Objective:  I can identify three categories and matching evidence for the second part of the AOW about cell phone addiction.

BW:  DLW(8:4)

Activities:

1.  Student as teacher corrects with standard usage.
2. Independent Study:  Complete the evidence portion of yesterday’s visual organizer for the first part of the AOW about cell phone addiction.
3. Think Pair/Share:  Identify three categories and two bits of matching evidence for each one in the second part of the AOW about cell phone addiction.
4. HW:  Complete matching two bits of evidence for each of the three categories for the second part of the AOW about cell phone addiction.  In addition, reread the Gardiner and Kowalski articles about student cell phone usage for tomorrow’s quiz. Reminder:  Bring your own SSR book for tomorrow’s formal activity.

Objective:  I can identify 3 buckets or categories for the first part of the AOW and find matching pieces of evidence for each one by completing the visual organizer.

BW:  DLW(8:1)

Activities:

1.  Student as teacher makes corrections.
2. Share Out:  What are the two parts of the title of the AOW?
3. Groups of 3 or 4:  Identify 3 buckets to answer the first question posed by the title. Post it.
4. Share Out:  What are the three buckets or categories?
5. Think Pair/Share:  Identify and list two bits of evidence(quotes) for each category.
6. HW:  Complete listing two bits of evidence for each category of the first part of the AOW.

Objective:  I can annotate today’s AOW about cell phones and analyze its structure.

BW:  4-Step Process for today’s vocabulary.

Activities:

1. Quick Read:  Look for the answer to the question posed by the title.
2. Teacher will model a step for annotating:  Asking Pertinent Questions
3. Think Pair/Share:  Students will ask pertinent questions and find golden lines for each paragraph of the first three pages of “By Opening the Door to Cell Phones…”
4. HW:  Complete asking questions and finding golden lines until “Julia Fleck” on p. 4.

Objective:  I can make inferences by adding entries to my SSR log.

BW: Students will write a paragraph about themselves describing two favorite activities.

Activities:

1.  After reading instructions aloud, students will write a rough draft of an autobiographical poem by using the given format.
2. SSR:  Students will add inferences(one per page) to their triple-entry-journals in the back of their notebooks while reading their SSR books.
3. HW:  Submit copies of final and rough drafts of poem at the beginning of class when we return on May 30.  Poems are written on copy paper in color with a student-created image.  Follow given format explicitly.

Objective:  I can assess my reasoning for the T-Chart assignment on Chapters 18 and 19 by comparing my work with a peer’s efforts and writing a reflection.  I can annotate the  Science News for Students article about cellphone addiction by fix roadblocks, underlining golden lines, and asking pertinent questions likely to be answered in the text.

BW:  At the Promethean Board, the whole class will participate in a share out analyzing the first three entries of the student exemplar.

Activities:

1.  Think Pair/Share:  Students will review their T-Charts with their partners to assess their efforts.
2. Independent Study:  Each student will write a reflection(5 sent. +) that self-evaluates his/her own entries in comparison to the student exemplar.  What was good?  What are some improvements for the future?
3. Independent Study: Annotate the Science News for Students article.  Use these 3 steps:  1.  Fix all roadblocks.  2.  Find golden lines and underline them.  3.  Ask text-dependent questions.  (i.e. Look at topic sentences and turn them into questions as one way of finding golden lines and other pertinent questions.)
4.   HW:  Complete the annotations and look for 3 buckets or categories used in the article.  Reminder:  Bring your own book for tomorrow’s formal SSR.

Objective:  I can outline the structure of an AOW by identifying its claim sentence and categories and listing examples for each category.

BW:  The Traveling Radleys Presentation

Activities:

1. Reading with Intent:  Students will ask a question posed by the title of today’s AOW and look for the claim statement in the text.  Underline it.
2. Share Out:  Determine the likely three categories based on the claim statement.
3. Think Pair/Share:  Students will list at least 3 pieces of evidence for each category and one counterargument.
4. Debrief:  Review student findings.
5. Reminder:  The retakes and make-up tests for the unit assessment of TKAM are today after school.  Bring SSR books for Thursday’s Formal SSR activity to receive full credit for the assignment.

Objective:  I can determine how the issue of stereotypes and prejudices are resolved in the last scene of TKAM by participating in sharing out and answering the test questions.

BW:  As students view the last scene, they will identify through actions and dialogue how Scout has learned her lesson and write their responses in their notebooks.

Activities:

1.  Share Out:  What does Scout say to show her lesson learned?  What is an action?  How does her lesson relate to Boo?  Is he a mockingbird?  How is Scout’s change of heart from the story’s beginning related to stereotypes?  What does Harper Lee teach us in this novel about stereotypes and prejudices through Boo and Tom?
2. Use this understanding to complete the Unit Test for TKAM.
3. SSR:  When students have completed the test, they will add inferences(T-Chart entries) for their SSR reading.
4. When all students have completed the test, the TKAM books will be collected.
5. Reminder:  Retakes and Make-up Tests are tomorrow(Tues. May 23) after school.

Objective:  I can identify pieces of evidence about prejudice and injustice from this clip of TKAM and reason through the possible consequences of each one.

BW:  Students will write down in the left column(evidence) of their T-Charts the evidence about Gilmer’s admonishing Tom for being sorry.  Then they will turn-and-talk about possible consequences, and write a response in the right column(explanation).

Activities:

1.  Share Out:  What are some possible responses?  Are you restating the literal meaning of the event, or are you making an educated guess or prediction?
2.  Stop-and-Start:  The movie will be paused for students to reason through the piece of evidence occurring at that point in the manner above.
3.  Reminder:  The unit test for TKAM will occur on Monday.  Ensure that the vocabulary and worksheet questions from Ch. 10 are reviewed for your preparation.  All of the chapters given as specific reading assignments could be used.

Objective:  I can identify pieces of evidence that illustrate injustice and prejudice and reason through their consequences by completing my T-Chart as I view TKAM.

BW:  Set up the T-Chart in my notebook.

Activities:

1.  Promethean Board:  Teacher models first entry from the confrontation between Atticus and the Old Sarum Gang.
2.  Whole Class:  The second entry is completed together from the scene after Jem, Scout, and Dill enter the balcony with Rev. Sykes.
3. Independent:  Gilmer’s cross-examination is used for the third entry.

Objective:  I can make a prediction by writing the ending of Sheriff Tate’s story by using two details from the question in the worksheet for Ch. 28.

BW:  Use the 4-Step Process for Ch. 28 vocabulary.

Activities:

1.  Read to answer the worksheet questions for Ch. 28. TKAM Ch. 28
2.  If time allows, write a prediction of Sheriff Tate’s story using the prompt after the questions.
3. Submit all work to the sub or Mr. Opferman.