Kristin+Frew

= Essay Assignment = = To Kill A Mockingbird = = Mrs. Frew/Language Arts 8A = Over the next two weeks you will write a five paragraph (or longer) analytical essay about //To Kill A Mockingbird//. Choose one of the topics listed below Guidelines: o Include at least two quotes from the text for supporting evidence. Other supporting evidence should be well paraphrased. Make sure that most of the writing is your own analysis and not supporting material from the text. o Name, date and period o Times New Roman, 12 point font o Give your essay a catchy title that indicates what it will be about. Essay Topics
 * Fear is a major motivator in the novel, particularly the fear that society will change and African Americans will attain greater status in society. Choose up to three characters who are motivated by this fear and discuss how their racism manifests in the novel. How is their fear destructive to themselves or those around them? In your conclusion you may want to discuss how this fear affects the community of Maycomb.
 * // To Kill a Mockingbird // contains numerous life lessons, such as the need to empathize with other’s situations (walk in someone else’s shoes) before making judgments. Clearly identify one life lesson the novel teaches and explain at least three ways in which that lesson is communicated by identifying and analyzing specific events in the book. In your conclusion, explain why this lesson is significant and applicable to every day life.
 * Choose one character in the novel and chart that character’s transformation. First establish the character’s outlook at the novel’s beginning, then identify and discuss at least three situations in which the character shows signs of change. In your conclusion, state clearly how and why this character has changed. For instance, Jem’s  outlook on human behavior changed and he developed a new understanding of social hierarchy. How is his outlook affected by the trial and events surrounding it?
 * Atticus acts courageously in the novel and teaches not only his children, but also the folks in Maycomb County, an important lesson about self-respect and respect for others. Write an essay in which you discuss Atticus’ role as hero in the novel and identify three clear instances where he is courageous. (Be sure to be more specific than simply pointing out that he took on a difficult trial. At what points before, during and after the trial does Atticus display courage?) In your introduction, be sure to define courage and/or hero. In your analysis, be sure to discuss the impact Atticus’ courage has on others.
 * Discuss the author’s portrayal of the black community and the characters of Calpurnia and Tom Robinson. Are they realistic or idealized? Why would Harper Lee choose to portray these characters the way she does?


 * Atticus knows that he will lose the trial before he begins. He also knows that taking the case, and actually making a case could potentially have a devastating effect on his family and influence how people in Maycomb treat them permanently. Why does he choose to try the case anyway.


 * Analyze the author’s treatment of Boo Radley. How do Jem and Scout's views of Boo Radley change during the book? What is his role in the novel? Why did Lee include this subplot in the novel and how does it strengthen or weaken the book?
 * Atticus tells the children several times that they need to walk in someone else's shoes before judging the person. Describe times when Atticus, Scout or Jem walk in someone else's shoes. How does this change how they view the situations?
 * At one point Jem describes four kinds of "folks" in Maycomb County:"our kind of folks don't like the Cunninghams, the Cunninghams don't like the Ewells, and the Ewells hate and despise the colored folks." What does //To Kill a Mockingbird// teach us about how people cope with issues of race and class? Do you classify people in your world as different "folks?" Do you see those distinctions today?
 * At the end of the book, Scout says that telling people Boo Radley committed the murder would have been "sort of like shootin' a mockingbird." What does that mean? Do you agree that Boo is like a mockingbird?
 * In the last few lines of __To Kill a Mockingbird__ Scout says, "he was real nice..." and Attiucus replies, "most people are, Scout, when you finally see them." Do you agree that most people in the novel are nice once you see them? How is Atticus able to see the good side of people despite all he has experienced? Can you?

Deadlines: Tuesday, May 15th- Topic Chosen Wednesday, May 16th- Brainstorming due Thursday, May 17th- body paragraphs due> very rough Friday, May 18th- intro and conclusion due> very rough Mon-Wed, May 21-23- conferences/ revisions Thursday, May 24th- Final draft due
 * __Writing conferences- week of May 14th and 21st. All students must have a writing conference or turn in a draft for feedback before the final deadline__**

Dear Parent: This year, six grade students will learn to be active readers. They will read their text, Daybook of Critical Reasoning, novels including __Bridge to Teribithia__ and __Holes__, and a variety of other materials. Students will interact with the material they read by taking response notes and by keeping a reading journal. I will be encouraging students to write in their books, and I would like parents to do the same. Students will respond to what they are reading in their reading journal as well. Journals will be considered part of the participation grade. In addition to developing their reading skills, students will be strengthening their writing skills. In order to build these skills, students will be doing a great deal of writing. Many assignments will be writing assignments and many exams will be essay exams. Your student may complain about the amount of writing he or she must do this year. It is true that the writing load is much heavier this year, as your student is making the transition from elementary school to middle school, where many of the assessments are written assessments. We will address how to complete written assessments in class. Our goals, then, will be twofold. By the end of the year, I expect students to be active readers, by which I mean they will be engaged by what they read, comprehend what they read, and connect with what they read. Next, students will be able to clearly discuss what they read. They will be able to articulate their thoughts and support their arguments. They will be able to demonstrate skill in well-organized fluent written work. We will be concentrating on reading and writing this year, as these are the most critical language arts skills. These are skills that transcend content area and apply to every other subject. Reading comprehension will effect how your child performs in every class he or she takes. Later these skills will effect and influence every job he or she will ever hold. Written and oral communications, after all, are how most teachers and employers will measure performance. Texts: __ Daybook of Critical Reading __ =__A Writer’s Handbook__=

Novels: __ A Bridge to Terabithia __ __ Pictures of Hollis Woods __ =__Holes__= Other Materials: Films including The Sandlot, Bridge to Terabithia, When the Levies Broke, and The National Poetry Project Video =__The collected work of Langston Hughes, A source Book of African American Poetry__= Assignments: Students will complete a variety of assignments this year. As mentioned, many of their assignments will be written assignments. All written assignments will include prewriting, a web, an outline, and a first draft. My policy is that students who turn in their first drafts on time may continue to turn in additional drafts until they are satisfied with their grade. Late work is accepted for two days after the assignment is due. Work is docked one letter grade for each day it is late. The grade the student receives on the day the assignment is turned in will be the final grade. Please note that your student will be asked to complete many different kinds of assignments. I know your child will not excel at each. Sometimes, your child will be able to choose the type of assignment he or she completes. And, as I want to create an environment where we are all comfortable trying new things, I will discard your child’s lowest assignment grade. Grades: Grades are calculated as follows: Daily work 40% Participation 10% Assignments 30% Tests and Quizzes 20% I grade this way because I expect my students to work very hard in my classroom. The majority of learning takes place when we are together, so it is essential that students come to class prepared to work and put forth their best effort. Students will read, take response notes, work on projects, complete computer based work, write and complete many assignments in class. The good news is that with good effort and good attitude, most students can receive grades that they are pleased with on their daily work which helps their cumulative grade. Homework: Students receive two kinds of homework in my class. First, students will receive homework that is meant to give them a chance to practice new skills. This homework receives a pass/fail grade and must be turned in on the day it is due in order to be counted. Students also receive writing assignments that are to be completed at home and this work will be marked as assignment, not homework. Assignments are graded. Please note that not all students will receive the same homework, as not all students need to work on the same skills. Behavior: I have attached a copy of our classroom procedures, which your child is familiar with. These procedures are posted in our classroom. I expect students to follow procedures. However, I really only have two rules. I expect my classes to treat each other with honesty and respect. While these rules are always important, they are especially important when students are trying new things. I want everyone to feel supported and included in my classroom. I want all students to feel comfortable participating and trying new things. Therefore, I take breeches of respect and honesty very seriously. Students do not laugh at or make fun of each other in my class. I start with **ONE** written warning, which I document. If a child persists in disrespecting classmates, parents will be contacted and the child w ill be removed from class for the day. A third incident will lead to a suspension and a parent conference during which a behavioral plan must be agreed to by both parents and the student. While these consequences may seem severe, I find that they truly deter disrespectful behavior. We work hard in class, but we also have a good time. I want all my students to be able to look forward to my class. And, I am sure you want your child to be able to learn in an environment where he or she feels comfortable and is encouraged. If you have questions, please contact me before 8am or between 3 and 4pm at 262-302-9029. Yours truly, Kristin Charles