Objective:  I can collect evidence and complete a rough draft of my Gothic project by collecting 5 quotes from my triple-entry organizer, following the given instructions on the worksheet, and, in some cases, consulting with my neighbor.

BW:  List 5 quotes in your notebook that will be useful in creating your project underneath this title:  Gothic Project Selection.  List the name of your project and list 5 quotes.  Use the model for writing appropriate quotes and partial quotes on the board for your list.

Activities:

1.  Independent Study:  As students complete the bellwork, they should raise their hands for teacher’s sign-off or approval and complete the information on the front side of the worksheet neatly and begin the rough draft on loose leaf paper.
2. Think Pair/Share:  Some students will be permitted to sit with others for the pair projects once the bellwork is signed-off.
3. Project Work:  Students will work independently or in pairs for 30 minutes to submit worksheet with rough draft.  All students must turn in the worksheet and rough draft, even if working in a pair.
4. HW:  Students who have completed the rough draft will begin the reading assignment for Chapter 4 in two parts(20 questions). To Kill a Mockingbird Ch Four. These are due at the beginning of the hour on Monday when we return from break.  There could be a summative grade given.  Do not work on the project at home.  It will not be assessed.  You will be asked to start over in class.

Objective:  I can add more entries to my triple-entry journal about stereotypes in Ch. 3 of TKAM by reading aloud portions of the text while consulting with my elbow partner.  Also, I can begin the rough draft of my Gothic project by reviewing my triple-entry journal of Gothic imagery in Ch. 1 and matching 5 quotes with my project selection.

BW:  Reread to the end of Ch. 2 beginning with “If I could have explained these things to Miss Caroline…”(21 or 28).  On a separate paper, answer these questions:  Where does Scout’s sojourn end?  How is this situation ironic?  Submit your responses.

Activities:

1.  Share Out:  Random selection of responses to the bellwork.
2. Independent Study:  Answer worksheet questions for pages 22-25 or 30-33.
3. Think Pair/Share:  Identify two more quote/connections for stereotypes in your triple-entry journals.
4. Share Out:  One student will read aloud the directions for the Gothic project from the Promethean board.
5. Independent Study:  Review your triple-entry journal for Gothic imagery in Ch. 1 and list 5 quotes that are appropriate for your project selection.  Ensure that the quotes include complete thoughts and/or sentences.
6. After the teacher signs off on your quotes, begin completing the worksheet.  If time is available, start the rough draft of your project on loose leaf paper.
7. HW:  Complete the answers to the questions from Ch. 3(30-42 or 22-32). TKAM Ch. 3

Objective:  I can add entries to my triple-entry journal of stereotypes in Ch. 2 by reading the text aloud to my elbow partner and consulting with him/her.

BW:  Turn-and-Talk:  Identify another quote that could represent a “stereotype” about a character, possibly Miss Caroline, in yesterday’s reading.   Discuss with your elbow partner why it represents “an oversimplified image or idea” of a type of person.  Add the quote/connection to the triple-entry journal in your notebook from yesterday’s class.

Activities:

1.  Share Out:  Student as teacher adds a new entry to triple-entry journal on board.
2. Project:  Decide on a final choice for your project.  In your notebook, list your project title with 5 appropriate quotes.  Raise your hand to get the teacher sign-off.
3. Independent Study:  Read through the end of Ch. 2 while answering the worksheet questions.
4. Think Pair/Share:  If time allows, add three more quotes/connections to your triple-entry journal of “stereotypes.”
5. HW:  Complete the answers for Ch. 2(see Feb. 13).  Also, provide 5 entries in your triple-entry journal for stereotypes.

Objective:  I can categorize my evidence of Gothic imagery to create my project by making a selection of one, choosing 5 quotes from my triple-entry journal, and consulting with my neighbor.

BW:  Use the 4-Step Process:  condescend(v), apprehensive(adj), immune(adj), meditate(v), and sojourn(n).

Activities:

1.  Show the word!
2.  Write this definition:  Copy this definition of the word “stereotype”:  an oversimplified image or idea of a particular type of person.  i.e. the woman as caregiver.
3. Triple-entry Journal Set-up:  Write down the first entry of the “stereotype”  for Miss Caroline on p. 16 or 21 of your book. (see Promethean board).
4. Independent Study:  Read to find more evidence for your triple-entry journal of “stereotypes” in Ch. 2.
5. HW:  Read Ch. 2 and answer the first six worksheet questions for 15-22 or 20-29.  2nd Hour should complete all ten questions for Thursday. TKAM Ch. 2. 

Objective:  I can organize evidence from my triple-entry journal for Gothic evidence to create a project.

BW:  Read the explanations for each of the Radley House Projects and choose one.  Explain the reason for your selection( 5 sent.).

Activities:

1. Share Out:  Which project did you select?  Why?
2. Reading Review:  Read aloud and answer questions 1-10 for the first worksheet(3-8 or 3-10).
3. Dramatic Reading:  Discuss triple-entry journal entries for Gothic imagery from pages 8-15 or 10-19 beginning with “The Radley house jutted into a sharp curve…”.
4. Share Out:  Volunteers will add to the list of quotes/pages with an explanation at the Promethean board.
5. Independent study:  List 5 quotes/pages for your project.
6. HW:  Answer questions 1-15 for pages (11-19) or (9-15). TKAM Ch. 1 (9-15) or (11-19).

Objective: I can add entries of Gothic connections to my triple-entry journal by matching quotes in Ch. 1 with the definition, consulting with my neighbor, and writing the quotes/connections on the chart.

BW:  DLW(5:2)

Activities:

1.  Student as teacher makes corrections.
2. Promethean Board: Review Gothic presentation for more connections.
3. Think Pair/Share:  Students will read aloud to neighbor for a new quote, discuss the connection, and add a new entry to the triple-entry column.
4. Independent Study:  Continue completion of triple-entry journal for 10 entries.
5. HW:  Complete the Triple-Entry Journal on Gothic imagery by listing 10 quetes/connections with the proper page number for each quote.

Objective:  I can identify evidence to explain how Gothic imagery is used for setting in Chapter 1 of TKAM by using the triple-entry journal and consulting with my elbow partner.  I can read for understanding to complete the Common Formative Assessment.

Activities:

1. Chrome Books:  Complete the Common Formative Assessment.
2. Independent Study: Copy the definition and features of Gothic fiction on the board.
3. Triple-Entry Journal:  Continue making connections until everyone has completed the  CFA.
4. Share Out:  Student(s) share some additional entries.
5. Think Pair/Share:  Add two more entries to the triple-entry journals for Gothic imagery in Ch. 1 of TKAM (8-15 or 10-19).
6. HW:  Complete the Ch. 1 worksheet questions for pages 3-8 or 3-10(see link on Feb. 5).

Objective:  I can add entries for my two-column journal on Gothic evidence in Ch. 1 by identifying quotes in the left column and explaining their connection to Gothic imagery in the right column while consulting with my neighbor.

BW:  4-Step Vocabulary:  veranda(n), malevolent(adj), phantom(n), intimidation(n), concession(n).

Activities:

1. Show the Word!
2. Promethean Board:  Set up triple-entry  journal as shown.
3. Think Pair/Share:  Read to find two entries and connections with your elbow partner.
4. Independent Study:  Complete two entries for the double-entry journal.
5. Independent Study:  Complete more entries(time allowing).

Objective:  I can find evidence in To Kill a Mockingbird of how Harper Lee introduces the story’s main characters, setting, and conflict in Ch. 1 by consulting with my neighbor and listening for important details during the choral reading.

BW:  DLW(5:1)

Activities:

1.  Student as teacher corrects with standard usage.
2. Choral Reading:  Students will read aloud parts of Ch. 1 to find details of background information for the story.
3. Think Pair/Share:  Students will consult each other to identify more details.
4. HW:  Students will complete reading Ch. 1 to answer worksheet questionsCh. 1 3-8 or 3-10.

Objective:  I can find evidence in To Kill a Mockingbird of how Harper Lee develops the themes of stereotypes and racism in Ch. 1 of the text by consulting with my neighbor and completing the double-entry journal.

BW:  Use the four-step process for today’s vocabulary:  assuage(v), apothecary(n), piety(n), persecution(n), bretheren(n)

Activities:

1.  Show the Word!
2. TKAM Preview:  Students will view the first scene in the movie to determine the setting, two main characters, and Mr. Cunningham’s conflict.
3. Auditory:  Set up central accident with Jem’s injury.
4. HW:  Students will answer the first five questions of TKAM(Ch. 1 3-8). TKAM Ch. 1(3-8).