Me and My 'hood

Objective:
Students will write about how they perceive their neighborhood influences and affects their self-image.

Activities:
1. Get a copy of The House on Mango Street and take out your copy of To Kill a Mockingbird.
2. Consider Scout's description of her neighborhood paying special attention to how she portrays the adults. How do the adults try to influence the children?
3. Consider Esperanza's description of her family and neighborhood paying special attention to how she perceives herself and becomes aware of the influences around her.
4. Write a vignette about your perception of your neighborhood. Make sure your story shows rather than tells. Let your perceptions jump off the page with detailed descriptions.

Note:
That's not popcorn I smell: it's Pop Quiz!!!

Fading Childhood

Objective:

Students will connect their understanding of contemporary social issues with those that Harper Lee brings to bear in the text of To Kill a Mockingbird.

Activities:

1. Take out your book and a piece of paper for today's activities.

2. Get into groups and get ready to discuss chapters 14 and 15.

3. Using the three questions on the white board(s) as your guide, discuss Scout's experiences and how these events affect and influence her.

4. After your discussion of a particular point concluded, write a summary of your discussion points on your paper.

Note:

Don't forget to continue to work on your vignette about your neighborhood.

Your Neighborhood

Objective:
Students will connect their understanding of contemporary social issues with those that Sandra Cisneros brings to bear in the text of The House on Mango Street.

Activities:
1. Distribute books and take out paper for notes and writing activity.
2. Review vignettes from last Thursday playing special attention to what Cathy says to Esperanza.
3. Read the following vignettes:
     a. Louie, His Cousin, and His Other Cousin
     b. Marin
     c. Those Who Don't
     d. The Was an Old Woman She Had So Many Children She Didn't Know What to Do
4. Writing Assignment (narrative): What is your impression of your neighborhood? Do you feel like Sandra Cisneros does about hers? Write a vignette (story) that captures how your neighborhood affects and influences you.

Note:
Finish reading through page 155 of To Kill a Mockingbird for tomorrow's discussion and group work activity.

From Innocence to...

Objective:
Students will discuss childhood innocence and what causes Americans to lose that innocence.

Activities:
1. Quick write: What is childhood innocence and why do we lose it?
2. Discuss Chapter 8 of To Kill a Mockingbird.
3. What is significant about the snow storm and Ms. Maudie's house catching fire?
4. Discuss Chapter 9 of To Kill a Mockingbird.
5. Evaluate Scout's behavior.

Note:
Essays are due Monday. If you don't turn in an essay, you will get a progress report. There's also a good chance that I'll ask for a Parent-Teacher Conference if you fail to turn in the essay.

Active Reading Notes #1

Objective:
Students will compile their notes and comment on what they noticed in chapters 1-5.

Activities:
1. Take out your books.
2. Using the paper I give you, attach your sticky notes to the left hand side of the paper. On the right hand side of the paper, write a brief explanation for why you wrote the note and tell me how the note helped you as you continued to read.
3. I will read chapters 6 and 7.
4. The class will discuss the concept of innocence.

Note:
Please refer to the reading assignment handout I gave you. You must have chapters 8 & 9 read when you come to class on Wednesday.

What's that I Smell?

It's Pop Quiz!!!

Objective:
Students will discuss the kids' fascination with Boo Radley and how the author begins humanize him.

Activities:
1. Take out a piece of paper for the pop quiz.
2. Take the pop quiz.
3. Discuss the answers to the pop quiz and consider why the author wants the reader to think about Boo Radley after the kids spent the first two chapters making him out to be a monster.

Note:
I am available to help you with your essay before school and at lunch. On Tuesday, I'll give a lesson on how to start body paragraphs and write conclusions. Essays are due next Friday April 25.

Scout's Early Education

Objective:
Students will examine Scout's learning environment in Chapters 2 and 3 while evaluating her responses to the influences that bombard her.

Activities:
1. Students who have not read will need to do so before participating in the activities.
2. Explain Miss Caroline's prejudices and how Scout responds to them.
3. Why doesn't Scout want to go back to school? What contrast exists that the educational system can't/won't account for?
4. How does Atticus teach Scout?

Note:
Bring your essay work to class tomorrow.