TKAM

Week of 4/3-4/7

TKAM Chapters 26-31

Homework
For Monday, 4/3- Read chapters26-29
Complete corresponding packet work
QUIZ???????????? on Monday????????????

Overview of classwork:
Monday- Wednesday -In Class:
We will finish discussing the novel.

TKAM vocab quiz 3 - Tuesday, 4/4(ch 12-21)

Thursday and Friday- TKAM movie

TKAM vocab quiz 3 - Tuesday, 4/4(ch 12-21)

Friday- Discuss chapters 24-25
Review corresponding packet work
Students will turn in journals for chapters 1-21 to www.turnitin.com
Journals Chapters 21-31 - Due Friday, 4/7.
Vocab Quiz 4 (ch 22-31) on Friday, 4/7

Mockingbird 14-20

To Kill a Mockingbird  Chapters 14-20

VOCAB CORRECTION

Since the wrong link was posted for the vocab test, let's try it again on Monday.

Please go to Skyward in class on Monday and take your test.

Sorry for the mix-up.

Mrs. C

Mockingbird 

To Kill a Mockingbird

Goal: Students will cover chapters 14-20 in TKAM by Tuesday, 3/28

          Students will discuss the following concepts: Poverty,  Racism, Courage
          Students will identify literary terms:  Metaphor, simile,  Conflict, Allusion
          Students will review vocabulary from the text

By Wednesday, 3/22

Mockingbird Chapters 11- 13

In Class, students will break into groups and complete the following:

-Create 5 talking points for each chapter

-List at least one quote from each chapter to be discussed

-Work on packet -Literary term section

By Thursday, 3/23

Students will read chapter 14 and complete all packet work up to this section

Quiz??????

**Be ready for a type 2 quiz

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

3. Homework for Tuesday (Read chapters 15-22

4. Journals

5. Complete ALL sections of the packet

Friday, 3/24- Vocab test

**You will have Friday and Monday (3/24 and 3/27) to read silently and work on the journals and packets

To Kill a Mocking bird 3-6

Mockingbird

To Kill a Mockingbird

Goal: Students will cover chapters 1-6 in TKAM by Monday, 3/13

          Students will discuss the following concepts: Poverty,                      Racism, Courage
          Students will identify literary terms:  Metaphor, simile,                   Conflict, Allusion
          Students will review vocabulary from the text

By Wednesday, 3/8

Mockingbird Chapters 1 and 2

Read chapters 3-4 for Friday, 3/10

Quiz on chapters 3-4

**Be ready for a type 2 quiz tomorrow (Friday)- Ch 3-4

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

3. Homework for Monday (Read chapters 5-6)

4. Journals

Homework for Monday, 3/13

Students will review homework 
Students will read chapter 6 for homework and note three events for discussion

Wednesday, 3/15
Read chapters 7 and 8 and complete packet work
vocab test on the first two sections- chapters 1-6

Friday, 3/17
REad chapters 9-10 and complete packet work

To Kill a Mockingbird

Thursday, 3/3- Wednesday, 3/8

1. Students will work on the To Kill a Mockingbird Webquest

2. We will discuss the influences of prejudice

3. Webquests must be turned in before class on Tuesday, 3/7.

By Wednesday, 3/8

Mockingbird Chapters 1 and 2

Mockingbird Webquest Link

To Kill a Mockingbird Intro.

1. Students should read Chapter 1

2. Students should create a character list with brief descriptions of each character (See Packet)

3. Review the vocabulary section of your packet

Goal: 
Read chapter 1 and Review activity packet questions for chapter 1
Students will read and discuss chapter 2 of To Kill a Mockingbird
Students will discuss racism, poverty and miscommunication as they read the chapter
Students will analyze education during the 30's

**Extra packets are on the front table

Once we have completed the reading, we can review the packet.

Next,

Bell Ringer:
Type one Quiz
Write 5 lines about the setting Maycomb, Alabama


COMPARE & CONTRAST

1930s: During the Great Depression, unemployment rose as high as 25%; the New Deal program of government-sponsored relief leads to a deficit in the federal budget. 
1960: After a decade of record-high American production and exports, unemployment dips to less than 5 percent, while the federal government runs a small surplus. 
Today: Unemployment runs between 5 and 6 percent, while the federal government works to reduce a multi-billion dollar deficit amidst an increasingly competitive global economy. 

1930s: Schools are racially segregated; emphasis in the classroom was on rote learning of the basics. 
1960: Although backed up by force at times, school integration laws were being enforced; the 1959 launch of the Soviet satellite Sputnik leads to math and science gaining increased importance. 
Today: School populations are as racially diverse as their communities; classes include a focus on combining subjects and problem-solving skills. 

1930s: Only property owners who were white and male could serve on juries. 
1960: Women and minorities could now serve on juries; while the Supreme Court ruled that eliminating jurors from duty on the basis of race is unconstitutional, many trials still exclude blacks and Hispanics. 
Today: All registered voters are eligible to serve on juries, although in many cases prosecution and defense teams aim to create a Jury with a racial balance favorable to their side. 

1930s: A big trial serves as a entertainment event for the whole town and a child who has been to the movies is unusual. 
1960: Television was becoming the dominant form of popular entertainment, while families might see films together at drive-in movie theaters. 
Today: Although television and film are still large presences, computers and computer games swiftly gain a share in the entertainment market. Trials still provide public entertainment and are featured on their own cable channel.  

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.

Mockingbird Webquest

TO KILL A MOCKINGBIRD WEBQUEST

TO KILL A MOCKINGBIRD WEBQUEST

 OPENING ACTIVITY

Video:
Students will watch a video that depicts one teacher's experiment on social conformity.  They will use the following sheet to respond


STUDENTS WILL COMPLETE THE NOTE SHEET AS THEY WATCH THE VIDEOS
LINK TO NOTE SHEET:  
http://www.scribd.com/doc/216142443/Video-Comments-Jane-Elliot

PART 2

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

  

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 Bannerthe 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://archive.adl.org/hate-patrol/racism.html#.U0Krb6hdXVo

http://www.apa.org/pi/oema/resources/brochures/participation.aspx?item=1

http://archive.adl.org/hate-patrol/racism.html#.U0Krb6hdXVo

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?