Shannon E. Sullivan

Day One

Honors Literature and Composition Grade: 9

QCC(s): 33, 34, 36

Students will:

This lesson will familiarize the students with what constitutes being southern and/or living in the South. This lesson is the first in a unit which will initiate our journey towards cultural awareness as other areas will be explored hereafter including pieces representative of Irish Literature, Asian Literature, British Literature, African and African-American Literature, Native American Literature, etc. The week prior to beginning this unit, the students have been bringing in and sharing their favorite pieces of Southern literature, pictures that depict the South, and or personal stories related to southern experiences. Today, we will be illustrating a technique we have just learned "show, don’t tell" in a short writing assignment. Also, the students’ knowledge of the topic will be determined as we discuss what they consider to be the "typical south" in relation to mannerisms, appearance of the towns, language, and various other stereotypes. We will also begin reading Cold Sassy Tree, our main focus for developing an understanding of the Southern culture.

Students will:

Teacher will:

The teacher will ask the students what questions they have regarding the activities they completed for the day. They will be made aware that tomorrow they will be discussing briefly the life of Olive Ann Burns and how the novel relates to her own life. We will continue reading CST in class both aloud and in our reading groups.

Students will be given a grade for their visuals which will count towards their participation.

paper, notebooks, pen or pencil, colored pencils, crayons, and colored paper, overhead projector, overhead markers, copy of Cold Sassy Tree.

For homework the students will be required to read Chapter Five and Six of CST (pages 28-36), paying close attention to the characters. Also, they need to have recorded three passages and responded to them in their dialogue journals.

If students finish early they may begin their homework reading assignment.

These students will be given various passages to which to respond rather than having to determine a passage of importance on their own from the text.

Examples:

"she’s as dead as she’ll ever be ain’t she? Well, ain’t she?"

"Anytime Grandpa had something to say, it was something you couldn’t wait to hear."

~As students create their towns, will prompt them to include the stereotypical aspects: Do you picture a person sitting in rocking chair, drinking sweet tea, waving a fan…? What is the weather like? Is there a conversation in progress? What are they discussing?

~Add to movies/television list: Fried Green Tomatoes, Sweet Home Alabama, "The Andy Griffith Show", etc.

~Possible questions to parallel reading: What is the setting of the story? (Refresh students’ memory of setting: Where does story take place? Time period?) What do you know about the early 1900s? Although GB’s situation might not seem like such a big deal in today’s society, do you think that Mary Willis and Aunt Loma were justified in their reactions? What is your impression thus far of Will Tweedy? Do you feel that he is a credible narrator? (Refresh students’ memory of narrator).

~Vocabulary words (Students will be asked to designate a section of their notebooks for vocabulary words): genteel: having or showing good taste and refinement, lockjaw: tetanus; an infectious disease which enters the body through a wound, trestle: a bridge for trains, chifforobe: a dresser for clothing, pottage: a thick stew or soup, privie: an outhouse, buster: slang for something or someone remarkable or great, suffragette: a woman who advocates the right of women to vote, arbor: a place shaded by trees or shrubs.. *Each of the vocabulary words will be introduced in the context of the novel.

~Model how to do the dialogue journal!

~ask students if they have any questions regarding the dialogue journal! Walk around the room while students start journal to help those who are struggling.

Shannon E. Sullivan

Day Two

Honors Literature and Composition Grade: 9

QCC(s): 28, 29, 33, 34, 36

Students will:

Students will:

Teacher will:

The students will be asked the following questions in a whole class discussion format: In reference to today’s notes, what type of character is Grandpa Blakeslee? We will also brainstorm a list of physical characteristics. What do other people think of Grandpa Blakeslee? Ask if they have any questions regarding characterization. The students will be informed that we will continue to look at character development on Wednesday as we cover more chapters of CST.

Students will turn in their chosen passages that relate to character development along with their written responses to each passage. These passages/responses will be evaluated according to the depth of the critical analysis. This assignment will later be included in their reader response journals. Students will be advised to save their Cold Sassy Family Trees to study for the quiz on Friday. Teacher will check students dialogue journals to ensure that they are up to date.

pens, paper, copy of Cold Sassy Tree, syllabus, notebooks with separate sections for notes, reader response journal, literary elements, and vocabulary, projector, projector pens

For homework the students will be responsible for reading Chapter Nine and Ten of CST (pages 49-63). They will need to place sticky notes in their books to 1. mark passages if they are the passage master, 2. write questions if they are the questioner, 3. take notes for connector ideas, 4. list ideas for an illustration. Students will be reminded that they should continue to pay close attention to the characters and their development and begin to think about one character in particular on whom they would like to focus for 1. the dialogue journal, and 2. their character analysis sketch. Also, students will need to have at least two more passages recorded for their journal (will check for these daily).

If students finish activities early, they may begin reading Chapter Nine and Ten of CST.

See Supplementary Materials for characterization notes

~give students a brief summary of the previous night’s reading.

~refer to notes about Burn’s to share with students.

Does anyone recall the meaning of the term allusion? Can you give me an example from last night’s reading?

~introduce Katzenjammer Kids as example.

~discuss with the students why the author may use allusion in a story. In the example given, what might have been the author’s intent?

~advise students to continue to look for instances of allusion throughout the novel.

~refer to notes to familiarize students with characterization.

~hand out guidelines for discussion circles and review each job thoroughly with the students, answering any questions they may have.

~cover thoroughly the guidelines for the lyric assignment, reaffirm school and classroom rules!

~circulate around the room during all group activities to make sure that all students remain on task.

~Don’t forget to check dialogue journals!

~be eager to answer any questions that they may have during their group assignments.

~remind students that their dialogue journals and character sketches will be due on Monday!

~Vocabulary words: booger: a person, animal, or thing, which often causes trouble for a person. *Vocabulary words will be introduced in the context of the novel.

Day Two: Notes Shannon E. Sullivan

Literature and Composition Grade: 9

*Note: The following will be given to a special needs student to follow along in the note taking. Italicized portion will be deleted for them to fill in as the discussion takes place.

The characters in literature are part of what makes literature intriguing to readers. A writer makes a character come alive through characterization, the means by which a character’s personality is revealed.

*Items one through four in the about chart are indirect methods of characterization. By using these methods, a writer shows or dramatizes the character and allows you, the reader, to draw your own conclusions. Item five is a direct method of characterization. By using this method, the writer directly tells you what the character is like.

Different terms are used to describe the types of characters a writer can create. Some characters require little development because the reader, through past experience, already knows what to expect of them.

The characters in literature are part of what makes literature fascinating to readers. A writer makes a character come alive through characterization, the methods used to present the personality of a character. The following chart present the methods of characterization.

*Items one through four are methods of indirect characterization. By using these methods, a writer shows or dramatizes the character and allows you, the reader, to draw your own conclusions about the character. Item five is a method of direct characterization. By using this method, the writer tells you directly what a character is like.

Fill in the charts below using what you know so far about the following characters:

Adventures for Readers: Book Two. Harcourt Brace Jovanovich.

Week One Shannon E. Sullivan

Honors Literature and Composition Grade: 9 QCC(s): 34, 40, 42

Students will:

Instructions: As we begin studying characterization, we will first evaluate ourselves as characters. Complete the following chart and statements below:

I am a __________ person because I __________. If I were a __________ I would __________. I used to __________ now I __________. People say that I am__________ because I __________. I am always happy whenever I see__________. __________ upsets me a great deal. I find it easy to talk about __________ but difficult to discuss__________. If I wrote a story about my life it would be__________.

"Who Am I?". www.yale.edu/ynhti/curriculum/units/1980/3/80.03.08.x.html. 10/15/02

Shannon E. Sullivan

Honors Literature and Composition (09)

(*Refer below to a scoring guide)

*This paper will not be conclusive in that you will not be expected to follow the character throughout the entire novel. As part of your conclusion to the paper, you should include an educated guess (why have you inferred what you have inferred? Indicate on what information/details you relied to draw this conclusion) about how the character will grow, change, or otherwise develop upon the conclusion of the novel.

*You will be asked upon completion of the novel to refer to this paper to reevaluate your prediction in comparison to the actual outcome. (This follow up assignment will be in the form of a journal entry.)

Evaluation:

"Olive Ann Burns". http://www.visitnortheastgeorgia.com/oliveannburns.htm. 11/27/02.

Name:

Book:

Assignment (page #s):

Your job is to write down five THOUGHT PROVOKING questions that you have about this part of the book. What were you wondering about while you were reading? Did you have any questions about what was happening? What a word meant? What a character did? What was going to happen next? Why the author used a certain style? Or what the whole thing meant? Try to notice what you are wondering while you read, and jot down some of those questions either along the way or after you have finished.

Name:

Book:

Assignment (page #s):

Your job is to locate five passages that your group would like to hear read aloud. The idea is to help people remember some interesting, powerful, funny, puzzling, or important sections of the text. You decide which passages or paragraphs are worth hearing, and then jot down plans for how they should be shared. You can read the passage aloud yourself, ask someone else to read, or read them silently and then discuss. You must also note the context of the passage. Follow this format:

Page #, paragraph, context of the passage, reason for picking, plan for reading

Name:

Book: Assignment (page #s):

You are the artist! Your job is to draw or visually represent and explain at least four of the following: character, the setting, conflict, theme, symbolism, foreshadowing, suspense.

Let others guess your artwork first, then you can tell about it.

Name:

Book:

Assignment (page #s):

Your job is to find connections between the book your group is reading and the world outside. This means connecting the reading to your own life, to happenings at school or in the community, to similar events at other times and places, to other people or problems that you are reminded of. You might also see connections between this book and other writings on the same topic, or by the same author. There are no right answers here—whatever the reading connects you with is worth sharing! Must write atleast a one-page response!

Tasks will be evaluated by the depth of analysis (passage master), creativity and relevance (artful artist), thought provoking questions (questioner—no yes/no questions!), and degree of connection (connector—did you relate to your own life/experiences?). Tasks are worth 15% of the overall grade. The first DC will be graded as participation/miscellaneous (5%) with comments so you know what to expect for next time.

Adapted from

Daniels, Harvey. Literature Circles: Voice and Choice in the Student-Centered Classroom.

Stenhouse Publishers, York ME, 1994

Instructions:

Shannon E. Sullivan

Day Three

Honors Literature and Composition Grade: 9

QCC(s): 28, 29, 33, 34, 36

Students will:

In this lesson the students will critically explore Cold Sassy Tree using the pre-assigned discussion circle format to further their understanding of characterization. They will also answer a few questions that correspond with their group reading assignment. Near the end of the period they will be given time to work on their lyric assignments which are due Friday. As a wrap up assignment, they will choose from the literary terms discussed thus far and illustrate their understanding in a journal.

Students will:

Teacher will:

The students will be reminded of the terms they have learned thus far: setting, plot, characterization, and conflict. They will be asked to choose two of those terms to discuss from the read-aloud and to write a half a page in which they will discuss specific passages that explore the chosen terms. They will need to demonstrate an understanding by evaluating their examples. Students will be reminded to continue adding information to their dialogue journals. They will be made aware that for Thursday we will continue reading CST and sharing what we’ve learned in our discussion circles and that we will also have a short review for our upcoming quiz on Friday.

The students will be asked to turn in their literature circle tasks. I will also do a quick notebook check to ensure that they are maintaining the correct organization throughout. Those students with satisfactory notebooks will be given three bonus points on Quiz One.

paper, pen or pencil, notebooks, projector, projector pens, sticky notes, colored paper, crayons and colored pencils, copy of Cold Sassy Tree, cassette tape of CST and player

For homework the students will be required to read Chapters Fourteen and Fifteen (pages 85-93). They will be given twenty minutes at the beginning of class to organize their tasks for the discussion circles, but they will still need to put sticky notes in their books for reference as they read. They will also need to add at least two more passages and response to their dialogue journal.

reader response assignment (refer to Supplementary Materials: "Reader Response").

They will be given notes on the literary elements covered in this lesson in which they will be asked to fill in the blanks while following along in the lesson. I will ask students various questions to help them get started on their journals.

Plot: what happens in the story, the action.

Conflict: struggle between two opposing forces; man vs. man, nature, society, supernatural, and/or himself.

~construct a Cold Sassy family tree along with the students.

~circulate around the room while students are in their discussion circles. Stop at each group to make sure they have remained on task. If not, ask them questions to redirect them, i.e. "Why is the town referred to as Cold Sassy? How does Will differentiate between ‘to mourn’ and ‘to be in mourning’?"

~consult with each student regarding their dialogue journal. Question them about their character of choice. Offer passages as suggestions if they are struggling.

Questions for discussion circle reading:

Shannon E. Sullivan

Day Four

Honors Literature and Composition Grade: 9

QCC(s): 28, 29, 32, 33, 34, 36, 37

Students will:

Today we will discuss the previous night’s homework in a whole class discussion format, and then we will watch the film version of Cold Sassy Tree through the section that corresponds with what we have read. The students will view the character development in the film as it compares to the development in the novel to further their understanding of the character depiction and development. Students will also create a comparison contrast chart to indicate their understanding of the similarities and differences in the novel and film.

Students will:

Teacher will:

Students will be asked if they have any questions about characterization, and they will be reminded that Thursday we will have a review for the characterization quiz on Friday. They will also be reminded that their dialogue journals and character analysis papers will be due on Monday.

Students will be asked to turn in their comparison/contrast essays for a miscellaneous grade (10%).

Television, VCR, CST video, paper, pen/pencil, questions to guide video

Students will read Chapter Sixteen (pages 94-101) for homework.

If students finish early they may begin reading Chapter Sixteen.

As we construct our charts these students may work with a partner if they wish.

~Questions to correspond with the video:

~Don’t forget to model the comparison/contrast chart. Have students help you fill in your chart while they fill theirs in.

Shannon E. Sullivan

Day Five

Honors Literature and Composition Grade: 9

QCC(s): 28, 29, 33, 34, 36

Students will:

Today we will continue reading aloud as a class and in our discussion groups while we further our understanding of the characters in the novel and how they develop. We will also play a review game to help us to prepare for our first quiz (to be given Friday).

Students will:

Teacher will:

The students will be asked what questions they have concerning the day’s lesson or any previous days. Teacher will remind students to study for their quiz and to be prepared to present their lyrics to the class on Friday. As we wrap up the week on characterization, the teacher will remind the students that on Monday we will start our discussion on theme.

The students will be given a participation grade: the teacher will collect the questions from each group (did they write quality questions, or not?). Also, when playing the game, the winning team will receive three bonus points on the quiz; the first runner-up will receive two points, and the second runner-up will one point. This should also indicate how the students have been spending their time in their groups.

Copy of CST, overhead projector and markers, point of view notes, cassette player and cassette tape

Study for quiz Chapters 1-17.

If the students finish their work early, they may quietly study for their quiz. If they would prefer to work in their groups, they may.

Similar to what was done with the characterization notes, teacher will provide these students with the same (notes/fill-in-the-blank format). As they work on their dialogue journals teacher will circulate around the room to answer questions and offer assistance. Teacher will monitor more closely those students with special needs.

~Brief discussion of Will Tweedy as the narrator:

~In what point of view is the story? What do you think of WT as the narrator? Is he credible? Why or why not?

~Guidelines for group questions for review:

~Questions should address the following: setting, plot, conflict, characters/characterization, important passages to consider, WT as the narrator, vocabulary, etc.

~For the game, teacher will reword those that the students created, and will ask a combination of questions from the quiz (reworded).

Point of view is the vantage point, or perspective, from which a story is told. What a reader knows about the story’s characters and actions depends upon the writer’s point of view. The point of view determines how much the narrator can reveal about the characters.

First-Person: the narrator ("I") is a character in the story who can reveal his or her own thoughts and can tell what is seen or heard about others.

Third-Person Objective: The narrator is not a character in the story and reports only what can be seen and heard. Unspoken thoughts and feelings are not revealed.

Third-Person Limited: The narrator is not a character in the story and reveals the thoughts and feelings of one character, basically telling the story through that character’s experiences.

Third-Person Omniscient: The narrator is not a character in the story and is "all-knowing," able to reveal the thoughts and feelings of any character and to describe events from the viewpoint of any character.

Adventures in Reading. Harcourt Brace Jovonavich. 10/15/02

"Pont of View". America Reads. Scott, Foresman and Company. 10/15/02

Shannon E. Sullivan

Day Six

Honors Literature and Composition Grade: 9

QCC(s): 28, 29, 34, 40

Students will:

Students will be given a quiz wherein they will be asked to demonstrate an understanding of characterization as it has been studied using the Cold Sassy Tree text. Also, now that students have been exposed to the South through written means, dramatization, and auditory methods, they will be asked to present their depiction of the Cold Sassy South through the lyrics of their choice. They will refer to this assignment as we start our discussion of thematic elements of the South and Cold Sassy the following week.

Teacher will:

Students will be asked to place their lyric assignment notes as well as a written copy of the lyrics in their notebooks, so that they will have them to use as reference as we begin our exploration of theme in CST on Monday.

Quizzes will be collected and graded. A participation grade will be given for the lyric assignment as the teacher will approach each student’s desk to check whether or not they participated in the assignment.

Cassette player, students’ lyric clips, paper, pen/pencil, copy of Cold Sassy Tree

For homework students will be assigned to read Chapters Nineteen and Twenty (pages 120-135).

If students finish early they may work on their dialogue journals and character analysis papers (due Monday) or they may begin their weekend reading assignment.

Provisions for Individual Differences:

Students with individual differences will be allowed to take the quiz in the library under supervision and may take all the time that they need to complete the quiz. Their groups may present their lyrics last if necessary.

~remind students of the rules when taking a quiz: This is not a collaborative effort, we need to keep our eyes on our own paper, once EVERYONE has finished the quiz we will begin the lyric assignment, and only then will we be allowed to talk, etc.

~constantly walk around the room as the students are taking the quiz!

~have students raise their hands when they are finished with the quiz.

~collect the quizzes. Students should not get up from their desks until all quizzes are collected.

~have students get out a pen and paper for the lyric assignment. They will be asked to write the title of each song (remind students that titles of songs are written within quotation marks), and comment on how the songs relate to the novel.

Short answer: (2 pts.)

Match each character with his/her description. Place the corresponding letter in the first column: (2 pts.)

Respond to the following passages. Who is talking? To whom are they talking? Describe the context of the situation. (Refer to the chart). (5 pts.)

Short answer (3 pts)

Vocabulary: Show the relationship of each item around the 'triangles' in a sentence then write a short definition of the italicized word. (2 pts.):

Shannon E. Sullivan

Day Seven

Honors Literature and Composition Grade: 9

QCC(s): 28, 29, 33, 34, 29, 40, 41, 42

Students will:

Today we will begin our study of theme and how such applies in Cold Sassy Tree. The students will be asked to examine their written copy of their chosen lyrics (from lyric assignment) to identify the theme(s). They will also compare those themes to the themes in CST . As we continue to evaluate our characters from the discussions of week one, we will discuss the characters’ connection with the thematic elements in the novel.

Students will:

Teacher will:

Students will be asked what questions they have concerning theme. They will also be made aware that tomorrow they will be involved in a scavenger hunt in the library/computer lab to further explore the themes in CST and to prepare them for an upcoming project.

The discussion circle tasks will be collected and graded for content.

Pen/pencil, paper, notebooks, copy of CST, cassette player, cassette tape of novel, theme notes, overhead projector, overhead markers

Students will be instructed to read Chapters Twenty-four and Twenty-five for homework.

If students finish their work early, they may begin reading the chapters assigned for homework.

These students may be asked to brainstorm a list of themes and situations for their reader response assignment and will be required to choose two to discuss in a paragraph each.

~Ask students: What is theme? Give them a few minutes to construct a definition. Put their suggestions on an overhead.

~Ask students: What is the theme(s) in CST? Create a list with the students.

~Walk around the room while students are writing essays. Offer help and suggestions when needed (students ask questions, students are struggling, etc.).

~Discuss problems with papers (share examples): run-ons, fragments, capitalization, punctuation, paragraph indentations, transitions, etc.

~Vocabulary: annulled: ended, done away with, grip: a small bag for holding clothes, predestination: the doctrine that God foreordains everything that happens, gelding: a castrated male horse, truck: exchange or barter
 

Shannon E. Sullivan

Day Eight

Honors Literature and Composition Grade: 9

QCC(s): 27, 29, 32, 33, 34, 36

Students will:

As we continue to study theme, we will engage in a scavenger hunt to collect specific information regarding the themes discussed in Cold Sassy Tree. The information gathered from this scavenger hunt will apply to a research project and presentation upon completion of the study of theme.

Teacher will:

Students will be given the opportunity to share their hunt discoveries with other groups. Teacher will hand out a rubric for the project and explain what will be expected. The students will be made aware that tomorrow, in their groups, they will be expected to focus on one theme and its development throughout what they have read thus far of the novel.

Students will receive a grade for completing their scavenger hunt list.

scavenger hunt lists, paper, pen/pencil, copy of CST

Students will need to read Chapters Twenty-eight and Twenty-nine for homework. Also, students need to decide who they will interview (due Monday) and be prepared to brainstorm some questions they might ask in class on Wednesday.

Students may begin their homework reading assignment if they finish their class work early.

None needed as students will be working in groups.

~vocabulary: sacrilegious: failure to show proper respect for religion

~monitor students in library

~meet with each group to see their progress and ask if they have any questions. Ask them questions about what they’ve found so far. What did they find particularly interesting?

Day Eight Shannon E. Sullivan

Honors Literature and Composition Grade: 9

Instructions: You will engage in a scavenger hunt to locate as much information as you can about the items on the list. The items will later serve as research topics. Any information gathered should reflect how they relate in 1906-07. This activity will be graded along with your theme presentation/project for 15% over your overall grade.

Borrowed from:

Taylor, Ann. Secondary English Educator at Etowah High School. 10/02

Shannon E. Sullivan

Day Nine

Honors Literature and Composition Grade: 9

QCC(s): 28, 29, 33, 34, 36, 40, 42

Students will:

Today we will continue our study of the thematic elements present in Cold Sassy Tree. Students will be given a passage at the beginning of class and asked to respond to it in a half page journal entry and compare it to the novel. Students will divide into their discussion circles and will each be assigned a different theme. They will spend the majority of the class period tracing that theme throughout the novel.

Students will:

Teacher will:

Students will be asked if they have any questions regarding the themes in CST thus far. They will be reminded that we will have a small review game on Thursday in preparation for Friday’s quiz. They will also be given some time on Thursday to complete their projects/presentations that are due on Friday.

Completed questions from the discussion circles will be collected and graded.

Overhead projector, projector pens, Cold Sassy Tree, paper, pen/pencil

For homework students will be assigned to read Chapters Thirty-three and Thirty-four

If students finish early, they can begin their homework reading assignment

None should be needed for today because most of what the students will be doing is group work.

Passage for warm-up:

"Southern stories treat concerns of growing up common to all regions: loss of innocence, sexual awakenings, family relationships, social adjustments, schools and teachers, religions and values, emotional development and growing responsibility. They also explore regional concerns that have been specific to the South: a love of storytelling, a preoccupation with family and with manners, the support and suffocation occasioned by a close-knit community, a concern with race relations, social classes, and gender roles, and a passion for a place that is tied up with the past and with rural life." ~Suzanne Jones, Growing up in the South

Student directions:

Respond to the passage. How does this relate to what we’ve read so far in the novel.

Questions for discussion circles:

Shannon E. Sullivan

Day Ten

Honors Literature and Composition Grade: 9

QCC(s): 28, 29, 32, 33, 34, 39, 40

Students will:

read a wide range of texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.

apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts as they draw on their prior experience and their interactions with other readers and writers.

adjust their use of spoken, written, and visual languages to communicate effectively.

develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

use spoken, written, and visual language to accomplish their own purposes.

Today we will listen to the cassette version of Chapters Thirty-five and Thirty-six and the students will respond to a theme of their choice that is explored in any of those chapters including the previous night's homework reading assignment in a one-page, reader response journal format. Each student will then provide an illustration that demonstrates that which they have discussed in their journals. The day will conclude with a review game to help the students to prepare for the upcoming quiz on Friday.

Students will:

Teacher will:

Students will be asked if they have any questions concerning the upcoming quiz. They will be instructed to bring a final copy of their essays with them tomorrow for it will count up to ten extra points towards their quiz (See Supplementary Materials for guidelines on all final drafts).

The students' illustrations will be collected and graded in the miscellaneous/participation category. Essays will be collected with the quiz on Friday.

Cassette player, cassette tape of CST, paper, pen/pencil, colored paper, markers, crayons, colored pencils, "BINGO boards and chips"

Students will need to study for Quiz Two (Chapters Eighteen-Thirty-six) for homework.

If there is time remaining at the end of class, students can quietly study for the quiz in their discussion groups.

Students with special needs will be allowed to take more time to complete their essays. Only an outline will be due at the time of the quiz, and they will be given the weekend to finish the essay.

Possible themes:

~prejudices and social constraints, the dawning of a modern era, growth and maturity, etc.

Possible items to include in game:

_________ is an example of ___________

(bingo board will list various situations, themes will be printed on chips, students will match their chips to the correct square).

Situations/theme:

~Love Simpson adds her name to the family Bible/importance of family

~treatment of LS/prejudice

~chapter 27/finding joy and humor in a not so joyful and humorous life

~Queenie must use a different set of dishes/injustice of racism in the South

~"Yankee"/racism

~town reaction to Loomis' preaching for GB/racism

~chapter 35/povery and the mill children

~purchasing of the automobile/dawning of a modern era

Vocabulary: excrement: waste matter from the bowels

*NOTE: One copy of above diagram will be placed on an overhead as a demonstration. Students will each receive their own copy. Students will place their questions and/or answers along with teacher’s previously chosen items on their sheet as teacher calls items out. Each student will be given tokens/game pieces. Review game will be played like traditional Bingo.

Shannon E. Sullivan

Day Eleven

Honors Literature and Composition Grade: 9

QCC(s): 28, 29, 33, 34, 36

Students will:

Today the students will be given a quiz wherein they will be expected to demonstrate an understanding of theme and the development thereof as such is presented in Cold Sassy Tree. The students will also present their research projects concerning their item of choice (derived from the scavenger hunt list) as if they were news reporters witnessing and sharing their topics as each occurred in Cold Sassy.

Teacher will:

The students will be informed that next week we will begin our concentration and exploration of language and dialect as such is portrayed in Cold Sassy Tree. They will also be reminded that they need not forget what has been covered thus far as we will continue to study the development of both character and theme.

The quizzes as well as the projects will be collected and graded (refer to syllabus for grade distribution).

Pen/pencil, paper, notebooks, copy of CST, all finished projects, projector for PowerPoint and pictures

The students will be assigned to read Chapters Thirty-seven, Thirty-eight, Thirty-nine, and Forty (pages 256-280) for homework. They will also need to find subjects for their upcoming interviews (will be due on Thursday) (See Supplementary Materials: "Interviews").

If the students finish early they may begin their homework reading assignment.

These students will be allowed to take their quizzes in the library under supervision.

Expectations for presentations:

~Everyone should clap for every student before and after presentations.

~students will be asked in no particular order to comment on each presentation, giving the presenter one compliment on something they did well and telling them one area that could use improvement.

~Students should speak on their topic for 2-3 minutes, and should include historical information as well as how the topic relates to Cold Sassy.

~See Supplementary Materials for complete details of the assignment.

Shannon E. Sullivan

Literature and Composition Grade: 9

I. Turn in essay (10 points).

II. Give an example from the novel for each of the topics below. Include a brief summary of the incident and how it affected or related to the characters involved. Also include your personal response to the incident (personal responses are always correct as long as you support your opinion!): (12 points each)

III. Vocabulary: Match the term with the definition. (3 points each):

Shannon E. Sullivan

Day Twelve

Honors Literature and Composition Grade: 9

QCC(s): 28, 29, 32, 33, 34, 36, 42

Students will:

This week as we continue to study Cold Sassy Tree, we will begin our discussion of the typical Southern dialect. Today we will reevaluate the Any Griffith cassette tape and hear for the first time a Jerry Clower cassette as we become aware of our dialectical differences. This lesson will build on our awareness of the language as we prepare to tackle various activities throughout the week including conducting interviews with southern individuals of our choice, engaging in a brief research project of the Southern dialect and its origin, and creating a "Southernized" travel brochure inviting people to the town on Cold Sassy.

Students will:

Teacher will:

Students will be asked to turn in their word list/definitions and will be made aware that we will be using them on Tuesday to research the real meaning and origin using the internet and other library resources.

Students’ lists will be collected and graded in the participation category (10%).

Paper, pen/pencil, copy of n