Block 2 Humanities I in Room K120

Today I will: ~Apply knowledge of rhetorical appeals to find text evidence of each appeal by writing a collaborative paragraph ~Analyze an excerpt from Atticus' closing remarks in TKAM chapter 20 by annotating the text and participating in a  Socratic/fishbowl seminar Key terms: rhetorical appeals / ethos / pathos / logos Agenda: Warm-up (10 min) : Using your book and notes from yesterday, finish up your group paragraph on rhetorical appeals (ethos, pathos, & logos). Make sure that you include evidence of 2 out of 3   rhetorical appeals :  ethos & pathos, pathos & logos, or ethos & logos. ~Ethos/pathos/logos, presented another way (Shmoop video) ~Socratic/fishbowl close-reading of Atticus' closing remarks (focus on rhetorical appeals) ~ Socratic seminar sentence starters handout Homework:  ~ Read   ch 22-23, pp.212-227 ~Flipgrid (due Friday at 8am): password is 2021

Today I Will: ~ Demonstrate evidence of reading by completing a short reading check quiz ~ Record evidence from the Tom Robinson trial and identify discrepancies ~Apply knowledge of rhetorical appeals to find text evidence of each appeal in a collaborative paragraph Key Terms: rhetorical appeals / ethos / pathos / logos / discrepancies Agenda: Warm-up : TKAM ch 18-19 partner reading check ~Tables work together to fill in the rest of the trial testimony tracker ~Introduction to rhetorical appeals: ethos, pathos, logos ~Collaborative activity: Group paragraph (1 ES+A for ethos, 1 ES+A for pathos, 1 ES+A for logos) Claim : In To Kill a Mockingbird chapters 18 and 19, Mr. Gilmer and Atticus utilize rhetorical appeals in their attempts to persuade the jury. ~Begin reading ch 20 Homework: ~Read TKAM ch 20-21 // Focus on rhetorical appeals in Atticus' closing remarks

Today I will: - Record evidence from the Tom Robinson trial and identify discrepancies by completing the Heck Tate and Bob Ewell entries in my testimony tracker (Google Classroom) -Identify the varying social classes in Maycomb by drawing a pyramid representing its citizens. Key terms: Discrepancy :   a difference especially between things that should be the same Hierarchy: a system in which people or things are placed in a series of levels with different importance or status Perjury : the crime of telling a lie in a court of law after promising to tell the truth Testimony: something that someone says especially in a court of law while formally promising to tell the truth Agenda: ~Warm-up: 4 Corners Debate (If absent, you'll need to answer the four prompts in writing and share the doc with me) ~Access trial tracker (Google Classroom); discuss Heck Tate & Bob Ewell's testimony ~Begin tonight's reading (ch 18-19) // pauses for pair-sharing &

Today I will: ~Draw conclusions and make inferences about events and characters in TKAM by answering questions about chapter 16 ~Compare and contrast the film and text versions of TKAM by watching the movie and writing down 2 ways that the film is a successful adaptation and 2 ways that it is inaccurate or unsuccessful Agenda: Warm-up:  Quick write // Choose one of the following questions and write for 8 minutes: 1. Tell the facts about Dolphus Raymond, according to the gossip the kids share with each other outside the courthouse.   2. Scout overhears the members of the Idler’s club talking about Atticus.  What does she hear that confuses her? 3. What is Judge Taylor’s “interesting habit?” Why does Harper Lee include the detail regarding his “interesting habit”? What does this detail tell the reader about the atmosphere and professionalism of the Maycomb courthouse? 4. When Scout asks if the Cunninghams are still their friends, Atticus responds, “Mr. C

Today I will: ~ Explain how the social and historical context of TKAM shapes the narrative, and relate this to our own lives. ~ Present information by working collaboratively in a "jigsaw" activity. Agenda: ~ Warm-up : Share one reaction about last night's reading ("I feel..." "I think..." "I relate..") ~Share 3-4 'golden lines' ~ TKAM continuing historical/social connection jigsaw activity ( directions slideshow here) Take notes during other groups' presentations; note-check w/stamp tomorrow ~Chapter 16 read-aloud, note-taking, discussion, etc  ~ Index card exit slip : Write your name on the top. Answer the following questions: 1.) What is one fact or quote from your notes that changes or enhances your understanding of TKAM? 2.) What is one thing that your table group shared/taught today that will stick in your brain past today? 3.) What is one thing about you that I don't already know? Homewo

Today I will: -Demonstrate understanding of vocabulary words from TKAM via a quiz. - Draw conclusions and make inferences about events and characters in TKAM by answering questions and having a discussion about chapter 14. Agenda: ~Warm-up: answer one of the following questions to connect with the text: A) Did you ever try or pretend to run away when you were a little kid? Why? How far did you get? B) Scout and Dill discuss the topic of attention from parents/guardians. Scout wants less attention, and Dill wants more. What's your perspective? ~Vocab quiz // take it & turn in; test corrections all together at the end ~Close-reading + groups-of-3 discussions ~If time: Begin reading chapter 15. Homework: All: Read chapter 15 Directions: Focus on the scene where Jem and Scout visit Atticus in front of the jail when the gang of men comes to harm Tom Robinson. // Answer ONE of the questions below in a Flipgrid video (password: 2021). Reference

Today I will: ~Apply my knowledge of new vocabulary to create a skit with my small group ~ Draw conclusions and make inferences about events and characters in TKAM by discussing the text with my peers and writing a paragraph Agenda: Warm-up: Vocab mini-skits! Work with your table group to help the class understand and remember your vocabulary term for the quiz tomorrow. (10 min prep time) Use 1 or more props from the corner Use your word at least THREE (3) times Aberration : Abnormal or something weird Analogous : Something that is like or very similar to something else Frivolous : Having no serious purpose or value Interrogation : Intense and focused questioning of someone Attributes : Qualities or characteristics Protrude : To stick out above or beyond a surface Provocation : an action or occurrence that causes someone to become angry or to begin to do something Book Talk Person who had pizza most recently goes first Choose a 'g

White camellias (like those in Mrs. Henry Lafayette Dubose's yard) Today I will: Describe the differences between public and private identity and analyze shifting characterization in TKAM  chapter 10 through table discussion Generate questions and share 'golden lines' in an interactive reading of TKAM  chapter 11 Connect the topic of courage with my own life experience in a quickwrite Key terms/vocabulary: Conscience   |   Courage   |   Assume   |   Conclude   |   Confined Interrogation: Intense and focused questioning of someone Melancholy: feeling or showing sadness   :   very unhappy Livid: very angry   :   furious Playing hooky: to be away from school without permission   :   to not be at school when you should be Scuppernong : type of grape Philippic: a bitter attack or denunciation, especially a verbal one. Degeneration : the process of changing to a worse state or condition Umbrage: a feeling of being offended by what someo

Today I will: Demonstrate my comprehension of reading TKAM  by taking a multiple-choice super-quiz Define vocabulary from TKAM  and apply that knowledge in writing example sentences Agenda: Quiz Individual vocabulary study (Google Classroom) Begin reading chapter 10 together out loud Homework: Everyone: Finish reading chapter 10 CP (1 paragraph) :  In Chapter 10, the reader learns that Atticus has a private and a public identity. What have Scout and Jem discovered about Atticus’ private & public identity in ch. 10 and how are those identities different? Why would his children be unaware of his public and personal identity until now?   HON: Create this chart in your notebook.  Call it “Atticus Chart”.   Find three pieces of text evidence to show how Jem and Scout’s opinion of their father changes between Chapters 1 and 10.   Beginning of the novel Subsequent moment Where we are now in the novel Jem and Scout think their dad is..

Today I will: ~Reflect on my learning and progress as a reader and writer ~Demonstrate knowledge of the characters, setting, and plot of TKAM  chapters 1-9 through participating in a Kahoot! interactive review game Agenda: ~Warm-up: Grab a Chromebook, and click THIS LINK  to complete a self-assessment about your timed paragraph (Should take 10 minutes or less) ~Review for ch 1-9 quiz tomorrow: Kahoot! ~Watch example Flipgrids for CP and HON (Password: 2021) ~Time for reading, studying, Flipgrid posts Homework: ~Get caught up and prepared for the chapter 1-9 super-quiz (37 questions) tomorrow ~Flipgrid due Friday by 3pm (10 pt)

Today I will: Explain the difference between writing an ES (evidence sentence) for fiction versus nonfiction Write an analytical paragraph that identifies a theme in TKAM ch 9 and provides text evidence to support my idea Reflect on my thinking and writing by completing a short self-assessment Agenda: Warm-up: Empty the Cup, Fill the Cup Review evidence sentences Examine 2 sample paragraphs & discuss Write an analytical paragraph (via Google Classroom) Self-assessment via Google Forms If you finish early, you may begin reading chapter 10. Homework: If you skipped any of the reading thus far, get caught up Chapter 1-9 Quiz on Thursday, 15 February If you missed any of the past few days, here is a link to 3 days' worth of Google Slides.

Harper Lee, author of TKAM , accepts the Laetare Medal at the University of Notre Dame at my commencement (graduation) in 2006 Today I will: Respond to TKAM ch 9 in a more personal way and relate the text to what I know of history and the world around me through 2 short quick-writes Select 2 or more pieces of text evidence from TKAM chapter 9 that support a theme I identified. Draw a conclusion about the deeper meaning in TKAM ch 9 by writing down a theme Agenda: Warm-up: Before diving back into theme, it’s important to get the facts straight and refresh the memory. On your own, work on Square #2 (Re-Tell) on your 4-R chart. What are we doing with this? THEME. ( Slideshow here. )  Explanation of how engaging in reader’s response and relating the text to the world today help facilitate the process of identifying themes. We all have different experiences that we bring to the text. Sharing questions and “golden lines” in table groups from square #1 (READ). Class disc

Today I will: Explain how ‘theme’ is deeper than ‘topic’ and identify themes in and a self-selected song Define new words that I will encounter in TKAM chapter 9 and apply that knowledge, writing example sentences and selecting images Key Terms: theme, inference, "golden line," topic Agenda: Warm-up: Get out your chapter 8 comic page and put it on your desk. We will do a “gallery walk": wander around the room quietly, read through others' comics, and be prepared to share what you liked. THEME (+ inference): please take notes during this activity. "Life theme song" collaborative activity Vocabulary work time (Google Classroom) Begin reading chapter 9 out loud as a class Homework: Finish reading chapter 9 Everyone: Complete square #1 (READ) of the “Four-R’s Reading Guide” handout Resources: ~Here is the audiobook starting at chapter 9 , if you'd like.  ~Spanish version  here .