Block 2 Humanities I in Room K120

Harper Lee, author of TKAM , accepts the Laetare Medal at the University of Notre Dame at my commencement (graduation) in 2006 Today I will: Respond to TKAM ch 9 in a more personal way and relate the text to what I know of history and the world around me through 2 short quick-writes Select 2 or more pieces of text evidence from TKAM chapter 9 that support a theme I identified. Draw a conclusion about the deeper meaning in TKAM ch 9 by writing down a theme Agenda: Warm-up: Before diving back into theme, it’s important to get the facts straight and refresh the memory. On your own, work on Square #2 (Re-Tell) on your 4-R chart. What are we doing with this? THEME. ( Slideshow here. )  Explanation of how engaging in reader’s response and relating the text to the world today help facilitate the process of identifying themes. We all have different experiences that we bring to the text. Sharing questions and “golden lines” in table groups from square #1 (READ). Class ...

Today I will: Explain how ‘theme’ is deeper than ‘topic’ and identify themes in and a self-selected song Define new words that I will encounter in TKAM chapter 9 and apply that knowledge, writing example sentences and selecting images Key Terms: theme, inference, "golden line," topic Agenda: Warm-up: Get out your chapter 8 comic page and put it on your desk. We will do a “gallery walk": wander around the room quietly, read through others' comics, and be prepared to share what you liked. THEME (+ inference): please take notes during this activity. "Life theme song" collaborative activity Vocabulary work time (Google Classroom) Begin reading chapter 9 out loud as a class Homework: Finish reading chapter 9 Everyone: Complete square #1 (READ) of the “Four-R’s Reading Guide” handout Resources: ~Here is the audiobook starting at chapter 9 , if you'd like.  ~Spanish version  here .