To+Kill+a+Mockingbird+Week+3


 * //26 September//**

//Silent reading -- 20 minutes//

//Review questions for chapters 5-6//

//Review the idea of perspective://

//We know the story from Scout's POV (which is....?) How might the following characters see these situations? Discuss this in small groups. Make brief notes.//

//* Miss Caroline at lunch time on the first day of school.//

//* Atticus witnessing the kids' curiosity re: Boo Radley.//

//* Boo Radley watching the kids stare at his house.//

//* Choose one more of your one to consider.//

//Intro TKAM assignment --//

//For tomorrow -- reading to end of Chapter 7. Bring materials to begin / continue project.//


 * //23 September -- if you're reading this on THURSDAY, you're looking at the wrong date. Look below for today's work.//**
 * //23 September -- if you're reading this on THURSDAY, you're looking at the wrong date. Look below for today's work.//**

//Homework check. All questions must be done.//

//Today's objective is to write for 30 minutes. If you have a laptop, feel free to type out your journal. I found a great site that generates random writing topics. Use as many as you like to get your writing flowing. I will do the same. Save your writing on a word doc. Once you find something you like, edit and fine tune it. When you have it to the level you like, publish it to your blog.//

//At the end of our 30 minutes, I would like to review the questions you did yesterday. This will be brief, as I just need to make sure you are understanding the book to this point.//

//For Monday, I need you to have read to the end of chapter 6 and complete the questions below. Use the remainder of class today to start this.//

//Questions - ch. 5-6//

//1. Scout begins to spend more time with Miss Maudie Atkinson. What are Miss Maudie's feelings about Boo? How are these different from the majority of townfolk?// //2. What do Jem and Dill propose to do to learn more about Boo Radley? What stops them?// //3. What happened to Jem's pants?// //4. Describe the relationship between Scout and Miss Maudie.//

//Silent reading...15 minutes.//
 * //22 September//**

//Journaling. If you haven't already responded to the Discussion, please take a minute to do so. If you have posted, please read through what other people have to say. You may find something interesting and want to add your opinion.//

//If you haven't got a netbook...get a pencil.//

//Chapter 1-4 questions:// //1. What do you learn about Maycomb county and the Finch family's place in it?// //2. Describe the family dynamic at the Finch home. How would you describe their personalities?// //3. Aside from being the family cook, what is Calpurnia's role? What does this suggest about Atticus and his family?// //4. Why is Scout so excited to go to school?// //5. Describe what it means to be an 'outsider'. How are the following characters outsiders? Boo Radley, Miss Caroline Fisher, Walter Cunningham.// //6. Why does Miss Caroline react the way she does when she learns Scout can read? What does this say about the difference between the old and the young?// //7.In chapters 2 - 4, we meet Walter Cunningham and Burris Ewell. Although they are both poor, they are very different characters. Explain this difference. Do you see these characteristics reflected in modern society? Explain.// //8. Atticus tells Scout tha the 'Ewells were an exclusive society made up of Ewells.' What does this mean and how does it create a distinction in Maycomb for that family?// //9. "//You never really understand a person until you . . . climb into his skin and walk around in it." //To whom was Atticus referring and what do you think it means? Is this still an important lesson today?//


 * //Experiment...Confused about a question? Get on the discussion board and get others' opinions.//** //I have no idea how this will work yet, but it's worth a shot. Do not simply ask for the answer. Offer your opinion first and maybe look for more suggestions. I'm curious to see how ideas develop.//

//Questions/Answers due for tomrrow.//


 * //21 September//**

//So if you're here, it means two things://

//1. You have a netbook or laptop.// //2. You know how to get here.//

//These are both good things.//

//Now, since you're here and you're hooked in, we might as well get you set up to work English 10 with some power. The first thing you'll need is a wikispaces account. This will allow you to comment and post about topics we are discussing in class and online. It will also allow you to create your own wikispace for projects, etc.//

//Please click on this link. It should open in new window, so you can keep things set up here.//

//When you've come up with your username and password, I recommend you use your student email as the contact for this account. If you don't know it, I can get it for you.//

//Choose whether or not you want to create a wikispace name now or not. If this confuses you, choose 'no' and I can help you later on. No big deal either way.//

//Under 'Wiki Permissions' click on 'Protected'. We can change this if we need to, but for now, you're good.//

//Click on the box for 'Educational Use Only' and you're all set.//

//Once this is done, you should be able to go onto our class page and request to become a member. This allows you to post on discussions, which is our first venture. Too many of you choose to stay mute in class. This will allow your voice to be heard.//

//After you request membership, I will get the notice and let you in. Then we're rolling!//

//Your first task, once you're online with us and on this page is to click on the 'Discussion' tab near the top / middle of the page. This will take you to the first online chat I want to have with you. Be honest. Be open. Be intelligent. Let's see where this goes.//

//Before you leave today, cl////ick here for the electronic version of the novel...on the left side, there is a link to download the pdf version. Please save this to your desktop.//

//Homework -- complete reading to the end of chapter 4. If you would like to listen to the book, please find the appropriate link on the right, or click here.//

__ //Silent reading// //What does it mean to be 'judgemental'? Are we, as people, judgemental? What criteria do we use? Discuss the journal entries.// //What creates an 'Outsider'?// //Reading chapter 2. Emphasize family background, idea of 'outsiders'.// //Questions (see below).// //Begin with the push for chapter 6.// //Silent reading / journaling//
 * //20 September//**

//'How often in the course of a day do you feel you pass judgement on somebody? Think about the way they act, look, talk, walk, etc. What criteria do you use to judge somebody? How often do you feel you are correct in your judgements? Do you feel people are judging you? Have you ever been judged unfairly that you know of?'//

//Review Boo activity and discuss / hand in.//

//Urban Myth -- Which of these have you heard before? What is the difference between a 'good story' and an urban myth? How does this relate to the Boo Radley character?//

//Read aloud chapters 1 and 2.//

//Reading to end of chapter 2.//

//Chapter 1 and 2 questions:// //1. What do you learn about Maycomb county and the Finch family's place in it?// //2. Describe the family dynamic at the Finch home. How would you describe their personalities?// //3. Aside from being the family cook, what is Calpurnia's role? What does this suggest about Atticus and his family?// //4. Why is Scout so excited to go to school?// //5. Describe what it means to be an 'outsider'. How are the following characters outsiders? Boo Radley, Miss Caroline Fisher, Walter Cunningham.//

//Article on the 50th anniversary of TKAM// //An excellent resource for TKAM information. Spoiler alert...be careful of the plot summary.// //TKAM Jeopardy// //Scottsboro Trials// //Scottsboro boys vs. State of Alabama//

//Silent reading. It's our longer day. Check books for recorded mark.// //Introductions// //Time to complete Boo Radley assignment.// //Silent Reading// //Hand out and explain the writing assignment...relate to theme of perspective and identity.// //Time in class to write or read novel. Explain the Friday writing time.// //Silent Reading// //Review up to end of chapter 3. Remind of expectation for Friday.// //5-10 for activity prep.// //Present situations:// //* Is this a realistic situation?// //* How would the 'outsider' feel?// //* Could this realistically or easily be fixed?//
 * //19 September//**
 * //23 September//**
 * //22 September//**
 * //21 September//**

ASSIGNMENT FOR MONDAY -- TKAM is delivered from a single point of view. Choose a character (other than Scout) from the first six chapters of the novel and present life from their perspective. What is their identity? How would this specific character feel or think about situation so far? For Friday, I would lke you to present this perspective and identity to us. The choice of medium is up to you. //Example:// //Diary entry// //Radio show// //Poetry// //Song// //Piece of Art// //Interpretive Dance (?)// //Puppet show// WRITTEN WORK SHOULD BE NO LESS THAN 500-750 WORDS. ILLUSTRATIONS SHOULD BE DETAILED ENOUGH TO CLEARLY IDENTIFY WHAT IS TAKING PLACE, AND FROM WHOSE PERSPECTIVE IT IS SHOWN. PRESENTED PIECES SHOULD BE MINIMUM 2 MINUTES. RUBRIC TO FOLLOW. Time will be offered in class if you use it. Please bring any materials needed and use your time wisely. I am looking for interesting and original perspective.

//Silent Reading//
 * //20 September//**

//Check homework sheet...assign mark.//

//Introduce the concept of 'otherness'. A major theme in TKAM is otherness, outsiders, acceptance or rejection.//

//Mental warehousing / TPS --// //* What does it mean to be an outsider?// //* What makes somebody NOT fit in?//

//Discussion and webbing.//

//Hand out scenes -- I create 6 groups.//

//ACTIVITY -- Your group will be asked to act out the scene offered. Each member of the group must consider what their 'perspective' is on the situation. Is this a situation that can be easily remedied? Is it a realistic or common situation? Present the situation to us. Will it be REALISTICALLY resolved?//

ASSIGNMENT FOR FRIDAY -- TKAM is delivered from a single point of view. Choose a character (other than Scout) from the first six chapters of the novel and present life from their perspective. What is their identity? How would this specific character feel or think about situation so far? For Friday, I would lke you to present this perspective and identity to us. The choice of medium is up to you. //Example:// //Diary entry// //Radio show// //Poetry// //Song// //Piece of Art// //Interpretive Dance (?)// //Puppet show//

//You will have time in class to work on this, but you must USE the time. The best projects, obviously, will be those that are continued at home.// //Reading to end of chapter 5 for tomorrow.//