Objective:  I can identify textual evidence for the essential question about prejudice by reading for answers to the worksheet questions and writing a response for today’s bellwork.

BW:  Write a paragraph response to this question:  What is the topic of discussion between Atticus and Walter as they eat lunch in Ch. 3?  What is the author’s intent or purpose for this scene?*

Activities:

1.  Share Out:  What is the topic?  What is Lee’s purpose.
2.  Listen-and-Learn:  Read as you listen to the audio for Atticus’s “simple trick” and Scout’s compromise.
3. Jeopardy Review:  Each side of the classroom will answer possible test questions.
4. HW:  Answer questions for Ch. 4 worksheet. TKAM Ch. 4  Reminder:  Come after school today for make-up work and challenges.  The retake of the rhetorical analysis essay will occur Tuesday after school next week.  Test on Ch. 1-4 tomorrow!

Objective: I can analyze the story in a story of Ch. 2 by plotting events on my diagram.

BW: Use the 4-Step process for Ch. 4 vocabulary.

Activities:

1.  Show the word!
2. Think Pair/Share:  Complete the diagram by plotting events in Ch. 2.
3. Promethean Board:  Students will share some of their own work.
4. Share Out:  How has Scout changed?  What is the lesson for the reader?
5. Whole Class:  Review questions #3 and #6 from Ch. 3 worksheet.  What is Scout learning?
6. HW:  Complete reading Ch. 3 and answer the worksheet questions.TKAM Ch. 3
7. Reminder:  Test on Ch. 1-4 on Friday(3/24).

Objective:  I can analyze the story in a story of Ch. 2 by writing textual evidence for each event peg on my chart.

BW:  DLW(4:3)

Activities:

1.  Student as teacher makes corrections.
2. Promethean Board:  Teacher models completion of first two event pegs.
3. Think Pair/Share:  Each student completes his/her own chart.
4. Students will submit charts.
5. Reminders:  Test on Friday for Chapters 1-4.  HW:  Students will answer the first 5 questions in Ch. 3. TKAM Ch. 3.

Objective:  I can identify events of the story in a story for Ch. 2 by completing the visual organizer.

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

Activities:

1.  Show the word!
2. Promethean Board:  Define literary terms.
3. Listen-and-Learn:  Complete worksheet as you read.  Look for events of the story in a story. TKAM Ch. 2
4. Think Pair/Share:  Complete the visual organizer for the story in a story.

Objective:  I can identify textual evidence about the plot of TKAM by listening to the audio and reading through the end of Ch. 1.  TKAM Ch. 1(Part 1), TKAM Ch. 1(Part II)

BW:  DLW(4:1)

Activities:

1.  Student as teacher makes corrections with standard usage.
2.   Listen-and-Learn:  As you read along with the audio, listen for evidence suggesting the initial incident of the rising action and events in it.
3. Presentations:  Students will present their projects for one of the scenes.
4.  SSR:  Add inferences to your log in the back of your notebook.

Objective:  I can identify details of Gothic imagery and plot progression by writing the answers to questions in the worksheet.

Activities:

1. The projects will be collected at the beginning of the hour.
2.  Students will be asked to read and answer questions as they wait in the cafeteria to speak to their counselors about next year’s schedules.
3. HW:  Worksheets for the end of Ch. 1 are due tomorrow.  Use the 4-Step process for the vocabulary at home.  Work on the questions should be completed, too.
4. Reminder:  Today is the last day for make-up work regarding the rhetorical analysis essay.

Objective:  I can illustrate how Gothic imagery is used in TKAM by applying my T-Chart quotes to the writing or drawing of one of the Radley House project selections.

BW:  Review the instructions aloud and make appropriate changes.

Activities:

1.  Submit the completed project on copy paper.  Ensure that evidence from your T-Chart quotes is underlined in your project(except the drawing) and the quotes/pages are listed on the back of your worksheet.
2. DLW:  If time allows, DLW(3:4) will be presented for standard usage corrections.
3. Student as teacher will make corrections.
4. Reminder:  Mr. Sapienza is available today after school for questions about recent assignments and make-up for the rhetorical analysis essay and frames.

Objective:  I can identify important information about making my schedule by listening to the counselors and completing the necessary information.

Reminder:  Mr. Sapienza is available after school today and Thursday for the rhetorical essay make-up work.  If you were absent on Friday(March 3) or Monday(March 6), attend make-up on one of these days.  If you missed both days, plan to come on each day after school because of the length of each assignment.  This is your last opportunity for this make-up work before the card marking.

Objective:  I can identify spooky clues in today’s reading and illustrate them in my project through a writing assignment or a visual expression.

BW:  Read through the project worksheet and choose one.  Give a reason for your choice.

Activities:

1.  Share Out:  Which project did you choose?  Why?
2.  Listen for additional clues:  p. 8-13 or 10-16  beginning with “The Radley place jutted into a sharp curve…”
3.  Share Out:  What would make a good image to use for the project?
4. Individual and Pair Work:  Begin working on your project.   Everyone must submit his/her own written work or picture.  The pair groupings are not allowed to submit one copy.  Each person submits a copy in his or her own handwriting.
5. Reminder:  Tomorrow and Thursday after school are your last chances to complete the rhetorical analysis essay before this card marking.

Objective:  I can identify Gothic details in today’s reading of TKAM by completing my T-Chart.

BW:  Presentation on the meaning of the term “Gothic” in literature.

Activities:

1. Students will copy the definition of “Gothic” and annotate it.
2.  Share Out:  What is the meaning of “grotesque” and “desolate”? Can you give a meaning in your own words?
3. Turn and Talk:  Students will share experiences of Gothic movies or books.
4. Share out:  Can you identify a Gothic movie that you have seen recently?
5. Random Share:  Review answers to yesterday’s reading.
6. Dramatic Reading:  “By the end of August…”(p. 8 or 10)
7. Share Out:  Do you hear a Gothic image?
8. Whole Class:  Discuss and enter the quote on the left of the T-Chart and the visualization on the right.
9. Think Pair/Share:  Continue with the reading by adding five more quotes/visualizations.
10. Reminder: If you have not made up the rhetorical analysis essay, Mr. Sapienza is available after school today and Tuesday(3/14) after school.  HW:  Complete 10 entries onto your T-Chart for Monday.