Objective:  I can use evidence to determine how Lee suggests the turning point in TKAM.

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

Activities:

1.  Show the word!
2. Listen-and-Learn:  Answer 1-5 in Ch. 28 worksheet. TKAM Ch. 28
3. Promethean Board:  Where does the climax occur in the story?
4. Reminders:  Make-ups and retakes for weekly pop quizzes are today after school.  HW: TKAM Ch. 28 vocabulary and questions.

Objective:  I can use evidence in the story to determine how the author illustrates the theme loss of innocence in TKAM.

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

Activities:

1.  Show the Word!
2. Dramatic Reading: p. 225 or 301
3. Share Out:  How has Scout changed?  How has Jem changed?
4. Review important points of Ch. 24.
5. Listen-and-Learn:  Ch. 25(238 or 319)
6. HW:  Complete the 4-Step Process for the vocabulary and the questionsTKAM Ch. 25 and 26.

Objective:  I can find evidence suggesting Scout’s loss of innocence.

BW:  DLW

Activities:

1.  Student as teacher makes corrections.
2. Listen-and-Learn:  Answer questions for Ch. 23(293 or 219).
3. Share Out:  Why can Miss Maudie not stand as a juror?  Why should Walter not visit?      How does Scout disagree with Jem about “folks”?
4. HW:  Complete Ch. 23 questions. TKAM Ch. 23

Objective:  I can use evidence in Ch. 22 to show how Harper Lee illustrates Jem’s loss of innocence.

BW:  I can complete my T-Chart for the first ten quote/explanations in Ch. 22.

Activities:

1.  Share Out:  Random selection of favorite quote/connections.
2. Listen-and-Learn for Ch. 22:  Answer worksheet questions.
3. HW:  Complete the answers for Ch. 22.

Objective:  I can uncover connections of Jem’s loss of innocence with evidence from the text of Ch. 22 in TKAM.

BW:  DLW

Actitivies:

1.  Student as teacher makes corrections.
2. Think Pair/Share Groups:  Find at least 10 quote/explanations.
3. Share Out:  Random selection of students’ choices.

Objective:  I can identify and explain how evidence from Ch. 22 suggests Jem’s loss of innocence.

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

Activities:

1.  Show the word!
2. Post It–In groups of 3 or 4, answer these questions:  Can you identify one comparison between the shooting of Tim Johnson(127 or 96) and the jury’s verdict presentation in Ch. 21?  What is Harper Lee’s underlying meaning by this comparison?
3. Share Out:  Random selection of post-it responses.
4. Think Pair/Share:  Alternate readers each time new evidence is found suggesting Jem’s loss of innocence in Ch. 22.  Use double-entry journal:  Quote/Page and Explanation for the left and right columns respectively.

Objective:  I can explain the underlying meaning of Scout’s flashback in Ch. 21.

BW:  DLW

Activities:

1.  Student as teacher corrects.
2. Independent Reading:  Answer the remaining questions of Ch. 21 worksheet. TKAM Ch. 21
3. Post-It:  In groups of 3 or 4, identify a comparison between Scout’s flashback or daydream in the courtroom and the shooting of Tim Johnson in Ch. 10.  Then make a prediction about how Harper Lee uses this comparison(analogy) to convey an important theme in the story.
4. Share Out:  Randomly read aloud post-its to enhance discussion.

Objective:  I can find evidence to determine Scout’s loss of innocence in Ch. 21.

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

Activities:

1.  Show the word!
2. Listen to answer questions for Ch. 21.
3. Share Out:  How does Scout’s memory of Atticus’s shooting of Tim Johnson relate to the trial and its verdict?

Objective:  I can complete my speech and source citations page.

Activities:

1.  Students will be allowed to make last-minute corrections and additions to their source citation pages and speeches.
2. The speech packet(final draft, final source citation page, at least two journal articles with highlights, and rubric) will be collected from students individually.
3. The remaining rough drafts will be collected individually.
4. Promethean Board:  Final courtroom scene of TKAM.
5. If time allows, use the 4-Step Process for today’s vocabulary.
6. Reminder:  If you have been absent at some point on days that we have worked on the speech, you are permitted to work on it after school today.

Objective:  I can type my second draft of the civil rights speech and complete my quote/citation page for submission.

BW:  In your notebook, write down the order of your work to be paper clipped and submitted five minutes before the bell in the library: Typed final draft on top, rough draft, and two journal articles with highlighted quotes, source, and source citations on the bottom.

Activities:

1.  Upon arriving at the library, type your final draft or rewrite.  Ensure that your name, date, and hour are at the top of the page.
2. If you finish early, you are permitted to request your quote source/citation page and type it for extra credit.
3. Both assignments will be collected separately at least five minutes before the bell.
4. A teacher must sign off on your work submission to acquire full credit.
5. No work is allowed home!