TKAM Overview

TO KILL A MOCKINGBIRD BY HARPER LEE

Reading Due Dates

Chapters 1-2: Wednesday, March 20^th  

Chapters 3-4: Friday, March 22^nd     (Journal 1 due)

Chapters 5-8: Monday, March 25^th   (Journal 2 due)

Chapters 9-12: Wednesday, March 27^th   (Journal 3 & 4 due)

Chapters 13-16: Friday, March 29^th       (Journal 5 due)

Chapters 17-21: Monday, April 1^st   (Journal 6 & 7 due)

Chapters 22-24: Friday, April 5th(Journal 8 due)

Chapters 25-27: Tuesday, April 9^th (Journal 9 due)


Chapters 28-31: Thursday, April 11th (Journal 10 due)

TKAM Character analysis on Monday, April 15th
Project Assessment due Tuesday, April 16^th Presentation Day

1.       Students will be reading ALL assigned chapters for their due date

2.       Be prepared to discuss them in depth using various methods in the classroom

3.       Journals must follow the format stated on the TKAM Journal Link stated under “Procedure”

4.       At the end of the novel, students will be creating a project based assessment using the guidelines in "Project Choices" and following the rubric for To Kill a Mockingbird. Students will be presenting their assessments in class for a grade on Monday, April 8^th.

Final Project Options and Final Project Rubric

Trial Analysis Assignments

Due: April 3rd, 2019

Time was given in class to complete a double-sided tri-fold on a piece of computer paper. Folding a piece of paper into threes (hot dog fold), six sides will be labeled the following ways:

1. Mayella's Verison (a recreation of the events from Mayella's testimony)

2. Tom Robison's Version (a recreation of the events from Tom's testimony)

3. The Truth (your version of what you believe to be true)

4. The Absolute Truth (facts from the book that can be proven 100% true)

5. Things that Sway the Jury (statements or actions that could have or did persuade the jury)

6. You Just Cannot Say That!!!! (things that are just not mannerly or normal to say in a court room)

Requirements: Must have at least three examples or explanations for each category. Each of those will be accompanied by a page number where textual evidence can be found to support that idea or statement.

#ToKillaMockingbird

April 12th, 2019

• Students will begin class by answer the question posted on Padlet . Create a new post on the board.
• We will be creating "tweets" from the characters in the novel. Each tweet will be posted on the correct character's "twitter page".
• At the end of class, students will walk around the room  to view all the characters tweets and put a sticky note by the one they would like to discuss or one that they feel is the best. If time allows, we will read some of the sticky-noted tweets aloud to the class. Points will be awarded for participation.

Standard - CC.1.2.9-10.C

Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Standard - CC.1.3.9-10.A

Determine a theme or central idea of a text and analyze in detail 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.

TKAM Final Project

TKAM FINAL PROJECT OPTIONS

1.    Collage:  On a tri-fold or poster board, make a collage that represents a theme, character, or an event in the story. The collage should showcase evident understanding of the entire novel. The collage should have photos, word art, décor, and an attached a typed paper explaining the theme, character, or event that you have visually presented in your collage. Collage will be presented and explained thoroughly for the class. 

2.    Poetry: Find a poem that shares a theme with To Kill a Mockingbird.  Memorize the poem.  Perform the poem in front of the class with some emotion and enthusiasm.  Write and present a 1-2 page explanation of how the poem is connected to the book. The poem should showcase evident understanding of the entire novel. Your explanation needs to be typed and turned in on the day you present.

3.    Video: Create a video that shows an alternative ending or an alternative scene that would have changed the course of To Kill a Mockingbird. The video must include an introduction with characters and an established setting. This video must include dialogue, a conclusion that revolves around a major theme or idea in the novel, and must be able to be formatted so that it can be played in the classroom. The video should showcase evident understanding of the entire novel. Groups can consist of 3 people at most and at least two minutes in length.

4.    Music: Write song new lyrics for a popular song that represents the themes/characters/events in To Kill a Mockingbird.  Make a cover for the "single" or visual display that showcases the idea behind the lyrics in your song music. The lyrics can be rapped or sung over the karaoke or instrumental version of the original song.  It should be evident from these lyrics that you have read and that you have fully understood the themes and how they are connected to the lyrics of the song you have created. Songs must be school appropriate and be at least 2 minutes and 30 seconds long.

5.    Open: Design your own assessment! Project must be approved by the teacher and have the same rigor as the others. The open assessment must showcase a full knowledge of the novel. The chosen assessment must be able to be presented in the same way the other projects can be. Get creative!!

To Kill a Mockingbird Final Project Student Name:     ________________________________________

                               4                         3                             2                          1   

CATEGORY
Requirements	All requirements are met and exceeded as indicated on the chosen category of \"Project Options\".	All requirements are met as indicated on the chosen category of \"Project Options\".	One requirement was not completely met as indicated on the chosen category of \"Project Options\".	More than one requirement was not completely met as indicated on the chosen category of \"Project Options\".
Content	Covers topic in-depth with details and examples. Subject knowledge is excellent.	I         Includes essential     knowledge about the topic. Subject knowledge appears to be good.	Includes essential information about the topic but there are 1-2 factual errors.	Content is minimal OR there are several factual errors.
Oral Presentation	Interesting, well-rehearsed with smooth delivery that holds audience attention; No distracting mannerisms or volume issues.	Relatively interesting,  rehearsed with a fairly smooth delivery that usually holds audience attention; No more than one distracting mannerisms or volume issues.	Delivery not smooth, but able to hold audience attention most of the time; a few mannerisms or volume issues that create a distracting element in the presentation.	Delivery not smooth and audience attention lost; Mannerisms and/or volume created a complete distraction from the presentation of the project.
Originality	Project shows a large amount of original thought. Ideas are creative and inventive.	Project shows some original thought. Work shows new ideas and insights.	Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking.	Uses other people\'s ideas, but does not give them credit.
Organization	Content is well organized and connected to group related material; Grammar is clear and correct.	The overall organization of topics appears flawed; One grammar error was apparent and distracting.	Content is logically organized for the most part; 2-3 grammar appears proved to be an issue in consistency of the project.	There was no clear or logical organizational structure, just lots of facts; Grammar was poor and caused a distraction from the project
Enthusiasm/           Passion	The creator(s) show an obvious enthusiasm and passion in the display of their project; Evident time was put into the project and the creator(s) feel proud in their display/presentation	The creator(s) show a    enthusiasm and/or passion in the display of their project; Evident some time was put into the project and the creator(s) feel proud in their display/presentation	The creator(s) show a enthusiasm or passion in the display of their project; Evident that the project was not truly meaningful to the creator(s)	The creator(s) show little to no enthusiasm or passion in the display of their project; Evident that the project was rushed, not meaningful, or not connected to content

Persuasive Speech/ Intro to TKAM

I.  Problem/ Solution Essay

Students will brainstorm, outline and write a Problem/ Solution Essay.

Goals:

Students will be introduced to the concept of a Problem/ Solution Essay
Students will review the elements of a Problem/ solution essay
Students will incorporate valid points/ specific details into their written work
Students will write their Problem/ Solution Essay

WHAT IS A PROBLEM / SOLUTION ESSAY?

A problem-solution essay is an essay that describes a problem and discusses possible solutions to the problem. This type of essay may be assigned in a high school or college composition class, and it generally requires some research before the writing process can begin. The primary thrust of a problem-solution essay is usually either an argument for a specific solution to a problem or a strong case for the urgent need to solve a problem. Like most essays, the problem-solution essay must contain an introduction, a thesis, a body, and a conclusion.

OVERVIEW OF A PROBLEM/ SOLUTION ESSAY

OPENING

The opening of a problem-solution essay should describe the problem and provide relevant background information. The problem should be clearly defined, and the causes of the problem should be identified if possible. The extent of the problem must also be described, as well as the effects of the problem and possible consequences of allowing the problem to continue if it is unsolved. Any key terms that need to be defined should also be included in the opening, as well as any pertinent historical information that would help the reader understand the problem better. 

(You are establishing a foundation for your position by presenting relevant information)

Depending on the problem to be discussed, the thesis of a problem-solution essay may argue for the urgent need to solve the problem, or it may argue for a single solution to the problem. Most commonly, it will argue for a single solution. The thesis should generally be only one sentence long, and should clearly identify the main point of the essay. It will usually be placed in the opening paragraph, although in some cases the thesis can be reserved for the latter part of the essay where it will be revealed after a complete discussion of the problem and possible solutions have taken place

BODY

The body of a problem-solution essay should fully describe proposed solutions to the problem and discuss the possible outcomes of each solution. Advantages or disadvantages to each solution should be included, as well as feasibility of the proposed solutions. If any attempts have already been made to solve the problem, those should be described as well. If the essay will be arguing for a single solution to the problem, the body of the paper should lead logically to the conclusion that the solution being advocated is the best solution available. In such cases, it is important not only to describe the solution, but also to describe how the solution can or should be implemented.

CONCLUSION

The conclusion of a problem-solution essay should contain a call to action, advocating that the reader either take part in the proposed solution to the problem or become involved in looking for a solution to the problem to be solved. Future consequences of the problem can be used as leverage for the call to action. It may also be useful to briefly restate the problem and describe the effects of leaving the problem unsolved. The best problem-solution essays will create a sense of urgency and lead the reader to become interested in solving the problem.

Brainstorm Sheet

ASSIGNMENT:

1. Overview of paper / Procedure

2. Possible Topics (Link)

3. Essay Outline (Specifics for the outline)

4. Student Outline/ Planning Sheet

5. Rubric

6. Transitions - 10 different required

7. MLA Format

Research Guidelines for your

RESEARCH NOTEBOOK and WORKS CITED: 

1. Students will create a page in their ONE NOTE classroom notebook

-Entitle it Research

2. As you research your topic, remember to write down your notes and the MLA information for the Works Cited page.  (Please use proper format)

*Remember to place quotation marks around direct quotations 

*Remember to cite both direct quotations and paraphrased material.

3. You are required to cite two different citations in your paper.  Ex:  (Christian 12).

Sample note pages in One Note.  

Research Resources:

You may collect your information from the following:

Power Library

Professional website (.edu  ; .gov) 

YOU MAY NOT USE WIKIPEDIA 

Tips

1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event, a social issue,  a person or a newsworthy incident.

2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive details. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.

3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.

4. Use DESCRIPTIVE DETAILS:(Remeber, NEVER assume the reader knows what you are talking about.  Provide descriptive details and examples.  Be very specific.  

Details help a strong writer avoid repetition in their writing.  

There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.

When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.

If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.

Deadlines:

1. Students will research until Tuesday, 3/19

2. Outlines are due on Tuesday, 3/19. Class 

Check: Tuesday, 3/19-  (Opening paragraph/ Thesis statement)
4.Thursday, 3/21- First Proof:  All papers must be run through Grammarly:  www.grammarly.com/edu

5. Finalize peer editing

- You must read your essay aloud to another student

-Another student must read your essay aloud to you...sign your paper

-2 students must complete peer editing

 (4 reads total)

6.DUE DATE:.
-Monday, 3/25 -Please find a partner and read your paper to them.
-Make sure your papers are turned in to www.turnitin.com
-Papers must be turned in to www.turnitin.com

3/26-3/27- You will present your essays as Persuasive speeches to the entire class.  

MATERIALS USED:
Smart Board, MLA, www.bhscomp1.blogspot.com (class blog), brainstorm sheet, planning sheet, direction sheet, outline sheet, computers, and ONE NOTE notebook.

II. Introduction to To Kill a Mockingbird  (Due dates are indicated on the web quest)
http://bhscomp1.blogspot.com/2018/03/to-kill-mockingbird-web-quest.html

III. Nonfiction test on Friday, 3/15.  Terms and application of terms.  Yes, there will be references to the nonfiction selections read in class.

Standard - CC.1.4.9-10.T

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Standard - CC.1.4.9-10.K

Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.

Standard - CC.1.4.9-10.J

Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.

Finish MLK/ Jane Elliot

Keep the Memory Alive
http://bhscomp1.blogspot.com/2019/03/keep-memory-alive.html

_________________________________________________________________________

Tuesday - Wednesday

Objective: Interpret literary elements in nonfiction
Analyze the effectiveness of figurative language

1. students will be introduced to James Thurber

Thurber -1894-1961

-Native of Columbus, Ohio
-Worked for the US State Department after college
-Soon after became a humorist, writing essays and drawing cartoons for The New Yorker magazine
-1952 almost blind
- Students will Read about James Thurber. (p475 purple book- p 232 yellow book)
- Students will read about a humorous essay
2. Students will read "The Dog That Bit People" ( p 481 purple book ;p 234 yellow book )
3. Students will discuss the story
4. Students will complete the follow-up questions on page239-40
The Dog That Bit People part 1

The Dog That Bit People part 2 If time allows, listen to Thurber story, 

A Box to Hide in - James Thurber

Answer the following questions:

1. Respond: Which of Muggs’s escapades did you find the most amusing? Why?

2. (a) Recall: Which event does Thurber refer to as his “foolhardy” experience with Muggs? (b) Analyze: List reactions you might expect the family to have to this experience, and explain which are missing in the essay.

3. Hypothesize: Why do you think the family never does anything to get rid of Muggs?

4.  (a) Find an example of satire in each essay. (b) Identify the type of person that is satirized in each example, and explain whether you think satirizing such people is justified.

5.  Which of the following best characterizes the portrait of Muggs that the author paints?

• Muggs is a crazy, sweet dog.
• Muggs is a vicious attack dog.
• Muggs is a temperamental, spoiled dog.

6. How would the author characterize his relationship with Muggs?

• He enjoys Muggs's zany behavior.
• He tolerates Muggs but avoids coming into conflict with him.
• He is indifferent to the presence of Muggs.

7. How does Thuber feel about Mugs? Find three examples of contextual evidence and explain.  USe page numbers

8.Describe Mother.Find three examples of contextual evidence and explain.  USe page numbers

9. List the excuses Mother makes for MUGGS

Standards:

Thursday/ Friday:

Complete 4 Study Island Exercises

Friday- NF Test (Terms)

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.

___________________________________________________________________________

-There will be a completion grade for Study Island

Keep the Memory Alive

Speech: Keep the Memory Alive

Objective: Read, comprehend, and analyze Elie Wiesel’s speech, “Keep the Memory Alive.” 
Students will determine the author's purpose and discuss elements of rhetoric

Activities:

1.       Students will watch a video of Elie Wiesel revisiting Auscwitz:

http://www.youtube.com/watch?v=slZMOkYJFO0

2.       Students will read about Elie Wiesel on page 500 of their textbook.

3.       Students will read the speech “Keep the Memory Alive” by Elie Wiesel on page 591 of their textbook together as a class. (Click on the Purple 10th grade text)

4.       Students will answer the following questions individually:

a.       What right, or claim does Wiesel question?

b.      Why is the boy incredulous as he’s being deported?

c.       What does Wiesel call those who deliberately forget the Holocaust?

d.      Why does Wiesel use the term “the fiery altar”?

e.      What is Weisel’s purpose in having his boy self talk to his man self?

f.        At the end of the piece, of what crime does Wiesel accuse the world, and how did this crime affect his future actions?

g.       Describe a situation today in which silently witnessing might do harm.

h.      Explain a time when you reflected on the past in order to keep a lesson in your mind.

Standards:

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

I Have a Dream

I Have a Dream Assignment

I Have a Dream

"I Have a Dream"

Background: Lincoln's Emancipation Proclamation

Introduction

When the American Civil War (1861-65) began, President Abraham Lincoln carefully framed the conflict as concerning the preservation of the Union rather than the abolition of slavery. Although he personally found the practice of slavery abhorrent, he knew that neither Northerners nor the residents of the border slave states would support abolition as a war aim. But by mid-1862, as thousands of slaves fled to join the invading Northern armies, Lincoln was convinced that abolition had become a sound military strategy, as well as the morally correct path. On September 22, soon after the Union victory at Antietam, he issued a preliminary Emancipation Proclamation, declaring that as of January 1, 1863, all slaves in the rebellious states “shall be then, thenceforward, and forever free.” While the Emancipation Proclamation did not free a single slave, it was an important turning point in the war, transforming the fight to preserve the nation into a battle for human freedom.

GOALS:

To read, comprehend, and analyze Martin Luther King, Jr's speech, “I Have a Dream"

To identify the author's purpose

1. Read the excerpt  "I Have a Dream" from your online textbook- 9th grade Aqua PAGE 494

I  have a dream

Build Skills

I Have a Dream 

Practice these skills with either “I Have a Dream” 

Literary Analysis

A persuasive speech is a speech that tries to convince listeners to think or act in a certain way. Persuasive speeches may appeal to reason or emotion or both. In order to engage the audience, speakers often include rhetorical devices, patterns of words and ideas that create emphasis and stir emotion in the audience. Common rhetorical devices include the following:

• Parallelism: repeating a grammatical structure or an arrangement of words to create a sense of rhythm and momentum
• Restatement: expressing the same idea in different words to clarify and stress key points
• Repetition: expressing different ideas using the same words or images in order to reinforce concepts and unify the speech
• Analogy: drawing a comparison that shows a similarity between unlike things

***Find examples of each (note the line numbers) and discuss why King uses these references/ devices in his speech.

Reading Skill

Persuasive techniques are devices used to influence the audience in favor of the author’s argument. In addition to presenting evidence in a persuasive speech, a speaker may also use emotionally charged language and rhetorical devices, such as those listed above.

To analyze and evaluate persuasive techniques, read aloud to hear the effect. Notice the emotional impact of certain words and the rhythm and momentum created by specific word patterns. Consider both the purpose and effect of these persuasive techniques. Use a chart like the one shown to organize your analysis.

Vocabulary Builder

I HAVE A DREAM

• hallowed adj. sacred The battlefield is considered by many to be hallowed ground. 
• degenerate v. grow worse Don’t let this discussion generate into a shouting match. 
• creed n. statement of belief The creed of brotherhood is preached by many who do not practice it.

Background

The Civil Rights Movement The U.S. Constitution guarantees certain rights to all Americans. The struggle of African Americans to have their rights recognized is known as the civil rights movement. Marked by demonstrations and legal challenges, this movement began in the 1950s and was led by figures like Martin Luther King, Jr.

Intro to the author:

Dr. Martin Luther King, Jr.

(1929–1968)

Born in Atlanta, Georgia, Dr. Martin Luther King, Jr., was the most charismatic leader of the civil rights movement. During the 1950's and 1960's, King organized nonviolent protests to bring about equal rights for all Americans.

A Voice for the Oppressed King first came to national attention in 1956 in Montgomery, Alabama, when he organized a 382-day boycott of the city's segregated buses by African Americans. He went on to lead other protests and to speak out eloquently against poverty and social injustice. He was assassinated on April 4, 1968. His birthday, January 15, has since become a national holiday.

Fast Facts

• At thirty-five, King became the youngest man and only the third black man to be awarded a Nobel Peace Prize.
• The song “Pride (in the Name of Love)” by the famous rock band U2 is a tribute to Martin Luther King, Jr.

I. In remembrance of Martin Luther King Day, we are going to listen to a short excerpt from his famous "I Have a Dream" Speech

Years after his death Martin Luther King, Jr, continues to touch the lives of millions of people throughout the world.  Politicians, writers, musicians--people from all walks of life--continue to promote King's message of equality and harmony.  The following song by the popular Irish rock band U2 was written as a tribute to King and his message.

Students will read background info and listen to CD

II.Background:

• This is a tribute to Martin Luther King, Jr. An exhibit dedicated to the civil rights leader was on display at the Chicago Peace Museum in 1983 when the band visited.
• Bono is speaking about those throughout history who have died because they preached of the equality of all men and practiced nonviolence as the only way to achieve their goal of having this equality universally recognized.

  
  

  MLK is the primary example of nonviolent resistance as the only way to bring about changes in civil rights.

  
  

  The song is about singular "people" that lived their life with pride. Not in a boastful way, but with the pride a person has when their thoughts and actions are motivated by their understanding and full awareness of the dignity and sanctity of ALL human life.
• King was killed on a Memphis motel balcony on April 4, 1968. Bono sings "early morning, April 4," but King was actually killed in the evening. Bono has acknowledged the mistake and sometimes sings it as "early evening, April 4."

  U2 "Pride" (youtube link)

Pride

Pride (In The Name Of Love)
U2
One man come in the name of love
One man come and go
One man come he to justify
One man to overthrow
In the name of love
What more in the name of love
In the name of love
What more in the name of love
One man caught on a barbed wire fence
One man he resist
One man washed up on an empty beach
One man betrayed with a kiss
In the name of love
What more in the name of love
In the name of love
What more in the name of love
Early morning, April four
Shot rings out in the Memphis sky
Free at last, they took your life
They could not take your pride
In the name of love
What more in the name of love
In the name of love
What more in the name of love
In the name of love
What more in the name of love
In the name of love
What more in the name of love

III.  Writing Assignment: (This will be a timed essay that we will read aloud in class)

Connecting to the Literature

Reading/Writing Connection: In I Have a Dream, Martin Luther King, Jr., challenges Americans to live up to national ideals of equality and justice. Write an essay in which you describe some other ideals that you consider to be characteristically American. Use at least three of these words: embody, comprise, define, invoke.

Rubric Link

If you use direct references from the speech or song, be sure to cite,

Both assignments MUST be turned in to www.turnitin.com AND be present in class on Monday. 

Standards:

Jane Elliot Video:
Link 1
https://www.youtube.com/watch?v=6gi2T0ZdKVc&t=225s

https://www.youtube.com/watch?v=nmXr-rC5F-4

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

Video 1

 1.List several discussion points from the video. (Things that surprised/ shocked you. Things you found interesting or unbelievable)

 2.What are the students’ beliefs about equality before the experiment?

 3.How did their views change?

4.Who was the greatest influence for this change?

Video 2

1.How do their beliefs change in video two (during the experiment?)

 2.Do you think these children remembered they were in an experiment?

3.The teacher said they read about racism and prejudice many times prior to the experiment. From the outcome of the experiment, did the children learn from their past teachings?

4.How will this experiment influence their future? Bell Ringer: Homework: Write a paragraph: Can the perception of others influence who you are and how you act? Explain.

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.