Fri, 4/29

It's that day we've been talking about! Peer review day! My hope in this in-class activity, is for all of you to get a good start on forming your essays and to have a a solid map for the direction of your topics.

1. Peer Review-

Get into groups of three, each of you should grade the other two members of the group's work. Please be helpful when filling out the review sheet. Honest answers and appropriate critique can only help your classmates.

2. Poetry Fun-

I love poetry. I believe it is a beautiful form of expression. We have been reading and discussing TKAMB sufficiently in this class. You all have studied the characters, and have been inside their heads. Now, let's celebrate them. You will write two poems in class. The poems will be about a character of your choice from TKAMB. I have found some styles of poetry that I think you will enjoy writing. For your two poems, you will be given two choices each. Here's what I mean. Poem choice #1: Bull Durham Credo or Bio Poem.  #2: Haiku or Tanka Poem. Instructions and examples of these specific poems are posted on google classroom. Have fun and be creative!


3. Class Time-

 If there is still time in class, you may get into groups and begin working on the Bedford assignment that is due on 5/20, the same time as the paper. Make the assignment a document you can type on and save.




HW: Finish reading TKAMB and keep researching your essay topic. 

Petra Grace Kirkendall

#2weeksold

#triplepounder

#hadfirstbathonsunday

#happyhatclub

Meet Petra Grace; say peek-a-boo!

She cannot wait to meet all of you!

If I hear you are good and study hard with the sub,

More pictures might appear in the happy-hat Petra Club!

-Mr. K

Wed, 4/27

1. TKAMB Reading Quiz ch. 13-19 will be done in class today, it is open book. You may collaborate with each other, everyone is turning in their own quiz.

2. Mind Map is a visual construction of how your paper will be structured, this is a colorful version of an outline for your paper. A demonstration will be done on the board for reference, then you will be given time in class to begin drawing out your own map for your paper. The goal of this is to help you stay organized and have a direction of your paper.

*The PowerPoints shown in class that cover the introductory paragraph and thesis statement have been posted on Google Classroom for you to reference.



HW: Finish reading TKAMB and the reading journal, due 5/3. Begin forming intro. paragraph and mind map, rough draft of both due for peer review on block day. Bring your Bedford to class on block day!!

Mon, 4/25

Hello everyone. I sincerely hope the weekend was a time of jubilation and rejoicing the beautiful lives He has given us. This week we will mainly focus on the research essay. I will give you all ample time in class to being piecing this together, I hope to help you in any way I can. If you need references to the instructions and rubric, simply scroll down to Friday's post. Today we will spend time in class journaling and discussing our thoughts to the prompt.


Journal #29

Where does our sense of right and wrong come from? Explain.

Psalm 33

1 

Sing joyfully to the Lord, you righteous;

    it is fitting for the upright to praise him.

2 

Praise the Lord with the harp;

    make music to him on the ten-stringed lyre.

3 

Sing to him a new song;

    play skillfully, and shout for joy.

4 

For the word of the Lord is right and true;

    he is faithful in all he does.

5 

The Lord loves righteousness and justice;

    the earth is full of his unfailing love.

HW: Read TKMB ch. 20.

Fri, 4/22

Hello class! Today we will spend about thirty minutes finishing the Open Mind assignment. I hope you are all enjoying the creative process.




The Research Essay-

Research Assignment

Rubric for the Essay


This is a link of the instructions for the paper Mr.Kirkendall wrote for you. This link includes topics to choose from and various due dates for the process of writing the paper. We will spend time in class today and the coming weeks going over instructions for how to start the paper.

The Bedford Assignment-

Bedford Assignment

You are to fill out the questions using your Bedford handbook, the pages are listed. As you are working on your research for the essay, it will be helpful to work on this assignment as well. The Bedford assignment is due the same day as the research paper, 5/20. 



HW: Begin working on your central question and start finding academic sources for the paper. Begin working on the Bedford Assignment as well. 

Wed, 4/20

Psalm 20

1 

May the Lord answer you when you are in distress;

    may the name of the God of Jacob protect you.

2 

May he send you help from the sanctuary

    and grant you support from Zion.

3 

May he remember all your sacrifices

    and accept your burnt offerings.[b]

4 

May he give you the desire of your heart

    and make all your plans succeed.

5 

May we shout for joy over your victory

    and lift up our banners in the name of our God.

May the Lord grant all your requests.

6 

Now this I know:

    The Lord gives victory to his anointed.

He answers him from his heavenly sanctuary

    with the victorious power of his right hand.

7 

Some trust in chariots and some in horses,

    but we trust in the name of the Lord our God.

8 

They are brought to their knees and fall,

    but we rise up and stand firm.

9 

Lord, give victory to the king!

    Answer us when we call!

    Today we will go over Tom Robinson's Testimony from the trial in chapter 19. The important aspect of this scene is that Atticus is trying to humanize Tom. Atticus is attempting to peel off the layers of prejudice, stereotype, and ugliness the society of  Macomb sees him as. He's trying to not let bias overpower Tom's testimony. 

Open Mind

1. This is a three part creative assignment designed to get you into the characters minds. Choose a character from the list of characters below. On a piece of paper given to you, draw a picture of how you see the character in your mind. The details of the drawing should have meaning, for example a furrowed brow would represent weariness or concern. Raised eyebrows would indicate shock etc. 

2. Then, find a quote that captures the essence of the character at this point in the book. 

3. Choose 5-7 words, phrases, and symbols/pictures of what would be going inside the mind of the character at this pivotal point in our novel. Do not use generic words such as he's angry, or she's hysterical or she's a liar.  Those are stating the obvious.  Please be more specific. Here are a few words, phrases, and symbols for Atticus Finch: compassionate, impartial,  weary, fighting racism and stereotypes, glasses (a symbol of his analytic mind looking for the facts), gavel (represents his wanting justice to be served or for the law to be carried out), a scale (he's trying to weigh the truth), bringing out beauty (ugly duckling= swan). If this is not finished in class, it is due next block period, 4/21-22. 

The characters you can choose from are: Atticus Finch, Tom Robinson, Mayella Ewell, Bob Ewell, Judge Taylor, Mr. Gilmer, Dill, Scout, Jem. 

You can use thesaurus.com if you want generic words to be more specific. 

HW: Finish the Open Mind Assignment by block day this week.  

Tuesday, 4/ 19

Hello everyone. The Annotated Bibliography is due today. I hope this was good practice for your research paper I will introduce on bock day this week.

Proverbs 2: 9-11

Then you will understand what is right, and just, and fair- every good path

For wisdom will enter your heart, and knowledge will be pleasant to your soul

Discretion will protect you, and understanding will guide you

Today will be a class discussion of TKMB chapter 18. The courtroom scene is pivotal to the story and our discussions of evil in this world and how we define what is right and wrong. 

HW: Read TKMB chapter 19 with a journal entry. 

Monday April 17th

Monday, 4/18 

 Hello everyone. I hope you all took the opportunity to bask in the sun and enjoy the beauty that surrounds us. I, Ms. Goble, will be filling in as your long term sub for Mr.Kirkendall. He has given me access to the rest of his lesson plans and we will follow them accordingly. He will still be grading your major assignments and will be back during finals week to give his final exam for your class. I pray these final weeks will be intriguing and profitable for us all as we question how to define what is right and wrong, and why we sometimes struggle to follow what the Lord has set before us.

 Psalm 13- 

1 How long, Lord? Will you forget me forever? How long will you hide your face from me? 

2 How long must I wrestle with my thoughts and day after day have sorrow in my heart? How long 

will my enemy triumph over me? 

3 Look on me and answer, Lord my God. Give light to my eyes, or I will sleep in death,

 4 and my enemy will say, “I have overcome him,” and my foes will rejoice when I fall.

 5 But I trust in your unfailing love; my heart rejoices in your salvation. 

6 I will sing the Lord’s praise, for he has been good to me. 

1. In Class Journaling 

What are some things you believe to be wrong or evil? Explain them in vivid detail. On a piece of paper, write a one page response to this question. You will have 20 minutes. You may take an example from TKAMB, or you may use an example from your own life experience. We will discuss your answers in class after.


 HW- Finish reading chapter 18 of TKAMB with a Reading Journal Entry. The Annotated Bibliography is due tomorrow, 4/19. Check the links posted for references.

Friday, 4/15

1. Take the Suffixes Quiz--number a half-sheet of paper #1-17
*Click on this link to find the quiz; students may not use their iPads. Please project the page of the quiz onto the television while students mark the correct answers on their papers.
*Collect for later corrections.

*Pray Psalm 126--

A Harvest of Joy

1 When the Lord restored the fortunes of Zion,
    we were like those who dream.
2 Then our mouth was filled with laughter,
    and our tongue with shouts of joy;
then it was said among the nations,
    “The Lord has done great things for them.”
3 The Lord has done great things for us,
    and we rejoiced.

4 Restore our fortunes, O Lord,
    like the watercourses in the Negeb.
5 May those who sow in tears
    reap with shouts of joy.
6 Those who go out weeping,
    bearing the seed for sowing,
shall come home with shouts of joy,
    carrying their sheaves.

2. Work on Annotated Bibliography/Practice Research for 30 minutes. It is due (printed, physical, MLA formatted) on Tuesday, 4/19. Review yesterday's blog post and the Practice Research Assignment page under Units of Study to review all expectations. Today, focus on properly formatting an Annotated Bibliography and creating excellent annotations for each entry. 

3. TKAMB Chapter 16 & 17
*Discuss in small groups, then all together: How does Scout react to issues surrounding Atticus, Tom Robinson, and the trial? What does this reveal about her process of maturation? Why does she react this way--what is her sense of right and wrong, and where does this come from? 
*This question will be very important as the trial proceeds in the next two chapters.
*Reach Ch. 16-17 silently, complete a Reading Journal Entry for each, and finish for HW.

HW--Finish Reading Ch. 16-17 with a Reading Journal Entry completed for each.
Annotated Bibliography due on Tuesday.

Wednesday, 4/13

*Pray Psalm 125--

The Security of God’s People

A Song of Ascents.

1 Those who trust in the Lord are like Mount Zion,
    which cannot be moved, but abides forever.
2 As the mountains surround Jerusalem,
    so the Lord surrounds his people,
    from this time on and forevermore.
3 For the scepter of wickedness shall not rest
    on the land allotted to the righteous,
so that the righteous might not stretch out
    their hands to do wrong.
4 Do good, O Lord, to those who are good,
    and to those who are upright in their hearts.
5 But those who turn aside to their own crooked ways
    the Lord will lead away with evildoers.
    Peace be upon Israel!

1.  5 minutes--Study the 17 suffixes (able - escent) which will be on the quiz on Block Day.

2. 5-7 minute discussion (discuss in small groups, then as a class) on recent TKAMB chapters: Is Atticus' parenting just? Why or why not? What would unjust parenting look like? Where do these ideas of just/unjust, right/wrong come from? 

*Reminder--the Latin root for just/justice and the Greek root for right/righteous mean the same thing, and basically denote one's ability to accurately perceive the difference between right and wrong and thus make good decisions in family and social contexts.

3. Work on your Practice Research Annotated Bibliography
*The due date has been extended until Tuesday, 4/19, when you must turn in a physically printed copy of the Annotated Bibliography at the beginning of class.
*Check out this example Annotated Bibliography for an idea of what yours should look like (although I am only expecting two paragraphs per Annotated entry)
*Review all the steps under #3 on the Practice Research project page to know how to properly format your Annotated Bibliography, research well, and create your annotated entries correctly. I've copied and pasted all of that here:

Compile an annotated bibliography of the three sources (one primary and two secondary) that would effectively answer the driving question.  

Document must be formatted according to MLA Format.

• Heading, Header, Title
• 12 point, Times New Roman Font
• Double spaced, 1 inch margins
• Directions for formatting in the Pages App.

Create a citation entry for each of your sources:

• Cite the source in MLA Format for a Works Cited entry:
• Here's what the entry for a source should look like:

For a page on a website:

Author’s Last, First name.  “Article Name in Quotation Marks.”  Name of Website in Italics.
Publisher of the Website, Date of Publication.  Web.  Date You Accessed the Website.

• For other kinds of sources, citation rules are posted on the Purdue OWL.

For EACH source, you must complete two paragraphs of annotation (notes formatted in paragraphs under each entry).

• Paragraph 1: Summary of your source (what does your source say)
• English 1: Must be at least 5 sentences long
• Honors: Must be at least 8 sentences long
• Paragraph 2: Evaluation of your source (how does the source relate to your topic, and how well does it do so)
• English 1: Must be at least 5 sentences long
• Honors: Must be at least 8 sentences long

Notes: Example Annotations; Example Annotated Bibliography

HW--Read Chapter 15 of TKAMB and complete a Reading Journal Entry.

Suffixes able-escent quiz on BLOCK day.

Annotated Bibliography due Tuesday, 4/19

Tuesday, 4/12

Dear students,

Petra Grace Kirkendall was born at 3:09 AM on Monday, 4/11. She is doing so well, as is Mrs. Kirkendall. She weighs 2 pounds, 9 ounces and is 13 3/4 inches long. She is in very good hands. Celebrate with us by praising God for hearing our cries, and pray Psalm 124 on our behalf!

1 If it had not been the Lord who was on our side
    —let Israel now say—
2 if it had not been the Lord who was on our side,
    when our enemies attacked us,
3 then they would have swallowed us up alive,
    when their anger was kindled against us;
4 then the flood would have swept us away,
    the torrent would have gone over us;
5 then over us would have gone
    the raging waters.

6 Blessed be the Lord,
    who has not given us
    as prey to their teeth.
7 We have escaped like a bird
    from the snare of the fowlers;
the snare is broken,
    and we have escaped.

8 Our help is in the name of the Lord,
    who made heaven and earth.

1. Copy the last four suffixes into your notes. There will be a quiz on 17 (able - escent) on Block Day.

en	made of, to make	silken, frozen, wooden
ence, ency	action, state of, quality	difference, confidence, urgency, agency
er, or	one who, that which	baker, miller, professor
escent	in the process of	adolescent, senescence, putrescence

2. Take the Chapter 8-12 To Kill a Mockingbird Quiz

*Dear substitute: you can find this paper quiz in the top drawer of my black filing cabinet, about in the middle.

*Students may use their book, their Reading Journals, and a partner, but no internet. 

3. Work on the practice research assignment.

*Today, review how to properly format an Annotated Bibliography--you can find resources for everything you might need on the assignment page here.

*Once you have finished researching, made works cited entries, and created your annotation paragraphs, create a working thesis that answers the driving question and place it at the bottom of your annotated bibliography.

*This is due on Block Day. Turn in a printed copy, MLA formatted, like a Works Cited page with a heading.

HW--Read TKAMB Chapter 14 and create a Reading Journal entry.

Suffixes quiz on block day.

Annotated Bibliography due on Block Day.

Monday, 4/11

*Pray Psalm 123

1 To you I lift up my eyes,
    O you who are enthroned in the heavens!
2 As the eyes of servants
    look to the hand of their master,
as the eyes of a maid
    to the hand of her mistress,
so our eyes look to the Lord our God,
    until he has mercy upon us.

3 Have mercy upon us, O Lord, have mercy upon us,
    for we have had more than enough of contempt.
4 Our soul has had more than its fill
    of the scorn of those who are at ease,
    of the contempt of the proud.

1. Copy these suffixes into your notes (quiz on able - escent on BLOCK)

cule, ling	very small	molecule, ridicule, animalcule, duckling, sapling
dom	quality, realm	freedom, kingdom, wisdom
ee	one who receives the action	refugee, nominee, lessee

2. Journal #27 (remember to write about a page handwritten, using concrete details); about 15 minutes

27	What are some things that you worry about because they could lead to bad things? Describe in vivid detail.

3. Practicce Research: Read sources, modify question, and begin Annotated Bibliography; 

*Choose one primary source and two secondary sources from the pages provided under #2 on the project page (remember to use the "Teacher's Guide" document you downloaded to choose a primary source)

*Take notes on your sources and on your central question in a new PAGES document.

*After reviewing your chosen sources, modify the central question (below) so that it fits your sources better. Focus on making it as concrete/specific as possible:

How has a specific event, person, or publication from the 20th century impacted racial segregation in the United States?

*We will learn about how to format an Annotated Bibliography later (but the information is all on the project page). For now, work on developing the following for each of your sources:

For EACH source, you must complete two paragraphs of annotation (notes formatted in paragraphs under each entry).

• Paragraph 1: Summary of your source (what does your source say)
• Honors: Must be at least 8 sentences long
• Paragraph 2: Evaluation of your source (how does the source relate to your topic, and how well does it do so; is the source credible? What further questions does this source raise? Will the source be helpful, or unhelpful to your research?)
• Honors: Must be at least 8 sentences long

4. Begin homework (last 5 minutes of class)

HW: Read Chapter 13 and complete a Reading Journal Entry. 

Be prepared for a quiz on Chapters 8-12 sometime this week.