Book Club Organization Intro BOOK CLUB FALL 2018
Book Club Organization Intro BOOK CLUB FALL 2018 MISS MARY- ELA 10
Your Responsibilities- what YOU need to do… • Read Your Novel- Benchmarks/Dates • Be HERE!- your group is depending on you • Journals- 3 (text-to-text, text-to-self, text-to-world) • Discussions- 5 + Self & Peer Speaking and Listening Assessments (setting, characterization, symbolism, figurative language, theme) • Textual Evidence- 3 Quotes with explanations • Supplementary Readings- 2 with Annotations • Multi-Genre Writing- 3 Writing Pieces
Calendar- November, 2018 Monday Sunday Tuesday Wednesday Thursday Friday 1 4 11 18 25 Saturday 2 5 6 7 8 9 TKAM Assembly Day Finish TKAM Professional Learning Day – No School for Students 12 13 14 15 16 Remembrance Day Finish TKAM (observed) – No Discuss Theme, School Characterization, Symbols Review Book Club PPT Review Signposts TKAM Get Books Read SNOW DAY 1 19 20 21 22 23 Read Intro Journals (PPT) Journal 1 Discussion 1 Setting Benchmark 1 PL- No school students 26 27 28 29 30 Read Journal 2 Discussion 2 Benchmark 2 Girls Hoop Spirit Game Read 3 10 17 24
Sunday Calendar- December, 2018 Monday 2 Read 9 Read 16 Discussion 5 Benchmark 5 23 Tuesday 3 10 17 24 Read Intro to Textual Evidence & Supplementary Reading Assignments Wednesday 4 11 18 31 5 Journal 3 Discussion 4 Benchmark 4 12 19 Work Period Textual Evidence 25 26 Christmas Break 30 Thursday Friday 6 Discussion 3 Benchmark 3 Read 13 Saturday 1 7 Boys Hoop Spirit Game Read 14 Read 8 15 20 21 Christmas Assembly Textual Evidence Assignment DUE 22 27 28 29 Work Period Textual Evidence
Sunday Calendar- January, 2019 Monday 7 20 27 1 Wednesday 2 Thursday 3 8 9 Professional Supplementary Learning – No Evidence School for Students Reminder/Explana tion Supplementary Evidence Work Period Find Evidence/Print 16 End of Semester Self-Assessment Prep 10 Supplementary Evidence Work Period Find Evidence/Print 17 End of Semester Self-Assessment Prep 23 24 6 13 Tuesday 14 Supplementary Evidence Work Period Annotate 21 Conferences 15 Supplementary Evidence Assignment DUE at END of CLASS 22 Conferences 28 Turnaround Day 29 Turnaround Day Conferences 30 SEMESTER 2 Multi-Genre Explanation Friday 5 11 Supplementary Evidence Work Period Annotate 12 18 End of Semester Self-Assessment Prep Conferences? 25 Conferences 19 31 4 Saturday 26
Benchmarks: The number of pages in each book ÷ 5 (number of discussions) = the number of pages you must have read before each discussion day. • # of Pages to read BEFORE each discussion date: • Suggestions for reading: • WWL: 225/5= 45 pages • Time during ELA period- don’t waste it! • HT: 272/5= 55 pages • Outside school time- daily • OOUIL: 358/5= 72 pages • On the weekend • THUG: 444/5= 89 pages • Make use of SCHOOLOGY. COM • MOS: 342/5= 68 pages • SOBH: 330/5= 66 pages • All books, except Hat Trick, have an audio version. You can access this ANYWHERE, ANYTIME with Wi. Fi and your device. • The code is CR 4 RR-7 GWSX. (Case sensitive)
Benchmarks & Dates BOOK Nov. 22 Nov. 29 Dec. 6 Dec. 12 Dec. 17 WWL 45 90 135 180 225 HT 55 110 165 220 272 OOUIL 72 144 216 288 358 THUG 89 178 267 356 444 MOSQUITO 68 136 204 272 342 SOBH 66 132 198 264 330
While you are reading, you must… • Make annotations in the form of: • Signposts- We will be going over these! • Questions- Ask and Answer • Comments- Agreements or Disagreements • Confusions- Words or Actions/Events • Make- Inferences, predictions, evaluations • Think about the following • Does this passage/event affects setting, plot, characterization, theme? • Is this a symbol? What is its meaning? • Is this figurative language? What is its meaning? Use Sticky Notes or Write in your book!
SIGNPOSTS • Signposts help you read texts for MEANING. • They make you PAUSE and THINK. • They help you make CONNECTIONS. • They help you UNDERSTAND the story better. • They give you INSIGHT. • Read excerpt from Notice and Note, page 2 -3
1) Atticus shoots the rabid dog. We wouldn’t expect Atticus to use a gun, especially in front of his children and to kill a pet. Scout doesn't think her father can "do" anything besides be a lawyer - he doesn't do hands-on physical work and he doesn't play football. He's much older than the parents of her peers, which makes it difficult for him to take part in such activities. In addition, Atticus wears glasses because he's nearly blind in one eye. Instead of hunting, he sits and reads inside. Scout is slightly ashamed of her father, because it seems like he can't do anything noteworthy. One day a dog wanders down their street and it is rabid, which poses a danger to all residents. Atticus reluctantly comes home and shoots the dog. Jem is dumbstruck with the accuracy of his father's shot. Miss Maudie (Sheriff Tate in the movie) tells the children that their father used to be known as "One-Shot Finch, " the best deadshot in the county. She says he doesn't shoot unless he must, because he feels that when he holds a gun, God has given him an unfair advantage over living beings. Scout wants to tell everyone in school about the incident, but Jem tells her not to. Jem explains that he wouldn't care if Atticus "couldn't do a blessed thing, " because Atticus is a gentleman.
1) Mr. Ewell’s Testimony at the trial. Atticus asks if Mr. Ewell remembers Mayella's injuries as being the same as described by the sheriff. Mr. Ewell says that he does. Atticus asks if Mr. Ewell can write, and he says he can, so Atticus asks him to write his name on an envelope. In so doing, it is revealed that Mr. Ewell is lefthanded. This is significant because Atticus goes on to demonstrate that Tom Robinson could not have blackened Mayella’s eye as he is right handed due to an injury to his left arm which rendered it useless. Atticus has proven Mr. Ewell is lying and everyone knows it.
1) Different types of people Throughout the novel, Jem and Scout question people’s actions and beliefs. Scout concludes that people are just people. Jem questions further and cannot understand why if we are all just people why we all can’t just get along. He says “If there’s just one kind of folks, why can’t they get along with each other? If they’re all alike, why do they go out of their way to despise each other? ” This is a major question in the novel and speaks to theme of racism/prejudice/discrimination. Maybe if we all really believed we were all the same, then we wouldn’t have racism at all.
1) Atticus discusses empathy with Scout "'First of all, ' he said, 'If you can learn a simple trick, Scout, you'll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his point of view-' 'Sir? ' '-until you climb into his skin and walk around in it. '" This passage exemplifies the special bond between Atticus and his daughter, Scout. Throughout the novel, Scout learns more from her father than anyone else. Atticus teaches Scout important things about life and the world that she does not acquire from school. Scout listens to Atticus very carefully. has great respect for him, and deeply values his advice.
1) The mockingbird references "Atticus said to Jem one day, 'I'd rather you shoot at tin cans in the back yard, but I know you'll go after birds. Shoot all the blue jays you want, if you can hit 'em, but remember it's a sin to kill a mockingbird. ' That was the only time I ever heard Atticus say it was a sin to do something, and I asked Miss Maudie about it. 'Your father's right, ' she said. 'Mockingbirds don't do one thing but make music for us to enjoy. They don't eat up people's gardens, don't nest in corncribs, they don't do one thing but sing their hearts out for us. That's why it's a sin to kill a mockingbird. '" 'Yes sir, I understand, ' I reassured him. 'Mr. Tate was right. ' Atticus disengaged himself and looked at me. 'What do you mean? ' 'Well, it'd be sort of like shootin' a mockingbird, wouldn't it? '" Atticus believes quite strongly that it is a sin to kill a mockingbird. This is a symbol of Boo Radley and Tom Robinson, as neither has caused harm, and prove only to have pure hearts.
1) At the end of the novel, when Scout has taken Boo home. "Atticus was right. One time he said you never really know a man until you stand in his shoes and walk around in them. Just standing on the Radley porch was enough. " Page 279 Standing on the Radley porch allows Scout to finally see the world from Boo Radley's point of view. Earlier in the novel, she was terrified every time she passed the house. Now, as she stands on his porch, she recognizes how much she has grown and how much she has learned.
Journals- What is expected… • One of each: text-to-text, text-to-self, text-to-world • There is a sheet you MUST use each time (3) you do a journal. Handed out to you today for Journal #1. • Assessment Rubric is on the journal page- refer to it to ensure you are demonstrating the criteria at the level you aspire to. • Sample Journals will be provided as a class set. Please return to organizer when finished. Others need to use these sheets each class!
Writing & Representing ↓ Content (GCO 10) Journal Rubric Experiencing Difficulty ED * Lacks a main idea Overall topic Degree of *Is totally focus disconnected Related Details *Lacks details Reading & Viewing Text Connection (GCO 6) Experiencing Difficulty ED Developing/ Novice AP*Main idea may be flawed or simplistic *Has limited and/or inconsistent connection of ideas *Some distractions that make ideas difficult to follow Developing/ Novice AP- Lacks a connection *Tries to make a to self, text or connection to world personal experiences, another text or ideas Makes that relate to the connection world, but may be between text superficial, vague, and self/other unclear text/world Appropriate/ Apprentice AP Strong/ Apprentice AP+ Expert/ Exemplary SP *Ideas show development of thoughtful main ideas *Shows some support and connection of main ideas using details/examples *Ideas are sophisticated with complexity and depth and are supported with examples and details *Elaborates on an insightful main idea with original and compelling examples and details *Minimal distractions Appropriate/ Apprentice AP *May be a general and/or predictable, but appropriate connection to personal knowledge or experiences, another text or ideas that relate to the world *No distractions *Logically connects ideas Strong/Appropriate AP+ * Makes insightful and/or original connection(s) to personal knowledge or experiences, another text or ideas that relate to the world *No distractions *Connects ideas with flair, originality Expert/Exemplary SP * Makes complex, original, unique, insightful connection(s) to personal knowledge or experiences, another text or ideas that relate to the world
Journal Rationale
Helpful Ideas to help you write journals…
Journal Planning…Get organized… SELF Jem’s feelings about the people who live in his town as a result of the trial of Tom To Kill A Mockingbird my feelings of disappointment in someone I knew my personal experience as an adult Aha Moment I marked: p. 218 - The part where Jem is expressing his disappointment in the people with whom he has lived all his life. He realizes that his town is full of racist people and he has a hard time accepting that fact. The emotions I felt when a friend did something I don’t agree with and I didn’t think she would ever do. Quote from page 215 and 218 said by Jem
Sample Journal. Text-to-Self On page 218 of Harper Lee’s To Kill a Mockingbird Jem explains “It’s like bein’ a caterpillar in a cocoon…Like somethin’ asleep wrapped up in a warm place. I always thought Maycomb folks were the best folks in the world, least that’s what they seemed like. ” I can easily relate to Jem’s devastation and his loss of innocence after Tom was convicted. He did not take it well when he realized that the world, or even just his town, was not at all what he thought it was. Learning something negative about a place you thought was perfect can be hard. I have experienced something similar to this with someone in my life. I learned something bad about someone I had looked up to, and it shattered the pedestal I had placed them on. I started questioning everything I had learned from them just as I am sure Jem did with all of his beliefs about Maycomb and its people. “How could they do it, how could they? ” (215) I never quite felt the same about that person, even though I wanted to.
DISCUSSION DAYS • I will provide you with the activity for each discussion: • Setting- Discussion Day- November 22 • Theme • Characterization • Symbolism • Figurative Language
DISCUSSION PERIODS- EXPECTATIONS • It is a good idea to ensure everyone knows each other’s name (and how to spell it!) • You are required treat one another with respect and sensitivity (GCO 3). There will be no name-calling, personal attacks, or profanity. You can argue with someone's idea or opinion, but cannot argue with that person on a personal level. • Make you do not to interrupt. The point of these discussions is for everyone to share; therefore, EVERYONE must speak & listen (GCO’s 1, 3). • Be aware of time, and make points succinctly (briefly/concisely) so everyone has the chance to share (GCO’s 1, 2, 3). Don’t monopolize the conversation. • Consider yours and others’ comments seriously, and avoid becoming defensive if someone disagrees. Be sure to support what you can say with evidence (GCO’s 1, 2, 3). • You will be assessing yourself, your peers, and I will be observing as well. Everything you SAY and DO counts!
Roles in the group… • Facilitator- ensures the discussion is moving forward • Focus keeper- ensures group members are on topic • Time keeper- ensures group members are aware of time at intervals • Organizer- ensures the group has what it needs to do the activity
Speaking & Listening Assessment
Here’s your job today…Discussion Day 1 - Setting • How does the setting assist in the development of the plot? Does it shape your characters? Does it shape the narrative or narrative voice? How does it affect the mood of the story? • On your own before any discussion takes place, consider THREE ways the setting develops the story in your book and rank them in order of importance. Strongest argument first! • Then, as a group, decide on which three are the most important and explain why using textual evidence (quote directly from your novel) for support. This does not need to be a formal paragraph; you will be assessed on ideas and content. Please explain where you agree or disagree as a group.
How does SETTING develop a story? • Plot- Consider main/important events, foreshadowing • Great Depression Era (1920)- many had nothing • Civil Rights Movement (1930)- people’s beliefs were questioned • Characters- Behavior in social situation/cultural environment • Scout learning to be empathetic- Tom’s trial, friend’s economic situation (Cunninghams) • Jem, Scout and Dill’s loss of innocence due to Tom Robinson’s conviction • Narrative Voice- Point of view, dialogue- use of vocabulary/dialect/slang/accents • Scout’s narration- too young to be a reliable narrator, where does her info come from (town gossip/friends/Atticus)? • Knowing an older (adult) Scout is recalling these events • Conflict- does it create conflict between characters or for protagonist? • Beginnings of Civil Rights Movement- Scout sees others as being equal, but learns not everyone feels that way; Atticus’ moral standards create conflict between townspeople and his own children • Atmosphere/Tone/Mood- invoke a reaction • Use of certain words like “tired”, “sagged”, “ambled” phrases like “tired, old town” tell us that this town is not thriving- Great Depression
Examples- using TKAM 1. Page: 9 -10, Lines: last paragraph of 9 and first of 10 Explanation The setting develops the PLOT: Lee describes Maycomb as a “tired old town” during the 1930’s, during the Great Depression and on the brink of the Civil Rights Movement. This develops plot because it has to do with socio-economic issues (Ewells/Cunninghams) and racial issues (Tom Robinson case) that were dominant at the time. 2. Page: 244, Lines: 5 -9 Explanation The setting develops the CHARACTERS: This quote occurs when Scout fully understands what happened to Tom Robinson and why Tom was convicted (simply because he was black). It is her “Ah Ha” moment regarding racism in her community of Maycomb, Alabama during the 1930’s (setting). Setting helps develop Scout’s character in that the views of most in the southern US were that black = less than. Unfortunately, this is a large component in Scout’s loss of innocence.
3. Page: 15, Lines: 23 -25 Explanation The setting develops NARRATIVE VOICE: In these lines it becomes apparent that Scout may be an unreliable narrator and that readers should draw their own conclusions about situations and other characters she speaks about in the book. Setting contributes to narrative voice since Jem and Scout get their information from their town gossip (found often in small towns like Maycomb).
Here’s your job today: Discussion Day 2 - Characterization Week 2 - CHARACTERIZATION Under Topic put the name of your novel. Under Main Idea put your protagonist’s name and list what their central motivation is and why. Under Key Details select three secondary characters that influence the motivations of your protagonist and explain how and why they do so.
Discussion Sheet Page
Discussion Day 2 -Characterization- Sample
Evidence from Text: QUOTES: Atticus: “’For a number of reasons…The main one is, if I didn’t I couldn’t hold up my head in town, I couldn’t represent this county in the legislature, I couldn’t even tell you or Jem not to do something again. ’” (p. 100) This was Atticus’ reply when Scout asked why he is defending Tom Robinson. Miss Maudie: “’…as I waited I thought, Atticus Finch won’t win, he can’t win, but he’s the only man in these parts who can keep a jury out so long in a case like that’”. (p. 289) This was said to Jem and Scout as they were discussing whethere were any people in the town on Tom’s side besides them. Boo Radley: Jem says to Scout: “If there’s just one kind of folks, why can’t they get along with each other? . . . I think I’m beginning to understand why Boo Radley’s stayed shut up in the house all this time…it’s because he wants to stay inside. ” (p. 304)
Discussion 3 - Symbolism…what is THAT? • A symbol can be a sign (visual), a word (statement), or person (character) that signifies, or is understood as representing an idea, object, or relationship. • Symbols allow people to go beyond what is known or seen by creating connections between otherwise very different concepts and experiences. • Some examples: • Visual: a mockingbird signifies innocence in TKAM • Statement: “Stay gold” said by Johnny, urging Ponyboy to stay innocent in The Outsiders. • Character: Tom, Dill, Boo, Jem, Scout all represent innocence as they are compared in some way to mockingbirds in TKAM.
Discussion Day 3 - Symbolism- Student Handout
Discussion Day 3 - Symbolism- Sample
Discussion 4 - Diction and Figurative Language What is DICTION? • the choice and use of words and phrases in speech or writing. • a writer's or speaker's distinctive vocabulary choices and style of expression Two ways to use words: 1) Literal Language is using words exactly as they were intended u 2) Figurative Language: • uses words in a way that deviates from their conventionally accepted definitions in order to convey a more complicated meaning or heightened effect. • often created by presenting words in such a way that they are equated, compared, or associated with normally unrelated meanings
The term figurative language covers a wide range of literary devices and techniques, a few of which include: • Simile • Metaphor • Personification • Onomatopoeia ** Look at your annotation sheet. . • Oxymoron **You made notes on these • Hyperbole • Allusion • Idiom
Discussion 4 Figurative Language
• YOUR JOB TODAY: • Share and defend your quote from the novel that you feel has strong diction and contains figures of speech. • As a group decide which paragraph BEST represents the novel by discussing each of your quotes. • Write a paragraph or list (that you can explain on your own too) on HOW the language (diction and figures of speech) makes that paragraph important/significant. • LIKE THIS…
Discussion 4 - Figurative Language
Discussion 5 Theme. Student Sheet
Discussion 5 - Theme
PARAGRAPH with EVIDENCE from novel: The dialogue of various characters in To Kill A Mockingbird is Harper Lee’s most effective tool in developing the main theme of the novel: loss of innocence. It is Atticus’ lecture on page 119 (“Shoot all the blue jays you want but remember it’s a sin to kill a mockingbird”) that first puts this idea in Scout’s head. At the time, she takes it literally, and while the literal idea is also enforced by Miss Maudie’s words (“Your father’s right. Mockingbirds don’t do one thing but make music for us to enjoy. ”), the idea comes back to Scout in a symbolic way at the end of the book. After Atticus and Sheriff Tate realize that Boo Radley killed Bob Ewell, the Sheriff indicates that he will not be prosecuting Boo. He believes that Boo, who is gentle and child-like, will suffer under all the attention. He saved Jem’s life, and should be allowed to continue his life in peace. To charge him and bring all the attention on him would be like killing a mockingbird: he’s done nothing but protect the children. When Atticus asks Scout, “Can you possibly understand? ” (p. 370), Scout replies, “Well it’d sort of be like shootin’ a mockingbird, wouldn’t it? ” This bit of dialogue brings theme full circle, from literal to symbolic. We know from this conversation that Scout has understood the lesson.
Textual Evidence Assignment
Textual Evidence- Sample 1
Textual Evidence- Sample 2
Supplementary Reading Assignment Directions: • You must find ONE outside source (article, song, poem, video, movie clip, etc. ) to annotate. • The annotations must outline how this source relates to your novel, either in SUBJECT, CHARACTER, or THEME. • You must make reference to specific details in the selected work. • Your outside source could be comparative (there are similarities) or contrasting (there are differences) to your novel. • You are responsible for finding (and printing) your source. If your source is a video/movie excerpt/tv show excerpt, then you need to give me the link/address.
The song “Glory” sung by John Legend and Common relates to the novel To Kill a Mockingbird by Harper Lee in many significant ways. The civil rights movement is one the factors Lee used to establish the setting in her critically acclaimed novel, which also sets the tone for one of the main themes: racism. The song reflects the fight of African American people to gain the same rights and liberties as their white counterparts come by naturally; their civil rights as human beings. In addition, the line in the song, “Every day women and men become legends” reminds me of Lee’s portrayal of the injustice done to Tom Robinson, the black man who was accused and found guilty of sexually assaulting a white woman in the fictitious town of Maycomb, Alabama. Although Tom is a character in a novel, and not a real person, he is a legend of sorts because of the success of Lee’s novel. The line reminds me of how many people have lost their lives unjustly…and these deaths continue to occur even today. The song further alludes to the oppression and racist treatment of black men and women in lines like “One son died” and “That’s why Rosa sat on the bus”. Racism still exists in our world today and the line from the song “Now the war is not over, victory isn’t won” reminds us that there is still work to be done. Likewise, in her book, Lee shows us that even though there are good, just, and non-racist people in the world, racism and prejudice still exist. Through the guilty verdict and Tom’s subsequent death, Lee reinforces this point.
Multi-Genre • Choice and Creativity abound here • More later…
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