Ms. Burnett-Brown

Research Paper Due Date Extended!!!! or Invasion of the BB Snatchers!!!!!!!!!!

Okay... I will move up the date for this paper - one last time. We do not have much time left... and this will mean doing double duty in the classroom as we have much to cover. So... Hear Ye! Hear Ye!!! The paper is now due MAY 5 @ 7:30 am. Now... since I am extending the date again... I expect darn near perfection!!!!

Who are you and what have you done with Ms. BB!!!!!????

More stuff to help you...

Download how_to_write_a_thesis_statement.doc

Download thesis_check.doc

Making up is hard to do!!!! Ms. BB is mad... and it is time to make up!!!

Well - okay, I am not really mad. Slightly disgruntled perhaps. So... in order to put me in a better mood... and improve your class GPA significantly... I am offering a make up day... this is the final chance to make up all tests.

DATE: Wednesday April 30th

Time: 3:30 - 5:00 (you must report by 3:30 - or else all deals are off).

Place: Trailer 1

RSVP by Monday April 28th  : jacqueline.burnett-brown@cobbk12.org

When you email me with your RSVP include the test(s) you need to make up so I can have it ready. If  you do not know... go to parent connect. MAKING UP TESTS IS YOUR RESPONSIBILITY... NOT MINE!!!!!!!!!!!

Junior Mini-Senior Project - Due May 14th

See attachments - in case you have lost yours.

Download research_project_topic_and_requirements.doc

Download how_to_write_a_thesis_statement.doc

Download possible_topics_and_thesis_statements.doc

Download junior_research_paper_rubric.doc

Download possible_topics_and_thesis_statements.doc

Download Rulesforcomposition.doc

Download thesis_check.doc

When Children Die

life is fleeting
yet repeating
even though you're gone
we must carry on
no time to halt
or to place fault

no time for tears to run down our face
we have things to do... must keep up the pace
will the pain hit with suddenness of light
or will it ebb and flow out of sight?

take a few moments to stand in the quiet
when our minds scream and rage in riot
no measure sought
no battles fought
we just say goodbye -
with less than a sigh?

Jacqueline Burnett-Brown April 23, 2008

WEBQUEST - To Kill a Mockingbird Resources for Tests and Paper

Follow this link... http://www.kn.att.com/wired/fil/pages/listtkambms.html

A few of my favorite things to help you with the upcoming research paper... also see attached requirements. Download persuade_boo_radley_paper_requirements.doc

2nd Six Weeks Lesson Plans with Standards and Objectives

Jacqueline Burnett-Brown

9^th Grade Literature

2^nd 6 Weeks Lesson Plans

Week 1 –6

Meeting the following standards.

ELA9RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELA9RL2 The student identifies, analyzes, and applies knowledge of theme in literary works from various genres and provides evidence from the works to support understanding.

ELA9RL3 The student deepens understanding of literary works by relating them to contemporary context or historical background.

ELA9RL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents.

ELA9RL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing.

ELA9RC2 The student participates in discussions related to curricular learning in all subject areas.

ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.

ELA9C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.

ELA9LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.

ELA9LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.

Week 1 - 6

Covering chapters 1-31 of To Kill a Mockingbird

Objectives:

1.      Students will cross relate between literature and history – (EQ) - by understanding how providing historical context helps to understand setting, plot, themes, and characters.

2.      Students will learn new literary terms and build on those previous learned.

3.      Students will learn new vocabulary and how to define according to context clues.

4.      Students will develop test taking skills.

5.      Students will learn how to develop an essay and provide supporting evidence to back up their thesis.

6.      Students will relate literature to current events (

Jena

,

LA

).

7.      Students will develop new and build upon previously learned language, grammar, and spelling skills incorporating these into their daily written responses.

8.      Students will maintain a “thoughts and ideas” journal to aid in the development of evidence gathering skills.

Essential Questions

Week 1 -2

1.      How does providing historical context help the reading develop a better understanding of setting, plot, themes, and characters?

2.      How does To Kill a Mockingbird relate as an allegory to the biblical story of “Adam and Eve”?

Week 4-6

1.      What does Boo Radley’s “coming out” symbolize?

2.      What does Tom Robinson have in common with Boo Radley?

Students will test on 3-4 chapters per week – with a final writing project (persuasive essay – persuading Boo Radley to come out) due the last week of the novel.

Work outside the readings will be from the PH writing and Grammar workbook and the S-O vocabulary workbook.

Spring - To Kill a Mockingbird Study Questions and Vocabulary Journal

9^th Grade Literature

Jacqueline Burnet-Brown

To Kill a Mockingbird Study Questions Chapter 1: Who is the narrator of the novel and why is it important to know that? What questions are raised in Chapter 1 starting with the second paragraph? What do we learn about the narrator’s family from the long description of their history given by the narrator? Why is this information important? What kind of place is Maycomb? Why is it important to know this? List 4 adjectives to describe Dill: What is so scary about Boo? If the children are so terrified by Boo, why are they drawn to him and why do they want him to come out? Why does Jem take the dare? Chapter 2: Why don’t the students like the story about the cats? Why does Miss Caroline tell Scout that she must not read at home anymore and that she should print in first grade instead of writing in cursive? How did Scout learn to read and write? Why won’t Walter Cunningham take the money Miss Caroline offers to lend him so that he can buy his lunch in town? Why does Miss Caroline punish Scout? Is Miss Caroline a bad teacher? Why or why not? Why doesn’ t Scout feel sorry for Miss Caroline? Chapter 3: Why did Scout start to beat up Walter Cunningham on the playground when she had previously come to his defense with Miss Caroline? Why does Jem invite Walter home to have lunch with them? How does Atticus treat Walter? Why has Walter Cunningham not been able to pass the first grade? Why does Scout get in trouble when it is Walter who does something inappropriate by pouring molasses all over his food (something that she would not be allowed to do)? What does Scout mean when she tries to defend herself by saying that, "He aint company, Cal, he’s just a Cunningham"? What does Calpurnia mean when she lectures Scout, and how does she punish her? Using the Venn diagram, compare and contrast the Cunninghams and the Ewells. What does Miss Caroline tell Burris he must go home and do before he comes back to school? Why is Burris so mean to Miss Caroline? What does Atticus mean when he says, "You never really understand a person until you consider things from his point of view until you climb into his skin and walk around in it."? According to Atticus, why are the Ewells allowed to skip school and to evade the law, while Scout must obey the law and go to school? How does Atticus get Scout to agree to go back to school the next day Why do Scout and Jem call their father Atticus and not Dad (What kind of relationship do they have with him that is different from most parent-child relationships of the time?)? Chapter 4 What does Scout find in the tree? What does Jem find in the tree? Considering what the items are, where they were found, who would value them, etc. Who do you think put them there and why? What does the Boo Radley game reveal about the way the children think of Boo? Why does Scout want to give up the Boo Radley game? What is Atticus reaction to their game? Why does he respond that way? Chapter 5: Who is Miss Maudie Atkinson, and why does Scout spend time with her? Compare and contrast Miss Maudie and Miss Stephanie. What is Miss Maudies opinion of Arthur Radley, and how is calling him Arthur different from calling him Boo? Why do Dill and Jem want Boo to come out? Chapter 6: Who does the town suspect to be the person in the collard patch? Why do they assume that? Why did Jem insist on going back for his pants? Chapter 7: What did Jem find when he went back for his pants? Why is this so disturbing to Jem? What items appear in the tree knot-hole? How are they different from the previous items? What reason does Mr.Nathan Radley give for filling the knot-hole with cement? Why does Jem cry after Mr. Nathan Radley fill up the knot-hole? Chapter 8: How does Scout get the wool blanket around her shoulders? Why is it significant? How does Miss Maudie react to the fire that destroyed her home? What does her reaction reveal about her character? Chapter 9: Why does Scout want to fight Cecil Jacobs? Why is Atticus‘s defense if Tom Robinson unpopular with the community? Atticus tries to explain to Scout why he feels compelled to defend Tom Robinson. Explain what he means. Why doesn’t Atticus want Scout to fight in school in his defense? Why does Scout "walk away" from fighting Cecil? Describe Uncle Jack. What do Jem and Scout get for Christmas from Atticus? Why doesn’t Scout like Francis? How are they different? Why does Aunt Alexandra disapprove of Scout? What does Scout learn about Dill? What does Scout learn about the family’s attitude toward Atticus defending Tom Robinson? Why does Scout hit Francis? Why is Scout punished for what happened to Francis when it is Francis who provoked the fight and lied? After Scout convinces Uncle Jack that she was unjustly punished, why doesn’t she want Uncle Jack to punish Francis? What does Uncle Jack learn from Scout? What did Atticus want Scout to overhear when she eavesdropped on Atticus and Uncle Jack? Chapter 10: How do Scout and Jem view their father as compared to the fathers of their peers? Explain. Why does Atticus say it is a sin to kill a mockingbird? How does Atticus’s act of shooting a mad dog change his children’s attitude towards him? Why does Jem tell Scout not to tell anyone at school about Atticus and the dog? What does Jem mean when he proclaims that "Atticus is a gentleman, just like me!"? Chapter 11: Why do Jem and Scout hate Mrs. Dubose? What does Atticus say when Jem and Scout complain to him about Mrs. Dubose? How does he want them to handle her remarks? Why does Jem cut the tops off all Mrs. Dubose’s camellias? Why does Atticus insist that Jem apologize to Mrs. Dubose even though Jem was defending Atticus honor? What change came over Mrs. Dubose as Jem read to her? What does Atticus mean when he says, "It’s never an insult to be called what somebody thinks is a bad name. It just shows you how poor that person is, it doesn’t hurt you."? Over time, as Jem continues to read, how does his reaction to Mrs. Dubose’s insults change? Why? Why does Atticus think Mrs. Dubose was "a great lady" and had "real courage"? Chapter 12 Comment on Jem and Scout’s visit to First Purchase church. What new things does Scout learn from here about how the black people live? What does Scout learn from Calpurnia’s account of Zeebo’s education? Explain why Calpurnia speaks differently in the Finch household than among her neighbors at church. Vocabulary - 1. Appalling 2. Bode - or boded (past tense used in novel) 3. Haughty 4. Enarmoured Further thought: How was Alabama metaphorically compared to a ship? Why? Think in terms of historical context. Chapter 13 Why does Aunt Alexandra come to stay with Atticus and his family? What is she like? Read the first two things Alexandra says when she comes to the Finch house. Are these typical of her or not? Alexandra thinks Scout is "dull." Why does she think this and is she right? How does Aunt Alexandra involve herself in Maycomb’s social life? Comment on Aunt Alexandra’s ideas about breeding and family. Why does Atticus tell them to forget it? Vocabulary: 1. Caste 2. Obliquely 3. Incestuous 4. Formidable Further thought - what might be examples of what Aunt Alexandra would consider a "Family Skeleton" or "Skeletons in the closet" or "airing of dirty laundry"? Chapter 14 Comment on Atticuss explanation of rape. How suitable is this as an answer to Scout? Why does Alexandra think Atticus should dismiss Calpurnia? How does Atticus respond to the suggestion? Why is Scout pleased when Jem fights her back? Why is she less pleased when he tells Atticus about Dill? What do we learn from Dill’s account of his running away? Vocabulary: 1. Carnal knowledge 2. Consent 3. Pensive 4. Petitioned Further thought: What evidence do we find in this chapter toward Scout finding she is more welcome in the "Negro" community as opposed to the "White" community? Why did Scout call Jem a Morphodite? Chapter 15 What is the "nightmare" that now descends upon the children? What was the Ku Klux Klan? How does Jem react when Atticus tells him to go home and why? What persuades the lynching party to give up their attempt on Tom’s life? Comment on the way Scout affects events without realizing it at the time. **** Compare the story of Mr. Levy and the Klan and what occurs that night in front of the Macomb County Jail. Two phrases you will relate to the text: 1) The calm before the storm 2) And a little child shall lead them. Vocabulary Words: 1) Inaudible 2) Facade 3) Buttresses 5) Defiance Chapter 16 What "subtle changes" does Scout notice in her father? What sort of person is Dolphus Raymond? How does Reverend Sykes help the children see and hear the trial? Comment on Judge Taylors attitude to his job. Does he take the trial seriously? Vocabulary: 1. prominant 2. elucidate 3. reminiscent 4. eccentricities Chapter 17 What are the main points in Heck Tate’s evidence? What does Atticus show in his cross-examination of Sheriff Tate? What do we learn indirectly of the home life of the Ewell family in this chapter? What do you learn from Bob Ewell’s evidence? Why does Atticus ask Bob Ewell to write out his name? What does the jury see when he does this? 1. corresponding 2. fluctuations 3. congenital 4. squallin' Chapter 18 Is Mayella like her father or different? In what ways? What might be the reason for Mayella’s crying in the court? How does Mayella react to Atticus’s politeness? Is she used to people being polite? How well does Mr. Gilmer prove Tom’s guilt in the eyes of the reader and in the eyes of the jury? Can you suggest why these might be different? Vocabulary: 1. strenuous 2. lavations 3. brash 4. mollified Literary term - simile: ... there was something stealthy about her, like a steady-eyed cat with a twitchy tail. For further thought: 1) What does Mayella telling Judge Taylor she is 19 and one-half tell about her? What other evidence do we see from her testimony and interactions with the attornies and the judge support your answer? 2) What problem is it that Judge Taylor has never been confronted? Chapter 19 What made Tom visit the Ewell’s house in the first place? Why does Scout think that Mayella Ewell was "the loneliest person in the world?" In your own words explain Mayella’s relationship with her father. How does Dill react to this part of the trial? Why do you think this is? Chapter 20 Scout says that "Mr. Dolphus Raymond was an evil man." Is she right? Why does Dolphus Raymond hide Coca-Cola in a bag? What, according to Atticus, is the think that Mayella has done wrong? Explain, in your own words, Atticus’s views on the equality of people. Chapter 21 What does Jem expect the verdict to be? Does Atticus think the same? What is unusual about how long it takes the jury to reach a verdict? Is the verdict predictable or not? As Scout waits for the verdict, she things of earlier events. What are these and how do they remind us of the novel’s central themes? Chapter 22 What does Aunt Alexandra call Atticus? What does Jem mean when he says "It ain’t right"? What does Dill plan to do with his life? Miss Maudie normally gives the children a small cake each. What does she do this time? What special thing do the people do to show their appreciation to Atticus the next morning? What does Mr. Ewell say and do to Atticus? Does Miss Maudie think that it is an accident that Atticus was appointed by the judge to defend Tom? Chapter 23 What is Atticus’s response when the children ask him to borrow a gun? What is a hung jury? The jury contained white males from outside Maycomb. What are some missing groups? What humorous remark does Atticus make when Ewell spits in his face? Scout believes that Aunt Alexandra wants to help her choose something. What is this? Do you think Tom could get a fair trial with a jury of white males from outside Maycomb? Why? What is Atticus’s response to the trial outcome? Chapter 24 Where does the women’s missionary circle hold its meeting? Where are Dill and Jem? During what month does the chapter take place? Why is Scout not allowed to go with Dill and Jem? What special group are the women studying? Who is conducting the study? Mrs. Merriweather tries to make Scout look bad in front of the others. She says Scout might want to be a lawyer since she has "already commenced going to court." What does Scout say she wants to be when she grows up? Chapter 25 What does Jem order Scout not to kill? Why do Jem and Dill go with Atticus to the Robinson Place ? What condition does Atticus make for the two boys to go? What game are the children playing at the Robinson Place ? What tender gesture does Atticus make while waiting for Helen? What is Helens reaction to seeing Atticus’s face? What does Mr. Underwood do to confront society? To what does Mr. Underwood compare Tom Robinson? Chapter 26 What grade is Jem in this chapter? What grade is Scout in this chapter? How does Scout feel about the Radley Place now? What newspaper does Miss Gates dislike? What term does Miss Gates say means equal rights for everyone? When does Scout see Atticus scowl? Why is Jem trying to gain weight? How? How does Scout define democracy? What had Scout heard Miss Gates say on the courthouse steps? Chapter 27 What does Mrs. Jones say Mr. Ewell said when he lost his job? When does Judge Taylor hear a strange noise? Why does Helen walk a mile out of her way to get to work? Who defends Helen against Mr. Ewell? What noise did Judge Taylor hear? During what month does this chapter take place? What is Scout’s costume for the pageant? What are the nicknames for the Barber sisters? What trick is played on the Barber sisters? Chapter 28 What is the weather like on Halloween night? Who frightens the children on the way to the auditorium? What is Cecil Jacobs costume for the pageant? How much money does Scout have and how many things can she do with it? Why does Scout miss her cue in the pageant? Why are the children among the last ones to leave the auditorium? Why does Scout wear her costume home? Why can Jem see Scout in the dark? Chapter 29 What is Atticus’s one sign of inner turmoil? Why does Mr. Tate say it is all right that Alexandra had not heeded her feeling? Why does Atticus want Scout to raise her head when she talks? Why don’t the children go back for Scouts shoes? What does Scout call out to Cecil Jacobs? Why do Atticus and Alexandra not hear the sounds outside? Why does Mr. Tate say Mr. Ewell acted the way that he did? Chapter 30 What is in the doctor’s package? Why do they take Boo on the front porch? In what order do they go out on the front porch? What does the sheriff say had happened to Mr. Ewell? What does Atticus say had happened to Mr. Ewell? What comparison does Scout make with Boo? For what does Atticus thank Boo? How does Scout try to cheer Atticus up after Mr. Tate leaves? What kind of knife was used to kill Mr. Ewell? Chapter 31 Why does Boo go inside the Finch house again? What book is Atticus reading? Why does Scout walk with Arthur to his home? Why does she ask Boo to take her arm? Why does Scout go to sleep before the story is over? Why does the doctor put a tent over Jem? Why is Atticus reading the book? What does Atticus say most people are like when you finally see them? What makes you think Atticus does not believe Scout?

An Apology Letter to Frederick Douglass

Read pps 85-89 from My Bondage and My Freedom  by Frederick Douglass

Assignment: Write a letter of aplogy from Mrs. Auld to Frederick - it must be to Frederick the man, not the child. You must cite specific incidents and events.

Due Date  February 13 

Letter Requirements:

MLA formatting (See below)

2-3 pages

Emailed to Ms. BB @ jacqueline.burnett-brown@cobbk12.org

General Guidelines

• Type your paper on a computer and print it out on standard, white 8.5 x 11-inch paper,
• Double-space the text of your paper, and use a legible font like Times New Roman or Courier.
• Leave only one space after periods or other punctuation marks (unless otherwise instructed by your instructor).
• Set the margins of your document to 1 inch on all sides. Indent the first line of a paragraph one half-inch (five spaces or press tab once) from the left margin.
• Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your instructor may ask that you omit the number on your first page. Always follow your instructor's guidelines.)
• Use either italics or underlining throughout your essay for the titles of longer works and, only when absolutely necessary, providing emphasis.
• If you have any endnotes, include them on a separate page before your Works Cited page.

Formatting the First Page of Your Paper

• Do not make a title page for your paper unless specifically requested.
• In the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date. Again, be sure to use double-spaced text.
• Double space again and center the title. Don't underline your title or put it in quotation marks; write the title in Title Case, not in all capital letters.
• Use quotation marks and underlining or italics when referring to other works in your title, just as you would in your text, e.g.,
  • Fear and Loathing in Las Vegasas Morality Play
  • Human Weariness in "After Apple Picking"
• Double space between the title and the first line of the text.
• Create a header in the upper right-hand corner that includes your last name, followed by a space with a page number; number all pages consecutively with Arabic numerals (1, 2, 3, 4, etc.), one-half inch from the top and flush with the right margin. (Note: Your instructor or other readers may ask that you omit last name/page number header on your first page. Always follow their guidelines.)

Up-coming Assignments

Read pps 85-89 from My Bondage and My Freedom  by Frederick Douglass

Assignment: Write a letter of aplogy from Mrs. Auld to Frederick - it must be to Frederick the man, not the child. You must cite specific incidents and events.

Due Dates  Blue - February 13  Gold - February 14

Letter Requirements:

MLA formatting (See below)

2-3 pages

Emailed to Ms. BB @ jacqueline.burnett-brown@cobbk12.org

General Guidelines

• Type your paper on a computer and print it out on standard, white 8.5 x 11-inch paper,
• Double-space the text of your paper, and use a legible font like Times New Roman or Courier.
• Leave only one space after periods or other punctuation marks (unless otherwise instructed by your instructor).
• Set the margins of your document to 1 inch on all sides. Indent the first line of a paragraph one half-inch (five spaces or press tab once) from the left margin.
• Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your instructor may ask that you omit the number on your first page. Always follow your instructor's guidelines.)
• Use either italics or underlining throughout your essay for the titles of longer works and, only when absolutely necessary, providing emphasis.
• If you have any endnotes, include them on a separate page before your Works Cited page.

Formatting the First Page of Your Paper

• Do not make a title page for your paper unless specifically requested.
• In the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date. Again, be sure to use double-spaced text.
• Double space again and center the title. Don't underline your title or put it in quotation marks; write the title in Title Case, not in all capital letters.
• Use quotation marks and underlining or italics when referring to other works in your title, just as you would in your text, e.g.,
  • Fear and Loathing in

    Las Vegas

    as Morality Play
  • Human Weariness in "After Apple Picking"
• Double space between the title and the first line of the text.
• Create a header in the upper right-hand corner that includes your last name, followed by a space with a page number; number all pages consecutively with Arabic numerals (1, 2, 3, 4, etc.), one-half inch from the top and flush with the right margin. (Note: Your instructor or other readers may ask that you omit last name/page number header on your first page. Always follow their guidelines.)

A New Batch O' Freshmen!!!

I want to welcome all my new students and parents this semester. I am very excited to begin a new semester with brand new faces and opportunities. We have had a great beginning and I feel it can only get better as we go along.

This week marks our first week in our literature book and we began with Edgar Allen Poe's short story "The Cask of Amontillado". To make the story come alive for the students, I have assigned each one a companion to our hard back literature book that now belongs to each student. He or she can underline, take notes, etc. as we read. This is a story about revenge involving two longtime friends and business associates by the names of Montressor and Fortunado. The story is told from the perspective of Montressor who seeks revenge upon Fortunado.

We finished the story yesterday, and today the students are re-writing the story re-telling it from the point of view of Fortunado - who has come back from the dead (or did he escape his death?) to seek his on revenge upon Montressor.

Tomorrow, January 17, we begin another exciting story, this by Joseph Connell - "The Most Dangerous Game". We will have a project associated with this reading in which the students will create their own "The Most Dangerous Game" gameboard complete with game pieces.

We will end this series from the suspense genere with the narrative poem "Casey at the Bat".

We will test on this unit - Wednesday January 23.

I encourage all parents to urge students to bring their readings home and read with your child. Yes, they are in highschool - but not too old to read with Mom or Dad.

Student Attendance Correlates to Student Success

It is Friday which is synonymous with test day in Ms. BB's classroom. All week we have read our novel, To Kill a Mockingbird, we have held class discussions and taken notes on the events as they unfold. We have learned new vocabulary and literary terms. We have reviewed previous events in the novel in order to relate them to what is currently taking place in the novel. To ensure student success - we even review the day before the test to check for understanding and to be sure students who may have been absent - either physically or mentally - have a second opportunity to get notes.  Students have their notes out on test day because Ms. BB calls these evidence which she expects to see reproduced in the essays that are always a part of her tests. However, with all this base covering going on by Ms. BB - there is a problem. That problem is the seat that has been empty 2 or 3 of the days this week prior to the inevitable Friday test is now filled with a child with that "deer caught in the headlights" look on his or her face.

The test is passed around the room. The student who has been absent knows - but is reminded it is his or her responsibility to keep up with reading (will need to check out book from teacher or media center in this case) and obtain notes from peers. All the students have a study guide... but this is simply a guide. No amount of notes from peers or the student reading on his or her own can replace class time instruction. You see... I write my tests based upon my lectures and classroom discussion.  In the past students have commented that they do well on my tests for a few reasons, one being they know they have to be in class to do well; this is due to the second reason... students say they can "hear" my voice when reading test questions and essay response topics. Students say this enables them to recall class discussions that even help them on multiple choice tests that are not open note.

On block scheduling - it is more difficult to make up class time. Students are missing the equivalent of two class days when absent. There is so much material to cover in one semester - and it is stressful for teachers as well as students to keep up with such a hectic pace. I encourage parents and students to keep attendence up.

I am available via email Jacqueline.Burnett-Brown@cobbk12.org and will help any student who has missed class days. I try to keep my website updated with the main points of my lesson plans. However, I maintain presence in the class room is the best defense against failure. I do realize there are illnesses and family emergencies, these are unavoidable - and I am more than willing to review student situations on a case by case basis.