Friday, May 18, 2018

Daily Agenda: Friday, May 18

Today's focus was, once again, pride --

Yesterday, we came to the conclusion that NO -- the neighborhood does not feel pride. 

Today's questions were as follows:
Does Scout feel pride in school, and how does Miss Caroline show your answer?
What kind of pride does Walter Cunningham feel, and how does Atticus show your answer.

Find a passage to discuss and ask questions about that passage; share it with the class in a graded mini-discussion.

We wrote our questions and ideas in the remaining space on Twenty Questions.

We talked about pride based on insecurity (Miss Caroline, Mr. Radley, and the neighborhood) and based on quiet humility and dignity (Walter and Atticus).  We also talked about pride as portrayed in the Ewells.

HW Eng: Read pages 43-61 in To Kill a Mockingbird for Monday.

Thursday, May 17, 2018

Daily Agenda: Thursday, May 17

Today we started by passing in the Socratic Seminar rubric.  If you were absent, were not here at the beginning of class, or did not have it with you in class today, please pass it in tomorrow.

Today's focus was pride --

We started with a picture from Cradles to Crayons -- dozens and dozens of bags of donations cascade beyond the photo frame as volunteers led by our 8th grade team make a lasting impact.  This is our neighborhood.  YEAH!!  Thank you again and again for making me so proud with this year's C2C accomplishments.  Please come back in high school to help the next generation make an impact, too.

Now, let's think about To Kill a Mockingbird.  Here is the Scout and Jem's neighborhood in Maycomb.  Notice the Radley home on the boundary.  Our focusing question today on Chapter 1 was this:

Does the neighborhood feel pride, and how does Boo Radley show your answer.

Find a passage to discuss and ask questions about that passage; share it with the class in a graded mini-discussion.

We wrote our questions and ideas in the remaining space on Twenty Questions.

We came to the conclusion that NO -- the neighborhood does not feel pride.  They feel scared of Boo, they scapegoat Boo, and they make themselves smaller than they really are by shunning his family after some pretty serious violence.  The kids' behavior as Jem touches the house highlights how the neighborhood runs away and puts everything that goes wrong on Boo.

HW Eng: Read Chapters 2 and 3 of To Kill a Mockingbird.  As you read Chapter 2, read for this focus: Does the school make Scout feel pride, and how does Miss Caroline show your answer?  As you read Chapter 3, read for this focus: What gives Walter Cunningham pride, and how does Atticus' behavior towards Walter help show your answer?




Daily Agenda: Wednesday, May 16

Opener: pass in the typed Socratic Seminar response on Google classroom.

We passed out the Cradles to Crayons compliments and then wrote about this question as an opener to our final whole class novel, To Kill a Mockingbird: How do your perspectives shape how you see the world?

Next, we made predictions about what might happen in the story, based on these words: brother Jem, Southerners, Andrew Jackson, dogs and mules, Beautiful Child, phantom, asylum, the grey ghost.

Finally, we started reading Chapter 1 of To Kill a Mockingbird  -- it is the closest we have to a perfect novel, and in the first three paragraphs, we noticed how six of the major characters are introduced: Jem, Scout (the narrator), Dill, Boo, Atticus, and the Ewells.  We asked questions while reading aloud and becoming familiar with Scout's tone of embarrassment surrounding Simon Finch, her slaveowner ancestor who started Finch's Landing -- the plantation where Atticus and Calpurnia grew up.

As we read, we generated ideas by asking questions and writing them down on Twenty Questions.

HW Eng: Finish reading Chapter 1 of To Kill a Mockingbird.

Tuesday, May 15, 2018

Daily Agenda: Tuesday, May 15

Today's Socratic Seminar on "Burning Bright" focused on the second question below, though we touched on 1 and 3 in each class as well:

1) “Society needs to be open to differences, but it seems that a segment of the population is closed-minded which can lead to racism and being anti-everything different.  Their society must be becoming corrupt if citizens let a man like Deutscher almost take power.Do you infer a similar or different meaning for “Burning Bright”?  

2) What are you confused about in this action-packed thriller of a finale?  

3) The story was written in 1953, and it takes place in 2055 or beyond.  How can producers, graphic novelists, and writers continue to make this story’s characters and messages relevant to your generation as a specific audience?  

Most of us were wondering about the meaning of the bomb on pages 158-160, and we decided that whether it is imagined or reality, that explosion is quite similar to Clarisse's effect.  As one student put it, the explosion "clears the way" for Montag's character transformation.  Many other questions specifically related to students' interests were discussed as well, on characters like Beatty, Clarisse, and Mildred; on the meaning of the river and the land; and on the relevance of the book to your generation.

HW Eng: Type a written response of 8-10 sentences, on what you learned or inferred about one of the controlling questions or larger truths related to "Burning Bright."  One way to approach this assignment is to pick one of the three controlling questions found on the rubric and also noted on today's blog; answer that question in your response.  Quote direct evidence from "Burning Bright" in this google doc response and please turn it in on Google classroom.

Monday, May 14, 2018

Daily Agenda: Monday, May 14

Today we finished up the survey, had more booktalks, and read "Burning Bright" in either the graphic novel or original format.  The directions and worksheet for tomorrow's Socratic Seminar were focal points of our classroom experience today.

HW Eng: Prepare for the Socratic Seminar tomorrow by finishing up your reading of "Burning Bright" and completing the worksheet on the back of the rubric.  Make sure you bring your book, worksheet, paper for notes, and a pen to tomorrow's seminar.

Friday, May 11, 2018

Daily Agenda: Friday, May 11

Today, we continued with booktalks as each classmate wrote/finished the survey of fifteen literary devices.

There was reading time to concentrate on "Burning Bright," and many classmates borrowed a copy of the graphic novel Fahrenheit 451.

HW Eng: Pace yourself to finish "Burning Bright" by the end of class on Monday.  We will have reading time that day, as promised.  On Tuesday, we will have a socratic seminar on "Burning Bright."

Thursday, May 10, 2018

Daily Agenda: Thursday, May 10

Science MCAS was today.  During A period, all students with core classes took the fifteen point survey on the fifteen literary devices.  We will finish up the survey tomorrow in class.

HW Eng: Continue reading "Burning Bright."  The revisions on "The Sieve and the Sand" questions are due by tomorrow via email.  We will finish the fifteen point survey tomorrow.