Boo!!!

thealmighty · 06-13-2003, 01:03 AM

It is Friday the 13th...

Muaahahahahahahahahaha

Happy29 · 06-13-2003, 05:56 AM

Strange, I dont feel like causing any harm to anyone.

Fritz · 06-13-2003, 06:06 AM

I was expecting a hamster

Blackadar · 06-13-2003, 06:18 AM

Must...control...fist...of...death

Kam · 06-13-2003, 09:50 AM

don't forget to control the hamster of death, too

cuervo72 · 06-13-2003, 09:57 AM

Just sing and dance with the hampsters.....

http://www.hamsterdance.com/

tucker342 · 06-13-2003, 10:51 AM

yummy, hamsters.

Fritz · 06-13-2003, 10:57 AM

go for the eyes Boo.

Fritz · 06-13-2003, 10:59 AM

We are all heroes - you, and Boo, and I, and the sandwich...

Fritz · 06-13-2003, 11:00 AM

Boo is outraged! See his fury! It's small, so look close. Trust me, it's there.

All that is goodness cries out for this. Even little Boo, although he cannot cry out quite so loudly !!

This behavior must not continue! Feel the burning stare of my hamster and change your ways !!

Even little Boo's fur stands on end from anticipation !!

MIJB#19 · 06-13-2003, 01:19 PM

I thought this was about the Bengals releasing nickelback Ligarius "Boo" Jennings...

JeeberD · 06-13-2003, 02:09 PM

THE MYTH OF BOO RADLEY
in Chapter 1 of
TO KILL A MOCKINGBIRD

Carley Christianson
OBJECTIVES

Behavioral Objectives:

1) After reading chapter 5, the students will be able to list at least two reasons why the Boo Radly myth is not fact.

2) After reading the chapter, the students will be able to write at least two main ideas on how the ship could have been saved.

Learning Objectives:

1) The students will learn that myths about people can be harmful.

2) The students will learn that myths and reality are very different.

3) The students will learn that the myth in chapter 1 is an important precursor of events to follow in the novel.

PROCEDURES

Introduction

Ask "What is a myth"; ask for an example of a myth. Make up a myth to illustrate the example. Tell the students a story of the student in English class who was murdered in their school and who now haunts the English classrooms. Ask them if they think this is an accurate account or a myth. Have them explain their answers. Write down the students' reasons for the account being mythical rather than factual. (eg. no student was murdered, ghosts do not exist in reality, there is no element of truth or reality in a myth)

Main Procedures

1) Have students read chapter 1 aloud in class. Each student will read one paragraph.

2) Ask "Is the account of Boo Radley a myth or a fact?" Ask them to explain their answers. Write their answers on the board.

3) Compare their reasons to the reasons written down for the English student who was murdered in their school (from the introduction). Encourage students to make comparisons.

4) Tell the students that, as a class, we are going to consider three ways in which Boo Radley's story is myth and not fact. These ways are in reference to (a) the language used in the story, (b) the descriptions of Boo, and (c) the kinds of events in Boo's childhood.

(A) Language (in reference to Boo in chapter 1 according to Scout) Ask students if these words are "normal" descriptions of someone.

i) Boo - sounds like the noise a ghost makes.

ii) malevolent phantom - Scout says he is

iii) ghost - used to describe Boo

Conclude that these are not terms usually used to describe people.

(B) Descriptions of Boo Ask students if the following characteristics would accurately describe most people.

i) head like a skull

ii) leaves tracks in the backyard during the night

iii) scratches on people's screen doors while they sleep

iv) eats raw squirrels and cats

v) has blood stained hands

vi) has scarred face, eyes pop out, and he drools

Conclude that this would be non-human description.

(Wow, sounds like Fritz )

(C) Events in Boo's childhood Ask students if the following would be a normal, accurate descriptions of a person's childhood.

i) rebellious teen who was locked up at home for approximately twelve years

ii) stabbed his father in the leg one day while cutting up the newspaper

iii) locked in the courthouse basement, then released before he died from the molds

iv) never seen since

Conclude that this is a hightly unlikely story -- very dramatic but not very plausible.

5) Ask "Why is the myth of Boo Radley important? Why is it included in chapter 1?"

- more of Boo will be unveiled later in the novel

- it is a tool used to increase suspense

6) Have students participate in a demonstration of myth-making. Start a myth by saying one sentence. Each student will add-on another sentence. SENTENCE: It all started one dark dreary night . . .

Closure

Ask students: Was the myth they made funny?

Was the myth about Boo Radley funny?

Would Boo Radley think that they myth was funny?

Has anyone made up a fictitious story about themselves? How did the experience feel?

Tell students that next day we will review today's lesson and then start chapter 2.

EVALUATION

Students -

Did the students stay focused on each task?

Did the students understand the key concepts?

Could the students take the myth of Boo Radley and apply it in a different context?

Self -

Was I clear and concise when I gave instructions?

Did I engage the students?

Did I make a smooth transition when switching tasks?

06-13-2003, 06:06 AM	#3
Fritz Lethargic Hooligan Join Date: Oct 2000 Location: hello kitty found my wallet at a big tent revival and returned it with all the cash missing	I was expecting a hamster __________________ donkey, donkey, walk a little faster Last edited by Fritz : 06-13-2003 at 06:10 AM.

06-13-2003, 10:57 AM	#8
Fritz Lethargic Hooligan Join Date: Oct 2000 Location: hello kitty found my wallet at a big tent revival and returned it with all the cash missing	go for the eyes Boo. __________________ donkey, donkey, walk a little faster

06-13-2003, 10:59 AM	#9
Fritz Lethargic Hooligan Join Date: Oct 2000 Location: hello kitty found my wallet at a big tent revival and returned it with all the cash missing	We are all heroes - you, and Boo, and I, and the sandwich... __________________ donkey, donkey, walk a little faster

06-13-2003, 11:00 AM	#10
Fritz Lethargic Hooligan Join Date: Oct 2000 Location: hello kitty found my wallet at a big tent revival and returned it with all the cash missing	Boo is outraged! See his fury! It's small, so look close. Trust me, it's there. All that is goodness cries out for this. Even little Boo, although he cannot cry out quite so loudly !! This behavior must not continue! Feel the burning stare of my hamster and change your ways !! Even little Boo's fur stands on end from anticipation !! __________________ donkey, donkey, walk a little faster Last edited by Fritz : 06-13-2003 at 11:28 AM.

06-13-2003, 02:09 PM	#12
JeeberD General Manager Join Date: Nov 2002 Location: The Town of Flower Mound	THE MYTH OF BOO RADLEY in Chapter 1 of TO KILL A MOCKINGBIRD Carley Christianson OBJECTIVES Behavioral Objectives: 1) After reading chapter 5, the students will be able to list at least two reasons why the Boo Radly myth is not fact. 2) After reading the chapter, the students will be able to write at least two main ideas on how the ship could have been saved. Learning Objectives: 1) The students will learn that myths about people can be harmful. 2) The students will learn that myths and reality are very different. 3) The students will learn that the myth in chapter 1 is an important precursor of events to follow in the novel. PROCEDURES Introduction Ask "What is a myth"; ask for an example of a myth. Make up a myth to illustrate the example. Tell the students a story of the student in English class who was murdered in their school and who now haunts the English classrooms. Ask them if they think this is an accurate account or a myth. Have them explain their answers. Write down the students' reasons for the account being mythical rather than factual. (eg. no student was murdered, ghosts do not exist in reality, there is no element of truth or reality in a myth) Main Procedures 1) Have students read chapter 1 aloud in class. Each student will read one paragraph. 2) Ask "Is the account of Boo Radley a myth or a fact?" Ask them to explain their answers. Write their answers on the board. 3) Compare their reasons to the reasons written down for the English student who was murdered in their school (from the introduction). Encourage students to make comparisons. 4) Tell the students that, as a class, we are going to consider three ways in which Boo Radley's story is myth and not fact. These ways are in reference to (a) the language used in the story, (b) the descriptions of Boo, and (c) the kinds of events in Boo's childhood. (A) Language (in reference to Boo in chapter 1 according to Scout) Ask students if these words are "normal" descriptions of someone. i) Boo - sounds like the noise a ghost makes. ii) malevolent phantom - Scout says he is iii) ghost - used to describe Boo Conclude that these are not terms usually used to describe people. (B) Descriptions of Boo Ask students if the following characteristics would accurately describe most people. i) head like a skull ii) leaves tracks in the backyard during the night iii) scratches on people's screen doors while they sleep iv) eats raw squirrels and cats v) has blood stained hands vi) has scarred face, eyes pop out, and he drools Conclude that this would be non-human description. (Wow, sounds like Fritz ) (C) Events in Boo's childhood Ask students if the following would be a normal, accurate descriptions of a person's childhood. i) rebellious teen who was locked up at home for approximately twelve years ii) stabbed his father in the leg one day while cutting up the newspaper iii) locked in the courthouse basement, then released before he died from the molds iv) never seen since Conclude that this is a hightly unlikely story -- very dramatic but not very plausible. 5) Ask "Why is the myth of Boo Radley important? Why is it included in chapter 1?" - more of Boo will be unveiled later in the novel - it is a tool used to increase suspense 6) Have students participate in a demonstration of myth-making. Start a myth by saying one sentence. Each student will add-on another sentence. SENTENCE: It all started one dark dreary night . . . Closure Ask students: Was the myth they made funny? Was the myth about Boo Radley funny? Would Boo Radley think that they myth was funny? Has anyone made up a fictitious story about themselves? How did the experience feel? Tell students that next day we will review today's lesson and then start chapter 2. EVALUATION Students - Did the students stay focused on each task? Did the students understand the key concepts? Could the students take the myth of Boo Radley and apply it in a different context? Self - Was I clear and concise when I gave instructions? Did I engage the students? Did I make a smooth transition when switching tasks? __________________ UTEP Miners!!! I solemnly swear to never cheer for TO Last edited by JeeberD : 06-13-2003 at 02:11 PM.

06-13-2003, 05:56 AM	#2
Happy29 In The Penalty Box Join Date: May 2003 Location: To reveal my location, you must decipher a series of traps, each more deadly than the last.	Strange, I dont feel like causing any harm to anyone.

06-13-2003, 06:18 AM	#4
Blackadar Retired Join Date: Oct 2000 Location: Fantasyland	Must...control...fist...of...death

06-13-2003, 09:50 AM	#5
Kam H.S. Freshman Team Join Date: Jan 2003 Location: Bloomington, IN	don't forget to control the hamster of death, too

06-13-2003, 09:57 AM	#6
cuervo72 Head Coach Join Date: Dec 2002 Location: Maryland	Just sing and dance with the hampsters..... http://www.hamsterdance.com/

06-13-2003, 10:51 AM	#7
tucker342 Pro Starter Join Date: Mar 2002 Location: Iowa City, IA	yummy, hamsters.

06-13-2003, 01:19 PM	#11
MIJB#19 Coordinator Join Date: Oct 2000 Location: Maassluis, Zuid-Holland, Netherlands	I thought this was about the Bengals releasing nickelback Ligarius "Boo" Jennings...

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