Wednesday-Evidence Sentences...more rules!

Objectives:

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

Agenda:

-BELLWORK Protrude

-ES Instruction Wrkst

-Begin reading Ch.13 TKAM

HW:

1. Read chapter 13 TKAM
2. Study Vocab words, vocab quiz tomorrow

Tuesday-Ch 11 Review

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

Agenda:

-BELLWORK vocabulary: Frivolous

- Chapter 11 Review
-Begin Reading Chapter 12

HW:

1) Read Chapter 12.

2) Answer the CP or H questions.  

Monday-Ch 10 Review

Objectives:

-Demonstrate knowledge of TKAM characters through dissection of a significant quote

Agenda:
-Bellwork vocabulary- Interrogation
-Ch 10 Review Significant Text Excerpt and ES review

-Begin reading Ch. 11

HW:

-Read Ch. 11

- Chapter 11 HW Work: Focus on Diction, Detail and Tone of Mrs. Dubose

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

Agenda:
Turn in week 2 TKAM packets

BELLWORK vocabulary Attributes

Ch. 1-9 Review: The Silent Game

Ch. 1-9 TKAM Quiz

HW:

Read Ch. 10 TKAM, no written homework for Ch. 10, just enjoy reading it.

Thursday-Tone in TKAM

Objectives:

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

Agenda:

-BELLWORK vocabulary Analogous

-ES Check with groups

-Tone & Mood in TKAM

-Begin reading Ch. 9

HW:

Read Ch 9 and complete the Homework Slip
All:  Review Ch 1-9 for a quiz tomorrow.

Wednesday-Achieve 3000 Introduction

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

Agenda:

-BELLWORK vocabulary-Aberration

-Achieve 3000 Base Level Test
-Ch. 6 & 7 Review Questions

-Begin reading chapter 8

HW:

CP and H:  Finish reading Ch 8

CP and H HW: Write a half page response reflecting upon what we know about how Scout views herself and her role within Maycomb (consider her relationships at school amongst her classmates, with Jem and Dill, with her father, with her neighbors, etc). Include one piece of textual evidence from chapter 8 that illustrates  her perception and write it in ES format.  

Tuesday-Evidence Sentence Instruction

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

Agenda:

-Bellwork Vocabulary: Malignant

-Vocabulary Assessment

-Writing Academy - Evidence Sentences notes

-Es practice:  Indirect Characterization and Miss Maudie

HW:

CP and H:  Finish reading Ch 6 & 7

CP and H HW:  Different perspectives equals different perceptions.  The narrator of the novel is Scout, so the reader only gets to see her perspective and perceptions about events.  In Ch. 6, numerous characters are involved in an incident.

1. Choose three of the following characters:  Atticus, Nathan Radley, Miss Stephanie, Miss Rachel, Jem, and Dill.  
2. Find one piece of text evidence for each of the three characters that show their different perceptions of the events that occurred in Ch. 6.  Write the evidence in ES format. Then write one sentence explaining this character’s perception.

Monday-Ch. 4 Review: Direct and Indirect Characterization

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:

-BELLWORK vocabulary Indigenous

-Classwork: Direct and Indirect Characterization worksheet packet
-Read Chapter 5 TKAM

HW:

CP & H: Finish reading Chapter 5 TKAM

CP Worksheet

H Worksheet

Friday-Ch. 2 & 3 TKAM

Objectives:

-Engage in partner work by answering Ch 2 & 3 Review questions

-Participate in reading aloud Ch. 3 TKAM in class

Agenda:

-BELLWORK vocabulary: Intimidation

-Quaker reading Ch 2 TKAM review

-Readers theater Chapter 3 TKAM

-Appointment clock partner, Ch 2 & 3 review questions

HW:

CP and H:  Read Ch 4 TKAM

CP HW:  Based on Scout’s actions in this chapter, what are her perceptions of her neighbors? What does her perceptions tell you about the type of person she is? What are her character traits?

Based on Jem’s actions in this chapter, what are his perceptions of his neighbors? What does his perceptions tell you about the type of person he is? What are his character traits?

Based on Dill’s actions in this chapter, what are his perceptions of his neighbors? What does his perceptions tell you about the type of person he is? What are his character traits?

H HW:  Find the passage in chapter 4 that begins with Dill’s question, “What is a Hot Steam?” Read the passage until when Scout says, “Don’t you believe a word he says, Dill...Calpurnia says that’s nigger talk.” Based on the interaction in that passage, explain what you think the children’s perceptions are of the African Americans living in their community. Why do the children think the way they do? Find another example of how the children (or one of the children) view others and explain what their perceptions reveal about them as characters.

Thursday-TKAM Screencast

Objectives:

-Participate in a team building activity through setting up TKAM appointment clocks

-Recognize the history behind the novel through notes via a screencast in Google classroom

Agenda:

-BELLWORK vocabulary:Eccentric

-Ch 2 Screencast notes via google classroom
-Appointment clock setup
-Begin reading Chapter 2

HW:

CP and H: Remind parents to attend Curriculum Night tonight

CP and H:  Finish reading Ch 2

refer to today's notes and Google classroom's screencast on the Great Depression.  

**After reviewing the screencast, answer the following two 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-TKAM Ch.1 Review

Objectives:

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

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

Agenda:

-BELLWORK vocabulary: Evasion

-Character Focus: Boo Radley

-Do Chapter 1 - Diction and Detail Lesson   

HW:

1. CP and H: Remind parents to come to curriculum night tomorrow night

2. Finish the Ch 1-Diction and Detail packet

Tuesday-Ch 1 TKAM

Objectives:

-Formulate a prediction about TKAM based on visual representations of the novel in a short writing assignment.

Agenda:

BELLWORK vocabulary: Malevolent

-Emaze intro to TKAM

-Check out TKAM books from the library

-Begin reading Ch. 1

HW:
-Parents: Please attend Curriculum night this Thursday 8/18 from 5:40-7:45

-H only HW: Censorship packet due tomorrow

-CP and H:  Finish reading Ch 1

CP only 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 only 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-Humanities I Digital Challenge

Objectives:

-demonstrate my knowledge about the Humanities I course via a short quiz

-join a Google Classroom and participate in a Digital Challenge – exploring the 9th grade English website

Agenda:
1. Chromebook Care
2. Digital Challenge activity with COWS

3. The Great Depression video and notes

4. Go check out your TKAM books from the library

5. Getting to know me

HW:

1. Honors students only-Honors Censorship Packet F16 due on Wednesday 8/17

2. All-Parent Contact Info

Friday-Perspectives

Objectives:

Assess my writing abilities through the completion of an in class on demand timed writing

Familiarize myself with "influences & perspective" via powerpoint notes

Agenda:

Writing assessment in class

Discussion on “influences” via google slides

HW:  

-Honors explanation and parent signature

-Honors students, take home the writing sample and revise and type it. Print out a hard copy to be turned in on Monday.

-Buy required supplies for Humanities (see syllabus)

-Fill out and submit Parent contact info via my blog page

Welcome to SCHS!

Hello, students and parents.  Welcome to Humanities I with Mrs. Capen.  I am pleased to have you in my class this term and hope that you utilize this blog to keep you up to date on what is happening in class and what the daily homework will be.

About me:  I am a San Diego native that attended Will C. Crawford High School.  I received my Bachelor's degree from San Diego State University, spent a year at CSU San Marcos for my teaching credential, and followed that up with a Master's degree from Point Loma Nazarene University.  This will be my 13th year teaching at Steele Canyon.  When I'm not in the classroom, I am busily raising my two sons.

Your job: Please familiarize yourself with this blog and parents: make sure to fill out and submit the Parent Contact Info via the link under the Need to know items.  This assignment is worth 10 points. Also, to receive daily reminders, enter your email.

I am looking forward to this term.  Rah Rah Cougars!

Homework:
1.  Read over the Honors Program agreement, if you'd like to pursue Honors, please sign and date and return this form tomorrow.

2.  Fill out and submit the Parent Contact Info on this blog.

3.  Purchase required materials (see syllabus).