WEBQUEST

OPENING ACTIVITY

Video:
Part 1:  Jane Elliot
https://www.youtube.com/watch?v=Ml7eEklNwNE

Part 2 Jane Elliot Day 2
https://www.youtube.com/watch?v=-AIGd9PetTs


STUDENTS WILL COMPLETE THE NOTE SHEET AS THEY WATCH THE VIDEOS



PART 2
TO KILL A MOCKINGBIRD WEBQUEST

Directions:  Research the following websites for each category and answer the questions below in complete sentences.

THE SCOTTSBORO TRIALS

http://www.law.umkc.edu/faculty/projects/FTrials/scottsboro/scottsb.htm

-  Read about the Famous American Trials, "The Scotsboro Trials."  Begin reading the article on the bottom of the webpage and hit "cont." to continue onto the next page.

-  Answer the questions below in complete sentences

-  Be sure to click on links (blue) for full descriptions

1.  What is hoboing?

2.  Who is Haywood Patterson?

3.  What started the altercation between the black and white youths?

4.  Who is Orville Gilley? 

5.  Nine African Americans made up the Scottsboro Boys, who are they?

6.  Who are the two girls that said a gang of twelve blacks with pistols and knives raped them?

7.  Do you feel the boys received a fair trial?  Why or why not?  Be sure to explain your answer.

8.  Who is Harry Emerson and what did he influence Bates to do?

9.  What is your overall opinion of what these boys had to experience?  Be sure to explain.

HARPER LEE

http://www.harperlee.com/bio.htm

10.  Who is Harper Lee? 

11.  What work is she most famous for writing?

12.  To Kill a Mockingbird won what award?

13.  Harper Lee is a descendant of whom?

14.  Who were the characters Finch and Dill based on?

JIM CROW

http://www.ferris.edu/JIMCROW/what.htm

15.      What was Jim Crow?

16.      Stetson Kennedy, the author of Jim Crow Guide, offered seven simple rules for Blacks to follow.  Name all seven.

17.      Give an example of a Jim Crow sign.

18.      What is lynching?

19.      What are lynch mobs?

THE GREAT DEPRESSION

http://web.timesunion.com/specialreports/depression/timeline/

20.      What day and date did the stock market crash? 

21.      Who made $5,000 more than the President?

22.      What President signed an Act of Congress that made the Star Spangled Banner the official United States national anthem?

23.      Who became President after Hoover?

24.      Adolf Hitler receives dictatorial power through what Act in Germany?

25.      This is the year, when forms of dust clouds were dubbed “The Dust Bowl.”

26.      This group of individuals began fleeing from Germany as Hitler begins to tighten restrictions. 

27.      In 2003, this famous animal is used as a topic for a movie.  What type of animal is it and was is its name?

28.  John Steinbeck’s epic Dust Bowl novel is?

29.  How does World War II begin?

PREJUDICE AND RACISM

http://www.apa.org/pi/oema/resources/brochures/racism.aspx#

30.      Define prejudice.

31.      What is stereotyping and provide an example?

 

32.      What is race and provide an example?

33.      Do people still display acts of prejudice or racism today?  Use an example to explain your answer.

34.      Name five things you can do to fight prejudice and racism.

35.  Name five groups that are currently trying to end prejudice.

36.  Will we ever become a society that is free from judging others?  Why or why not?

PRE READINGS AND QUESTIONS

37.      How important are parents in shaping their children’s values and beliefs?

38.      What is the role of the community in shaping young people’s values and beliefs?

39.      How can we ensure that people are treated equally even though they differ in race, wealth, religion, etc.?

40.      How fair is our country’s justice system?

41.      What makes people good or bad?

42.      What do you remember about being in first through third grade?

43.      What was important during that time?

The webquest is due on Tuesday.  We will have half the class to work on the quest.  We will go over the answers the second half.

Act 5 Test

Act 5 Test

After the test, students will work on the 5 paragraph essay:

50. Essay :   (50 points)

Throughout Acts I–IV of the play, plans have been made only to unravel at the last minute.  Romeo plans to marry Juliet, but then he kills Tybalt and is banished from Verona on his wedding day. Next, Friar Lawrence devises a plan to deal with Romeo’s banishment only to discover that Capulet has set a wedding date for Juliet that is only three days away. As we

see in Act V, Friar Lawrence’s plan to finally unite Romeo and Juliet goes drastically awry.

(Use the 5 paragraph essay format)

A.      In an essay, explain why Friar Lawrence’s plan fails. Refer to specific events in the play to support your statements

or

B.      In an essay explain how the old saying, “wrong place at the wrong time” applies to the events in this play.  Refer to the specific events in the play to support your statement.

Homework:
Make a COMPLETE OUTLINE FOR TOMORROW:

5 Paragraph Essay Outline Link

5 Paragraph Essay Outline

5 Paragraph essay outline

Title: ____________________

I. Introduction
A. Introductory statement
B. Thesis statement: ____________________
C. Blueprints:
1. ____________________
2. ____________________
3. ____________________
Transition:
Body
D. First Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
Transition:
E. Second Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
Transition:
F. Third Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
Transition
II. Conclusion
A. Closing statement
B. Restate thesis: ____________________

Goals:

Students will read, comprehend, and interpret elements of a play

Students will relate their personal experiences to the play

Students will identify soliloquies, asides and monologues

Students will respond to the play through writing, speaking and listening

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

Monday:  Continue to add characters to your DIVISION LIST

Tuesday: Write three main points to Act 3 Scene 1

Wednesday:  List two mistakes R and J made in this act

Thursday:  Are R and J making a mistake?

 

Monday- Thursday: Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 4 Scenes 1 and 2

2. Students will read and discuss Act 3 Scene 2 through scene 5

** Students should complete their work packets

3. Review packet

Possible Quiz

4. Review project:for Romeo and Juliet:   PROJECT LINK

5. HOMEWORK: Student should read up to scene 3 in the packet

-Read

-Highlight

-Take notes

**Finish entire scene

Wednesday:

1,Go over packet questions

2. Test Review

Jeopardy 

Homework:

-Keep reading ahead in your "Reading Packet"

-You should work on your projects and packet work

****Act 2 projects are due Monday, 3/31

Closure: (Each day)

Discuss character traits of new characters 

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

http://www.superteachertools.com/jeopardy/answerkey.php?game=1320638030

Study Island R & J 1-4

Students should complete four Study Island exercises by the end of the period
These are new assignment.  All assignments must be completed by tomorrow to receive full credit.

1. You must answer 10 questions in each section AND receive at least 70%

www.studyisland.com

Romeo and Juliet Exercises:

Act 1
Act 2
Act 3
Act 4

2. When you are finished, complete the ACT 4 section of your Plot Structure

3. Homework:  Read and take notes up to Act 5 scene 3.

1.2.9.A: 
Evaluate text organization and content to determine the author’s purpose, point of view, and effectiveness according to the author’s theses, accuracy, thoroughness, and patterns of logic.

1.3.9.C: 
Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style

Act 4

Goals:

Students will read, comprehend, and interpret elements of a play

Students will relate their personal experiences to the play

Students will identify soliloquies, asides and monologues

Students will respond to the play through writing, speaking and listening

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

Monday:  Continue to add characters to your DIVISION LIST

Tuesday: Write three main points to Act 4 Scene 1

Wednesday:  List two mistakes R and J made in this act

Thursday:  Are R and J making a mistake?

 Tuesday:  Plot Structure

- Students will complete a formal plot structure to review the events of Acts 1,2, and 3.

- Homework:   Read and take notes up to and including Act 4 scene 3.

Wednesday- Friday-  Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 4 Scenes 1 and 2

2. Students will read and discuss Act 4 Scene 2 through scene 5

** Students should complete their work packets

3. Review packet

Possible Quiz

4. Review project:for Romeo and Juliet:   PROJECT LINK

5. HOMEWORK: Student should read up to scene 3 in the packet

-Read

-Highlight

-Take notes

**Finish entire scene

Friday: 

1,Go over packet questions

2. Test Review

Jeopardy 

Homework:

-Keep reading ahead in your "Reading Packet"

-You should work on your projects and packet work

****Act 3 projects are due Monday, 3/ 24

Closure: (Each day)

Discuss character traits of new characters 

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

http://www.superteachertools.com/jeopardy/answerkey.php?game=1320638030

Goals:

Students will read, comprehend, and interpret elements of a play

Students will relate their personal experiences to the play

Students will identify soliloquies, asides and monologues

Students will respond to the play through writing, speaking and listening

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

Monday:  Continue to add characters to your DIVISION LIST

Tuesday: Write three main points to Act 3 Scene 1

Wednesday:  List two mistakes R and J made in this act

Thursday:  Are R and J making a mistake?

 

Monday- Thursday: Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 3 Scenes 1 and 2

2. Students will read and discuss Act 3 Scene 2 through scene 5

** Students should complete their work packets

3. Review packet

Possible Quiz

4. Review project:for Romeo and Juliet:   PROJECT LINK

5. HOMEWORK: Student should read up to scene 3 in the packet

-Read

-Highlight

-Take notes

**Finish entire scene

Wednesday:

1,Go over packet questions

2. Test Review

Jeopardy 

Homework:

-Keep reading ahead in your "Reading Packet"

-You should work on your projects and packet work

****Act 2 projects are due Friday, 3/14

Closure: (Each day)

Discuss character traits of new characters 

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

http://www.superteachertools.com/jeopardy/answerkey.php?game=1320638030

R and J act 2

R and J

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

Monday:  Continue to add characters to your DIVISION LIST

Tuesday: Write three main points to Act 2 Scene 2

Wednesday:  List two mistakes R and J made in this act

Thursday:  Are R and J making a mistake?

Friday:  No Bell Ringer----TEST

Monday- ThursdayStudents will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 2 Scenes 1 and 2

2. Students will read and discuss Act 1 Scene 2 through scene 5

** Students should complete their work packets

3. Review packet

Possible Quiz

4. Review project:for Romeo and Juliet:   PROJECT LINK

5. HOMEWORK: Student should read up to scene 3 in the packet

-Read

-Highlight

-Take notes

**Finish entire scene

THURSDAY 

1,Go over packet questions

2. Test Review

Jeopardy

3. Read to Act 3 scene 2 for Monday.

-You should work on your projects and packet work

****Act 2 projects are due next Friday, 3/14

Closure: (Each day)

Discuss character traits of new characters 

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

R and J

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

Wednesday -  Romeo pined for Ros. during the entire first act.  He walks into the ball, spots Juliet and fall in love.  Is this type of behavior common or uncommon for teenagers?  Explain

-Thursday - What was the key point to ACT 1

Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 1 Scenes 1, 2, 3, and 4

2. Students will read and discuss Act 1 scene 5

** Students should complete their work packets

3. Review packet

Possible Quiz

4. Review project:for Romeo and Juliet:   PROJECT LINK

5. HOMEWORK: Student should read up to page 97 in the reading packet

-Read

-Highlight

-Take notes

**Finish entire scene

THURSDAY 

1,Quiz - If not taken on Wednesday

2. Students will begin Act 2

3. Students will read and discuss Act 2 scenes 1-3

Closure: (Each day)

Discuss character traits of new characters 

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

Monday - Define the word Forgiveness...Do people forgive?

-Tuesday- Begin your list of Capulets and Montagues in the packet

Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 1 Scene 1

2. Students will read and discuss Act 1 sc 2

** Students should complete their work packets

3. Review packet

Tuesday

1. Students will read and discuss Act 1 scene 3

2. Answer packet questions
3. Review vocab terms 1-10

4. Review project:for Romeo and Juliet:   PROJECT LINK

Closure: (Each day)

Discuss character traits of new characters 

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Romeo and Juliet Project

Romeo and Juliet projects - Composition 9

Directions:

1. Students should review the following project choices.
2. Each student must complete a minimum of two (2) projects from two (2) different acts. For example, a student can choose a project from Act II and Act IV. A student cannot choose two projects from the same act.
3. All projects should be typed using Microsoft Word (when allowable).
4. All projects are due within one week of when the class finishes reading a specific act.
5. A student can start a project after a specific act test. If a student is not completing a project for a specific act, he/she will be required to work on “station” items.
6. Five points will be deducted from grade for each day a project is late after each act. No projects will be accepted after the third day past the due date.
7. A grading rubric will be provided.
8. If there are any questions or concerns, please ask/see me.

Act I Choices

Artwork - Masquerade mask

Create a mask that could be used at the party in Act I.

            -The mask can be hand-made or recreated using the computer software of your choice.

Drawing - Queen Mab speech

Read the speech again and try to picture exactly what Mercutio describes in the first half of his speech.  Then, using any kind of art materials, draw the image described in the first half of the speech.

            -The image should be drawn by hand on an 8 ½ x 11 sheet of paper.

Writing - Advice Column

As either Romeo or Juliet, write a letter to an advice columnist requesting the help with the problem of falling in love with someone whom you are not supposed to love. First, list the reasons your love may be doomed. Next, write a letter that explains your list and asks for advice.

Act II Choices

Creative Design - Character Sketch

Construct a character sketch on a main character of your choice that illustrates the character’s personality, relationships, feelings, and motivations during this act.  Your sketch will include images, quotes and words.

            -The character sketch should include the following:

2 images of the character

4 images representing personality traits of the character

4 words to describe the character’s personality

3 quotes by the character

All images should be put together in a collage using Microsoft Word, Publisher or a program of your choice.  You should also include a paragraph explaining why you chose the specific items on your project.

Writing – Poetry (Iambic Pentameter)

Create a poem that consists of at least eight lines in iambic pentameter. Your poem may be in blank verse, consist of rhymed couplets, or follow some other rhyme scheme.

Creative Writing - Text message

Rewrite a dialogue between two characters that takes place in Act II of the text in modern-day format as if it took place via texting on a cell phone.

            -Chose a section with a minimum of 25 consecutive lines. Make sure you write the Act #, Scene #, and line numbers on your paper.

Act III Choices

Visual - Imagery

Contrast imagery of light and brightness in Romeo’s monologue to the reference of dark imagery in Juliet’s monologue. Use a graphic organizer on Microsoft Word.

Writing - Character Analysis

Choose one of the main characters introduced in Act I. Then write a short essay in which you analyze this character’s personality traits.

Writing - Editorial

Imagine that you are the editor of a newspaper in Verona at the time of the play. Write an editorial addressing the Prince’s response to the deaths of Tybalt and Mercutio.

            1) Reread the Prince’s dialogue in the scene.

            2) Decide whether Romeo’s sentence was appropriate, and explain.

            3) Write the editorial, supporting your ideas with details from Acts I-III.

Act IV/ Act V Choices

Writing – Your own ending – THIS PROJECT HAS TO BE COMPLETED AFTER ACT IV

If you were to write your own ending for the play, what would it be? Write a narrative of events that would occur in your version of Act V. Make sure that your version develops naturally out of the events in Acts I through IV.

Music - Play list

Choose one of the characters from the text and create a play list of five songs that that character would have on his or her iPod or MP3 player. Invent the name for the play list. Burn a CD of the songs and create a CD label with the appropriate details or put the play list on your iPod or MP3 player.  You also need to print out a list of the following:

         1) artist name

         2) name of song

         3) name of album

         4) relevance to character (paragraph for each song)

Creative Writing - Digital Artifacts

Imagine that you find a portable disk next to the computer of one of the characters from the

play.  It might be a USB keychain disk, or another device. This storage disk contains personal documents—letters, “to do” lists, data, and poems written by the character for his or her eyes’ only. Recreate the following files and hand in the device.

                   Include the following:

                   1) to do list with 10 tasks to complete

                   2) letter to a friend

                   3) poem to or about a loved one (minimum of 10 lines)

                   4) sales receipt for a purchased item

Creative Writing:

CHARACTER HOROSCOPES—

Superstition is used often throughout Romeo and Juliet. Daily horoscopes are a

modern-day form of superstition, and they usually give a somewhat vague

prediction of something that may happen to you that day. Write one “daily

horoscope” for each of the major characters in the story (Romeo, Juliet, The Capulets, Montagues, Friar L. , etc.). You may choose any scene from the act to write that

day’s horoscope about. Be sure to reference the act, scene, and, if applicable,

the line(s) the horoscope is referencing/predicting for the character. You should

have a total of at least FOUR horoscopes, one for each character. Each

horoscope should be about one paragraph in length. Note—you do not need to

make every character’s horoscope from the same day/scene. They can come from

practically anywhere in the play. Look at your daily horoscope in the newspaper or

online to help give you an idea of what to write.