1. To Kill a Mockingbird
Harper Lee

2. Symbolism of Birds
Because the birds in To Kill a Mockingbird have symbolic value, we will get to know their looks and traits with this research and a bit of coloring. The notes will be part of our Interactive Notebooks.
Read chapter 1 tonight so we can have a discussion about the characters, the exposition, and the setting tomorrow.

3. Chapter 1
C = setting
A = analyze characters
T = draw conclusions

4. Chapter 2 C = inferences A = compare/contrast
T = evaluate characters’ decisions & author’s purpose

5. Chapter 3 C = understand new vocabulary from context
A = contrast (and compare) the Ewells with the Cunninghams
T = evaluate Atticus’s advice to Scout

6. Chapter 4
Goals
To write page-long notes on each chapter including the goal, notes during reading, and notes during discussions.
Discussion
C = summary
A = contrasting
T = evaluating author’s choices

7. Chapter 5
Goals
To write page-long notes on each chapter including the goal, notes during reading, and notes during discussions.
Summary (in notebook) Write an overarching statement including an insightful comment about the actions summarized. Add a detailed bit about what sparked the kids’ actions, what the actions were, and the effect of their playing Radley. Include a balance of paraphrases and quotes (at least one of each in these three details).
Discussion
C = summary
A = characterization
T = evaluating characters’ choices
Maycomb map (next slide)

8. https://cindybruchman.com/2014/02/04/truman-capote-in-cold-blood-psh/

9. Chapter 6
Goals
To write page-long notes on each chapter including the goal, notes during reading, and notes during discussions.
Discussion
C = summary
A = characterization
T = evaluating characters’ choices

10. Chapter 7
Goals
To write page-long notes on each chapter including the goal, notes during reading, and notes during discussions.
Discussion
C = summary
A = cause and effect
T = evaluating Atticus

11. Chapter 8
Goals
To write page-long notes on each chapter including the goal, notes during reading, and notes during discussions.
Discussion
C = inference
A = symbolism
T = evaluating Boo

12. Peer Editing Rough Draft #1
Research papers need
MLA format including heading, parenthetical citations, and works cited.
Include quotes and paraphrases from your original sources and cite them parenthetically (and correctly).
A clear thesis statement/claim and strong conclusion.
To cover all the possible topics related to your future career to have a sense of completeness.
Compare the rough draft to writing rubric. How does it stack up? Give rubric-based feedback.

13. Chapter 9
Goals
To write page-long notes on each chapter including the goal, notes during reading, and notes during discussions.
Discussion
C = inference
A = analyze cause and effect relationships
T = evaluate characters

14. Chapter 10
Goals
To write page-long notes on each chapter including the goal, notes during reading, and notes during discussions.
Written CAT question. Evaluate the kids’ evaluation of Atticus. What are his strengths and shortcomings according to them, and what does their opinion reveal about themselves? (one quote, one paraphrase, commentary one each)
Discussion
C = summary
A = contrast characters
T = evaluate characters
Let’s talk about works cited for WOIS
Let’s talk about sentence fluency too!

15. Chapter 11
Goals
To write page-long notes on each chapter including the goal, notes during reading, and notes during discussions.
Written CAT question. Focusing on chapter 11, how do gender roles continue to create conflict in this novel? (one quote, one paraphrase, perspective on each)
Discussion
C = theme
A = conflict re: gender
T = evaluate characters
“White camellias mean several things. They can mean  purity, the love between mother and child or mourning when used in funeral flowers. When presented to a man, a white camellia is thought to bring luck”

16. Chapter 12 – beginning of Part II
Goals
To write page-long notes on each chapter including the goal, notes during reading, and notes during discussions.
Discussion
C = inference
A = character development
T = evaluate characters
More to-dos today: advisory rough draft #2 due for peer editing & interactive notebook due for progress check (grade)

17. Chapter 13
Goals
To write page-long notes on each chapter including the goal, notes during reading, and notes during discussions.
To actively participate in discussion by speaking at least once, by listening to other comments, and by noting interesting commentary in interactive journals.
C = infer vocabulary meanings from context clues
A = contrast Scout and Aunt Alexandra
T = evaluate the characters’ social context

18. Chapter 14
Goals
To write page-long notes on each chapter including the goal, notes during reading, and notes during discussions.
To actively participate in discussion by speaking at least once, by listening to other comments, and by noting interesting commentary in interactive journals.
C = summary
A = contrasting Atticus and Alexandra
T = draw conclusions about Dill

19. Chapter 15
Goals
To write page-long notes on each chapter including the goal, notes during reading, and notes during discussions.
Written CAT question. Summarize the literary hints and plot events that hinted toward the mob and its intentions. Make sure you write a thoughtful overarching statement as IQIA. (CATs need one quote, one paraphrase, perspective on each, MLA parentheticals)
To actively participate in discussion by speaking at least once, by listening to other comments, and by noting interesting commentary in interactive journals.
C = summary events through the novel that hinted to this mob
A = cause & effect (breaking up the mob)
T = make Scout-to-self connections

20. Chapter 16
Goals
To write page-long notes on each chapter including the goal, notes during reading, and notes during discussions.
To actively participate in discussion by speaking at least once, by listening to other comments, and by noting interesting commentary in interactive journals.
C = infer word meanings from context clues
A = cause and effect
T = evaluate Maycomb’s social “policy”

21. Mini-Research Presentations
mini historical research presentations To Kill a Mockingbird.docx

22. Viewing Scottsboro: An American Tragedy
Goal – to view this documentary with an eye toward:
Gathering information you could use in your mini historical context presentation
Judging the most important details about the Scottsboro Boys’ case and putting them in notes (at least a page in length)
Applying your new knowledge of the Scottsboro Boys’ case to your understanding of Tom Robinson’s case and Harper Lee’s inspirations for the novel.

23. Chapter 17
Goals
To write page-long notes on each chapter including the goal, notes during reading, and notes during discussions.
Written CAT question. Summarize the plot elements of the trail through chapter 17. Make sure you write a thoughtful overarching statement – your judgment- as IQIA. (CATs need one quote, one paraphrase, perspective on each, MLA parentheticals)
To actively participate in discussion by speaking at least once, by listening to other comments, and by noting interesting commentary in interactive journals.
C = summary
A = characterization
T = evaluate role of Mr. Gilmer

24. Viewing The Murder of Emmett Till
Goal – to view this documentary with an eye toward:
Gathering information you could use in your mini historical context presentation
Judging the most important details about the Emmett Till’s story and putting them in notes (at least a page in length)
Combining your own background knowledge, info about the Scottsboro Boys and Emmett Till, and your continuing mini historical context topic to form a well-rounded understanding of the novel’s social and historical context.

25. Chapter 18
Goals
To write page-long notes on each chapter including the goal, notes during reading, and notes during discussions.
Written CAT question. Summarize the plot elements of the trail through chapter 18. Make sure you write a thoughtful overarching statement – your judgment- as IQIA. (CATs need one quote, one paraphrase, perspective on each, MLA parentheticals)
To actively participate in discussion by speaking at least once, by listening to other comments, and by noting interesting commentary in interactive journals.
C = summarize that plot
A = analyze that plot
T = evaluate that plot