After completing the novel, students will create a one-pager over To Kill a Mockingbird.
A one-pager is a way of responding to a piece of writing on a single sheet of paper. It represents your own written and graphic interpretation of what you have read. It may be very literal (just based on the facts or information in the piece) or it may be a symbolic representation of the piece. It helps you as a reader to visualize what you are reading.
The following elements are required on the one-pager and may be arranged on the page in any way you choose:
- Must be on standard sized, unlined paper
- Must fill the entire page
- Writing must be in ink or typed…no pencil
- Include the title and the author of the piece
- Use colored pens or markers unless otherwise directed
- Must have one or two quotes from the reading. (Passages that you like or think are important)
- Must have a graphic representation: drawing, magazine picture, or computer graphic that ties to the piece you read and the quotes you chose. And color.
- Must include a personal response to what you have read: comment, interpretation, evaluation, etc.
One-pagers will be due by the beginning of class on Friday 03/24/2017.
This is a good form of note taking for longer selections. Once you have determined the primary themes of the novel or work being studied, start looking for quotes that represent that theme. Then, using the sample from To Kill a Mockingbird by Harper Lee below, collect and explain the quotes.
To Kill a Mockingbird
By: Harper Lee
Context & Explanation
|“You never really understand a person until you consider things from his point of view…until you climb into his skin and walk around in it” (Lee 30).
||Atticus is talking to Scout about Miss Caroline & Walter Cunningham. He is teaching her to be understanding, kind, sympathetic, & emphatic to others who aren’t like her or to folks who are different.
- Write an entire quote or the beginning of a quote on the left side of the page. Include page numbers.
- Write who is speaking (and in what context) on the right. Also provide a short explanation showing why this quote is important – what’s it mean? What does it show us about the characters or conflict of the novel? Pretend I am there asking you why this quote is important.
- Find quotes that represent the primary conflict or problem in the novel.
- Find quotes that represent the primary characters in the novel.
- Find quotes that you are drawn to, that you are passionate about, that you agree with, that you disagree with, etc.
- Find quotes that you want to discuss in seminar.
- You will need to collect quotes as you read & will need 15 -20 quotes by the end of the novel.
Students are responsible for reading the sections in the novel and staying on schedule. Students are responsible for reading & taking quizzes even when they are absent. Students should complete study guide questions as they read. Occasionally students can use their study guides on their quizzes. Study guides will be checked on a pop-quiz manner periodically. Not having questions complete & page numbers noted will earn low grades or zeroes on study guide checks.
Occasionally students will be given time to read in class. They will receive Independent Reading (IR) grades just as they do for Drop Everything And Read days. Working on other homework, talking, sleeping, etc. will result in low grades or zeroes for IR grades.
- Monday 02/27: Quiz over chapters 1-3; read chapter 4
- Tuesday 02/28: Read chapters 5 & 6
- Wednesday 03/01: Quiz over chapters 4-6; read chapters 7 & 8
- Thursday 03/02: read chapter 9
- Friday 03/03 (& over the weekend): Finish Part 1
- Monday 03/06: Quiz over Part 1 (chapters 1-11); Read chapter 12
- Tuesday 03/07: Read chapters 13 & 14
- Wednesday 03/08: Read chapters 15 & 16
- Thursday 03/09: Quiz over chapters 12-16; Read chapters 17 & 18
- Friday 03/10 (& over the weekend): Read chapters 19-21
- Monday 03/11: Quiz over chapters 17-21; Read chapters 22-24
- Tuesday 03/12: Read chapters 25-28
- Wednesday 03/15: Quiz over chapters 22-28; Finish the novel
- Thursday 03/16: work on study guides and finish any reading
- Friday 03/17: Quiz over Part 2 (chapters 12-31); work on split-quotes
Students received copies of To Kill a Mockingbird by Harper Lee. We started reading the novel aloud on Wed. 2/22. We will finish reading together today and students will begin reading on their own on Friday 02/24.
Students will need to complete questions on the study guide. The To Kill a Mockingbird Study Guide will be checked periodically as we read and might be able to be used on reading quizzes.
art-work credit: Sejal P.
After responding to the journal about violence & love today (posted below), I asked students to engage in a mindfulness activity: they were to secretly choose 2 students in class and when I told them to, they were to close their eyes and think “I wish for them to be happy” for 5 seconds.
Their “homework” is to engage in this simple mental activity as they move through the halls to their classes or at the first five minutes of class each day. It is a potential way to combat all the hate and judgmentalness in our world that led to the horrific events of slavery, convict leasing, Jim Crow, and hate in our country’s history.
Hopefully they share their “homework” with their parents / guardians and encourage them to engage in this exercise at work. 😀
To learn more, listen to “Mindfulness on Demand” from the Note to Self Podcast series.
02/16/17: Violence & Love
MLK said, “The ultimate weakness of violence is that it is a descending spiral begetting the very thing it seeks to destroy, instead of diminishing evil, it multiplies it. Through violence you may murder the liar, but you cannot murder the lie, nor establish the truth. Through violence you may murder the hater, but you do not murder hate. In fact, violence merely increases hate. Returning violence for violence multiplies violence, adding deeper darkness to a night already devoid of stars. Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that.”
What are some real ways we can use love to defeat hate?
Students viewed Understanding Jim Crow & a portion of the film Slavery by Another Name to get an understanding of the historical context of the novel we are about to read.
We will discuss segregation and America (1920’s-1950’s) in coming days to set the stage for our next unit.
Students will take a unit test over all the short stories we read as well as the short story terms they have used over the course of the unit.
Students have been advised to study old quizzes and to review information in the stories to prep for the test.