First and fifth periods finished up some work for “Flowers for Algernon” after going over yesterday’s MAP results. We wrote about and discussed the following:

1. How do feel about your score?
2. Is it higher or lower than you were expecting?
3. Why exactly were you expecting higher or lower?
4. Look back over this school year and list three choices you’ve made that contributed to your score.
5. List two things you can do for the remainder of the year to make sure you begin to fix some of the problems listed above.

Second and fourth periods began To Kill a Mockingbird. We read about and discussed Jim Crow laws in order to provide adequate background knowledge before beginning the novel.

Second and fourth period notes

We then turned our attention parsing one of the tricky sentences in the first couple of pages, using arrows to indicate relationships (antecedents, adjectivals, etc.) for better comprehension.

Homework

• First and fifth periods:
  • complete the essay on empathy (if you haven’t already);
  • annotate the essay by:
    • putting a circled number one at the beginning of concrete details;
    • underlining direct quotes and labeling them with a circled number two;
    • circling your citations and labeling them number three;
    • labeling your sentences that include an introductory phrase with a number four;
  • read to the end of “Flowers of Algernon” (from approximately page 333);
  • complete the questions on page 342
• Second and fourth periods:
  • prepare for final Romeo and Juliet quiz tomorrow (you can take the practice quiz here);
  • analyze the following sentence from To Kill a Mockingbird in the same way we parsed the sentence today (see above):
    

    In England, Simon was irritated by the persecution of those who called themselves Methodists at the hands of their more liberal brethren, and as Simon called himself a Methodist, he worked his way across the Atlantic to Philadelphia, thence to Jamaica, thence to Mobile, and up to Saint Stephens.