Tuesday, 11/17

Students were given 45 minutes of class time to work on their research notecards. We then discussed bibliographies and how students will submit their bibliographies for the research assessment. Students spent the remaining class time reading and annotating sections of an article on the Missouri incident entitled, “University of Missouri chancellor and president step down amid race row.” I split the article up into four sections, and students were each assigned different sections to read. Students were asked to summarize the sections of the article that they read as well as to try and connect their section to the novel and their research. After students completed this step, they were placed into groups of four to share their findings with their peers. Homework: read ch 19–20 in TKAM.

Friday, 11/13

We spent the beginning half of class discussing how a criminal case moves through the court system (beginning with arrest, and ending at sentencing), in order to better understand the events surrounding Tom Robinson’s trial in To Kill a Mockingbird. Students used the web quests that they completed last class in order to assist them with the discussion. After this, we took small and medium questions from the assigned reading. Students spent the remainder of time completing research for their assessments. Homework: read ch 18 in TKAM.

Monday, 11/9

Today, students helped me calculate how many notecards everyone should be completing in class each day between now and the due date, depending on what grade they are hoping to receive on the assessment. After this, they were given the first 40 minutes of class to work on their research projects. [We then watched a short video on/discussed the Caste System in India][slides], and placed the families in To Kill a Mockingbird into the Caste System model. We discussed where students ranked each of the families, and answered small and medium questions for chapters 13, 14, and 15. Homework: read ch. 16 in TKAM.

Thursday, 11/5

Mr. Everson began class by passing back the Wall-E Power-Paragraphs, and discussing grades with students. Mr. Gardner came in afterward to discuss finals with the students, as they are fast-approaching. Then, we discussed code-switching in chapter 13 of the novel by completing a quick-write, watching a video clip, and relating both of these exercises back to the content of the story. Students were given the last 45 minutes of class to work on the research project. Homework: read ch. 14–15 in TKAM.

Tuesday, 11/3

Today in class, we went over the small and medium questions that students had about chapters 10 and 11 in the novel. We then discussed paraphrasing. Students took notes on paraphrasing, and we practiced paraphrasing an excerpt from an article in the Longmont Times-Call together. After that, I presented the notecard format for the assessment to students, which they copied into their notebooks. Students were left with the last half an hour of class time to finish the notecards that they started last class with Ms. Dailey, and begin their second notecards for the research project. Homework: read ch. 12–13 in TKAM.

Friday, 10/30

After discussing small questions from ch. 9 and a short amount of reading time for the next reading guide, students were introduced to the research project for this semester. Everyone will be attempting to answer the question “What was life like for black people in the American South between the end of the Civil War and the beginning of the Civil Rights Movement?” Students were assigned different topics within this time period and Ms. Dailey visited from the library to introduce research databases and EasyBib to students. Students received instruction on how to take notes (which will eventually be done on notecards), and began with a handout. Homework: read ch. 10–11 in To Kill a Mockingbird.

Monday, 10/26

Today, we began class by giving the students about 30 minutes of reading time. They used this time to either catch up on the reading that they were assigned over the weekend, or to work ahead on their reading for Wendesday’s class. Then, students completed a character map activity for Walter Cunningham and Burris Ewell. and we used this activity to begin a discussion about class within the novel. We finished by taking a few quick notes on summarization. Homework: read ch. 6–8 in TKAM.

Tuesday, 10/20

Students turned in their annotated copies of To Kill a Mockingbird ch. 1 at the start of class. We provided everyone with a copy of the reading schedule formatted as a bookmark, and students had the first half of class to begin reading in earnest. After returning the homework, we discussed students small questions from ch. 1. Homework: read ch. 2–3 in To Kill a Mockingbird for class on Thursday.

Thursday, 10/15

We talked about perception today in anticipation of beginning our reading of To Kill a Mockingbird. This is an idea that will be central to this novel. We spent time looking at some optical illusions, discussing the different things we saw in them, and then journalling about what is perception and what can affect our perception of tangible and intangible things. Students then received photocopies of ch. 1 of the novel to read and annotate. Homework: finish your reading and annotation of ch. 1 for class next Tuesday.

Friday, 10/9

Today was part 1 of our mid-term assessment. Students finished their power paragraphs about the themes in Wall-E. Students who finished early checked out copies of To Kill a Mockingbird and got a head start on our first novel of the year. And at the end of class, everyone received a copy of the story “Liberty” — part 2 of the assessment will be on Tuesday and will cover this story. Homework: read and annotate (for plot elements, character motivations and changes, setting/mood/tone, resolution of conflicts, possible subjects/topics) the story “Liberty;” *don’t neglect this homework as you will not have time to read and take the test on Tuesday.