Objective:  I can collect evidence/justifications for two of the argumentative essay prompt questions by reading aloud portions of the text with my neighbor and adding entries in two double-entry journals about Atticus’s fathering skills and Mayella’s character, sympathetic or not.

BW:  Reread the description of the Ewell’s living conditions from “Every town the size of Macomb…”(170 or 227) to “…aromas that vanished when we rode back past the Ewell residence'(171 or 229).  Add one entry to the double-entry journal provided for Mayella’s sympathetic nature.

Activities:

1.  Share Out:  At the Promethean Board, one or two volunteers will show their work.
2. Think Pair/Share:  Students will add two more entries for each of the double-entry journals with focus questions about Atticu’s fathering skills and Mayella’s sympathetic/unsympathetic nature.
3. HW:  Each student will provide evidence/justifications of 10 entries for each of these focus questions:  Is Atticus a good father?  and Is Mayella a sympathetic character?

Objective:  I can explain how evidence in Ch. 18 justifies whether or not Mayella is a sympathetic character by consulting with my neighbor and by responding to the focus question in my double-entry journal.

BW:  DLW(6:2)

Activities:

1. Student as teacher explains the corrections
2. View the movie:  Answer questions for Part IV.
3. Think Pair/Share:  Add two more entries for double-entry journal.
4. Students will be signing up for class near the beginning of the hour.  The above agenda will be adjusted, depending on how long the sign-up lasts.

Objective:  Students will be signing up for class from the beginning of the hour.

Reminder:  Complete HW for Ch. 19.  See yesterday’s blog entry.

Objective:  I can explain how textual evidence in Ch. 18 justifies whether or not Mayella is a sympathetic character by reading aloud and consulting with my elbow partner as I complete my double-entry journal to answer the focus question.

BW:  Use the 4-Step Process for Ch. 18 vocabulary:  accustom(v), strenuous(adj), vigorously(adv), recital(n), and murmur(v)

Activities:

1.  Show the Word!
2. Visual Presentation:  Answer questions from the worksheet from Part IV.
3. Think Pair/Share:  Add two more entries for double-entry journal for Ch. 18.
4. Independent Study:  Begin reading to answer questions for Ch. 19 worksheet.
5. HW:  Complete worksheet questions for Ch. 19. TKAM Ch. 19.

Objective:  I can determine whether or not Mayella possesses some sympathetic qualities    in Ch. 18 by consulting with my neighbor and adding entries to my triple-entry journal.

BW:  DLW(7:1)

Activities:

1.  Student as teacher corrects with standard usage.
2. Promethean Board:  Copy exemplar of triple-entry journal for Ch. 18 focus question.
3. Think Pair/Share:  Read aloud to elbow partner and add entries.
4. Independent Reading:  Answer worksheet questions for Ch. 18.
5. HW:  Complete reading Ch. 18 and answer questions.

Objective:  I can begin the process of selecting my courses for the Fall term of the 2018-2019 school year by following the instructions of the counselors and completing the yellow form.

Objective:  I can identify details about whether or not Atticus is a good father by applying the triple-entry journal to Ch. 15 as I read aloud to my elbow partner and write quotes/justifications in the journal.

BW:  Set Up:  Write the exemplar entry down in your notebook for Ch. 15.

Activities:

1.  Think Pair/Share:  List two more entries.
2. Independent Study:  List 3 more entries.  Try to find quotes/justifications in opposition.
3. View the Movie:  What can be said of Atticus’s fathering in the confrontation with the Sarum gang?
4. Independent:  Answer worksheet questions for Ch. 17.
5. HW:  Read to answer questions for Ch. 17. TKAM Ch. 17
6. Reminder:  Make-ups or retakes for yesterday’s test on TKAM Ch. 5-10 are today after school from 2:20-3:50 pm.

Objective:  I can identify textual evidence from Ch. 15 to support a position on the argumentative essay topic of whether or not Atticus is a good father by reading aloud, consulting with my neighbor, and adding entries to my triple-entry journal.

BW:  Complete the student information on the scantron(Name, Hour, Date, and Subject)

Activities:

1.  Test:  Complete the test within 30 minutes.
2. Independent Reading:  After completing the test, answer questions for Ch. 15 in your notebook.
3. Promethean Board:  Set up triple-entry journal for the Focus Question:  Is Atticus a good father?
4. HW:  Complete the questions for Ch. 15. TKAM Ch. 15

Objective:  I can identify details about whether or not Atticus is a good father by viewing the movie, taking notes, and participating in whole class discussion.

BW:  DLW(5:5)

Activities:

1.  Student as teacher makes corrections.
2. View TKAM movie:  Answer questions for Part II.
3. Reminder:  Tomorrow is the test for Ch. 5-10.  HW:  Complete reading Ch. 12 and answer the questions.

Objective:  I can decide whether or not Atticus made the right decision to ask Jem to return to Mrs. Dubose by taking notes on Ch. 11 and writing my answer with three pieces of textual evidence.

BW:  Use the 4-Step Process for Ch. 11 vocabulary.

Activities:

1.  Independent Reading:  Read to answer questions for Ch. 11.
2. Independent Writing:  Write your answer to the prompt in a paragraph of seven or more sentences with three pieces of evidence from the text.
3. Submit all work completed to the substitute teacher.