Objective:  I can contrast the differences between three of Aristotle’s tools of persuasion.

BW:  In your notebook, write down a one-sentence definition for each of these three Aristotle’s tools found in the handout:  ethos, logos, and pathos.

Activities:

1.  Think Pair/Share:  Complete the first two items on the back of the handout.
2. Share Out:  Random sharing of possible selections.
3. Presentation of civil rights speeches.

Objective:  I can explain how the technique of “asking questions” is used by the writers of “Concealed guns get a green light at the University of Texas, though plaintively” by Newsela.

BW:  Read the article and answer the given questions.

Activities:

1.  Share Out:  What is the author’s goal in the chunk “Fierce Resistance to Campus Carry”?  How does a given quote in this chunk provide evidence for this goal?
2. Notebook entry:  Write the technique of “asking questions” with a matching goal and  quote.  See exemplar at the Promethean Board.
3. Share Out:  Civil Rights Speeches.
4. Reminder:  Make-ups and retakes for the Unit Test for TKAM are today after school.

Objective:  I can use a quote from TKAM to write one literal and one inferential multiple choice question.

BW:  DLW

Activities:

1.  Student as teacher corrects.
2. Group Work:  In groups of 3 or 4, each student writes neatly and boldly the literal and inferential questions and answers that have been composed from a quote in TKAM.
3. Elmo Projection:  Discuss several.
4. Reminder: Make-ups and retakes of the Unit Test for TKAM are Thursday(May 19) after school.

Objective:  I can write literal and inferential multiple-choice questions by using a quote from TKAM.

BW:  DLW

Activities:

1.  Student as teacher makes corrections.
2.  Promethean Board:  Contrast exemplars of literal and inferential multiple-choice question.
3. In groups of 3 or 4, students will compose these two types of questions from a selected quote.
4. Elmo:  Use projected image to discuss student samples.
5. Reminder: Make-ups and retakes for Monday’s test are after school on Thurs.(5/19).

Objective:  I can explain how Harper Lee illustrates the lesson Scout has learned in TKAM.

BW:  Promethean Board–Presentation of Ch. 31.

Activities:

1.  Share Out:  How does the author show us that Scout has learned a lesson?  Who is the other mockingbird?
2. Complete the unit test for TKAM.
3. Complete your multiple-choice questions.
4. Share Out:  Review some at projected image.

Objective:  I can explain in a short paragraph the lesson that Scout has learned in TKAM.

BW:  DLW

Activities:

1.  Student as teacher corrects.
2. Listen-and-Learn:  p. 272 or 364.
3. In groups of 3 or 4, compose your literal and inferential multiple-choice question.
4. Projected Image:  Discuss one or two student samples.
5. Promethean Board:  What lesson has Scout learned?
6. Reminder:  TKAM Test on the reading we have completed since Ch. 21,  vocabulary, and grammar for Monday(5/16).

Objective:  I can explain how the evidence in Ch. 31 shows that Scout has learned a lesson.

BW:  Complete your multiple choice question.

Activities:

1.  Share Out:  Read aloud some multiple choice questions and answers.
2. Promethean Board:  Explanation of developing literal question to inferential.
3. In groups of 3 or 4, select the favorite literal question and convert it into an inferential one.
4. Share Out:  Discuss some favorites at the Promethean Board.
5. Listen-and-Learn:  p. 272 or 364

Objective:  I can write a multiple-choice question with three plausible distractors.

BW:  DLW

Activities:

1.  Student as teacher corrects with standard usage.
2. Listen-and-Learn:  Answer questions for Ch. 30.
3. Use this format to write a multiple choice question:  Identify an important point/answer; write a question for it; find three plausible distractors/wrong responses.
4. Exemplar:  Important Point–“Boo would feel more comfortable in the dark”(272 or 364).
5. Share Out:  Brainstorm for a question and three plausible(text-dependent) distractors.

Objective:  I can determine the lesson Scout has learned.

BW:  Use the 4-Step process for today’s vocabulary.

Activities:

1.  Show the word!
2. Listen-and-Learn:  Answer worksheets for Chapters 29 and 30.
3. HW:  Begin reviewing for the test that covers the vocabulary, worksheet questions, and video presentations beginning from Ch. 21.

Objective:  I can explain how Scout has learned a lesson in TKAM.

BW:  DLW

Activities:

1.  Student as teacher makes corrections.
2. Promethean Board:  What happens to Jem and Scout in the yard next to the Radleys?
3. Share Out:  What point in the story has occurred?
4. Listen-and-Learn:  Answer questions for Ch. 30.