How does a writer’s background influence his/her work?
How does a time period influence an author’s work?
How does a writer’s style affect his/her purpose?
How does society influence and shape individuals?
Read poster non-fiction, annotated, and presented to class. We also identified the main ideas, topic sentence and wrote 3 claims for article. Great depression Articles
Symbolism of snowman, mad dog, and mockingbird Jim Crow Laws
Practice Explaining Symbols
Creating Your Own Symbol
Characterization: Mrs. Dubose
Jem starts growing up
Chapter 10/11 Symbolism
Mad Dog & Mockingbird
Two column notes & discussion on:
Chp 10: Title?
"Atticus was feeble; he was nearly 50" (Lee 89).
*new perspective p. 99
What lesson is Jem starting to learn about life?
*symbolism of "mad dog"
*symbolism of "mockingbird"
MARK THE COURAGE QUOTE AT THE END OF THIS CHAPTER!!
Chp 11: Title?
"Son, I have no doubt that you've been annoyed by your contemporaries..." (Lee 103-4).
"Atticus, you must be wrong [...] most folks seem to think they're right and you're wrong" (Lee 104-5).
*perspective of right and wrong
"The one thing that doesn't abide my majority rule is a person's conscience" (Lee 105).
*courage p. 112
perspective p. 112
Working on CLAIMS:
Mayella Ewell is like a mockingbird because she stole Tom's freedom by accusing him of rape. Second, she tries to hunt Tom because she knows she can win because he is a different color. Also, Mayella is like a mockingbird because she imitates other people by treating Tom the way the rest of the down does--with racism. Lastly, Mayella is treated badly all her life, so she loses her confidence and doesn't stand up for what is right.
Mini-lesson: Writing a thesis statement
EQ: “How does society influences and shapes individuals?
Using a Thinking map:“How does society influences and shapes individuals?
Just as society influences what we consider classic, society also influences our opinion on most matters. You will be asked to agree or disagree with a series of statements. Your responses to these statements will, to some degree, show how you have been influenced by society.
Gallery Walk: Classic Crimes and Trials
One of the key questions we will be examining is “How does society influence and shape individuals?” To begin examining this question, we will look at some “classic trials” and determine how the outcome may have been influenced or shaped by society. Classic Trials A-E
Read the background of the trial and fill out the first two columns of their Gallery Walk handout. Predict whether the defendant was guilty or innocent and then give a reason for their prediction based on the text.
After students have read each of the summaries,I will reveal the actual outcome of each trial. Students should record the actual outcome in their charts, and then answer the two following questions for each trial: (a) Do you think the verdict was fair? Why or why not? (b) How did society influence or shape the outcome?
EQ: “How does society influences and shapes individuals?
Think-Write-Pair-Share: Generational Differences
Begin by having students respond to the following prompt (Resource 2.1): Think of a time where you and your parents (or a teacher/other adult) misunderstood each other or came into conflict because you were from different generations. How did your parents’ world and upbringing affect their point of view? How did your world affect your point of view?
Era Envelope: Putting To Kill a Mockingbird in Context
Viewing with a Focus: Scottsboro: An American Experience
While all of the history we looked at in the previous day’s lesson influenced Harper Lee as she wrote her novel, one particular court case made her feel so strongly that she decided to write about it.
Play the first clip from Scottsboro: An American Experience. (1) What is the crime? (2) Do you think the nine boys are guilty? Why or why not?
Watch a clip/transcript
Look for answers to the following questions and record their responses on their handout: (1) What did the girls have to gain by accusing the black men of rape? (2) What disadvantages were the nine boys facing? (3) How did the time period contribute to the trouble that arose?
Play the second film clip for students. This time, students should look for answers to the following question: How did the actions of society shape those involved?
Exit Ticket: Before students leave, have them spend 5 minutes completing the Personal Response at the bottom of their Scottsboro Viewing Guide: If you grew up in a world similar to
Harper Lee’s, why might you be motivated to write a novel about your experience? What would you say?
Listened to Chp 1-2
Read Chapter 3-10
Quiz over 1-7
Chp 3 The Compromise
Annotations for each chapter
Discussion of themes, symbolism, characters, events
Semi-colon/Comma SWAT game!
-Direct characterization – “his left arm was somewhat shorter than his right...”
-Indirect Characterization – Calpurnia takes the children to her church where she interacts with other people. We learn she has good standing in the community and is well respected from her interactions.
Jean Louis Finch – “Scout”
-The story’s narrator
-Scout is six when the story begins
-She is naturally curious about life
-Scout’s older brother
-Looks up to his father Atticus
-Usually looks out for Scout but the typical older brother at times
-Matures as the story progresses
-Father of Scout and Jem
-A highly-respected attorney by profession
-Instills good values and morals in his children
-Typical southern gentleman
-The Finch’s black housekeeper and nanny
-A positive influence on the children
Mini-lesson: Author’s Style--Narrative Technique
Lee keeps the Radley place in in the reader’s memory even though the summer games have ended. Why do you think she does this? The last line of the chapter is: “Atticus was right” (Lee). What was he right about?
Mini-lesson: Main Idea & Supporting Details workshop:
Focus on: claims, evidence, topic, data:
● PP of explanation
● Students are put into groups and given sample sentences: have them determine evidence, data
● Give them example paragraphs and have them locate/state claims, evidence, topic, data.
Mini-lesson: Semicolon and colon
EQ: What is a stereotype?
BR: Poem: Respond to the poem in the warm-up section of your journal. What stood out to you? Why? How did it make you feel?
Create your own definition of the word "stereotype" and make a list of words using a tree thinking map that you have heard, used, or been called. I think we noticed that most stereotypes ARE negative or derogatory. TKAM is not about racial stereotypes. Rather, it's a way to break those stereotypes and to look beyond the judgments people make. People are not their skin color, religion, clothing, etc. They are a unique person with a heart and mind.
EQ: How does language change across generations?
● All words have denotation or dictionary definitions, but words change meaning over time because our connotations change. INotebook
● Read the non-fiction articles about the N-word. Mark the parts of the article that stood out to you. Check mark areas your agreed with, Star things that you didn't agree with, and question mark the things you didn't understand.
● Debate/Classroom discussion
“Carnival in Rome”
1839. Aleksandr Petrovich Myasoedov
Explanation of “carn”
PPT for painting and intro to symbolism and vocab
Mini-lesson: GIST Summary Strategy
INotebook Notes on GIST & Practice on Meet Poe pdf
Assign 4 groups, each group has a section of Meet Poe. Individual students answer 5 w’s in notebook. Groups write a GIST summary on the board.
Mood is the emotional quality in a text. A writer's choice of words, the subject matter, setting, tone words, as well as sound devices, all help to create the mood. As you read "The Cask of Amontillado," ask yourself--what emotions does the writing make you feel?
Mini-lesson: Unreliable Narrator Prezi
Read “Cask of Amontillado” aloud
Audio: COA Part 1 & Part 2
Focus on Setting, Symbolism, Characterization
GIST note cards on “Cask of Amontillado”
6 Sequencing boxes w/ summary of story-quiz