agenda.
Fortify means to strengthen or build up. We use fortify to explain why our thesis is true based on a piece of evidence.
Use the painting to create and fortify.
Read the rest of Book 9.
Read and answer the questions on Page 914: numbers 4, 5, and the beige sidebar
One per group
Students copied the “create” portion of the following diagram into their notebooks:
Students went over the definition of prompt and wrote it down:
- statements that focus on a topic or an issue, followed by questions
- the purpose of a prompt is to inspire an answer – whether it is written or verbal
Students then answered the prompt, “What do you believe is happening in this painting” and instructed to use part of the prompt to respond. “In this painting…” https://vignette.wikia.nocookie.net/monster/images/d/d4/Scylla.jpg/revision/latest?cb=20110130211232
Students wrote their thesis statements on the board. Students chosen at random.
After, students read, as a whole class, more of The Odyssey, Book 9.