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Friday, March 27: Seminar Day March 29, 2015

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Today students discussed Mockingbird so far in a seminar. Here is the notes sheet we used: Seminar notes sheet Mockingbird 2. If you were absent, you should answer the first two questions on the sheet and turn it in.

HW: OVER BREAK read chapters 16-23 in Mockingbird. That’s a chapter a day!

Thursday, March 26: Oral Quiz March 26, 2015

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Today, we wrote an ACE-IT paragraph and took an oral quiz. If you were absent here is the paragraph prompt: ACE-it fill in the blank on heredity.

HW: Read Chapters 13-15 for tomorrow.

Wednesday, March 25: Storyboarding to understand character March 25, 2015

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1. Students wrote down who they would cast for which characters in Mockingbird and why.

2. We watched a clip of the 1962 To Kill a Mockingbird film to see how Jem was treated as a character.

3. Students worked in groups to storyboard one scene to show a character’s moral compass: Storyboard Template is the handout and Storyboard Characters are the choices.

HW: Read chapters 10, 11, and 12 for tomorrow. (Standard can read 10 only along with summaries of 11 and 12.)

Absentees: Download and print the Storyboard Template and choose one of the Storyboard Characters. Then complete the storyboard on your own.

Tuesday, March 24: Oral Quiz on Chapters 3-7 March 24, 2015

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Today we . . .

1. Reviewed in our books for the quiz.

2. Took an oral quiz.

and

3. Finished our tweets!

HW: Read chapters 8 and 9 for tomorrow.

Monday, March 23: The geography of thought in Maycomb March 23, 2015

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1. Reading time. Students had ten minutes to begin reading chapters 6 and 7, which are due tomorrow.

2. In order to explore how the geography of Maycomb impacts the way characters think, we split up into different neighborhoods. Here were the neighborhoods we used: TKAM Regions.

3. Tweeting to show geographical mindset. Students then worked in groups to create tweets that showed their region’s mentality. Here are the directions: Maycomb Through Twitter.

Click here to check out some of the tweets so far!

HW: Read chapters 6 and 7 for tomorrow.

First period only, here are the questions: TKAM Reading Guide Questions Standard 6-8TKAM Reading Guide Questions Honors 6-8.

Thursday, March 19: Guidance visit and finishing live tweets March 19, 2015

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Today, Ms. Chambers came to begin registering students for next year’s classes. And we finished live-tweeting chapter 1.

HW: Read chapters 1 and 2 for tomorrow.

Friday, March 20: Seminar on Chapters 1-2 March 19, 2015

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1. Students examined a painting from the ’60s (pictured below) using the following form: Art Examination for The Problem We All Live With.

Norman Rockwell’s _The Problem We All Live With_ (1964)

2. We briefly reviewed chapters 1-2.

3. We had a Paideia Seminar on the first two chapters and their connection to the image.

HW: Read chapters 3-5 for Monday.

Wednesday, March 19: Live-tweeting Chapter 1 March 19, 2015

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1. Book distribution. Students received copies of To Kill a Mockingbird.

2. Annotation. We annotated the first three paragraphs of chapter one on L6: TKAM First 3 paragraph annotation in order to predict the central themes of the text. (Students do not turn this in.)

3. Live-tweeting chapter 1. In order to fully understand the context for the reception of To Kill a Mockingbird, we decided to live-tweet chapter 1 as if we were key figures living in 1960, reading the text for the first time. Here are the roles: Roles for Chapter 1 reading and here are the directions: Live Tweeting Chapter 1 Directions for Desks. We listened to the fabulous Sissy Spacek reading it, but if you want to listen at home here is a free version:

(start at 1:50)

HW: None. We will finish chapter 1 tomorrow in class and you must read chapter 2 for Friday.

Tuesday, March 18: Setting of TKaM (place) March 18, 2015

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1. Warm-up on notebook paper: What are the different neighborhoods of Durham? How are they different? (Today we will be discussing the setting of To Kill a Mockingbird, using Durham as a point of reference.)

2. We shared out about the different neighborhoods of Durham and how they related to the fictional neighborhoods of Maycomb (based on the real Monroeville, Alabama). Here are some cool pictures we looked at:

3. Next, students received a copy of the Reading Guide: To Kill a Mockingbird Reading Guide. We filled out some of the key information. Students will use this as they read and can use it during oral quizzes, which will generally be on Tuesdays and Thursdays.

HW: Bring your own copy of To Kill a Mockingbird tomorrow if you have one. We will issue books tomorrow.

Monday, March 16: Intro to To Kill a Mockingbird – Setting, Time March 17, 2015

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1. Today we finished presenting speeches if needed and talked about how awesome our rally was on Friday!

2. Students wrote to the following prompt:

Slide1

This was a 7-minute freewrite if you’re following along at home.

3. We discussed how the next text we are reading follows the story of a girl and her brother growing up in the 1930s, but it was written during the 1950s in order to (possibly) make a statement about the civil rights movement. We will begin reading To Kill a Mockingbird on Wednesday, if you are interested in purchasing your own copy. This is a slight change of plans from the beginning of the year because Mr. Michel, our teaching intern from Duke, has joined us and selected this text.

4. Research. Students gathered in groups of 2-4 to research some of the key events leading up to the story time (1932-1935) and the narrative time (late 1950s). We presented our findings to the class. Tomorrow we will continue with setting!

HW: None

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