Friday, January 29, 2016

Objectives:

-Draw conclusions and make inferences about events and characters in TKAM by answering questions about chapter 14

-Demonstrate understanding of vocabulary words from TKAM via a quiz.

Agenda:

-BELLWORK Vocab Quiz 8-12

Ch. 14 Review
Begin reading Ch. 15

HW:

Chapter 15 HW

Thursday, January 28, 2016

Objectives:

-Draw conclusions and make inferences about events and characters in TKAM by answering questions about chapter 12

-Demonstrate ability to construct evidence sentences by utilizing new punctuation rules and text evidence from TKAM

Agenda:
BELLWORK Protrude

Review Evidence Sentences and add to notes: ES Instruction Wrkst

Read aloud Ch.13

HW:

1. Read chapter 14
2. Ch 14. Complete the CP or H homework
3. Study Vocab words

Wednesday, January 27, 2016

Objectives:

-Identify and infer the meaning of a significant text excerpt from TKAM

-Draw conclusions and make inferences about events and characters in TKAM by answering questions about chapter 11

BELLWORKInterrogation and Frivolous

Chapter 11 Review

Begin Reading Chapter 12

HW:

1) Read Chapter 12.

2) Answer the CP or

H questions.  

Tuesday, January 26, 2016

Objectives:

-demonstrate knowledge of Chapters 1-9 via a multiple choice quiz

Agenda:

-Silent Game to review Ch 1-9 TKAM

-TKAM Quiz 1-9 via Illuminate

-Begin reading Ch. 11

HW:

-Read Ch. 11

- Chapter 11 HW Work: Focus on Diction, Detail and Tone of Mrs. Dubose (See calendar with link to assignment)

Monday, January 25, 2016

Objectives:

Analyze a piece of text for tone

and write a short synthesis paragraph

Agenda:
Turn TKAM work packet #2 (Ch. 4-9)

BELLWORK Attributes

Ch. 9 Review: Close Reading of the end of ch. 9

Begin reading Ch. 10

HW:

Read Ch. 10

Ch. 10 Homework Slip: CP:  Life lessons H: Kids’ perspectives of Atticus

(See calendar for all links for today's assignments)

Friday, January 22, 2016

Objectives:

Students will analyze passages for tone and mood through the identification and interpretation of specific words and phrases.

Agenda:

BELLWORK Analogous

ES Check (see calendar for link)

Tone & Mood in TKAM (see calendar for link)

Begin reading Ch. 9

HW:

Read Ch 9

Homework Slip: (see calendar for link)

Thursday, January 21, 2016

Objectives: Draw conclusions and make inferences about events and characters in TKAM by answering questions about chapters 6 and 7.

Agenda:
-Google classroom: The Situation response.  Login to Classroom to complete the assignment, submit when you are finished, and mark as done.

-BELLWORK Aberration

-Chapter 6 and 7 Questions:

-Begin reading chapter 8

HW:

Read Ch. 8 and complete HW slip

See the calendar link for the Ch 8. homework slip

Wednesday, January 20, 2016

Objectives: Identify the components of Evidence Sentences by taking notes on how to construct an ES

Agenda:

-BELLWORK Malignant

-Writing Academy - ES
-Begin reading Ch. 6 & 7

HW:

-Read chapters 6 & 7

-Complete HW Slip (see student calendar for link)

Tuesday, January 19, 2016

Objectives:

-Draw conclusions about characters in TKAM by referring to text evidence that utilizes indirect characterization

-Cite evidence of indirect characterization about character Miss Maudie Atkinson and make inferences about her character

Agenda:
-Turn in Boo Radley portrait
-Turn in TKAM classwork/homework packet

-BELLWORK Indigenous

-Warm-up Ch 4

-Classwork: Direct and Indirect Characterization

-Go over tonight's HW - Direct and Indirect Characterization Worksheet (Chapter 5)  

HW:

Read Chapter 5 and complete the ch. 5 worksheet

Friday, January 15, 2016

Friday, January 15, 2016

Agenda:

-Read Chapter 3

-Review Chapters 2 & 3

Ch 2-3 ABCDE Questions

Homework:

-Read Chapter 4

-Chapter 4 HW.

Thursday, January 14, 2016

Objectives:

-Formulate a visual representation of the character Boo Radley based on a close reading of a description of him in TKAM.

Agenda:

BELLWORK: Eccentric

How is Boo Radley perceived?

Ch. 2 and Intro to TKAM screencast via Google Classroom.

Homework:

CP and H:  Finish reading Ch 2

**Log on to Google classroom and view the screencast on the Great Depression.  

**After viewing the screencast, answer the questions with evidence for your answers:  

1. What do you now know about the Great Depression?
2. Maycomb is a town living through the Great Depression. How do you think the effects of the depression affected how Maycombians viewed/perceived the world? Find two pieces of evidence (quotes) from chapter 2 that illustrates Maycomb’s struggles with tough times to back up your answer.

Wednesday, January 13, 2016

Objectives:

-Recall Ch. 1 and make observations about the characters in TKAM through the Ch. 1 review.

-Identify and discuss why the author includes specific diction into their novels via the censorship ppt.

-Identify diction and detail in a passage from TKAM and draw conclusions about what the evidence reveals about the town of Maycomb.

Agenda:

-BELLWORK:

Evasion

-Do Chapter 1 - Diction and Detail Lesson    Ch 1 Diction & Detail Lesson

Homework:

1.  Tell your parents to come to curriculum night, tomorrow night, in Mrs. Capen's room (E204).

2.  NO READING TONIGHT

Tuesday, January 12, 2016

Objectives for Tuesday, January 12, 2016

Familiarize myself with TKAM via an Emaze presentation

Agenda for Tuesday, January 12, 2016

Bell work vocabulary:  Malevolent

Today's lesson:  Intro to TKAM Emaze/make predictions

Begin reading Ch. 1

Read aloud Ch. 1 (as much as you can before the bell rings).

Homework for Tuesday, January 12, 2016
Curriculum Night is this Thursday.  Have your parents come.  The presentation will be in room E204, Mrs. Capen's classroom

CP and H:  Finish reading Ch 1

CP HW:  Scout Finch is the narrator of TKAM, everything in the novel is based on her perspective.  Revisit Ch. 1 and do the following:

1. Explain who Scout is based on her reactions and interactions to each of the character’s introduced in Ch 1 (Indirect characterization of Scout).
2. Discuss her perception of each character based on her descriptions/interactions with them.

H HW:  Focus on the diction Harper Lee uses to describe Boo.  The kids gossip extensively about Boo in this chapter.  Find the following three words in the text and choose which word best represents what you think is the truth about Boo: turtle, phantom, or bloodstained.  Once you find the words, read the sentences before them and after them so you can get the proper context.  Once you have selected the word that best represents Boo, copy down the sentence in which the word appears.  Then, explain why the word you chose is better than the other two words, using what little you know from the text and using your best inference skills.  Write no more than one page.

Monday, January 11, 2016

Objectives for Monday, January 11, 2016 

Demonstrate my knowledge about the Humanities I course via a short activity

Make observations about the Unit I theme

Agenda for Monday, January 11, 2016 

Bell work:  Honors only: turn in your typed revised writing sample along with the original writing sample.

Warm up Course expectations activity and debrief.
Today's lesson: Humanities I Digital Challenge
Library-Check out TKAM books.

Honors only-Censorship packet discussion

Homework for Monday, January 11, 2016 

1.     Honors only-Censorship packet due tomorrow Wednesday 01/13/2016

2.     Honors and College Prep:  Bring your TKAM books to class daily

Bell work for Monday, January 11, 2016 

Bell work:  Honors only: turn in your typed revised writing sample along with the original writing sample.

Friday, January 8, 2016

Objectives for Friday, January 8, 2016 

Identify patterns based on images presented in Emaze

Make observations about the Unit I theme

Construct an original response within an on demand writing assessment

Agenda for Friday, January 8, 2016
If you are interested in joining the Honors program, bring out your signed sheet of paper and turn it into the inbox.
Writing Assessment

Today's lesson: Perceptions-Emaze presentation/notes & and Discussion:

Bring out a sheet of paper, put your first and last name on it along with your block #, and entitle it, "Perceptions".  Create a T-chart (take up 3/4 of your page) that looks like the following:

Synonyms for Perception:

What I see (List one thing you observe about the image)	What I think it means or represents	What is actually     happening here/how my perception of the image changed

Homework for Friday, January 8, 2016

1.  Have your parents visit my blog 

2.  Fill in and submit the Parent Contact Form on my blog due by Monday January 11, 2016.

3.  Get required supplies for this course (see the syllabus for a list of supplies).

4.  Students interested in the Honors program must revise their in-class writing assessment and type the assessment.  Both the written and typed assessments due on Monday January 11, 2016

Thursday January 7, 2016

Objectives for Thursday, January 7, 2016

Identify classroom rules and discuss classroom norms

Recognize elements of the Humanities I course

Agenda for Thursday, January 7, 2016

Welcome to Humanities I/Find your seats

Bell work: Name cards

Do's & Don'ts of room E204

Quiz #1 and debrief

Getting to know your classmates

Q & A about SCHS/Honors program

Homework for Thursday January 7, 2016

1.  Have your parents visit my blog 

2.  Fill in and submit the Parent Contact Form on my blog

3.  Get required supplies for this course (see the syllabus for a list of supplies)

4.  Discuss the Honors program with your parents if you are interested in participating in it.

Bell work for Thursday January 7, 2016

Directions:  On your notecard, write your first and last name (or what you would like to be called) on the blank side.  Then draw a picture of the most important thing in your life.  On the lined side, write down 3 likes and 3 dislikes. When you are finished, wait for your teacher's direction.