Throughout the year, many of you asked, "What do I need to do to get into the college of my choice?"
Well, for the next few days, we are going to begin to answer that question.
I. College Board: www.collegeboard.org
II. Big Future:
https://bigfuture.collegeboard.org/?affiliateId=FeaturedListing&bannerid=bigfuture_usearch
You ask the questions...Together we will find the answers.
Wednesday, May 17, 2017
Tuesday, May 09, 2017
JC Act 5
Dates:
Friday, 5/12-
1. Study Island Act 5- Complete 15 questions and receive 80% (Due)
2. Julius Caesar Packets are due.
-Make sure you complete the quote page (include Character, Act, scene and Line)
-Complete the short answer, character list, and the crossword
**All answers must be in complete sentences
3. Be sure to complete the plot structure
Notebook:
Notebook organization sheets will be distributed on Friday, 5/19
Notebooks will be collected on Thursday, 5/26
Class:
Who is alive and why did Shakespeare focus on these characters to conclude the play?
Discuss the FALLING ACTION and ideas for the denouement
Goal: Introduction to ACT 5: (Falling Action) Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society
We will read and discuss Act 5
Analysis: Due to www.turnitin.com by the end of the period on Monday, 5/15
Complete all parts of each question. Answer in complete paragraphs.
1. Now that you have read the play in its entirety, decide for yourself whether or not Shakespeare believed that the murder of Caesar was in the best interests of the Roman people?
-To answer this question, reflect upon the facts of the play: who lives? (were their acts just?), who dies? (were their acts unjust?), and how do the speeches associated with their deaths shed light on the way “God” (in the case of a fictitious story, the playwright himself) would judge them and their actions?
2. . Since Brutus himself is said to have been “the noblest Roman of all” (V, 74), why do you think he is referred to in this manner? Do you agree with this statement? Explain
3. . What is said and done in Act V that supports the comment: Brutus' and Cassius' defeat is revenge for Caesar's murder?
4. Using detail from the play, discuss a moral lesson learned from the tragic events that transpired
5. Who was/ were the tragic heroes? Provide evidence from the play that proves they were tragic heroes
6. Julius Caesar is filled with examples of dramatic irony. Define dramatic irony (from your notes) and give two specific instances of it from the play
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
Friday, 5/12-
1. Study Island Act 5- Complete 15 questions and receive 80% (Due)
2. Julius Caesar Packets are due.
-Make sure you complete the quote page (include Character, Act, scene and Line)
-Complete the short answer, character list, and the crossword
**All answers must be in complete sentences
3. Be sure to complete the plot structure
Notebook:
Notebook organization sheets will be distributed on Friday, 5/19
Notebooks will be collected on Thursday, 5/26
Class:
Who is alive and why did Shakespeare focus on these characters to conclude the play?
Discuss the FALLING ACTION and ideas for the denouement
Goal: Introduction to ACT 5: (Falling Action) Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society
We will read and discuss Act 5
Analysis: Due to www.turnitin.com by the end of the period on Monday, 5/15
Complete all parts of each question. Answer in complete paragraphs.
1. Now that you have read the play in its entirety, decide for yourself whether or not Shakespeare believed that the murder of Caesar was in the best interests of the Roman people?
-To answer this question, reflect upon the facts of the play: who lives? (were their acts just?), who dies? (were their acts unjust?), and how do the speeches associated with their deaths shed light on the way “God” (in the case of a fictitious story, the playwright himself) would judge them and their actions?
2. . Since Brutus himself is said to have been “the noblest Roman of all” (V, 74), why do you think he is referred to in this manner? Do you agree with this statement? Explain
3. . What is said and done in Act V that supports the comment: Brutus' and Cassius' defeat is revenge for Caesar's murder?
4. Using detail from the play, discuss a moral lesson learned from the tragic events that transpired
5. Who was/ were the tragic heroes? Provide evidence from the play that proves they were tragic heroes
6. Julius Caesar is filled with examples of dramatic irony. Define dramatic irony (from your notes) and give two specific instances of it from the play
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
Tuesday, May 02, 2017
Acts 3 and 4
Review Act 3 Analysis
I. Act 3 Analysis
7. Begin Plot structure worksheet
Tuesday, 5/9- Turn in your Act 4 Analysis to www.turnitin.com
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. Act 3 Analysis
1. What reason does Caesar give for not reading Artemidorus’s letter?
2. . What is Metellus Cimber’s petition to Caesars? What is Caesars’
response and why does he give this response? What was the propose of this petition?
3. What was each of the following characters to do at the capitol:
Trebonious, Cimber, Casca, Brutus?
4. What is Caesar’s opinion of himself? How do we know this? What does
he reference himself as? Why is this ironic?
5. What does “Et tu, Brute?” mean? How do these words relate to the theme
of friendship in the play? Why would Caesar say this?
6. Summarize Antony’s main points in his funeral speech?
7.Discuss each step of Antony’s plan to sway the plebians
8. . Summarize Antony’s soliloquy.
(Tuesday )
Discuss Act 4
Scenes 1, 2, and 3
Discuss the political tension
Discuss Brutus and his inner suffering
Discuss the issues between Cassius and Brutus
Discuss how Brutus must feel about himself
(What does he realize?????????)
Tuesday and Wednesday
Complete Act 4
Complete Act 4 Study Island
Review Packet
Discuss Analysis Questions
Thursday: Test - Act 4 as well as Vocab Acts 3 and 4 will be included in this test
Work on Analysis after test
Act 4 Analysis Questions:
Must write in complete paragraphs. Min. 7 sentences per answer. Must use specific examples from the act. Please indicate page and line numbers.
A. What is the overall theme of this act?
2B. How has Antony changed in Act IV? Give specific examples from the act to support your answer
C. Describe the triumvirate. (List the members and discuss the stability of the government)
Give specific examples from the act to support your answer
5D. What disturbing news does Brutus use to explain his irritable mood in scenes II and III?
6E. List three mistakes that Brutus has made up to this point in the play.
7F. Why does Brutus want to attack Antony and Lepidus directly at Phillipi? How does Cassius feel about this plan? How do you feel about this plan?
8G. What does Caesar’s ghost symbolize?
7. Begin Plot structure worksheet
8. Complete your packets up to this point
Due Dates:
Due Dates:
Thursday, 5/4- Act 4 Test
Friday, 5/5- Study Island Due
(Work on analysis in class on Friday)
Antony Speeches on Monday, 5/8
Tuesday, 5/9- Turn in your Act 4 Analysis to www.turnitin.com
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
Monday, May 01, 2017
Act 3 JC
Monday's Class
I. Response questions
Answer the following questions:
1. What is betrayal?
2. What omens have come true
3. What would you do if you witnessed such a scene?
3. What would you do if you witnessed such a scene?
4. What events in this act prove that it is the Climax?
II. Packet
Review packet Acts 1-3
III. Act 3 Analysis
1. What reason does Caesar give for not reading Artemidorus’s letter?
2. . What is Metellus Cimber’s petition to Caesars? What is Caesars’
response and why does he give this response? What was the propose of this petition?
3. What was each of the following characters to do at the capitol:
Trebonious, Cimber, Casca, Brutus?
4. What is Caesar’s opinion of himself? How do we know this? What does
he reference himself as? Why is this ironic?
5. What does “Et tu, Brute?” mean? How do these words relate to the theme
of friendship in the play? Why would Caesar say this?
6. Summarize Antony’s main points in his funeral speech?
7.Discuss each step of Antony’s plan to sway the plebians
8. . Summarize Antony’s soliloquy.
IV. Homework
Read Act 4 scene 3, answer corresponding packet questons
Thursday, April 27, 2017
JC ACT 3
Thursday: Continue to read and discuss Act 3
-Review the Antony Speech
Friday:
I. Response questions
Answer the following questions:
1. What is betrayal?
2. What omens have come true
3. What would you do if you witnessed such a scene?
3. What would you do if you witnessed such a scene?
4. What events in this act prove that it is the Climax?
II. Packet
Complete Acts 1-3 in the packet
III. Study Island
-Complete Act 3 in Study Island
-Answer 15 questions and receive an 80%
Iv. Read and Analyze Act 4 scenes 1 and 2 for Monday
-Highlight and take notes
Goal: Introduction to ACT 3 Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society.
1. Students will read and review Act 3 Scene 1
2. Students will read and discuss Act 3 sc 2
** Students should complete their work packets
3. Students will discuss betrayal
4. What would you do if you witnessed such a scene?
3. Review packet
Climax
1. Students will read and discuss Act 3
2. Answer packet questions
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
1. Students will read and discuss Act 3
2. Answer packet questions
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
Friday, April 21, 2017
JC Act 1
Act 1 and 2 Vocab test Today, Friday.
After the test go to Study Island and complete the assignment for Act 1
Answer 15 questions and get an 80%
Homework for Monday:
Read, highlight and take notes on Act 2 scene 1
After the test go to Study Island and complete the assignment for Act 1
Answer 15 questions and get an 80%
Homework for Monday:
Read, highlight and take notes on Act 2 scene 1
Tuesday, April 18, 2017
JC Act 1
Thinking About Thinking: (Meta cognitive Thinking)
Bell Ringer:
Tuesday - Define the word BETRAYAL
-Wednesday- Write a question about the concept of forgiving someone
(Be ready to answer and discuss the concept of forgiveness)
Students will relate to the concepts of betrayal and deception in modern society.
Tuesday: (After Assigning Parts)
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
Homework:
Read scene 3 - highlight and take notes
Wednesday
1. Students will read and discuss the remainder of Act 1
2. Answer packet questions
3. Quiz on Act 1
REVIEW LINK\
Remember to complete character lists
-Find a way to mark characters as Friends of Caesar / Foes of Caesar
Closure: (Each day)
Discuss Caesar and Brutus as a paradox
***Students should read the translated version on their own
Bell Ringer:
Tuesday - Define the word BETRAYAL
-Wednesday- Write a question about the concept of forgiving someone
(Be ready to answer and discuss the concept of forgiveness)
Students will relate to the concepts of betrayal and deception in modern society.
Tuesday: (After Assigning Parts)
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
Homework:
Read scene 3 - highlight and take notes
Wednesday
1. Students will read and discuss the remainder of Act 1
2. Answer packet questions
3. Quiz on Act 1
REVIEW LINK\
Remember to complete character lists
-Find a way to mark characters as Friends of Caesar / Foes of Caesar
Closure: (Each day)
Discuss Caesar and Brutus as a paradox
***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.
Thursday, April 13, 2017
Test- 2 Parts
Monday, 4/17/2017
Students will take the DRAMA TERMS TEST.
There are two parts. Please complete both.
It would be a great idea to review your Roman History/ Caesar notes.
Good Luck!
Mrs. C.
Students will take the DRAMA TERMS TEST.
There are two parts. Please complete both.
It would be a great idea to review your Roman History/ Caesar notes.
Good Luck!
Mrs. C.
Tuesday, April 11, 2017
Introduction to Julius Caesar
Intro to JC
1. Go over the history of the Roman Empire
2. Review Caesar's life
3.Review Drama Terms
4. Discuss Brutus/ Caesar as Paradoxical Characters
Bell ringer: Discuss one way in which people can be manipulated. Give an example
Goal: Students will explore the historical background to Julius Caesar
Students will discuss PARADOX
1. In the packet, students will read "An Introduction to Julius Caesar"
2. Student will read and take notes on "A Brief History of the Roman Empire"
Paradox:
1. Go over the history of the Roman Empire
2. Review Caesar's life
3.Review Drama Terms
4. Discuss Brutus/ Caesar as Paradoxical Characters
Bell ringer: Discuss one way in which people can be manipulated. Give an example
Goal: Students will explore the historical background to Julius Caesar
Students will discuss PARADOX
1. In the packet, students will read "An Introduction to Julius Caesar"
2. Student will read and take notes on "A Brief History of the Roman Empire"
Paradox:
Paradox can prove to be very revealing about human nature and the way that we speak. If someone says to you "I'm a compulsive liar," do you believe them or not? That statement in itself is a paradox, because it is self contradictory, which is precisely what a paradox is.
At the most basic level, a paradox is a statement that is self contradictory because it often contains two statements that are both true, but in general, cannot both be true at the same time. In the aforementioned example, can someone be both a compulsive liar yet telling the truth at the same time?
Caesar as a PARADOX:
1. A great general
2. Charismatic in politics
3. Decisive in his judgements
4. Sharp in his evaluations of men
(However/ Paradoxically)
1. He is deaf in one ear
2. Prone to fevers and epilepsy
3. Unable to compete with Cassius by swimming in the Tiber River fully armed
4. Afflicted with a sterile marriage
5. He professes to fear nothing yet is extremely superstitious
6. He thinks he is above flattery, yet he is especially vulnerable to it.
All of this is a paradox because he had aspirations to be above MORTAL weakness
Brutus is a PARADOX
1.1. Strengths different- weaknesses similar
A. Truly noble Roman from an ancient family whose glory it had been to defend the personal liberties of Rome (Roman Tradition)
B. Good rapport with courageous and noble wife
C. Genuinely kind to servants
D. Trustworthy in friendship
E. Finds Caesar's ambition for power distasteful and vulgar
**Brutus's "Hubris" is pride of family and country -- on these he is vulnerable to flattery even though he too, feels that he is above it.
R11.A.2 Identify, interpret, describe and analyze literary devices in fictional and literary nonfictional texts.
At the most basic level, a paradox is a statement that is self contradictory because it often contains two statements that are both true, but in general, cannot both be true at the same time. In the aforementioned example, can someone be both a compulsive liar yet telling the truth at the same time?
Caesar as a PARADOX:
1. A great general
2. Charismatic in politics
3. Decisive in his judgements
4. Sharp in his evaluations of men
(However/ Paradoxically)
1. He is deaf in one ear
2. Prone to fevers and epilepsy
3. Unable to compete with Cassius by swimming in the Tiber River fully armed
4. Afflicted with a sterile marriage
5. He professes to fear nothing yet is extremely superstitious
6. He thinks he is above flattery, yet he is especially vulnerable to it.
All of this is a paradox because he had aspirations to be above MORTAL weakness
Brutus is a PARADOX
1.1. Strengths different- weaknesses similar
A. Truly noble Roman from an ancient family whose glory it had been to defend the personal liberties of Rome (Roman Tradition)
B. Good rapport with courageous and noble wife
C. Genuinely kind to servants
D. Trustworthy in friendship
E. Finds Caesar's ambition for power distasteful and vulgar
**Brutus's "Hubris" is pride of family and country -- on these he is vulnerable to flattery even though he too, feels that he is above it.
R11.A.2 Identify, interpret, describe and analyze literary devices in fictional and literary nonfictional texts.
Friday, March 31, 2017
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
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
Wednesday, March 22, 2017
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
Friday, 3/24- Vocab test
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
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
Wednesday, March 08, 2017
To Kill a Mocking bird 3-6
Mockingbird
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
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
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
Students will read chapter 6 for homework and note three events for discussion
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
Thursday, March 02, 2017
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
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
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
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.
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.
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.
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.
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.
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.
Wednesday, March 01, 2017
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
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
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
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
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?
Monday, February 27, 2017
Final Drafts
1. Students will turn their final essays in to www.turnitin.com
2. Students will print out a copy of their essay
3. Students will read their essays aloud
*Please make sure your proof and run your paper through www.grammarly.com/edu before you submit
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
2. Students will print out a copy of their essay
3. Students will read their essays aloud
*Please make sure your proof and run your paper through www.grammarly.com/edu before you submit
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
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