Skagway English 9

4/29 Read chapter 23   4/30 Read chapter 24   5/1 Read chapters 25-26   5/2 Quiz or get caught up on Reading Log 5/3 - chapter 27 5/6 - chapter 28 5/7 - chapter 29 5/8 - chapters 30-31 5/9 - 5/10 Projects, Review This week we are going to continue reading, read and act out the court case, and write reading logs through chapter 20. 

This week: Monday: Look at study guide for the quiz; Read chapter 17 Tuesday: QUIZ; work on reading logs (finish logs up to chapter 14) Wednesday: Read chapters 18 (work on reading logs) Thursday: Read chapter 19-20  Friday: Read chapter 21-22 1) Make sure you know the following themes and can give specific descriptions of scenes or events that fit these themes:  The Meaning of Duty; Prejudice and how it works; The meaning of courage. 2) Make sure you know the setting. 3) Make sure you know the following characters: Atticus Scout Jem Walter Cunningham Francis Dill Calpurnia Burris Ewell Miss Caroline Miss Maudie Miss Stephanie Crawford Boo Aunt Alexandra Mrs. Dubose Mr. Avery 4) Know the meaning of the following symbols The Knot Hole Mockingbirds The Mad Dog 5) Be able to list some lessons that Scout learns 6) Discuss the meaning of the main characters names 7) Be able to discuss the meaning of important quotes found in the text UPDATE...

4/15 - chapter 11 4/16 - NOTHING 4/17 - chapters 12-13 4/18 - chapters 14-15 4/19 - chapter 16 (Vocabulary Quiz) 4/22 - chapter 17 4/23 - chapter 18 (Quiz over Part I) 4/24 - chapters 19-20 4/25 - chapters 21-22 4/26 - chapter 23 4/29- chapter 24 4/30- chapters 25-26 5/1 Review 5/2 Quiz 5/3 - chapter 27 5/6 - chapter 28 5/7 - chapter 29 5/8 - chapters 30-31 5/9 - 5/10 Projects, Review

      Students will be able to 1)   Explain how the following themes work in the novel: The meaning of duty; How prejudice works in society; The meaning of courage 2)   Discuss the meaning of the following symbol: mockingbirds, the knot-hole, the mad dog 3)   Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works 4)   Discuss how the author’s life and times influences the novel. 5)   Outline the plot and discuss why the author may how chosen to structure the novel how she did. 6)   Discuss how Scout grows during the novel and why the novel can be considered a Bildungsroman. 7)   Keep a detailed list of characters recording important details about them as the student reads (starting with chapter 1) 8)   Explain – why you never really understand a person until you… (Point of View Exercise) 9)   In a group wri...

Today we will put words of the day on the board, review chapter 5, and write on blogs.

Today we need to discuss chapter 1, write blogs for chapter 1, and work on vocabulary words. Reading Schedule 4/3 - chapter 2 4/4 - chapter 3 4/5 - chapter 4 4/8 - chapter 5 4/9 - chapter 6 4/10 - chapter 7 4/11 - chapter 8-9 4/12 - chapter 10 (vocabulary quiz) 4/15 - chapter 11 4/16 - QUIZ on PART I 4/17 - chapters 12-13 4/18 - chapters 14-15 4/19 - chapter 16 4/22 - chapter 17 4/23 - chapter 18 4/24 - chapters 19-20 4/25 - chapters 21-22 4/26 - chapter 23 4/29- chapter 24 4/30- chapters 25-26 5/1 Review 5/2 Quiz 5/3 - chapter 27 5/6 - chapter 28 5/7 - chapter 29 5/8 - chapters 30-31 5/9 - 5/10 Projects, Review

Notes from yesterday - allusions to Andrew Jackson, The Battle of Hastings, FDR the people of Maycomb have "nothing to fear but fear itself". Characters - Scout (narrator), Jem (Scout's old brother - 4 years older), Atticus (father - allusion in the name), Uncle Jack and Aunt Alexandria Jem broke his arms when he was 12.  The novel will recount how that happened.  According to Jem the story starts with the arrival of Dill (who don't know who Dill is yet).  Unit Learning goal: Students will demonstrate an understand of one the main concept of the novel by producing a final project (PowerPoint, Film, Presentation) that incorporates a 1-page essay that explains how a main concept works in the novel and using specific examples to backs up the students ideas. Main Concepts:   Does the American law guarantee justice for all? How does personal experience contribute to prejudice? How do our preconceptions influence our sense of justice? Can ...

Unit Learning goal: Students will demonstrate an understand of one the main concept of the novel by producing a final project (PowerPoint, Film, Presentation) that incorporates a 1-page essay that explains how a main concept works in the novel and using specific examples to backs up the students ideas. Main Concepts: Does the American law guarantee justice for all? How does personal experience contribute to prejudice? How do our preconceptions influence our sense of justice? Can a hero have both good and bad qualities? Scale/Rubric relating to learning goal: 4 – The student can produce a project that explores and demonstrates in-depth understanding of a main concept in the novel and/or connects two of more of these concepts together. 3 – The student can produce a project that demonstrates an understanding of a main concept and how it works in the novel. 2 – With some direction/help from the teacher the student can produce a project that demonstrates an unde...