Warm up: Sound-alike words part 1
Today we did a webquest on the California Innocence Project. This assignment can be found on Google Classroom.
Finish webquest by midnight tonight.
Warm up: Vocab #2 3/4 (psst! Check the Quizlet!)
I handed back vocab tests today. If you weren't happy with your score, start studying for next week so you can do better!
We did a journal entry and discussed the death penalty. Then students either (a) finished our hexagonal activity from Friday, or (b) read chapters 15 and 16. Either way, both need to be done by tomorrow.
Finish the assignments listed above. ^
Warm up: Vocab #2 2/4 practice sentences
We read chapter 14 and did a quickwrite in our journals: "Discuss Grant’s inability to act. Why does he hate his town so much but refuse to leave? Find one piece of evidence (quote + pg #) from the text to support your reason."
We discussed our answers in groups and then read "The Road Not Taken", a poem by Robert Frost. We then started a hexagonal activity.
Hexagonal activity with the poem. Separate a piece of paper into 6 squares. In each square do one of the following:
Warm up: Commas: Part One
Today we played "On the Fence" where the class was split in two with people who felt Grant was obligated to help Jefferson on one side and those who felt Grant was committed to helping Jefferson on the other. I was impressed by the debate we had going and say thank you to everyone who participated in the debate.
Afterwards, we answered the following question in our journals:
"What was the most compelling argument you heard today? Did this change your mind or solidify your decision? Why or why not?"
We spent the remainder of the period reading chapters 12 and 13.
Finish reading chapters 12 and 13.
Each period had a slightly different lesson today so here is everything done across periods.
Journal entry: "What does it mean to be committed to something or someone? Name one person/thing that you are committed to, and explain how and why you are committed."
Discussed as a class.
"Looking back at your notes and journal entries, draw a Venn diagram in your journal and compare and contrast what it means to be obligated vs. what it means to be committed to someone or something."
Read chapters 10 and 11 then add the following to your journal:
"At this point in the novel, does Grant feel obligated to help Jefferson or committed to helping Jefferson? Explain your position with evidence from the text."
Period 5 was able to make it to the next activity called "On the Fence". Students went to either one side of the room or the other depending on their answer to the above question. They then had to convince someone sitting "On The Fence", or in the middle, that their evidence and their point of view was correct.
Regardless of which period you are in, you should have all the journal entries done for today.
You should have these journal entries in your journal. We talked about ways that Jefferson's environment in jail is dehumanizing.
Warm up: Vocab #2 2/4. Quizlet is updated so you can start studying! --->
Today we read through chapters 7 and 8. This took most of the period so I allowed you to take home an open book quiz.
Explain how each word or phrase relates to the reading. You will need to think deeper about the text. What is the underlying meaning of each of these words within the text? I’m looking for more than a summary of the text. Your response to each should be 3-5 sentences. Be sure write in complete sentences, explain, and be specific.
Warm up: Vocab practice
Today we listened to and then analyzed the song "Song of the South" by Alabama. We analyzed the music video and the song lyrics to make connections to what life was like in the south during the 1930s and 1940s. Students worked in small groups to discuss the lyrics.
We then started reading chapter 6.
Read chapter 6 and list quotes in your journal that show how Grant Wiggins struggles with racism. You can find the assignment posted on Google Classroom as well.
Warm up: Quick write: Would you rather take a risk on something new and fail, or would you rather stick to what you know so you succeed? Why?
We reviewed as a class the information we filled out in our "L" column of the K,L.E. chart. We then worked together to determine how each of these facts translated to our book. This is the "E" part of K.L.E., or the EFFECT that the setting has on our characters and our story. I was really impressed with how our conversations went!
We then read chapter 5.
Finish chapter 5.
Warm up: Verb practice
To make sure we were all on the same page (and because I saw a lot of empty "K" columns as I walked around) we started the period with 2 minutes to write down as much as we could about what we knew of the setting.
On Google classroom I posted 3 resources for articles and information about what life was like during the time period of our book. Your job is to read 3 articles and fill out information that you LEARNED about our setting in the "L" column of our K.L.E. chart.