Reading Schedule:
Chapter 1: 3/25
Chapter 2: 3/27 CHAPTER QUESTIONS DUE (3/30) Chapter 3: 3/31 Chapter 4: 4/1 CHAPTER QUESTIONS DUE (4/2) Chapter 5: 4/13 Chapter 6: 4/14 CHAPTER 5 and 6 QUESTIONS DUE (Beginning of class 4/15) Chapter 7: 4/15 Chapter 8: 4/16 Chapter Questions due 4/20
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Chapter 9: 4/20
Chapter 10: 4/21 CHAPTER QUESTIONS DUE 4/22 Chapter 11: 4/22 Chapter 12: 4/23 Chapter 13: 4/24 Chapter 14: 4/27 Chapter 15: 4/27 Chapter 16: 4/28 Chapter 17: 4/28 Chapter 18: 4/30 |
Building Some Background Knowledge! (3/23)
Warm-Up:
Practice:
Reflection:
- Describe three things you know about the Civil Rights Movement.
- Define discrimination.
- Do you think we still have issues with discrimination today? Why or why not?
- Do you think it is important to stand up for what you think is right? Explain your thinking.
Practice:
- Using the "see+think+wonder" worksheet, go through each slide of the Civil Rights PowerPoint (both found in resources.)
- Record a description of the image you see, what you are thinking as you observe the image, and what you wonder about the image.
- After going through each slide and filling out your response, share you thoughts with your table group.
- Watch the short video giving a quick overview of the history racism, segregation in the south, and the Jim Crow Laws.
- After the video complete the reflection.
Reflection:
- Which image impacted you the most? Explain.
- Do you feel any images did not represent the Civil Rights movement? Explain why or why not?
- Did any images look similar to something you have seen in recent events? Explain.
- Why do you think these issues where bigger in the south than in any other part of the county? Explain.
- Describe any other connections you can make to the picture.
see+think+wonder+template.doc | |
File Size: | 27 kb |
File Type: | doc |
civil_rights_images_(3).pptx | |
File Size: | 208 kb |
File Type: | pptx |
Putting it in to Perspective: (3/24)
Warm-up:
Practice:
Resources:
- What is a time line?
- How is a time line used?
- Are time lines important? Explain.
- Describe what you know about the Jim Crow laws.
Practice:
- You will begin by going through a thinking packet (on table). This will take you through the some information on the Jim Crow Laws.
- As you read, annotate and take notes.
- Answer questions fully. We will work through this as we read through the book as well. You answers should be at least a paragraph long!
- After learning about the Jim Crow Laws and recording your thinking, read the timeline directions and start the set-up (materials will be on the table.)
- Begin working on the timeline.
Resources:
- Resources will be on the table until late in the week.
Working through it! (3/25)
Warm-Up:
Practice:
Resources:
- Describe two things you have learned this week that you have questions about.
- What do you think the book Mississippi Trial will be about? Why do you think this? (If you have read the book, were you surprised about the story? Explain but do not share with your peers!)
- Who do you think determines the standard for what is right and what is wrong? Explain your thinking.
Practice:
- The class will be split into two groups.
- The first group will complete their timeline from yesterday. Be sure that the timeline has pictures, color, and good information.
- The second group will complete the anticipation guide (found in resources) and have discussion groups.
- After you answer the anticipation guide, answer the following questions in your notebook.
- Which statement did you feel the most strongly connected to? Why?
- Choose two additional statements and explain why your thinking. Use life connections as much as possible.
- After answering these questions, we will discuss the statements from the anticipation guide.
Resources:
mt_anticipation_guide.docx | |
File Size: | 35 kb |
File Type: | docx |
Learning about Emmett Till: (3/26)
Warm-up:
Practice:
Resources:
- Who do you think Emmett Till is and why do you think he is someone we are learning about?
- What is culture?
- Describe three things that are "normal" in Henry County culture.
- What is the "consequence" if one of those "norms" is broken?
Practice:
- Watch the documentary on Emmett Till (found in resources.)
- As you watch the film, answer the synthesis question sheet in your notebook (found in resources.)
- Discuss the questions with your table groups.
- Read and annotate the news article (found in resources.)
- Create FIVE level three and level four questions based on ALL of the information from this week. These questions will be used for a Socratic circle.
Resources:
video_synthesis_questions_(1).docx | |
File Size: | 15 kb |
File Type: | docx |
Library and Finish Timeline: (3/27)
Socratic Circle: (3/30)
Warm-Up:
Resources:
- Why do you think it is hard for Hiram to see his dad's perspective? Explain your thinking.
- Do you think our ideas of what is right and what is wrong can change? Explain.
- Make one connection between what you have learned the past week (background knowledge) and chapters 1 and 2. Explain it fully.
- We are participating in a Socratic circle today. If you are in the outer circle, go to today's meet (found in resources) and add to the conversation.
Resources:
Map Testing: (3/31)
- You will receive five extra credit points for going up three points or higher!
Why Setting Is Important! (4/1)
Warm-Up:
Investigate:
Connect:
- Define setting.
- Describe what you already know about the setting of Mississippi Trial (the south during the 1950s.)
- Analyze how the setting of the book will impact the story-line. Be sure to explain your answers fully.
Investigate:
- Step 1:
- Reflect on the following question and record your thoughts in your notebook: (write your thoughts)
- How does my environment impact the way I think about the world and my beliefs? Be as specific as possible. (Consider the climate of your family, school, friends, and other areas that impact you)
- Step 2:
- Visit the PBS website (found in resources.) Create chart comparing (and contrasting) Chicago to Mississippi during the mid 1900s. You must include 5 ways in which they are similar and 5 ways in which they are different. This can be done in a "T-Chart" format.
Connect:
- Step 3:
- Under your chart, explain (synthesize) at least three facts you found to be the most interesting. Explain why you found them interesting or intriguing. Also, describe two questions you have after completing your study.
- Step 4:
- Answer the following questions in your notebook:
- How did the culture and environment of Chicago during the mid 1900s impact how people treated one another? Explain
- How did the culture and environment of Mississippi during the mid 1900s impact how people treated one another? Explain.
- Using your background knowledge, describe why you believe many felt that it was appropriate to keep and uphold these laws for a community.
- Describe as much as you know about the setting of Mississippi Trial. Use pieces of text to support your answer.
- How did the setting impacted Hiram? Explain.
- Choose between RC and Grandpa. How did the setting impact RC or Grandpa. Explain.
- Predict how the setting will contribute to the outcome of the book. Explain.
Library and Creative Writing: (4/3)
creative_writing_4.3.pptx | |
File Size: | 622 kb |
File Type: | pptx |
Who are You? Characterization: (4/13)
Warm-Up:
INVESTIGATE:
Step 1: Watch the following video on dynamic and static characters (found in resources) and answer the following questions (be sure to restate the question and write in complete sentences. For example: A dynamic character is...):
Connect:
Step 3: Answer the following questions in your notebook:
IF YOU ARE WORKING INDEPENDENTLY, SHOW ANSWERS TO MS.CRENSHAW BEFORE MOVING ON TO NEXT STEP.
Create:
Step 5: Pick up a white piece of paper from the table. Fold the paper in half and draw Hiram on one side and you may choose a character identified in the book (A Mississippi Trial) to draw on the other side. (You may not draw stick figures and this needs to be in color)
Step 6: Label each figure as either a protagonist or an antagonist (if you chose the antagonist...if not, explain the relationship to the protagonist) AND dynamic or static character.
Step 7: Write characteristics around each character that lead you to the conclusions of your labels. You need to use evidence from the book and page numbers.
Resources:
- Describe the different types of characters.
- Give an example for each.
- Do you believe the development of a character is important to creating a good story? Why?
INVESTIGATE:
Step 1: Watch the following video on dynamic and static characters (found in resources) and answer the following questions (be sure to restate the question and write in complete sentences. For example: A dynamic character is...):
- What is a dynamic character?
- Describe why the video gave the example of Gru as a dynamic character.
- Choose two pictures shown or two examples that you can think of from a movie or book that are dynamic characters. Explain how you know they are dynamic. Be sure to show the comparison in complete sentences. For Example: Shrek is a dynamic character because he once was bitter and rejected anyone who tried to get close to him. Now he fell in love with Pheona and he is ok with Donkey hanging around. (No, you may not use this example as your own :) )
- What is a static character?
- Choose two pictures shown or two examples that you can think of from a movie or book that contain static characters. Explain why the character is static. Be sure to give specific examples. Example: Dracula would be considered a static character because he always desires blood and seeks it out. His desires never seem to change.
- Can main characters be considered static characters? Explain.
- What is a protagonist?
- Describe two examples of a protagonist and explain how you can determine they are the protagonist.
- Why is a protagonist essential to a story? Explain fully.
- Do you think all stories have a protagonist? Why/why not?
- What is an antagonist?
- Describe two examples of an antagonist and explain how you can determine the character is an antagonist.
- Why is an antagonist essential to a story? Explain fully.
- Do you think all stories include an antagonist? Why/why not?
Connect:
Step 3: Answer the following questions in your notebook:
- Which character in Mississippi Trial do you think is the protagonist? Explain why you believe this.
- Which character in Mississippi Trial do you believe is the antagonist? Explain why you believe this
- Identify who you believe will be a dynamic character. Explain your reasoning. (This is a prediction since we truly won't know until the end.)
- Identify who you believe will be a static character. Explain your reasoning. (This is a prediction since we truly won't know until the end.)
IF YOU ARE WORKING INDEPENDENTLY, SHOW ANSWERS TO MS.CRENSHAW BEFORE MOVING ON TO NEXT STEP.
Create:
Step 5: Pick up a white piece of paper from the table. Fold the paper in half and draw Hiram on one side and you may choose a character identified in the book (A Mississippi Trial) to draw on the other side. (You may not draw stick figures and this needs to be in color)
Step 6: Label each figure as either a protagonist or an antagonist (if you chose the antagonist...if not, explain the relationship to the protagonist) AND dynamic or static character.
Step 7: Write characteristics around each character that lead you to the conclusions of your labels. You need to use evidence from the book and page numbers.
Resources:
On-DEMAND (be sure to pick up prompt from ms. Crenshaw) (4/15)
Characterization Continued (4/15 and 16):
Warm-Up
Describe what is means to be direct.
Describe what you think direct characterization means.
Define indirect.
Describe what you think indirect characterization mean.
Do you believe authors use both in fictional text? Why?
INVESTIGATE:
Step 1: Click on the characterization button (found in resources) and take notes on the slides. In you notebook, answer the following questions:
CONNECT:
Step 2: Keep this question in mind, "Which of the characteristics I mentioned in the previous assignment (4/13) about Hiram were indirect? Which were direct?"
Step 3: After learning about the different types of characterization, reflect on the following questions:
If you are working independently, SHOW WORK TO MS.CRENSHAW
Create:
Step 4: Create a skit in groups of three or four. The skit must have a script and show dynamic, static, protagonist, antagonist, direct and indirect characterization. Your group must write out a script and practice. The skit should be between one and three minutes long. You will be graded according to the rubric found in resources. You may bring school appropriate props on Friday, the day groups are presenting.
Step 5: Create a self portrait. Pick up a white sheet of paper from the table. Draw a self portrait (this needs to reflect your personality and ideas). Along the side of the self portrait (or incorporated within in it), include indirect characteristics. You must have one for each category. Please list your characteristics mentioned on the back of the paper.
Enrichment: (Brings Understanding Deeper)
Step 6 : Watch the clip from Mean Girls (found in resources.) Answer the following questions in you notebook:
Resources:
Describe what is means to be direct.
Describe what you think direct characterization means.
Define indirect.
Describe what you think indirect characterization mean.
Do you believe authors use both in fictional text? Why?
INVESTIGATE:
Step 1: Click on the characterization button (found in resources) and take notes on the slides. In you notebook, answer the following questions:
- Define characterization.
- Define direct characterization.
- Give two examples of direct characterization
- Define Indirect characterization.
- List the 5 different methods of indirect characterization.
- Describe each method and give an example for each.
- Explain the difference between direct and indirect characterization.
CONNECT:
Step 2: Keep this question in mind, "Which of the characteristics I mentioned in the previous assignment (4/13) about Hiram were indirect? Which were direct?"
Step 3: After learning about the different types of characterization, reflect on the following questions:
- Do you believe the author uses both indirect and direct characterization in Mississippi Trial. Why?
- Why do you think authors choose to use different types of characterization? Explain.
- How can using indirect characterization help a reader better understand the character? Explain.
- How does using indirect characterization affect the way you view a character? Explain. Give one example to help fully explain your thinking.
If you are working independently, SHOW WORK TO MS.CRENSHAW
Create:
Step 4: Create a skit in groups of three or four. The skit must have a script and show dynamic, static, protagonist, antagonist, direct and indirect characterization. Your group must write out a script and practice. The skit should be between one and three minutes long. You will be graded according to the rubric found in resources. You may bring school appropriate props on Friday, the day groups are presenting.
Step 5: Create a self portrait. Pick up a white sheet of paper from the table. Draw a self portrait (this needs to reflect your personality and ideas). Along the side of the self portrait (or incorporated within in it), include indirect characteristics. You must have one for each category. Please list your characteristics mentioned on the back of the paper.
Enrichment: (Brings Understanding Deeper)
Step 6 : Watch the clip from Mean Girls (found in resources.) Answer the following questions in you notebook:
- Which direct character traits were given for "the plastics?" Need to give at least 4 examples.
- Which indirect characteristics were listed for Regina George? What was mentioned to lead you to believe these characteristics are associated with this character? Need at least 3.
- Describe three indirect characteristics of Woody. Use evidence from the video to support your answer. (It should look like this: "One indirect characteristic of Woody is____. I know this because the movie shows____. This shows __(characteristic)_ because _____.)
- Explain which category of indirect characterization each of your identified characteristics would fall under. Explain why you think this. (Model: _(characteristic)_ would fall under _(category)_. I know this because the movie (says/shows)___.)
- Explain three indirect characteristics of Merida. Use evidence from the video to support your answer.
- Which indirect category would each characteristic fall under? Explain why you think this.
Resources:
group_characterization_skit_rubric.docx | |
File Size: | 82 kb |
File Type: | docx |
Present skits and creative writing: (4/17)
All We are saying, is give peace a chance: Conflict (4/20)
Warm-Up:
Investigate:
Step 1: View the PowerPoint of different pictures. See if you can identify the type of conflict in each slide. Explain why you think it is that type of conflict.
Step 2: Take notes on the conflict PowerPoint.
Step 3: Go back to the pictures and see if you named the conflict correctly. Revise and explain why each picture is that type of conflict.
Step 4: Give an your own example for each type of conflict - examples can be from your own experience, a book, or movie. (Model: In Mississippi Trial Grampa and Hiram's dad do not agree about Southern values and beliefs. This is an example of Man vs Man.)
Step 5: Analyze the conflicts in Mississippi Trial.
Complete a Conflict Analysis chart. (In the tray at the front of the room.)
Step 6: Answer the following questions
Create:
Create a comic strip for a type of conflict in Mississippi Trial.
1. Must have at least three panels.
2. The dialogue and descriptions should explain the type of conflict.
3. Must be neat and in color.
4. Must show how the conflict impact the story
Click on the button in resources to see examples.
Resources:
- Define conflict.
- Describe three examples of conflicts you have experienced in your own life.
- Explain how these conflicts have shaped you as a person.
- How does understanding the conflict of a story help use better understand the story?
Investigate:
Step 1: View the PowerPoint of different pictures. See if you can identify the type of conflict in each slide. Explain why you think it is that type of conflict.
Step 2: Take notes on the conflict PowerPoint.
Step 3: Go back to the pictures and see if you named the conflict correctly. Revise and explain why each picture is that type of conflict.
Step 4: Give an your own example for each type of conflict - examples can be from your own experience, a book, or movie. (Model: In Mississippi Trial Grampa and Hiram's dad do not agree about Southern values and beliefs. This is an example of Man vs Man.)
Step 5: Analyze the conflicts in Mississippi Trial.
Complete a Conflict Analysis chart. (In the tray at the front of the room.)
Step 6: Answer the following questions
- Which conflict in Mississippi Trial directs the story the most? Explain.
- How does the conflict impact your understanding of the story? Explain and give an example from the text to clarify.
- How does understanding conflict help us better understand the situation or story?
Create:
Create a comic strip for a type of conflict in Mississippi Trial.
1. Must have at least three panels.
2. The dialogue and descriptions should explain the type of conflict.
3. Must be neat and in color.
4. Must show how the conflict impact the story
Click on the button in resources to see examples.
Resources:
conflict_pictures.pptx | |
File Size: | 3008 kb |
File Type: | pptx |
conflict2.ppt | |
File Size: | 565 kb |
File Type: | ppt |
Don't Take that Tone with Me: Mood and Tone (4/22)
Warm-up:
Investigate:
Step Two:
1. Take notes on the PowerPoint slides (found in resources.)
2. Watch the BrainPOP video about mood and tone, then take the "Classic Quiz" (If you choose the other quiz you will have to write an explanation for every question that you miss) to test your understanding.
Step 3:
"I will explain how the mood and tone of a text affects plot and characterization."
Write in notebooks and Keep this lesson objective in mind as you complete this step.
Get a Mood & Tone Analysis paper from the tray in the front of the room. You will use the video links in resources to complete the chart.
Directions: Answer questions for each video
Connect:
Step Four: Analyze the mood and tone in Mississippi Trial.
#1
Coffee. When I was at Gramma and Grampa’s house, I woke up each morning to the smell of coffee. The nutty aroma floated up the back stairs and into my room through the transom window above my door. Once I was awake, I tried to separate the other aromas of my grandparents’ house: Some mornings the meaty, spicy scent of sausage came up the stairs; other days the sweet fragrance of fresh muffins. Behind those morning smells lingered the mellow scent of mildew, wood, and Ivory soap. To this day, if you dropped me blindfolded at my grandparents’ home, I’d know I was there as soon as you opened the door. (p.9)
#2
Silence. One early fall morning a few weeks later, I woke up and the house was deathly quiet. The sun gleamed through my bedroom window; it was still morning, but something wasn’t right. I sat up in bed and listened. I could hear the morning birds outside and the sounds of cars crossing the bridge over Fulton Street, but no sounds from the kitchen. No smell of coffee, bacon, sausage, and biscuits from downstairs. (p.26)
#3
“Hasn’t your daddy told you about the desegregation ruling by that rabble-rousing Supreme Court? Bet he’s been happier than a pig in mud about all that craziness. I tell you, son, mixing Negroes with our white students is going to ruin our schools and all America, but down here, we’re not going to allow it. Some good folks formed the White Citizens’ Councils to keep things sensible in the Delta. Those Yankees think they can tell us how to run our lives, well, they better think again.” He looked real serious. “I tell you, son, around here, we’re not going to take this integration craziness lying down. Not us, not here, not ever.” (p.p. 66-67)
#4
Maybe like Mr. Paul had said, God didn’t want to keep us separate. He wanted us to get along. Maybe – and this was a surprising thought – Dad’s ideas weren’t so crazy after all.
I’d have to think about that for a while. I could see where segregation wasn’t very fair, but it wasn’t the same as something like the Nazis killing all those Jews. It seemed to me that Negroes weren’t really being hurt; it was just the way things were, and I couldn’t see why people like Dad and Mr. Paul got so worked up over it, especially when it had nothing to do with them. (p.p. 75-76)
Resources:
- Explain the difference between mood and tone.
- What are some ways a character could express his or her mood? What about their tone?
- Describe an example of how a person's mood and tone could affect a situation.
Investigate:
Step Two:
1. Take notes on the PowerPoint slides (found in resources.)
2. Watch the BrainPOP video about mood and tone, then take the "Classic Quiz" (If you choose the other quiz you will have to write an explanation for every question that you miss) to test your understanding.
Step 3:
"I will explain how the mood and tone of a text affects plot and characterization."
Write in notebooks and Keep this lesson objective in mind as you complete this step.
Get a Mood & Tone Analysis paper from the tray in the front of the room. You will use the video links in resources to complete the chart.
Directions: Answer questions for each video
- Describing the mood and tone - three word minimum, use descriptive words (NO good, bad, scary, funny).
- Analyzing the evidence - In complete sentences, explain what aspects of the trailer (word choice and dialogue, music, characterization, scenes) led you to the descriptions you used for mood and tone. For example, "One word I used to describe the tone of the original Mary Poppins trailer was whimsical. I used this word because of the scene where Mary was singing to a bird."
- Synthesis - Explain your thinking in complete sentences and give specific examples from all six trailers.
Connect:
Step Four: Analyze the mood and tone in Mississippi Trial.
- Examine the following excerpts from the book, then describe the mood and tone of each passage.
- Use descriptive words, complete sentences, and fully explain your thinking.
#1
Coffee. When I was at Gramma and Grampa’s house, I woke up each morning to the smell of coffee. The nutty aroma floated up the back stairs and into my room through the transom window above my door. Once I was awake, I tried to separate the other aromas of my grandparents’ house: Some mornings the meaty, spicy scent of sausage came up the stairs; other days the sweet fragrance of fresh muffins. Behind those morning smells lingered the mellow scent of mildew, wood, and Ivory soap. To this day, if you dropped me blindfolded at my grandparents’ home, I’d know I was there as soon as you opened the door. (p.9)
#2
Silence. One early fall morning a few weeks later, I woke up and the house was deathly quiet. The sun gleamed through my bedroom window; it was still morning, but something wasn’t right. I sat up in bed and listened. I could hear the morning birds outside and the sounds of cars crossing the bridge over Fulton Street, but no sounds from the kitchen. No smell of coffee, bacon, sausage, and biscuits from downstairs. (p.26)
#3
“Hasn’t your daddy told you about the desegregation ruling by that rabble-rousing Supreme Court? Bet he’s been happier than a pig in mud about all that craziness. I tell you, son, mixing Negroes with our white students is going to ruin our schools and all America, but down here, we’re not going to allow it. Some good folks formed the White Citizens’ Councils to keep things sensible in the Delta. Those Yankees think they can tell us how to run our lives, well, they better think again.” He looked real serious. “I tell you, son, around here, we’re not going to take this integration craziness lying down. Not us, not here, not ever.” (p.p. 66-67)
#4
Maybe like Mr. Paul had said, God didn’t want to keep us separate. He wanted us to get along. Maybe – and this was a surprising thought – Dad’s ideas weren’t so crazy after all.
I’d have to think about that for a while. I could see where segregation wasn’t very fair, but it wasn’t the same as something like the Nazis killing all those Jews. It seemed to me that Negroes weren’t really being hurt; it was just the way things were, and I couldn’t see why people like Dad and Mr. Paul got so worked up over it, especially when it had nothing to do with them. (p.p. 75-76)
Resources:
mood_&_tone.ppt | |
File Size: | 634 kb |
File Type: | ppt |
Point of View Review (4/28)
Warm-up:
Review:
Resources:
- Whose point of view is Mississippi Trial? How do you know this?
- How can point of view impact the plot of the story? Explain (give an example to clarify your answer.)
- Why is it important to understand point of view? How does it help us better understand the text?
Review:
- We discussed point of view early this year. Look back through your notes to around October.
- Using your note, describe the different types of point of view (Hint: There are three main types. One type is broken down into three parts.)
- If you can not find your notes, re-watch the video from the point of view lesson from the fall (found in resources as well.)
- Watch the review video. This video includes only two types. The important thing to take notes on comes from the second part of the video. Be sure to pay attention to why the writer uses a particular point of view.
- Answer the following questions in your notebook:
- Why is it important to know the point of view of a story? Explain.
- How are point of view and tone related? Explain.
Resources:
Book Project
Choose two items from the red column and one item from the blue column to complete for your book project (there will be a total of three items completed). The total will be two hundred points.
Please bring any materials from home that you would like to use for your project. If you forget materials at home, you may be asked to complete a different activity from the list. You may find many materials you need at school.
You may choose ONE other person to work with and it MUST be someone you have not partnered on a project with in the past. You must tell Ms. Crenshaw who you will be working with. You may not join up with another person who is already in progress of the project.
Please bring any materials from home that you would like to use for your project. If you forget materials at home, you may be asked to complete a different activity from the list. You may find many materials you need at school.
You may choose ONE other person to work with and it MUST be someone you have not partnered on a project with in the past. You must tell Ms. Crenshaw who you will be working with. You may not join up with another person who is already in progress of the project.
(Choose 2)
Red Column (50 pts each):
|
Choose 1)
Blue Column (100 pts):
|