Skip to main content

To Kill a Mockingbird, day 1!



Today I will:

  • Formulate a prediction about TKAM based on visual representations of the novel in a short writing assignment.
  • Define the literary term diction and explain what it has to do with To Kill a Mockingbird.
  • Read Chapter 1 of To Kill a Mockingbird, focusing on character, setting, & diction.
    • Take notes on setting, characters & relationships

Agenda:

Warm-up: virtual "gallery walk" of book cover art & skim through pp. 1-57 // QUICKWRITE: What do you think this novel is all about? What kind of book do you think this will be? Why do you think so many people love this book?
  • Preview film adaptation of To Kill a Mockingbird (6 min)
  • Learning about diction // digital handout via Google Classroom
  • Begin reading Ch 1
    • Purpose/Goal: Character/setting info + DICTION

Homework:

  • Finish reading To Kill a Mockingbird ch 1
  • Come to class tomorrow with a list of at least 10 questions.
  • Honors (EMAIL ME YOUR RESPONSE): Focus on the diction Harper Lee uses to describe Boo.  The kids gossip extensively about Boo in this chapter.  Find the following three words in the text and choose which word best represents what you think is the truth about Boo: turtle, phantom, or bloodstained.  Once you find the words, read the sentences before them and after them so you can get the proper context.  Once you have selected the word that best represents Boo, copy down the sentence in which the word appears.  Then, explain why the word you chose is better than the other two words, using what little you know from the text and using your best inference skills.  Write no more than half a page.

Labels

Labels:

Comments

Post a Comment

Popular posts from this blog

Mon., 30 April: Vocab test & Odyssey studying

Today I will: ~Define vocabulary terms as used in the context of The Odyssey  by completing a test ~Summarize key plot elements and identify characters from The Odyssey  by playing a review Kahoot Agenda: ~5-7 minutes to study vocab. Use your flashcards, quizlet, etc. ~Vocabulary test via Illuminate ~When you finish the test, show Ms. Wright your completed review sheet (20 pts) ~Kahoot! Homework: ~Be ready to rock the test tomorrow. ~ Kahoot challenge posted to Classroom! ~Click for a link to some question-type practice: STUDY! ~Want to re-read "Siren Song" by Margaret Atwood? Click here ~Missing the "Where I'm From" poem/blog post? Here are the directions again:  https://docs.google.com/document/d/13sLBpF1t4Uctli5qiwwYivySyfjchYwZUtB1EiRJmWo/edit?usp=sharing
Post a Comment
Read more

Thurs., 3 May: Hero's Journey storytelling, lit circle selections, Odyssey-watching

Today I will: ~Apply the hero's journey to my own life by telling a story to a partner. ~Understand the options for lit circles and list my top book choices. Agenda: Warm-up:   Partner story-telling: You will have two minutes to tell a story from your own life that you can connect to the hero's journey cycle. ~Mr. Gideon will pitch lit circle books ~ CLICK HERE to make your lit circle selections. ~Continue watching The Odyssey Homework: EVERYONE: Ponder your hero's journey tonight. Come to class tomorrow with 3 ideas. You will be pitching your 3 story ideas for an in-class Flipgrid tomorrow (15 points). HONORS: Be prepared for a timed writing tomorrow on motif in your novel. 
Post a Comment
Read more

Odyssey: "Calypso, the Sweet Nymph"

Today I will: ~Synthesize knowledge of imagery to create a short story with vivid imagery (7-min quickwrite) ~Analyze the text of The Odyssey  with a focus on imagery Agenda: Warm-up:   Title: "Battle" Focus on imagery. What are the sights, sounds, smells, physical sensations of the battle? (Also use the vocab! Quiz on Tuesday, 4/17.) Literary Focus for the Day : Imagery ~ Close-reading handout: "Calypso, the Sweet Nymph" ~We will read the text silently first, focusing upon imagery; be prepared to share one powerful example of imagery in the text ~Then, table groups will close-read a section of the text with a particular focus: Visual Imagery, lines 33-74: Ethan Auditory Imagery, lines 33-74: Rebekah Olfactory Imagery, lines 33-74: Brad Visual Imagery, lines 75-125: Makayla Auditory Imagery, lines 75-125: Lauryn Olfactory Imagery, lines 75-125: Olivia Tactile Imagery, whole text: Sebastian Homework: ~Complete ...
Post a Comment
Read more