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)
Wednesday, October 14, 2009
Tuesday, October 13, 2009
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.
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.
Wednesday, October 7, 2009
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:
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.
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)
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.
Tuesday, October 6, 2009
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:
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.
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)
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.
Monday, October 5, 2009
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.
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.
Sunday, October 4, 2009
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
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
Thursday, October 1, 2009
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.
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.
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