October 30- Continue work on Newspaper

We continued working on our Newspaper. We will work on it one more day and then be finished.

Template

https://docs.google.com/document/d/1HGaldxXW5zSBSiLXszsqCYGvJCkRzg7Axn3z00AtxVA/edit

October 25- Newspaper article

We began independent reading and also our final project for To Kill a Mockingbird:

To Kill a Mockingbird

Final Project

You will be working in groups of 5 or 6 to create a newspaper related to reading of the novel To Kill a Mockingbird.

• Each person in your group will be responsible for the content of one page.
• All members will work together to create an original, creative, professional-looking publication.  Check paper for spelling/punctuation.
• All parts of your newspaper should relate to the time period of the novel (the 1930s).
• All sections of the paper will be shared with each member of the group, put together into one doc, and then shared with me.

Your paper should contain the following:

ü  Front Page:  3 to 4 Articles. The original name of your paper on a masthead, at least one major national story, at least one major story relating to the events in To Kill a Mockingbird, appropriate photographs and graphics, a legend for the interior of the paper.

ü  Sports and Leisure Page:  3 to 4 Articles. Any articles relating to sports and/or leisure activities of the 1930s, or stories about sports and leisure activities mentioned in To Kill a Mockingbird (i.e. football, sharp shooting, gardening). Must include advertisements, and photographs.

ü  Arts and Entertainment Page:  3 to 4 Articles. Any articles relating to movies, fashion, and music of the time period and anything else related to entertainment in the 1930s or from the novel (i.e. Halloween play, church social). Must include advertisements and photographs.

ü  Obituaries (should be chosen by someone who finished or is going to finish the book): An obituary for each person who died in the novel as well as people who died in the 1930s. Be sure to include how they died, what family members they left behind, and a little information about what they did in the community of Maycomb.

ü  Classifieds Page A list of things for sale, announcements, people looking for dates, services offered in the community, events coming up, etc.  Everything that you put in the classified section should relate to someone, something, or some place in To Kill a Mockingbird (i.e. a bake sale going on to raise money to help rebuild Miss Maudie’s house).  The more items you can think of to put in the Classifieds, the better.

ü  Editorials/Staff Credits: 2 or 3 Letters of personal opinion to the editor on topics relevant to the 1930s or events that take place in the novel.  A political cartoon should be included as well. A list of all of the people who worked on your paper and what their jobs were.  It should be a column with names on the left and jobs on the right under the word “Staff.”

(If your group only has 5 members, Obituaries and Classifieds should be put on the same page.)

Here's a template to use for your newspaper page.

Good web pages to review:

A site with information about movies, print and society

http://xroads.virginia.edu/~1930s/front.html

A site about the New Deal and the Great Depression

http://newdeal.feri.org/

Thousands of photos of the Great Depression

http://memory.loc.gov/ammem/fsowhome.html

Articles about the Great De[ressopm amd the Stock Market Crash

http://www.questia.com/Index.jsp?CRID=1930s_america&OFFID=se2&KEY=1930s

The history of film in the 20s and 30s

http://www.filmsite.org/30sintro.html

October 22- Baltimore poem

We read chapters 20-22.

We also read the following poem and answered questions about it.

Read the following poem and answer the questions to the best of your ability. Keep in mind all of the issues we have been discussing while reading To Kill a Mockingbird.

Incident

Countee Cullen

Once riding in old Baltimore,
    Heart-filled, head-filled with glee,
I saw a Baltimorean
    Keep looking straight at me.

Now I was eight and very small,
    And he was no whit bigger,
And so I smiled, but he poked out
    His tongue, and called me, "Nigger."

I saw the whole of Baltimore
    From May until December;
Of all the things that happened there
    That's all that I remember.

1. What is your interpretation of the poem?

2. What message or lesson does the author want you to take away from having read this?

3. How does this poem relate to our reading of To Kill a Mockingbird?

October 20-Open Minds worksheet

We worked on a sheet in class- If you need a copy, come see me.

October 16- extra credit

EXTRA CREDIT FOR

TO KILL A MOCKINGBIRD

1.  Express your ideas about the meaning of the book’s title in a poem, poster, or song with illustrations and color

2.  Retell a memorable incident from your childhood

3.  Lee describes several places in Maycomb, such as the Radley house and the courtroom.  Make a map of Maycomb, or create a drawing or model of one specific location.

4.  Illustrate (draw) the personality of one of the main characters in the book.  You might combine quotations from the novel with a portrait of the character you choose. 

5.  Compare an incident in To Kill a Mockingbird with a current event or an event in history.  Explain the similarities in an essay or show them in a poster.

6.  Write an editorial or design a poster to help people overcome the “disease” of prejudice.

7.  Create an editorial cartoon that expresses your opinion about an issue in the book.

8.  Write and perform a song that expresses your opinion about an issue in the book.

9.  Write and act out a scene in the book.

October 14- Story Impressions and read chapters 17-19

We began by working through the following vocab:

Story Impressions- You will write a story (an essay? A self-help paper?) using All of the following words. If you don’t know what they mean, look them up. CIRCLE the words in your paper.

Craniologists:                                                       Eugenicists:

Social Darwinists:                                                          Under girded:

Mongrel race:                                                       Inclusive :

Pervasive:                                                             Implied :

         

         

Impute dishonorable intentions:                                    Derisively:

Sadistic:                                                               Socially repugnant:

When finished, students read chapters 17-19 and worked on the following worksheet:

Chapters 17-19

For each character:

1.)    What important facts do they bring up about the case

2.)    Copy down quotes that show how they act

	Witness	Atticus Finch
Heck Tate 222-226	Facts	Facts
	Quote	Quote
Bob Ewell 227-238	Facts	Facts
	Quote	Quote
Mayella Ewell 239-252	Facts	Facts
	Quote	Quote
Tom Robinson 254-265	Facts	Facts
	Quote	Quote

October 12- Courage quote

We began by diving deep into the following quote on courage:

Courage is not the absence of fear, but rather the judgment that something else is more important than fear. The brave may not live forever, but the cautious do not live at all. From now on, you’ll be traveling the road between who you think you are and who you can be. The key is to allow yourself to make that journey.

Students wrote on the meaning of the quote, discussed in groups, then thought of someone who has courage as described in this quote.

We also read chapter 16.

October 8- Comic strip chapter 15 and vigilantes

We began class by discussing what vigilantes are. I showed them four videos:

 Motorcycle vigilante
https://www.youtube.com/watch?v=Uo3cVuvVRUE

Ferguson
http://www.dailymail.co.uk/news/article-2855736/Ferguson-police-shut-armed-Oath-Keeper-vigilantes-guarding-rooftops.html

Superheroes
http://www.mirror.co.uk/news/weird-news/real-life-superheroes-transform-masked-5313086

Texas Cop Blockers

http://www.dailymail.co.uk/news/article-2897638/The-Cop-Block-videos-Texas-gun-activists-confronting-officers-streets-strapped-handguns-assault-rifles.html

Students then answered the following:

Pros and Cons of Vigilantes

If you were a vigilante, what would you fight against/for?

What would a vigilante group at school look like?


Next we read chapter 15 and worked on the following worksheet

The men who came to the jail. What did they want?

What about them made them especially dangerous?

Who does Scout recognize in the group?

What type of small talk does she make?

Why does Mr. Cunningham finally decide to leave, taking the rest with him? This is a more difficult question and should be answered in more than two or three sentences.

Now, make a comic strip of the scene. For six panels, include quotes for the people and/or narrative along the bottom.

October 2- Independent Homework

You will be emailing your idea for an independent homework with me.

In your email, I would like you to answer the following:

1. What are you going to do (will probably be more than one thing)
2. What will be finished by Thanksgiving
3. What will be finished before winter break
4. What help you need from me to complete your project
5. What made you decide on these ideas for your independent homework

My email is jschachter@madison.k12.wi.us


A LINK TO THE AUDIO OF TO KILL A MOCKINGBIRD

 http://johnsontwality.weebly.com/to-kill-a-mockingbird-audio.html

We also read chapter 12 and answered the following questions

- Write down three things that Scout learns about black churches

-What does she find out about Tom Robinson?