WEEK 9: "To Kill a Mockingird"

RESOURCES: SpringBoard Textbook  

MONDAY
Use these links for lab day: Zinc, Commonlit.org
  1. Finish Zinc Assessment.  Click on SpringBoard Textbook link and select Zinc at bottom of page.  Next, scroll to top right of page and click on bell icon.  Select "Diagnostic Assessment" and "Begin Assessment" to continue.  
  2. Read about The Great Depression.  Click on Commonlit.org and login using clever.  Read the article and complete the following:
    1. Highlight Text 
    2. Answer Multiple Choice Questions
    3. Type your paragraph for question #5: How does the description of the government’s intervention in the Great Depression contribute to the development of ideas in the text?
HW: Complete Zinc Vocabulary (Your password is your lunch number and here is an example of a Username: Kyair.Smith@students.cobbk12.org). Once logged in, scroll to top right of page and click on bell icon.  Select vocab assignment for chapters 1-3 of novel and begin.

 TUESDAY
  1. Warm-up: Supporting Details
  2. Review missed assessment questions on CommonLit "Scottsboro Boys"
  3. Review/Edit/Rewrite 2-point writing from Common Lit "Scottsboro Boys"
  4. Unpack Unit 2 standards
  5. Finish watching 13th. Complete discussion questions and 2-point writing.
HW: Revise and rewrite your paragraph for "Overview of Great Depression" in Common Lit.

 WEDNESDAY
  1. Warm-up: Central Idea (USATESTPREP)
  2. Review missed assessment questions on CommonLit "Great Depression."
  3. Review/Edit/Rewrite 2-point writing from Common Lit "Great Depression."                   Writing Prompt: How does the description of the government’s intervention in the Great Depression contribute to the development of ideas in the text?
  4. Finish watching 13th. Complete discussion questions.
HW: Complete vocab list.
THURSDAY
  1. Warm-up: Central Ideas (USATESTPREP)
  2. Review viewing guide for 13th.
  3. Watch 13th and gather evidence of that supports Ava's claim: The 13th Amendment did not truly abolish slavery because of the loop hole in the law.
HW: Complete vocab list.
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WEEK 8: DIAGNOSTIC/INTRO UNIT 2

RESOURCES: SpringBoard Textbook  

MONDAY
  1. Take Touchstone for Quarter #1
  2. Finish Zinc Assessment
    • Go to SpringBoard Textbook then click on Zinc icon.
    • Once in Zinc, go to top right corner and click on bell.  
    • Take diagnostic assessment you started.
Homework: None
TUESDAY
  1. Present New Chapter Stories for grade.
Homework: None
WEDNESDAY
  1. Unpack Unit 2 Standards
  2. Unit 2 Vocabulary List #3
  3. Read "Reconstruction"
    • Annotate Text (highlight, use tools on website to help you read.
    • Answer Guided, Assessment and Discussion Questions
    • Complete backside of vocab list using words from "Margarat Garner" article.
Homework: None

THURSDAY
  1. Warm-up on Context Clues
  2. Common Lit: Go to CommonLit and login using Clever. 
    • Read The Scottsboro Boys and annotate/highlight text for main ideas and evidence.
    • Answer Guided Questions
    • Answer Assessment Questions
  3. Watch "13th" and answer following prompt.
    • Writing Prompt: What stereotypes and propaganda were used to criminalize freedmen after a failed Reconstruction in the South were Black Codes and Jim Crow was the law of the land.  What effect did this have for freedmen living in South?
Homework: None
FRIDAY
  1. Finish watching "13th"
  2. 2-Point Writing: What evidence does the author provide for their claim in the documentary?  
Homework: Go to CommonLit and use Clever to login then use directory to type in you username and password used to login to school computers (UN:lunch#, PW: lunch#).  Or, download article >>>here<<< and copy answers and paragraph on own paper. Read "An Overview of the Great Depression" and complete guided, and assessment questions and complete the written paragraph.  Assignment due no later than Sunday 29th. 

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WEEK 7: NEW CHAPTER PROJECT


MONDAY
  1. Finish Unit 1 Exam and receive score.
  2. Brainstorm a new character to add to Bronx Masquerade. Complete the guided questions and prepare to discuss in closing.
  3. Drafting: Write the exposition for your chapter.  Click on link to see what an exposition includes.
HW: In 4-Point Writing section of class notebook, write a rough draft for your new character that is no less than two notebook pages long. (Reminder: The chapter should look like the novel and include narration, dialogue w/ one of Mr. Ward's students, a poem, and Tyrone's thoughts about your new character and their poem).

WEDNESDAY-THURSDAY 
  1. Warm-up: Write down and correctly punctuate the dialogue (Wed #1-6; Thurs #7-13).
  2. Writer's Workshop: 
  3. Peer-edit: Use rubric to read and edit a classmates story for mistakes.
  4. Publishing: Apply changes to your story in your final draft and type it in Google Docs.  See rules on rubric.
HW: In Google Docs, type up your new character story. Use this link to see final version from last year.

FRIDAY
  1. TPCAST: Complete poem analysis organizer for your Open Mic #5 (New Chapter Poem)
  2. Publishing: Use laptops to share final draft and get feedback from a classmate before printing and attaching the following:
    • New Kid on the Block Brainstorm
    • Rough draft w/ peer-edit marks in red ink
    • TPCAST organizer for poem 
  3. Open Mic Friday: Share you poetry.
HW: Rehearse your story and how you will read it on Monday for presentation grade.

 
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WEEK 6: NOVEL STUDIES


MONDAY
LABOR DAY!

TUESDAY
  1.  Double-entry Journal: Find a quote that reveals who Sterling, Amy or Sheila are. 
  2. Open Mic #3: Share personification poems for extra credit towards novel quiz.
  3. Freedom Writers: Complete a RACER paragraph comparing one character from film to any character we have read in novel.
HW: Finish reading the novel and complete character chart.
WEDNESDAY
  1. Double-entry Journal: Find 4 quotes about your assigned character (quote from character, from another classmate, from poem, and the 4th quote is up to you).  Explain next to quote what is revealed.  
  2. 2-Point Writing: Finish gathering evidence for your paragraph comparing a character from Freedom Writers to Bronx Masquerade
HW: Finish reading the novel and complete character chart.

THURSDAY
  1.  Open Mic #4: Write a poem inspired by Amy's Ode to Stone or Steve's Doubtless poem about chasing his dreams no matter what.
  2. Gallery Walk: Walk around and add to your character charts for the novel or take pics to use for your Unit Test review.
  3.  2-Point Writing: Finish gathering evidence for your paragraph comparing a character from Freedom Writers to Bronx Masquerade
HW: Study for Unit Test tomorrow by reviewing your character chart, and re-reading each of the poems for figurative language and to identify who wrote them. There will be at least two poems you will need to use TPCAST to break down for meaning. Use these links to study:
Bronx Masq Audio| 
Bronx Masq Pgs. 1-80
Poetry in Bronx Masquerade

FRIDAY
  1.  Unit 1 Exam
  2. Open Mic #4: Share poems in class for extra credit towards unit test (5 pts)
  3. Brainstorm: Think of a new character to add to Mr. Ward's classroom.  Complete the brainstorm packet.
HW: Complete "New Kid on the Block" packet by answering questions about your new character you will create in the form of a new chapter.  

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