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.

Active Reading

Objective:
Students will learn how to be active readers of a novel to enrich their reading experience.

Activities:
1. Mr. Riley will give you the secret tool for successful active reading: Post-it Notes.
2. Mr. Riley will read chapter one of To Kill a Mockingbird and model how to actively read and use the Post-it Notes.
3. Students will practice active reading by using a Post-it Note to create their own active reading entry.

Note:
The reading plan will not change; you must read at home. Tuesdays and Thursdays will be devoted to working on your Explanatory Essay. Essays are due no later than Friday April 25.

Two-Minute Conferences

Objective:
Students will meet with me for the purpose of determining what help, if any, they need with their essay.

Activities:
1. Either you are meeting with me to discuss your essay, or
2. You are continuing to write.

Note:
Don't forget to have To Kill a Mockingbird with you in class on Monday.

Body Paragraphs

Objective:
Students will use textual and anecdotal evidence to support the precise claims they are making in their Explanatory Essay.

Activities:
1. Ask Mrs. Arratia for your paper if you need to use it.
2. Work on crafting your body paragraphs

Note:
I will be back tomorrow. Let's start some two-minute conferences. I'll start with students who believe they need the help the most.

"You've got some 'splainin to do"

Objective:
Students will learn how to effectively explain why they believe something in writing.

Activities:
1. Get your paper back.
2. Now that you have your issue, the background information necessary to make your point, and your thesis statement, it is time to connect the dots (Elizabethan England to Rialto 2014).
3. With apologies to "I Love Lucy" fans everywhere, you have to 'splain yourself.' Why should I believe what you say about the similarities and differences with regard to a social issue and two periods of time separated by over 400 years?

Note:
It seems harder than it is. I will talk to each group about how to organize an approach to this essay, so you can start attacking it.

Introductions and Thesis Statements

Objective:
Students will learn how to write a coherent introduction with a thesis statement that acts as a guide for their essay.

Activities:
1. Wait for me to return your paper from yesterday to you.
2. Rearrange yourselves by topic.
3. Decide what background information is necessary in an Explanatory Essay.
4. Practice writing thesis statement that include your social issue.

Note:
You cannot write an introduction without knowing which social issue you are explaining, and you can't write body paragraphs that explain your position without a thesis statement. Get to work!

Decision Time

Objective:
Students will learn how to make a precise claim that can be supported by evidence.

Activities:
1. Take out a piece of paper. Put your name and today's date in the upper righthand corner. Title this assignment "Explanatory Essay Brainstorm."
2. Quick write... Think of the social issues present in Romeo and Juliet that are still manifest in our society today. Which social issue strikes a chord with you? Tell me why you are interested in pursuing this issue. What makes it real for you? What evidence do you think you might use?
3. Each student will get one (1) minute to chat with me about their choice.

Note:
Tomorrow we will discuss how to incorporate your choice of social issue into an introductory paragraph.

The Influence of Film

Objective:
Students will analyze the influence film and media have had on literature, specifically Romeo and Juliet.

Activities:
1. Finish viewing Baz Luhrmann's 1997 version of Romeo and Juliet starring Leonardo DiCaprio and Claire Danes.
2. Evaluate: Why did Luhrmann use original language from the play while using a modern setting? Did it work? Explain.
3. Discuss the role film plays in our society. What happens when film and literature meet? Why has it been said, "Read the book. Don't wait for the movie."

Note:
On Monday, everybody will choose an angle for their Explanatory Essay. Take some time to read about the assignment at explanatoryessay.blogspot.com. 

Authors Have the Power

Objective:

Students will discuss how social issues impact the way individuals live and the power that authors have when they write about those issues.

Activities:

1. Go to library to check out To Kill a Mockingbird.

2. View 15-20 minutes of Baz Luhrmann's 1997 movie Romeo and Juliet.

3. Write about how one social issue has affected you and whether or not you've ever seen it depicted in literature.

Note: 

Please begin reading To Kill a Mockingbird. There is no harm in reading something twice; often the reader discovers something missed in the first reading. While you read think about the social constructs in the novel. 

The Purpose of Literature

Objective:
Students will discuss why (and possibly if) the study of literature is relevant in our day in age.

Activities:
1. Take out one piece of paper for our actives today: a quick write, some notes, a group discussion, and a summary of the day's learning.
2. Quick write: "Why do you think we study literature in English classes at school?" We will follow up with a pair/share session before taking the issue to whole group share.
3. Notes! We are wrapping up our study of Shakespeare and moving on to Harper Lee's To Kill a Mockingbird. What knowledge have you gained and how are you going to use it? Essay time!!!
4. Group work: In groups of four, create a list of five of the most pressing societal issues of our time. With each issue you identify, write a short (one or two sentences) summary of your reasons for listing that particular issue.
5. Closure: How will your participation in today's activities better prepare you for the Explanatory Essay?

Note:
Don't forget that we are heading to the library tomorrow to checkout To Kill a Mockingbird. Make sure your ID is on your person.

Examining Societal Issues

Objective:

Students will examine the societal similarities and differences between Elizabethan England and 21st Century Rialto.

Activities:

1. View 15-20 minutes of Baz Luhrmann's 1997 Romeo and Juliet starring Leonardo DiCaprio and Claire Danes.

2. Using the Societal Issues Thought Map, students will record what they believe to be the most compelling societal issues in William Shakespeare's Romeo and Juliet. 

3. After identifying the Elizabethan societal issues, students will compare and contrast the issues to what they believe of present day Rialto.

4. Upon completing an analysis of similarities and differences, students will write a paragraph in which they draw conclusions regarding the two time periods.

Note:

When drawing your conclusions, be sure to write about both time periods in relationship to the societal issue on which you are commenting. Remember, you are attempting to make a claim about real people in real life that can be substantiated.