Objective:  I can decide whether or not Atticus is “masculine” in Ch. 10 by reading aloud the text and consulting with my elbow partner to add entries to the triple-entry journal.

BW:  Use the 4-Step Process:  contemporary(adj), inquisitive(adj), attribute(v), inconspicuous(adj), breeches(n)

Activities:

1.  Show the word!
2. Set Up:  Students will construct a new triple-entry journal for the focus question for Ch. 10 about Atticus’s “masculinity.”
3. Think Pair/Share:  Add two entries.
4. Share Out:  Volunteers will add one or two entries for whole class discussion.
5. Independent Study:  Read to answer questions for the Ch. 10 worksheet. TKAM Ch. 10.
6. HW:  Complete answers for Ch. 10, due tomorrow at the beginning of the hour.
7. Reminder:  Test for Ch. 5-10 is on Tuesday(3/13).

Objective:  I can contrast the difference in parenting styles between Atticus, Aunt Alexandra, and Uncle Jack by reading the text aloud and consulting with my elbow partners and classmates.

BW:  Reread  from “Next morning on the way to school…”(62 or 83) until the end of Ch. 7.  Why was Jem crying on the porch that night?  Explain in a short paragraph.

Activities:

1.  Share Out:  Why was he crying?
2. Popcorn Reading:  Ch. 9
3. Share Out:  Did Atticus expect to win the Tom Robinson case?  Does Scout apply Atticus’s simple trick?  etc.
4. Independent reading:  Continue answering the questions for Ch. 9  TKAM Ch. 9
5. HW:  Complete the questions for Ch. 9. Make-ups or retakes for the test on Ch. 1-4 are today after school from 2:20 to 2:50.

Objective:  I can add entries to my double-entry journal for Ch. 7 by reading the text aloud and consulting with my elbow partner.

BW: DLW(5:3)

Activities:

1.  Student as teacher corrects with standard usage.
2. Promethean Board:  Review finding inferences for the double-entry journal.  Paraphrase and infer in the right column for each quote.
3. Think Pair/Share:  Add two entries by reading the text aloud and conferring.
4. Share Out:  As a whole class, a volunteer will offer an entry to be corrected.
5. Popcorn Reading:  Ch. 8
6. HW:  Students will complete the answers for the Ch. 8 worksheet. TKAM Ch. 8
7. Reminder: Make-ups and retakes for the Ch. 1-4 test are tomorrow(Friday) after school from 2:20-2:50 pm.

Objective:  I can add entries to my double-entry journal about whether or not Mr. Radley knew if Jem was on the porch in Ch. 6 by reading aloud to my elbow partner from the beginning of Ch. 7 and consulting with her/him.

Activities:

1.  Administration of test:  After completing the student information, complete the test within 30 minutes.
2. Independent Study:  After reviewing your notebook entries for Ch. 6, begin adding clues from Ch. 7 to your double-entry journal about whether or not Mr. Radley knew if Jem was on the porch.
3. Share Out:  A volunteer will share his/her entry from Ch. 7 for the whole class.
4. Think Pair/Share:  Student will alternate reading aloud from Ch. 7 and consult to add two more entries.
5. Independent Study:  Students will continue to add 3 more entries.
6. HW:  Students will answer questions at home for the Ch. 7 worksheet.

Objective:  I can take notes for today’s visual text assignment by viewing the movie as part of my review.

BW:  Use the 4-Step Process:  auspicious(adj), parch(v), gingerly(adv), unanimous(adj), and malevolent(adj)

Activities:

1.  Show the word!
2. Jeopardy Review:  With the class divided in two parts, students will answer questions related to tomorrow’s test.
3. View TKAM:  Answer questions for Part I of TKAM.
4. HW:  Study your notes for Ch. 1-4, including 4-Step Vocabulary words.  You will be permitted to use your notebook for tomorrow’s test.

Objective:  I can evaluate why an author used an example of figurative language within a text by paraphrasing and analyzing the example with my peers.  Also, I can evaluate other groups’ efforts by applying the CCR rubric to their work with my peers.

BW:  Turn and Talk:  What is figurative language?  Record examples, defintions, memories, etc.

Activities:

1.  Notebook:  Paraphrase the definition provided at the Promethean board(Slide 4).
2. Whole Class:  Teacher reads paragraph aloud “Pull it up, child, pull it up…” from Ch. 5, page 56. Do you see a figurative language?(Slide 5).  Identify it.  What does it literally mean? What type of figurative language is it?  Why does the author use it?
3. Notebook:  List 5 shortened reasons why authors use Figurative Language(Slide 6).
4. Small Group Investigation:  Follow provided instructions to identify, paraphrase, and analyze the given passage to your group.  Follow Step 2.
5. Other Group Feedback:  Use the given CCR rubric to evaluate neighboring group’s  analysis.  If time allows, get other groups’ analyses.
6. Revise:  Make small appropriate changes after reading other group’s analysis.
7. Reminders:  Make-up work for the Gothic projects are tomorrow after school from 2:20 to 3:20 pm.  The quiz for TKAM Chapters 1-4 will be on Wednesday.

Objective:  I can complete the triple-entry journal for Ch. 6 and Ch. 7 for the Focus Question by reading aloud and consulting with my elbow partner.

BW:  What important event occurs as Scout, Jem, and Dill run from the Radley’s back porch that night?  Write your answer in your notebook.

Activities:

1.  Share Out:  What occurred?
2. Set Up for Triple-Entry Journal:  Copy the two entries for the Focus Question.
3. Share Out:  What does the first entry infer about the focus question?  The second?
4. Popcorn Reading: List clues for the focus question as we begin reading from “The back of the Radley House…”(52 or 70).
5. Think Pair/Share:  Add two more entries that provide clues to answer the Focus Question.
6. HW:  Complete your triple entry journal by finding 3 more entries to the focus question. Reminder:  Make-up work for the Gothic project is today after school from 2:20-3:20 pm.

Objective:  I can complete my Gothic project by referring to my organizer and consulting with my elbow partner.

BW:  Show-and-Tell:  Discuss your progress on the project with your neighbor.  How can you improve?

Activities:

1.  Project Completion:  Work to finish your project within half an hour.
2. Work Submission:  Your work will be submitted regardless of it being complete.
3. Independent Study:  Read to answer questions for Ch. 6. TKAM Ch. 6
4. Reminders:  HW for Ch. 6 is due tomorrow at the beginning of the hour.  You are permitted to attend make-up after school on Thursday if you have not completed your project today.

Objective:  I can complete the rough draft of my Gothic project by combining my facts(quotes) into a unified new creation of a story, journal, scene, or picture by sharing my ideas with my elbow partner after reviewing the list of quotes in my project rubric.

BW:  Note the exemplar of a connection/claim for the Hauser AOW provided at the Promethean board.  Write down the posted exemplar connections/claim in the left and right margins of your returned annotated AOW by Hauser.

Activities:

1. Share Out:  Which word or phrase connects the exemplar connection to the claim at the top of the AOW?  Which word or phrase connects the exemplar connection to the claim?  Do words or phrases in the connections/claim illustrate an inter-textual connection?
2. Independent and Think Pair/Share:  Complete the rough draft of your Gothic project.
3. Transition:  To receive copy paper for the final draft of your project, get a sign-off from the teacher.
4. Independent Study:  Answer to complete questions for Ch. 5 in TKAM.
5. HW:  Answer remaining questions for Ch. 5. in TKAM. TKAM Ch. 5

Objective:  I can complete the rough draft of my project by applying the rubric/instructions worksheet and consulting with my elbow partner in some instances.

BW:  DLW(5:2)

Activities:

1.  Independent Study:  List 5 quotes from your triple-entry journal on Gothic imagery in your project worksheet with pencil.
2. Think Pair/Share:  If you are writing one of the scenes with a partner, you may sit near her/him and write your first draft.  Follow the dialogue model on the instructions portion.  Each of you must write the complete scene!
3. Independent Study:  Complete your rough draft following the guidelines on the instruction portion of the worksheet.
4. Share Out:  If time allows, students will share out some rough drafts to be analyzed by the class.