Daily Objective: Student will be able to identify textual evidence of foreshadowing in chapter three of TKAM.Today's goal was to reintroduce the concept of literary foreshadowing using the character of Burris Ewell, or "that dirty kid" as several in my class dubbed him. Instead of instructing the students, I got an excellent lesson in why I should read through a worksheet before I made copies and hand it to the students.Quick background: Burris Ewell is Bob Ewell, the antagonist's, son. He ... Read More about Day 7: Burris the A$%4o73
Day 6: those malevolent binders
Daily Objective: Student will be able to define unfamiliar vocabulary words and summarize plot elements from chapter two of TKAM.Since we were off for Labor Day, I figured students would be slightly more refreshed and ready for a short week. I definitely was - on the 25 mile commute "Call Me Maybe" came on the radio, and for the first time in a week I was physically able to sing along. It is amazing to have my voice back - all the better to scold you with, my dear.Anyhoo, I figured ... Read More about Day 6: those malevolent binders
Day Five: Pep Rally
Daily Objective: Student will be able to utilize direct quotations to infer character viewpoints, using the character of Boo Radley in To Kill a Mockingbird. SWBAT define basic qualities of urban legends.In preparation for the first varsity home football game of the year, Friday was a pep rally schedule, which chopped about five minutes off of every class. Not a big deal for me in terms of lesson planning, but I was amazed at how much it threw off my students. I was told by just about ... Read More about Day Five: Pep Rally
Day Four: “ebullient”
Daily Objective: Student will be able to recognize and describe characteristics of the main characters in chapter 1 of TKAM and identify meanings of unfamiliar words in the chapter.Long post for what felt like a very long day...My Hubster is active duty military, and just finished up the week-long Master Resiliency Training course, which teaches soldiers and families how to maintain a positive attitude, problem solve, and prevent relational conflicts.One of the exercises they do is called "Hunt ... Read More about Day Four: “ebullient”
Day Three: the “N” Word
Daily Objective: Students will be able to describe and analyze characteristics of 1930s southern culture and make connections to the present day justice system. I lied to my kids again. It's only Day Three, what am I turning into?I got my voice back a little bit. It's still mighty scratchy, but I tried all of the home recipes gifted to me by more experienced teachers (from a lemon-peppermint brew to bourbon) and have something to work with. I told my sophomores that since I ... Read More about Day Three: the “N” Word