TKAM CH 2-4 | Civil Rights Project Topics

Objective: Jedis will be able to select and advocate for their Civil Rights Topic choice using a 5-8 sentence paragraph and 3 analytical questions.

Homework:

• Read 45
• Study for Geography Final (all regions)
• TKAM Chapter 2-4: annotate, answer the questions with evidentiary support.
• #1 Civil Rights Project Agreement

1. Meditate (5 min)

2. Review Chapter 2-4 (10 min)

3. Civil Rights Project Topic Review (10 min)

3. Research possible Topics and complete #2 Choosing a Topic (30 min)

TKAM Ch1 | Thematic Subjects

Objective: Jedis will be able to create a one-page poster of thematic subject found in To Kill A Mockingbird.

Homework:

• Read 45
• Study for Geography Final (all regions)
• TKAM Chapter 1: annotate, answer the questions with evidentiary support.
• Chapter 1 words to know:
• dictum: A formal or authoritative statement, usually by a judge.
• eccentric: a person with an unusual or odd personality
• malevolent: having or showing a wish to do evil to others; spiteful
• morbid: gruesome, gloomy, or dark
• predilection: A preference, bias, or special liking for someone or something
• quaint: old-fashioned in a pleasing way

1. Meditation
2. Freshman Writing Portfolios
3. Thematic Subject |  Today, you are just working on understanding the major Thematic Subjects that will be found in To Kill A Mockingbird, so you can later write about these themes.
• Thematic Subject vs. Theme
• A work's thematic subject is the broader topic it touches upon. The subject of the theme, or the “Thematic subject” is a word/phrase or few words or phrases that tell you what the theme is about—for instance:
• Judgement
• Love
• Revenge
• Forgiveness
• The theme is particular argument the writer makes about that topic through his or her work. Think of the theme as THE MEssage. This is the universal point the author is trying to make through the story. The theme must be explained in full sentences-- such as:
• Human judgement is imperfect.
• Love cannot be bought.
• Getting revenge on someone else will not fix your problems.
• Learning to forgive is part of becoming an adult.
4. Group Work | Ms. Kelly will assign you a group and a subject. You will have 20 minutes to complete your one pager. Complete your poster as follows:

• USE PEN/MARKER. WRITE THE WORD AND DEFINITION BIG!
• FRONT: Your thematic subject, a drawing that represents your subject, and a definition of your subject. Try to write the subject as creatively as possible. The best ones will go on the board!
• BACK: Your names and an EXAMPLE of your thematic subject in a movie or book you have read before. Ex. In the novel, Lord of the Flies, it demonstrates the thematic subject of alienation because Piggy is alienated from his peers. He doesn’t fit in and is picked on by Jack.
• A few of the thematic subjects found in To Kill A Mockingbird:

1. Good, Bad and the Human Condition
2. Prejudice/Racism
3. Coming of Age/Growing up
4. Courage
5. Small Town Southern Life
6. Justice/Law

4. Review Homework Questions and Figurative Devices

5. Read Chapter 1 together with Audio

TKAM Intro | The Individual in Society

Homework:

• E9: Read 45, Organize binders for Freshman Writing Portfolio, 1.3 Read Two Names, Two Worlds, annotate, create an identity chart for the author and answer questions.
• EH9: Read 45, Organize binders for Freshman Writing Portfolio, 1.3 Read Two Names, Two Worlds, and 1.8 Read "The Walking Boy", annotate, create identity chart and answer the essential questions.

Objective: Jedis will be able to examine the complexities of their own identity and analyze aspects of the identity of their text's author by creating identity charts for themselves and the author.

Today's Essential Questions: 

• What is identity? To what extent do we determine our own identities? What influence does society have?
• What are stereotypes, and how do they affect how we see ourselves and how others see us?
• How does our need to belong influence our identity? How does it lead to the formation of "in" groups" and "out" groups in our society?

1. Intro | Who is Harper Lee?

2. Identity | Create your own Identity Chart 

• Highlight aspects of your identity that people may use as negative stereotypes.

3. Video | 1.2 "How Stereotypes Affect Us and What We Can Do"

4. Read | Read the handout and create an identity chart for the author

• All English classes: 1.3 Two Name, Two Worlds, by Jonathan Rodriguez

• What does Rodriguez mean when he uses the phrase "two names, two worlds"? What two worlds does his name represent?
• What assumptions does Rodriquez think others might make about his identity because of his name? Which of those assumptions are true? Which are false?
• What does YOUR name suggest about your identity? To what extent doe sit influence how others think about you? How does it affect how you think about yourself?

• English Honors only: 1.8 "The Walking Boy, by Alan Jacobs
• What is identity? To what extent do we determine our own identities? What influence does society have?
• What are stereotypes, and how do they affect how we see ourselves and how others see us?
• How does our need to belong influence our identity?
  How does it lead to the formation of "in" groups" and "out" groups in our society?

Central & South America Test/R&J Tracker

Entrance Procedure: Phones in the door. Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Read 45 (Week 31- due Tues/Wed)
• R&J Evidence Tracker
• Study for Semester 2's 1/2 world map test on 4/25-4/26 
• Europe
• Asia
• Central and South America.

Objective:

• Jedis will be able to score 70% or higher on Central and South American geography test by correctly identifying and spelling oceans, countries and territories of the region.

• Jedis will be able to review peer's trackers for the following expectations: 

1. A tracker for Romeo and a tracker for Juliet, with quotes for every scene that each is in or mentioned in.
2. Each quotes cites the character who said it, the act, scene and lines using parenthetical citation: (Romeo, 1.1, 9-10)
3. Each analysis includes
1. subordinating conjunction-- a two clause sentence which explain cause and effect.
2. an emotional noun
3. a vocabulary word/phrase
• overall, Jedi has used most of the vocabulary throughout the document so there are a variety of options to use for the in-class essay

Agenda:
1. Central and South America Test
2. Discuss extra credit opportunity
3. Grade R&J 5.1-5.3
4. Review R&J trackers and make suggestion to strengthen document for final in-class essay.

• Student Exemplar with edits for better analysis.

A Gender Case Study | R&J 4.4-4.5

Entrance Procedure: Phones in the door.  Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Retake 1/2 World Map (Sem 1) if you need a better grade. Appointment signups at lunch and after school.
• Read 45 (Week 30- due Mon)
• R&J Act 4.4-4.5
• Annotate
• Questions
• Evidence Tracker
• Study Central and South America
•  Use list to complete map and study for test on 3/27-3/28. 

Objective:

1. Discuss responses from

• Act 3.5-4.3

2. Model Reading and annotating Shakespeare with translations in real time and identifying applicable vocabulary.

• R&J Act 4.4-4.5
• Act 4.4-4.5 Written Response Questions
• Evidence Tracker
• Audio Times for listening to R&J

A Gender Case Study | R&J 3.5-4.3

Entrance Procedure: Phones in the door.  Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Retake 1/2 World Map (Sem 1) if you need a better grade. Appointment signups at lunch and after school.
• Read 45 (Week 30- due Mon)
• R&J Act 3.5-4.3
• Annotate
• Questions
• Evidence Tracker
• Study Central and South America
•  Use list to complete map and study for test on 3/27-3/28. 

Objective:

1. Discuss responses from

• Act 3.1-4

2. Model Reading and annotating Shakespeare with translations in real time and identifying applicable vocabulary.

• R&J Act 3.5-4.3
• Act 3.5-4.3 Written Response Questions
• Evidence Tracker
• Audio Times for listening to R&J

A Gender Case Study | R&J 3.1-3.4

Entrance Procedure: Phones in the door.  Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Retake 1/2 World Map (Sem 1) if you need a better grade. Appointment signups at lunch and after school.
• Read 45 (Week 30- due Mon)
• R&J Act 3, Scene 1-4
• Annotate
• Questions
• Evidence Tracker
• Study Central and South America
•  Use list to complete map and study for test on 3/27-3/28. 

Objective:

1. Discuss responses from

• Act 2, Scene 4-6

2. Model Reading and annotating Shakespeare with translations in real time and identifying applicable vocabulary.

• R&J Act 3, Scene 1-4
• Act 3, Scene 1-4Written Response Questions
• Evidence Tracker
• Audio Times for listening to R&J

A Gender Case Study | R&J 2.4-2.6

Entrance Procedure: Phones in the door.  Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Retake 1/2 World Map (Sem 1) if you need a better grade. Appointment signups at lunch and after school.
• Read 45 (Week 29- due Mon)
• R&J Act 2, Scene 4-6
• Annotate
• Questions
• Evidence Tracker
• Study Central and South America
•  Use list to complete map and study for test on 3/27-3/28. 

Objective:

1. Discuss responses from

• Act 2, Scene 1-3 Written Response Questions

2. Model Reading and annotating Shakespeare with translations in real time and identifying applicable vocabulary.

• Act 2, Scene 4-6
• Act 2, Scene 1-3 Written Response Questions
• Evidence Tracker
• Audio Times for listening to R&J

A Gender Case Study | R&J 2.1-2.3

Entrance Procedure: Phones in the door.  Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Retake Europe TUESDAY if you need a better grade. Appointment signups at lunch and after school.
• Read 45 (Week 29- due Mon)
• R&J Act 2, Scene 1-3
• Annotate
• Questions
• Evidence Tracker
• Study Central and South America
•  Use list to complete map and study for test. 

Objective:

1. Discuss responses from

• Act 1, Scene 4-5 Written Response Questions

2. Model Reading and annotating Shakespeare with translations in real time and identifying applicable vocabulary.

• Act 2, Scene 1-3
• Act 2, Scene 1-3 Written Response Questions
• Evidence Tracker
• Audio Times for listening to R&J

A Gender Case Study | R&J 1.4-1.5

Entrance Procedure: Phones in the door.  Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Retake Europe if you need a better grade. Appointment signups at lunch and after school.
• Read 45 (Week 29- due Mon)
• R&J Act 1, Scene 1-3
• Annotate
• Questions
• Evidence Tracker
• Study Central and South America
•  Use list to complete map and study for test. 

Objective:

1. Discuss responses from

• Act 1, Scene 1-3 Written Response Questions

2. Model Reading and annotating Shakespeare with translations in real time and identifying applicable vocabulary.

• Act 1, Scene 4-5
• Act 1, Scene 4-5 Written Response Questions
• Evidence Tracker
• Audio Times for listening to R&J

A Gender Case Study | Romeo & Juliet, Prologue & Act 1.1-1.4

Entrance Procedure: Phones in the door.  Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Read 45 (Week 28- due Mon)
• Map of Central and South America. (due Mon)
•  Use list to complete map and study for test. 
• Central and South America Test is on 3/28-3/29
• R&J Act 1, Scene 1-3
• Annotate
• Questions
• Evidence Tracker

1. Intro to Shakespeare
2. Sonnet | What is it?
3. Model Reading and annotating Shakespeare with translations in real time and identifying applicable vocabulary.

• Act 1, Scene 1-3 (print copy is missing last page of scene 3)
• Act 1, Scene 1-3 Written Response Questions
• Evidence Tracker
• Audio Times for listening to R&J

4. Model answering questions