To Kill a Mockingbird

Start Reading To Kill a Mockingbird.

Use this form to track what you notice as you read.

As needed, check out this video summary of TKAM from Spark Notes: http://www.youtube.com/watch?v=uqkohqLvClI

The Masque of the Red Death by Edgar Allan Poe

1. Make Observations & Ask Questions
1. Read the story on pg. 495 in the textbook and/or check out the videos above.
2. Fill out the Rhetorical Analysis Scaffold.
3. Share 2 things you noticed 
2. Define a Problem or Form a Hypothesis
1. Hypothesize what one of the author's messages is.
2. (Consider if the message is an individual moral or a social commentary.)
3. Develop a Plan
1. Identify 3 rhetorical tools that you think best help convey the message
2. On the back of the Rhetorical Analysis Scaffold, divide your paper into three parts, one for each rhetorical tool you chose.
1. rhetorical tool 1
2. rhetorical tool 2
3. rhetorical tool 3
4. Conduct & Analyze an Experiment
1. Write several sentences in each of the three parts of your paper explaining how each rhetorical tool helped support the message.
2. (See my example.)
5. Communicate Results, Seek Feedback, & Improve
1. Trade papers.
2. Give feedback to your partner.
3. Make at least one change according to the feedback.

"The Bass, The River, and Sheila Mant" by W.D. Wetherell

1. Make Observations & Ask Questions
1. Read the story on pg. 292 in the textbook 
2. Fill out the Rhetorical Analysis Scaffold.
3. Share 2 things you noticed 
2. Define a Problem or Form a Hypothesis
1. Hypothesize what one of the author's messages is.
2. (Consider if the message is an individual moral or a social commentary.)
3. Develop a Plan
1. Identify 3 rhetorical tools that you think best help convey the message
2. On the back of the Rhetorical Analysis Scaffold, divide your paper into three parts, one for each rhetorical tool you chose.
1. rhetorical tool 1
2. rhetorical tool 2
3. rhetorical tool 3
4. Conduct & Analyze an Experiment
1. Write several sentences in each of the three parts of your paper explaining how each rhetorical tool helped support the message.
2. (See my example.)
5. Communicate Results, Seek Feedback, & Improve
1. Trade papers.
2. Give feedback to your partner.
3. Make at least one change according to the feedback.

"Powder" by Tobias Wolff

Read "Powder" by Tobias Wolff
(individually or as a class; see pg. 156 in textbook)

1. Make Observations & Ask Questions
1. Think: Write what you observe or have questions about (use this form for ideas) (2 min).
2. Pair: Share a few of your responses with your team (2 min).
3. Share: As a team, choose 1-2 ideas to share with the class (2 min).
2. Define a Problem or Form a Hypothesis
1. Write a statement or question about one of the text's major messages or methods (2 min).
2. Consider using some of the following sentence frames:
1. The author ____________ in order to _______________.
2. *The author conveyed that _________________ by ____________________.
3. The author's message of ________________ was supported/undermined by ____.
4. Although the author attempts to _______________, __________________.
3. Develop a Plan
1. Identify general structures, messages, methods, and/or other elements to imitate (either based on teacher suggestions, team collaboration, or individual opinion) (2 min).
1. ex: write a story as a group focusing on physical and relational conflict
2. Consider what structures, messages, methods, and/or other elements you’ll specifically change
1. use flashback, dialogue, and multiple types of conflict
4. Conduct & Analyze an Experiment
1. Write your own imitation of the original text (if doing this as a class, wait for the teacher to model their own version of how to imitate the original text) (10-15 min).
2. Re-read the original and your version to consider what to change in yours by making it similar to or different from the original (3 min).
5. Communicate Results & Improve
1. Share the original text and your imitation with someone (2 min)
2. Have a conversation with them about what was good and what could be considered for change (see the chart below) (3 min).
3. Re-read your text and experiment with at least one of the considerations for change (3 min).

Little Girls Wiser than Men

Read "Little Girls Wiser than Men" by Leo Tolstoy (individually or as a class)

1. Make Observations & Ask Questions
1. Think: Write what you observe or have questions about (use this form for ideas) (2 min).
2. Pair: Share a few of your responses with your team (2 min).
3. Share: As a team, choose 1-2 ideas to share with the class (2 min).
2. Define a Problem or Form a Hypothesis
1. Write a statement or question about one of the text's major messages or methods (2 min).
2. Consider using some of the following sentence frames:
1. The author ____________ in order to _______________.
2. *The author conveyed that _________________ by ____________________.
3. The author's message of ________________ was supported/undermined by ____.
4. Although the author attempts to _______________, __________________.
3. Develop a Plan
1. Identify general structures, messages, methods, and/or other elements to imitate (either based on teacher suggestions, team collaboration, or individual opinion) (2 min).
1. ex: write a story as a group focusing on plot and symbolism
2. Consider what structures, messages, methods, and/or other elements you’ll specifically change
1. ___(noun)____  ___(-er superlative)___ than __(noun)___
4. Conduct & Analyze an Experiment
1. Write your own imitation of the original text (if doing this as a class, wait for the teacher to model their own version of how to imitate the original text) (10-15 min).
2. Re-read the original and your version to consider what to change in yours by making it similar to or different from the original (3 min).
5. Communicate Results & Improve
1. Share the original text and your imitation with someone (2 min)
2. Have a conversation with them about what was good and what could be considered for change (see the chart below) (3 min).
3. Re-read your text and experiment with at least one of the considerations for change (3 min).

Pete the Cat

1. Make Observations & Ask Questions
1. Think: Write what you observe or have questions about in your notebook while you listen.
2. Pair: After the reading, share some of your observations/questions with a partner (2 min).
3. Share: Be ready to share 1-2 of your pair's observations with the class (3 min).
2. Define a Problem or Form a Hypothesis
1. Think: Write what you think the purpose or message of the story is in your notebook (2 min).
2. Pair: After writing, share your hypothesis about the meaning or purpose with a partner (2 min).
3. Share: Be ready to share your hypotheses with the class (5 min).
3. Develop a Plan
1. Think: What could some of the elements of this story symbolize? What could you change or add to the story to continue the use of symbolism to convey the message? (2 min)
2. Pair: Share the symbols you found or thought you could change with a partner (2 min).
3. Share: Be ready to share your symbols and changes with the class (5 min).
4. Conduct & Analyze an Experiment
1. Think: Write your own scene of the story to add to Pete's journey or to replace one of the existing parts, and have a deeper symbol in mind. (I'll write an example on the board.) (4 min)
5. Communicate Results & Improve
1. Pair: Share your scene with a partner and see if they can guess the symbolism. Partners should share at least 1 thing that was good and 1 thing that would make it "gooder." (3 min)
2. Share: Be ready to share what your new scene was and if your partner guessed the symbolism (5 min)
3. Improve: After listening to your partner's reaction and others' ideas, make at least 1 if not several meaningful changes to your version. (3 min)

Grandma's Cupboard

Grandma’s Cupboard

A Free Verse Poem

by Jonathan Williamson

Some of Grandma’s furniture

lives at our house now.

My favorite is a tall wooden cupboard.

It is golden oak, soft and worn

and it is very,

very old.

It takes me back to Grandma’s.

I open its glass doors,

and it smells like her living room

a thousand miles away,

with someone new living in it now.

Now, at my own house, in my own living room,

I open the cupboard doors,

I take a deep breathe,

and WHOOSH!

I am back at Grandma’s house once more.

The cupboard says,

“Welcome back! Good to see you!”

1. Make Observations & Ask Questions
1. Think: Write what you observe or have questions about (use this form for ideas) (2 min).
2. Pair: Share a few of your responses with your team (2 min).
3. Share: As a team, choose 1-2 ideas to share with the class (2 min).
2. Define a Problem or Form a Hypothesis
1. Write a statement or question about one of the text's major messages or methods (2 min).
2. Consider using some of the following sentence frames:
1. *The author ____________ in order to _______________.
2. The author conveyed that _________________ by ____________________.
3. The author's message of ________________ was supported/undermined by ____.
4. Although the author attempts to _______________, __________________.
3. Develop a Plan
1. Identify general structures, messages, methods, and/or other elements to imitate (either based on teacher suggestions, team collaboration, or individual opinion) (2 min).
1. ex: keep short first stanza introducing the item, a descriptive middle section using imagery, and personification with something said by the object at the end.
2. Consider what structures, messages, methods, and/or other elements you’ll specifically change
1. _____(noun)_____'s ____(noun)________    <someone/something you know>
4. Conduct & Analyze an Experiment
1. Write your own imitation of the original text (if doing this as a class, wait for the teacher to model their own version of how to imitate the original text) (10-15 min).
2. Re-read the original and your version to consider what to change in yours by making it similar to or different from the original (3 min).
5. Communicate Results & Improve
1. Share the original text and your imitation with someone (2 min)
2. Have a conversation with them about what was good and what could be considered for change (see the chart below) (3 min).
3. Re-read your text and experiment with at least one of the considerations for change (3 min).