Today, students worked on their four-plus-one plans in the high school computer lab with Mrs. Briggs.
There was a reading quiz on Chapters 28 to the end of the novel.
Then, we turned to the Springboard book for defnitions of flat/static and round/dynamic characters. Students completed the graphic organizer on page 241; this information will be used when writing the passage analysis essay. There was a little bit of time for students to make vocabulary flashcards to help prepare for Thursday's quiz. Tomorrow, students will be in the computer lab with Mrs. Briggs. We finished the book! Next week, we'll get started on a literary analysis essay based on the Harper Lee's novel. On Monday, there will be a reading quiz on Chapters 28-31. Then, on Thursday, there will be a vocabulary quiz.
On Tuesday, completed the graphic organizer (p. 239) and vocabulary squares for the following words: concise, remorse, cynical, acquittal, furtive, bovine, oppressed, brevity, sordid, and adamant.
Today, students had time to catch up on the assigned reading--Chapter 24-27 due tomorrow. In addition, they selected significant quotes from the assigned reading and wrote an analytical paragraph following the template they practiced last week (claim, transition, lead-in, quote, commentary). Goal: Analyze literary elements in a passage in relation to theme.
At the start of class, there was a reading quiz on Chapters 15-23. Then, students worked on the graphic organizer on page 239 in the Springboard book while we read Chapter 24. We finished the trial! Tomorrow, we'll work on vocabulary and a response activity.
Today, students participated in the Trial of Tom Robinson! We'll finish this up tomorrow.
We got ready for the trial by selecting parts and highlighting scripts. Before that, students worked on the voice/character assignment on page 232 of the Springboard book.
On Friday, students took two quizzes. Then, there was time to read Chapter 15, due Monday.
Today, students conducted a "close reading" of the mob/jail scene in Chapter 15, including locating textual evidence of several literary elements (conflict, setting, character, motif/symbol). Then, there was time to read Chapter 16, due Tuesday. In order to give students a little more practice integrating and analyzing quotes from the novel, I returned Monday's effort with my comments. Then, students followed the same model to write a second paragraph. Here's the assignment sheet:
We read part of Chapter 14 and then reviewed vocabulary words. There will be two quizzes tomorrow--a reading quiz on Chapters 12-14 and a vocabulary quiz.
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