Hello everyone,
I hope you have all had a wonderful Thanksgiving break! 12th graders, don't forget that your final draft of your essay is due on Friday at 8:00 AM, shared as a Google Doc with msatwill@gmail.com
Monday
Periods 1, 5 and 7
Reading Logs from last week due
Classwork: Read p. 43-53 in To Kill a Mockingbird. Add to Identity Charts for Boo Radley, Scout, Jem, Atticus and Tom Robinson.
Homework: Re-write the scene in front of the jail from the perspective of Atticus, Tom Robinson, or Walter Cunningham. What is this character feeling? How do they react to the children's arrival?
Periods 2 and 6:
Reading Logs from last week due
Classwork: Work on drafting body paragraphs. Use the Integrating Quotations handout to incorporate quotes, and use the Essay Checklist to make sure you include everything you need to get a perfect score.
Homework: Complete your body paragraphs using all six pieces of evidence.
Tuesday
Periods 1, 5 and 7
Classwork: Read p. 53-59 in To Kill a Mockingbird. Add to Identity Chart for Mr. Ewell.
Homework: Write 1/2 page: Why do you think Mr. Ewell didn't take Mayella to the doctor if she had just been raped? What does this show about him as a character? How does this connect to the central idea of dehumanization?
Periods 2 and 6:
Classwork: Work on writing introductions and outlines.
Homework: Complete your introductions and outline. We will be meeting in the computer lab tomorrow and using Google Drive, so if you don't have a gmail account, please create one tonight so you are prepared for tomorrow!
Wednesday
Periods 1, 5 and 7
Classwork: Review the Interim Exam Prompt to prepare for tomorrow's exam. Watch To Kill a Mockingbird from 51:30 (Scene where Scout fights Cecil Jacobs) to 1:07:49 (the end of the scene at the jailhouse).
Homework: Write 1/2 page on one central idea from today’s scenes, and how one writing strategy (Characterization, point of view, setting, etc) develops this central idea to prepare for tomorrow’s exam!
Periods 2 and 6:
Classwork: Meet in the computer lab. Create a Google doc, and share with msatwill@gmail.com so that I can comment, but not edit. Use the Revision Checklist to revise your essay.
Homework: Independent reading, and complete your revision of your essays. Tomorrow’s writer’s workshop is our final one, so come to the computer lab prepared to edit and polish your final draft.
Thursday
Periods 1, 5 and 7
Classwork: Text Analysis Exam on To Kill a Mockingbird.
Homework: Independent Reading, reading logs due tomorrow!
Periods 2 and 6:
Classwork: Meet in computer lab for our final writer's workshop! Use the editing checklist to edit your work and make sure everything is perfect.
Homework: Independent Reading, (Reading Logs due tomorrow) and make any final revisions or edits to your essay. The final draft is due by tomorrow at 8:00 AM, so make sure you make any final changes tonight! Make sure it is a Google Doc shared with msatwill@gmail.com!
Friday
Periods 1, 5 and 7
Reading Logs Due
Classwork: Read p. 59-66 in To Kill a Mockinbird. Identity Charts: Tom Robinson.
Homework: Write ½ page on the central idea of dehumanization in today’s reading. How did it affect the actions and reactions of the characters?
Periods 2 and 6:
Reading Logs Due
Classwork: Read p. 198-199 and p. 202-206 in Malcolm X, and identify shifts in style and tone. What does this reveal about Malcolm' character development?
Homework: Write ½ page: Analyze how style and content contribute to the power or beauty in chapter 12.
Sunday, November 27, 2016
Sunday, November 20, 2016
Week of November 21-25
Happy Thanksgiving, everyone!
We have a short week, don't forget that you are still responsible for Independent Reading! Reading Logs for this week will be collected on Monday, November 28th.
Monday
Periods 1, 5 and 7:
Classwork: Read p. 30-35 of To Kill a Mockingbird. Add to identity charts for Scout, Jem and Atticus.
Homework: Write ½ page: How does today’s reading connect to the central idea of Social Inequality?
Periods 2 and 6:
Classwork: Exam on Chapters 1-11 of Malcolm X
Homework: Independent Reading
Tuesday
Periods 1, 5 and 7:
Classwork: Read p. 35-43 of To Kill a Mockingbird. Add to identity charts for Atticus, Scout, Mr. Ewell and Tom Robinson.
Homework: Write ½ page on the characterization of Atticus in today’s reading. How does his handling of the rabid dog affect your perception of him? How does he handle Mr. Ewell? Is this the right choice?
Periods 2 and 6:
Classwork: Read and discuss essay instructions for your essay on chapters 1-11 of Malcolm X.
Homework: Complete your rough draft of your thesis statements. Bring all of your previous homework and notes from Malcolm X to class tomorrow, you will need it for your essay!
Wednesday
Periods 1, 5 and 7:
Classwork: Watch the movie from 23:40-51:00 (from the end of the scene with Atticus and Mr. Ewell at the courthouse where Mr. Ewell says, “What kind of man are you? You’ve got children of your own!” until the end of the scene where Atticus and Jem and Scout go out to see Tom Robinson’s family and are confronted by Mr. Ewell.)
Homework: Choose one central idea (We've studied Social Inequality, Dehumanization, and Identify vs. fitting in, but you could come up with your own) to write about from today’s video, or from the story as a whole. Don’t forget to do two day’s worth of Independent Reading! Reading Logs due Monday! Happy Thanksgiving!
Periods 2 and 6:
Classwork: Identify evidence from your homework and notes on Malcolm X for your essays. Work on analyzing your evidence. Don't just explain what it means, make sure to answer the question: "So what?" in your analysis.
Homework: Complete your outlines. Remember, this is still a rough draft, you can always change it later, so don’t stress! Don’t forget to do two day’s worth of Independent Reading! Reading Logs due Monday! Happy Thanksgiving!
We have a short week, don't forget that you are still responsible for Independent Reading! Reading Logs for this week will be collected on Monday, November 28th.
Monday
Periods 1, 5 and 7:
Classwork: Read p. 30-35 of To Kill a Mockingbird. Add to identity charts for Scout, Jem and Atticus.
Homework: Write ½ page: How does today’s reading connect to the central idea of Social Inequality?
Periods 2 and 6:
Classwork: Exam on Chapters 1-11 of Malcolm X
Homework: Independent Reading
Tuesday
Periods 1, 5 and 7:
Classwork: Read p. 35-43 of To Kill a Mockingbird. Add to identity charts for Atticus, Scout, Mr. Ewell and Tom Robinson.
Homework: Write ½ page on the characterization of Atticus in today’s reading. How does his handling of the rabid dog affect your perception of him? How does he handle Mr. Ewell? Is this the right choice?
Periods 2 and 6:
Classwork: Read and discuss essay instructions for your essay on chapters 1-11 of Malcolm X.
Homework: Complete your rough draft of your thesis statements. Bring all of your previous homework and notes from Malcolm X to class tomorrow, you will need it for your essay!
Periods 1, 5 and 7:
Classwork: Watch the movie from 23:40-51:00 (from the end of the scene with Atticus and Mr. Ewell at the courthouse where Mr. Ewell says, “What kind of man are you? You’ve got children of your own!” until the end of the scene where Atticus and Jem and Scout go out to see Tom Robinson’s family and are confronted by Mr. Ewell.)
Homework: Choose one central idea (We've studied Social Inequality, Dehumanization, and Identify vs. fitting in, but you could come up with your own) to write about from today’s video, or from the story as a whole. Don’t forget to do two day’s worth of Independent Reading! Reading Logs due Monday! Happy Thanksgiving!
Periods 2 and 6:
Classwork: Identify evidence from your homework and notes on Malcolm X for your essays. Work on analyzing your evidence. Don't just explain what it means, make sure to answer the question: "So what?" in your analysis.
Homework: Complete your outlines. Remember, this is still a rough draft, you can always change it later, so don’t stress! Don’t forget to do two day’s worth of Independent Reading! Reading Logs due Monday! Happy Thanksgiving!
Sunday, November 13, 2016
Week of November 14 to 18
Hello everyone!
Here are the assignments and classwork for the week. I hope to see you and your parents at parent/teacher conferences on Thursday night and Friday afternoon!
Monday
Periods 1, 5 and 7:
Classwork: Create identity charts for Tom Robinson and Mr. Ewell. Read p. 14-22 in To Kill a Mockingbird. Add to identity charts for Scout, Jem, Atticus, Tom Robinson, and Mr. Ewell.
Homework: Write 1/2 p. on the characterization of Atticus. What does it say about him that he is willing to take on Tom Robinson’s case?
Periods 2 and 6:
Classwork: Read an excerpt and attempt to determine where the text came from using critical thinking skills. Read p. 167-171 of Malcolm X, taking double entry notes on foreshadowing at the end of p. 171.
Homework: Write 1/2 page: Why do you think Malcolm believed Dr. Elijah Muhammad’s “tales?”
Tuesday
Periods 1, 5 and 7:
Classwork: Author's Toolbox: Central Idea: Social Inequality
Definition: Separation among people based on race, class status (money), education, or other factors.
Example: In To Kill a Mockingbird, characters are separated by race, class, and education.
Do a gallery walk of images from the Great Depression, and analyze how the images reflect the central idea of social inequality. Read an excerpt about the Great Depression and analyze where different characters would be ranked on a scale of social inequality.
Homework: Write 1/2 page on how the images and reading from today connect to the central idea of Social Inequality in To Kill a Mockingbird
Periods 2 and 6:
Classwork: Get into groups for Jigsaw Analysis of Chapter 11. Work to determine how events in Chapter 11 demonstrate Malcolm X's development.
Homework: Complete your group's assigned Jigsaw Analysis questions.
Wednesday:
Periods 1, 5 and 7:
Classwork: Watch the movie version of To Kill a Mockingbird, from 2:56 (right after the opening credits) until 23:40 (right after Mr. Ewell says, “What kind of man are you? You got chillun of your own!”
Homework: Write 1/2 page: How does seeing and hearing the movie influence your understanding of the text?
Periods 2 and 6:
Classwork: Share Jigsaw Analysis with members of other groups. Each person is responsible for answering or finding answers to each question in the packet, not just the ones in your group.
Homework: Write 1/2 page: How did events in Chapter 11 demonstrate Malcolm X's development?
Thursday:
Periods 1, 5 and 7:
Classwork: Read p. 22-30 in To Kill a Mockingbird. Add to identity charts.
Homework: Write 1/2 page: How does the setting affect people's actions and reactions to the events?
Periods 2 and 6:
Classwork: Read p. 185-188 in Malcolm X, and answer the assigned questions.
Homework: Study for your exam on Monday! The essay question will be: How does Malcolm X develop from the end of chapter 10 to the end of chapter 11?
Friday:
Periods 1 and 2:
Reading Logs Due
Classwork: Read an excerpt and complete a SOAPSTone analysis. In your group, answer questions 15-19. Independently, answer questions 20-24.
Homework: Identify any questions that are still challenging for you and bring them in on Monday.(2nd period: study for your exam!)
Periods 5, 6 and 7:
No classes due to Parent/Teacher conferences. Reading Logs for this week due on Monday. (6th period, study for your exam!)
Here are the assignments and classwork for the week. I hope to see you and your parents at parent/teacher conferences on Thursday night and Friday afternoon!
Monday
Periods 1, 5 and 7:
Classwork: Create identity charts for Tom Robinson and Mr. Ewell. Read p. 14-22 in To Kill a Mockingbird. Add to identity charts for Scout, Jem, Atticus, Tom Robinson, and Mr. Ewell.
Homework: Write 1/2 p. on the characterization of Atticus. What does it say about him that he is willing to take on Tom Robinson’s case?
Periods 2 and 6:
Classwork: Read an excerpt and attempt to determine where the text came from using critical thinking skills. Read p. 167-171 of Malcolm X, taking double entry notes on foreshadowing at the end of p. 171.
Homework: Write 1/2 page: Why do you think Malcolm believed Dr. Elijah Muhammad’s “tales?”
Tuesday
Periods 1, 5 and 7:
Classwork: Author's Toolbox: Central Idea: Social Inequality
Definition: Separation among people based on race, class status (money), education, or other factors.
Example: In To Kill a Mockingbird, characters are separated by race, class, and education.
Do a gallery walk of images from the Great Depression, and analyze how the images reflect the central idea of social inequality. Read an excerpt about the Great Depression and analyze where different characters would be ranked on a scale of social inequality.
Homework: Write 1/2 page on how the images and reading from today connect to the central idea of Social Inequality in To Kill a Mockingbird
Periods 2 and 6:
Classwork: Get into groups for Jigsaw Analysis of Chapter 11. Work to determine how events in Chapter 11 demonstrate Malcolm X's development.
Homework: Complete your group's assigned Jigsaw Analysis questions.
Wednesday:
Periods 1, 5 and 7:
Classwork: Watch the movie version of To Kill a Mockingbird, from 2:56 (right after the opening credits) until 23:40 (right after Mr. Ewell says, “What kind of man are you? You got chillun of your own!”
Homework: Write 1/2 page: How does seeing and hearing the movie influence your understanding of the text?
Periods 2 and 6:
Classwork: Share Jigsaw Analysis with members of other groups. Each person is responsible for answering or finding answers to each question in the packet, not just the ones in your group.
Homework: Write 1/2 page: How did events in Chapter 11 demonstrate Malcolm X's development?
Thursday:
Periods 1, 5 and 7:
Classwork: Read p. 22-30 in To Kill a Mockingbird. Add to identity charts.
Homework: Write 1/2 page: How does the setting affect people's actions and reactions to the events?
Periods 2 and 6:
Classwork: Read p. 185-188 in Malcolm X, and answer the assigned questions.
Homework: Study for your exam on Monday! The essay question will be: How does Malcolm X develop from the end of chapter 10 to the end of chapter 11?
Friday:
Periods 1 and 2:
Reading Logs Due
Classwork: Read an excerpt and complete a SOAPSTone analysis. In your group, answer questions 15-19. Independently, answer questions 20-24.
Homework: Identify any questions that are still challenging for you and bring them in on Monday.(2nd period: study for your exam!)
Periods 5, 6 and 7:
No classes due to Parent/Teacher conferences. Reading Logs for this week due on Monday. (6th period, study for your exam!)
Sunday, November 6, 2016
Week of November 7-10th
Hello everyone!
We have a short week this week, so please remember to do Independent Reading for any days that we are not in class. Reading logs for this week will be collected on Monday, November 14th.
Monday
All periods:
Classwork: Revise your PXP Responses using the Writing Conference guidelines and the editing checklist. Take a look at the PXP Rubric to make sure that you are at 100% in each category!
Homework: Type up your final draft of your PXP Response, and email it to msatwill@gmail.com by Wednesday at 8:00 AM.
Tuesday
No classes--don't forget to read!
Wednesday
Periods 1, 5 and 7:
Classwork: Begin reading To Kill a Mockingbird. Read pages 3-7, and create Identity Charts for Scout, Jem, and Atticus, as well as a setting chart for Maycomb, Alabama.
Homework: Write ½ page on the setting of TKAM. How might this setting affect the characters?
Periods 2 and 6:
Classwork: Read Malcolm X p. 161-164. Identify and evaluate how the author persuades the reader to believe the concept of "The White Devil." Double Entry Notes: characterization of white people.
Homework: Write ½ page on how Malcolm begins to see all white people as “devils.” How does the author persuade the reader to believe this? How effective is it?
Thursday
Periods 1, 5 and 7:
Classwork: Read To Kill a Mockingbird, pages 7-16. Add to existing Identity Charts, and create one for Boo Radley.
Homework: Write 1/2 page on the characterization of Boo Radley. How do you know what he is like? Is this a reliable source?
Periods 2 and 6:
No class--have fun taking your senior pictures!
Friday
No classes--don't forget to read! Reading logs are due on Monday, with 50 pages and 5 responses.
We have a short week this week, so please remember to do Independent Reading for any days that we are not in class. Reading logs for this week will be collected on Monday, November 14th.
Monday
All periods:
Classwork: Revise your PXP Responses using the Writing Conference guidelines and the editing checklist. Take a look at the PXP Rubric to make sure that you are at 100% in each category!
Homework: Type up your final draft of your PXP Response, and email it to msatwill@gmail.com by Wednesday at 8:00 AM.
Tuesday
No classes--don't forget to read!
Wednesday
Periods 1, 5 and 7:
Classwork: Begin reading To Kill a Mockingbird. Read pages 3-7, and create Identity Charts for Scout, Jem, and Atticus, as well as a setting chart for Maycomb, Alabama.
Homework: Write ½ page on the setting of TKAM. How might this setting affect the characters?
Periods 2 and 6:
Classwork: Read Malcolm X p. 161-164. Identify and evaluate how the author persuades the reader to believe the concept of "The White Devil." Double Entry Notes: characterization of white people.
Homework: Write ½ page on how Malcolm begins to see all white people as “devils.” How does the author persuade the reader to believe this? How effective is it?
Thursday
Periods 1, 5 and 7:
Classwork: Read To Kill a Mockingbird, pages 7-16. Add to existing Identity Charts, and create one for Boo Radley.
Homework: Write 1/2 page on the characterization of Boo Radley. How do you know what he is like? Is this a reliable source?
Periods 2 and 6:
No class--have fun taking your senior pictures!
Friday
No classes--don't forget to read! Reading logs are due on Monday, with 50 pages and 5 responses.
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