Class Notes: Dec. 21, 2009

C-block (Honors)

AGENDA :
1. Discussion of duality in Friar Lawrence's speech (Act II, scene iii.)
2. Finish reading Act II.

HOMEWORK: 1. Work on Act II Study Questions (due Monday, January 4, 2010). 2. Complete Figurative Language handout (for Wednesday)

D-block

AGENDA :
1. Return To Kill a Mockingbird essays.
2. Students read comments and write a response (1. what I need to work on 2. what I am struggling to understand how to do) in order to get grade.
3. Watch balcony scene (Zeffirelli version.)

HOMEWORK: 1. Work on Act II Study Questions

Class Notes: Dec. 15, 2009

C-block (Honors)

AGENDA :
1. Review strong examples of theses, topic sentences, examples, commentary, and conclusions from student Black Boy essays.
2. Groups compare and prepare their notes on comparison of two balcony scenes (Zeffirelli and Luhrmann)
3. Presentation of Group 1: Setting, Group 2: Costumes, and Group 3: Camera Work (to be continued...)

HOMEWORK: 1. Work on Act II Study Questions.

D-block

AGENDA :
1. Journal: Do you believe in love at first sight? Why or why not?
2. Review of Mercutio's Queen Mab speech. What changes during the speech? How does this shift in emphasis foreshadow things to come in the play?
3. Perform Act I, scenes iv & v.

HOMEWORK: 1. Prepare stage directions for Act I, scene v.
2. Work on Act I Study Questions. (Due Friday, December 18th!!)

Class Notes: Dec. 14, 2009

B-block

AGENDA :
1. Read Mercutio's Queen Mab speech
2. Discuss his perception of dreams and people and how it differs from Romeo.
3. Draw Queen Mab using as many details as possible from the speech.
4. Begin work on Mercutio's Queen Mab speech handout

HOMEWORK: 1. Mercutio's Queen Mab speech handout
2. Remember to be keeping up with the Act I Study Questions!! (They will be due later this week.)

C-block (Honors)

AGENDA :
1. Turn in Act I Study Questions.
2. Perform The Balcony Scene (Act II, scene ii).
3. Watch 2 film versions of this scene.
4. Break into groups to analyze different aspects of the film versions.

HOMEWORK: 1. Close reading questions for Act II, scene ii

D-block

AGENDA :
1. Go over Shakespeare's language homework.
2. Read Mercutio's Queen Mab speech
3. Discuss his perception of dreams and people and how it differs from Romeo.
4. Draw Queen Mab using as many details as possible from the speech.
5. Begin work on Mercutio's Queen Mab speech handout

HOMEWORK: 1. Complete Mercutio's Queen Mab speech handout
2. Work on Act I Study Questions. (These will be due later this week!!)

Class Notes: Dec. 11, 2009

B-block

AGENDA :
1. Present TKMB posters.
2. Distribute Shakespeare's Language handout.
3. Perform up to Mercutio's Queen Mab speech, Act I, scene iv.

HOMEWORK: 1. Answer Close Reading questions for Act I, scenes ii and iii
2. Remember to be keeping up with the Act I Study Questions!!

Class Notes: Dec. 10, 2009

C-block (Honors)

AGENDA :
1. Journal: Write a "Top Ten" list of advice to Lord and Lady Capulet on how they should handle surprise guests who crash their party.
2. Return Black Boy essays.
3. Read Act II Prologue and scene i

HOMEWORK: 1. Act I Study Questions (DUE MONDAY, DECEMBER 14th)
2. "The Love Connection" handout

D-block

AGENDA :
1. Journal: Write a "Top Ten" list of advice to Lord and Lady Capulet on how they should handle surprise guests who crash their party.
2. Day 7 journal sharing.
3. Read up to Mercutio's Queen Mab speech, Act I, scene iv

HOMEWORK: 1. Work on Study Questions. Make sure you identify which questions you are confused about and come to class on Monday prepared to bring up those questions.
2. Complete Shakespeare's Language exercises a) and b).

Class Notes: Dec. 9, 2009

B-block

AGENDA :
1. Finish TKMB posters and be ready to present tomorrow.
2. Review paradox and oxymoron in Romeo's speech. (Artificial language reflects his artificial feelings.)
3. Perform play.

HOMEWORK: 1. Work on Study Questions for Act I.

C-block (Honors)

AGENDA :
1. Journal: Describe the goofiest or most embarrassing way you have seen one teenager ask another one out and then describe the most romantic or sweetest way. Feel free to use your imagination if you can't think of a particular example.
2. Consider the artificial nature of Romeo's language in Act I, scene i: his use of oxymorons and metaphors to speak about love. Compare with his speech when he meets Juliet for the 1st time at the party.
3. Consider the interchange between Romeo and Juliet in Act I, scene v and why Shakespeare used the sonnet form for their first meeting and dialogue.
4. Finish reading Act I.

HOMEWORK: 1. Work on Act I Study Questions (DUE MONDAY, DECEMBER 14th)

D-block

AGENDA :
1. Review Romeo's use of oxymorons and metaphors in Act I, scene i.
2. Continue reading up through Act I, scene iii.

HOMEWORK: 1. Work on Study Questions. Make sure you identify which questions you are confused about and come to class tomorrow prepared to bring up those questions.

Class Notes: Dec. 7, 2009

B-block

AGENDA :
1. Sentence Detectives! commas
2. Review prologue; introduce importance of opposites in the play
3. Start Act I, scene i

HOMEWORK: None

D-block

AGENDA :
1. Sentence Detectives! commas
2. Review beginning of play
3. Continue reading Act I, scene i
4. Begin work on Paradox and Oxymorons

HOMEWORK: 1. Continue working on your Act I study guide
2. Complete Paradox and Oxymorons handout by answering all questions

Class Notes: Dec. 3, 2009

B-block

AGENDA :
Journal: Rewrite one of your previous journal entries to hand in.
1. Introduce sonnets - background of sonnets in general; Shakespearean sonnets; structure (3 quatrains and a couplet); internal meter (iambic pentameter)
2. Review sonnets 18, 116, and 130.
3. Play "The Sonnet Game"

HOMEWORK: 1. Read Prologue and work out the iambic pentameter of each line. Follow the example of the 1st line which has been completed for you.
2. Underline "twosomes" in the Prologue. In other words, try to find as many words, ideas, sounds, etc. that could be considered pairs.

C-block (Honors)

AGENDA :
1. Journal: How can a person or thing exhibit opposite characteristics simultaneously? (For example, can you feel both love and hate for one person? How & why?)
2. Review ideas of pairs and contrasts in Prologue.
3. Discuss the dominance of violent words and images versus those of love.
4. Read Act I, scene i of Romeo and Juliet.

HOMEWORK: 1. Begin to complete Act I Questions
2. Write a newspaper article about the street fight in Verona that takes place in Act I, scene i. Include a "newsphoto" (i.e. a drawing.)
** Please bring your sonnets back in - sorry that I forgot to collect them today!!


D-block

AGENDA :
Journal: What is the difference between a feud and an argument. How can either one be resolved?
1. Introduce sonnets - background of sonnets in general; Shakespearean sonnets; structure (3 quatrains and a couplet); internal meter (iambic pentameter)
2. Review sonnets 18, 116, and 130.
3. Play "The Sonnet Game"

HOMEWORK: 1. Read Prologue and work out the iambic pentameter of each line. Follow the example of the 1st line which has been completed for you.
2. Underline "twosomes" in the Prologue. In other words, try to find as many words, ideas, sounds, etc. that could be considered pairs.
3. Write your own sonnet -- either a sonnet that acts as a prologue (an introduction) to another piece of literature you have read or a love sonnet or a mockery of a love sonnet.

Class Notes: Dec. 1, 2009

C-block (Honors)

AGENDA :
1. Journal: What is the difference between an argument and a feud? What does it take to resolve either?
2. Introduce sonnets: how many sonnets Shakespeare wrote and their sequence; internal structure (3 quatrains and a couplet) and rhythm (iambic pentameter)
3. Review and discuss sonnets 18, 116, 130
4. Read prologue.
5. Recognize prologue as sonnet and break it into its iambic pentameter line by line

HOMEWORK: 1. Underline 'twosomes' in the Prologue. In other words, how many times does the word "two" appear? How are 'twosomes' emphasizes/reinforced in other ways?
2. Underline words that have to do with love and fighting. Are there more words about love or fighting? Why do you think that is?
3. Write your own prologue, in sonnet form, for another piece of literature you have read.


D-block

AGENDA :
1. Journal: What would you invent to make life better? Why? Describe your invention.
2. Review Shakespeare scavenger hunt and discuss Elizabethean Era, ideas and outlook of Shakespeare and his contemporaries, theater in Shakespeare's time, etc.
3. Introduce sonnets

HOMEWORK: 1. Read sonnets 18, 116, and 130 and make an attempt to summarize what each is about.

Class Notes: Nov. 30, 2009

B-block

AGENDA :
1. Shakespeare scavenger hunt

HOMEWORK: 1. Complete Shakespeare research for homework

C-block (Honors)

AGENDA :
1. Journal: What do you think about the amount of violence on TV?
2. Go over answers to Shakespeare Scavenger Hunt.

HOMEWORK: Read Shakespeare's sonnets: #18, 116, 130


D-block

AGENDA :
1. Shakespeare Scavenger Hunt

HOMEWORK: 1. Complete Shakespeare research

Class Notes: Nov. 16, 2009

B-block

AGENDA :
Working on final project for TKMB and one-on-one in-class essay work.

HOMEWORK : T-sheets and gathering quotes and images for poster

C-block (Honors)

AGENDA :
Working on final project for Black Boy and one-on-one in-class essay work.

HOMEWORK: T-sheets and gathering quotes and images for poster

In-class essay will be on Wednesday, Nov. 18th

Class Notes: Nov. 6, 2009

C-block (Honors)

AGENDA :
1. Groups work on theses and on separating them out into 3 strong body paragraphs. Check-in with Ms. Rich about theses and body paragraph ideas.
2. Explanation of T-sheets

HOMEWORK: 1. Complete one T-sheet. Remember the following:

• Commentary should be 100% opinion.
  
• You need 2-3 sentences of commentary for sentence of example.
  
• Your examples can either be a direct quotation or an incident that you put into your own words.
  
• In completing the commentary, it may help to begin it with "This shows that..." You can always take this phrase out later when you write your actual essay.

2. Begin to compile quotations/events/images that you will use on your poster. Also, each group should get a posterboard on which to complete their project.

D-block

AGENDA :
1. Return quizzes.
2. Watch the end of the trial part of the film.

HOMEWORK: 1. Read chapters 25 and 26.
2. DUE TUESDAY: Rewrite trial from another perspective.

Class Notes: Nov. 5, 2009

B-block

AGENDA :
1. Journal: If you could star in a TV show, what role would you play. Describe the title, events, and setting of the show. Who would play the other characters?
2. Quiz
3. Finish watching trial segment of film.
4. Discuss theme statements.

HOMEWORK: 1. Read chapter 24
2. Rewrite your theme statement.
3. DUE MONDAY: Rewritten version of trial

ABOUT THEME STATEMENTS: First of all, a theme is not the same as a subject. A subject of TKMB is racism, but in order to talk about it as a theme, we must write a sentence that explains the book's take on racism. For example: Racism is a disease that interferes with the ability of people to deliver justice.

Here are some more examples of theme statements (unrelated to our book):

• True beauty comes from within.
• When torn between two worlds, individuals must come to their own conclusions about their beliefs.
• Poverty transforms honest people into criminals.
• Being alienated from society causes a person to become alienated from himself.
• Excessive ambition can cause a person's downfall.
• Reckless decisions lead to violence and destruction.
• The desire to acquire too much knowledge can be destructive.
  

C-block (Honors)

AGENDA :
1. Group work on final projects and essays.

HOMEWORK: Write a thesis for your group.


D-block

AGENDA :
1. Quiz
2. Discuss theme statements and practice writing them together.
3. Watch trial part of film.

HOMEWORK: 1. Read chapter 24.
2. DUE TUESDAY: Rewrite trial from another perspective.

Class Notes: Nov. 4, 2009

B-block

AGENDA :
1. Journal: Imagine you are twenty feet tall. Describe, in detail, what life would be like.
2. Figurative language handouts - discussion of symbols in book.
3. Watch film clip of trial. Stop and discuss the testimony of various witnesses.

HOMEWORK: 1. Read chapter 23.
2. Write about trial from perspective of someone present (DUE MONDAY)

C-block (Honors)

AGENDA :
1. Presentations of race-related articles. Discussion of racial issues in book vs. now.
Interesting note: Check out this article which shows that racial issues are alive and quite contentious for us still.
2. Groups meet to work on poster project.

HOMEWORK: Work on group poster project.

Class Notes: Nov. 3, 2009

B-block

AGENDA :
1. Finish figurative language presentations
2. Chapter summaries

HOMEWORK: 1. Read chapter 22
2. Complete 'Tracking Themes' handout


D-block

AGENDA :
1. Finish figurative language presentations

HOMEWORK: 1. Read chapters 22 & 23

Behavior Rubric

Above, I have posted the template which I will use to calculate your Behavior & Participation grade for 1st term.

Class Notes: Oct. 30, 2009

B-block

AGENDA :
1. Journal: What happened on Oct. 31st? List 3 memorable Halloween costumes or Halloween memories and then write about one or all of them.
2. Figurative language presentations (These will continue on Tuesday.)

HOMEWORK: 1. Read chapters 20 & 21.

C-block (Honors)

AGENDA :
1. Vocabulary Quiz

HOMEWORK: Writing assignment to turn in. (Please type, using double-spacing and 12 point font.)

Imagine you are Richard. Writing in the 1st person, describe what happens now (i.e. when he gets to Chicago.) You must answer the following questions -- either in your description or separately... whichever is easiest for you. These questions should also be answered in the 1st person as if you are Richard.

Questions:

1. What changes?
2. What does NOT change?
3. What is/has been one of my (Richard's) biggest challenges and how do I deal with this in my new environment (Chicago and the North)?
   

D-block

AGENDA :
1. Journal: What happened on Oct. 31st? List 3 memorable Halloween costumes or Halloween memories and then write about one or all of them.
2. Return embedded questions and discuss dense question. A dense question is really just a theme statement in question form.
3. Practice creating theme statements.
Here are some helpful links about writing theme statements:

• Characteristics of a theme statement
• Defining themes
• What is theme?
  

3. Groupwork for figurative language project

HOMEWORK: 1. Read chapter 19
2. Complete Eyewitness handout

Class Notes: Oct. 28, 2009

C-block (Honors)

AGENDA :
1. Discussion of FQs for chapters 10 & 11.
2. Presentation of chapter 12 summary.
3. Race then and now: Distribution of articles about race. Group presentations will occur on Friday.

HOMEWORK: 1. Study vocab. Vocab Quiz will be Friday, Oct. 30.
2. Read chapters 13 & 14.

D-block

AGENDA :
1. Vocabulary quiz.
2. Day 7 journal sharing.
3. Figurative language: groups meet and prepare for presenation on Friday.

HOMEWORK: 1. Read chapters 16, 17 & 18.

Class Notes: Oct. 26, 2009

B-block

AGENDA :
1. Vocabulary quiz
2. Chapter summaries
3. Discussion of 'double life' and the conflict of individual vs. community expectations. How does one make moral decisions in this book - by the expectations of the community or by his own conscience?
4. Assignment of chapters for Figurative Language in-class project (tomorrow).

HOMEWORK: 1. Read chapters 15 & 16.
2. Complete Focus Questions

C-block (Honors)

AGENDA :
1. Journal: How do you define fear? What are you most afraid of and why?
2. Discussion of "The Autobiographical Tradition." To what literary lineage does Wright owe his writing? How does the struggle with the legacy of slavery and race relations affect writers, including Wright? To which African-American writers does Wright owe a great debt? Who is reflected in his work (whether he is in agreement with or arguing against their position)?
3. Chapter summaries: 8 and 9
4. Begin reading chapter 10, pointing out important passages.

HOMEWORK: 1. Read chapters 10 & 11.
2. Complete Focus Questions for chapters 10 & 11.

Class Notes: Oct. 22, 2009

C-block (Honors)

AGENDA :
1. Journal: What are my misconceptions of my past? (In other words, do I see everything in my past totally objectively?) What is my true relation to what has happened in my past?
2. Review of vocabulary list 2 for Black Boy. Vocab Quiz will be Friday, Oct. 30.
3. Watch clip of Yale Professor Amy Hungerford discuss Black Boy, stopping for clarification and discussion. Here is a link to that clip if you want to watch again what we saw in class or watch more. Here is some more information about Prof. Hungerford.

HOMEWORK: 1. Finish reading packet called "The Autobiographical Tradition" and answer questions on final page.
2. Read chapter 9.

D-block

AGENDA :
1. Journal: You wake up one morning and go into the bathroom. When you look in the mirror, a different face stares back at you. Begin your story here.
2. Review chapter 1 vocabulary. Vocab quiz will be Wednesday, Oct. 28.
3. Handouts and explanation of Final Project for TKMB Unit.
4. Looking at artwork to consider contrasts and their dependency and influence on each other.

HOMEWORK: 1. Read chapters 14 and 15.
2. Answer Focus Questions.

Class Notes: Oct. 21, 2009

B-block

AGENDA :
1. Journal: Who is your hero or heroine and why?
2. Handout Final Project reassignments and explain what poster project will be.
3. Finish consideration of binary opposites
4. Relate "Fire and Ice" to chapter 8: the snowman and the fire at Miss Maudie's
5. Chapter summaries

HOMEWORK: 1. Read chapter 14.
2. Write down something you want to discuss

C-block (Honors)

AGENDA :
1. Journal: Free write.
2. Return journal entries
3. Role playing: experiencing status
4. Discussion of status
5. Chapter summaries

HOMEWORK: 1. Answer questions relating to oppression, race, and status.
2. Read 1st part of handout.

D-block

AGENDA :
1. Journal: Who is your hero/heroine and why?
2. Review chapters 4, 5, and 6 vocabulary.
3. Introduce conflicts and contrasts. Read "Fire and Ice" by Robert Frost.

HOMEWORK: 1. Choose 2 character pairs and make a list of their contrasts.
2. For each pair, write 2-3 sentences summarizing a conclusion you can make based on your list of contrasts. In other words, why are these contrasts significant?

Character Pairs:

• Scout vs. Aunt Alexandra
• Walter Cunningham vs. Burris Ewell
• Dill vs. Jem
• Aunt Alexandra vs. Miss Maudie
• Calpurnia vs. Mrs. Dubose
• Boo Radley vs. Bob Ewell
• Burris Ewell vs. Chuck Little
• Atticus vs. Miss Stephanie Crawford

Class Notes: Oct. 20, 2009

B-block

AGENDA :
1. Hand back vocab quizzes. Scaling is as follows: A: 30-40; B: 20-30; C: 10-20; D: 0-10
2. Go over definitions and context for Chapters 4, 5, and 6 vocabulary. Reminder: vocabulary quiz will be on Monday, Oct. 26.
3. Journal: Write about what contrasts/opposites you notice in the following painting.
4. Discussion of painting.
5. Continuation of powerpoint dealing with the idea of binary opposites

HOMEWORK: 1. Complete vocabulary list for chapter 7, 8, 9.
2. Of the following character pairs, choose one and make a list of these contrasts. Then, write 1-2 sentences about a conclusion you can make by comparing these two characters.

Character Pairs:

• Scout vs. Aunt Alexandra
• Walter Cunningham vs. Burris Ewell
• Dill vs. Jem
• Aunt Alexandra vs. Miss Maudie
• Calpurnia vs. Mrs. Dubose
• Boo Radley vs. Bob Ewell
• Burris Ewell vs. Chuck Little
• Atticus vs. Miss Stephanie Crawford
  

Class Notes: Oct. 19, 2009

C-block (Honors)

AGENDA :
1. Journal: Richard Wright believed that human behavior is determined by one's environment. Do you agree with this theory? Explain.
2. Chapter summaries of chapter 4 and 5. Discussion.
3. Hand out vocabulary list 2. Reminder: There will be a vocabulary quiz next week.
4. Return embedded questions and students work in partners to assist each other with difficulties. Remaining difficult questions are written on notecards and passed in. There will be a whole class discussion/workshop on how to ameliorate these questions.

HOMEWORK: 1. Read chapter 8.
2. Complete vocabulary list 2.

D-block

AGENDA :
1. Journal: Atticus says that courage is "when you know you're licked before you begin but you begin anyway and you see it through no matter what." What is your definition of courage? Is it similar to or different from Atticus'?
2. Chapter summaries of chapters 10 and 11.
3. Discussion of the end of Part I: Why are there two parts to this book? What does that suggest? How does Part I end and what can we speculate about why it ends as it does?
4. Alphabet race: identifying and defending main ideas in the book so far

HOMEWORK: 1. Read chapters 12 and 13.
2. Complete vocabulary list for chapters 7, 8, and 9.

Class Notes: Oct.15, 2009

B-block

AGENDA :
Lesson Focus: How do binary opposites define conflicts in literary works?
1. Lesson Activator: Alphabet Race - what are the "big ideas" of To Kill a Mockingbird?
2. Read and analyze "Fire and Ice" by Robert Frost
3. Discuss various associations we have with the words 'fire' and 'ice'
4. Discuss the meaning of the poem in terms of its structure and content through oppositional forces
5. Look at artworks that express their meaning through interrelated contrasts (dark and light, youth and age, life and death, etc.)

HOMEWORK: 1. Read chapter 11
2. Complete FQs for chapters 10 and 11.
Extra Credit: Explain how the meaning (and power) of "Fire and Ice" changes when in prose versus poetic form.

C-block (Honors)

AGENDA :
1. Journal: Write a story about a bubble at the bottom of the sea.
2. Return POV assignments.
3. Discuss themes versus theme statements versus theses.
4. Hand out examples of thesis statements and discuss various examples.
5. Continue discussion of the theme of hunger in Black Boy.

HOMEWORK: 1. Read chapter 6.
2. Find at least one example of your group's theme (hunger, fear, oppression or alienation) in chapter 6.

Class Notes: Oct. 14, 2009

B-block

AGENDA :
1. Journal: Character Diary Entry: Assume the persona of one of the characters in the book and answer the following questions in your journal as if you were that person: What are you most afraid of or worried about? What is making you anxious? Describe the person, object, or event that bothers you. Write specifically about what concerns you.
2. Review Dense Embedded questions written for homework.
3. Watch the start of the film version of To Kill a Mockingbird: Write down two insights about the setting. Write down two insights about camera work (angles, movement, close-ups, etc.)

HOMEWORK : 1. Read chapter 10
2. Answer: What do you know/learn about Atticus? How do we know this? (cite page numbers)

D-block

AGENDA :
1. Journal: Character Diary Entry: Assume the persona of one of the characters in the book and answer the following questions in your journal as if you were that person: What are you most afraid of or worried about? What is making you anxious? Describe the person, object, or event that bothers you. Write specifically about what concerns you.
2. Review Dense Embedded questions written for homework.
3. Watch the start of the film version of To Kill a Mockingbird: Write down two insights about the setting. Write down two insights about camera work (angles, movement, close-ups, etc.)

HOMEWORK: 1. Read chapter 9
2. Answer: What do you know/learn about Atticus? How do we know this? (cite page numbers)

Class Notes: Oct. 13, 2009

C-block (Honors)

AGENDA :
1. Journal: Sometimes even though we know that we should speak to someone about something important, we find reasons not to do what needs to be done. Has there ever been a time a "quiet carpenter" approached you concerning a difficult situation? Were you ever in the role of the carpenter? Did you ever find an excuse not to speak to someone? Did you ever wish that someone would have said something in confidence to you?
2. Discuss above question in relation to the passage in the book to which it relates.
3. Understanding the structure of Black Boy. Questions: Are any of you finding the book hard to follow? Why would that be?
4. Discussion of how Black Boy is theme-oriented rather than plot-oriented.
5. First of 4 theme-related explorations: HUNGER. Handout on "Hunger" as a theme with specific passages from the book chosen and questions for responding individually and discussing as a class.
6. Think-Pair-Share with discussion questions.

HOMEWORK: 1. Finish reading and responding in writing to passages on "Hunger" handout.

D-block

AGENDA :
1. Journal: Why do you think people gossip? What are the effects of gossip?
2. Discussion of personal experiences with and thoughts on gossip. Relation of students' experiences to those in the novel.
3. Explanation of difference between effect (noun) and affect (verb). Remember: Just think of A for action (in other words a verb.)
4. Reading strategy #3: Dense embedded questioning. Learning how to formulate specific kinds of text-reader-world questions about a text. Modeling of strategy and discussion of model in order to clarify.

HOMEWORK: 1. Create 9 questions modeled after the ones on the handout.

Class Notes: Oct. 7, 2009

C-block (Honors)

AGENDA :
1. Journal (creative): back story and caption for New Yorker cartoons
2. Further discussion on chapter 2.
3. Chapter 3 summary: Lily
4. Reading strategy #3: Embedded and dense questioning strategy

HOMEWORK: 1. Write 9 of your own questions following the models I provided on the handout. Your questions should start at chapter 4. Please write them directly on the handout and draw an arrow to the point in the text to which you are referring.
2. Finish chapter 4.

D-block

AGENDA :
1. Journal (creative): back story and caption for New Yorker cartoons
2. Return character paragraphs from yesterday.
3. Characterization: Characterization is how an author develops a character in a novel. The question is how do we learn about a character? Develop list in class of how we learn about a character:

• appearance (how is a character described? what does the character wear?)
  
• character's name (or nickname)
• actions/behavior (how does a character act or react? what behaviors do they commonly exhibit?)
  
• speech: how a character says things (ironic? wise? funny? sarcastic? mean? does the character speak in a different dialect or speech pattern?)
• dialogue: what a character says to other characters
• feelings (guilty? low self-esteem? religious?)
• thoughts
• choices (how does a character make choices? based on what? what kinds of choices does a character make? what consequences do they have?)
  
• past/biography (early environment: family history, nationality, life experiences, education)
• what other characters or the narrator says about him/her (=direct characterization)
  

**Remember when you analyze a character, you are both a detective looking for clues and a psychiatrist analyzing behavior and thoughts.
4. Hand out Character Project assigned groups.
5. Practice looking at a character's actions, speech, appearance, etc. and then trying to decipher what this reveals about the character.
6. Chapter 4 summary: Marc
7. Begin reading chapter 5.

HOMEWORK: 1. Read chapters 5 & 6.
2. Complete FQs and vocabulary worksheet.

Class Notes: Oct. 6, 2009

B-block

AGENDA :
1. Formulating a thesis question: Write a question using the words "how" or "why" related to the theme that you worked on in groups yesterday.
2. Try to answer your question in a few sentences using evidence from the novel so far.
3. Check-in with Ms. Rich about questions and replies.
4. Characterization: Characterization is how an author develops a character in a novel. The question is how do we learn about a character? Develop list in class of how we learn about a character:

• appearance (how is a character described? what does the character wear?)
  
• character's name (or nickname)
• actions/behavior (how does a character act or react? what behaviors do they commonly exhibit?)
  
• speech: how a character says things (ironic? wise? funny? sarcastic? mean? does the character speak in a different dialect or speech pattern?)
• dialogue: what a character says to other characters
• feelings (guilty? low self-esteem? religious?)
• thoughts
• choices (how does a character make choices? based on what? what kinds of choices does a character make? what consequences do they have?)
  
• past/biography (early environment: family history, nationality, life experiences, education)
• what other characters or the narrator says about him/her (=direct characterization)
  

**Remember when you analyze a character, you are both a detective looking for clues and a psychiatrist analyzing behavior and thoughts.
5. Begin discussion of chapter 4.

HOMEWORK: Study vocabulary
Vocabulary quiz will be on Thursday, October 8.

C-block (Honors)

AGENDA :
1. Vocabulary quiz
2. Redistribute notecards with question and citation from yesterday so everyone has an unfamiliar card.
3. Free write/brainstorm in reply to the question and citation on your card. Add an additional citation from the book in your response.
4. Exchange what you've written with your partner.
5. Partner reads and comments on what the other person is saying.

HOMEWORK: 1. Develop a thesis based on what you wrote in class and your partner's peer editing suggestions.
2. Read chapter 3.

D-block

AGENDA :
1. Vocabulary quiz
2. Understanding characters: Look for examples of a character you like so far in the novel.
3. Write a paragraph using that evidence about why this is an interesting character.

HOMEWORK: 1. Complete A Provincial Perspective worksheet
2. Pick one of the themes from the worksheet and write a paragraph about how that theme relates to your own life.

Class Notes: Oct. 5, 2009

B-block

AGENDA :
1. Review chapters 2 & 3 vocabulary
2. Practice vocabulary quiz format.
3. Check and discuss Provincialism homework. What does provincial mean and how does it relate to the novel?
4. Class is divided into 4 groups, each assigned one of the 4 themes from the homework.
5. Groups discuss their examples and then share one with the class. (Practice finding evidence from the text to illustrate a theme.)

HOMEWORK: 1. Read chapters 5 & 6.
2. Complete FQs.
3. Study vocab.
Vocabulary quiz will be on Thursday, October 8.

C-block (Honors)

AGENDA :
1. Discussion of "What did I do (to be so black and blue)" What are the double images/allusions of this song? How could this apply to the experience of Ellison or Wright?
2. Explanation of "double consciousness." Please read this short piece for an excellent and concise explanation of this phrase. Here is a nice article about the modern double consciousness.
3. Review of vocabulary quiz format.
4. Chapter 2 summary: Lexi and Caitline
3. Share ch. 2 discussion question with a partner. Each student writes his partner's question on a notecard along with a relevant citation from the text. (Thesis-writing exercise: This exercise will be continued tomorrow.)

HOMEWORK: 1. Study vocabulary. Vocabulary quiz will be tomorrow.

Class Notes: Oct. 2, 2009

B-block

AGENDA :
1. Journal: Write about the worst music video you have seen recently. OR Write a conversation between a calculator and a computer.
2. Paired Verbal Fluency (activator): What I learned from last night's homework...
3. Share 1 insight and 1 question or confusion with the class.
4. Character analysis from 1st three chapters - individual work time

HOMEWORK : 1. Chapters 2 & 3 vocabulary
2. Theme worksheet
3. Read chapter 4

D-block

AGENDA :
1. Journal: Respond to the following quote from TKMB: "You never really know a person until you consider things from his point of view."
2. Discuss above quotation with class.
3. Grammar: there, their, and they're (Reminder: Your written work will now be graded down for mistakes involving misuse of their, there, or they're.)
4. Discussion of Depression research.
5. Vocabulary quiz format review.

HOMEWORK: 1. Study vocabulary for QUIZ on TUESDAY (on "Through the Tunnel" vocab and chapters 2&3 vocab.)
2. Read chapter 4

Class Notes: Oct. 1, 2009

C-block (Honors)

AGENDA :
1. Journal (creative): EITHER Write about the worst music video you have seen recently OR Write a conversation between a computer and a calculator.
2. Chapter summary sign-up. REMEMBER: When you present the chapter you signed up for, you must give a brief summary AND present us with an interesting discussion question.
3. Summarize chapter 1: Class makes list of significant events on board.
4. Discuss Focus Questions for chapter 1.
5. Explain analysis of book by themes: HUNGER, FEAR, ALIENATION, OPPRESSION and break into theme groups.

HOMEWORK: 1. Study vocabulary
2. Write discussion question for chapter 2.
3. Read lyrics to and listen to "What did I do" (link here. Scroll down - 2nd link is a better version.)
4. Write one reflection about why Ellison includes this song in his Prologue.

D-block

AGENDA :
1. Journal (creative): EITHER Write about the worst music video you have seen recently OR Write a conversation between a computer and a calculator.
2. Return POV essays.
3. Chapter summary sign-up.
4. Review chapters 2 & 3 vocabulary.
5. Discuss FQs for chapter 2.

HOMEWORK: 1. Write a summary of chapter 3.
2. Write one discussion question for chapter 3.
3. Begin studying vocabulary for quiz next week.

Class Notes: Sept. 30, 2009

B-block

AGENDA :
1. Background and context for To Kill a Mockingbird: powerpoint presentation focused on the stock market crash, the Great Depression, the Dust Bowl, segregation in the South
2. Discussion of Depression research.

HOMEWORK: Read chapters 2 & 3 in TKMB and complete FQs.
Vocabulary quiz will be on Thursday, October 8.

C-block (Honors)

AGENDA :
1. Finish powerpoint presentation of context for Black Boy.
Here are some links related to the material we discussed today:

• Great website about World's Fairs with info about them and links to much more
• Mental Floss' choice of the most notable World's Fairs
• Another nice website on World's Fairs
  
• A wonderfully done website about segregation that tries to make you experience as well as understand the issue
• Website that suggests ways to break down stereotypes
• PBS website dealing with stereotypes between Westerners and the Middle East
• Race: The Power of an Illusion (PBS website)
  

2. Discussion of current stereotypical images. How do we still misrepresent people or groups? What do these representations suggest about that group? How does a group gain power over the ability to represent itself?

HOMEWORK: 1. Finish chapter 2 of Black Boy. 2. Complete vocabulary sheet. Vocabulary quiz will be on Tuesday, October 6.

D-block

AGENDA :
1. Background and context for To Kill a Mockingbird: powerpoint presentation focused on the stock market crash, the Great Depression, the Dust Bowl, segregation in the South

HOMEWORK: 1. Read handout on Harper Lee and the Depression 2. Research the Depression and write about what you would image life to be like back then (handout).

Class Notes: Sept. 29, 2009

B-block

AGENDA :
1. Journal: Respond to the following statement: From a certain point of view, our real enemy -- the true troublemaker -- is inside.
2. Discuss journal responses. Question: How and in what circumstances are we our own worst enemies?
3. Universality of childhood experiences in Chapter 1. Discussion in response to the following: How many of you have a brother or sister that drives you crazy? How many of you have ever done something on a dare? Do you have neighbors or friends who always stick their noses in your business? How many of you would describe your families as "just plain weird"?
4. Assign chapter summaries
5. Chapter 1 discussion. Focus on: Lee sets up many of the important themes in the book through the lens of and interactions between Scout, Jem, and Dill. Themes such as injustice, normalcy and difference, desire to know the truth.
6. Introduction to character project and discussion of Dill, Jem, and Scout.
7. Review of chapter 1 vocabulary. Vocabulary quiz will be on Thursday, October 8.

HOMEWORK : 1. Finish reading on the Depression.
2. Complete handout about Depression.

Class Notes: Sept. 28, 2009

C-block (Honors)

AGENDA :
1. Return 2nd summer reading test. Reminder: 1st summer reading test will be scaled up 8 points. Second summer reading test will be scaled up 4 points.
2. Symbolism and themes in Invisible Man Prologue. Students are split into groups, with each group finding examples of each of the following: 1. color, 2. waking & sleeping; 3. light & dark, 4. violence, 5. temperature, 6. sound, 7. seeing and blindness (Questions: How do the following symbolize issues of identity or race with which Ellison is dealing? How do these symbols relate to and/or suggest broader themes in this book, themes which will come up in Black Boy?) (If you have time, please listen to an audio clip of "(What did I do to be so) black and blue" sung by Louis Armstrong here. Scroll down to Louis Armstrong and click on the second audio file - it's better. I will try to play it in class as well.)
3. Class discussion of 1 & 2 (discussion will continue tomorrow).
4. Background on Richard Wright and his time period: legacy of slavery and Civil War; status of race relations; particularly salient events (powerpoint presentation)

HOMEWORK: 1. Read up to p. 55 in Black Boy
2. Choose one of the following and write at least one page in your journal:

EITHER

Choice A: Select a social group you consider to be invisible. Write about them and address the following questions: 1. Why do you consider this group to be invisible? 2. Invisible to whom? 3. Are there social reasons for this invisibility? What prevents the group from being seen? 4. What difficulties does this group face because of being invisible? 5. What do you want people to know about this group? What would people see if they could see this group? 6. Are there actions that could be taken by the community?

OR

Choice B: Find a current image that embodies a racial/ethnic stereotype. Write about this image and address the following questions: 1. How and why is this image a stereotype? 2. What is being suggested about this group? 3. How does this image influence our perception of this group? 4. Does the stereotype make things about this group invisible? Like what? 5. How could we counter the negative effects of this image?

D-block

AGENDA :
1. Hand out new vocabulary lists and go over format of quiz. Vocabulary quiz will be Tuesday, October 6.
2. Introduce character project (more details on Wednesday.)
3. Direct and indirect characterization: List "what they do/say" and "what this reveals (qualities)" for Dill, Scout, & Jem. (We will continue this on Wednesday.)
4. Go over events of first chapter - important foreshadowing in this chapter of issues/themes that will be important in the book.

HOMEWORK: 1. Read chapters 2 & 3.
2. Complete vocabulary handouts (ch.1 AND chs. 2 + 3)
3. Complete Focus Questions for Chs. 2 & 3.

Class Notes: Sept. 25, 2009

B-block

AGENDA :
Library Orientation

C-block (Honors)

AGENDA :
Library Orientation

D-block

AGENDA :
Library Orientation

Class Notes: Sept.24, 2009

B-block

AGENDA :
1. Discuss FQs (Focus Questions) for "Little Things Are Big."
2. Make connections between this piece and the Ligon etching.
3. Conclude discussion by clarifying that race can become a predetermined part of identity, a part that can be defined and represented by others in ways we can not control. For Colón, race became a mitigating factor in even the smallest decisions he made in life.
4. Pre-reading activity for To Kill a Mockingbird: Agree/disagree survey (We will revisit these statements and our reactions to them after we finish the book.)
5. Reading strategy #2: DR-TA with the beginning of To Kill a Mockingbird (TKMB).
6. Grammar: There, they're, and their

HOMEWORK : 1. Finish worksheet on there, they're, and their. Make sure you understand the difference in usage for these three words. Hereafter, you will be responsible for the correct usage in any writing you hand in or do in class.
2. Read chapter 1 of TKMB and complete FQs.

C-block (Honors)

AGENDA :
1. Look at etching by artist Glenn Ligon. (Today, we looked at one etching in a series entitled Two White / Two Black. Click here for the rest of the series.)
2. Make connections between Ligon and Colón's essay "Little Things Are Big" in terms of what they are both saying about identity and race.
3. Read "We Wear the Mask" poem. Explain that we have now looked at this issue of how race relates to identity from three perspectives -- an essay, an artwork, and a poem.
4. Reading strategy #2: DR-TA (predictive reading) with the Prologue of Invisible Man by Ralph Ellison.

HOMEWORK: 1. Finish reading Prologue of Invisible Man.
2. Read chapter 1 of Black Boy and answer FQs in your journal.

To Kill a Mockingbird Resources

B-block & D-block

Here are some links I've gathered to help us as we read To Kill a Mockingbird. I will add to this list as I find relevant and interesting links:

1. Historical Archives for TKMB: Links on this page will take you to a variety of primary source documents related to the book from a trial that resembles the one in the book to various timelines to an interview with a black woman about growing up in Alabama.

2. Audio version: If you like listening to the book as you read along, visit this website which has audio files of the entire book.

3. Biography of Harper Lee, the author.

4. A second wonderful biography of Lee.

5. Jim Crow Museum: Website devoted to exploration of legalized segregation laws enacted between 1876 and 1965; includes an explanation of Jim Crow laws ("What is Jim Crow?")

6. The History of Jim Crow

7. Dick and Sharon's LA Progressive: Racism in America: Journalists who collect and tag current articles dealing with racism in America

8. "Harper Lee, Gregarious for a Day," 2006 New York Times article about Lee.

Class Notes: Sept. 23, 2009

B-block

AGENDA :
1. Collect POV assignment.
2. Hand out "Language of Art" handout.
3. Class generates list of descriptions for Two White / Two Black, Image 1.
4. Class analyzes and interprets image: What is Ligon suggesting about identity? about race?
5. Read "Little Things Are Big."
6. Stop and assess Jesus' dilemma. Predict how he will act.
7. Finish piece and reassess predictions.

HOMEWORK : 1. Complete FQs (Focus Questions) for "Little Things Are Big."

D-block

AGENDA :
1. Turn in POV assignments and share if desired.
2. Hand out "Language of Art" handout and discuss.
3. Finish discussion of Two White / Two Black, Image 1.
4. Journal: What do you think Ligon is trying to say about identity?
5. Connect image with "Little Things Are Big."
6. Discuss homework Focus Questions.
7. Reading strategy #2: DR-TA: Begin reading To Kill a Mockingbird.

HOMEWORK: 1. Read chapter 1 of TKMB. 2. Answer the following questions in your journal: 1) Describe Scout, Dill, and Jem. 2) Why are they interested in Boo Radley? 3) How do you imagine Boo?

Class Notes: Sept. 22, 2009

C-block (Honors)

AGENDA :
1. Collect POV assignments.
2. Journal (Think): Write about the experience of making your identity box. How does the inside differ from the outside?
3. (Pair): Discuss your identity box with a partner focusing on the following questions: 1) What is identity? 2) How much of who you are is determined at your birth? 3) How much of it is something you decide? 4) How much of it is something that is determined by your experiences with others?
4. (Share): Class discussion about identity (in anticipation of issues of identity and race that will be an integral part of Black Boy.)

HOMEWORK: 1. Read "Little Things Are Big" and "How It Feels to Be Colored Me."
2. Answer Focus Questions.

D-block

AGENDA :
1. Return summer reading tests. Reminder: each summer reading test will be scaled up 6 points.
2. Discuss process of making identity boxes and final product with a partner. As you discuss, try to come up with categories we could use for various aspects of identity (e.g. likes/dislikes, race, gender, occupation, personality, etc.)
3. Class discussion about identity boxes. Class makes list of identity categories on board.
4. Introduction of artist Glenn Ligon. (Today, we looked at one etching in a series entitled Two White / Two Black. Click here for the rest of the series.)
5. Describe Two White / Two Black, Image 1.

HOMEWORK: 1. Read "Little Things Are Big" by Jesús Colón.
2. Answer Focus Questions in your journal in order to be prepared for class discussion.

Richard Wright Resources

C-block (Honors)

Here are some links I've gathered to help us as we read Black Boy. I will add to this list as I find relevant and interesting links:

1. Richard Wright - Black Boy: Short article about Wright and a PBS documentary made to celebrate the 50th anniversary of the book's publication.

2. Blackpast.org: Thorough website about all aspects of African American history.

3. Books and Writers: Wright: Basic biography and selected works.

4. Today in Literature: Wright: Website with links to many other useful Wright pages.

5. Jim Crow Museum: Website devoted to exploration of legalized segregation laws enacted between 1876 and 1965; includes an explanation of Jim Crow laws ("What is Jim Crow?")

6. The History of Jim Crow

7. Dick and Sharon's LA Progressive: Racism in America: Journalists who collect and tag current articles dealing with racism in America

8. Winchester HS Library: Black Boy links