Dr. George’s 9 th Lit. Agenda

 Dr. George’s 9 th  Lit. Agenda  Dr. George’s 9 th  Lit. Agenda - Start

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10/29/2018 – 11/2/2018. Essential Questions for the week…. How can context contribute to the understanding of a novel?. How does a key scene from a novel contribute to the work as a whole?. Monday . ID: 776498 Download Presentation

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Dr. George’s 9 th Lit. Agenda




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Slide1

Dr. George’s 9th Lit. Agenda

10/29/2018 – 11/2/2018

Slide2

Essential Questions for the week…

How can context contribute to the understanding of a novel?

How does a key scene from a novel contribute to the work as a whole?

Slide3

Monday 10/29/18 Warm-up

Summarize chapter 13 in detail. Be sure to discuss any characters that have developed throughout the chapter.

REMEMBER: ALL WARM-UPS SHOULD BE AT LEAST ONE PARAGRAPH IN LENGTH

Slide4

Monday 10/29/18 Agenda

Vocabulary Reminders

- We will quickly go through the list of vocab 3A & 3B words.

N Word Activity

– In order to portray the racist behaviors of the characters of TKAM, Harper Lee uses derogatory language to show the characteristics of some of the characters. Complete the chart/handout analyzing the characters that display racist behaviors.

TKAM Chapter

14-15

– You will read chapters 14&15 of

To

Kill a

Mockingbird

quietly and INDIVIDUALLY. If you do not finish reading or answering the questions, you will be able to finish for homework.

*

Note:

As you are working, Dr. George will be calling you up to her desk to have individual student-teacher conferences.*

Slide5

Tech tuesday 10/30/18 Agenda

Complete the TKAM

Webquest

on Edmodo. We will also continue student conferences while you work today

Slide6

wednesday 10/31/18 Warm-up

Choose 1 question to respond to:How did the Great Depression relate to the themes or ideas discussed in TKAM?How do you think Harper Lee’s life influenced the writing of TKAM?Who were the Scottsboro boys and what do they have to do with the storyline of TKAM?What are Jim Crow laws? How do they relate to the storyline of TKAM?

REMEMBER: ALL WARM-UPS SHOULD BE AT LEAST ONE PARAGRAPH IN LENGTH

Slide7

Wednesday 10/31/18 Agenda

Vocab 3A & 3B Review –

We will play Bingo to make sure you are ready for the BIG quiz on Friday

. Wait for further instructions.

Chapter 16 Reading –

We will continue to read TKAM as a class.

Chapter 16 Analysis –

With a partner, complete the chapter 16 questions, extended response, and case chart (blue).

HOMEWORK: Chapter 17 Reading and analysis (back side of the blue sheet)

Slide8

thursday 11/1/18 Warm-up

How does Scout feel when she finds out that Atticus was “forced” to defend Tom Robinson? What does this reveal about Scout as a character? What does it reveal about Atticus as a character?

REMEMBER: ALL WARM-UPS SHOULD BE AT LEAST ONE PARAGRAPH IN LENGTH

Slide9

THURsday 11/1/18 Agenda

Chapter 17 Reading –

We will continue to read TKAM as a class.

Chapter 17 Analysis –

With a partner, complete the chapter 16 questions, extended response, and case chart (blue).

Chapter 18

Reading –

We will continue to read TKAM as a class

HOMEWORK

: Chapter

18

Reading and analysis (back side of the blue sheet

Slide10

THURsday 11/1/18 Agenda

Chapter 17 Reading –

We will continue to read TKAM as a class.

Chapter 17 Analysis –

With a partner, complete the chapter 16 questions, extended response, and case chart (blue).

Chapter 18

Reading –

We will continue to read TKAM as a class

HOMEWORK

: Chapter

18

Reading and analysis (back side of the blue sheet

Slide11

This week’s standards…

ELAGSE9-10RL3

:

Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

ELAGSE9-10RL5:

Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create such effects as mystery, tension, or surprise.

ELAGSE9-10W3:

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

ELAGSE9-10W9:

Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCRS L.9-10.6: Acquire and use accurately general academic and domain-specific words.

CCRS L.0-10.5b: Analyze nuances in the meaning of words with similar denotations.

Slide12

Unit Assessments…

Formative

TKAM Stations

TKAM Partner Quiz

CEI puzzle

Summative

TKAM CEI


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