Tag Archives: lead

Leads, Discussion, and Proofreading

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First period worked on proofreading, including an eight-step checklist. Final drafts due Monday.

Second period did group work on a few questions:

Miss Mayella’s motivation

An important part of understanding any character is understanding motivation. Re-read chapter 18. Take notes on what you learn about Mayella. They may be things you are told directly (direct characterization – for instance, her age) or they may be things you can infer by analyzing what she says, how she acts, or what others say about her. As you take notes about your observations, think about what motivates Mayella. It is clear that Atticus is trying to get her to admit that she lied about the attack. If she did lie, what would motivate her to do that? As the last entry in your notes, offer an explanation for what would motivate her to tell such a horrible lie.

Children in the courtroom

Jem, Scout, and Dill were obviously not supposed to be in the courtroom that day. Even today we do not encourage children to be in the courtroom during sensational trials. Why, then, does the author allow them inside? What is Lee’s purpose in seating them in the balcony? Why does Dill break down and cry? What do the children symbolize in this society? Think about these four questions before you submit your response to the drop-box. I expect more than a couple of sentences. THINK – what is her purpose in letting the children in to hear the testimony and observe the crowd?

Small Towns – Small Minds

Small towns thrive on gossip. A sensational trial like Tom Robinson’s will only add to the talk. Several of the older women in the novel categorize other citizens by social standing, heritage, etiquette and manners, yet they rarely mention true moral or ethical values as a criterion for judging someone’s character. As a way to evaluate your own feelings about these characters, place them in rank order from the most moral to the least moral. Then write a paragraph explanation of why you placed him/her in the two extreme positions.

  • Mr. Dolphus Raymond
  • Miss Maudie
  • Aunt Alexandra
  • Reverend Sykes
  • Judge Taylor
  • Bob Ewell
  • Mayella Ewell
  • Heck Tate

Create a class consensus ranking the morality of characters in the novel.

Fourth and sixth periods worked on crafting leads for their memoirs.

Homework
  • First period: choose a lead and create a final draft.
  • Second period: grammar work (online).
  • Fourth period: create two leads for your memoir.
  • Sixth period: complete the lead handout.

The Lead; Presentations; Diction

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First period worked on leads. We looked at six examples:

  • The Dramatic Lead: I wouldn’t make it through the night without it.
  • Starting In the Middle Of a Scene: I was sure we’d find the blanket ripped and dirty.
  • Leisurely Lead: When I looked into my Grandma’s linen closet, I was amazed by the patchwork of color. Never had I seen so many different blankets. There were soft, fluffy chenille ones and old worn brown ones. Tucked in the middle, barely visible, with just a faded yellow corner sticking out, was the one I wanted.
  • Beginning At the Ending: I joyfully pulled the tattered corners around me and sighed as I settled into the corner of the chair.
  • Introducing the Narrator: I used to think I was different from everyone else – that I had a secret friend that no one else had. But I’ve come to realize that lots of people had special relationships with inanimate objects. Yes, I admit it. I had a “blankie.”
  • Dialogue Lead: “Only insecure, immature babies need to drag their blankets around with them!”

Students then worked in pairs to create similar leads for the memoirs.

Second period finished preparing for their oral presentations and gave the actual presentations. How many of them figured out that the point of the activity was the preparation and not the presentation itself? I’m not sure.

Fourth and sixth periods worked on diction, particularly improving diction by using specific nouns and action verbs.

Homework
  • First period: two full-paragraph leads for the memoir using two different lead types.
  • Second period:
    • read chapters 16-18;
    • finish online forum discussions;
    • prepare for part of speech test (next week);
    • work on grammar topics at courses.ourenglishclass.net.
  • Fourth and sixth periods: third draft.

Editing and Reviewing

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First, fourth, and sixth periods ended units on an excerpt from Maya Angelou’s I Know Why the Caged Bird Sings. We’ll be having a very short selection test tomorrow.

Second period worked on editing their second drafts. We spent a little time concentrating on the lead, but we also looked at content gaps again.

Homework
  • First period:
    • study for the selection test.
    • re-write assignment on a personally influencial book.
  • Fourth and sixth periods:
    • questions 1-7 (pg 470);
    • “Autobiography” side of handout (sixth period only; fourth period completed in class);
    • study for the selection test.
  • Second period: complete edits and create third draft.