To Kill A Mocking Bird Freshmen English 2015

Do Now Target Wednesday 1/28/15 Journal Write Finish this thought: if I could change one thing about myself (if you can't think of anything, you might want to consider telling how you got to be perfect!) Target I will be able to write for a sustained period of time. I will be able to create a safe classroom environment where myself and fellow students can take learning risks.

Agenda Target Wednesday 1/28/15 notebook setup Journal entry rubric Do now Claim it Exit slip Target I will be able to write for a sustained period of time. I will be able to create a safe classroom environment where myself and fellow students can take learning risks.

1st Section Target Notebook Setup Label “Table of Contents” Journal Writes Vocabulary DOL To Kill a Mockingbird/Research Lit. Circles Romeo And Juliet Target I will be able to write for a sustained period of time. I will be able to create a safe classroom environment where myself and fellow students can take learning risks.

Target 2nd Section Notebook Set Up Journal Writes Glue Rubric to “A” Side Write Rubric on Table of Contest A Side Target I will be able to write for a sustained period of time. I will be able to create a safe classroom environment where myself and fellow students can take learning risks.

Target Do Now Journal Write – 10 mins Finish this thought: if I could change one thing about myself (if you can't think of anything, you might want to consider telling how you got to be perfect!) Target I will be able to write for a sustained period of time. I will be able to create a safe classroom environment where myself and fellow students can take learning risks.

Activity Target Claim It! Move Desks Create a Circle Step in to Circle if statement is true for you Important to be honest – you get to choose how honest you which to be Extremely important – this is a silent activity. Target I will be able to write for a sustained period of time. I will be able to create a safe classroom environment where myself and fellow students can take learning risks.

Group Discussion 1. How did you feel when you had to “claim” a group and walk to the other side of the room? 2. How did you feel when you were in the group that didn’t move? 3. What surprised you about what you have in common with others? About how you differ from others? 4. Were you hesitant to “claim” any group (you don’t have to say which one)? Why? 5. Were there any groups that you wished you could claim? That you were glad you didn’t have to claim? Why? 6. What did you learn about others in class from doing this activity? About yourself? 7. Should we change anything about how we interact with each other based on seeing the diversity in the classroom?

Video http://youtu.be/f7Dej4Gfkmc

DO Now Thursday, January 29, 2015 Learning Target Glue the rubric on to page 7A. In your journal write section of your notebooks, describe your ideal classroom. What does sound like? What are you doing? What are your classmates doing? Describe behaviors. What are some key adjectives that describe this classroom? Learning Target I will be able to create a safe classroom environment where myself and fellow students can take learning risks.

Agenda Thursday, January 29, 2015 Learning Target Do Now Chalk Talk Table Discussion Share out Classroom Norms Exit Slip Learning Target I will be able to create a safe classroom environment where myself and fellow students can take learning risks.

Chalk Talk Norms Learning Target What “rules” do we follow? I will be able to create a safe classroom environment where myself and fellow students can take learning risks.

Chalk Talk Questions Learning Target How does each concept look like in a productive/successful classroom? What do student behaviors look like? What do teacher behaviors look like? Learning Target I will be able to create a safe classroom environment where myself and fellow students can take learning risks.

Table Discussions Discuss Learning Target What did you find interesting on your group’s poster? What was the most powerful statement? Why? Describe the ideal student using evidence from your poster. Create one classroom rule using evidence from your group’s poster. Learning Target I will be able to create a safe classroom environment where myself and fellow students can take learning risks.

Exit Slip Learning Target How might you change your behavior? Personal Commitment How might you change your behavior? Write down one thing you learned today One thing you would like to change now that you and your classmates have created the ideal classroom. What will you as a “successful” student look like? Learning Target I will be able to create a safe classroom environment where myself and fellow students can take learning risks.

January 30, 2015 Do Now Learning Target For the photo on your table: Complete the See, Think, Wonder Chart Learning Target I will be able to identify historical, cultural, social and geographical contexts of the setting, writing and publication of the novel To Kill a Mockingbird. I will be able to summarize observations about context from visual images.

January 30, 2015 Agenda Learning Target Do now Group Discussions Group Presentations Learning Target I will be able to identify historical, cultural, social and geographical contexts of the setting, writing and publication of the novel To Kill a Mockingbird. I will be able to summarize observations about context from visual images.

Group Discussion Section 1 Section 2 What do you think the context for this photo is? What is your evidence? (SEE) When and where was it taken? What is your evidence? (SEE) Why is the time and place important to understanding the significance of the photo’s meaning? (THINK) Section 2 What is your response to the images in the photo? (THINK) What questions come to mind that might lead to further exploration or research? (WONDER) Write a Caption or MEME for your photo – remember to be school appropriate.

Group Presentations While presenting Audience Show your picture under the doc cam Discuss your answers What was your caption? Audience Take notes on your SEE, THINK, WONDER chart

Exit Slip Summarize what you learned from the photos about the setting, writing and publication of the novel To Kill A Mockingbird. Be sure to: Begin with a topic sentence summarizing your understanding of the context provided by the photo (think) Include specific relevant details about images that stood out or informed your understanding (SEE) Provide commentary about what you saw and learned (THINK and WONDER).

February 2, 2015 Do Now Copy the following vocab words to side "A" of your notebook   Context -the circumstances or conditions in which something takes place - this includes historically, culturally, and socially  Primary Source - an original document containing firsthand information about a subject Secondary Source - discussion about or commentary on a primary source; the key feature of a secondary source is that if offers an interpretation of information gathered from primary sources. Plagiarism - the unattributed use of another writer's words or ideas

February 2, 2015 Agenda Learning Target Do Now Read summative assignment Group Stoplight Gallery Walk Exit slip Learning Target I will be able to identify the skills and knowledge required to complete the summative assignment. My partner and I will purpose our research project.

Summative Assignment Group Discussion Learning Target Read and T4 summative assignment and rubric - page 201-202 Create a Stoplight Learning Target I will be able to identify the skills and knowledge required to complete the summative assignment. My partner and I will purpose our research project.

Gallery Walk Own Stoplight Learning Target Create own stop light on TKAM "A" side Learning Target I will be able to identify the skills and knowledge required to complete the summative assignment. My partner and I will purpose our research project.

Plan Summative With a partner Learning Target In groups of 2-3 review civil rights topics and Jim Crow laws Decide what topic your group will research Learning Target I will be able to identify the skills and knowledge required to complete the summative assignment. My partner and I will purpose our research project.

Exit Slip Questions Learning Target What individual, organization, or event will you investigate? Why? What research questions will help you explore the subject and investigate your subject's contribution to change? (5 – 7 questions). Learning Target I will be able to identify the skills and knowledge required to complete the summative assignment. My partner and I will purpose our research project.

On the next A page of TKAM complete the following: What do the following quotes, by American presidents tell you about the progress toward equal rights for all races? “Every segment of our population, and every individual, has a right to expect from his government a fair deal.” – Harry S. Truman 1945 “The final battle against intolerance is to be fought – not in the chambers of any legislature – but in the hearts of men.” –Dwight D. Eisenhower, 1956 “There are no ‘white’ or ‘colored’ signs on the foxholes or graveyards of battle.” – John F. Kennedy, 1963 “The vote is the most powerful instrument ever devised by man for breaking down injustice and destroying the terrible wall which imprison men because they are different from other men.” – Lyndon B. Johnson, 1965 February 3, 2015 Do Now

February 3, 2015 Agenda Learning Target Do Now Informational Text #1 Exit Slip Learning Target I will be able to analyze a secondary and a primary sources to understand the cultural, social and legal contexts of the novel To Kill a Mockingbird

Informational Text #1 Learning Target Reading Question What were Jim Crow laws? As you read the following article, mark the text to identify the words and phrases that help you to define the meaning of the term “Jim Crow” and understand its importance in American history. Learning Target I will be able to analyze a secondary and a primary sources to understand the cultural, social and legal contexts of the novel To Kill a Mockingbird

Informational Text #1 Learning Target Reading Question Work with your table to create a working definition of Jim Crow laws and write it in your notebook under the “Do Now” Learning Target I will be able to analyze a secondary and a primary sources to understand the cultural, social and legal contexts of the novel To Kill a Mockingbird

Informational Text #2 Reading Question How did Jim Crow laws deprive American citizens of their rights? As you read, use metacognitive markers to respond to the text as follows: Put a ? Next to lines that are confusing or bring up questions Put a * next to lines that are interesting or reinforce what you already know Put ! Next to lines that are surprising or help you make predictions. Learning Target I will be able to analyze a secondary and a primary sources to understand the cultural, social and legal contexts of the novel To Kill a Mockingbird

Informational Text #2 Reading Question With your group make a list of 3 – 4 categories of the Jim Crow Laws. Create a poster that briefly summaries several laws that fall into each category. Learning Target I will be able to analyze a secondary and a primary sources to understand the cultural, social and legal contexts of the novel To Kill a Mockingbird

Exit Slip Questions Learning Target On a 3 X 5 Card answer the following: Which of the sources in this activity is a primary source? What are the benefits of a primary source? Which is a secondary source? What are the benefits of a secondary source? Which source was more helpful to you in answering the research questions about Jim Crow laws, and why? Learning Target I will be able to analyze a secondary and a primary sources to understand the cultural, social and legal contexts of the novel To Kill a Mockingbird

February 6, 2015 Do Now Copy the following vocab words to side "A" of your notebook Rhetoric – The art of using words to persuade in writing or speaking Rhetorical Appeals – the use of emotional, ethical, and logical arguments to persuade in writing or speaking Ethos – (ethical appeal) a rhetorical appeal that focuses on ethics or the character or qualifications of the speaker Pathos –(emotional appeal)a rhetorical appeal to the reader’s or listener’s senses or emotions Logos – (logical appeal) a rhetorical appeal that uses factual evidence and logic to appeal to the audience’s sense of reason

February 7, 2015 Agenda Learning Target Do Now Video DIDLS MLK article Exit Slip Learning Target I will be able to analyze a historical document for its purpose, audience, claims, rhetorical appeals, and evidence.

“Accidently Racist” While Listening Learning Target Take notes on “A” side of TKAM Listen for the artists’ use of Ethos Pathos Logos Learning Target I will be able to analyze a historical document for its purpose, audience, claims, rhetorical appeals, and evidence.

“Accidently Racist” DIDLS Learning Target Complete graphic organizer as a class Learning Target I will be able to analyze a historical document for its purpose, audience, claims, rhetorical appeals, and evidence.

Side “A” “Accidently Racist” Why would these musicians choose to write about social injustice in their song? Do you think music can inspire change? Why? I will be able to analyze a historical document for its purpose, audience, claims, rhetorical appeals, and evidence.

“Letter from Birmingham Jail” Table Groups Read page 187 – 189 T4 examples of ethos, pathos, logos Complete the DIDLS graphic organizer Learning Target I will be able to analyze a historical document for its purpose, audience, claims, rhetorical appeals, and evidence.

Exit Slip On 3 X 5 Card What is King’s purpose in writing the letter? How does King use rhetoric to achieve his purpose? Give specific examples of his rhetorical appeals to logic, emotion, and ethos. How doe he appeal to specific audience with his language and details? How can you use rhetoric and an awareness of your audience to enhance your oral presentation? Learning Target I will be able to analyze a historical document for its purpose, audience, claims, rhetorical appeals, and evidence.

February 9, 2015 Do Now Learning Target Copy these vocabulary words onto Side “B” Colloquialism – (n) a word or phrase appropriate to conversation and other informal situations; an expression Derogatory – (adj) tending to lessen the merit or reputation of a person or thing Minstrel – (adj) intended as mocking Learning Target I will be able to analyze a secondary and a primary source to understand the cultural, social, and legal contexts of the novel To Kill a Mockingbird.

February 9, 2015 Agenda Learning Target Do Now Informational Text #1 SOAPSTone Informational Text #2 Learning Target I will be able to analyze a secondary and a primary source to understand the cultural, social, and legal contexts of the novel To Kill a Mockingbird.

Exit Slip On 3 X 5 Card Learning Target Explain how Jim Crow laws deprived American Citizens of their civil rights. Define the term “Jim Crow” in your topic sentence. Include well-chosen textual evidence Provide commentary of the specific civil rights violations: educational rights, social freedoms, voting rights. Learning Target I will be able to analyze a secondary and a primary source to understand the cultural, social, and legal contexts of the novel To Kill a Mockingbird.

February 11, 2015 Do Now Learning Target In your Journal Write section of your notebook – answer this prompt – remember to exceed standard you need to write at least ¾ of a page. Do you feel that MLK’s dream of everyone being equal has been achieved? Why or why not? Learning Target I will be analyze a timeline to understand how one event causes another and the effect it has on social justice.

February 11, 2015 Agenda Learning Target Do Now Update Notebook Create Timeline Cause and Effect Graphic Organizer Exit Slip Learning Target I will be analyze a timeline to understand how one event causes another and the effect it has on social justice.

1A 1B Notebook Check!!! Table of Contents – Journal Write 7A – Grading Rubric 8A – Do Now – 2/11 – MLK – I have a Dream 1B Table of Contents – Journal Write 7B – Do Now – 1/28 – Changing myself 7B – Do Now – 1/29 – Ideal Classroom

Timeline With your Table Group Learning Target On poster paper, create a roadmap as to how the United States went from slavery to where we are today. Label each event When it occurred Where it occurred What happened Learning Target I will be analyze a timeline to understand how one event causes another and the effect it has on social justice.

Cause and Effect Learning Target Complete the Graphic Organizer List 4 specific events What did effect did these events have? Learning Target I will be analyze a timeline to understand how one event causes another and the effect it has on social justice.