To Kill A Mockingbird Social Hierarchy Brainstorm about this word. - PowerPoint Presentation

To Kill A Mockingbird

Social Hierarchy Brainstorm about this word. What books, movies, TV shows include themes of social hierarchy ? Name synonyms, give a working definition What are connotations, denotations Tell a story that shows the meaning of this word. THINK, PAIR, SHARE

RACISM Brainstorm about this word. What books, movies, TV shows include themes of racism ? Name synonyms, give a working definition What are connotations, denotations Tell a story that shows the meaning of this word. THINK, PAIR, SHARE

LOSS OF INNOCENCE Brainstorm about this word. What books, movies, TV shows include themes of loss of innocence ? Name synonyms, give a working definition What are connotations, denotations Tell a story that shows the meaning of this word. THINK, PAIR, SHARE

HYPOCRISY Brainstorm about this word. What books, movies, TV shows include themes of hypocrisy ? Name synonyms, give a working definition What are connotations, denotations Tell a story that shows the meaning of this word. THINK, PAIR, SHARE

Do now In your journal sheet, answer the following question the best that you can: W hat do you know about the idea of “context”? Define it in your own words, give examples of it–write everything you know about context on your paper!!!

Share out! Share your answers with your group Choose the best answer and be prepared to share it with the class You may combine each others ideas when doing this!

Part one: context, context, context! Context: the words around the text; the circumstances or conditions that exist when something takes place. Knowing the context of TKAM will help you all better understand the why, how, who, what, and when of the book AND make your EA that much more spectacular!

Picturing the past page 174 I will put each photo on the smart board for about 1 minute. You will need to fill out the row of the graphic organizer while you view the photo. Write 1-6 down the side of your organizer to prepare!

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Get into groups! Get into a pair Each pair must meet with another pair that is NOT at their table Talk about all of the photos you viewed using your graphic organizer!

Exit slip Summarize what you learned about the context of the setting of TKAM from the photos. Be sure to include information from your graphic organizers Also– write any questions that were left unanswered from your group discussion This is due to the exit slip box at the bell, along with your graphic org!

14 Do now page 176 Each group will get a quote number (1,2,3, or 4) In your group, write what your quote tells you about the progress of equal rights for all races during this period of time in our country Also put your quote into your own words Be prepared to present this to the class!

Stereotype Steilacoom Choose either SHS, S teilacoom, W ashington or the northwest or something else--and in a pair, “stereotype” the group Be prepared to present

Reading Read the passage Jim Crow: Shorthand for Separation Annotate the text for the meaning of the JC laws Once you are done, begin reading the Jim C row laws on page 178 and annotate them Complete pages 182-184

Discussion Why do these “laws” matter? How could these laws relate to today? What law shocks you the most? Why?

Exit slip After reading, write a big paragraph discussing how knowing the context of the JC laws could help you understand TKAM better Include how these laws have effected society today and your reactions to them

PBS “The Rise and Fall of Jim Crow Fill our the KW of the chart on page 183. Think Pair Share Grab a lap top Type in “The Rise and Fall of Jim Crow” Research and explore this site Copy and paste URLs into a word document and share with me via Google Drive: www.weyhrauchbrenda@gmail.com Fill out the L column on page 183

15 Do now Get out a piece of notebook paper! Listen to the song “ Blowin in the wind” by Bob Dylan https://www.youtube.com/watch?v=3l4nVByCL44 As you listen, take notes on what you hear, what it makes you picture, write down powerful/repetitive lyrics

A change is gonna come https://www.youtube.com/watch?v=gbO2_077ixs As you listen, take notes on what you hear, what it makes you picture, write down powerful/repetitive lyrics

Stand by me

Compare your notes with a partner Look at the notes you took, and use them to create a three circle venn diagram to compare and contrast the songs with a partner Be prepared to share your diagram with another group!

Share! Share your venn diagrams with another pair

Reading: Read letter from Birmingham jail, by MLK JR Complete the SOAPStone chart on page 191 during or after your reading

Timed Write How can music and letters help you better understand the context for TKAM? What source has been the most helpful so far this week? Why? The least helpful? Why? What other things do you think you need to understand before we read TKAM?

16 Do now Read the civil rights timeline on your own (page 192-193) Write any responses you have to the timeline, including: Things that surprised you Things you have questions about

Combining evidence Using all of the readings and evidence that you have written so far this unit, write an essay explaining your knowledge of the context of TKAM. Make predictions for TKAM Think about equality Use evidence from your springboard materials to support your thoughts! I will TIME this and it is due 2 minutes before the bell. Also turn in pages 173-192 of springboard! 

Do Now! Open up your book to the passage we read last week, “Letter from Birmingham Jail” Write me a paragraph, using 3 rd person, about what you think the author’s purpose is. Provide at least 2 pieces of textual evidence and analyze this for author’s purpose.

17- do now Today will we will start our EA! Read over the prompt on page 201-202 Summarize what you are to do in your own words in the my notes section!

Decide: Decide if you want to do your project on your own, in a pair or in a group of three Sign up for a presentation time today Once your group is formed you will get a number I will do a “lottery” drawing for each group to choose their presentation date and time You will get a red playing card and will write down your number/face and color (red or black) and return it to me! You must be here to present! Or no points 

Topics People: Rosa Parks A. Philip Randolph Rev. Martin Luther King Jr. Angela Davis Malcolm X Stokley Carmichael President Lyndon B. Johnson Morris Dees James Meredith Robert M. La Follette Medgar Evers Thurgood Marshall Jackie Robinson and pro sports seg . Groups: SCLC (Southern Christian Leadership Conference) NAACP (National Association for the Advancement of Colored People) SNCC (Student Non-violence Coordinating Committee) CORE (Congress of Racial Equality) SDS (Students for a Democratic Society) Black Panthers Freedom Riders Events: Little Rock 9 (1957) March on Washington (1963) Emmett Till murder and trial (1955) Civil Rights Act (1964) Civil Rights Act (1968) Voting Rights Act (1965) Interstate Commerce Commission outlaws segregation on interstate transportation (1961) Loving v. Virginia (1967) Montgomery Bus Boycott (1955-1956) Brown v. Board of Education (1954) Integration of the Military [Executive Order 9981] (1948) Selma March (1965) Sit In Movement (1960)

Choose! We will do a lottery-style drawing for your topics now! Give your cards back! Take a picture of it or write it down!

Plan! In your group, now that you know your topic and time, plan out your project- think about doing something more fun than JUST a powerpoint / prezi - add something!!! Write out who is responsible for what and sign the form so I know how to grade We will have next Monday-Thursday to work in class Do this by creating a time line, then an outline of your presentation Research done Slides down Presentation practice

To be “done” Roles/responsibilities Timeline of getting things done next week What you are going to research/questions and search topics How you will engage the audience with something new or fun How you will present- prezi , ppt , video, etc. Sign it!

Do now… Open up to page 208 in your SB book Read the opening paragraphs of TKAM Highlight words/phrases that give you clues about the author’s personality and voice Circle names of characters who are related to the narrator as well as the words that tell you how they are related Put a STAR next to the phrase that indicates that the rest of the novel is a FLASHBACK Read the article on Harper Lee Present 3 important facts from your assigned pages

Do Now… Read up to page 7 Tear out page 209 from your SB book At your table, assign someone to be/read as the following characters: SCOUT: The narrator age 5 JEM: Scout’s 9 year old brother Dill: a strange new kid on the block As you read…highlight details of characterization that reveals the characters thoughts, actions, or words

Do Now… After reading Chapter 2, describe OR sketch the characters that we have met thus far. Add a sentence from the book that supports your description Atticus and Calpurnia Table One Jem Table Two Scout Table Three Dill Table Four Boo Radley and Miss Caroline Table Five Think Pair Share. Select the BEST one from your group to put under the document camera. Copy/Sketch what is presented.

Analysis of Themes See Mrs. Weyhrauch’s teacher website! See your handouts! Due every four chapters! Sooo ….you should aim to collect/analyze theme(s) every chapter. http:// www.steilacoom.k12.wa.us/Page/4685

Do Now…. Turn to page 211 Read the BEFORE READING an highlight the definitions for conflict Internal conflict External conflict Fill in the graphic organizer about conflict on page 211

Do Now: Turn to page 213 in your SB book Complete the graphic organizer to separate facts from rumor and provide textual evidence of each. Add your OWN questions about Boo Radley in the 3 rd column

Target: Levels of Questions Highlight the handout on Levels of Questions Turn to page 219 in your SB book During Reading Section: Tables 1 and 2 will fill out the chart for questions for CHUNK ONE Table 3 & 4 Chunk Two Table 5 Chunk Three

Do now! In your journal, respond to this writing prompt. Aim to write at least a half page! How much do you think you know about your parents’ “coming of age” experiences? Do you think it’s possible that there are things about their past that you don’t know? How would you feel if you found out one of your parents had a secret talent? Get out a piece of paper. Answer the following LEVEL 1 questions: Who put the blanket on Scout? Whose house burned down? Who is Atticus defending? What did Scout and Jem get for Christmas? Why does Scout fight her cousin Francis? What is significant about the case that Atticus is involved with? Explain.

Share your THEME papers! In your groups, find textual evidence along with page number for each of the themes: Social Hierarchy Racism Hypocrisy Loss of Innocence Write the quote on the post it notes I provide! Place them on the posters behind my desk.

Do Now… Turn to page 222 in your book. Discuss the questions on page 222 under Collaborative Discussion Turn to page 224 Annotate the passage on pages 224-225 Highlight unfamiliar vocabulary Look up the words and write the definitions on your text Mark the text with questions, inferences, predictions, and connections Finish reading chapter 11 and complete the AFTER READING ?’s on page 225

Do Now: In your journal, make a list of “life lesson’s” Atticus has taught his children. In your groups, gather textual evidence from chapters 1-11 as PROOF of what Atticus has taught his children. Create a poster with quotes, symbols, drawing that show these life lessons. Come up with a GROOVY title, such as, “All I ever needed to learn, I learned from Atticus Finch.”

Do Now: On the notecard I provide, write LEVEL 3 questions based on chapters 1-11 of TKAM. Write at LEAST 3 Turn in to me! Brainstorm, in your journal, experiences that have exposed you to different perspectives. Share with your tablemates. As you read Chapter 12, use sticky notes to find examples of how setting, character, and conflict contribute to the following theme: “Coming of age” involves recognizing different perspectives Complete the After Reading assignment on page 229!

Do Now: Copy this definition into your notebook: A foil is another character in a story who contrasts with the main character, usually to highlight one of their attributes . How is Aunt Alexandra a FOIL to her brother, Atticus? Provide textual evidence from Chapter 13. Discuss chapter 13 and start chapter 14. Homework: Read through 15. Complete the quote analysis sheet.

Socratic Seminar Rules • • • • Discuss, do not debate. Be courteous, NO PUTDOWNS. Goal is the pursuit of deeper understanding. Respect different thoughts and ideas. Socratic Seminar Tips Your Goal is to Understand… • issues, • concepts, • the ideas, and values reflected in the text.Protocol : • • • • • • • • • Refer to the text when needed during the discussion. This is not a test of memory. Do not stay confused; as for clarification of both ideas and definitions. Discuss ideas, rather than other’s opinions. It’s OK to pass when your turn comes; participate at another time instead. Do not participate if you are not prepared. Stick to the point currently under discussion; write down inspirational ideas so you can bring them up at a more appropriate time in the conversation. Listen carefully, especially when you are waiting to speak, as they may be moving on to another point. Speak up so that all participants can hear you; don’t speak while others are. Remember that this is a conversation between students, not between student and teacher.

Do Now… Activity 3.18 on page 232 Copy these definitions into your notebook: Diction : the way in which words are used in speech or writing Tone : a quality, feeling, or attitude expressed by the words that someone uses in speaking or writing Syntax : the arrangement of words and the order of grammatical elements in a sentence; the way in which words are put together Imagery : descriptive or figurative language used to create word pictures Learning Target: Explain how diction, imagery, and syntax create tone and voice, and support explanation with textual evidence.

Do now… Read Chapters 16–18. Read Handout Three: The Civil Rights Movement. In the first eighteen chapters, how have Jem, Scout, and Dill changed? Are these changes profound or just a result of growing up?

Do Now… With your elbow partner, complete activity 3.19 in your SB book. TARGET: Recognizing rhetorical appeals in a speech. Mark Atticus’s closing argument by highlighting the following (mark with E,L, or P): Ethos: ETHICS Logos: LOGIC Pathos: EMOTION Also, find and mark the following: Hook Claim Reasons Evidence Counterclaim Concluding statement HOMEWORK: page 236 in your SB Book

As we read Chapter 24, we need to realize the significance of the chapter and its meaning to the novel as a whole. Complete the graphic organizer on page 239 in your SB book as you read Chapter 24. You may partner read. :0)

Learning Target: Identify character traits and create a character profile poster collaboratively. First, let’s list all of the PRIMARY AND SECONDARY CHARACTERS Then, you will be assigned a character to create the profile poster.

Homework: Read chapters 25 and 26 Work on Body Posters. Read together through the end of the book. 3.22 from “In Defense of To Kill a Mockingbird” Analyze the various controversies surrounding the novel TKAM

Social hierarchy https:// www.youtube.com/watch?v=tP2XtYbIgD0 https:// www.youtube.com/watch?v=caIlwCi6JCc Social hierarchy is how individuals and groups are arranged in a relatively linear ladder.

Loss of innocence https :// www.youtube.com/watch?v=iTS4RU5My3U https:// www.youtube.com/watch?v=NdEQ9ficU5U Innocence: lack of knowledge about something Loss: don’t have anymore Loss of innocence= you now know about something you were once sheltered from Santa, tooth fairy, are easy examples of this

Hypocrisy No video, sorry! A hypocrite preaches one thing, and does another. You're a  hypocrite  if you criticize other people for wearing fur, but pull out your big mink jacket as soon as it gets cold.

Racism a belief that  race  is the primary  determinant  of human traits and capacities and that  racial  differences produce an inherent superiority of a particular race https :// www.youtube.com/watch?v=j8q-2-osHGs&list=PLECB91FC707DE14B3 https:// www.youtube.com/watch?v=BZVDBDzQoBE

Posters Write the four key terms we are using for TKAM on your poster Leave room to write your own definitions, synonyms, examples, etc with each word Do this as creatively as you would like! We will share the posters at the end of class!

Annotations explained For TKAM you will get annotation guides since you cannot write in the books You will choose one of the four theme words for each quote You will write the quote and the speaker You will give at least 4 complete sentences of analysis, if not more, in the space provided!!! You should have an even-ish amount of quotes for each main term

Calendars You all need a highlighter! Or marker We will highlight the reading days together and write “READ IN” on certain days On “READ IN” days, we will either stay in the classroom or, weather permitting, go outside to read and annotate. Feel free to bring blankets or something to sit on, snacks, sunglasses, etc on those days 30, 4, 7, 11, 14 are our for sure READ IN days!

Exit slip Write any questions that you may have about TKAM, the four themes, annotations, read ins, etc Write down one connection from the historical presentations to each theme: Social hierarchy Loss of innocence Hypocrisy Racism Also, attach your notes to your exit slip when you turn it in!

29 do now Get out a piece of paper Create a three column chart In the first column, write SEE as the heading The second column is THINK The third is WONDER

Watch Write down any details that you SEE

Once SEE is done Using the next column- THINK- write down any thoughts you had based on what you saw Once you’re done with that, write down any questions you have in the WONDER column You need at least 7 sees, 5 thinks, and 5 wonders!

Discussion and predictions At your table group, discuss the scene that you saw and your notes Read your see, think, wonder charts Make a prediction, using evidence from your chart, about what this book could be about (of you have read it already or know, please no spoilers! Have fun with it and throw in a “red herring” or false idea!  )

Read and annotate Read chapter 1- pages 3-15 Use the annotation guide I gave you to record at least 8 annotations from chapter 1 Have at least 1 quote per theme word

May 30- do now Get a packet for annotating Get out your definitions from Tuesday Get out your TKAM book

Reading days- Thursday Today (weather permitting) we will go outside or stay inside and read/annotate You need to get through page 57 today (if not, you have homework) You may have snacks, blankets, etc for outside! (or inside)

May 1- do now Movie viewing day- Write notes along your packet as you view the beginning of the movie

May 1- posters Each group will get a theme You will write evidence (7) for that theme on your poster, along with explanations as to why that evidence advances your theme! We will share at the end of the class period

May 4- do now Get out your book and packet to collect evidence for our read in (or read out if it is nice!) You need to complete 2 pages of evidence today You should be through page 89 by tomorrow

Reading days- Monday Today (weather permitting) we will go outside or stay inside and read/annotate You need to get through page 89 today (if not, you have homework) Complete two pages (8 boxes) of annotations today!

May 5- Do Now Get into a group of 4 You can have less people, but no more than 4 Each person should be assigned a theme: loss of innocence, hypocrisy, racism, social hierarchy

Group “essay” Each of you will create a paragraph discussing your assigned theme and how it is seen in TKAM. *if you have less than 4 members, you still need 4 body paragraphs* You will need 2-3 pieces of evidence embedded in your paragraph Once all of you are done writing your paragraphs, you need to “cut and paste” your paragraphs together into the body of an essay You may need to add in sentences/transitions at this time! Once your body is done, split up your group to write an intro paragraph and a conclusion paragraph (also create a title!) Tape your “essay” together so that it can be read on one long page

Share! Each group will read their “essay” out loud We will tape the essays up in the classroom when you are done!

May 6- do now View some of the movie Take notes along with the movie!

Reading Wednesday You need to get through page 112 tonight if you do not finish in class! Complete two pages of annotations

READ IN  Today (weather permitting) we will go outside or stay inside and read/annotate You need to get through page 144 today (if not, you have homework) You will complete two pages of annotations Your packet will be done by the end of today! ( empty back page ) You may have snacks, blankets, etc for outside! (or inside)

May 8 Watch movie clips Turn your annotations in TODAY!!! 

No talk/talk Each poster will have a theme or character on it You will find evidence from the book to either prove the theme at work (you can also infer) or, with a character, use meaningful quotes to describe what kind of character they are You will switch posters when I stop the music Please write the entire time!

Review posters Each table will read through the poster at their table and share the best piece of information they found!

Homework Get to page 166 by Monday Complete 2 pages of annotations New packets*

Reading days- Monday (start with clip) Today (weather permitting) we will go outside or stay inside and read/annotate You need to get through page 190 today (if not, you have homework) You will complete two pages of annotations today You may have snacks, blankets, etc for outside! (or inside)

May 13- Do Now Get into a group of 4 You can have less people, but no more than 4 Each person should be assigned a theme: loss of innocence, hypocrisy, racism, social hierarchy Try to have a new theme than the last time we assigned themes!

Group “essay” Each of you will create a paragraph discussing your assigned theme and how it is seen in TKAM. *if you have less than 4 members, you still need 4 body paragraphs* You will need 2-3 pieces of evidence embedded in your paragraph Once all of you are done writing your paragraphs, you need to “cut and paste” your paragraphs together into the body of an essay You may need to add in sentences/transitions at this time! Once your body is done, split up your group to write an intro paragraph and a conclusion paragraph (also create a title!) Tape your “essay” together so that it can be read on one long page

Reading - Tuesday You need to get through page 254 today (if not, you have homework due by T hursday ) You will complete two pages of annotations

May 13- do now Start with a movie clip

Reading days- Wednesday You need to get through page 254 by tonight You will complete two pages of annotations

May 14- do now CATCH UP READING DAY Read through the end of the book! Finish your annotations packet Be ready to finish the movie and discuss themes TOMORROW!

May 15- last reading day Finish the movie

Mayella Ewell is a victim.

Maycomb is a racist town.

Scout is a reliable narrator.

The jury was fair.

Bob is naturally evil.

The Ewells are more respectable than African Americans in Maycomb.

Tom Robinson’s death could have been prevented.

Monday May 18 Time to write our EA! Sit at a desk with a prompt-please do not move the prompts around! Read and annotate the prompt on your desk

Groups 1st period: All: Megan, maddie, Maya, angie, ray, grace, gage, mea Racism: Jake, rai, Cole, Christine Social hierarchy: Jake, rai, Austin w, Xavier, Christine, Amanda, kaela Loss of innocence: Jalen , austin c, amanda , kaela Hypocrisy: Xavier

All : Racism: Social hierarchy : Loss of innocence : Hypocrisy:

Tuesday May 19 Essay

Wednesday May 20 Essays- be done with a draft to peer edit tomorrow

May 21 Peer edit- You will rotate for each section of the rubric You will “grade” each others paper for that section and leave comments on their piece of paper and/or rubric Once we are done, you will make changes to your essay and continue to improve on it!

May 26 Read aloud: Read your essay out loud to a partner today at some point, and they will do the same Watch out for your tenses and writing while you read- feel free to correct as you go! Finish up your essay as it is due at the end of class tomorrow!

May 27 EA DUE TO TURNITIN.COM Turn your rubric in to the box with your name on it!