Pre--
Create a new folder titled "Romeo & Juliet" in Notability.
Download: "Romeo & Juliet_text" and "Sonnet Intro." Place them in the section you just created.
Finish the Mini-Research assignment and submit to Google Classroom by the end of the period.
If time--
Q3 Reading/Proposal Work. Review the expectations under "Major Assignments."
Read the sonnets on "Sonnet Intro."
Read the introductory material in "Romeo & Juliet_text."
HW--
Q3 Proposal due in one week--presentations will begin on that day.
Review the Visual and Spoken Communication Rubrics on Focus.
Wednesday, February 25, 2015
Tuesday, February 24, 2015
Wednesday, 2/24
Pre--
Work on Mini-Research Assignment. Find the assignment description under "Major Assignments."
Lesson--
Aim to finish by the end of the period. I will have you submit the assignment to Google Classroom at the beginning of class on Block Day, but you will not have time to polish things up--come ready to submit it.
Today, as necessary, visit the links under "Writing" on the left in order to review concepts related to formatting or grammar.
Post--
If you have time...
...read your Q3 book, and develop your proposal.
HW--
Q3 Reading Proposal
Work on Mini-Research Assignment. Find the assignment description under "Major Assignments."
Lesson--
Aim to finish by the end of the period. I will have you submit the assignment to Google Classroom at the beginning of class on Block Day, but you will not have time to polish things up--come ready to submit it.
Today, as necessary, visit the links under "Writing" on the left in order to review concepts related to formatting or grammar.
Post--
If you have time...
...read your Q3 book, and develop your proposal.
HW--
Q3 Reading Proposal
Tuesday, 2/24
Pre--
Refer to previous posts for notes on what a good question looks like. Remember, you should be able to answer the question with evidence from 12 Angry Men, To Kill a Mockingbird, and the blog/video.
Lesson--
Work on Mini-Research--aim to begin writing as soon as possible.
Review the MLA expectations, and see the link on the left to MVCS Writing Resources for specific help.
Be ready to submit your Mini-Research at the beginning of class on Block Day.
Post--
Check-in: Are you done with your Q3 Reading? If not, when will you be done? Have you started on the proposal? Do you have any questions?
HW--
Q3 Reading; Finish Mini-Research
Refer to previous posts for notes on what a good question looks like. Remember, you should be able to answer the question with evidence from 12 Angry Men, To Kill a Mockingbird, and the blog/video.
Lesson--
Work on Mini-Research--aim to begin writing as soon as possible.
Review the MLA expectations, and see the link on the left to MVCS Writing Resources for specific help.
Be ready to submit your Mini-Research at the beginning of class on Block Day.
Post--
Check-in: Are you done with your Q3 Reading? If not, when will you be done? Have you started on the proposal? Do you have any questions?
HW--
Q3 Reading; Finish Mini-Research
Monday, February 23, 2015
Monday, 2/23
This week's prayer:
First Sunday in Lent
Almighty God, whose blessed Son was led by the Spirit to be
tempted by Satan; Come quickly to help us who are assaulted
by many temptations; and, as you know the weaknesses of
each of us, let each one find you mighty to save; through
Jesus Christ your Son our Lord, who lives and reigns with
you and the Holy Spirit, one God, now and for ever. Amen.
tempted by Satan; Come quickly to help us who are assaulted
by many temptations; and, as you know the weaknesses of
each of us, let each one find you mighty to save; through
Jesus Christ your Son our Lord, who lives and reigns with
you and the Holy Spirit, one God, now and for ever. Amen.
Reading:
Pre--
This week in homework (write it in a planner!)
Remember: why do we do research, and do it well?
1) To actually have evidence for the intelligent things you say.
2) To consider the multiplicity of perspectives and issues involved in a topic or conversation
3) Christians work hard and do their homework: 1 Corinthians 9:24-27
2) To consider the multiplicity of perspectives and issues involved in a topic or conversation
3) Christians work hard and do their homework: 1 Corinthians 9:24-27
Be ready to start your Mini-Research assignment by watching this video, and reading all the posts on this blog. Take notes!
Lesson--
Work on your Mini-Research assignment. Follow the steps on the assignment carefully, and remember to edit your question as you go. They should not be too broad, but also not too narrow.
Check out these examples from a writing program at Duke University (click me for more):
Examples:
1. For instance, the following question is too broad and does not define the segments of the analysis:
Why did the chicken cross the road?
(The question does not address which chicken or which road.)
2. Similarly, the following question could be answered by a hypothetical Internet search:
How many chickens crossed Broad Street in Durham, NC, on February 6, 2014?
(Ostensibly, this question could be answered in one sentence and does not leave room for analysis. It
could, however, become data for a larger argument.)
3. A more precise question might be the following:
What are some of the environmental factors that occurred in Durham, NC between January and February
2014 that would cause chickens to cross Broad Street?
(This question can lead to the author taking a stand on which factors are significant, and allows the writer
to argue to what degree the results are beneficial or detrimental.)
Use this time to revise your question and to write your paper, following the requirements on the Assignment Page. Tomorrow we will cover MLA formatting and the writing rubric, and will finish in-class.
Post--
Q3 Reading, if you finish.
HW--
Q3 Reading
Wednesday, February 18, 2015
Thursday, 2/19 & Friday, 2/20
Pre--
Finish the film, and complete film assignment.
Lesson--
Pull up "Mini-Research Assignment" (under Major Assignments)
Find the Writing Rubric on Focus.
Why do research?
1) To actually have evidence for the intelligent things you say.
3) To consider the multiplicity of perspectives and issues involved in a topic or conversation
4) Christians work hard and do their homework: 1 Corinthians 9:24-27
Always look into the background of your source--consider the perspective being written from.
Post--
Q3 Reading
HW--
Be ready to start your Mini-Research assignment by watching this video, and reading all the posts on this blog.
Finish the film, and complete film assignment.
Lesson--
Pull up "Mini-Research Assignment" (under Major Assignments)
Find the Writing Rubric on Focus.
Why do research?
1) To actually have evidence for the intelligent things you say.
3) To consider the multiplicity of perspectives and issues involved in a topic or conversation
4) Christians work hard and do their homework: 1 Corinthians 9:24-27
Always look into the background of your source--consider the perspective being written from.
Post--
Q3 Reading
HW--
Be ready to start your Mini-Research assignment by watching this video, and reading all the posts on this blog.
Tuesday, February 17, 2015
Wednesday, 2/17
Film Watching Day. Work on notes on 12 Angry Men.
HW--
Work on Film Assignment.
Read the Mini-Research Assignment Description and be ready to begin in-class.
Q3 Reading.
HW--
Work on Film Assignment.
Read the Mini-Research Assignment Description and be ready to begin in-class.
Q3 Reading.
Monday, February 16, 2015
Tuesday, 2/17
Prayer for 5th Sunday after Epiphany
Set us free, O God, from the bondage of our sins, and give us
the liberty of that abundant life which you have made known
to us in your Son our Savior Jesus Christ; who lives and reigns
with you, in the unity of the Holy Spirit, one God, now and
for ever. Amen.
Psalm 30
Pre--
Due today: CFR Application to Google Classroom; Optional Re-write (physical and turnitin.com)
Review Quizzes
Lesson--
At the end of the week, you will be asked to connect To Kill a Mockingbird with the film 12 Angry Men and research on racism.
Review and discuss the film assignment, and begin watching 12 Angry Men.
Post--
Review responses to film assignment.
HW--
Q3 Reading
Set us free, O God, from the bondage of our sins, and give us
the liberty of that abundant life which you have made known
to us in your Son our Savior Jesus Christ; who lives and reigns
with you, in the unity of the Holy Spirit, one God, now and
for ever. Amen.
Psalm 30
Pre--
Due today: CFR Application to Google Classroom; Optional Re-write (physical and turnitin.com)
Review Quizzes
Lesson--
At the end of the week, you will be asked to connect To Kill a Mockingbird with the film 12 Angry Men and research on racism.
Review and discuss the film assignment, and begin watching 12 Angry Men.
Post--
Review responses to film assignment.
HW--
Q3 Reading
Wednesday, February 11, 2015
Thursday, 2/12 & Friday, 2/13
Pre--
Be in your Reading Groups, and begin to review Chapters 20-31.
Review your entries, major plot events, and major character development.
Lesson--
Especially after the trial, we should pay close attention to the events of the plot (some of them subtle) and the characters' development to determine a response to the question below:
What kinds of comments is Harper Lee offering on racism, justice, guilt/scapegoating, or class in America's 1930s south?
Groups will review the subjects below, and present to the class with a summary of the events, the characters involved, one significant quote related to the subject, and a brief comment on how this all relates to one of themes we are inquiring about.
1. Dill, Scout, and Jem's interaction with Mr. Dolphus Raymond (especially Chapter 20)
2. The characters' reaction to the trial: important quotes from Atticus, Scout, or other characters' discussion about the trial after the trial (especially Chapter 23)
3. Miss. Gates' teaching (especially Chapter 26)
4. The incident occurring when Scout and Jem walk home from the school pageant--who is involved, and what it reveals about character development (especially Chapter 28)
5. Atticus and Heck Tates' debate about the incident in Chapter 28, and the revelation of who rescued Scout (especially Chapters 28-30)
6. An in-depth analysis of an imagery related to a "Mockingbird," and how this might help the reader interpret other events and characters in the novel (especially Chapter 31; there is also one in Chapter 28)
Discuss and review the TKAMB CFR Application.
With a partner, discuss and compose the letter. With your partner, make sure that you are including all of the evidence.
Use at least two quotes, properly (within the syntax of your own sentence, and with a parenthetical citation).
Discuss together: How does CFR apply to justice in TKAMB?
Post--
Take TKAMB Ch. 20-31 Quiz
HW--
Read Q3 Book
Finish the TKAMB CFR Application and submit to Google Classroom by Tuesday, 8 AM
Optional Essay Re-write due Monday
Be in your Reading Groups, and begin to review Chapters 20-31.
Review your entries, major plot events, and major character development.
Lesson--
Especially after the trial, we should pay close attention to the events of the plot (some of them subtle) and the characters' development to determine a response to the question below:
What kinds of comments is Harper Lee offering on racism, justice, guilt/scapegoating, or class in America's 1930s south?
Groups will review the subjects below, and present to the class with a summary of the events, the characters involved, one significant quote related to the subject, and a brief comment on how this all relates to one of themes we are inquiring about.
1. Dill, Scout, and Jem's interaction with Mr. Dolphus Raymond (especially Chapter 20)
2. The characters' reaction to the trial: important quotes from Atticus, Scout, or other characters' discussion about the trial after the trial (especially Chapter 23)
3. Miss. Gates' teaching (especially Chapter 26)
4. The incident occurring when Scout and Jem walk home from the school pageant--who is involved, and what it reveals about character development (especially Chapter 28)
5. Atticus and Heck Tates' debate about the incident in Chapter 28, and the revelation of who rescued Scout (especially Chapters 28-30)
6. An in-depth analysis of an imagery related to a "Mockingbird," and how this might help the reader interpret other events and characters in the novel (especially Chapter 31; there is also one in Chapter 28)
Discuss and review the TKAMB CFR Application.
With a partner, discuss and compose the letter. With your partner, make sure that you are including all of the evidence.
Use at least two quotes, properly (within the syntax of your own sentence, and with a parenthetical citation).
Discuss together: How does CFR apply to justice in TKAMB?
Post--
Take TKAMB Ch. 20-31 Quiz
HW--
Read Q3 Book
Finish the TKAMB CFR Application and submit to Google Classroom by Tuesday, 8 AM
Optional Essay Re-write due Monday
Wednesday, 2/11
Pre--
Pass back essays
Review Rubric; choose one category that is a strength and one that is a weakness in your essay.
Lesson--
Discuss/Review Essays. I am offering an optional re-write if you would like to attempt a couple of points.
The re-write must:
1) Conform to ALL MLA format requirements. See the link on the left.
2) Be free of ALL little mistakes (spelling, wrong word, punctuation)
3) Seek to resolve at least one issue related to the rubric category that you identified as an area of weakness.
Staple the rubric to the back, and on the back, write a short reflection about what you did to remedy the problem area that you identified.
Print out the re-write, and submit to turnitin.com. Highlight all changes.
Post--
What was the jury's decision about Tom Robinson? What might Harper Lee be trying to say about WHY the jury made this decision?
Review the CFR application to stir your thoughts. We will write a response tomorrow in class.
In your groups, continue to read TKAMB.
HW--
Finish TKAMB--Quiz & CFR Application on Block Day (after some review)
Optional Re-write of essay due Monday
Pass back essays
Review Rubric; choose one category that is a strength and one that is a weakness in your essay.
Lesson--
Discuss/Review Essays. I am offering an optional re-write if you would like to attempt a couple of points.
The re-write must:
1) Conform to ALL MLA format requirements. See the link on the left.
2) Be free of ALL little mistakes (spelling, wrong word, punctuation)
3) Seek to resolve at least one issue related to the rubric category that you identified as an area of weakness.
Staple the rubric to the back, and on the back, write a short reflection about what you did to remedy the problem area that you identified.
Print out the re-write, and submit to turnitin.com. Highlight all changes.
Post--
What was the jury's decision about Tom Robinson? What might Harper Lee be trying to say about WHY the jury made this decision?
Review the CFR application to stir your thoughts. We will write a response tomorrow in class.
In your groups, continue to read TKAMB.
HW--
Finish TKAMB--Quiz & CFR Application on Block Day (after some review)
Optional Re-write of essay due Monday
Monday, February 9, 2015
Tuesday, 2/10
Pre--
Different definitions of Justice to consider:
1. Receiving what one deserves, i.e. punishment for a crime.
2. Righteousness (translation from Greek, from the same word as Justice is translated from in Latin), e.g. "things made right," or "things redeemed."
3. Fairness, e.g. equal treatment
4. A just view--the proper posture of one's heart toward other human beings (Lewis?)
Lesson--
Read together. Remember to annotate and have 5 entries done for whichever chapters you choose.
If you have not done so already, comment on yesterday's blog with the following:
1. Names of your group members
2. Specific reading plan in place for the week
3. How much you read today
4. Any jobs you established in your groups
Consider ways to assign group jobs based on each person's strength. Ask each other, "what are your strengths when it comes to reading?"
Reading Ch. 20-31: Groups for the week
Period 1
Anderson, Sanchez, East, San Paolo
Back, Galloway, Wilson, Ransler
Cohen, Richardson, Kafka, Pyle
Ellis, Rito, Guy, Ngo
Huynh, Yang, Rubio, Vileta
Jaffe, Lim, Locsin, Marshall
Period 4
Alvarado, Mazza, Tarrazona, Woock
Hauser, Hiura, Jury, Vinolus
Larson, Kunz, Swing, Parks
Post--
Discuss: What influences the jury's decision? Is it a just decision? Why or why not?
HW--
Stay on pace to finish TKAMB by Block day.
Read Q3 book.
Different definitions of Justice to consider:
1. Receiving what one deserves, i.e. punishment for a crime.
2. Righteousness (translation from Greek, from the same word as Justice is translated from in Latin), e.g. "things made right," or "things redeemed."
3. Fairness, e.g. equal treatment
4. A just view--the proper posture of one's heart toward other human beings (Lewis?)
Lesson--
Read together. Remember to annotate and have 5 entries done for whichever chapters you choose.
If you have not done so already, comment on yesterday's blog with the following:
1. Names of your group members
2. Specific reading plan in place for the week
3. How much you read today
4. Any jobs you established in your groups
Consider ways to assign group jobs based on each person's strength. Ask each other, "what are your strengths when it comes to reading?"
Reading Ch. 20-31: Groups for the week
Period 1
Anderson, Sanchez, East, San Paolo
Back, Galloway, Wilson, Ransler
Cohen, Richardson, Kafka, Pyle
Ellis, Rito, Guy, Ngo
Huynh, Yang, Rubio, Vileta
Jaffe, Lim, Locsin, Marshall
Period 4
Alvarado, Mazza, Tarrazona, Woock
Hauser, Hiura, Jury, Vinolus
Larson, Kunz, Swing, Parks
Post--
Discuss: What influences the jury's decision? Is it a just decision? Why or why not?
HW--
Stay on pace to finish TKAMB by Block day.
Read Q3 book.
Monday, 2/9
Prayer for the Fourth Sunday after Epiphany:
Almighty and everlasting God, you govern all things both in
heaven and on earth: Mercifully hear the supplications of
your people, and in our time grant us your peace; through
Jesus Christ our Lord, who lives and reigns with you and the
Holy Spirit, one God, for ever and ever. Amen
Reading: Psalm 42
Pre--
Pass back quizzes.
Review the To Kill a Mockingbird CFR Application - we will complete this in class on Block Day, but be thinking about it throughout the week.
Reading Ch. 20-31: Groups for the week
Period 1
Anderson, Sanchez, East, San Paolo
Back, Galloway, Wilson, Ransler
Cohen, Richardson, Kafka, Pyle
Ellis, Rito, Guy, Ngo
Huynh, Yang, Rubio, Vileta
Jaffe, Lim, Locsin, Marshall
Period 4
Alvarado, Mazza, Tarrazona, Woock
Hauser, Hiura, Jury, Vinolus
Larson, Kunz, Swing, Parks
In these groups, you have until Block Day to finish the reading, complete 5 entries (total), and be prepared for the CFR Application. I suggest that you create a pacing guide for yourselves for each day this week, and establish specific roles that each of you will take on based on your own reading strengths.
Lesson--
Begin reading Chapter 21; aim to finish the book by Block Day.
If time, we will discuss the results of the court scene.
Post--
Comment on today's blog with the following:
1. Names of your group members
2. Specific reading plan in place for the week
3. How much you read today
4. Any jobs you established in your groups
HW--
Read TKAMB; finish by Block Day
Almighty and everlasting God, you govern all things both in
heaven and on earth: Mercifully hear the supplications of
your people, and in our time grant us your peace; through
Jesus Christ our Lord, who lives and reigns with you and the
Holy Spirit, one God, for ever and ever. Amen
Reading: Psalm 42
Pre--
Pass back quizzes.
Review the To Kill a Mockingbird CFR Application - we will complete this in class on Block Day, but be thinking about it throughout the week.
Reading Ch. 20-31: Groups for the week
Period 1
Anderson, Sanchez, East, San Paolo
Back, Galloway, Wilson, Ransler
Cohen, Richardson, Kafka, Pyle
Ellis, Rito, Guy, Ngo
Huynh, Yang, Rubio, Vileta
Jaffe, Lim, Locsin, Marshall
Period 4
Alvarado, Mazza, Tarrazona, Woock
Hauser, Hiura, Jury, Vinolus
Larson, Kunz, Swing, Parks
In these groups, you have until Block Day to finish the reading, complete 5 entries (total), and be prepared for the CFR Application. I suggest that you create a pacing guide for yourselves for each day this week, and establish specific roles that each of you will take on based on your own reading strengths.
Lesson--
Begin reading Chapter 21; aim to finish the book by Block Day.
If time, we will discuss the results of the court scene.
Post--
Comment on today's blog with the following:
1. Names of your group members
2. Specific reading plan in place for the week
3. How much you read today
4. Any jobs you established in your groups
HW--
Read TKAMB; finish by Block Day
Thursday, February 5, 2015
Thursday, 2/5 & Friday, 2/6
Pre--
Turn in Essay. If it is not in physically as of now, and on turnitin.com, it is late. 10% for first day late, 5% off for every day after. Turn it in to both places by Monday for a 10% reduction.
Lesson--
Racism? Justice? Entailment?
Groups of three--assign each other one of these three jobs:
1) Comprehender (checking the facts of what is actually happening in this chapter)
2) Characterizer (focus on the characters, who they are, what they say, how they are developed)
3) Thematizer (focus on what ideas Harper Lee is developing--especially about Justice, Entailment, Racism, and Scapegoating.)
Read and discuss TKAMB Ch. 17-19.
As we read, closely examine the court scene.
Who has the stronger case?
What is Atticus' main argument in defense of Tom Robinson?
How do Scout and Jem deal with all of this?
What influences the jury? Why do they decide what they do?
What would justice be in this story? Is justice achieved? Why or why not?
Post--
Take Ch. 17-19 Quiz.
If time, read Q3 book.
HW--
Read Q3 Book--proposal due in one month; finish the book 1-2 weeks before that.
Turn in Essay. If it is not in physically as of now, and on turnitin.com, it is late. 10% for first day late, 5% off for every day after. Turn it in to both places by Monday for a 10% reduction.
Lesson--
Racism? Justice? Entailment?
Groups of three--assign each other one of these three jobs:
1) Comprehender (checking the facts of what is actually happening in this chapter)
2) Characterizer (focus on the characters, who they are, what they say, how they are developed)
3) Thematizer (focus on what ideas Harper Lee is developing--especially about Justice, Entailment, Racism, and Scapegoating.)
Read and discuss TKAMB Ch. 17-19.
As we read, closely examine the court scene.
Who has the stronger case?
What is Atticus' main argument in defense of Tom Robinson?
How do Scout and Jem deal with all of this?
What influences the jury? Why do they decide what they do?
What would justice be in this story? Is justice achieved? Why or why not?
Post--
Take Ch. 17-19 Quiz.
If time, read Q3 book.
HW--
Read Q3 Book--proposal due in one month; finish the book 1-2 weeks before that.
Tuesday, February 3, 2015
Wednesday, 2/4
Pre--
Take a moment to review the Roane State Owl link on the left, under "Essay."
Spend 5 minutes revising your essay.
Reminders about grammar/mechanics/spelling and formatting:
"A" papers have almost no errors.
"B" papers have some errors.
"C" papers have more errors.
"D" papers have an accumulation/repeated errors, and they distract from the meaning
"F" papers show little to no effort.
Here is the writing rubric.
Formatting: See the MLA page on the left, and consider watching the video on the left by Mr. Reno.
Some Sample Essays: Essay 1; Essay 2
Lesson--
Ch. 15
How does Atticus stand up against injustice?
What does Scout's speech reveal about injustice in Maycomb?
Ch. 16
How does Harper Lee establish racial tensions in this chapter?
What do "mixed children" symbolize for the characters?
WHAT IS JUSTICE? WHAT IS INJUSTICE? HOW DOES RACISM FACTOR IN?
Post--
Develop a single entry for Chapters 15-16
HW--
Final Draft of Lit Analysis Essay due PHYSICALLY and TURNITIN.COM by classtime on BLOCK DAY.
Finish Ch. 15-16 + 1 Entry
Optional: Get excited about Harper Lee's sequel to To Kill a Mockingbird, coming out this summer!
Take a moment to review the Roane State Owl link on the left, under "Essay."
Spend 5 minutes revising your essay.
Reminders about grammar/mechanics/spelling and formatting:
"A" papers have almost no errors.
"B" papers have some errors.
"C" papers have more errors.
"D" papers have an accumulation/repeated errors, and they distract from the meaning
"F" papers show little to no effort.
Here is the writing rubric.
Formatting: See the MLA page on the left, and consider watching the video on the left by Mr. Reno.
Some Sample Essays: Essay 1; Essay 2
Lesson--
Ch. 15
How does Atticus stand up against injustice?
What does Scout's speech reveal about injustice in Maycomb?
Ch. 16
How does Harper Lee establish racial tensions in this chapter?
What do "mixed children" symbolize for the characters?
WHAT IS JUSTICE? WHAT IS INJUSTICE? HOW DOES RACISM FACTOR IN?
Post--
Develop a single entry for Chapters 15-16
HW--
Final Draft of Lit Analysis Essay due PHYSICALLY and TURNITIN.COM by classtime on BLOCK DAY.
Finish Ch. 15-16 + 1 Entry
Optional: Get excited about Harper Lee's sequel to To Kill a Mockingbird, coming out this summer!
Tuesday, 2/3
Pre--
Pull up TKAMB Ch. 13
Lesson--
Read TKAMB Ch. 13-14
The following will be used for our discussion, but you are encouraged to develop responses in your entries as additional material that you could use for the quiz; these kinds of questions might show up on it.
Vocabulary to keep an eye out for:
Curtness
Elusive
Caste System
Obliquely
Incestuous
Prerogative
Incurable
Formidable
Chapter 13
How does Aunt Alexandra view other families, or others in general? What is her sense of propriety (sense of standards or rules for behavior)?
What is Atticus' philosophy of family? Why? What is Alexandra's philosophy of family? Why?
Wendell Berry (who writes many poems inspired by his family farm in Kentuckty) claims that there are two kinds of Americans: Boomers and Stickers. Boomers are motivated by greed, money, and moving up, while Stickers are motivated by affection and love for a specific place. Boomers move around a lot; Stickers stay in one place. Are Atticus and Alexandra Boomers or Stickers? Why? What comment is Harper Lee's work making through their different character types?
Chapter 14
Is Atticus right to make his children honor all authority--even Alexandra's?
Why does Atticus show signs of change?
Why is Dill's appearance significant? Do you think he is telling the truth?
What might be Harper Lee's intention behind having the children bring up Boo Radley in discussion? How does it develop a theme?
Post--
Develop a single entry for Chapters 13-14.
Essay Revisions: Revising for Content (keep in your writing notes)
Content includes the ideas, claims, evidence, organization, and overall strength of your essay's development.
Based on your peer feedback, and your own knowledge of your writing, go to the Roane State Owl website for essay resources, and choose 2-3 topics to study and revise your essay in light of. You may want to bookmark this page for future reference. There is also a link on the left hand side of the blog.
(Note: content does NOT include grammar, punctuation, spelling, and mechanics--we will cover these tomorrow.)
Remember, according to Flannery O'Connor:
"The novelist begins his work where human knowledge begins--with the senses; he works through the limitations of matter..."
Thus, the essayist begins where reader engages with the concrete, angular, pointy, sharp details he or she has sensed--in this case, those found in To Kill a Mockingbird. You must work within the limitations of the textual evidence. Rather than creating an interpretation that imposes something upon the story, create an interpretation that rises forth from the gritty details of the story.
HW--
Revise Essay--final is due on Block Day. Tonight, focus on revising for content.
Finish Ch. 13-14 + 1 entry
Be sure to complete the PeerMark assignment on turnitin.com by 11:59 tonight!
Read Q3 Book--stay on schedule.
Pull up TKAMB Ch. 13
Lesson--
Read TKAMB Ch. 13-14
The following will be used for our discussion, but you are encouraged to develop responses in your entries as additional material that you could use for the quiz; these kinds of questions might show up on it.
Vocabulary to keep an eye out for:
Curtness
Elusive
Caste System
Obliquely
Incestuous
Prerogative
Incurable
Formidable
Chapter 13
How does Aunt Alexandra view other families, or others in general? What is her sense of propriety (sense of standards or rules for behavior)?
What is Atticus' philosophy of family? Why? What is Alexandra's philosophy of family? Why?
Wendell Berry (who writes many poems inspired by his family farm in Kentuckty) claims that there are two kinds of Americans: Boomers and Stickers. Boomers are motivated by greed, money, and moving up, while Stickers are motivated by affection and love for a specific place. Boomers move around a lot; Stickers stay in one place. Are Atticus and Alexandra Boomers or Stickers? Why? What comment is Harper Lee's work making through their different character types?
Chapter 14
Is Atticus right to make his children honor all authority--even Alexandra's?
Why does Atticus show signs of change?
Why is Dill's appearance significant? Do you think he is telling the truth?
What might be Harper Lee's intention behind having the children bring up Boo Radley in discussion? How does it develop a theme?
Post--
Develop a single entry for Chapters 13-14.
Essay Revisions: Revising for Content (keep in your writing notes)
Content includes the ideas, claims, evidence, organization, and overall strength of your essay's development.
Based on your peer feedback, and your own knowledge of your writing, go to the Roane State Owl website for essay resources, and choose 2-3 topics to study and revise your essay in light of. You may want to bookmark this page for future reference. There is also a link on the left hand side of the blog.
(Note: content does NOT include grammar, punctuation, spelling, and mechanics--we will cover these tomorrow.)
Remember, according to Flannery O'Connor:
"The novelist begins his work where human knowledge begins--with the senses; he works through the limitations of matter..."
Thus, the essayist begins where reader engages with the concrete, angular, pointy, sharp details he or she has sensed--in this case, those found in To Kill a Mockingbird. You must work within the limitations of the textual evidence. Rather than creating an interpretation that imposes something upon the story, create an interpretation that rises forth from the gritty details of the story.
HW--
Revise Essay--final is due on Block Day. Tonight, focus on revising for content.
Finish Ch. 13-14 + 1 entry
Be sure to complete the PeerMark assignment on turnitin.com by 11:59 tonight!
Read Q3 Book--stay on schedule.
Monday, February 2, 2015
Monday, 2/2
Pre--
Stories?
This week's prayer:
Stories?
This week's prayer:
Fourth Sunday after the Epiphany
Almighty and everlasting God, you govern all things both in
heaven and on earth: Mercifully hear the supplications of
your people, and in our time grant us your peace; through
Jesus Christ our Lord, who lives and reigns with you and the
Holy Spirit, one God, for ever and ever. Amen.
heaven and on earth: Mercifully hear the supplications of
your people, and in our time grant us your peace; through
Jesus Christ our Lord, who lives and reigns with you and the
Holy Spirit, one God, for ever and ever. Amen.
Reading: I Corinthians 2
Lesson--
Log-in to Turnitin.com, and complete the "Peermark" assignment. You will review three classmates' essays.
If your essay is not turned in, you will not be able to participate and will not earn full points. Use this time to upload your essay in order to reduce your late penalty.
Read the questions first, then read through your classmates' work. Read carefully, but don't get too bogged down in leaving a lot of comments. Seek to answer the ranking and free response questions well. Aim to have an overall view of one strength and one weakness--too many little comments can be confusing for the writer.
Notice the "word limit" on the free responses.
Post--
Use this time wisely to read your Q3 Reading book, making sure you are on pace to finish at least 1-2 weeks prior to March 5th.
HW---
Read Q3 Book
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