Transcript To Kill a Mockingbird Daily Warm-Ups

TO KILL A MOCKINGBIRD
DAILY WARM-UPS
Mrs. Satterthwaite – LA9
Creating Your Warm-Up Notebook
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Start a fresh section in your binder with notebook
paper OR use a separate 3-ring binder
All Warm-Ups must be kept together in the same
place
You’ll need to write the date on each entry
You’ll need to skip ONE space between each entry.
If you are absent, you are responsible for making
up the entry (and putting it in the right order)
5/1/13
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Draw a three column t-chart on the front side of an
entire sheet of notebook paper
Label the three columns:
Know
 Want to Know
 Learned
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Write 10 things you know and 10 things you want to
know (make sure these are “answerable”)
Leave “learned” blank, but fill it in as you find out the
answers to your questions
5/2/13
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Skip one line in your warm-ups (or turn to the back
of your KWL chart) and label this entry with today’s
date: 5/2/13
Generate a list of SIX specific bullet points from
Chapter 1 that describe the infamous Boo Radley
(through the eyes of the children and the
neighborhood gossip Miss Stephanie Crawford).
5/6/13
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Generate FIVE bullet points in response to this
prompt:
 Race
 Note:
is …
Tomorrow we’ll examine Ethnicity, so think about
how those are different and respond only to race
today. 
5/7/13
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Generate FIVE bullet points in response to this
prompt:
 Ethnicity
 Note:
is …
Remember that yesterday we examined Race, so
think about the differences and only respond about
ethnicity today. 
5/8/13
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Generate FIVE bullet points in response to this
prompt:
 Socioeconomic
status determines …
5/9/13
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Chapter 9 questions
 Describe
the interaction between Francis and Scout.
What does Scout do? Why?
 How does Uncle Jack respond to this fight?
 What lesson did Scout teach Uncle Jack?
 What are Atticus’ thoughts about the outlook of the Tom
Robinson trial?
5/13/13
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What do you think is involved in making a fair
judgment about a person or situation? Explain.
Describe an everyday situation in which one person
might judge another incorrectly. What things can
interfere with making a fair judgment?
5/14/13
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Chapter 13 questions
 Who
does Aunt Alexandra think are “fine folks”?
 How does this differ from what Scout thinks?
 What are her hopes for Scout and Jem?
 How does Atticus feel about her influence?
5/15/13 Cultural Crossover
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In this context, culture is referred to as whatever is
meaningful and relevant to a person. It includes our
interests, experiences and how those experiences
impact our interactions with others, and our ways of
being (thoughts, beliefs, attitudes, etc.).
As I read a series of prompts, cross over if the
statement applies to you, wait a moment (and look
around), then return to the line.
Practice: Cross over if you are wearing black.
5/15/2013
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Prompts: Crossover if you/your…
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Have siblings
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Have 4 or more siblings
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like Alternative music
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like Country music
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like Rap and/or Hip Hop music
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like Mexican food
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like Chinese food
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like Soul Food
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like Middle Eastern or Mediterranean food
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have US Weekly, Seventeen, Cosmo, (Teen) People, or (Teen) Vogue magazine in your home
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have Time, Newsweek, or U.S. News magazines in your home
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have Jet, Ebony, or Essence magazines in your home
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first language is NOT English
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were born outside of the United States
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have lived outside of the United States
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live in a community where the majority of the people look like you (racially/ethnically)
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attend a school where the majority of the people look like you (racially/ethnically)
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religious or spiritual affiliation is important to you
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racial identity is important to you
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you are committed to treating others equally
5/15/13
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Debriefing:
 What
did we just do?
 Why did we do it?
5/17/13 My Racial History
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Take 10 minutes of writing time to compose your own racial history.
You may write in any form that is comfortable and convenient for you
(narrative, timeline, outline, etc.)
Feel free to use the following prompts to help you get started:
 When and how did you become aware of your racial or ethnic
identity? Please reflect on your earliest memories.
 Describe how your racial identity has impacted your interactions with
people of different races than you?
 Is there an event or moment in your life where your racial identity
was a factor, or race itself was a major factor?
 What impact has your racial identity had on you personally, both as
a child and as a teenager?
 What challenges have you faced as a result of your racial identity?
What privileges have you received as a result of your racial identity?
5/17/13 Sharing Racial Histories
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Pair up with a peer that you feel comfortable sharing your racial history with.
Each person in the pair will have an opportunity to be a listener and a
speaker. Please decide who will speak first in your pair.
The speaker will take 4 minutes to tell his/her racial history.
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You can start anywhere in your story that you choose.
There is NO expectation to disclose anything that you don’t feel safe sharing.
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If you run out of history before you run out of time, just keep talking! 
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The listener will simply listen! Please do not make any comments or ask any
questions.
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Your total, caring and undivided attention is requested here!
You will switch and repeat the process.
5/17/13 Discussion Questions
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What were the similarities between your racial history
and that of your partner? The differences?
Why is it important for us to reflect upon our racial
histories?
In what ways does your racial history compare and
contrast to your teachers’ racial histories?
How do you think it might be beneficial to know the
racial histories of your peers?