Ramp-Up Freshman Assignments, Spring 2007

RAMP-UP (Periods 6-7) Freshman Assignments
Spring 2007

DateAgendaAIMHomework Assignment
Tuesday, June 12th, 2007: Viewing of theater performances! Students will analyze theatrical performances and enjoy the shows! HW- See you next year!
Monday, June 11th, 2007: 1.) Return and Review of Final Exam. Also, discuss components of an exemplary essay, such as the essay required in the Final.

2.) Examine sample resumes found HERE.

3.) Compose personal resume.

4.) When finished and examined by teacher, students may read the New York Times.

Students will analyze assessment of To Kill a Mockingbird and plan for the future by composing a personal work/college resume, using sample resumes as models. HW-
  • Return all books borrowed.
  • Turn in all HW owed by TOMORROW, Tuesday, June 12th (reading of previous chapters, chapter questions 1-31, vocabulary, opinionnaire, and character study guide).
  • Friday, June 8th, 2007: Viewing of the film version of To Kill a Mockingbird Students will analyze, compare and contrast the novel of To Kill a Mockingbird with the film version. HW-
  • Return all books borrowed by Monday, June 11th.
  • Turn in all HW owed by Tuesday, June 12th (reading of previous chapters, chapter questions 1-31, vocabulary, opinionnaire, and character study guide).
  • On MONDAY--bring in personal information (past work experience--location, description of job, extracurricular activities--including clubs and sports, honors/awards) to include on your resume.
  • Wednesday, June 6th, 2007: Viewing of the film version of To Kill a Mockingbird Students will analyze, compare and contrast the novel of To Kill a Mockingbird with the film version. HW-
  • Return all books borrowed by Monday, June 11th.
  • Turn in all HW owed by Tuesday, June 12th (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

    When finished with exam, begin independent reading and finish journals 20-25.

    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 To Kill a Mockingbird books TOMORROW.
  • 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: Independent Reading

    2.) Work Period: Journal #25----"In this world, goodness is destined to be defeated."--Walker Percy, author of The Moviegoer, 1962

    3.)Talk Aloud/Discussion: 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 and FINISH the FINAL EXAM REVIEW SHEET--provide a description (using a real example from the novel) for each of the themes, conflicts, and characterization of the characters.
  • FINAL EXAM TOMORROW!
  • 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: Independent Reading

    2.) Read-Aloud: Read over the instructions on the Final Exam Review Sheet.

    3.)Work Period: Begin working on the Final Exam Review Sheet.

    4.) Book Fair!

    Students will analyze the resolution of the plot in To Kill a Mockingbird. HW-
  • DUE MONDAY: FINAL EXAM REVIEW SHEET--provide a description (using a real example from the novel) for each of the themes, conflicts, and characterization of the characters.
  • 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: Independent Reading

    2.) Re-Aloud/Think-Aloud: Read aloud Chapters 30-31 (the end of the novel!). Habit: Questioning

    3.)Talk-Aloud: Discuss the Chapters 30-31 Questions.

    4.) Work Period: Provide FINAL EXAM REVIEW SHEET. Discuss. Begin HW.

    Students will analyze the resolution of the plot in To Kill a Mockingbird. HW-
  • DUE TOMORROW: Identify and define 10 unknown words from Chapters 30-31.
  • DUE MONDAY: FINAL EXAM REVIEW SHEET--provide a description (using a real example from the novel) for each of the themes, conflicts, and characterization of the characters. Also, write a sample Critical Lens paper (using 10 vocabulary words) and a quote from one of the previous journals.
  • 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: Independent Reading

    2.) Re-Aloud/Think-Aloud: Read aloud Chapter 29. Habit: Questioning

    3.)Talk-Aloud: Discuss the Chapter 29 Questions.

    4.) Work Period: 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

    Students will analyze character roles of good (Atticus and Boo Radley) and evil (Bob Ewell and Mayella) in To Kill a Mockingbird. HW-
  • Finish the answers for Chapter 29 questions. Identify and define 5 unknown words from Chapter 29.
  • Make up any HW owed (reading of previous chapters, chapter questions 1-28, vocabulary, opinionnaire, and character study guide).
  • Tuesday, May 29th, 2007: 1.) Do Now: Independent Reading

    2.) Talk-Aloud: Discuss the Chapter 27-28 Questions.

    3.) Work Period: 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.

    4.) Discuss/Share student foreshadowing.

    5.) Work Period: Make up any HW owed.

    Students will analyze the foreshadowing written by the author Harper Lee in To Kill a Mockingbird. HW-
  • 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: Independent Reading

    2.) Read-Aloud: Read aloud Chapter 26; Habit=Questioning. Identify 10 unknown words in the reading. Answer the Chapter 26 Questions.

    3.) Talk Aloud: Discuss the chapter 26 questions.

    4.) Work Period: 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)

    Students will analyze the characterization and development of Jem and Scout in Chapter 26 and the lessons learned from Miss Gates' lesson To Kill a Mockingbird. HW-
  • Define the 10 unknown words identified in today's reading of chapter 26.
  • 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: Independent Reading

    2.) Read-Aloud: Read aloud Chapter 25; Habit=Questioning. Identify 10 unknown words in the reading. Answer the Chapter 25 Questions.

    3.) Talk Aloud: Discuss the chapter 25 questions.

    4.) Work Period: 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).

    5.)Discuss/Share obituaries for Tom Robinson with classmates and the whole class.

    Students will analyze the characterization and death of Tom Robinson in Chapter 25 and the people's reactions To Kill a Mockingbird. HW-
  • Define the 10 unknown words identified in today's reading of chapter 25.
  • Wednesday, May 23rd, 2007: 1.) Do Now: Independent Reading

    2.) Read-Aloud: Read aloud Chapter 24; Habit=Questioning. Identify 10 unknown words in the reading. Answer the Chapter 24 Questions.

    3.) Talk Aloud: Discuss the chapter 24 questions.

    4.) Work Period Students will examine the characterization of Maycomb women (in general) and Aunt Alexandra in Chapter 24 in To Kill a Mockingbird.

    HW-
  • Define the 10 unknown words identified in today's reading of chapter 24.
  • Tuesday, May 22nd, 2007: 1.) Do Now: Independent Reading

    2.) Read-Aloud: Read aloud Chapter 23; Habit=Questioning. Identify 10 unknown words in the reading. Answer the Chapter 23 Questions.

    3.) Talk Aloud: Discuss the chapter 23 questions.

    Students will examine the characterization of Atticus, the Cunninghams, Maycomb people (in general) and Aunt Alexandra in Chapter 23 in To Kill a Mockingbird. HW-
  • Define the 10 unknown words identified in today's reading of chapter 23.
  • Monday, May 21st, 2007: 1.) Do Now: Independent Reading

    2.) Talk-Aloud: Discuss and take notes on the HW reading--Chapter 22 Questions.

    3.) Work Period: In your Writer's Notebook, write the following (titled: "Hero of 2027")--Imagine you will be recognized as a hero in the Time magazine in the year 2027 (20 years from now!). Explain in 250 words or more why you are bestowed this wonderful honor.

    4.) Share/Read your "Hero of 2027" writing with a neighbor and then with the class.

    5.) Review questions/concerns regarding the To Kill a Mockingbird characters quiz (taken on Thursday and returned today).

    Students will examine the trial verdict, the influence of the setting on the plot and the characterization of Atticus in Chapter 22 in To Kill a Mockingbird. HW- MAKE UP ANY HW OWED (you should be up to chapter 22 with the reading, questions and vocabulary).
    Friday, May 18th, 2007: 1.) Do Now: Independent Reading

    2.) Read-Aloud/Talk-Aloud: Read Chapter 21; Habit=Questioning

    3.) Talk-Aloud: Discuss and take notes on the Chapter 21 Questions.

    3.) Work Period: Journal #20: "The place of justice is a hallowed place." --Francis Bacon, philosopher (1561-1626) AND 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

    Students will examine the trial verdict, the influence of the setting on the plot and the characterization of Atticus in Chapter 21 in To Kill a Mockingbird. HW- DUE MONDAY:
  • Define the 10 unknown words in Chapter 21.
  • Read Chapter 22 and answer the Chapter 22 questions.
  • Thursday, May 17th, 2007: 1.) Do Now: Character Quiz on To Kill a Mockingbird and Independent Reading

    2.) Read-Aloud/Talk-Aloud: Read Chapter 20; Habit=Summarizing and Synthesizing

    3.) Talk-Aloud: Discuss and take notes on the Chapter 20 Questions.

    3.) Work Period: Work on identifying the unknown words in Chapter 20.

    Students will examine plot development of the trial in To Kill a Mockingbird. HW:
  • Define the 10 unknown words in Chapter 20.
  • Wednesday, May 16th, 2007: 1.) Do Now: Independent Reading

    2.) Read-Aloud/Talk-Aloud: Read Chapter 19; Habit=Questioning

    3.) Talk-Aloud: Discuss and take notes on the Chapter 19 Questions.

    3.) Work Period: 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 and the characterization of Mayella Ewell and Tom Robinson in Chapter 19 in To Kill a Mockingbird. HW:
  • Define the 10 unknown words in Chapter 19.
  • Create a Study Guide for the Character Quiz--TOMORROW: Study 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. Know their personality traits, actions, thoughts/feelings, and other people's points of view for the quiz! 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: Independent Reading

    2.) Read-Aloud/Talk-Aloud: Read Chapter 18; Habit=Questioning

    3.) Talk-Aloud: Discuss and take notes on the Chapter 18 Questions.

    3.) Work Period: Finish and discuss yesterday's Opinionnaire.

    Students will examine plot development and compare and contrast the characterization of Mayella Ewell and Bob Ewell in Chapter 18 in To Kill a Mockingbird. HW:
  • Define the 10 unknown words in Chapter 18.
  • Character Quiz on Thursday: Study the characters (know their personality traits, actions, thoughts/feelings, and other people's points of view) for the quiz! 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: Independent Reading

    2.) Discuss: Discuss Chapter 17, answering the Chapter 17 Questions.

    3.) Work Period: 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.

    4.) Discuss the Opinionnaire.

    Students will examine plot development and contrasting characterization of Tom Robinson vs. Bob Ewell in Chapter 17 in To Kill a Mockingbird. HW:
    Make up any HW, if necessary (the reading of Chapter 17, the Chapter 17 Questions, and the vocabulary).
    Friday, May 11th, 2007: 1.) Work Period: Read Chapter 17, work on answering the corresponding questions and identify and define 10 unknown words from the chapter. You can get the homework completed during this work period. Students will examine plot development and contrasting characterization of Tom Robinson vs. Bob Ewell in the independent reading of Chapter 17 in To Kill a Mockingbird. HW:
    DUE MONDAY:
  • Read Chapter 17 (provided in packet form), answer Chapter 17 Questions, and identify and define 10 unknown words from Chapter 17.
  • Thursday, May 10th, 2007: 1.) DO NOW: Independent Reading

    2.) Read-Aloud/Think-Aloud: Read Chapter 16, answer Chapter 16 Questions. Habit=Questioning

    3.) Discussion: Chapter 16 questions.

    4.) Work Period: Examine Journal Grades.

    Students will examine plot development and setting in the Read-Aloud/Think-Aloud of Chapter 16 in To Kill a Mockingbird. HW:
    DUE MONDAY:
  • Read Chapter 17 (provided in packet form), answer Chapter 17 Questions, and identify and define 10 unknown words from Chapter 17.
  • Wednesday, May 9th, 2007: 1.) DO NOW: Independent Reading

    2.) Read-Aloud/Think-Aloud: Read Chapter 15, answer Chapter 15 Questions. Habit=Summarizing and Synthesizing

    3.) Discussion: Chapter 15 questions.

    4.) Work Period: Finish any journal entries owed from Journals #8-19. Choose the BEST journal entry which you want to be graded more closely.

    Students will examine character development of Atticus, Scout and Jem through the reading of Chapter 15 in the Read-Aloud/Think-Aloud of To Kill a Mockingbird. HW:
    DUE TOMORROW:
  • Finish Chapters 1-15 Questions, if necessary.
  • Define vocabulary for Chapters 1-15 (remember, 10 words identified and defined for each chapter).
  • Tuesday, May 8th, 2007: 1.) DO NOW: Independent Reading

    2.) Read-Aloud/Think-Aloud: Read Chapter 14, answer Chapter 14 Questions. Habit=Summarizing and Synthesizing

    3.) Discussion: Chapter 14 questions.

    4.) Work Period: Finish writing a reflection (a reflection on your weekend) story that includes 10 slang words or phrases. The story should be a minimum of one page. Be prepared to share! What would your peers think of your writing? What about your parents and grandparents?

    Students will examine the character development through the reading of Chapter 14 in the Read-Aloud/Think-Aloud of To Kill a Mockingbird. HW:
    DUE TOMORROW:
  • Finish Chapter 14 Questions, if necessary.
  • Define vocabulary for Chapter 14 (remember, 10 words identified and defined for each chapter).
  • Monday, May 7th, 2007: 1.) DO NOW: Independent Reading

    2.) Read-Aloud/Think-Aloud: Read Chapter 13, answer Chapter 13 Questions. Habit=Making Connections

    3.) Discussion: Chapter 13 questions.

    4.) Work Period: Identify 10 slang words/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!

    Students will examine the use of language through Chapter 13 in the Read-Aloud/Think-Aloud of To Kill a Mockingbird. HW:
    DUE TOMORROW:
  • Finish Chapter 13 Questions, if necessary.
  • Define vocabulary for Chapter 13 (remember, 10 words identified and defined for each chapter).
  • Friday, May 4th, 2007: 1.) DO NOW: Independent Reading

    2.) Read-Aloud/Think-Aloud: Read Chapter 12, answer Chapter 12 Questions. Habit=Making Connections

    3.) Discussion: Chapter 12 questions.

    4.) Work Period: Journal #19--"Think like a wise man but communicate in the language of the people"--William Butler Yeats, poet.

    Students will examine the use of language through Chapter 12 in the Read-Aloud/Think-Aloud of To Kill a Mockingbird. HW:
    DUE MONDAY:
  • Finish Chapter 12 Questions, if necessary.
  • Finish defining vocabulary for Chapter 12 (remember, 10 words identified and defined for each chapter).
  • Thursday, May 3rd, 2007: 1.) DO NOW: Independent Reading

    2.) Read-Aloud/Think-Aloud: Read Chapter 11, answer Chapter 11 Questions. Habit=Summarize and Synthesize.

    3.) Discussion: Chapter 11 questions.

    4.) Work Period:

  • Review Chapters 1-7 Quiz answers.
  • Work on defining vocabulary and answering chapter questions.
  • Students will examine the author's message through the characterization of Mrs. Dubose in Chapter 11 through the Read-Aloud/Think-Aloud in To Kill a Mockingbird. HW:
    DUE TOMORROW:
  • Finish Chapter 11 Questions, if necessary.
  • Finish defining vocabulary for Chapter 11 (remember, 10 words identified and defined for each chapter).
  • Wednesday, May 2nd, 2007: 1.) DO NOW: Independent Reading

    2.) Read-Aloud/Think-Aloud: Read Chapter 10, answer Chapter 10 Questions. Habit=Determine Importance.

    3.) Discussion: Chapter 10 questions. Share student "I Am" statements.

    4.) Work Period: Journal #18--"Peace cannot be achieved through violence, it can only be attained through understanding."--Ralph Waldo Emerson, poet and author

  • 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.
  • Students will examine the main ideas and characters that are determined important in Chapters 10 through the Read-Aloud/Think-Aloud in To Kill a Mockingbird. HW:
    DUE TOMORROW:
  • Finish Chapters 1-10 Questions, if necessary.
  • Finish defining vocabulary for Chapter 10 (remember, 10 words identified and defined for each chapter).
  • Tuesday, May 1st, 2007: 1.) DO NOW: Independent Reading

    2.) Read-Aloud/Think-Aloud: Finish reading Chapter 9, answer Chapter 9 Questions. Habit=Determine Importance.

    3.) Discussion: Chapter 9 questions.

    4.) Work Period: 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.

    5.) Share student "I Am" statements.

    Students will examine the main ideas and characters that are determined important in Chapters 9 through the Read-Aloud/Think-Aloud in To Kill a Mockingbird. HW:
    DUE TOMORROW:
  • Finish Chapters 1-9 Questions, if necessary.
  • Finish defining vocabulary for Chapter 9 (remember, 10 words identified and defined for each chapter).
  • Monday, April 30th, 2007: 1.) DO NOW: Independent Reading

    2.) Read-Aloud/Think-Aloud: Read aloud Chapter 9 Questions--a good pre-reading strategy. Then, Read-aloud of Chapter 9 in To Kill a Mockingbird; Habit=Determine Importance.

    Students will examine the main ideas and characters that are determined important in Chapter 9 through the Read-Aloud/Think-Aloud in To Kill a Mockingbird. HW:
    DUE TOMORROW:
  • Make up any Chapter 1-8 Questions, if necessary.
  • Finish defining vocabulary for Chapter 8 (remember, 10 words identified and defined for each chapter).
  • 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.

    2.) Journal #18: "Rings and jewels are not gifts, but apologies for gifts. The only true gift is a portion of thyself (your self)." --Ralph Waldo Emerson, poet/author

    3.) Work on Chapters 1-8 Questions and vocabulary for each chapter (Chapters 1-8).

    4.)

    Students will examine the themes in To Kill a Mockingbird and characterization of characters in terms of the themes. HW:
    DUE MONDAY:
  • Make up any Chapter Questions, if necessary.
  • Finish defining vocabulary for Chapter 8 (remember, 10 words identified and defined for each chapter).
  • Thursday, April 26th, 2007: 1.) DO NOW: Independent Reading

    2.) Read-Aloud/Think-Aloud: Read aloud Chapter 8 Questions and Read Chapter 8. Habit=Making Connections

    3.) Talk-Aloud: Discuss and share answer on Chapter 8 Questions.

    4.) Work Period: Begin HW. Make up any missing work, including journal entries.

    Students will examine the theme of benevolence in To Kill a Mockingbird and make text-self connections. HW:
  • Make up any Chapter Questions, if necessary.
  • Finish defining vocabulary for Chapter 8 (remember, 10 words identified and defined for each chapter).
  • Wednesday, April 25th, 2007: 1.) DO NOW: Review Themes of To Kill a Mockingbird and answer final questions before Quiz on Chapters 1-7.

    2.) Quiz on Chapters 1-7

    3.) Independent Reading

    4.) Work Period: 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

    Students will examine themes, recognize lessons and characterize characters in To Kill a Mockingbird. HW:
  • Make up any HW--Chapter Questions, if necessary. Make up any vocabulary (remember, 10 words identified and defined for each chapter), if necessary.
  • Tuesday, April 24th, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud: Reading of the Chapter 7 Questions and Read-Aloud of Chapter 7 in To Kill a Mockingbird. Habit: Monitor for Meaning (look at context clues to understand the meanings of unknown words).

    3.) Talk-Aloud: Discuss the answers to Chapter 7 questions.

    4.) Work Period: Answer the following in your Reader's Notebook: Identify one character that supports each of the THEMES. When finished, you may begin the HW.

    5.) Discuss the Themes identified in the Work Period.

    Students will examine themes, recognize lessons and characterize characters in To Kill a Mockingbird. HW:
    DUE TOMORROW:
  • STUDY FOR QUIZ; QUIZ 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.
  • Define the 10 unknown words for Chapter 7. Use dictionary.com, m-w.com or a hand-held dictionary or thesaurus.
  • Finish the answers for Chapter 7 Questions, if not finished during class.
  • Monday, April 23rd, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud: Reading of the Chapter 6 Questions and Read-Aloud of Chapter 6 in To Kill a Mockingbird. Habit: Monitor for Meaning (look at context clues to understand the meanings of unknown words).

    3.) Talk-Aloud: Discuss the answers to Chapter 6 questions.

    4.) Work Period: 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.

    5.) Discuss the Literary Terms identified in the Work Period.

    Students will examine historical setting, recognize lessons and characterize characters in To Kill a Mockingbird. HW:
    DUE TOMORROW:
  • Define the 10 unknown words for Chapter 6. Use dictionary.com, m-w.com or a hand-held dictionary or thesaurus.
  • Finish the answers for Chapter 6 Questions, if not finished during class.
  • 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=Independent Reading

    2.) Read-Aloud/Think-Aloud: Reading and Interpretation of "If I Can Stop One Heart From Breaking by Emily Dickinson.

    3.) Talk-Aloud: Discuss the following questions for the poem: What is the poet's message? What poetic techniques are used? How can this poem compare to To Kill a Mockingbird (think of specific characters who support the poem's message)?

    4.) Work Period: 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

    5.) Discuss Journal Responses. Make up any HW.

    Students will characterize major characters and recognize the author's lessons/messages to the readers in To Kill a Mockingbird. HW:
    DUE MONDAY:
  • Make up any HW owed, including 10 vocabulary words for each chapter (chapters 1-5). Use dictionary.com, m-w.com or a hand-held dictionary or thesaurus.
  • If necessary, make up the answers for Chapters 1-5 Questions.
  • Thursday, April 19th, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud: First, read the Chapter 5 Questions and prepare to answer questions. Read Chapter 5 in To Kill a Mockingbird. Habit: Determine Importance.

    3.) Talk-Aloud: Answer Chapter 5 Questions as a class.

    4.) Work Period: Work on identifying 10 unknown words from Chapter 5. Begin to read the Emily Dickinson poem.

    Students will characterize two major characters, Miss Maudie and Atticus, and recognize the author's lessons/messages to the readers in To Kill a Mockingbird. HW:
    DUE TOMORROW:
  • Define the 10 unknown word from chapter 5. Use dictionary.com, m-w.com or a hand-held dictionary or thesaurus.
  • If necessary, finish the answers for Chapters 1-5 Questions.
  • Wednesday, April 18th, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud: First, read the Chapter 4 Questions and prepare to answer questions. Read Chapter 4 in To Kill a Mockingbird. Habit: Making Connections. Students will make personal connections to the novel's references to childhood games, superstitions, language of the time period, and lessons learned from Atticus and the author.

    3.) Talk-Aloud: Answer Chapter 4 Questions as a class.

    4.) Work Period: 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)

    5.) Discuss interpretations of quote and personal connections.

    6.) If time allows, begin HW.

    Students will reflect on their own childhood and make personal connections to the novel, To Kill a Mockingbird. HW:
    DUE TOMORROW:
  • Define the 10 unknown word from chapter 4. Use dictionary.com, m-w.com or a hand-held dictionary or thesaurus.
  • If necessary, finish the answers for Chapters 1-4 Questions.
  • Tuesday, April 17th, 2007: 1.) DO NOW=Independent Reading

    2.) Work Period: Finish identifying 30 unknown words from chapters 1-3 and define them!
    Finish answering Chapters 1-3 Questions.

    3.) Talk-Aloud: Review the answers to Chapters 1-3 Questions

    Students will understand the characterization of the major and minor characters and storyline in chapters 1-3 in To Kill a Mockingbird, while also analyzing behaviors and lessons learned in the novel. HW:
    DUE TOMORROW:
  • Finish defining the 30 unknown words from chapters 1-3. Use dictionary.com, m-w.com or a hand-held dictionary or thesaurus.
  • Finish the answers for Chapters 1-3 Questions.
  • Monday, April 16th, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud: Reading of Chapter 3 in To Kill a Mockingbird. Habit: Determine Importance. Teacher will identify the characterization of important characters and major events while students identify 10 unknown words.

    2.) Talk-Aloud: Share student opinions and personal connections to the reading.

    3.) Work Period: Identify 10 unknown words from Chapter 3 and begin to define them. Begin working on answering Chapters 1-3 Questions.

    Students will engage in initial analysis of chapter 3 of To Kill a Mockingbird, making personal and worldly connections to the storyline. HW:
    DUE TOMORROW:
  • Define the 10 unknown words (words that YOU DO NOT KNOW) found in chapter 3 in To Kill a Mockingbird. Use dictionary.com or m-w.com or a hand-held dictionary. One-two definitions per word is sufficient.
  • Finish the answers for Chapters 1-3 Questions. MAKE-UP WORK:
  • Define the 20 words (10 words per chapter) that YOU DO NOT KNOW from chapters 1 and 2 in To Kill a Mockingbird.
  • 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, April 13th, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud: Reading of Chapters 1 and 2 in To Kill a Mockingbird. Habit: Determine Importance. Teacher will identify important characters and setting description while students identify 20 unknown words.

    3.) Work Period: Journal #14--"Any composer's writing is the sum of himself, of all his roots and influences." --Leonard Bernstein (pianist, composer, conductor)

    4.) Talk-Aloud: Discuss the journal entry, making personal and textual connections (connecting specifically to Harper Lee, the author of To Kill a Mockingbird).

    Students will engage in initial analysis of chapters 1 and 2 of To Kill a Mockingbird, making personal and worldly connections to the storyline. HW:
  • Define the 20 unknown words (words that YOU DO NOT KNOW) found in chapters 1 and 2 in To Kill a Mockingbird--DUE MONDAY.
  • 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.
  • Read 10 pages per day in your independent novel (if you do not finish reading 10 pages during Independent Reading class time, then you should finish at home).
  • Thursday, April 12th, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud: Reading of the beginning of Chapter 1 in To Kill a Mockingbird. Habit: Determine Importance. Teacher will identify important characters and setting description while students identify unknown words.

    3.) Work Period: Finish discussing the Interview Questions from yesterday.

    4.) Talk-Aloud: Discuss the important characters and appropriate behavior for living in the 1930's in Alabama.

    Students will write and discuss predictions through initial analysis of the novel To Kill a Mockingbird. HW:
  • 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.
  • Read 10 pages per day in your independent novel (if you do not finish reading 10 pages during Independent Reading class time, then you should finish at home).
  • Wednesday, April 11, 2007 (The day back from Spring Break--welcome back!): 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud: Reading of the author of To Kill a Mockingbird, HARPER LEE. Habit: Determine Importance. Teacher will identify three important facts that are essential to know about this author before reading her book.

    3.) Talk-Aloud: Discuss why these three facts are important to know before reading her book.

    4.) Work Period: Journal #13: "Those who do not remember history are condemned (doomed) to repeat it" --George Santayana, a Spanish philosopher, essayist, poet, and novelist.

    5.) Work Period continued: 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?

    6.) 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:
  • 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.
  • Read 10 pages per day in your independent novel (if you do not finish reading 10 pages during Independent Reading class time, then you should finish at home).
  • Friday, March 30th, 2007: 1.) DO NOW=Independent Reading

    2.) Work Period: 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

    3.) 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: 1.) DO NOW=Independent Reading

    2.) 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 (it must be typed, double spaced, 12 point font, with the appropriate heading--your name, date, my name, and class and period). The book review is the same as February, but this time you will have a choice--review your independent novel OR Swallowing Stones and make sure you don't make the same mistakes from February's Book Review.
  • Make up any work owed, including VETY #2 and February Book Review (some credit is better than a zero).
  • Read at least 10 pages in your independent novel every day (this could be accomplished in class and finished at home).
  • 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)

    3.) Independent Reading

    Students will be assessed on their knowledge of Swallowing Stones and VETY #2. HW:
  • March Book Review due THIS Friday, March 30th (it must be typed, double spaced, 12 point font, with the appropriate heading--your name, date, my name, and class and period). The book review is the same as February, but this time you will have a choice--review your independent novel OR Swallowing Stones and make sure you don't make the same mistakes from February's Book Review.
  • Make up any work owed, including VETY #2 and February Book Review (some credit is better than a zero).
  • Read at least 10 pages in your independent novel every day (this could be accomplished in class and finished at home).
  • Tuesday, March 27th, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud: Review your graded February Book Review. Sharing of March Book Review requirements.

    3.) Work Period: Finish Exam #2 Review Sheet.

    4.) Talk-Aloud: Discuss Review Sheet answers.

    5.) True/False Game!

    Students will prepare for Exam #2 on characterization, symbolism, character relationships, and themes in Swallowing Stones and VETY #2. HW:
  • EXAM #2: TOMORROW--Wednesday, March 28th--PREPARE! Use the Exam Review sheet. Exam will test students on Swallowing Stones and VETY #2.
  • March Book Review due Friday, March 30th. The book review is the same as February, but this time you will have a choice--review your independent novel OR Swallowing Stones and make sure you don't make the same mistakes from February's Book Review.
  • Make up any work owed, including VETY #2.
  • Read at least 10 pages in your independent novel every day (this could be accomplished in class and finished at home).
  • Monday, March 26th, 2007: 1.) DO NOW=Independent Reading

    2.) Work Period: In your Writer's Notebook, brainstorm what you think are the "TOP 10 Ingredients in an Exemplary Paper" (by examining the teacher comments/edits on the February Book Review).

    4.) Talk-Aloud: Discuss student brainstorming.

    5.) Note-taking in Writer's Notebook: "Top 10 Ingredients in an Exemplary Paper"

    6.) Exam #2 Review Sheet introduced. Begin working on answering the questions with partners or individually.

    Students will determine successful writing tools from their prior knowledge and analysis of their own writing. HW:
  • EXAM #2: THIS Wednesday, March 28th--PREPARE! Use the Exam Review sheet. Exam will test students on Swallowing Stones and VETY #2.
  • March Book Review due Friday, March 30th. The book review is the same as February, but this time you will have a choice--review your independent novel OR Swallowing Stones and make sure you don't make the same mistakes from February's Book Review.
  • Make up any work owed, including VETY #2.
  • Read at least 10 pages in your independent novel.
  • Friday, March 23rd, 2007: NO CLASS (due to Parent-Teacher Conferences) HW:
  • EXAM #2: Wednesday, March 28th--Begin preparing (Review sheet will be provided online soon! Exam will include Swallowing Stones and VETY #2).
  • Make up any work owed, including VETY #2.
  • Read at least 10 pages per day in your independent novel.
  • Thursday, March 22nd, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud of your best, most meaningful sentence from your self-created, alternate ending of Swallowing Stones.

    3.) Talk-Aloud/Discussion: Reflections and Q & A on the alternate endings of Swallowing Stones.

    4.) Work Period: Did the author, Joyce McDonald, write a realistic novel? Why/Why not? Think of the characters, the plot's events, the setting, the dialogue, and any other major ideas presented in the novel. Write your response on the provided index card.

    5.) Discussion/Sharing of the Work Period question.

    6.) Finish reviewing the VETY #2 HW.

    Students will analyze the author's writing--character and plot description, dialogue, and conclusion--of Swallowing Stones and determine her strengths/weaknesses. This analysis will help enhance students' future writing. HW:
  • EXAM #2: Wednesday, March 28th--Begin preparing (Review sheet will be provided online soon! Exam will include Swallowing Stones and VETY #2).
  • Make up any work owed, including VETY #2.
  • Read at least 10 pages in your independent novel.
  • Wednesday, March 21st, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapters 24 and 25 HABIT=Making Inferences.

    3.) Talk-Aloud/Discussion: Reflections, predictions and Q & A on Chapters 24 and 25.

    4.) Work Period: 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.

    5.) Discussion/Sharing of journal entry.

    6.) Finish reviewing the VETY #2 HW.

    Students will make inferences and connect characters and overall plot understanding of Swallowing Stones by interpreting a famous quote in their journals. HW:
  • DUE TOMORROW: Write an additional conclusion for Swallowing Stones. The conclusion should be at least ONE paragraph (4-6 sentences), typed (preferred, though handwritten is OK), with appropriate heading (your name, teacher's name, class and period #, and date).
  • Make up any work owed, including VETY #2.
  • Read at least 10 pages in your independent novel.
  • Tuesday, March 20th, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 23 HABIT=Making Inferences.

    3.) Talk-Aloud/Discussion: Reflections, predictions and Q & A on Chapter 23.

    4.) Work Period: Write and answer the following in your Reader's Notebook (titled "Dynamic Characters in Swallowing Stones")=Since we know that Michael and Jenna are dynamic characters, how are they changing in recent chapters? How do Joe and Jenna's mother (minor characters who are mostly static) change somewhat in recent chapters? How do minor characters, Joe and Jenna's mother, influence Michael and Jenna?

    5.) Discuss notes taken on dynamic characters (above).

    6.) Begin reviewing the VETY #2 HW.

    Students will make inferences and share characterization and overall plot understanding of Swallowing Stones. HW:
  • Make up any work owed, including VETY #2.
  • Read at least 10 pages in your independent novel.
  • Monday, March 19th, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapters 21-22 HABIT=Making Inferences.

    3.) Talk-Aloud/Discussion: Reflections, predictions and Q & A on Chapters 21-22.

    4.) Work Period: Double Entry Journal for p. 220 (the last page of chapter 22) in Swallowing Stones.

    5.) Discussion/Sharing of Double Entry Journal.

    Students will make inferences and share personal thoughts/feelings for textual understanding of Swallowing Stones. HW:
  • DUE TOMORROW: Create 23 flashcards for VETY #2. Use the following resources: ROOTS RESOURCE and ETYMONLINE, and this LIST OF DICTIONARIES.
  • Read a minimum of 10 pages in your independent novel.
  • Friday, March 16th, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 20 HABIT=Making Inferences.

    3.) Talk-Aloud/Discussion: Reflections, predictions and Q & A on Chapter 20.

    4.) Work Period: 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.

    5.) Talk-Aloud/Discuss your journal entries.

    Students will make inferences for textual understanding. HW:
  • DUE TUESDAY: Create 23 flashcards for VETY #2. Use the following resources: ROOTS RESOURCE and ETYMONLINE, and this LIST OF DICTIONARIES.
  • Read a minimum of 20 pages in your independent novel.
  • Thursday, March 15th, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 19 HABIT=Making Connections.

    3.) Talk-Aloud/Discussion: Reflections, predictions and Q & A on Chapter 19.

    4.) Work Period: 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 the entire novel as well as chapter 19 and other recently read chapters, find examples in Swallowing Stones that support Joe and Amy as static characters and Michael and Jenna as dynamic characters.

    5.) Talk-Aloud/Discuss your findings.

    6.) In groups of 2-3, finish your comic strip for your assigned chapter.

    7.) Talk-Aloud/Note-taking: Presenting and note-taking of the comic strip and 20-word summary for your assigned chapter (one chapter from the chapters 8-16).

    Students will summarize, synthesize and visualize for textual understanding. HW:
  • Read a minimum of 10 pages in your independent novel.
  • Wednesday, March 14th, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 18 HABIT=Questioning.

    3.) Talk-Aloud/Discussion: Reflections, predictions and Q & A on Chapter 18.

    4.) Work Period: 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.

    Students will summarize, synthesize and visualize for textual understanding. HW:
  • Read a minimum of 10 pages in your independent novel.
  • Tuesday, March 13th, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 17 HABIT=Determine Importance.

    3.) Talk-Aloud/Discussion: Reflections, summarizing and synthesizing, predictions and Q & A on Chapter 17.

    4.) Work Period: In groups of 2-3, you will finish your chapter summary (a chapter from chapters 8-16). 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). You will also finish the comic strip (3 boxes) and include the 20-word summary at the bottom of the comic strip.

    5.) Talk-Aloud/Note-taking: Sharing and note-taking of the 20-word summaries for chapters 8-16.

    6.) Grade distribution.

    Students will summarize, synthesize and visualize for textual understanding. HW:
  • Read a minimum of 10 pages in your independent novel.
  • Monday, March 12th, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 16 HABIT=Determine Importance.

    3.) Talk-Aloud/Discussion: Reflections, summarizing and synthesizing, predictions and Q & A on Chapter 16.

    4.) Work Period: In groups of 2-3, you will be assigned a chapter (a chapter from chapters 8-16). 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).

    5.) Talk-Aloud/Note-taking: Sharing and note-taking of the 20-word summaries for chapters 8-16.

    Students will summarize, synthesize and visualize for textual understanding. HW:
  • Read a minimum of 10 pages in your independent novel.
  • Friday, March 9th, 2007: 1.) Exam #1

    2.) Independent Reading

    Students will write for understanding and textual connections. HW:
  • None. Though, if for some reason you do not have your journal in class today, you MUST BRING IN JOURNAL ON MONDAY TO RECEIVE A GRADE THIS MARKING PERIOD.
  • Thursday, March 8th, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 15 HABIT=Questioning

    3.) Talk-Aloud/Discussion: Reflections and Q & A on Chapter 15.

    4.) Work Period: Create True/False statements (using the Exam Review sheet)--write the statement and the answer (whether it's true or false).

    5.) 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: Prepare for TOMORROW'S EXAM by studying the Exam Requirements Sheet, VETY #1, your class notes--including notes on Swallowing Stones. Make sure you can apply the Seven Habits of Proficient Readers and Literary Elements to your independent novel and Swallowing Stones.
  • 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=Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 14 HABIT=Questioning

    3.) Talk-Aloud/Discussion: Reflections and Q & A on Chapter 14.

    4.) Work Period: 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).

    5.) Sharing/Discussion of Journal #7.

    6.) 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.

    Students will write for understanding and textual connections. HW:
  • EXAM ON FRIDAY: Begin preparing for this Friday's EXAM by studying the Exam Requirements Sheet, VETY #1, your class notes--including notes on Swallowing Stones. Make sure you can apply the Seven Habits of Proficient Readers and Literary Elements to your independent novel and Swallowing Stones.
  • Tuesday, March 6th, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapters 12-13 HABIT=Questioning

    3.) Talk-Aloud/Discussion: Reflections and Q & A on Chapters 12-13.

    4.) Review Exam #1 sheet and answer any remaining questions.

    Students will write for understanding and textual connections. HW:
  • EXAM ON FRIDAY: Begin preparing for this Friday's EXAM by studying the Exam Requirements Sheet, VETY #1, your class notes--including notes on Swallowing Stones. Make sure you can apply the Seven Habits of Proficient Readers and Literary Elements to your independent novel and Swallowing Stones.
  • Monday, March 5th, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 11 HABIT=Making Connections

    3.) Talk-Aloud/Discussion: Reflections on Chapter 11.

    4.) Work Period: NOTE-TAKING--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).

    5.) 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:
  • Begin preparing for next Friday's EXAM by studying the Exam Requirements Sheet, VETY #1, your class notes--including notes on Swallowing Stones. Make sure you can apply the Seven Habits of Proficient Readers and Literary Elements to your independent novel and Swallowing Stones.
  • Friday, March 2nd, 2007: 1.) DO NOW=Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 10 HABIT=Making Inferences (making educated assumptions based on the reading).

    3.) Talk-Aloud/Discussion: Reflections on Chapter 10

    4.) Work Period: 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

    5.)Talk-Aloud: Discuss journal entry/share your thoughts with class.

    6.) Review of VETY #1 HW.

    7.) Introduction of Exam Requirements Sheet(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.
  • Begin preparing for next Friday's EXAM by studying the Exam Requirements Sheet, VETY #1, your class notes--including notes on Swallowing Stones. Make sure you can apply the Seven Habits of Proficient Readers and Literary Elements to your independent novel and Swallowing Stones.
  • Thursday, March 1st, 2007: 1.) DO NOW: Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 9 HABIT=Determine Importance (hint: look for repetition of ideas/words/phrases).

    3.) Talk-Aloud/Discussion on important ideas/symbolism in the novel.

    4.) Work Period: 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.

    5.) Talk/Aloud/Discussions: Read your Peer Grading Comments and share your impressions with the class.

    6.) Work Period (continued): Work on VETY #1 Flashcards (due TOMORROW). What do all of the words in VETY #1 have in common? Answer: They all have numerical value (all numbers!).

    Students will read and write for information and understanding of the English language and textual interpretation. HW:
  • Create 31 VETY flashcards for VETY #1 on the VETY LIST. This is due TOMORROW, Friday, March 2nd.
  • February Book Review Final Draft (along with Draft #1, which was due today) due Monday, March 5th.
  • Wednesday, February 28th, 2007: 1.) DO NOW: Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 8 HABIT=Determine Importance (hint: look for repetition of ideas/words/phrases).

    3.) Talk-Aloud/Discussion on important ideas/symbolism in the novel.

    4.) Work Period: 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.

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

    6.) 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.

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

    Students will read and write for information and understanding of the writing process and textual interpretation. 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: Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 7 HABIT=Determine Importance (hint: look for repetition of ideas/words/phrases).

    3.) Talk-Aloud/Discussion on important ideas/symbolism in the novel.

    4.) VETY instructions: VETY BACKGROUND & RESOURCES and INSTRUCTIONS.

    5.) Review/analyze SAMPLE BOOK REVIEW--determine strengths and weaknesses.

    Students will read and write for information and understanding of the English language and textual interpretation. HW:
  • Finish reading your independent novel! Finish by 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: Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Second Half of Chapter 6 (pp. 65-72) HABIT=Making Inferences

    3.) Talk-Aloud/Discussion of pp. 65-72.

    4.) Work Period: Freewrite in Reader's Notebook (250 words)--Write an excerpt from Michael's diary OR an excerpt from Jenna's diary. Refer to specific events from Chapter 6. Reveal Michael's or Jenna's thoughts/feelings.

    5.) Share a summary or most meaningful/powerful sentence with a neighbor. Volunteers share with the class.

    6.) Introduction of VETY INSTRUCTIONS FOUND HERE: VETY BACKGROUND & RESOURCES and INSTRUCTIONS.

    7.) Look at sample aut- etymology at Merriam-Webster Dictionary Online and auto- in Etymology Online.

    8.) Review FEBRUARY BOOK REVIEW.

    Students will read and write for information and understanding of the English language and textual interpretation. 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: Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--First Half of Chapter 6 (pp. 61-64) HABIT=Making Inferences

    3.) Talk-Aloud/Discussion of pp. 61-64.

    4.) Work Period: Journal Entry #4--Respond to the following quote: "Truth is the only safe ground to stand upon."--Elizabeth Cady Stanton
    If necessary, finish Journal Entries 1-3.

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

    6.) Introduce FEBRUARY BOOK REVIEW.

    Students will read and write for information and textual and self-understanding. 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 Friday, March 2nd.
  • Thursday, February 15th, 2007: 1.) DO NOW: Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 5 HABIT=Determine Importance (to determine importance, readers look for repetition of ideas, words and phrases)

    3.) Talk-Aloud/Discussion of Chapter 5.

    4.) Discussion: For participation credit, Q & A on the characterization of the characters in Swallowing Stones--Jenna, Michael, Jenna's mother and Joe (Michael's friend)

    5.) Work Period: Take Notes on Literary Elements

    Students will read and write for information and textual and self-understanding. HW:
  • NO HW, unless you owe makeup HW.
  • Wednesday, February 14th, 2007: 1.) DO NOW: Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 4 HABIT=Questioning

    3.) Talk-Aloud/Discussion of Chapter 4.

    4.) Discussion: For participation credit, Q & A on the characterization of the characters in Swallowing Stones--Jenna, Michael, Jenna's mother and Joe (Michael's friend)

    5.) Work Period: 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

    6.) Talk-Aloud/Discussion of Journal Entry #3.

    Students will read and write for information and textual and self-understanding. HW:
  • NO HW, unless you owe makeup HW.
  • Tuesday, February 13th, 2007: 1.) DO NOW: Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 3 HABIT=Making Inferences

    3.) Talk-Aloud/Discussion of Chapter 3.

    4.) Work Period: In your Reader's Notebook, finish 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).

    5.) Create Q & A notecards for the characterization of the characters, Jenna, Michael, Jenna's mother and Joe (Michael's friend).

    Students will read and write for information and textual and self-understanding. HW:
  • NO HW, unless you owe makeup HW.
  • Monday, February 12th, 2007: 1.) DO NOW: Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 2 (pp. 19-28). HABIT=Questioning

    3.) Talk-Aloud/Discussion of Chapter 2.

    4.) Work Period: 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 note-taking, turn in your "I Am Genius" HW.

    5.) Characterization Sharing with class (class chart paper of Characterization qualities).

    6.) In your Reader's Notebook, take notes on characterization of the major characters=Michael and Jenna, as well as supporting characters=Jenna's mother and Joe, Michael's friend (if time allows).

    4.) If time allows, share characterization of the characters from Swallowing Stones.

    Students will read and write for information and textual and self-understanding. HW:
  • DUE TOMORROW: Finish any incomplete classwork, which includes characterization of major characters in Swallowing Stones (our in-class novel), Michael and Jenna, and supporting characters, Joe and Jenna's mother. Remember, characterization includes personality traits, actions, thoughts/feelings, and other characters' POV (points of view).
  • Friday, February 9th, 2007: 1.) DO NOW: Independent Reading

    2.) Read-Aloud/Think-Aloud of Swallowing Stones--Chapter 1 (pp. 7-15)

    3.) Talk-Aloud/Discussion of Chapter 1.

    4.) 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.

    5.) Discussion/Sharing of Journal Writing.

    6.) 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 (TYPING IS PREFERRED), DOUBLE SPACED, WITH A HEADING WHICH INCLUDES YOUR NAME, DATE, CLASS (FRESHMAN ENGLISH E2, PERIOD _____), AND TEACHER NAME (MS. CONN).
  • 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: Independent Reading (Read your chosen independent novel). Practice the habit of Making Connections (compose one habit of text-to-self, text-to-text, OR text-to-world).

    2.) Read AWAKENING GENIUS by Thomas Armstrong. Try to figure out which genius fits you best.

    3.) Discussion/Analysis of AWAKENING GENIUS by Thomas Armstrong.

    4.) 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.

    5.) Read-Aloud/Think-Aloud of The Prologue of Swallowing Stones. Ms. Conn will think aloud the habit of Summarizing/Synthesizing.

    6.) Talk-Aloud: Students will discuss/ask questions about The Prologue. Sample questions to answer: What can you predict will happen next in the story? Did the characters make responsible choices in the novel so far? What may be the consequences of their choices?

    Students will read and analyze information for understanding and application. HW:
  • None.
  • Wednesday, February 7th, 2007: 1.) DO NOW: Independent Reading (Read your chosen independent novel from Friday's class)/Teacher takes Status of class, which is page # of students' reading.

    2.) Introduction and writing of two post-its on a habit (of proficient readers) of your choice.

    3.) Review of yesterday's Interview of Swallowing Stones (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.

    4.) 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.

    5.) Discussion/Sharing of Journal Writing.

    Students will read and monitor meaning and students will interview our in-class novel, making predictions and analysis of the physical novel. HW:
  • Reflection (one full page--minimum of 150 words--in Reader's Notebook section of your notebook/binder) on your satisfaction with your independent novel. Questions to answer: Are you happy with your novel so far? Why/Why not? What do you like? What do you not like? Why did you choose this novel? Is it meeting your expectations? Why/Why not?
  • Tuesday, February 6th, 2007: 1.) DO NOW: Independent Reading (Read your chosen independent novel from Friday's class)/Teacher takes Status of class, which is page # of students' reading.

    2.) Review yesterday's quotes and your interpretations, agreeing/disagreeing and evidence to support your opinions.

    3.) Note-taking and Review of the Seven Habits of Proficient Readers--keep these notes in your Reader's Notebook (RN) of your notebook/binder.

    4.) Note-taking on how to determine an appropriate independent novel: interest level (read back flap, inside flap, reviews of book, front cover illustration and even the first page of the book) and difficulty level (read the first page and if there are 5 words or more that you don't know, then it's too difficult, font size, # of pages).

    5.) 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.

    Students will read and monitor meaning and students will interview our in-class novel, making predictions and analysis of the physical novel. HW:
  • Finish any classwork not completed.
  • Monday, February 5th, 2007: 1.) DO NOW: Independent Reading (Read your chosen independent novel from Friday's class)/Teacher takes Status of class, which is page # of students' reading. While reading, write down at least 3 unknown words and their page #s on given post-it.

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

    3.) Read-Aloud Prep/Review: With your table group, write a brief summary of your assigned habit of proficient readers. Be prepared to share with the class.

    4.) Talk-Aloud: Table group sharing of proficient reader habit.

    5.) Work Period: Quotes are written on board. Students choose one quote and write one paragraph explaining what the quote means, whether you agree/disagree with and identify a book or other text that can support your opinions. Students may work individually or with partner/group.

    Students will read and monitor meaning and students will interpret and analyze a quote, making textual connections. HW:
  • Look up the definitions of the three unknown words in your independent novel, part of speech (verb, noun, adjective or adverb) and write an original sentence for each unknown word. Put this HW in your VOCABULARY section of your notebook/binder.
  • If you owe any past HW (the news article review on "acting responsibly" and supplies), turn it in tomorrow.
  • 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.