Look here for due dates, handouts, and descriptions of what we have done in class.
Students turned in their books (To Kill a Mockingbird) to the library as a class. We watched the rest of the movie version of To Kill a Mockingbird. Students then wrote at least half of a page, reviewing the movie: what they liked/disliked about the movie and why.
I collected the essay final draft, as it was due (hard copy and turnitin.com); hard copy needs to also include Works Cited and introduction and conclusion handouts and needs to be in MLA format). We then did the last day of the poetry unit. We watched and discussed a video with visual representations of a poem. Students then wrote the rough draft of a poem, including at least 3 poetic devices. They also wrote a paragraph to go along with it in which they explained the effect of those poetic devices.
Students completed a self- and peer-evaluation feedback form and then had time to practice presenting to each other. They then gave their research presentations to the class.
Students completed the second day of the poetry unit, annotating various parts of "Still I Rise" in a jigsaw activity.
The essay rough draft was due (shared via Drive). We did the first day of the poetry unit, looking at how to annotate poetry, learning about various poetic devices, and practicing poetry annotation with a world cafe activity.
I handed back the conclusion rough drafts. We went over the Works Cited together. Students completed a poetry pre-assessment. They then finished their research projects.
I handed back the introduction rough drafts. We discussed the end of the novel. Students then completed a handout for the conclusion of the essay. They had the remainder of the class period to work on their essays.
I collected the TKAM Ch 28-31 dialectical journal, as it was due. We did the TKAM Ch 28-31 quiz and reading log. Students then completed a handout for the introduction of the essay. We then finished the research guide.
February 21 (Grading Periods ends)
Students watched the first part of the To Kill a Mockingbird movie and wrote a response to this.
I collected the TKAM Ch 25-27 dialectical journal, as it was due. We did the TKAM Ch 25-27 quiz and reading log. We then completed an assignment that helped students with practicing analyzing theme.
I collected the TKAM Ch 22-24 dialectical journal, as it was due. We did the TKAM Ch 22-24 quiz and reading log. We then finished 4 corners and completed some more of the research project.
I collected the Ch 19-21 dialectical journal, as it was due. Students took the TKAM Ch 19-21 quiz. I handed back dialectical journals and handed out a paper with To Kill a Mockingbird themes on it. (I also emailed this to students.) We discussed examples of these themes in the novel. (Students discussed them in table groups and reported out, and we discussed them as a class.) Students then completed their Ch 19-21 reading log. We then continued working on the research guide. We will work more on the research next class.
I collected the Ch 16/18 dialectical journal, as it was due. We took the TKAM Ch 16-18 quiz and completed the Ch 16-18 reading log. We then worked on theme.
Counseling visits -- BRING YOUR CHARGED IPAD!
Research 3-2-1 and citation due
I collected the Ch 13-15 dialectical journal, students took the Ch 13-15 quiz, and they completed the Ch 13-15 reading log. We then began research for the To Kill a Mockingbird historical context project. If you did not finish your 3-2-1 and citation, you need to do that by the beginning of class on 2/5.
I collected the TKAM Ch 10-12 dialectical journal from those who had not yet turned it in. We then took the TKAM Ch 10-12 quiz and completed the Ch 10-12 reading log. We then discussed closed-ended and open-ended questions. We also did some more of the 4 corners discussion.
Those who were absent will need to turn in the dialectical journal upon their return to class. They will also need to make up the quiz and reading log during A+. Additionally, they will need to come up with 2 open-ended questions about their research topic. (The research topic is the topic you were working with on the photo analysis assignment last class.)
Closed-ended questions are questions that have a clear-cut answer that someone could look up and come up with the same correct answer as someone else. (Some examples are "What is today's date?" or "Have you finished your homework?")
Open-ended questions are questions that have an element of opinion to them, and different people would have different correct answers, even after completing research. (Some examples are "Who was the best President?" or "What was the most impactful protest of all time?")
I collected the TKAM Ch 10-12 dialectical journal from those who had finished. Because there had been a miscommunication about the due date, I will accept this on 1/30. We will take the Ch 10-12 quiz and complete that reading log entry on Wednesday 1/30. We finished the second part of the "Incident"/TKAM passage assignment. We then did a photo analysis assignment. If you were absent, you will need to get the passage assignment and the photo analysis assignment from me during A+.
Students took the TKAM Ch 7-9 quiz and completed the reading log for those chapters. I collected the TKAM Ch 7-9 dialectical journal, as it was due. I handed back the first two dialectical journals and had students review the comments. I then re-collected them, and I reminded them that they need to check the comments on Aeries and/or see me during A+ when they have questions about their dialectical journal grades, as I need to keep these until we work on the essay. We then did a close reading exercise with chapter 6. Those who were absent will need to do this for that assignment. We then did an assignment with Countee Cullen's "Incident" and some passages from To Kill a Mockingbird. If you were absent, please see me for that handout.
Students took the TKAM Ch 4-6 quiz and completed the reading log for those chapters. I collected the TKAM Ch 4-6 dialectical journal, as it was due. We finished the topic activity. Those who were absent will need to make up a question assignment. (See email.) We then listened to the beginning of tonight's reading, and students read along with the audio version.
Students took the TKAM Ch 1-3 quiz and reading log and turned in the TKAM Ch 1-3 dialectical journal, which was due. We then did the first 4 items of the 4 corners discussion. (Those who were absent will need to speak more often in the other day(s) of 4 corners discussion.) We did a topic activity to help students understand the dialectical journal assignments. Those who were absent will need to make up a question assignment instead. (See email.)
I explained the dialectical journal assignment in detail and answered any questions students had about this assignment. I then read chapter 1 of To Kill a Mockingbird to them, and we discussed the chapter as we read. We then did a photo analysis assignment. Please see me for this assignment if you were absent.
There was a Link Crew assembly in fourth period. We did a Year in Review assignment in periods 5 and 6. For those who were absent, please complete the following:
1) Go to https://www.nytimes.com/spotlight/learning-article-of-the-day. Browse headlines/articles. Write your choices for top events of 2018. Give 3 possibilities from the news (from these articles) and 2 possibilities from your life.
2) Rank the events in order of importance (1-5). For each event, write a summary explaining why you have ranked this event as you have. Remember that each paragraph should be 3-5 complete sentences. For the news events, please include a link to the articles.
3) Turn this in by sharing the document with me.
We checked out copies of To Kill a Mockingbird from the library. I handed out and explained the reading schedule and handed out the dialectical journal assignment. (These are stapled together.) Students then completed the anticipation guide assignment, which was due at the end of the class period. When students finished the anticipation guide assignment, I explained the dialectical journal assignment to those who had time to start that assignment. Students then had time to work on assignments for another class or to start the dialectical journal assignment.