IT'S THE LAST FULL WEEK OF SCHOOL!

Students will continue to work on their final project for To Kill a Mockingbird. This project will also be their English 9 Honors Final, and it will be due on Wednesday, 6/8, by 11:59 pm.

ALL MISSING ASSIGNMENTS ARE DUE BY FRIDAY, 6/10.

Students will begin working on their final project for To Kill a Mockingbird. This project will also be their English 9 Honors Final, and it will be due on Wednesday, 6/8.

Next week students will finish discussing the Scottsboro Boys case and will relate it to the events in the book. They will also read and analzye Paul Laurence Dunbar's poem "We Wear the Mask." Students will then determine if Tom Robinson had to wear his own type of "mask" during the trial.

Homework:

• Mon., 5/16: TKAM Chapters 22-31 Vocab

• Wed., 5/18: "We Wear the Mask" MC/SA Questions

• Mon., 5/23: TKAM Chapters 22-31 Reading Flags

Chapters 22-31 Reading Flags:

1. Identify instances of Scout internalizing Atticus’s lessons.

2. Log your reactions to events.

3. Identify and describe instances where Book 1 and Book 2 come together.

4. Analyze how specific words or phrases develop tone.

Example: #3- Wow, Scout! You invite Walter over for lunch and then make fun of him for how he eats. As a reader, I can tell she does not have a lot of experience with gracious toward others... she just tells it like it is.

Rules Attached to Flags: The flags must include the number of the flag being addressed. All flags must be addressed in order to receive full credit (and should be addressed throughout the section). There are to be no large gaps between post-it notes in books (five pages). Therefore, students will have to include post-its of choice that follow the plot if they cannot address a reading flag within the span of five pages.

**To Kill a Mockingbird does include racial slurs that were regularly used at the time. I will not use/say these words, but when it does come up, we will talk about why it was used and why it shouldn't be removed from the text.

Next week we will be discussing TKAM Chapters 16-21 and the Scottsboro Boys. We will read "The Scottsboro Boys" article in class, and students will have to complete the multiple-choice and short-answer questions as homework.

Homework:

• Tues., 5/10: TKAM Chapters 16-21 Reading Flags

• Thurs., 5/12: "The Scottsboro Boys" MC/SA Questions by 11:59 pm

• Mon., 5/16: TKAM Chapters 22-31 Vocab

• Mon., 5/23: TKAM Chapters 22-31 Reading Flags

Chapters 16-21 Reading Flags:

Chapters 16-17

1. Identify and explain instances of extreme prejudice.

2. Identify and explain instances of tolerance and fair thinking.

3. Identify and explain instances of suspense.

Chapters 18-21

1. As you read, mark/describe evidence that proves Tom’s innocence or his guilt.

2. Identify instances of dialect: A different variety of Standard English. Usually, it is different because of grammar or word choices or pronunciation. The variation is because of geographical location…like the South.

3. Identify instances of respect.

** Chapters 22-31 are due on Monday, 5/23**

Chapters 22-31 Reading Flags:

1. Identify instances of Scout internalizing Atticus’s lessons.

2. Log your reactions to events.

3. Identify and describe instances where Book 1 and Book 2 come together.

4. Analyze how specific words or phrases develop tone.

Example: #3- Wow, Scout! You invite Walter over for lunch and then make fun of him for how he eats. As a reader, I can tell she does not have a lot of experience with gracious toward others... she just tells it like it is.

Rules Attached to Flags: The flags must include the number of the flag being addressed. All flags must be addressed in order to receive full credit (and should be addressed throughout the section). There are to be no large gaps between post-it notes in books (five pages). Therefore, students will have to include post-its of choice that follow the plot if they cannot address a reading flag within the span of five pages.

**To Kill a Mockingbird does include racial slurs that were regularly used at the time. I will not use/say these words, but when it does come up, we will talk about why it was used and why it shouldn't be removed from the text.

This week we will discuss the events from Chapters 12-15. We will also read an article titled "Herd Behavior" and compare and contrast it to the mob scene from Chapter 15.

Homework for the week:

• Mon., 5/2: TKAM Chapters 16-21 Vocabulary

• Tues., 5/10: TKAM Chapters 16-21 Reading Flags

Chapters 16-21 Reading Flags:

Chapters 16-17

1. Identify and explain instances of extreme prejudice.

2. Identify and explain instances of tolerance and fair thinking.

3. Identify and explain instances of suspense.

Chapters 18-21

1. As you read, mark/describe evidence that proves Tom’s innocence or his guilt.

2. Identify instances of dialect: A different variety of Standard English. Usually, it is different because of grammar or word choices or pronunciation. The variation is because of geographical location…like the South.

3. Identify instances of respect.

Example: #3- Wow, Scout! You invite Walter over for lunch and then make fun of him for how he eats. As a reader, I can tell she does not have a lot of experience with gracious toward others... she just tells it like it is.

Rules Attached to Flags: The flags must include the number of the flag being addressed. All flags must be addressed in order to receive full credit (and should be addressed throughout the section). There are to be no large gaps between post-it notes in books (five pages). Therefore, students will have to include post-its of choice that follow the plot if they cannot address a reading flag within the span of five pages.

**To Kill a Mockingbird does include racial slurs that were regularly used at the time. I will not use/say these words, but when it does come up, we will talk about why it was used and why it shouldn't be removed from the text.

This week we will finish discussing Chapters 8-11 of To Kill a Mockingbird, and then we will work on the Character Tracker. We will also discuss the history of Code Switching and the role it plays in the novel and in our society.

Homework for the week:

• Fri., 4/22: TKAM Chapters 12-15 Vocabulary

• Thurs., 4/28: TKAM Chapters 12-15 Reading Flags

Chapters 12-13

1. Identify and describe evidence of change…in characters or in daily life.

2. Compare and contrast how the people in Maycomb live, pray, talk, or behave.

Chapters 14-15

1. Identify and explain evidence that the mood (atmosphere) in the Finch household is becoming tense.

2. Identify four literary techniques and explain HOW they enhance an idea. -20 if you do not explain.

Example: #3- Wow, Scout! You invite Walter over for lunch and then make fun of him for how he eats. As a reader, I can tell she does not have a lot of experience with gracious toward others... she just tells it like it is.

Rules Attached to Flags: The flags must include the number of the flag being addressed. All flags must be addressed in order to receive full credit (and should be addressed throughout the section). There are to be no large gaps between post-it notes in books (five pages). Therefore, students will have to include post-its of choice that follow the plot if they cannot address a reading flag within the span of five pages.

**To Kill a Mockingbird does include racial slurs that were regularly used at the time. I will not use/say these words, but when it does come up, we will talk about why it was used and why it shouldn't be removed from the text.

This week we will be discussing Chapters 8-11 of To Kill a Mockingbird.

Homework for the next two weeks:

• Tues., 4/19: TKAM Chapters 8-11 Vocabulary

• Wed., 4/20: TKAM Chapters 8-11 Reading Flags

• Fri., 4/22: TKAM Chapters 12-15 Vocabulary

• Thurs., 4/28: TKAM Chapters 12-15 Reading Flags

Chapters 8-9

1. Identify and discuss instances of kindness.

2. Identify and discuss instances of judgment.

3. Comment on/discuss the significance of major events that occur in these chapters.

Chapters 10-11

1. Identify evidence from the text that reveals something about Atticus’ character. Be sure to indicate the characteristic that is revealed (nice, modest, kind, cruel, brave…that type of thing).

2. Identify and discuss words of wisdom presented in these two chapters.

3. Comment on/discuss the significance of major events that occur in these chapters.

These Chapters are due Thursday, April 28th.

Chapters 12-13

1. Identify and describe evidence of change…in characters or in daily life.

2. Compare and contrast how the people in Maycomb live, pray, talk, or behave.

Chapters 14-15

1. Identify and explain evidence that the mood (atmosphere) in the Finch household is becoming tense.

2. Identify four literary techniques and explain HOW they enhance an idea. -20 if you do not explain.

Example: #3- Wow, Scout! You invite Walter over for lunch and then make fun of him for how he eats. As a reader, I can tell she does not have a lot of experience with gracious toward others... she just tells it like it is.

Rules Attached to Flags: The flags must include the number of the flag being addressed. All flags must be addressed in order to receive full credit (and should be addressed throughout the section). There are to be no large gaps between post-it notes in books (five pages). Therefore, students will have to include post-its of choice that follow the plot if they cannot address a reading flag within the span of five pages.

**To Kill a Mockingbird does include racial slurs that were regularly used at the time. I will not use/say these words, but when it does come up, we will talk about why it was used and why it shouldn't be removed from the text.

We will finish our discussion about Chapters 1-3 and Jim Crow Laws at the beginning of the week. We will also begin to create a character chart... sometimes it's difficult to keep all of the characters straight!

Homework for the week:

• Mon., 4/4: TKAM Chapters 4-7 Vocabulary

• Mon., 4/4: TKAM Chapters 1-3 Quiz corrections due

• Thurs., 4/7: TKAM Chapters 4-7 Reading Flags

Chapters 4-7 Reading Flags:

1. Identify and explain some of the superstitions found in these chapters.

2. Identify techniques Lee uses to create suspense through her narrator.

3. Comment on/discuss the significance of major events that occur in these chapters.

Example: #3- Wow, Scout! You invite Walter over for lunch and then make fun of him for how he eats. As a reader, I can tell she does not have a lot of experience with gracious toward others... she just tells it like it is.

Rules Attached to Flags: The flags must include the number of the flag being addressed. All flags must be addressed in order to receive full credit (and should be addressed throughout the section). There are to be no large gaps between post-it notes in books (five pages). Therefore, students will have to include post-its of choice that follow the plot if they cannot address a reading flag within the span of five pages.

**To Kill a Mockingbird does include racial slurs that were regularly used at the time. I will not use/say these words, but when it does come up, we will talk about why it was used and why it shouldn't be removed from the text.

We have offcially started our To Kill a Mockingbird Unit, and our focus next week will be setting and historical context. We will learn about the causes and effects of the Great Depression and Jim Crow Laws.

Homework for the next two weeks:

• Mon., 3/28: TKAM Chapters 1-3 Vocabulary

• Thurs., 3/31: TKAM Chapters 1-3 Reading Flags

• Mon., 4/4: TKAM Chapters 4-7 Vocabulary

• Thurs., 4/7: TKAM Chapters 4-7 Reading Flags

Chapters 1-3 Reading Flags:

1. Discuss Scout’s lack of social skills.

2. Discuss the effects of the depression on Maycomb.

3. Identify from whom Scout learns lessons. What were the lessons and how did they affect her?

Chapters 4-7 Reading Flags:

1. Identify and explain some of the superstitions found in these chapters.

2. Identify techniques Lee uses to create suspense through her narrator.

3. Comment on/discuss the significance of major events that occur in these chapters.

Example: #3- Wow, Scout! You invite Walter over for lunch and then make fun of him for how he eats. As a reader, I can tell she does not have a lot of experience with gracious toward others... she just tells it like it is.

Rules Attached to Flags: The flags must include the number of the flag being addressed. All flags must be addressed in order to receive full credit (and should be addressed throughout the section). There are to be no large gaps between post-it notes in books (five pages). Therefore, students will have to include post-its of choice that follow the plot if they cannot address a reading flag within the span of five pages.

**To Kill a Mockingbird does include racial slurs that were regularly used at the time. I will not use/say these words, but when it does come up, we will talk about why it was used and why it shouldn't be removed from the text.

Now that we have read and analyzed a number of poems, students will have an opportunity to write their own piece of poetry about their life. We will work on this project in class, and it will be due Wednesday, March 23rd, by 11:59 pm.

I will introduce our To Kill a Mockingbird unit on Thursday, March 24th. Students will learn about Harper Lee's life, and how it inspired her work. We will also learn about the Scotsboro Boys and the racial injustice that plagued the Jim Crow South.

Students will receive their copy of the book and the first set of reading flags. The Chapters 1-3 reading flags will be due on Friday, April 1st.

Chapters 1-3 Reading Flags:

1. Discuss Scout’s lack of social skills.

2. Discuss the effects of the depression on Maycomb.

3. Identify from whom Scout learns lessons. What were the lessons and how did they affect her?

Example: #3- Wow, Scout! You invite Walter over for lunch and then make fun of him for how he eats. As a reader, I can tell she does not have a lot of experience with gracious toward others... she just tells it like it is.

Rules Attached to Flags: The flags must include the number of the flag being addressed. All flags must be addressed in order to receive full credit (and should be addressed throughout the section). There are to be no large gaps between post-it notes in books (five pages). Therefore, students will have to include post-its of choice that follow the plot if they cannot address a reading flag within the span of five pages.

**To Kill a Mockingbird does include racial slurs that were regularly used at the time. I will not use/say these words, but when it does come up, we will talk about why it was used and why it shouldn't be removed from the text.

We spent a good portion of this past week reading and discussing Plath's poem "Daddy," and we fill finish our analysis on Tuesday, 3/15.

Our last piece of poetry for the unit will be Taylor Swift's song "Look What You Made Me Do." We will read about her writing process and then analyze her use of poetic techniques in her lyrics.

This week we actually worked on a Text-Analysis Response using Louise Gluck's "Gretel in Darkness," so we did not get to Sylvia Plath's poem "Daddy." Therefore, we will read and analyze "Daddy" this week.

Students will finish their SMILE analysis and multiple-choice questions for Louise Gluck's "Gretel in Darkness" during the first half of the week. Afterward, we will move on to Sylvia Plath's poem "Daddy."

Students successfully completed their SMILE analysis of "Barbie Doll," so now we are moving on to Hip Hop as poetry! On Monday we will watch and discuss a TEDx Talk by Ken Arkind titled "What happens when hip hop culture, young people, and poetry meet." We will then look at the creation of the Tony Award winning musical Hamilton and then read/watch and analyze "My Shot."

We will begin our Poetry Unit on Tuesday, 1/18. Our first poem will be Marge Piercy's "Barbie Doll," which explores society's unrealistic expectations placed on young girls and women. We will read and analyze the poem, and students will take a multiple choice.

Homework for the Week:

• Tuesday, 1/18: "What Makes a Poem... a Poem?" 3-2-1

Students have been working on their final for Speak: a Self-Concept Portrait. Each student is creating a self portrait that incorporates the three aspects of self-concept (self image, self esteem, and ideal self). I'm very excited about seeing their final products!

Next week we will be moving on to our Poetry Unit!

This week students will be analyzing how Melinda's self-concept has evolved throughout the course of the book.

This week we will finish reading Speak! We will discuss the important events from Marking Periods 3 and 4, and we will also finish analyzing Emily Dickinson's poem "We Grow Accustomed to the Dark." We will also read Dickinson's short poem "I'm Nobody! Who Are You?"

Homework this week:

• Monday, 12/6: Speak Marking Period 4 Vocabulary

• Tuesday, 12/7: Speak and Grammar Quiz corrections

• Wednesday, 12/8: Speak Marking Period 3 Reading Flags

Marking Period 4 Reading Flags:

1. Identify and explain the purpose of figurative language used.

2. Discuss how Melinda finds and uses her voice (literally and figuratively). What impact does it have on her and others?

3. Identify and explain conflicts that occur during this section and how they are resolved.

Flag Example: #3- It's awful that Melinda has lost all of her friends because of what happened over the summer. They don't even know what happened, and they haven't bothered to ask. They don't seem like real friends at all.

Rules Attached to Flags: The flags must include the number of the flag being addressed. All flags must be addressed in order to receive full credit (and should be addressed throughout the section). There are to be no large gaps between post-it notes in books (five pages). Therefore, students will have to include post-its of choice that follow the plot if they cannot address a reading flag within the span of five pages.

The Marking Period Four Reading Flags will be due on Wednesday, 12/8.

This week we will focus on Speak Marking Period 2. We will discuss the important events of the section, and we will also read and analyze Emily Dickinson's poem "We Grow Accustomed to the Dark."

Homework this week:

• Tuesday, 11/30: Speak Marking Period 3 Vocabulary

• Wednesday, 12/1: Speak Marking Period 3 Reading Flags

Marking Period 3 Reading Flags:

1. Identify and explain consequences of Melinda’s actions.

2. Identify and explain the purpose of figurative language used.

3. Discuss how Melinda is changing as a character. How is she different from previous sections? Why?

Flag Example: #3- It's awful that Melinda has lost all of her friends because of what happened over the summer. They don't even know what happened, and they haven't bothered to ask. They don't seem like real friends at all.

Rules Attached to Flags: The flags must include the number of the flag being addressed. All flags must be addressed in order to receive full credit (and should be addressed throughout the section). There are to be no large gaps between post-it notes in books (five pages). Therefore, students will have to include post-its of choice that follow the plot if they cannot address a reading flag within the span of five pages.

The Marking Period Three Reading Flags will be due on Wednesday, 12/1.

This week we will focus on Speak Marking Period 1. The reading flags are due at the beginning of class on Monday, 11/15, and students will take a reading quiz and participate in class discussion.

Throughout the week we will focus on Melinda's self-concept and compare and contrast her experiences to Stephen's from an excerpt from James Joyce's A Portrait of the Artist as a Young Man.

Homework this week:

• Wednesday, 11/17: Self-Concept corrections

• Wednesday, 11/17: Google Form MCs for A Portrait of the Artist as a Young Man

• Thursday, 11/18: Grammar Quiz in class

• Friday, 11/19: Speak Marking Period 2 Vocabulary

• Tuesday, 11/23: Speak Marking Period 2 Reading Flags

Marking Period 2 Reading Flags:

1. Identify and explain important events/instances Melinda experiences at school.

2. Assess Melinda’s evolving relationships (peers, family, teachers)

3. Identify and explain the purpose of figurative language used.

Flag Example: #3- It's awful that Melinda has lost all of her friends because of what happened over the summer. They don't even know what happened, and they haven't bothered to ask. They don't seem like real friends at all.

Rules Attached to Flags: The flags must include the number of the flag being addressed. All flags must be addressed in order to receive full credit (and should be addressed throughout the section). There are to be no large gaps between post-it notes in books (five pages). Therefore, students will have to include post-its of choice that follow the plot if they cannot address a reading flag within the span of five pages.

The Second Marking Period Reading Flags will be due on Tuesday, 11/23.

We are starting our first novel this week! Students will be reading Laurie Halse Anderson's novel Speak. Speak is the story of Melinda Sordino, a high school freshman, who has experienced a trauma and becomes a social pariah amongst her peers.

Throughout the unit we will read and analyze informational texts, excerpts from novels, poetry, and song lyrics.

The book is divided into four marking periods, and students will have to read one marking per week as homework. While they read, they will have to complete reading flags on their post-it notes.

First Marking Period Reading Flags:

1. Assess Melinda’s voice as a narrator. Explain why she tells her story the way she does.

2. Identify and explain the purpose of figurative language used.

3. Assess Melinda’s interactions with adults (teachers, family) and her peers.

Flag Example: #3- It's awful that Melinda has lost all of her friends because of what happened over the summer. They don't even know what happened, and they haven't bothered to ask. They don't seem like real friends at all.

Rules Attached to Flags: The flags must include the number of the flag being addressed. All flags must be addressed in order to receive full credit (and should be addressed throughout the section). There are to be no large gaps between post-it notes in books (five pages). Therefore, students will have to include post-its of choice that follow the plot if they cannot address a reading flag within the span of five pages.

The First Marking Period Reading Flags will be due on Monday, 11/15.

Well... we had the best of intentions to write our paragraph this week, but we are still going through the sample paragraph. As stated last week, all parts of the writing process will be completed in class, but now it will be due by the end of class on Thursday, November 4th.

This week we are- finally- writing our compare and contrast paragraph using "Harrison Bergeron" and 2081. We will discuss and breakdown a sample paragraph, and then students will use it as a guide for their own work. All parts of the writing process will be completed in class, and it will be due by the end of class on Monday, November 1st.

We ran out of time last week, so we did not get to watch 2081 yet, but it is on our agenda for this week. We will also finish our PPSSTC analysis.

After completing the multiple-choice and short-answer questions, students will watch the short adaptation 2081. Students will be able to compare and contrast the two mediums, and then they will write their first formal compare and contrast paragraph.

Now that students have a basic understanding of what makes up a dystopia, we will dive into Vonnegut's world in "Harrison Bergeron." We will pay particular attention to the themes of: equality and individualism, dissent and authority, and media and ideology. Our goal for the week is to read the story and begin the task card activity.

As we will not have school on Friday, 10/8, Free Read Friday will be on Thursday, 10/7.

We will finish working with Chekhov's "The Bet," and we will- finally- begin reading Stromberg's "The Science of Solitary Confinement." Our discussion will focus on the mental and physical effects of solitary confinement on the lawyer from the story and former prisoners included in the article.

Our next story will be Kurt Vonnegut's dystopian short story "Harrison Bergeron." Students will learn about the characteristics of a dystopian society and then apply it to their reading of the story. We will pay particular attention to the themes of: equality and individualism, dissent and authority, and media and ideology.

Students will continue to work with Anton Chekhov's short story "The Bet." We will continue to read and discuss the story, and then students will take a practice multiple choice and participate in small-group discussions.

We will also read the article "The Science of Solitary Confinement" by Joseph Stromberg. Our focus when reading the article will be on the mental and physical effects of solitary confinement. We will then compare and contrast the experiences of the lawyer from "The Bet" and the prisoners from the article.

We will begin our fiction unit this week! Throughout the unit, we will read and analyze five short stories. In addition to annotating and discussing each story, students will complete a multiple-choice and writing assignment (all of which will be completed in class).

Every Friday will be Free Read Friday! FRF will provide students the opportunity to read books of their choosing and explore the many genres that are out there... or just read more of their preferred genre. While each student will need to read 100 pages per quarter, they are not required to read their FRF book outside of class, but they can if they want to.

Now that students have a basic understanding of what makes up a dystopia, we will dive into Vonnegut's world in "Harrison Bergeron." We will pay particular attention to the themes of: equality and individualism, dissent and authority, and media and ideology. Our goal for the week is to read the story and begin the task card activity.

As we will not have school on Friday, 10/8, Free Read Friday will be on Thursday, 10/7.