do now target journal write finish this thought: if i could change one thing about myself (if you...

To Kill A Mocking BirdFreshmen English

2015

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Journal Write Finish this thought: if I could change one

thing about myself (if you can't think of anything, you might want to consider telling how you got to be perfect!)

I will be able to write for a sustained period of time. I will be able to create a safe classroom environment where myself and fellow students can take learning risks.

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notebook setup Journal entry rubric Do now Claim it Exit slip


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Label “Table of Contents”› Journal Writes› Vocabulary› DOL› To Kill a Mockingbird/Research› Lit. Circles› Romeo And Juliet


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Journal Writes› Glue Rubric to “A” Side› Write Rubric on Table of Contest A Side


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Finish this thought: if I could change one thing about myself (if you can't think of anything, you might want to consider telling how you got to be perfect!)


Cla

im It!

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Move Desks Create a Circle Step in to Circle if statement is true for

you Important to be honest – you get to

choose how honest you which to be Extremely important – this is a silent

activity. I will be able to write for a sustained

period of time. I will be able to create a safe classroom environment where myself and fellow students can take learning risks.

Group Discussion1. How did you feel when you had to “claim” a group and walk to the other side of the room? 2. How did you feel when you were in the group that didn’t move?

3. What surprised you about what you have in common with others? About how you differ from others?

4. Were you hesitant to “claim” any group (you don’t have to say which one)? Why?

5. Were there any groups that you wished you could claim? That you were glad you didn’t have to claim? Why?

6. What did you learn about others in class from doing this activity? About yourself?

7. Should we change anything about how we interact with each other based on seeing the diversity in the classroom?

Vid

eo

http://youtu.be/f7Dej4Gfkmc

http://youtu.be/f7Dej4Gfkmc

Th

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day, Ja

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29,

2015

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Glue the rubric on to page 7A.

In your journal write section of your notebooks, describe your ideal classroom. What does sound like? What are you doing? What are your classmates doing? Describe behaviors. What are some key adjectives that describe this classroom?

I will be able to create a safe classroom environment where myself and fellow students can take learning risks.

Th

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day, Ja

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29,

2015

Agenda

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1. Do Now2. Chalk Talk3. Table Discussion4. Share out5. Classroom Norms6. Exit Slip


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What “rules” do we follow?


Ch

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How does each concept look like in a productive/successful classroom?

What do student behaviors look like? What do teacher behaviors look like?


Tab

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What did you find interesting on your group’s poster?

What was the most powerful statement? Why?

Describe the ideal student using evidence from your poster.

Create one classroom rule using evidence from your group’s poster.


Exit S

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How might you change your behavior? Write down one thing you learned today One thing you would like to change now

that you and your classmates have created the ideal classroom.

What will you as a “successful” student look like?


Jan

uary

30, 2

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For the photo on your table:› Complete the See, Think, Wonder Chart

I will be able to identify historical, cultural, social and geographical contexts of the setting, writing and publication of the novel To Kill a Mockingbird.

I will be able to summarize observations about context from visual images.

Jan

uary

30, 2

015

Agenda

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Do now Group Discussions Group Presentations

I will be able to identify historical, cultural, social and geographical contexts of the setting, writing and publication of the novel To Kill a Mockingbird.

I will be able to summarize observations about context from visual images.

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up

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What do you think the context for this photo is? What is your evidence? (SEE)

When and where was it taken? What is your evidence? (SEE)

Why is the time and place important to understanding the significance of the photo’s meaning? (THINK)

What is your response to the images in the photo? (THINK)

What questions come to mind that might lead to further exploration or research? (WONDER)

Write a Caption or MEME for your photo – remember to be school appropriate.

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Show your picture under the doc cam Discuss your answers What was your caption?

Take notes on your SEE, THINK, WONDER chart

Exit S

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Summarize what you learned from the photos about the setting, writing and publication of the novel To Kill A Mockingbird.

Be sure to:› Begin with a topic sentence

summarizing your understanding of the context provided by the photo (think)

› Include specific relevant details about images that stood out or informed your understanding (SEE)

› Provide commentary about what you saw and learned (THINK and WONDER).

Feb

ruary

2, 2

015

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Copy the following vocab words to side "A" of your notebook

Context -the circumstances or conditions in

which something takes place - this includes historically, culturally, and socially

Primary Source - an original document containing firsthand information about a subject

Secondary Source - discussion about or commentary on a primary source; the key feature of a secondary source is that if offers an interpretation of information gathered from primary sources.

Plagiarism - the unattributed use of another writer's words or ideas

Feb

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2, 2

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Do Now Read summative assignment Group Stoplight Gallery Walk Exit slip

I will be able to identify the skills and knowledge required to complete the summative assignment. My partner and I will purpose our research project.

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Read and T4 summative assignment and rubric - page 201-202

Create a Stoplight


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Create own stop light on TKAM "A" side


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In groups of 2-3 review civil rights topics and Jim Crow laws Decide what topic your group will research


Exit S

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What individual, organization, or event will you investigate? Why?

What research questions will help you explore the subject and investigate your subject's contribution to change? (5 – 7 questions).


Feb

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3, 2

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On the next A page of TKAM complete the following:

What do the following quotes, by American presidents tell you about the progress toward equal rights for all races?

1. “Every segment of our population, and every individual, has a right to expect from his government a fair deal.” – Harry S. Truman 1945

2. “The final battle against intolerance is to be fought – not in the chambers of any legislature – but in the hearts of men.” –Dwight D. Eisenhower, 1956

3. “There are no ‘white’ or ‘colored’ signs on the foxholes or graveyards of battle.” – John F. Kennedy, 1963

4. “The vote is the most powerful instrument ever devised by man for breaking down injustice and destroying the terrible wall which imprison men because they are different from other men.” – Lyndon B. Johnson, 1965

Feb

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3, 2

015

Agenda

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Do Now Informational Text #1 Informational Text #2 Exit Slip

I will be able to analyze a secondary and a primary sources to understand the cultural, social and legal contexts of the novel To Kill a Mockingbird

Info

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What were Jim Crow laws? As you read the following article, mark the text to identify the words and phrases that help you to define the meaning of the term “Jim Crow” and understand its importance in American history.


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Work with your table to create a working definition of Jim Crow laws and write it in your notebook under the “Do Now”

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2

Read

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How did Jim Crow laws deprive American citizens of their rights? As you read, use metacognitive markers to respond to the text as follows:› Put a ? Next to lines that are confusing or

bring up questions› Put a * next to lines that are interesting or

reinforce what you already know› Put ! Next to lines that are surprising or help

you make predictions.


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With your group make a list of 3 – 4 categories of the Jim Crow Laws.

Create a poster that briefly summaries several laws that fall into each category.


Exit S

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Questio

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On a 3 X 5 Card answer the following:› Which of the sources in this activity is a

primary source?› What are the benefits of a primary source?› Which is a secondary source?› What are the benefits of a secondary source?› Which source was more helpful to you in

answering the research questions about Jim Crow laws, and why?


Feb

ruary

6, 2

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Copy the following vocab words to side "A" of your notebook

Rhetoric – The art of using words to persuade in writing or speaking

Rhetorical Appeals – the use of emotional, ethical, and logical arguments to persuade in writing or speaking

Ethos – (ethical appeal) a rhetorical appeal that focuses on ethics or the character or qualifications of the speaker

Pathos –(emotional appeal)a rhetorical appeal to the reader’s or listener’s senses or emotions

Logos – (logical appeal) a rhetorical appeal that uses factual evidence and logic to appeal to the audience’s sense of reason

Feb

ruary

7, 2

015

Agenda

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1. Do Now2. Video3. DIDLS4. MLK article5. DIDLS6. Exit Slip

I will be able to analyze a historical document for its purpose, audience, claims, rhetorical appeals, and evidence.

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Take notes on “A” side of TKAM Listen for the artists’ use of

› Ethos› Pathos› Logos


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DID

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Complete graphic organizer as a class


“A

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Sid

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Why would these musicians choose to write about social injustice in their song? Do you think music can inspire change? Why?


“Lette

r from

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Jail”

Table

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Read page 187 – 189 T4 examples of ethos, pathos, logos Complete the DIDLS graphic organizer


Exit S

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On 3

X 5

Card

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1. What is King’s purpose in writing the letter?2. How does King use rhetoric to achieve his

purpose? Give specific examples of his rhetorical appeals to logic, emotion, and ethos.

3. How doe he appeal to specific audience with his language and details?

4. How can you use rhetoric and an awareness of your audience to enhance your oral presentation?


Feb

ruary

9, 2

015

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Learn

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Copy these vocabulary words onto Side “B”› Colloquialism – (n) a word or phrase

appropriate to conversation and other informal situations; an expression

› Derogatory – (adj) tending to lessen the merit or reputation of a person or thing

› Minstrel – (adj) intended as mocking

I will be able to analyze a secondary and a primary source to understand the cultural, social, and legal contexts of the novel To Kill a Mockingbird.

Feb

ruary

9, 2

015

Agenda

Learn

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Do Now Informational Text #1 SOAPSTone Informational Text #2 SOAPSTone


Exit S

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On 3

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Explain how Jim Crow laws deprived American Citizens of their civil rights. › Define the term “Jim Crow” in your topic

sentence.› Include well-chosen textual evidence› Provide commentary of the specific civil

rights violations: educational rights, social freedoms, voting rights.


Feb

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11, 2

015

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In your Journal Write section of your notebook – answer this prompt – remember to exceed standard you need to write at least ¾ of a page.

Do you feel that MLK’s dream of everyone being equal has been achieved? Why or why not?

I will be analyze a timeline to understand how one event causes another and the effect it has on social justice.

Feb

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11, 2

015

Agenda

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Do Now Update Notebook Create Timeline Cause and Effect Graphic Organizer Exit Slip


Note

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1A

1B

Table of Contents – Journal Write› 7A – Grading Rubric› 8A – Do Now – 2/11 – MLK – I have a Dream

Table of Contents – Journal Write› 7B – Do Now – 1/28 – Changing myself› 7B – Do Now – 1/29 – Ideal Classroom

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On poster paper, create a roadmap as to how the United States went from slavery to where we are today.› Label each event

When it occurred Where it occurred What happened


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Complete the Graphic Organizer › List 4 specific events › What did effect did these events have?


do now target journal write finish this thought: if i could change one thing about myself (if you...

Documents

safe classroom environment

learning risks

fellow students

bef7dej4gfkmc slide

agenda learning target

ideal classroom

classroom norms

sustained period of