Objective:  I can make inferences by completing the triple-entry journal for Ch. 21.

BW:  Use the 4-Step Process for Ch. 21 vocabulary.

Activities:

1.  Show the word!
2. Promethean Board:  Teacher models making an inference on page 206 or 276.
3. Think Pair/Share:  Students make one more inference on the same page and two for the next one.
4. Independent Study:  Complete reading for inferences throughout Ch. 21 and listing them on your T-Chart.  Read for two inferences per page, 10 altogether.  In the later edition, make 10 inferences with at least one on each page.
5. Debrief:  Share out randomly for student selections.

Objective:  I can identify bits of evidence about the opposing claims of Tom’s guilt and provide reasoning for each one by completing the T-Chart for Ch. 19.

BW: DLW(5:5)

Activities:

1.  Student as teacher makes corrections.
2.  Think Pair/Share:  Complete the T-Chart for Ch. 19 with 10 bits of evidence/reasoning.
3. Debrief:  Random share out of favorite bits of evidence/reasoning.
4. Independent Study:  Begin reading Ch. 20 for homework.
5. HW:  Complete Ch. 20 questions.  TKAM Ch. 20 and 21

Objective:  I can write a reflection that evaluates my efforts to improve my argumentative writing by analyzing my first and last argumentative essays and providing three specific pieces of evidence with reasoning.

BW:  Read the student samples and list one piece of evidence from an article and one anecdotal piece of evidence from each of them, four altogether.

Activities:

1.  Share Out:  What is a piece of evidence from an article for the “goals” paragraph?  What is an anecdotal piece of evidence from the “kitchen skills” paragraph?  Where is the reasoning that follows this piece of evidence?  How does the topic sentence in the “goals” paragraph correspond to the concluding sentence?
2. Think Pair/Share:  Read aloud your gender roles essay and discuss the rubric scoring and comments.  What are positive attributes?  Where are possibilities for improvements?
3. Independent Study:  Students will write a reflection about their overall achievement in writing with three specific pieces of evidence/reasoning of a page or more.
4. SSR:  Add inferences to your log for your DHS library book.
5. HW:  Answer questions for the Ch. 19 worksheet. TKAM Ch. 19 Remember that 4-step vocabulary is due for Ch. 18.

Objective:  I can identify bits of evidence about the opposing claims regarding Tom’s guilt and provide reasoning for each one by completing my T-Chart.

BW:  Use the 4-Step Process for today’s(Ch. 19) vocabulary.

Activities:

1.  Show the word!
2.  Think Pair/Share:  Identify 10 quotes/reasons on your T-Chart for Ch. 18.  Do not use more than two quotes/page.
3.  HW:  Complete 10 quotes/reasons on your T-Chart, two or less per page in TKAM.  Reminder:  Bring your DHS library book to SSR on Friday(May 12).  Those students who have not completed a book commitment form must get your book and form signed off beforehand.

Objective:  I can identify evidence about claims of Tom’s guilt or innocence and provide an explanation of reasoning by completing the T-Chart.

BW:  Reread page(167 or 223) and write down one quote in the left column of your T-Chart from the book that illustrates Tom’s guilt or innocence.  Write a one-sentence explanation of your reasoning.

Activities:

1.  Share Out:  Which quote did you list?  What was your reasoning?
2. Think Pair/Share:  List 10 quotes/reasons on your T-Chart for Ch. 17.  Do not use more than two quotes/page.
3. Independent Reading:  Answer questions for Ch. 18.TKAM Ch. 18.
4. HW:  Complete answers for Ch. 18.  Reminder:  Bring your DHS library book to SSR on Friday.  Those students who have not completed a book commitment form must get your book and form signed-off beforehand.

Objective:  I can identify evidence in Ch. 17 to support both Atticus’s and Gilmer’s opposing claims regarding Tom Robinson’s case.

BW:  Use the 4-Step Process for Ch. 17 vocabulary.

Activities:

1.  Show the word!
2. Popcorn Reading:  Students read aloud from the beginning of Ch. 17.
3. Share Out:  How does the evidence of the Tate support Gilmer’s claim as the prosectuor?  How does it support Atticus’s?
4. HW:  Continue reading and complete the questions for Ch. 17. TKAM Ch. 17.  Reminder:  Retakes for the argumentative essay on gender roles are today after school.

Objective:  I can debate which situation in Friday’s film clip sequence shows the most courage by Atticus.

BW:  DLW

Activities:

1.  Student as teacher makes corrections.
2. Independent:  Review notes from your T-Chart collection on Friday.  Write down in your notebook your claim about which situation showed the most courage by Atticus.  Write a short explanation.
3. In groups of 3 or 4, reach a consensus agreement about Atticus’s most courageous act.  Write it down a post-it with evidence/reasoning.
4. Post-It Discussion:  Read aloud some of the post-it responses.
5. Think Pair/Share:  Read to answer questions for Ch. 15. TKAM Ch. 15
6. HW:  Complete the answers to Ch. 15. Reminder:  Retakes for the argumentative essay on gender roles are tomorrow(Tues. 5/8) after school.

Objective:  I can argue my claim of the most courageous act by Atticus in today’s film clip by writing pieces of evidence with explanations in my T-Chart and discussing it with member of my group to be posted.

BW:  On the next open page after yesterday’s work in your notebook, draw the T-Chart modeled on the board.

Activities:

1.  As you view today’s film clip, provide pieces of evidence with an explanation for each courageous encounter that Atticus confronts.
2.  In groups of 4, come to a consensus on which encounter requires the most courage by Atticus.
3. Post It:  Each group provides evidence/reasoning for the choice on the board.
4. SSR:  Use Monday’s bellwork model(Hunchback of Notre Dame) to add an inference per page while reading.
5. Reminder:  Retakes for the argumentative essay are Tuesday(4/9) after school.  Your SSR book from the DHS library and completed book commitment form with a sign-off by Mr. Opferman or Mr. Sapienza is due today.

Objective:  I can walk in Jem’s shoes by writing a response to the given prompt.

BW:  Read the prompt at the Promethean board and write a response of seven sentences or more while using two examples that are underlined and cited.

Activities:

1.  Share Out:  What is Jem feeling as he holds the camellia?  How would I feel?
2.  Listen-and-Learn:  Answer questions for Ch. 14. TKAM Ch. 14
3. HW:  Complete your answers and use the 4-Step vocabulary process for the words atop the worksheet.  Reminder:  Bring your completed book commitment form with a book selected form the biography or fiction section of the DHS library for Friday’s SSR.  There is still time for Mr. Opferman or Mr. Sapienza to sign-off on your selection.  Remember that retakes for the argumentative essay will occur on Tuesday(5/9) after school.

Objective:  I can identify and provide evidence for Jem’s lesson in Ch. 11 by completing  the worksheet and sharing aloud during discussion.

BW:  DLW(5:3)

Activities:

1.  Student as teacher explains the corrections
2. Listen-and-Learn:  List two examples regarding Jem’s lesson beginning from “That spring was a good one…”(110 or 146).
3. Continue answering questions for Ch. 12.
4. HW:  Read and answer questions for Ch. 12. TKAM Ch. 12.  Reminder: Bring your SSR book from the DHS library with a completed book commitment form signed off by either Mr. Opferman or Mr. Sapienza on Friday(May 5).