To+Kill+a+Mockingbird

During the Depression in the American deep south, a small sleepy town wakes up to discover its roots and to expose the roots of its racism and hypocrisy ... seen through the eyes of children, the truth emerges ... Tuesday, Dec. 11 - Wednesday, Dec. 13: ALL SUMMATIVE PRESENTATIONS -BRING ALL THREE TASKS TO THE PRESENTATIONS

Nov. 29 for handout "Preparing for the Summative Presentations," or go to //Writing, Grammar, and SUMMATIVE Materials// on the LEFT panel. [|http://web.archive.org/web/20070705051356/http://www.lausd.k12.ca.us/Belmont_HS/tkm/index.html]
 * REMEMBER THAT YOU MUST EXPLAIN HOW ALL THREE OF YOUR SUMMATIVE TASKS RELATE TO THEIR RESPECTIVE LITERARY SKILLS. Then, elaborate on ONE of them. See the handout "Preparing for your Summative Presentations" **
 * TKAM Survival Guide: vocabulary and allusions**
 * TKAM:** **list of meaning of many direct references and allusions in TKAM**:[]

Friday, Dec. 14
-SUMMATIVE PRESENTATIONS wrap-up -bring treats for the rest of TKAM movie!!!

Thursday, Dec. 13
-SUMMATIVE PRESENTATIONS continue

Wednesday, Dec. 12
-SUMMATIVE PRESENTATIONS continue

Tuesday, Dec. 11
-SUMMATIVE PRESENTATIONS BEGIN

Monday, Dec. 10
-watched movie //To Kill a Mockingbird// -had treats!

Friday, Dec. 7
-wrote final Unit test for TKAM

Thursday, Dec. 6
-handed in last task of Summative and collected all pieces to take home in preparation for next week's PRESENTATIONS

Wednesday, Dec. 5
-QUOTATIONS from the text: -continued questions from Chapters 27-31 + finish rest for homework - continued discussions about symbols: - continued discussions about themes - discussed Jem's and Scout's moments of growing up: Movie if there is time

Tuesday, Dec. 4
-took up comma spice exercise: -finished notes from the trial on handout via projector: -watched part of movie (AM & PM CLASS)

Monday, Dec. 3
-began comma splice exercise: finish all questions for HW -worked on questions from Chapters 24, 25, 26 in pairs and discussed as whole class -watched part of movie (AM CLASS ONLY)

Friday, Nov. 30
-finished presentations -discussed Trial and continuation of novel -reviewed THEME via issues and important topics addressed in novel (chart paper carousel)

Thursday, Nov. 29
-continued presentations -introduced handout for preparing for SUMMATIVE PRESENTATIONS RUBRIC:

Wednesday, Nov. 28
-Began presentations

Tuesday, Nov. 27
-reviewed compound sentences -symbolism in TKAM -Ch. 17, 18,19 TRIAL SCENES in TKAM -reviewed Rubric for presentations

Monday, Nov. 26
-reviewed 11-sentence paragraph with example of stereotyping paragraph -reviewed compound sentences and coordinating conjunctions: FANBOYS - symbolism notes: refer to the notes taken down in class about the other symbols, Then, write about what you think the camellias symbolize. Notes:

Friday, Nov. 23
- Handouts: Rubric for Presentations: Checklist for Presentations: THE TRIAL OF TOM ROBINSON: Handout to guide review of Chapters 17-20:

Thursday, Nov. 22
- quiz - AM class in library for research PM class to work on symbol

Wednesday, Nov. 21
AM class had an assembly PM class had a research period in the Library

**Tuesday, Nov. 20**

 * - HANDOUT FOR SENTENCE FRAGMENTS: [[file:Sentence Fragment1.doc]]**

- chapters 12 and 13 present ideas and discussion of major issues
- handout: Symbols in TKAM

Monday, Nov. 19 - sentence on board for grammar - group work, assigned discussion questions chapter-by-chapter: - worked in groups - symbol activity

Friday, Nov. 16 - PD day

Monday - Thursday, Nov. 15 -Terms- Bias, Prejudice, Opinion: - Discussion Questions- Part ONE:

- Stereotyping Paragraph Assignment: =**FRIDAY, NOV. 9**: character sketch (analysis) DUE!!!= Library Period: Author Search and /or continuing research -Handout Chapters 7-11 guiding questions. ==**THURSDAY, NOV. 8:**T/F QUIZ - <span style="color: #f600ff; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">CHARACTERS AND EVENTS, CHAPTERS 1-6 ==

LIBRARY PERIOD: Continue research on Historical Topic - link research to setting, plot, characters, themes in the novel

<span style="font-family: 'Arial Black',Gadget,sans-serif;">Checklist for Character Sketch (analysis) <span style="font-family: 'Arial Black',Gadget,sans-serif;"> <span style="font-family: 'arial black',gadget,sans-serif; font-size: 110%;">Rubric for Character Sketch <span style="font-family: 'arial black',gadget,sans-serif; font-size: 110%;">

TUESDAY, NOV. 6 - Reviewed Grammar - learned about coordinating conjunctions
(FANBOYS) -Worked on character analysis due on Friday - **BOTH CLASSES:** Introduced Unit Research Project:
 * AM class**: The Radleys - discriminated against or not? Chose a position and found evidence to support opinion.
 * PM class:** work time for character analysis due on Friday. 3 groups presented initial research

MONDAY, NOV. 5
-Worked on Grammar ReviewPrepositions - Introduced Character Analysis (see handouts for Friday, Nov. 2) <span style="color: #00ff00; font-family: Arial,Helvetica,sans-serif; font-size: 17px;">Friday, Nov. 2 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Watched 'Historical Background' on YouTube (site is on powerpoint from TUE- slide 11), and did corresponding worksheet.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Discussed political and economic issues of the novel's era (1920s-30s), including those years leading up to Lee's writing of the novel (1950s-60s)

Handout for YouTube:


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Read novel **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Reviewed chart** for character sketch (on 8.5" x 14" paper - legal size) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Discussed Jem's character, using sample chart for "character sketch"
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">HW: Read chapters 6-8 **

<span style="color: #00ff00; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Thursday, November 1
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">SEE POWERPOINT FROM TUESDAY TO GET HOMEWORK AND the WORK FROM CLASS. The ppt has been updated and changed since TUESDAY. Make sure to check it again!!! **


 * HW: READ CH. 4 AND 5**

<span style="color: #00ff00; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Wednesday, Oct. 31 Discussed various characters in the novel so far. Discussed perceptions of the Radleys. Discussed Miss Caroline and Walter Cunningham and Atticus' lesson to Scout in chapter 3.
 * Character Catalogue**: Scout, Jem, Dill, Atticus, Uncle John, Aunt Alexandra, Calpurnia, Miss Rachel Haverford, Arthur 'Boo' Radley, Mr. Radley, Nathan Radley, Mrs. Radley, the Ewells, Walter Cunningham, Miss Caroline, Miss Stephanie Crawford, Miss Maudie, Mrs. Dubose...will add to it as we go.

<span style="color: #00ff00; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Tuesday, Oct. 30 Read Chapters 1-3 and do the questions and vocab

uestions and Vocab Chapters 1-6 <span style="color: #00ff00; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Monday, Oct 29 Hand in PART ONE of summative In-class sharing of initial research findings Read Chapters 1-3 for homework.