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Honors English 9. Week 12: November 7-11, 2011. Due Today : TKAM Reading Log # 2 and TKAM 5:4:3:2:1 Handout. Monday, November 7, 2011.
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Honors English 9 Week 12: November 7-11, 2011
Due Today: TKAM Reading Log # 2 and TKAM 5:4:3:2:1 Handout Monday, November 7, 2011 • Walk-In: Turn in your To Kill a Mockingbird Reading Log #2 and your TKAM 5:4:3:2:1 handout and then pick up a White Binder and take our your graphic organizers that we used to record our noticings about all of the This I Believe Essays so far. • Learning Objective: • Based on noticings students will form a conclusion or hypothesis about the purpose behind different techniques and categorize noticings according to whether they always or sometimes appears, and then reflect to identify traits that never appear in the This I Believe Genre. • Agenda: • This I Believe Always, Sometimes, Never Chart Homework: Read Chapter 5 of TKAM and Complete Reading Log # 3
Due Today: TKAM Reading Log #3 Tuesday, November 8, 2011 • Walk-In: Turn in your To Kill a Mockingbird Reading Log and pick up a white binder off of the shelf take out your Always, Sometimes, Never Chart as well as your brainstorming. • Learning Objective: • Students will analyze mentor texts to determine the critical attributes of a genre and to influence decisions about own writing • Students will review and revise ideas and development to improve the depth of ideas and vividness of supporting details in order to convey theme • Agenda: • This I Believe Planning Homework: TKAM Reading Log # 4 This I Believe rough draft due Friday
This I Believe Essay Planning • Take out your brainstorm for your This I Believe Essay and turn the handout over.
Due Today: TKAM Reading Log # 4 Wed/Thurs, November 9-10, 2011 • Walk-In: Take out all of your To Kill a Mockingbird Reading Logs that you have completed thus far. • Learning Objective: • Students will discuss key events in the novel, answer level 1, 2 and 3 questions, and analyze key passages in the larger thematic context of the novel in order to improve comprehension. • Agenda: • To Kill a Mockingbird Discussion • This I Believe Drafting Homework: TKAM Reading Log # 5 Rough Draft of This I Believe Essay
Chapter 1 Review Questions • Describe the relationship that Atticus has with his children. Do you feel he is a good father? * • How had Mr. Radley seen to it that his younger son Arthur (Boo) caused “no further trouble” in Maycomb? * • Describe the physical setting of the novel. • Who is the narrator? • Who is Dill? • What dare of Dill’s does Jem finally accept?
To Kill a Mockingbird Review Quotes • Chapter 1: “That was the summer that Dill came to us…” (Lee 1). • What role does Dill play in the story at this point? How does this serve as an important sentence in the overall structure of the novel? Why do we get a sense that he is going to become a major character? • Chapter 1: There are “other ways [besides chaining them to beds] of making people into ghosts” (Lee 14). • Who is the speaker? What does he mean by ghosts and what ways does he mean? What are three ways a person can be made into a ghost, besides chaining them to beds (or the obvious)?
Chapters 2 ,3, & 4 Review Questions • At the Finch’s for lunch, what does Walter put on his food? * • After Calpurnia makes Scout leave the table, what “lecture” does she give her? * • How did Burris Ewell behave in the classroom? Who do you think is to blame for his behavior? * • What is the neighborhood’s opinion of Mrs. Dubose? * • After Atticus catches the children with the scissors, what is Jem’s reaction? What is Scout’s reaction? Why? * • When Jem takes Scout to school for her first day, what “order” does he give her? • What does Miss Caroline tell Scout that Atticus is not to do anymore? • After Scout’s first day of school, how does she feel about it? • Explain why Scout goes back to the Radley house one afternoon. • What does Jem say about the “Indian-heads” they find in the knothole in the tree?
To Kill a Mockingbird Review Quotes • Chapter 2: “We’ll do like we always do at home” [Jem] said, “but you’ll see—school’s different” (Lee 21). • Should expectations of behavior be different at home and in school? • How different, if at all, should one’s behavior be at home and in the public? What might this say about the home or the person in general? • Chapter 3: Atticus tells Scout, “You never really understand a person until you consider things from his point of view” (Lee 39). • So far in the book, who should have considered things from a different point of view? Why is this so hard for people to do sometimes? • Chapter 4: “Grown folks don’t have hidin’ places”(Lee 46). • Why might this be and do you feel that this is true? Why or why not?
Chapter 5 Review Questions • So far what role do Miss Maudie and Calpurnia play for these children? * • What is Jem and Dill’s plan to contact Boo Radley? * • Dill says he thinks Boo might feel better if he’d come out and “set a spell” with the children. Do you agree with Dill? Would you enjoy spending time with these children?* • Explain why Scout becomes annoyed with Dill. • What order does Atticus give the children regarding Boo? *
To Kill a Mockingbird Review Quotes • Chapter 5: Miss Maudie tells Scout that “Mr. Radley (Boo’s dad) was a foot-washing Baptist” and goes on to say that some men worry so much “about the next world” they never learned “to live in this one” (Lee 60). • What is Maudie suggesting about Mr. Radley and his treatment of Boo? Is Mr. Radley a good man? Is he a good father? • Chapter 5: Miss Maudie tells the children, “His name is Arthur and he is alive” (Lee 57). • Who is Arthur? What other name do we know him by, and how much of what the town says, do you believe is true?
Chapters 6 & 7 Review Questions • What do the children do on Dill’s last night in town? How does this turn out? * • Who does Mr. Nathan Radley say he fired the gun at? Do you believe him? Why might he lie and what purpose does this lie serve? * • What does Jem finally tell Scout about his pants that he retrieved? Why does their condition frighten him further? * • What do Jem and Scout realize about the carved soap figures they find in the knothole? What is their significance? * • Jem and Scout find the knothole filled with cement; explain why Mr. Nathan Radley did so. The evening after, Scout discovers that Jem, who had ordered her not to cry, had been crying himself. What do you think made Jem so upset? * • How does Dill explain Jem’s missing pants?
To Kill a Mockingbird Review Quotes • Chapter 6: “It was then, I suppose, that Jem and I first began to part company” (Lee 75). • What makes Jem and Scout begin to part company? Define their two separate ways of looking at the situation? What has Jem learned that Scout is still too young to see? • Chapter 7: Scout reflects: “As Atticus had once advised me to do, I tried to climb into Jem’s skin and walk around in it” (Lee 77). • What is Scout learning about life, about learning, and about other people?
Due Today: TKAM Reading Log #5 Friday, November 11, 2011 • Walk-In: Turn in your To Kill a Mockingbird Reading Log # 5, pick up a white binder, your always, sometimes, and never chart and take out your rough draft. • Learning Objective: • Engage and orient the reader by setting out the problem, situation, or observation which is the foundation of the theme of the text • Create a smooth progression/sequence of experiences or events (e.g. anecdote) in a variety of ways so that they create a coherent whole which develops or supports the theme. • Provide a conclusion that follows from and reflects on the purpose of the narrative experiences of events. • Use precise words and phrases, telling details, and figurative language to convey vivid pictures of the experiences and events • Use a reflective point of view to craft narrative techniques that develop experiences, events, and/or characters to amplify theme/intended message • Refine the expression of voice and tone in a text by selecting and using appropriate vocabulary • Use knowledge of phrases and clauses to build sentences for a particular effect (e.g., intentionally varying sentence rhythm, showing relationships, and directing reader’s attention) • Agenda: • This I Believe: Revising with a Touchstone Text Homework: TKAM Reading Log #6 New draft of This I Believe Essay Due Monday
This I Believe Touchstone Text • Open up the white binder to the This I Believe essay that you would like to be your touchstone text—the one essay that you are inspired by, or want to borrow from the most. • On a sheet of paper create the following graph for each paragraph/section of the touchstone text. • Paragraph 1 (section 1) • How are the ideas presented and what techniques are used? • 1. • 2. • Paragraph 2 (section 2) • How are the ideas presented and what techniques are used? • 1. • 2.
This I Believe Revision • Now, take out your rough draft, and divide it up into the same sections—complete this directly on your draft. • Paragraph 1 (section 1) • How are my ideas presented and what techniques did I use? • 1. • 2. • Paragraph 2 (section 2) • How are my ideas presented and what techniques did I use? • 1. • 2. • Compare your draft to your touchstone text? How similar are they? How can you use the touchstone text to help you expand and revise ideas, as well as develop or reorganize your essay?
This I Believe Revision • Now, take out your Always, Sometimes, and Never Chart. • Look at the Always column. Use this as a checklist to make sure that you have incorporated the techniques that are Always in a This I Believe Essay. Revise accordingly. • Look at the Sometimes column. Use this column to make choices about techniques that you want to incorporate to make yours unique and take risks in the genre. • Look at the Never column. Scan your essay to make sure that you are not incorporating techniques that are never seen in this genre.
