Honors English 9

HONORS ENGLISH 9Week 12: November 7-11, 2011

MONDAY, NOVEMBER 7, 2011 Walk-In: Turn in your To Kill a Mockingbird Reading Log #2

and your TKAM 5:4:3:2:1 handout and then pick up a White Binder and take our your graphic organizers that we used to record our noticings about all of the This I Believe Essays so far.

Learning Objective: Based on noticings students will form a conclusion

or hypothesis about the purpose behind different techniques and categorize noticings according to whether they always or sometimes appears, and then reflect to identify traits that never appear in the This I Believe Genre.

Agenda: This I Believe Always, Sometimes, Never Chart

Due Today:TKAM Reading Log

# 2 and TKAM 5:4:3:2:1 Handout

Homework:Read Chapter 5

of TKAM and Complete

Reading Log # 3

THIS I BELIEVE ALWAYS, SOMETIMES, AND NEVER CHART

Organizing Concept

Always Sometimes Never

Ideas and Organization

Craft and Style

Conventions

THIS I BELIEVE ALWAYS, SOMETIMES, AND NEVER CHARTOrganizing

ConceptAlways Sometime

sNever


The opening contains a clear, technique to hook the reader in a way that is connected to the story or belief

The belief is clearly derived from a specific personal experienceWell developed experiences and anecdotes affirm the belief and relationship between the example or anecdote and the belief is clearly expressed.

Conclusion balances reprise of original belief and experience without overt repetition

The opening of the essay may use question, quote, strong statement, metaphor, description

The primary story may be illustrated in a variety of ways (e.g. makes personal, literary, or historical connections).

Conclusion may advance a vision for the future application of belief and possible ramifications for future generations.

THIS I BELIEVE ALWAYS, SOMETIMES, AND NEVER CHARTOrganizing Concept


Craft and Style

Word choice and tone enliven the belief with a balance between conversational and sophisticated language.

Sentence structures are purposefully varied and reflect the style of the genre.

Paragraph lengths are purposeful and intentional.

Writers make choices between using descriptive adjectives, anecdotes, and figurative language (simile, metaphor, hyperbole…)

The writer may end most paragraphs will short sentences or start with short sentences; the writer may incorporate repetition.

May start and finish with long paragraphsMay start and finish with short paragraphs.Body paragraphs may contrast intro and conclusion or build up to a longer paragraph in the middle.


ConceptAlways Sometimes Never

Conventions

The writer clearly takes risks with punctuation and style.

The punctuation is always purposeful and contains minimal, if any at all, mistakes.

The writer may incorporate the semi-colon, dash, hyphen, parenthesis…

Often times the punctuation mimics the action described in the story.

The punctuation may relate to the intensity of the story.

The punctuation may be crucial to the transitions.

The punctuation my reinforce or bring attention to important ideas.

TUESDAY, NOVEMBER 8, 2011 Walk-In: Turn in your To Kill a Mockingbird Reading

Log and pick up a white binder off of the shelf take out your Always, Sometimes, Never Chart as well as your brainstorming.

Learning Objective: Students will analyze mentor texts to determine the

critical attributes of a genre and to influence decisions about own writing

Students will review and revise ideas and development to improve the depth of ideas and vividness of supporting details in order to convey theme

Agenda: This I Believe Planning


#3

Homework:TKAM Reading Log # 4

This I Believe rough draft due Friday


ConceptAlways Sometime

sNever


The opening contains a clear, technique to hook the reader in a way that is connected to the story or belief

The belief is clearly derived from a specific personal experienceWell developed experiences and anecdotes affirm the belief and relationship between the example or anecdote and the belief is clearly expressed.

Conclusion balances reprise of original belief and experience without overt repetition

The opening of the essay may use question, quote, strong statement, metaphor, description

The primary story may be illustrated in a variety of ways (e.g. makes personal, literary, or historical connections).

Conclusion may advance a vision for the future application of belief and possible ramifications for future generations.

THIS I BELIEVE ALWAYS, SOMETIMES, AND NEVER CHARTOrganizing Concept


Craft and Style

Word choice and tone enliven the belief with a balance between conversational and sophisticated language.

Sentence structures are purposefully varied and reflect the style of the genre.

Paragraph lengths are purposeful and intentional.

Writers make choices between using descriptive adjectives, anecdotes, and figurative language (simile, metaphor, hyperbole…)

The writer may end most paragraphs will short sentences or start with short sentences; the writer may incorporate repetition.

May start and finish with long paragraphsMay start and finish with short paragraphs.Body paragraphs may contrast intro and conclusion or build up to a longer paragraph in the middle.


ConceptAlways Sometimes Never

Conventions

The writer clearly takes risks with punctuation and style.

The punctuation is always purposeful and contains minimal, if any at all, mistakes.

The writer may incorporate the semi-colon, dash, hyphen, parenthesis…

Often times the punctuation mimics the action described in the story.

The punctuation may relate to the intensity of the story.

The punctuation may be crucial to the transitions.

The punctuation my reinforce or bring attention to important ideas.

THIS I BELIEVE ESSAY PLANNING Take out your brainstorm for your This I

Believe Essay and turn the handout over.

WED/THURS, NOVEMBER 9-10, 2011 Walk-In: Take out all of your To Kill a Mockingbird

Reading Logs that you have completed thus far.

Learning Objective: Students will discuss key events in the novel,

answer level 1, 2 and 3 questions, and analyze key passages in the larger thematic context of the novel in order to improve comprehension.

Agenda: To Kill a Mockingbird Discussion This I Believe Drafting


# 4

Homework:

TKAM Reading Log # 5

Rough Draft of This I Believe

Essay

CHAPTER 1 REVIEW QUESTIONS1. Describe the relationship that Atticus has

with his children. Do you feel he is a good father? *

2. How had Mr. Radley seen to it that his younger son Arthur (Boo) caused “no further trouble” in Maycomb? *

3. Describe the physical setting of the novel.4. Who is the narrator?5. Who is Dill?6. What dare of Dill’s does Jem finally accept?

TO KILL A MOCKINGBIRD REVIEW QUOTES1. Chapter 1: “That was the summer that Dill

came to us…” (Lee 1). What role does Dill play in the story at this

point? How does this serve as an important sentence in the overall structure of the novel? Why do we get a sense that he is going to become a major character?

2. Chapter 1: There are “other ways [besides chaining them to beds] of making people into ghosts” (Lee 14).

Who is the speaker? What does he mean by ghosts and what ways does he mean? What are three ways a person can be made into a ghost, besides chaining them to beds (or the obvious)?

CHAPTERS 2 ,3, & 4 REVIEW QUESTIONS1. At the Finch’s for lunch, what does Walter put on his

food? *2. After Calpurnia makes Scout leave the table, what

“lecture” does she give her? *3. How did Burris Ewell behave in the classroom? Who do

you think is to blame for his behavior? *4. What is the neighborhood’s opinion of Mrs. Dubose? *5. After Atticus catches the children with the scissors, what

is Jem’s reaction? What is Scout’s reaction? Why? *6. When Jem takes Scout to school for her first day, what “order”

does he give her?7. What does Miss Caroline tell Scout that Atticus is not to do

anymore?8. After Scout’s first day of school, how does she feel about it?9. Explain why Scout goes back to the Radley house one afternoon.10. What does Jem say about the “Indian-heads” they find in the

knothole in the tree?

TO KILL A MOCKINGBIRD REVIEW QUOTES1. Chapter 2: “We’ll do like we always do at home”

[Jem] said, “but you’ll see—school’s different” (Lee 21).

Should expectations of behavior be different at home and in school?

How different, if at all, should one’s behavior be at home and in the public? What might this say about the home or the person in general?

2. Chapter 3: Atticus tells Scout, “You never really understand a person until you consider things from his point of view” (Lee 39).

So far in the book, who should have considered things from a different point of view? Why is this so hard for people to do sometimes?

3. Chapter 4: “Grown folks don’t have hidin’ places”(Lee 46).

Why might this be and do you feel that this is true? Why or why not?

CHAPTER 5 REVIEW QUESTIONS1. So far what role do Miss Maudie and

Calpurnia play for these children? *2. What is Jem and Dill’s plan to contact

Boo Radley? *3. Dill says he thinks Boo might feel better

if he’d come out and “set a spell” with the children. Do you agree with Dill? Would you enjoy spending time with these children?*

4. Explain why Scout becomes annoyed with Dill.5. What order does Atticus give the children

regarding Boo? *

TO KILL A MOCKINGBIRD REVIEW QUOTES1. Chapter 5: Miss Maudie tells Scout that

“Mr. Radley (Boo’s dad) was a foot-washing Baptist” and goes on to say that some men worry so much “about the next world” they never learned “to live in this one” (Lee 60).

What is Maudie suggesting about Mr. Radley and his treatment of Boo? Is Mr. Radley a good man? Is he a good father?

2. Chapter 5: Miss Maudie tells the children, “His name is Arthur and he is alive” (Lee 57).

Who is Arthur? What other name do we know him by, and how much of what the town says, do you believe is true?

CHAPTERS 6 & 7 REVIEW QUESTIONS1. What do the children do on Dill’s last night in town?

How does this turn out? *2. Who does Mr. Nathan Radley say he fired the gun at?

Do you believe him? Why might he lie and what purpose does this lie serve? *

3. What does Jem finally tell Scout about his pants that he retrieved? Why does their condition frighten him further? *

4. What do Jem and Scout realize about the carved soap figures they find in the knothole? What is their significance? *

5. Jem and Scout find the knothole filled with cement; explain why Mr. Nathan Radley did so. The evening after, Scout discovers that Jem, who had ordered her not to cry, had been crying himself. What do you think made Jem so upset? *

6. How does Dill explain Jem’s missing pants?

TO KILL A MOCKINGBIRD REVIEW QUOTES1. Chapter 6: “It was then, I suppose, that

Jem and I first began to part company” (Lee 75).

What makes Jem and Scout begin to part company? Define their two separate ways of looking at the situation? What has Jem learned that Scout is still too young to see?

2. Chapter 7: Scout reflects: “As Atticus had once advised me to do, I tried to climb into Jem’s skin and walk around in it” (Lee 77).

What is Scout learning about life, about learning, and about other people?

FRIDAY, NOVEMBER 11, 2011 Walk-In: Turn in your To Kill a Mockingbird Reading Log # 5, pick up a white

binder, your always, sometimes, and never chart and take out your rough draft.

Learning Objective: Engage and orient the reader by setting out the problem, situation, or observation which is

the foundation of the theme of the text Create a smooth progression/sequence of experiences or events (e.g. anecdote) in a

variety of ways so that they create a coherent whole which develops or supports the theme.

Provide a conclusion that follows from and reflects on the purpose of the narrative experiences of events.

Use precise words and phrases, telling details, and figurative language to convey vivid pictures of the experiences and events

Use a reflective point of view to craft narrative techniques that develop experiences, events, and/or characters to amplify theme/intended message

Refine the expression of voice and tone in a text by selecting and using appropriate vocabulary

Use knowledge of phrases and clauses to build sentences for a particular effect (e.g., intentionally varying sentence rhythm, showing relationships, and directing reader’s attention)

Agenda: This I Believe: Revising with a Touchstone Text


#5

Homework:TKAM Reading Log #6

New draft of This I Believe Essay Due

Monday

THIS I BELIEVE TOUCHSTONE TEXT Open up the white binder to the This I Believe essay

that you would like to be your touchstone text—the one essay that you are inspired by, or want to borrow from the most.

On a sheet of paper create the following graph for each paragraph/section of the touchstone text.

Paragraph 1 (section 1) How are the ideas presented and what

techniques are used? 1. 2.

Paragraph 2 (section 2) How are the ideas presented and what

techniques are used? 1. 2.

THIS I BELIEVE REVISION Now, take out your rough draft, and divide it up into

the same sections—complete this directly on your draft.

Paragraph 1 (section 1) How are my ideas presented and what techniques did I

use? 1. 2.

Paragraph 2 (section 2) How are my ideas presented and what techniques did I

use? 1. 2.

Compare your draft to your touchstone text? How similar are they? How can you use the touchstone text to help you expand and revise ideas, as well as develop or reorganize your essay?

THIS I BELIEVE REVISION Now, take out your Always, Sometimes, and Never

Chart.

Look at the Always column. Use this as a checklist to make sure that you have incorporated the techniques that are Always in a This I Believe Essay. Revise accordingly.

Look at the Sometimes column. Use this column to make choices about techniques that you want to incorporate to make yours unique and take risks in the genre.

Look at the Never column. Scan your essay to make sure that you are not incorporating techniques that are never seen in this genre.

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Honors English 9