First, second, and seventh periods began exploring ballads. We used Dylan’s “Boots of Spanish Leather” as a model ballad. Tomorrow, we’ll be finishing up with the attributes of a ballad.
Fourth period spent some time with an extended starter/bell-ringer that dealt with the use of quotation marks. We determined that more practice is definitely in order, and I assigned more as homework (see below).
We looked at three questions about the passage we read for homework (copied from the district lesson plan for To Kill a Mockingbird):
- What is Calpurnia’s purpose in the novel? Her role there is traditional – she is a servant. But what else is Calpurnia?
- Aunt Alexandra represents another segment of Southern society in the 1930s. Read the interview with three women who “grew up white in the South” during the ‘30s. Fill in the “Southern Behavior – Interview” concept map with things they were taught to do as a young girl; compare the list with what Aunty is trying to teach Scout and Jem (complete the Southern Genteel Behavior concept map). Is there an overlap?
- Did Atticus make a poor decision to represent Tom in such an emotionally charged trial? Was it the right decision?
Students spent a little time in groups discussing the issues. Tomorrow, they will finish preparations and discussions and make quick oral presentations on their findings.
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