Freshman Assignments, Spring 2007

Freshman (Period 3) Assignments
Spring 2007

DateAgendaAIMHomework Assignment
Tuesday, June 12th, 2007:
  • Finish the viewing of the film version of To Kill a Mockingbird
  • Introduction of resume writing.
  • Students will analyze, compare and contrast the novel with the 1960's movie version. HW: Good luck with the rest of the year and Regents exams! See you next year!
    Monday, June 11th, 2007:
  • Return and review of the Final Exam.
  • Viewing of the film version of To Kill a Mockingbird
  • Students will analyze, compare and contrast the novel with the 1960's movie version. HW:
  • Return any books borrowed, including To Kill a Mockingbird
  • Make up all HW owed by TOMORROW, TUESDAY, JUNE 12 (reading of previous chapters, chapter questions 1-31, vocabulary, opinionnaire, and character study guide).
  • TOMORROW--bring in your personal information that can be included on a resume(past work experience--location, description of job, extracurricular activities--including clubs and sports, honors/awards). Tomorrow, we will speak briefly about resume writing and you will be given helpful hints on composing a resume.
  • Friday, June 8th, 2007: Viewing of the film version of To Kill a Mockingbird Students will analyze, compare and contrast the novel with the 1960's movie version. HW:
  • Return any books borrowed, including To Kill a Mockingbird
  • Make up all HW owed by TUESDAY, JUNE 12 (reading of previous chapters, chapter questions 1-31, vocabulary, opinionnaire, and character study guide).
  • On TUESDAY--bring in personal information that can be included on a resume (past work experience--location, description of job, extracurricular activities--including clubs and sports, honors/awards).
  • Wednesday, June 6th, 2007: Viewing of the film version of To Kill a Mockingbird Students will analyze, compare and contrast the novel with the 1960's movie version. HW:
  • Return any books borrowed, including To Kill a Mockingbird
  • Make up all HW owed by TUESDAY, JUNE 12 (reading of previous chapters, chapter questions 1-31, vocabulary, opinionnaire, and character study guide).
  • Tuesday, June 5th, 2007: FINAL EXAM on To Kill a Mockingbird Students will analyze the major themes, characters and plot events in the ending of To Kill a Mockingbird. HW:
  • JOURNALS 20-25 should be completed and turned in TOMORROW, Wednesday, June 6th.
  • Return any books borrowed, including To Kill a Mockingbird
  • Make up any HW owed (reading of previous chapters, chapter questions 1-31, vocabulary, opinionnaire, and character study guide).
  • Monday, June 4th, 2007: 1.) DO NOW: Journal #25--"In this world, goodness is destined to be defeated."--Walker Percy, author of The Moviegoer, 1962.

    2.) Discuss journal responses and the FINAL EXAM REVIEW SHEET.

    Students will analyze the major themes, characters and plot events in the ending of To Kill a Mockingbird. HW:
  • STUDY the FINAL EXAM REVIEW SHEET to prepare for tomorrow's exam. Finish filling out the descriptions for Part One.
  • FINAL EXAM--TOMORROW--Tuesday, June 5th.
  • JOURNALS 20-25 should be completed and turned in on Wednesday, June 6th.
  • Make up any HW owed (reading of previous chapters, chapter questions 1-31, vocabulary, opinionnaire, and character study guide).
  • Friday, June 1st, 2007: 1.) DO NOW: Discuss Chapters 30-31 questions and final thoughts about the ending of To Kill a Mockingbird.

    2.) Work on FINAL EXAM REVIEW SHEET.

    3.) Book Fair.

    Students will analyze the ending of To Kill a Mockingbird. HW:
  • DUE MONDAY--FINAL EXAM REVIEW SHEET to guide your study.
  • FINAL EXAM--Tuesday, June 5th.
  • Make up any HW owed (reading of previous chapters, chapter questions 1-31, vocabulary, opinionnaire, and character study guide).
  • Thursday, May 31st, 2007: 1.) DO NOW: Provide FINAL EXAM REVIEW SHEET. Read once and be prepared to discuss.

    2.) Discuss Chapters 30-31 questions and final thoughts about the ending of To Kill a Mockingbird.

    4.) Discuss the upcoming FINAL EXAM (Tuesday, June 5th), referring to the FINAL EXAM REVIEW SHEET.

    Students will analyze the ending of To Kill a Mockingbird. HW:
  • FINAL EXAM--Tuesday, June 5th. Use the FINAL EXAM REVIEW SHEET to guide your study.
  • Make up any HW owed (reading of previous chapters, chapter questions 1-31, vocabulary, opinionnaire, and character study guide).
  • Wednesday, May 30th, 2007: 1.) DO NOW: Journal #24--"Sure the world is full of trouble, but as long as we have people undoing trouble we have a pretty good world." --Helen Keller

    2.)Discuss/Share journal responses.

    3.) Discuss Chapter 29 questions.

    4.) Begin HW.

    Students will analyze character roles of good (Atticus and Boo Radley) and evil (Bob Ewell and Mayella) in To Kill a Mockingbird. HW: DUE TOMORROW:
  • Read chapters 30 and 31 (finish the novel!). Answer the chapters 30-31 questions. Identify and define a total of 10 unknown words for both chapters.
  • Make up any HW owed (reading of previous chapters, chapter questions 1-29, vocabulary, opinionnaire, and character study guide).
  • Tuesday, May 29th, 2007: 1.) DO NOW: Identify at least two examples of foreshadowing of doom in chapter 27 or 28 in To Kill a Mockingbird. Also, make a prediction of future events in the novel.

    2.)Discuss/Share student foreshadowing.

    3.) Discuss Chapters 27 and 28 questions.

    4.) Begin HW.

    Students will analyze the foreshadowing written by the author Harper Lee in To Kill a Mockingbird. HW: DUE TOMORROW:
  • Read chapter 29. Answer the chapter 29 questions. Identify and define 10 unknown words for the chapter.
  • Make up any HW owed (reading of previous chapters, chapter questions 1-28, vocabulary, opinionnaire, and character study guide).
  • Friday, May 25th, 2007: 1.) DO NOW: Journal #23--"We are a democracy and Germany is a dictatorship. Over here we don't believe in persecuting anybody. Persecution comes from people who are prejudiced."--Harper Lee (Miss Gates in To Kill a Mockingbird)

    2.)Discuss/Share journal responses.

    3.) Discuss Chapter 26 questions.

    Students will analyze the characterization and development of Jem and Scout in Chapter 26 and the lessons learned from Miss Gates' lesson in To Kill a Mockingbird. HW: DUE TUESDAY:
  • Read chapters 27-28. Answer the chapters 27-28 questions. Identify and define 10 unknown words for each chapter.
  • Make up any HW owed (reading of previous chapters, chapter questions 1-26, vocabulary, opinionnaire, and character study guide).
  • Thursday, May 24th, 2007: 1.) DO NOW: With a neighboring classmate, write the opening paragraph for an obituary for Tom Robinson in To Kill a Mockingbird. Include answers to the following: Who was he? What happened? When did he die? Where? How should he be remembered? Refer to samples at the New York Times obituaries (don't forget, login is msconn06 and password is power).

    2.)Discuss/Share with classmates and the whole class.

    3.) Discuss Chapter 25 questions.

    Students will analyze the characterization and death of Tom Robinson in Chapter 25 and the people's reactions in To Kill a Mockingbird. HW:
  • Read chapter 26 (only 6 pages). Answer the chapter 26 questions. Identify and define 10 unknown words in chapter 26.
  • Make up any HW owed (reading of previous chapters, chapter questions 1-25, vocabulary, opinionnaire, and character study guide).
  • Wednesday, May 23rd, 2007: 1.) DO NOW: Journal #22: "Few will have the greatness to bend history itself; but each of us can work to change a small portion of events, and in the total; of all those acts will be written the history of this generation." --Robert Kennedy (1925 ��968), also called RFK, was one of two younger brothers of U.S. President John F. Kennedy and served as United States Attorney General from 1961 to 1964, senator, civil rights activist, and presidential candidate.

    2.)Discuss Journal #22.

    3.) Discuss Chapter 24 questions.

    Students will analyze the characterization of the women of Maycomb in Chapter 24 and the turn of events in To Kill a Mockingbird. HW:
  • Read chapter 25 (only 4 pages). Answer the chapter 25 questions. Identify and define 10 unknown words in chapter 25.
  • Make up any HW owed (reading of previous chapters, chapter questions 1-24, vocabulary, opinionnaire, and character study guide).
  • Tuesday, May 22nd, 2007: 1.) DO NOW: Read chapter 23 in To Kill a Mockingbird silently. Begin to answer the chapter 23 questions. Identify 10 unknown words in chapter 23.

    2.) Discuss/Review the questions and answers for chapter 23.

    Students will analyze the characterization of Atticus in Chapter 23, in terms of his interpersonal skills with other characters in To Kill a Mockingbird. HW:
  • Define 10 unknown words in chapter 23.
  • Read chapter 24. Answer the chapter 24 questions. Identify and define 10 unknown words in chapter 24.
  • Monday, May 21st, 2007: 1.) DO NOW: In your Writer's Notebook, write the following--Imagine you will be recognized as a hero in the world-famous Time magazine in the year 2027 (20 years from now). Explain why you are bestowed this wonderful honor.

    2.) Share/Read the Do Now above with your table mates and the whole class.

    3.) Discuss Chapters 20-22 Questions--take notes on answers and correct answers, if necessary.

    4.) Review questions/concerns regarding the To Kill a Mockingbird Characters Quiz taken on Thursday.

    Students will examine the influence of Atticus and the setting on the plot. Students will also analyze the characterization of Atticus and Tom Robinson in Chapters 20-22 in To Kill a Mockingbird. HW:
  • Make up any reading of the novel (you should be up to Chapter 22), Chapter Questions and vocabulary from each chapter.
  • Friday, May 18th, 2007: 1.) DO NOW: Journal #21: "All are equal before the law and are entitled without any discrimination to equal protection of the law." --Eleanor Roosevelt(1884-1962), an American political leader who used her stature as First Lady of the United States from 1933 to 1945 to promote her husband's (Franklin D. Roosevelt's) New Deal, as well as civil rights

    2.) Discuss journal responses and textual/personal connections.

    3.) Discuss Chapters 19-20

    4.) Begin HW, if time permits.

    Students will predict the trial verdict, examine the influence of the setting on the plot and analyze the characterization of Atticus and Tom Robinson in Chapters 19-20 in To Kill a Mockingbird. HW: DUE MONDAY:
  • Read Chapters 21-22, answer Chapters 21-22 Questions and identify and define 10 unknown words from each chapter.
  • Thursday, May 17th, 2007: 1.) DO NOW: Character Quiz for To Kill a Mockingbird

    2.) Discuss Chapters 18-19

    Students will examine plot development, setting and characterization of new characters in Chapters 18-19 in To Kill a Mockingbird. HW:
  • Read Chapter 20, answer Chapter 20 Questions and identify and define 10 unknown words from the chapter.
  • Wednesday, May 16th, 2007: 1.) DO NOW: Journal #20: "The place of justice is a hallowed place." --Francis Bacon, philosopher (1561-1626)

    2.) Discuss Journal.

    3.) Finish discussion on Chapters 16-18 Questions.

    4.) Quick review for Character Quiz--tomorrow. You should characterize (describe the personality traits, actions, thoughts/feelings, and other people's points of view) each of the following characters: Jem, Scout, Calpurnia, Atticus, Dill, Mrs. Dubose, Miss Caroline, Miss Stephanie Crawford, Boo Radley, Mr. Radley, Walter Cunningham, Mr. Cunningham, Burris Ewell, Bob Ewell, Mayella Ewell, Miss Maudie, Tom Robinson, Uncle Jack, Aunt Alexandra, Heck Tate, and Reverend Sykes

    Students will examine plot development, setting and characterization of new characters in Chapters 16-18 in To Kill a Mockingbird. HW:
  • Read Chapter 19, answer Chapter 19 Questions and identify and define 10 unknown words from the chapter.
  • Turn in a study guide on all the characters discussed in class today--this is due TOMORROW.
  • Study the characters mentioned in class today (know their personality traits, actions, thoughts/feelings, and other people's points of view) for the Character Quiz TOMORROW! The quiz will be short answers (no multiple choice), so you should review all of the characters in To Kill a Mockingbird.
  • Tuesday, May 15th, 2007: 1.) DO NOW: FINISH THE OPINIONNAIRE= Give your reactions to the following 12 statements and provide a connection to To Kill a Mockingbird. Write "1" beside the statement if you strongly agree, "2" if you agree somewhat; "3" if you disagree somewhat; and "4" if you strongly disagree. You should also jot down comments for each statement, explaining your opinion. The items in the Opinionnaire all relate to themes and issues, such as equal justice, heroism, and language differences, in To Kill a Mockingbird.

    *Begin HW, if you are done early.

    OPINIONNAIRE:

    1. All men are created equal.
    2. Girls should act like girls.
    3. It's okay to be different.
    4. Nobody is all bad or all good.
    5. Some words are so offensive that they should never be stated or written.
    6. Under our justice system, all citizens are treated fairly in our courts of law.
    7. The old saying, "Sticks and stones may break your bones, but words will never hurt you," is true.
    8. Speaking standard grammar proves that a person is smart.
    9. A hero is born, not made.
    10. No one is above the law.
    11. Education is the great equalizer.
    12. When the law does not succeed in punishing criminals, citizens should do so.

    2.) Discuss the Opinionnaire.

    3.) Discuss Chapters 16-18 Questions.

    Students will examine plot development, setting and characterization of new characters in Chapters 16-18 in To Kill a Mockingbird. HW:
  • Study the characters (know their personality traits, actions, thoughts/feelings, and other people's points of view) for the Character Quiz on Thursday! The quiz will be short answers (no multiple choice), so you should review all of the characters in To Kill a Mockingbird.
  • Monday, May 14th, 2007: 1.) DO NOW: OPINIONNAIRE= Give your reactions to the following 12 statements. Your responses can be simply first impressions. Write "1" beside the statement if you strongly agree, "2" if you agree somewhat; "3" if you disagree somewhat; and "4" if you strongly disagree. You should also jot down comments for each statement, explaining your opinion. The items in the Opinionnaire all relate to themes and issues, such as equal justice, heroism, and language differences, in To Kill a Mockingbird.

    OPINIONNAIRE:

    1. All men are created equal.
    2. Girls should act like girls.
    3. It's okay to be different.
    4. Nobody is all bad or all good.
    5. Some words are so offensive that they should never be stated or written.
    6. Under our justice system, all citizens are treated fairly in our courts of law.
    7. The old saying, "Sticks and stones may break your bones, but words will never hurt you," is true.
    8. Speaking standard grammar proves that a person is smart.
    9. A hero is born, not made.
    10. No one is above the law.
    11. Education is the great equalizer.
    12. When the law does not succeed in punishing criminals, citizens should do so.

    2.) Discuss Chapters 15-17 Questions.

    Students will examine plot development, setting and characterization of new characters in Chapters 15-17 in To Kill a Mockingbird. HW:
  • DUE TOMORROW: Read Chapter 18, answer Chapters 18 Questions, and identify and define 10 unknown words from the chapter.
  • Friday, May 11th, 2007: 1.) Work Period: Work on reading, answering chapter questions and identifying and defining unknown words for chapters 16 and 17. Students will examine plot development, setting and introduction of new characters in Chapters 16-17 in To Kill a Mockingbird. HW:
  • DUE MONDAY: Read Chapters 16-17, answer Chapters 16-17 Questions, and identify and define 10 unknown words from the chapter.
  • Thursday, May 10th, 2007: 1.) Do Now: Examine journal grades.

    2.) Review and discuss answers to Chapter 15 Questions.

    3.) Begin HW.

    Students will examine character development, specifically how readers learn more about developing characters, including Jem, Scout and Atticus in Chapter 15 in To Kill a Mockingbird. HW:
  • DUE MONDAY: Read Chapters 16-17, answer Chapters 16-17 Questions, and identify and define 10 unknown words from the chapter.
  • Wednesday, May 9th, 2007: 1.) Do Now: Review Journals 8-19 and identify your BEST journal entry (using a post-it). This BEST journal will be graded more closely.

    2.) Review and discuss answers to Chapter 14 Questions.

    3.) Begin HW.

    Students will examine character development, specifically how readers learn more about developing characters, including Dill and Jem in Chapter 14 in To Kill a Mockingbird. HW:
  • DUE TOMORROW: Read Chapter 15, answer Chapter 15 Questions, and identify and define 10 unknown words from the chapter.
  • DUE TOMORROW: ALL HW OWED MUST BE TURNED IN (this will be the end of the 2nd marking period). THIS INCLUDES CHAPTERS 1-15 QUESTIONS and vocabulary (identified and defined) for each chapter.
  • Tuesday, May 8th, 2007: 1.) Do Now: Answer the following questions: What do the slang words/phrases contribute to your writing? What would your peers think if they read your slang story? What about your parents? What about your grandparents?

    2.) Dicuss/Share thoughts on the Do Now. Share excerpts of the slang stories.

    3.) Review and discuss answers to Chapter 13 Questions.

    4.) Begin HW.

    Students will examine the power of language, specifically slang and use of words for different situations/audiences. They will recognize the significance of slang in To Kill a Mockingbird. HW:
  • DUE TOMORROW: Read Chapter 14, answer Chapter 1-14 Questions, and identify and define 10 unknown words from the chapter. Journals 8-19 completed (To earn a 90 or above, each journal should be 250 words or more--about 2 pages each. To earn 70-89, write a full page for each journal entry. To get the best grade possible, circle your best journal entry that you want me to focus on. I will look for thoughtful analysis of the quote, development of evidence to support the quote, and overall organization and thoughtfulness.)
  • DUE THURSDAY: ALL HW OWED MUST BE TURNED IN. THIS INCLUDES CHAPTERS 1-15 QUESTIONS and vocabulary (identified and defined) for each chapter.
  • Monday, May 7th, 2007: 1.) Do Now: Write down 10 slang words or phrases that you and your friends use in conversation but your parents/teachers probably don't understand and would not approve. Begin to write a reflection (a reflection on your weekend) story (you may want to include dialogue) that includes these 10 words or phrases. The story should be a minimum of one page. Be prepared to share!

    2.) Review and discuss answers to Chapter 12 Questions.

    3.) Discuss common errors in March Book Review grades and grading rubric.

    Students will examine the power of language, specifically slang and use of words for different situations/audiences. They will recognize the significance of slang in To Kill a Mockingbird. HW:
  • Finish the Reflection/Slang Story--1 page minimum, handwritten or typed is OK (see today's classwork).
  • Read Chapter 13, answer Chapter 13 Questions, and identify 10 unknown words from the chapter.
  • Friday, May 4th, 2007: 1.) Do Now: Journal #19--"Think like a wise man but communicate in the language of the people"--William Butler Yeats, poet.

    2.) Review and discuss answers to Chapter 11 Questions.

    3.) Return of March Book Review grades and grading rubric.

    Students will engage in characterization of major characters, plot development and themes in To Kill a Mockingbird. HW:
  • Read Chapter 12, answer Chapter 12 Questions, and identify and define 10 unknown words from the chapter.
  • Finish vocabulary for Chapters 1-11 and make up any chapters questions necessary.
  • Thursday, May 3rd, 2007: 1.) Do Now: Review and discuss answers to Chapters 9-10 Questions.

    2.) Discuss/Review: Review and discuss Chapters 1-7 Quiz on To Kill a Mockingbird.

    Students will engage in characterization of major characters, plot development and themes in To Kill a Mockingbird. HW:
  • Read Chapter 11, answer Chapter 11 Questions, and identify 10 unknown words from the chapter.
  • Wednesday, May 2nd, 2007: 1.) Do Now: Journal #18--"Peace cannot be achieved through violence, it can only be attained through understanding."--Ralph Waldo Emerson
  • Interpret quote and make references to the novel.
  • Write whatever comes to mind when reading the journal quote. If students choose, the month of May is encouraged to be more creative. Therefore, students may write a creative story that relates to the quote, a poem or anything they choose.

    2.) Discuss/Review: Review and discuss the Chapter 8 Questions and answers.

  • Students will engage in characterization of major characters, plot development and themes in To Kill a Mockingbird. HW:
  • Define Chapter 10 vocabulary.
  • Make up any HW necessary, Chapters 1-10 Questions, and identifying 10 unknown words from the chapter.
  • Tuesday, May 1st, 2007: 1.) In Reader's Notebook, write the following "I Am" for To Kill a Mockingbird. Choose three characters and write an "I Am" sentence, using a descriptive metaphor, for each. When finished, write one for yourself.

    2.) Share student "I Am" statements.

    Students will engage in self-analysis and characterization of major characters in To Kill a Mockingbird. HW:
    DUE TOMORROW:
  • Read Chapter 10, answering Chapter 10 Questions, and identifying 10 unknown words from the chapter.
  • Monday, April 30th, 2007: 1.) While waiting for Ms. Conn to finish the process of donating blood at ITHS's first ever Blood Drive, students will reflect on their own study of To Kill a Mockingbird and make up any HW necessary. Students will engage in self-analysis of academic success with regards to their study of To Kill a Mockingbird. HW:
    DUE TOMORROW:
  • Finish reading Chapters 8 and 9, answering Chapters 8-9 Questions, and identifying and defining 10 words from each chapter. Everything will be checked TOMORROW!
  • Friday, April 27th, 2007: 1.) DO NOW: OPINIONNAIRE= Give your reactions to the following 12 statements (this will be preparation for a discussion of the statements on Monday and will appear on an upcoming test). Your responses can be simply first impressions. Write "1" beside the statement if you strongly agree, "2" if you agree somewhat; "3" if you disagree somewhat; and "4" if you strongly disagree. You should also jot down comments for each statement, explaining your opinion.

    The items in the Opinionnaire all relate to themes and issues, such as equal justice, heroism, and language differences, in To Kill a Mockingbird.

    OPINIONNAIRE:

    1. All men are created equal.
    2. Girls should act like girls.
    3. It's okay to be different.
    4. Nobody is all bad or all good.
    5. Some words are so offensive that they should never be stated or written.
    6. Under our justice system, all citizens are treated fairly in our courts of law.
    7. The old saying, "Sticks and stones may break your bones, but words will never hurt you," is true.
    8.) Speaking standard grammar proves that a person is smart.
    9.) A hero is born, not made.
    10.) No one is above the law.
    11.) Education is the great equalizer.
    12.) When the law does not succeed in punishing criminals, citizens should do so.

    Students will examine the themes in To Kill a Mockingbird and characterization of characters in terms of the themes. HW:
    DUE MONDAY:
  • Read Chapters 8 and 9, answer Chapters 8-9 Questions, and identify and define 10 words from each chapter.
  • Thursday, April 26th, 2007: 1. Do Now=How can you contribute positively to your society? Identify at least THREE positive acts of benevolence (kindness/generosity) that you can do.

    2.) Introduce Chapter 8.

    3.) Work Period: Begin reading, answering Chapter 8 questions, and identifying 10 unknown words.

    Students will examine the theme of benevolence in To Kill a Mockingbird and make text-self connections. HW: DUE MONDAY:
  • Read Chapters 8 and 9, answer Chapters 8-9 Questions, and identify and define 10 words from each chapter.
  • Wednesday, April 25th, 2007: 1. Do Now=Review Chapter 7 Questions and answer any questions regarding the quiz on Chapters 1-7.

    2.) Quiz on Chapters 1-7

    3.) Journal #17: źou never really understand a person until you consider things from his point of view, until you climb inside his skin and walk around in it��--Atticus Finch of To Kill a Mockingbird, written by Harper Lee

    4.) Begin HW.

    Students will examine themes, recognize lessons and characterize characters from the novel, To Kill a Mockingbird. HW: DUE TOMORROW:
  • Define Chapter 7 unknown words.
  • Make up any HW owed, including vocabulary and Chapter Questions.
  • Tuesday, April 24th, 2007: 1. Do Now=In your Reader's Notebook: Identify one character that supports each of the THEMES. When finished, you may begin the HW.

    2.) Review the characters that support the THEMES in the Do Now. Discuss Chapter 6 and review the answers to Chapter 6 Questions.

    3.) Introduce Chapter 7 in To Kill a Mockingbird, making predictions based on scenes from Chapter 6 involving the kids, Jem, Scout and Dill, and the Radleys.

    4.) Begin HW.

    Students will examine themes, recognize lessons and characterize characters from the novel, To Kill a Mockingbird. HW:
  • STUDY FOR QUIZ; QUIZ IS TOMORROW ON CHAPTERS 1-7. Study the Chapters 1-7 Questions and Answers, the plot events of the chapters and the main characters, literary terms (foreshadowing, characterization, setting, rhyme scheme, personification, and internal and external conflict), and themes, and you will do well on the quiz.
  • DUE TOMORROW: Define Chapter 6 unknown words. Read Chapter 7. Answer Chapter 7 questions and identify 10 unknown words from chapter 7.
  • Monday, April 23rd, 2007: 1. Do Now=Answer the following questions in your Reader's Notebook: What do the following literary terms mean (a guess is OK if you don't know)--foreshadowing, characterization, setting, rhyme scheme, personification, internal conflict, external conflict, and themes? When finished with these questions, you may begin the HW.

    2.) Review the literary terms in the Do Now. Discuss Chapter 5 and review the answers to Chapter 5 Questions.

    3.) Introduce Chapter 6 in To Kill a Mockingbird, looking closely at the themes of sexism/misogyny, prejudice/stereotyping, and childhood pranks/games.

    4.) Begin HW.

    Students will examine historical setting, recognize lessons and characterize characters from the novel, To Kill a Mockingbird. HW:
  • DUE TOMORROW: Define Chapter 5 unknown words. Read Chapter 6. Answer Chapter 6 questions and identify 10 unknown words from the chapter.
  • QUIZ ON WEDNESDAY ON CHAPTERS 1-7. Study the Chapters 1-7 Questions and Answers, the plot events of the chapters and the main characters, literary terms (foreshadowing, characterization, setting, rhyme scheme, personification, and internal and external conflict), and themes, and you will do well on the quiz.
  • Friday, April 20th, 2007: 1. Do Now=Journal #16--"I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel." --Maya Angelou

    2.) Discussion: Discuss/Share student opinions and personal and textual connections

    3.) Introduce Chapter 5 in To Kill a Mockingbird and introduce the Chapter 5 Questions.

    4.) Begin HW.

    Students will make personal connections, recognize lessons and characterize characters from the novel, To Kill a Mockingbird. HW:
  • DUE MONDAY: Read Chapter 5. Answer Chapter 5 questions and identify 10 unknown words from the chapter.
  • Thursday, April 19th, 2007: 1. Do Now=Reading and Interpretation of "If I Can Stop One Heart From Breaking by Emily Dickinson.

    2.) Discussion: What is the message (main theme) of the poem? What poetic techniques are used? How is Emily Dickinson a unique poet? How can this poem compare to the novel To Kill a Mockingbird?

    3.) Review plot events, characterization and language in Chapter 4 in To Kill a Mockingbird and review the answers to Chapter 4 Questions.

    Students will better understand lessons and characters from the novel, To Kill a Mockingbird. HW:
  • Define your chosen 10 unknown words from Chapter 4.
  • Wednesday, April 18th, 2007: 1. Do Now=Journal #15--"Whether you think you can or think you can't, either way you are right." --Henry Ford (1863-1947; founder of the Ford Motor Company)

    2.) Discuss interpretations of quote and personal connections.

    3.) Review the answers to Chapters 1-3 Questions. What CAN a person do in the 1930s in Maycomb, Alabama? What CAN'T a person do in the 1930s in Maycomb, Alabama?

    4.) Introduce Chapter 4 in To Kill a Mockingbird: childhood games, superstitions, language of the time period, lessons learned from Atticus and the author.

    Students will reflect on their own childhoods and make personal connections to the novel, To Kill a Mockingbird. HW:
  • Read Chapter 4, answer Chapter 4 Questions and identify 10 unknown words from the chapter.
  • Tuesday, April 17th, 2007: 1. Do Now=Characterize 3 characters introduced in Chapters 1-3. Characterization includes identifying personality traits (ex: generous, kind, cruel), thoughts/feelings, actions, and other people's points of view.

    2.) Discuss/Share characterization of major characters.

    3.) Review Chapters 1-3--plot's major events and characters.

    Students will analyze characterization of major characters and behaviors in chapters 1-3 of the novel To Kill a Mockingbird. HW:
  • Make up any HW owed, including Chapters 1-3 Questions and 10 unknown words (and define them!) from each chapter (that makes 30 words from the first three chapters).
  • Monday, April 16th, 2007: 1. Do Now=Write one important life lesson that the author, Harper Lee, imparts (teaches) to you, the readers, in chapters 1-3.

    2.) Discuss/Share your life lesson.

    3.) Begin HW.

    4.) Begin review of chapters 1-3 questions and answers; finish tomorrow.

    Students will engage in initial analysis of chapters 1-3 of the novel To Kill a Mockingbird. HW:
  • DUE TOMORROW: Define the 30 unknown words you identified in chapters 1-3. Use dictionary.com, m-w.com, or a hand-held dictionary. One or two definitions per word is sufficient. Keep your list in the Vocabulary Section of your notebook.
  • If you haven't already done so, read Chapters 1-3 in To Kill a Mockingbird. If you haven't already done so, answer Chapters 1-3 questions.
  • IF for some strange reason you have not turned in your March Book Review on Swallowing Stones or February Book Review, then do it ASAP. Unfortunately, though, you will have -30 points deducted from your grade, but that's better than a ZERO.
  • Friday, April 13th, 2007: 1. Do Now=Journal #14--"Any composer's writing is the sum of himself, of all his roots and influences." --Leonard Bernstein (pianist, composer, conductor)

    2.) Discuss the journal entry, making personal, worldly, and textual connections (connecting specifically to Harper Lee, the author of To Kill a Mockingbird).

    3.) Introduction of the reading of chapter 1 in To Kill a Mockingbird. While reading, identify 10 unknown words. Also, the teacher will discuss appropriate behavior during the setting of the novel, as well as major characters that are revealed on the first page.

    Students will engage in initial analysis of chapter 1 of the novel To Kill a Mockingbird. HW:
  • DUE MONDAY: Read Chapters 1-3 in To Kill a Mockingbird--due Monday. Answers to Chapters 1-3 questions due Monday. Write down 10 unknown words from each chapter (that's a total of 30 words from chapters 1-3) that YOU DO NOT KNOW--put this list in the Vocabulary section of your notebook--you do not have to define them YET.
  • IF for some strange reason you have not turned in your March Book Review, then do it ASAP. Unfortunately, though, you will have -30 points deducted from your grade, but that's better than a ZERO.
  • Thursday, April 12th, 2007: 1. Do Now=In your Reader's Notebook, finish yesterday's Interview of To Kill a Mockingbird questions. Then, answer the following question: What does it mean to "act responsibly?" Explain what a person needs to do in order to "act responsibly" in the 1930's in Alabama (the setting of the novel). Discuss with a neighbor and write down your answers.

    2.) Discussion of the Interview Process: Let's discuss the Do Now--the Interview of To Kill a Mockingbird and acting responsibly in the 1930's in Alabama. What predictions can you make about the novel?

    3.) Discuss the HW reading--important information about the author, Harper Lee, and why it's relevant and necessary to know before reading her novel. What information in her personal life might appear in her novel?

    Students will write and discuss predictions through initial analysis of the novel To Kill a Mockingbird. HW:
  • DUE MONDAY: Read Chapters 1-3 in To Kill a Mockingbird--due Monday. Answers to Chapters 1-3 questions due Monday. Write down 10 unknown words in each chapter that YOU DO NOT KNOW--put this list in the Vocabulary section of your notebook.
  • IF for some strange reason you have not turned in your March Book Review, then do it ASAP. Unfortunately, though, you will have -30 points deducted from your grade, but that's better than a ZERO.
  • Wednesday, April 11, 2007 (The day back from Spring Break--welcome back!): 1. Do Now=Journal #13: "Those who do not remember history are condemned (doomed) to repeat it" --George Santayana, a Spanish philosopher, essayist, poet, and novelist.

    2.) Interview of a Novel--To Kill a Mockingbird: Interview the front cover, back cover, and introductory pages, and then answer the questions below (answer each question in a complete sentence):

  • What do you notice? What can you predict about the plot, characters, setting, and any other details about the book from the detailed illustration, the color choices, and the title?
  • What do you think of when you see or hear the word "mockingbird?" How do you define it? What do you visualize? What do you feel about the word? What do you associate or connect with the word?
  • Examine the text: Scan the text in the book and look at the size of the print, font, and story length. Are there any difficult words in this book? If so, what are they? Write your initial thoughts of the book's text.
  • First Impressions: What are your first impressions of this book--do you think you'll like it? Why/Why not?

    3.) Discussion of the Interview Process: Let's discuss the Interview of To Kill a Mockingbird. What predictions can you make about the text?

  • Students will free-write on journal #13 in their journal notebook and write and discuss predictions through initial analysis of the novel To Kill a Mockingbird. HW:
  • Read about the author of To Kill a Mockingbird, HARPER LEE. Identify THREE important facts that are essential to know about this author before reading her book. Explain why these three facts are important to know before reading her book.
  • IF for some strange reason you have not turned in your March Book Review, then do it ASAP. Unfortunately, though, you will have -30 points deducted from your grade, but that's better than a ZERO.
  • Friday, March 30th, 2007: 1. Do Now=Journal #12: To get away from one's working environment is, in a sense, to get away from one's self; and this is often the chief advantage of travel and change. --Charles Horton Cooley (1864-1929), an American sociologist

    2.) Review Exam #2 answers

    Students will free-write on journal #12 in their journal notebook and understand their errors in exam #2. HW:
  • None! Enjoy the vacation holiday! Read for enjoyment! Refresh yourself!
  • Be prepared to work hard when you return.
  • Thursday, March 29th, 2007: Work Period--work on March Book Review, old journals and any HW owed. Students will assess their individual needs and work on brainstorming/pre-writing and composition of Book Review and other HW owed. HW:
  • March Book Review due TOMORROW--Friday, March 30th. The book review is the same as February, but this time you will review Swallowing Stones and make sure you don't make the same mistakes from February's Book Review. It must also be typed, 12 point font, double-spaced (recommended), and include the appropriate heading.
  • Make up any HW owed, including February Book Review and post-its.
  • Wednesday, March 28th, 2007: 1.) Do Now: EXAM #2

    2.) Journal #11: "Champions take responsibility. When the ball is coming over the net, you can be sure I want the ball." --Billie Jean King (tennis champion)

    Students will be assessed on their knowledge of Swallowing Stones and VETY #2. HW:
  • March Book Review due THIS Friday, March 30th. The book review is the same as February, but this time you will review Swallowing Stones and make sure you don't make the same mistakes from February's Book Review.
  • Make up any HW owed, including February Book Review and post-its.
  • Tuesday, March 27th, 2007: 1.) Do Now: Work on Exam #2 Review Sheet and compose True/False Statements for Swallowing Stones.

    2.) Go over Exam #2 Review Sheet.

    3.) True/False Game!

    Students will prepare for the Exam #2 on the characterization, symbolism, character relationships and themes of Swallowing Stones and VETY #2. HW:
  • EXAM #2-TOMORROW--Wednesday, March 28th (study Swallowing Stones and VETY #2). Review will occur in class, though at-home study should include studying the VETY #2 and making sure you have finished Swallowing Stones and reviewed your post-its. Use this Exam #2 Review Sheet.
  • March Book Review due on Friday, March 30th. The book review is the same as February, but this time you will review Swallowing Stones and make sure you don't make the same mistakes from February's Book Review.
  • Monday, March 26th, 2007: 1.) Do Now: In your Writer's Notebook, brainstorm what you think are the "TOP 10 Ingredients in an Exemplary Paper."

    2.) Discuss/Share your Top 10.

    3.) Examine/Analyze your February Book Review.

    4.) Note-taking in Writer's Notebook: "Top 10 Ingredients in an Exemplary Paper" (as determined by the Feb. Book Reviews)

    5.) Exam #2 Review Sheet introduced.

    Students will determine successful writing tools from their prior knowledge and analysis of their own writing. HW:
  • EXAM #2-THIS Wednesday, March 28th (study Swallowing Stones and VETY #2). Review will occur in class, though at-home study should include studying the VETY #2 and making sure you have finished Swallowing Stones and reviewed your post-its. Use this Exam #2 Review Sheet.
  • March Book Review due on Friday, March 30th. The book review is the same as February, but this time you will review Swallowing Stones and make sure you don't make the same mistakes from February's Book Review.
  • Friday, March 23rd, 2007: 1.) Do Now: Write a 1-page alternative ending for Swallowing Stones.

    2.) Discuss/Share your alternative endings.

    3.) Discuss and Q & A on the last chapters of the novel, chapters 24-25.

    Students will examine the conclusion/resolution of the novel, Swallowing Stones. HW:
  • EXAM #2-Wednesday, March 28th (study Swallowing Stones and VETY #2). Review will occur on Monday and Tuesday, though at-home study should include studying the VETY #2 and making sure you have finished Swallowing Stones and review your post-its.
  • Make up any HW owed.
  • Thursday, March 22nd, 2007: 1.) Do Now: Describe the following two relationships in detail: Michael-Amy and Jenna-Jason (refer to page #s in chapters 22 and 23).

    2.) Discuss/Share your thoughts. Are these relationships typical of teen relationships today? Why/Why not?

    3.) Finish review of the meanings, language origins and examples for VETY #2.

    Students will analyze character relationships so as to have a better textual understanding. HW:
  • DUE TOMORROW: Read Chapters 24-25 in Swallowing Stones and compose a minimum of 5 Habit post-its.
  • EXAM #2-Wednesday, March 28th (study Swallowing Stones and VETY #2).
  • Wednesday, March 21st, 2007: 1.) Do Now: Journal #10="Acceptance is not submission; it is acknowledgement of the facts of a situation. Then deciding what you're going to do about it."--Kathleen Casey Theisen (American sociologist)
    Remember, write at least one full page (or 250 words to earn a 90% or above) response, interpreting the quote, making connections (text-text, text-self, text-world), and writing whatever comes to mind when reading the quote.

    2.) Discussion/Sharing of journal entry.

    3.) Finish review of the meanings, language origins and examples for VETY #2.

    Students will interpret and make connections between a proverb, Swallowing Stones and their own lives. HW:
  • DUE TOMORROW: Read Chapters 22-23 in Swallowing Stones and compose a minimum of 5 Habit post-its.
  • Tuesday, March 20th, 2007: 1.) Do Now: Write the following in your Reader's Notebook=Since we know that Michael and Jenna are dynamic characters, how are they changing in chapters 18 and 19? How do minor characters, Joe and Jenna's mother, effect change for Michael and Jenna?

    2.) Discuss/Share the changes Michael and Jenna are experiencing. Review chapters 18 and 19.

    3.) Review the HW--VETY #2.

    Students will better understand the characterization and development of Jenna and Michael in Swallowing Stones as well as the breakdown of the English language through the study of VETY. HW:
  • DUE TOMORROW: Read Chapters 20-21 in Swallowing Stones and compose a minimum of 5 Habit post-its (suggested habits: questioning, inferences, making connections, summarizing and synthesizing).
  • Monday, March 19th, 2007: 1.) Do Now: Double Entry Journal for p. 174 (the last page of chapter 17) in Swallowing Stones.

    2.) Discussion/Sharing of Double Entry Journal.

    3.) Review of chapters 17 and 18, referring directly to student-created habit post-its.

    Students will realize their personal thoughts/feelings toward Michael, the protagonist/antagonist in Swallowing Stones. HW:
  • DUE TOMORROW: Read Chapters 18-19 in Swallowing Stones and compose a minimum of 5 Habit post-its (suggested habits: questioning, inferences, making connections, summarizing and synthesizing).
  • DUE TOMORROW: Create 23 flashcards for VETY #2. Use the following resources: VETY RESOURCE and ETYMONLINE, and this LIST OF DICTIONARIES.
  • Friday, March 16th, 2007: 1.) Do Now: Journal #9="Man cannot really improve himself without improving others." --Charles Dickens (English novelist of the 1800s) Remember, write at least one full page response, interpreting the quote, making connections (text-text, text-self, text-world), and writing whatever comes to mind when reading the quote.

    2.) Discussion/Sharing of journal entry.

    3.) Introduce VETY #2.

    Students will summarize, synthesize and visualize for textual understanding. HW:
  • DUE MONDAY: Read Chapters 16-17 in Swallowing Stones and compose a minimum of 5 Habit post-its.
  • DUE TUESDAY: Create 23 flashcards for VETY #2. Use the following resources: VETY RESOURCE and ETYMONLINE, and this LIST OF DICTIONARIES.
  • Thursday, March 15th, 2007: 1.) Do Now: Dynamic characters are main characters who change throughout a story based on the plot's events. Static characters are often minor characters who maintain the same throughout a story. Referring to chapters 12 and 13 (as well as other chapters), find examples in Swallowing Stones that support Joe and Amy as static characters and Michael and Jenna as dynamic characters.

    2.) Share/Discuss your findings.

    3.) Sharing and Note-Taking: Each group will finish sharing their summary and comic strip for chapters 1-7. Everyone will take notes on each chapter summary.

    Students will summarize, synthesize and visualize for textual understanding. HW:
  • DUE TOMORROW: Read Chapters 14-15 in Swallowing Stones and compose a minimum of 5 Habit post-its.
  • Wednesday, March 14th, 2007: 1.) Do Now: Journal #8="It takes 20 years to build a reputation and five minutes to ruin it. If you think about that, you'll do things differently." --Warren Buffet (American investor, businessman and philanthropist). Remember, write at least one full page response, interpreting the quote, making connections, and writing whatever comes to mind when reading the quote.

    2.) In your group, finish comic strip for your assigned chapter.

    3.) Sharing: Each group will begin to share their summary and comic strip for chapters 1-7.

    Students will summarize, synthesize and visualize for textual understanding. HW:
  • DUE TOMORROW: Read Chapters 12-13 in Swallowing Stones and compose a minimum of 5 Habit post-its.
  • Tuesday, March 13th, 2007: 1.) Do Now: In groups of 3-4, finish creating your comic strip which captures the main events and characterization of the main characters of a different chapter. Be sure to include captions for each box of the comic strip (a minimum of 3 boxes). At the bottom, write your 20-word summary.

    2.) Sharing and Note-taking: Each group will share their summary and comic strip for chapters 1-7. Everyone will take notes on each chapter summary.

    3.) Grade distribution.

    Students will summarize, synthesize and visualize for textual understanding. HW:
  • DUE TOMORROW: Read Chapters 10-11 in Swallowing Stones and compose a minimum of 5 Habit post-its.
  • Monday, March 12th, 2007: 1.) Do Now: In groups of 3-4, you will be assigned a chapter (a chapter from chapters 1-7). Your group will SUMMARIZE AND SYNTHESIZE the chapter, capturing the main events and the characterization of the main characters. Your summary must be exactly 20 words (this will help you begin the visualization/comic strip).

    2.) Sharing and Note-taking: the 20-word summaries for chapters 1-7.

    3.) Work Period: If time allows, with your group, begin creating a comic strip which captures the main events and characterization of the main characters of a different chapter. Be sure to include captions for each box of the comic strip (a minimum of 3 boxes).

    Students will summarize, synthesize and visualize for textual understanding. HW:
  • DUE TOMORROW: Read Chapters 8-9 in Swallowing Stones and compose a minimum of 5 Habit post-its.
  • Friday, March 9th, 2007: EXAM #1

    Students will write for understanding and textual connections. HW:
  • DUE MONDAY: Read Chapters 6-7 in Swallowing Stones and compose a minimum of 5 Habit post-its.
  • Thursday, March 8th, 2007: 1.) DO NOW=Create True/False statements (using the Exam Review sheet)--write the statement and the answer (whether it's true or false).

    2.) True/False Game (students stand in the middle of the room, teacher reads a statement and students must choose a side of the room labeled true or false, students will stand on their chosen side--which should be the answer. The students who are wrong will sit down, and finally the remaining students will earn 5 extra points on their exam).

    Students will write for understanding and textual connections. HW:
  • EXAM TOMORROW: Begin preparing for this Friday's EXAM. Use the EXAM REVIEW SHEET and study your flashcards for VETY #1, your class notes and Swallowing Stones connections and examples for the Seven Habits and Literary Elements.
  • Review journal entry requirement for grade (it will add into the essay grade). DUE TOMORROW: journals 1-7 completed. To earn a 90 or above, each journal should be 250 words or more (about 2 pages each). To earn 70-89, write a full page for each journal entry. To get the best grade possible, circle your best journal entry that you want me to grade. I will look for thoughtful analysis of the quote, development of evidence to support the quote, and overall organization and thoughtfulness.
  • Wednesday, March 7th, 2007: 1.) DO NOW=Journal Entry #7: Respond to the following quote--"There is no witness so terrible and no accuser so powerful as conscience which dwells within us." --Sophocles (ancient Greek dramatist). You may want to make connections to a text, such as Swallowing Stones. You should definitely write at least one full page, hopefully 250 words (to earn a 90 or above).

    2.) Sharing/Discussion of Journal #7.

    3.) Review journal entry requirement for grade (it will add into the essay grade). DUE FRIDAY: journals 1-7 completed. To earn a 90 or above, each journal should be 250 words or more (about 2 pages each). To earn 70-89, write a full page for each journal entry. To get the best grade possible, circle your best journal entry that you want me to grade. I will look for thoughtful analysis of the quote, development of evidence to support the quote, and overall organization and thoughtfulness.

    4.) Review EXAM #1 Info (exam is Friday!!).

    Students will write for understanding and textual connections. HW:
  • DUE TOMORROW: Read CHAPTERS 4-5 (pp. 40-58) in Swallowing Stones and compose 5 post-its, practicing the seven habits (recommended habits: Making Inferences, Questioning, Determining Importance, Making Connections). This is DUE TUESDAY, MARCH 6th.
  • EXAM ON FRIDAY: Begin preparing for this Friday's EXAM. Use the EXAM REVIEW SHEET and study your flashcards for VETY #1, your class notes and Swallowing Stones connections and examples for the Seven Habits and Literary Elements.
  • Tuesday, March 6th, 2007: 1.) DO NOW=In your Reader's Notebook, write the following (in a web graphic organizer) the Characterization (a character's personality traits, actions, thoughts/feelings, and other characters' POV--points of view) for Michael and Jenna (the major characters of Swallowing Stones) and Jenna's mother and Joe (the supporting characters of the novel). Be prepared to share.

    2.) Review the characterization of Jenna, Michael, Jenna's mother and Joe.

    3.) At your tables, reflect on Chapters 1, 2 and 3, referring to a brief summary of each and habit post-its. Be prepared to share with class.

    4.) Review EXAM #1 Info (exam is Friday!!).

    Students will write for understanding and textual connections. HW:
  • DUE THURSDAY: Read pp. CHAPTERS 4-5 in Swallowing Stones and compose 5 post-its, practicing the seven habits (recommended habits: Making Inferences, Questioning, Determining Importance, Making Connections). This is DUE TUESDAY, MARCH 6th.
  • EXAM ON FRIDAY: Begin preparing for this Friday's EXAM. Use the EXAM REVIEW SHEET and study your flashcards for VETY #1, your class notes and Swallowing Stones connections and examples for the Seven Habits and Literary Elements.
  • Monday, March 5th, 2007: 1.) DO NOW=In your Reader's Notebook, write down notes on IMAGERY: A word or group of words in a literary work which appeal to one or more of the senses: sight, taste, touch, hearing, and smell. The use of images serves to intensify the impact of the work. The following example of imagery in T. S. Eliot's "The Love Song of J. Alfred Prufrock,"

    "When the evening is spread out against the sky
    Like a patient etherized upon a table."

    This quote uses images of pain and sickness to describe the evening, which as an image itself represents society and the psychology of Prufrock, himself. Essentially, imagery is any words that create a picture in your head. Such images can be created by using figures of speech such as similes, metaphors, personification, and assonance (the repetition of vowels, such as: tinkle, sprinkle, and twinkle).

    2.) Read-aloud of Prologue in Swalowing Stones, examining imagery language. Identifying examples of imagery from the text as we read.

    Students will write for understanding and textual connections. HW:
  • DUE TOMORROW: Read pp. CHAPTERS 1-3 (3-39) in Swallowing Stones and compose 10 post-its, practicing the seven habits (recommended habits: Making Inferences, Questioning, Determining Importance, Making Connections). This is DUE TUESDAY, MARCH 6th.
  • Begin preparing for next Friday's EXAM. Use the EXAM REVIEW SHEET and study your flashcards for VETY #1, your class notes and Swallowing Stones connections and examples for the Seven Habits and Literary Elements.
  • Friday, March 2nd, 2007: 1.) DO NOW=Journal Entry #6: Respond to the following quote--"When we can't dream any longer, we die."--Emma Goldman (1869-1940), Russian writer, anarchist, feminist

    2.) Discuss journal entry/share your thoughts with class.

    3.) Review of VETY #1.

    4.) Introduction of Exam Requirements (Exam-Friday, March 9th).

    Students will write for understanding and textual connections. HW:
  • February Book Review Final Draft (along with Draft #1) due Monday, March 5th. Attach the Book Review Grading Sheet to your Book Review.
  • Read pp. CHAPTERS 1-3 (3-39) in Swallowing Stones and compose 10 post-its, practicing the seven habits (recommended habits: Making Inferences, Questioning, Determining Importance, Making Connections). This is DUE TUESDAY, MARCH 6th.
  • Begin preparing for next Friday's EXAM. Use the EXAM REVIEW SHEET and study your flashcards for VETY #1, your class notes and Swallowing Stones connections and examples for the Seven Habits and Literary Elements.
  • Thursday, March 1st, 2007: 1.) DO NOW=Work on VETY #1 Flashcards (due TOMORROW).

    2.) Interview of Swallowing Stones (take notes in Reader's Notebook): analyze the illustration on the front cover and predict the characterization of the main characters, the plot, setting (place and time period), read the back cover, and write any questions you want answered as you read. You may work with a neighbor.

    3.) Discuss/Share Interview with class.

    Students will read for information and understanding of language and textual predictions.. HW:
  • February Book Review Final Draft (along with Draft #1) due Monday, March 5th. Attach the Book Review Grading Sheet to your Book Review.
  • Create 31 VETY flashcards for VETY #1 on the VETY LIST. This is due TOMORROW, Friday, March 2nd.
  • Wednesday, February 28th, 2007: 1.) DO NOW=Journal Entry #5: Respond to the following quote--"Our deeds are like stones cast into the pool of time; though they themselves may disappear, their ripples extend to eternity."--Author Unknown. Your goal for each journal entry is to compose at least ONE full page and, for a 90% or higher, 250 words (about two full pages). Each journal entry should analyze/interpret the quote, include connections, opinions, and any other thoughts/feelings connected to the quote.

    2.) Discuss and share interpretations/analysis with the class.

    3.) Peer Grading of Book Reviews. Read and grade two Book Reviews (which means your Book Review should be graded by two people). Write comments and grade on a post-it and return it to your classmate.

    4.) Read your Peer Grading Comments and share your impressions with the class.

    Students will read for information and understanding of the writing process. HW:
  • February Book Review Final Draft (along with Draft #1, which was due today) due Monday, March 5th.
  • Create 31 VETY flashcards for VETY #1 on the VETY LIST. This is due Friday, March 2nd.
  • Tuesday, February 27th, 2007: 1.) DO NOW: Read sample book review.

    2.) Discuss with neighbor and answer the following questions:

  • What are strengths in the introduction? What are weaknessess in the introduction?
  • What are strengths and weaknesses in the body paragraphs?
  • What are strengths and weaknesses in the conclusion?
  • Using the grading rubric, how would you grade the sample book review? Why did you give this grade?

    3.) Discuss the above questions with class.

  • Students will read for information and understanding of the writing process. HW:
  • Finish reading your independent novel! Finish TOMORROW, Wed., Feb. 28th.
  • February Book Review Draft #1 DUE TOMORROW: WEDNESDAY, FEBRUARY 28TH. Final Draft due Monday, March 5th.
  • Create 31 VETY flashcards for VETY #1 on the VETY LIST. This is due Friday, March 2nd.
  • Monday, February 26th, 2007: 1.) DO NOW: Read VETY INSTRUCTIONS FOUND HERE: VETY BACKGROUND & RESOURCES and INSTRUCTIONS.

    2.) Teacher Review of the VETY BACKGROUND AND INSTRUCTIONS. Look at sample aut- etymology at Merriam-Webster Dictionary Online and auto- in Etymology Online.

    3.) Review FEBRUARY BOOK REVIEW.

    Students will read for information and understanding of the English language. HW:
  • Finish reading your independent novel! Finish by Wed., Feb. 28th.
  • February Book Review Draft #1 DUE WEDNESDAY, FEBRUARY 28TH. Final Draft due Monday, March 5th.
  • Create 31 VETY flashcards for VETY #1 on the VETY LIST. This is due Friday, March 2nd.
  • Friday, February 16th, 2007: 1.) DO NOW: Journal Entry #4--Respond to the following quote: "Truth is the only safe ground to stand upon."--Elizabeth Cady Stanton

    2.) If necessary, finish Journal Entries 1-3.

    3.) Share with a neighbor. Share your interpretation/analysis with the class.

    4.) Introduce FEBRUARY BOOK REVIEW.

    Students will write for interpretation and analysis of a well known quotation, examining the meaning of language and self, textual and world connections. HW:
  • Over the February vacation week, read your independent novel. Finish by Wed., Feb. 28th.
  • February Book Review Draft #1 DUE WEDNESDAY, FEBRUARY 28TH. Final Draft due Monday, March 5th.
  • Thursday, February 15th, 2007: 1.) DO NOW: In your Reader's Notebook, take notes on the following LITERARY ELEMENTS

    2.) Discuss and provide examples that support the literary elements discussed.

    3.)Write examples from your independent novel for each of the literary elements discussed.

    Students will write for information and understanding HW:
  • Continue to read in your independent novel. Read an average of 15 pages per day.
  • Finish the classwork: defining the Literary Elements (written in class) and identifying an example from your independent novel for each.
  • Wednesday, February 14th, 2007: 1.) DO NOW: Journal Entry #3--Respond to the following quote: "How do I love thee? Let me count the ways. I love thee to the depth and breadth and height my soul can reach." --Elizabeth Barrett Browning

    2.) If necessary, finish Journal Entries #1 and #2.

    3.) Share with a neighbor. Share your interpretation/analysis with the class.

    Students will write for interpretation and analysis of a well known quotation, examining the meaning of language and self, textual and world connections. HW:
  • Continue to read in your independent novel. Read an average of 15 pages per day.
  • Tuesday, February 13th, 2007: 1.) DO NOW: In your Reader's Notebook, with the title of "Admirable Characters in My Independent Novel." Answer the following questions: Would you like to acquire a personality trait of the protagonist or another particular character in your independent novel? What is the trait and why do you like it? What character would you like to be in your book and why? Are there any characters who have made wise choices? If so, explain their wise choices. If not, can you predict any characters who will make wise choices?

    2.) Share your admirable characters with a partner and then with the whole class. Suggested discussion questions: Is your admirable character the protagonist? Why do you think the author created this admirable character? What is the admirable character's significance in the novel?

    Students will write for character analysis and understanding of the author's intentions. HW:
  • DUE TOMORROW: Read a minimum of 15 pages. Finish the classwork questions, if not finished.
  • Monday, February 12th, 2007: 1.) DO NOW: In your Reader's Notebook, take notes on Characterization=a character's personality traits, actions, thoughts/feelings, and other characters' POV (points of view). Characterize yourself. Questions to answer: How would you describe your personality (outgoing, reserved, hardworking, energetic, etc.)? What are some common actions/activities you engage in (sports, music, theater, film, caring for children/siblings, etc.)? What are your thoughts/feelings today (happy, upset, sad, calm, etc.)? What do other people think of you? While doing this DO NOW, turn in your "I Am Genius" HW.

    2.) Characterization Sharing with class

    3.) In your Reader's Notebook, take notes on characterization of the protagonist of your independent novel.

    4.) If time allows, share characterization of your protagonist.

    Students will read and write for information and textual and self-understanding. HW:
  • DUE TOMORROW: Read a minimum of 15 pages in your independent reading novel and compose ONE habit post-it about your novel's protagonist--the main character that the readers are cheering for.
  • Friday, February 9th, 2007: 1.) DO NOW: Quote Journal Entry #2: "Becoming number one is easier than remaining number one." --Bill Bradley, American basketball player Write a 250 word response to the quote. You may want to write your interpretation, textual support, anything that comes to mind for the quote. Also, finish Journal Entry #1, if necessary.

    2.) Discussion/Sharing of Journal Writing.

    3.) Finish Pre-Writing/Brainstorming: You will relate how you are a genius. Choose a quality of genius (from the AWAKENING GENIUS article), show us, don't tell us how that word applies to you. Please provide two examples from your life, one school related and the other non-school related, that shows us how that word is one of your qualities of genius. Select any word and write 100+ words showing how that word describes your genius.

    Students will read and write for information and textual and self-understanding. HW:
  • DUE MONDAY: Write "I Am Genius" by selecting any of the qualities of genius that you feel best describes you. Show, don't tell how the word applies to you. Please provide two examples from your life, one school related and the other non-school related, that shows how the word is one of your qualities of genius. Write 100+ words showing how that word describes your genius. PLEASE TYPE, DOUBLE SPACED, WITH A HEADING WHICH INCLUDES YOUR NAME, DATE, CLASS (FRESHMAN ENGLISH E2, PERIOD _____), AND TEACHER NAME (MS. CONN).
  • DUE MONDAY: Read a minimum of 15 pages in your independent reading novel and compose ONE habit post-it (a habit of your choice).
  • If you owe any past HW (the news article review on "acting responsibly", supplies, etc.), turn it in ASAP.
  • Thursday, February 8th, 2007: 1.) DO NOW: Read AWAKENING GENIUS by Thomas Armstrong. Try to figure out which genius fits you best.

    2.) Discussion/Reading/Analysis of AWAKENING GENIUS by Thomas Armstrong.

    3.) Pre-Writing/Brainstorming: You will relate how you are a genius. Choose a quality of genius (from the AWAKENING GENIUS article), show us, don't tell us how that word applies to you. Please provide two examples from your life, one school related and the other non-school related, that shows us how that word is one of your qualities of genius. Select any word and write 100+ words showing how that word describes your genius.

    Students will read and write for information and textual and self-understanding. HW:
  • None.
  • If you owe any past HW (the news article review on "acting responsibly", supplies, etc.), turn it in ASAP.
  • Wednesday, February 7th, 2007: 1.) DO NOW: Quote Journal Entry #1: "When you make a commitment to a relationship, you invest your attention and energy in it more profoundly because you now experience ownership of that relationship." --Barbara De Angelis (American expert on relationship & love, author). Write a 250 word response to the quote. You may want to write your interpretation, textual support, anything that comes to mind for the quote.

    2.) Discussion/Sharing of Journal Writing.

    3.) Discussion of yesterday's Quote Analysis: Discussion of the three quotes on "acting responsibly" on the board. Discussion of their meaning (in your own words). Explain if you agree/disagree and why. Use evidence to support your opinion (evidence can be a text, movie, TV show, or person other than yourself).

    4.) Introduction of HW, begin reading your independent novel and start the HW.

    Students will write for information, understanding and application of course theme. HW:
  • Read a minimum of 15 pages in your independent novel. Write at least two post-its on another one of the habits of proficient readers. Bring in TOMORROW.
  • If you owe any past HW (the news article review on "acting responsibly" and supplies), turn it in ASAP.
  • Tuesday, February 6th, 2007: 1.) DO NOW: In your READER'S NOTEBOOK section of your notebook/binder, take notes on all Seven Habits of Proficient Readers. When completed with note-taking, choose an independent novel and check it out from the class library. Read the first page to determine interest and skill level (if there are more than five words that you don't know on the first page, then the book is too difficult).

    2.) Quote analysis: Choose one of the three quotes on "acting responsibly" on the board. Explain its meaning (in your own words). Explain if you agree/disagree and why. Use evidence to support your opinion (evidence can be a text, movie, TV show, or person other than yourself).

    3.) Quote discussion/sharing.

    4.) Introduction of HW, begin reading your independent novel and start the HW.

    Students will write for information, understanding and application of course theme. HW:
  • Read a minimum of 15 pages in your independent novel. Write at least two post-its on one of the habits of proficient readers. Bring in TOMORROW.
  • If you owe any past HW (the news article review on "acting responsibly" and supplies), turn it in ASAP.
  • Monday, February 5th, 2007: 1.) DO NOW: With your table group, write a brief summary of your assigned habit of proficient readers. Be prepared to share with the class.

    2.) Talk-Aloud: Table group sharing of proficient reader habit (after teacher edit/approval).

    3.) HW supplies are discussed and specifically notebook divisions are discusssed. Notebooks should be divided into the following sections: Reader's Notebook (RN), Writer's Notebook (WN), and Vocabulary (VOC).

    4.) Choosing independent novels: Students will take turns choosing and checking out independent novels (from class library) to read for class.

    HW:
  • If you have chosen your independent novel in class, begin reading at home.
  • If you owe any past HW (the news article review on "acting responsibly" and supplies), turn it in ASAP.
  • Friday, February 2nd, 2007: 1.) Exchange your HW news article write-up with a neighboring classmate. Read your classmate's write-up and comment on a post-it about his/her strengths and suggestions for improvement. Questions to answer may include the following: Did your classmate focus on the theme of "acting responsibly"? Did your classmate fill an entire page? Did your classmate develop his/her ideas clearly? Is the writing organized? Is it an interesting article? Why/Why not? Does your classmate use evidence from the article to support his/her opinions?

    2.) Discussion/Sharing of article topics that relate to the theme of "acting responsibly."

    3.) Text-to-Self, Text-to-Text, and Text-to-World (one of the Seven Habits of Proficient Readers): Write one example of how your article (or a classmate's, if you don't have an article) connects to your own life, a text you've read before or the world around you.

    4.) Discussion/Sharing of your Text-to-Self, Text-to-Text, or Text-to-World.

    5.)Ramp-Up only: Finish Book Sort activity, organizing books into the following genres: historical fiction, realistic fiction, non-fiction, science-fiction/fantasy, poetry. Reflection on yesterday's Book Sort: Was it accurate? Why/Why not? Each table will evaluate a book pile (by genre) and determine its accuracy.

    6.) Ramp-Up only: Discuss the choosing of an independent book based on the following--five word rule, font, genre, reading the first page, reading the back flap to obtain a summary of the novel. Choose an independent book, check out, and begin reading.

    Students will read the syllabus for information and application. Students will understand policies and procedures. E2 and Ramp-Up:
  • All supplies must be brought in on Monday, February 5th.
  • Thursday, February 1st, 2007: 1st Day of Spring Semester 1.) Seat Assignments

    2.) Class Rules and Responsibilities outlined in Welcome Letter.

    3.) Introduction of Class Routines. Class Routine for E2 Ramp-Up: Do Now (Independent Reading/Status of the Class/HW reviewed by teacher), Oral and/or Written Reflection on Independent Reading, Read-Aloud (Teacher reading of class text), Class Discussion of Read-Aloud, and Work Period (group, partner and/or individual work reflecting class lesson).
    Class Routine for E2: Do Now (Writing Prompt that may be a reflection on previous day's lesson or introduction to new activity relating to a text that supports E2's theme of "Acting Responsibly"), Class Discussion/Small Group Discussion involving class text and/or writing, and Work Period (group, partner and/or individual work reflecting class lesson).

    4.) HW assignment introduction.

    5.)Ramp-Up only: Book Sort activity, organizing books into the following genres: historical fiction, realistic fiction, non-fiction, science-fiction/fantasy, poetry

    Students will read the syllabus for information and application. Students will understand policies and procedures. E2 and Ramp-Up:
  • Find a news article from either THE NEW YORK TIMES OR NEWSDAY that supports the theme of "Acting Responsibly." Read the article and write one page explaining how the article supports the theme. DO NOT SUMMARIZE the plot.
  • All supplies must be brought in on Monday, February 5th.