Wednesday

 Unit Learning goal:

Students will demonstrate an understand of one the main concept of the novel by producing a final project (PowerPoint, Film, Oral Presentation) that incorporates a 1-page essay that explains how a main concept works in the novel and using specific examples to backs up the students ideas.

Main Concepts:

Does the American law guarantee justice for all?

How does prejudice work in society?

What is the Meaning of Duty?

What is the Meaning of Courage?  

 

Scale/Rubric relating to learning goal:

Rubric for the Unit Goal:

 

	4	3	2	1
Explanation of how main concept works in the novel	Student connects two or more concepts with clear and precise thesis statement which contains an order of development providing 2-3 claims about the concepts	Student connects one major concept to the text with a clear and precise statement which contains an order of development	Student connects a major concept to the text.  An order of development may be missing or thesis may be unclear.	Thesis is missing
Evidence from Text	Each claim is backed with two or more examples of specific evidence from the text; Evidence is explained and cited in proper MLA format	Each claim is back with at least one specific piece of evidence.  The evidence is explained and cited in MLA format.	Evidence from the text is attempted, but either not explained or doesn’t back up the claim presented	Evidence is missing
Visual Aids	Two or more visual aids are used for each claim	At least one visual aid for each claim	Some visual aids, but not one for every claim	No visual aids
Presentation	Use of technology enhances the presentation and makes it poetic; speaker enunciates, is loud, clear, and pronounces vocabulary correctly	Use of technology enhances the presentation.  Speaker occasional slips in either enunciation, pronunciation, or with filler words (uhms or ahms)	Technology is used but doesn’t enhance the presentation.  There may be multiple problems with the speakers presentation with the clarity of the words	No technology used
Conclusion	Conclusion is precise, returns to the beginning, poses something further for the audience to think about	The conclusion returns to the thesis and summaries what has been stated	Conclusion attempted	No conclusion

 

 

https://docs.google.com/presentation/d/1-JVbpR1khyLwwIE0irhCNSo5evHhmjMLTUG8Vi4ryNw/edit?usp=sharing

https://docs.google.com/presentation/d/1rOB0QCD9_QVL3P4gyC4QmYQMsf4c18kOq5Gj4wKgiD4/edit?usp=sharing

 

 

 

 

 

Monday

 Today we are going to finish to movie and discuss what might be on the test. Make sure you look at the following information. The test will be tomorrow.

1) Make sure you know the following themes and can give specific descriptions of scenes or events that fit these themes:  The Meaning of Duty; Prejudice and how it works; The meaning of courage.

2) Make sure you know the setting.

3) Make sure you know the following characters:
Atticus
Scout
Jem
Walter Cunningham
Francis
Dill
Calpurnia
Burris Ewell
Miss Caroline
Miss Maudie
Miss Stephanie Crawford
Boo
Aunt Alexandra
Mrs. Dubose
Mr. Avery

4) Know the meaning of the following symbols
The Knot Hole
Mockingbirds
The Mad Dog


5) Be able to list some lessons that Scout learns

6) Discuss the meaning of the main characters names

 

Review Questions:

 

TO KILL A MOCKINGBIRD

1)  Give three examples of the following themes and discuss how your example backs up the theme:

--The Meaning of Duty

--Prejudice and its effects on people

--The Meaning of Courage

2)     List and explain three lessons that Scout learns

3)    .Discuss the following symbols and what they represent:

Mockingbirds

The knot-hole in the oak tree

The mad dog

4)    Make a list of all the people Scout fights and why?

5)    Outline the plot

6)    Discuss the mystery of the following characters:

Mr. Raymond

Mrs. Dubose

Calpurnia

Boo Radley

7)    How is Atticus wrong at the end of the book?  Why is this important for both his character and the reader’s perception of the law?

8)    List at least 3 pairs of dramatic foils and why they are dramatic foils.

9)    Be able to discuss what is important about the following characters (what is their role in the book):    

Miss Maudie,

Jack Finch

Tom Robinson

Dill

Heck Tate

Miss Maudie

Nathan Radley

10) Discuss TO KILL A MOCKINGBIRD as a 3-part structure.

11) List 4-5 different types of prejudice found in the book

 

Unit Learning goal:

Students will demonstrate an understand of one the main concept of the novel by producing a final project (PowerPoint, Film, Oral Presentation) that incorporates a 1-page essay that explains how a main concept works in the novel and using specific examples to backs up the students ideas.

Main Concepts:

Does the American law guarantee justice for all?

How does prejudice work in society?

What is the Meaning of Duty?

What is the Meaning of Courage? 

Scale/Rubric relating to learning goal:

4 – The student can produce a project that explores and demonstrates in-depth understanding of a main concept in the novel and/or connects two of more of these concepts together.

3 – The student can produce a project that demonstrates an understanding of a main concept and how it works in the novel.

2 – With some direction/help from the teacher the student can produce a project that demonstrates an understanding of a main concept and how it works in the novel.

1 – Even with help from the teacher the student is unable to produce a project that demonstrates an understanding of a main concept and how it works in the novel.

Objectives (smaller chunks of overall goal) and suggested time periods

 

Students will be able to

1)  Explain how the following themes work in the novel: The meaning of duty; How prejudice works in society; The meaning of courage

2)  Discuss the meaning of the following symbol: mockingbirds, the knot-hole, the mad dog

3)  Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works

4)  Discuss how the author’s life and times influences the novel.

5)  Outline the plot and discuss why the author may how chosen to structure the novel how she did.

6)  Discuss how Scout grows during the novel and why the novel can be considered a Bildungsroman.

7)  Keep a detailed list of characters recording important details about them as the student reads (starting with chapter 1)

8)  Explain – why you never really understand a person until you… (Point of View Exercise)

10) Keep a list of the various types of prejudices that occur in the novel

11) Discuss how setting is important to this novel.

12) Discuss how the Civil War references/allusions work in the overall meaning of the novel.

 

Essential Questions:

Does the American law guarantee justice for all?

How does personal experience contribute to prejudice?

How do our preconceptions influence our sense of justice?

Can a hero have both good and bad qualities?

 

 Today we are going to discuss your quizzes from Monday and begin reviewing for the test on TO KILL A MOCKINGBIRD.

Novel OVERVIEW:

Final Chapters:

https://youtube.com/playlist?list=PLxgmzNafwU2rIQXEuDjvB1mofeVulEWYB

 https://sites.google.com/a/skagwayschool.org/mr-fielding/to-kill-a-mockingbird

Unit Learning goal:

Students will demonstrate an understand of one the main concept of the novel by producing 

a final project (PowerPoint, Film, Presentation) that incorporates a 1-page essay that explains 

how a main concept works in the novel and using specific examples to backs up the students ideas.

Main Concepts:

Does the American law guarantee justice for all?

How does personal experience contribute to prejudice?

How do our preconceptions influence our sense of justice?

Can a hero have both good and bad qualities?

Scale/Rubric relating to learning goal:

4 – The student can produce a project that explores and demonstrates in-depth understanding 

of a main concept in the novel and/or connects two of more of these concepts together.

3 – The student can produce a project that demonstrates an understanding of a main concept 

and how it works in the novel.

2 – With some direction/help from the teacher the student can produce a project that 

demonstrates an understanding of a main concept and how it works in the novel.

1 – Even with help from the teacher the student is unable to produce a project that

 demonstrates an understanding of a main concept and how it works in the novel.

TO KILL A MOCKINGBIRD

Objectives (smaller chunks of overall goal) and suggested time periods

Students will be able to

1. Explain how the following themes work in the novel: The meaning of duty; How prejudice works in society; The meaning of courage

2. Discuss the meaning of the following symbol: mockingbirds, the knot-hole, the mad dog

3. Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works

4. Discuss how the author’s life and times influences the novel.

5. Outline the plot and discuss why the author may how chosen to structure the novel how she did.

6. Discuss how Scout grows during the novel and why the novel can be considered a Bildungsroman.

7. Keep a detailed list of characters recording important details about them as the student reads (starting with chapter 1) 

8. Explain – why you never really understand a person until you… (Point of View Exercise) 

9. In a group write testimonies and recreate the courtroom scene from the novel

10) Keep a list of the various types of prejudices that occur in the novel

11) Discuss how setting is important to this novel.

12) Discuss how the Civil War references/allusions work in the overall meaning of the novel.

TEST FROM 2021

TO KILL A MOCKINGBIRD

1-4) Give three scenes/examples of the following theme and discuss how your example backs up the theme:

1)    The Meaning of Duty

 

 

 

 

 

 

 

2)    Prejudice

 

 

 

 

 

 

3)    Appearance vs. Reality

 

 

 

 

 

 

 

 

4)    Discuss the following symbols and what they represent in the novel:

 

Mockingbirds

 

 

 

The knot-hole in the oak tree

 

 

 

The mad dog

 

 

 

 

5)    List three allusions and discuss what ideas the allusions reinforce.

 

 

 

 

6)    What is the point of view of the novel?

 

 

 

7)    Outline the plot (give at least three events for the exposition, rising action and falling action; give one event for the inciting event, climax and resolution)

 

 

 

 

8)    Discuss the mystery of the following characters (appearance vs reality):

 

A)   Mr. Raymond

 

B)   Mrs. Dubose

 

C)    Calpurnia

 

D)   Boo Radley

 

9)    Why doesn’t Heck Tate want Bob Ewell’s death to go to court?

 

 

 

 

10)List and discuss five lessons that Scout learns.

 

 

 

 

 

 

11)Define situational irony.  List one event in the novel that is ironic.

 

 

 

 

 

12)Discuss the importance of the following characters

 

Miss Maudie

 

 

Jack Finch

 

 

Dill

 

Mayella

 

Aunt Alexandra

 

Mr. Avery

 

Stephanie Crawford

 

13)Discuss the novel as a 3-part structure and outline each part

 

 

 

 

 

 

14)Discuss flowers in this novel.

 

15) How is this novel a bildungsroman novel?

 

 

 

 

16)List five people that Scout fights.

 

 

 

 

 

17)List five types of prejudice that appears in the novel.

 

Tuesday

 Today we are going to take a brief quiz and finish the book (or reread it for some of you). Tomorrow we might look at the movie and on Friday we will review for the Test next week.

5/3 chap 29-31

5/4 - 5/5 Movie (?)

5/6 Review

5/9 TEST

Monday

 Today we need to review what you read last week and begin to discuss your final projects and test.

5/2 chap 28

5/3 chap 29

5/4 chap 30-31

5/5 catch-up day

5/6 Review

5/9 TEST 

Unit Learning goal:

Students will demonstrate an understand of one the main concept of the novel by producing 

a final project (PowerPoint, Film, Presentation) that incorporates a 1-page essay that explains 

how a main concept works in the novel and using specific examples to backs up the students ideas.

Main Concepts:

Does the American law guarantee justice for all?

How does personal experience contribute to prejudice?

How do our preconceptions influence our sense of justice?

Can a hero have both good and bad qualities?

Scale/Rubric relating to learning goal:

4 – The student can produce a project that explores and demonstrates in-depth understanding 

of a main concept in the novel and/or connects two of more of these concepts together.

3 – The student can produce a project that demonstrates an understanding of a main concept 

and how it works in the novel.

2 – With some direction/help from the teacher the student can produce a project that 

demonstrates an understanding of a main concept and how it works in the novel.

1 – Even with help from the teacher the student is unable to produce a project that

 demonstrates an understanding of a main concept and how it works in the novel.

TO KILL A MOCKINGBIRD

Objectives (smaller chunks of overall goal) and suggested time periods

Students will be able to

1. Explain how the following themes work in the novel: The meaning of duty; How prejudice works in society; The meaning of courage

2. Discuss the meaning of the following symbol: mockingbirds, the knot-hole, the mad dog

3. Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works

4. Discuss how the author’s life and times influences the novel.

5. Outline the plot and discuss why the author may how chosen to structure the novel how she did.

6. Discuss how Scout grows during the novel and why the novel can be considered a Bildungsroman.

7. Keep a detailed list of characters recording important details about them as the student reads (starting with chapter 1) 

8. Explain – why you never really understand a person until you… (Point of View Exercise) 

9. In a group write testimonies and recreate the courtroom scene from the novel

10) Keep a list of the various types of prejudices that occur in the novel

11) Discuss how setting is important to this novel.

12) Discuss how the Civil War references/allusions work in the overall meaning of the novel.