*January 8: I handed out the grading period schedule/vocabulary lists/essay
prompts/essay rubric. We went to the library to check out copies of To
Kill a Mockingbird. We did a couple of introductory activities, including
Two Truths and a Lie and a True/False assignment related to the syllabus.
*January 10: Students completed a writing activity for which they wrote at
least half of a page about an early school experience. A few students shared
their experiences, and we discussed how this relates to the novel. They then
completed an anticipation guide for To Kill a Mockingbird and wrote a
few sentences about their opinions on each statement. Students who finished
worked on their vocabulary homework.
*January 14: I checked students' vocabulary #13, and we went over the
definitions that will be on the test. I read chapter 1 to students as they
listened, and we discussed the chapter. I reminded students know that they
will need to have their books every day in class. I told them that this will
be part of their participation grade; reading along when I read aloud will
also be part of the participation grade. We then discussed the first
statement from the anticipation guide in fourth period; we didn't get to this
last part in fifth period; in sixth period, we discussed the first statement.
*January 16: Students took the TKAM Ch 1-3 quiz. We discussed chapters
2 and 3. I read chapter 4 to the students as they listened, and we discussed
the chapter. We then discussed the statements 2-5 on the anticipation guide
in fourth period; in fifth period, we discussed statements 1-3. In sixth
period, we discussed statements 2 and 3.
*January 18: Students took VT #13 and the TKAM Ch 4-6 quiz. We
discussed chapters 5 and 6 and read and discussed chapter 7. We discussed the
statements 6-8 on the anticipation guide in fourth period; in fifth and sixth
periods, we discussed statements 4-7.
*January 23: Students took the TKAM Ch 7-9 quiz. Vocabulary #14 was
due, so I checked that and then we went over the definitions. We discussed
chapters 8 and 9. We read and discussed part of chapter 10.
*January 25: Students took the TKAM Ch 10-12 quiz. We discussed the
reading. We read and discussed chapter 13. In fourth period, we finished the
anticipation guide discussion. I then went over students' grades with them. I
was not able to get to everyone, so I will finish that next class. In fifth
and sixth periods, we did not go over the anticipation guide; instead, I went
over students' grades while the other students worked on their assignments.
*January 29: Students took the TKAM Ch 13-15 quiz and VT #14. We
discussed chapters 14 and 15 and read and discussed chapter 16. I then talked
to students about their grades (those who I did not get a chance to talk to
last class) while they worked on their vocabulary assignments or read. In
sixth period, we also were able to discuss #8 on the anticipation guide.
*January 31: Students took the TKAM Ch 16-18 quiz. Vocabulary #15 was
due, so I checked their assignments and then we went over the definitions
that will be on the test. We discussed chapters 17 and 18. We read and
discussed chapter 19. In fifth and sixth periods, we finished discussing the
statements from the anticipation guide.
*February 4: Students took the TKAM Ch 19-21 quiz. We discussed
chapters 20 and 21. We read and discussed chapters 22 and 23.
*February 6: We had counseling presentations today. In fourth period, Ms.
Nolden and Ms. Dye gave a presentation about, among other things, 4-year
planning and classes for next year. The registration form (for next year's
classes) is due on Friday; it must be complete -- with a parent signature --
to receive homework points.
*February 8: I collected the signed and completed registration forms.
Students took the TKAM Ch 22-24 quiz and VT #15. We discussed chapter
24. We read and discussed chapter 25. I handed out and went over the esasy
outline handout. We watched the first part of the documentary about
Scottsboro and students wrote a short summary about what they saw.
*February 12: Ms. Greeson was my substitute, as I was at an all-day meeting.
Students took the TKAM Ch 25-27 quiz. Ms. Greeson checked the
Vocabulary #16 assignments, and they went over the definitions that will be
on the test. They discussed chapters 26 and 27. They read and discussed
chapter 28.
*February 14: Students took the TKAM Ch 28-31 quiz. We discussed the
end of the novel. Students took notes on theme and we came up with themes for
To Kill a Mockingbird. We then watched some more of the Scottsboro
documentary and students wrote a short summary about what they saw.
*February 20 (END OF GRADING PERIOD 4): Students turned in the TKAM
outline. They took VT #16 and the TKAM Test. I handed out the grading
period #5 schedule and the instructions for outside reading, and we went over
both of these handouts. In fourth and fifth periods, we went to the library to
check out books for the outside reading. I handed back most of the outlines in
all periods; I will give the remainder of the graded outlines back tomorrow
during 2nd or 3rd periods.
*February 22 (Trojan Connections): I checked students' vocabulary #17
assignments and we went over the definitions that will be on the test. We
reviewed how to write a body paragraph, and students took notes on this.
Students then had time to write the TKAM Essay Body Paragraph 1 RD in
class. Those who did not finish will need to turn it in next class as part of
their homework (as long as they were working diligently during class).
*February 26: Students who did not turn in body paragraph 1 turned that in.
Students turned in the typed TKAM Essay Body Paragraph 2 RD. They wrote
in their reading logs. I handed back body paragraph 1 and reviewed some errors
that I saw in several paragraphs. Students had 30 minutes to write the body
paragraph 3 rough draft. They then took notes on how to write an introduction
paragraph.
*February 28: Students who did not turn in body paragraph 3 turned that in.
Students turned in the typed TKAM introduction paragraph rough draft. They
wrote in their reading logs. They took VT #17. We reviewed how to write a
conclusion paragraph, and students took notes on this. Students then wrote
their conclusion paragraphs and turned them in. We watched about 15 minutes
more of Scottsboro.
*March 4: Students wrote in their reading logs, and I collected their reading
logs. I checked their Vocabulary #18 assignments, and we went over the
definitions that will be on the test. We reviewed transitions, MLA formatting,
and Works Cited, and students took notes on some more issues that I saw in the
rough drafts. I handed back some of the rough drafts, but I have not finished
editing, which is why I changed the due date for the final draft.
*March 6: Students wrote in their reading logs. I answered any last-minute
questions students had about the essay (which is due in 2 class periods). We
finished watching the documentary Scottsboro. In fourth period,
students wrote a response. In fifth period, we didn't have time for a written
response, so we discussed how the documentary relates to To Kill a
Mockingbird and whether or not students think that something like the
events portrayed in the documentary could happen today.
*March 8: Students took VT #15 and wrote in their reading logs. We did some
practice with weaving (embedding) quotations. Students completed a poetry
entry assessment.
*March 12: In fourth and fifth periods, the TKAM Essay Final Draft was
due (with Works Cited and rough drafts; FD also due online). In sixth period,
students wrote in their reading logs. In all classes, Vocabulary #19 due, so
Ms. Greeson checked those assignments and went over the definitions that will
be on the test. All 3 classes then completed an assignment on how to read a
poem.
*March 14 (Extended Lunch): In fourth and fifth periods, students wrote in
their reading logs. In sixth period, students turned in their To Kill a
Mockingbird essays. In all classes, we then turned in their copies of
To Kill a Mockingbird to the library. I had the students update their
ORP sheets for their portfolios. We completed an exercise (written exercise
and discussion activity) for "My Papa's Waltz."
*March 25: I handed back the To Kill a Mockingbird essays and passed
around the grade sheet. We went over some poetry terms (imagery, metaphor,
simile, personification, allegory, symbolism, onomatopoeia, alliteration,
assonance, consonance, repetition, cacophony, euphony, denotation,
connotation, syntax, and allusion). We then discussed what a haiku is, and
students wrote haikus centered on academic vocabulary.
*March 27: Students took VT #19. They wrote in their reading logs and turned
them in. We then went over some more poetry terms (tone, persona, irony,
hyperbole, understatement, paradox, oxymoron, internal rhyme, terminal rhyme,
open couplets, and closed couplets). Students then completed an exercise on
identifying metaphors, similes, and personification.
*April 2: Mrs. Jackson was at a Common Core training, so Ms. Greeson subbed
today. She checked students' vocabulary #20 assignments and went over the
definitions that will be on the test. Students wrote in their reading logs
(which she handed back to them). They finished reading and discussing the
poetry packet, and they completed a poetry writing exercise. Fifth period did
not finish the poetry exercise, so the last part of it is due next class.
*April 4: Fourth and sixth periods wrote in their reading logs. Some students
turned in their reading logs, and some chose to turn them in on 4/8. (Either
is fine with this reading log.) In all class periods, I assigned the poetry
essay. In fourth and sixth periods, we also read the poems that are in that
packet, and I showed them their STAR scores from last year. In fourth and
sixth periods, students also wrote some poems. (In fifth period, I also
collected the poetry exercise from last class, since they had not turned it in
last class. Fifth period was dismissed to the Every 15 Minutes assembly at
11:05, so we did not have very much class time.)
*April 8: I collected the reading logs from students who did not turn theirs
in on Thursday. In fifth period, I also handed back reading logs at the end of
the period. Students spent the entire class period taking the STAR Test. Once
they finished, students worked on assignments for this class or for other
classes, or they read.
*April 10: Students took the second part of the ELA portion of the STAR Test.
They had the remainder of the period to work on assignments for this class or
for other classes or to read.
*April 12: Students turned in their poetry essay poem choice and theme
identification. I graded these and handed them back. They then took VT #20.
They wrote in their reading logs. We looked at and discussed an example of a
poetry essay. I reviewed theme with them (and gave them a handout about this).
In fourth period, we also went to the assembly. In fifth and sixth periods,
students had some time to work on their poetry essays.
*April 16: Students wrote in their reading logs. We then completed a handout
on scansion (along with my scansion lecture). I introduced students to
Shakepearean language. We looked at examples of Old English and Middle
English, and then we looked at Shakespeare's Modern English. We also answered
some questions about the prologue to the play.
*April 18: Students wrote in their reading logs. I assigned new seats and
asked if there were any questions about the poetry essay. We read Act I, scene
i of Romeo and Juliet, and students took notes on the characters.
*April 22: Students wrote in their reading logs, which I then collected. We
read and discussed Act I, scene ii through the end of Act I.
*April 24: Students turned in the Poetry Essay Rough Draft (which was also due
online). I first had them do a bit of proofreading. We then read and discussed
Act II, scenes i through iii. Students then completed the written part of an
activity related to the play, and we began the discussion part of that
activity. (We finished 1-3 in all periods.)
*April 26 (Trojan Connections): I checked students' Vocabulary #21
assignments. They wrote in their reading logs. We went over the vocabulary
definitions. We read and discussed Act II, scene iv.
*April 30: Students wrote in their reading logs. We read and discussed Act II,
scene v through Act III, scene i. We then discussed 3 more items from the
Social Offenses handout.
*May 2: Students took VT #21. They wrote in their reading logs. We read and
discussed Act III, scenes ii through iv. We then discussed two more items from
the Social Offenses handout in fourth period; in fifth period, we discussed
three more items from that handout. In sixth period, we did not read; instead,
we watched the beginning of the movie. In sixth period, students also received
their marked poetry essay rough drafts.
*May 6: I checked students' vocabulary #22 assignments. Students wrote in
their reading logs, which I then collected. We went over the vocabulary
definitions. In fourth and fifth periods, I handed back the poetry essay rough
drafts, and we began watching the movie version of Romeo and Juliet. In
sixth period, we read and discussed Act III, scenes ii and iii.
*May 8: Students wrote in their reading logs. In fourth and fifth periods, we
read and discussed Act III, scene v and Act IV, scene i. In fourth period, we
finished discussing the items on the Social Offenses handout; in fifth period,
we finished almost all of the items (all but one) on that handout. In sixth
period, we read and discussed Act III, scenes iv through Act IV, scene i. We
did not get to any of the discussion in sixth period.
*May 10: Students took VT #22. They wrote in their reading logs. We read and
discussed Act IV, scenes ii through v. I told the students about the changes
in the unit schedule (see bold and crossed-out items below). In fifth
period, we discussed the last item from the Social Offenses handout. In sixth
period, we discussed a few more items from this handout.
*May 14: I was at a training all day, so Ms. Greeson was my substitute.
Students wrote in their reading logs. Ms. Greeson checked the Vocabulary #23
assignment and went over the test definitions with the classes. They then read
and discussed Act V of the play, and they reviewed the play.
*May 16: Students wrote in their reading logs. I handed out an updated
schedule for the rest of the year. I also handed out the essay outline for the
Romeo and Juliet essay and told the students that they need to bring it
every day next week. We went over the elements of drama, which will be on the
final exam. The students then took the Romeo and Juliet Unit Test. In
6th period only, students turned in their Poetry Essay Final Drafts.
*May 20: Students who did not turn in their reading logs last class had to
turn in their reading logs today. Students took VT #23. Students in 4th and
5th periods only turned in the Poetry Essay Final Draft. Students had the
majority of the class period to work on essay outline.
*May 22: Students wrote the outside reading in-class essay. We went to the
library to return library books; some students also brought their anthologies
to return to the library, unless they wanted to keep them until the
day of the final.
May 24
Romeo and Juliet in-class essay -- BRING COMPLETED OUTLINE SHEET
May 28 (C Day)
VT #24
Romeo and Juliet activity in class
May 30
Finals – Periods 4 and 5
Bring anthology (unless you turned it in on 5/22)
May 31
Finals – Period 6
Bring anthology (unless you turned it in on 5/22)
The final exam will be a test on the elements of drama; a writing assignment
related to the play (not an essay); and an evaluation of vocabulary, outside
reading, and in-class reading. You will need to be familiar with the play and
you will need to study the elements of drama for the final exam. We will
finish watching the movie after we finish our work on the day of the final.