To Kill the Mockingbird Discussion for Chapter 1-5

Read more about Harper Lee at this website...... Click Above

Okay, so I know you guys were thinking that I had forgotten all about our blog, but I haven't. As you all know things have been very busy for me and you lately. Our school has been working hard to educate you as well as discipline you. Well,I am just going to stop right there and say...Answer one of three of the discussion questions for a class particpation grade of 100. Here is the criteria for answering these questions:

+You must answer the question completely using enough detail.
+ You must not mention anything that is negative or derrogative in your comment or response.
+You must make at least two references to the novel to support your answer if you want full credit 100. You have one week to get this activity done. Good Luck!!!!! After November 18, 2009, you will be too late.

If you meet all three of these criteria, you will receive a class participation grade of 100, so go for it guys!!!!!!

Here are your discussion questions:

1. Scout (the narrator) says that her father Atticus was related to almost every family in the town. In addition, she states that the Radleys, unlike other residents, kept to themselves. What conclusions can you draw about the people of Maycomb from these comments? Would you like to have lived in Maycomb? Explain.

2. Atticus advises Scout that the way to get along with someone else is to "climb into his skin and walk around in it." Comment on your reaction to this advice.

3. Dill says he thinks Boo Radley might feel better if he'd come out and "set a spell" with the children. Do you agree with Dill? Explain. Would you enjoy spending time with these three children? Why or why not?

Journal Writings

Since some of you have a problem with keeping up with journal writings, I have decided to put them up online.

Due on tomorrow October 23, 2009
Think of a time when because of pressure you made a decision to conform to society. Write about why you made that decision and what you could have done instead.


Due on October 16, 2009
Write about an important theme (main idea) that your learned from English II or Creative Writing during the first nine weeks.

Nine Weeks Examinations

Nine Weeks Examination Schedule:

Tuesday, October 6, 2009
2nd 8:59-9:50am
4th 10:04-10:55am
6th 1:29-2:20pm

Wednesday, October 7, 2009
1st - 8:04-8:55am
3rd- 10:04-10:55am
5th- 12:34-1:25pm
7th 1:29-2:20pm



Please use your study guide to prepare for your nine weeks examination. Remember to bring a number two pencil because the test will be given in scantron.

This Week in English II

Homework Assignments due for Friday, October 2, 2009
Write a summary for chapters 5-11.
Complete Word Maps for all Vocabulary Words due October 2, 2009.

Classwork Assignments due for Wednesday, September 30, 2009
English II Study Guide and activity questions.
Creative Writing Study Guides Part I and II

October 6 and 7 Nine Weeks Examination

This week in English II

This Week in English II, we will be reading Chapters 4-10 of The Narrative of the Life of Frederick Douglass. Also, students will be writing summaries of Chapters 1-4, which will be due on this week. We will also be focusing on the meaning of the first five vocabulary words. Thurdsday, their will be quiz on Chapters 1-4. Please study your questions and summaries.

The Narrative and The Life of Frederick Douglass by Frederick Douglass

While reading the novel, don't forget to do these three things:
1. Create a Character List
2. Create a Special Terms List
3. Formulate a summary for each chapter (will be doing this in class)

Character List
1. Frederick Bailey (Douglass) - author of the novel; autobiography
2. Aunt Hestor - young Frederick witnesses the cruel beating of this beautiful young slave woman by his master Captain Anthony
3. Colonel Lloyd - owner of the entire plantation that is made up of twenty farms
4. Captain Anthony - second in command on the plantation who worked for Colonel Lloyd, but he owned about thirty slaves which included Frederick Douglass
5. Mr. Severe - cruel overseer known as a "profane swearer".
6. Mr. Hopkins - overseer who was too kind to whip the slaves
7. Isaac and Betsey Bailey - Frederick's grandparents
8. Harriet Bailey - Frederick's mother
9. Mr. Austin Gore - harsh overseer who replaces Mr. Hopkins; murder's Demby the slave who ran away from him into the creek
10. Mr. Giles Hick's wife, Mrs. Hicks - murders fifteen year old slave girl by beating her severely with an oak stick
11. Mr. Thomas Lamann - man who killed a slave with a hatchet and later joked about killing the man.
12. Mr. Beal Bondly - man who killed an old man for trepassing on his property.
13. Mrs. Lucretia Auld - Colonel Lloyd's daughter who is married to Thomas Auld; they both live on the Great House Farm
14. Captain Thomas Auld - Colonel Lloyd's son in law; his brother is Mr. Hugh Auld who lives in Baltimore, MD.
15. Mr. Hugh Auld - poorer brother to Thomas Auld who acquires Frederick Douglass as a slave to work for his young son Thomas Auld
16. Mrs. Sophia Auld - Frederick Douglass's mistress who teaches him his letters until Mr. Auld orders her not to; she knows nothing about slavery and teaches Frederick without knowing that she is not suppose to teach him; she later stops after her husband chastises her.
17. Thomas Auld - son of Sophia and Hugh who is Fredericks master and friend.
18. Cousin Tom - Frederick's cousin who could not speak correctly but described to him how bigger Baltimore was compared to the Great House Farm
19. Henrietta and Mary - the two slaves that were owned by Mr. and Mrs. Thomas Hamilton of Baltimore, MD. The viciously would starve and beat the two girls.
If I am missing anyone, let me know.

Special Terms List
1. Great House Farm - the biggest farm on the plantation; place where the slaves traveled to get their wages (allowances); every slave thought it was a great privilege to be chosen to go to the farm
2. Negro Spirituals - songs that the slaves sung as they would travel to the Great House Farm; Douglass describes these songs as sad.
3. Baltimore, Maryland - at the age of seven or eight Frederick leaves the Great House Farm to be a servant in the Auld Family's home.
4. The Columbian Orator - the book that Douglass used to help teach himself how to read.

USATestprep link

Hey young people, the USATestprep website link is located below.... type in coahomams as your username the student password is newton78. Go in and create your own username and password. Start practicing today...

Make sure you sign up for my classes......or e-mail me some of your work if you want extra credit... my e-mail address is jbays227@hotmail.com

Roots Volume 2

In this version of the film, we find that Kunta Kinte finally arrives in America. Fiddler is the Negro slave who has been ordered to make Kunta Kinte (Toby) into a proper slave. Mr. Ames the slave driver thinks that the only thing that will make Toby a good slave is the whip. Based on what you have seen thus far, what is your opinion of Fiddler, Master Reynolds, and Mr. Ames?

Quiz on Tomorrow, Wednesday September 2, 2009

Essay Questions:

1. Compare Dee and Maggie from the story "Everyday Use".

2. Compare the literary works "Everyday Use" by Alice Walker and "My Furthest Back Person-The African" by Alex Haley. What is it that the two works have in common?

3. Focus on the theme of heritage, and explain Dee's perception of heritage.

4. Discuss why Dee changed her name to Wangero. Make an inference on the mother's feelings concerning Dee's name change.

Discussion Question about the movie Roots Volume I

Toward the end of Volume I of Roots, the slaves decide to come together to fight for their freedom. What are some of the stumbling blocks they will be facing?

What did you think of the film Roots Volume 1?

In class, we have read, "My Furthest Back Person-The African", which is an excerpt of Alex Haley's book Roots, what is your opinion of the story and how does seeing the movie help you better understand the difficulty Haley experienced in tracing his roots back to Africa? What information does the film give you about the slave trade? How does it effect you emotionally?

Family Tree Assignment

· Formulate a family tree with five generations.
· You can draw this family tree on a poster board, or you can choose to create a pamphlet with your family tree on it. In the past, most students have thought of creative ways to create their family trees. They have use pictures, actual carved trees, and etc. Be creative.
· You will be graded on creativity and your ability to accurately trace the steps you took to find out your information about your family tree.
· Trace the steps you took in finding out how to fill in your family tree.
· Who did you talk you? Who did you interview? What did they say?
· Make sure each step you take is accurately explained.
· Your paper must include a list of steps as well as an explanation of how you investigated and researched your family roots.
· Include a passage in your list explaining the commonalities or lack of commonalities between you and your family members.
· Include any mysteries or things you learned about your family that you did not know.
· Include any interesting details you find important to tell.
· Paper should be typed using Times New Roman 12 point font, double-spaced


This is how you will graded:

Creativity (25 points) – How well did you design your family tree?
Accuracy (10 points) – Is the information on your true accurate with your investigation (list of steps)?
Neatness (15 points) - Is the tree and list neat and appropriate? No smudges, unkempt marks, etc.
Paper with specific steps and details (30 points) – Did you follow all directions?
Grammar (20 points) – Paper will be checked for grammar and proper punctuation.

Assignment is due - September 11 The date has been changed to September 14. You guys have more time so I expect better results.