Activities:

1. Use your notes to take test for Chapters 1-4.
2. Apply the 4-Step vocabulary to the first five vocabulary words in Ch. 5.

Objective:  I can quiz my neighbor using worksheet questions and vocabulary to practice for next week’s test on Chapters 1-4.

BW:  Answer questions 5-10 for Ch. 4 quietly.

Activities:

1.  Whole Class: Practice Jeopardy Review.
2. T-Chart Tallies demonstration at chalkboard.
3. Think Pair/Share:  Play T-Chart Tallies review quiz.
4. Play Final Jeopardy review.
5. Share Out:  What is the important lesson that Atticus teaches Scout after her problem with Miss Caroline is revealed?
6. Reminder:  Be prepared for a test on Chapters 1-4 that will be given on either Monday or Tuesday of next week.  The test will be open-notes only.  Multiple choice, true/false, and matching items will cover vocabulary, DLW material, questions, and lecture notes.  Frayer vocabulary charts are due for Ch. 4.

Objective:  I can apply my understanding of the Frayer model for vocabulary to four of today’s vocabulary words.

BW:  Promethean Board:  Copy the interactive class version of the first word of today’s vocabulary from Ch. 4 on your Frayer chart.

Actiivies:

1.  Complete the remaining of the first four words on the Frayer chart.
2. In groups of 3 or 4, one student will read as two others write answers, and the remaining student will fact check for dictionary definitions on Ch. 4.  Ch. 4 TKAM
3. Review:  Each student in the group will write/revise answers by consulting others.
4. Reminder:  The test through Ch. 4 will occur on Monday or Tuesday of next week.  Your study guide are your answers to questions and lecture notes in your notebook, including the DLW activities in section 5, and the vocabulary words meaning and usages.  Your Radley House Projects are due on Fri(3/11).

Objective: I can contrast how Atticus sees class differences versus Scout and even Jem.

BW:  Use the 4-Step Process for the first five words at the top of the worksheet for  Ch. 3.

Activities:

1.  Show the word!
2. Independent and/or Group:  Read Ch. 3 and answer questions.
3. HW:  Complete Ch. 3 and the assigned questions. TKAM Ch. 3
4. Reminders:  The Radley House Project will be due on Friday(3/11). Yesterday’s homework for Ch. 2 will be due on Thursday(3/10) at the beginning of the class.  Ch. 3 worksheets are due tomorrow(3/10).

Objective:  I can determine the underlying meaning(“What does the text mean?”) in Chapter 2 of TKAM.

BW:  Use the 4-Step Process for the first five words atop the worksheet.

Activities:

1.  Show the word!
2. Listen-and-Learn: Ch. 2
3. HW:  Complete the bell work and all 10 questions. TKAM Ch. 2

Objective:  I can complete my Radley House Project by using the Spooky Clues that I have collected.

BW:  DLW(5:4)

Activities:

1.  Student as teacher makes corrections.
2. Complete your Radley House Project.
3. Listen-and-Learn:  Ch. 2

Objective:  I can apply my spooky clues to create a journal, story, dialogue, or picture.

BW:  Read quietly “The Radley House Project” directions and choose one project.  Write a short paragraph(5 sent.+) discussing why you chose it and any possible ideas to begin.

Activities:

1.  Choose a partner:  Students who want to work on a “1 student” activity will remain seated.  “Newspaper Interview” students gather near the flag; “Spooky Scene” students near computer; “Spooky Conversation” students in the back of class.  After choosing your partner from your group, find seats together in the classroom.
2. On a separate paper, each student lists 5 quotes to be used to create the project.
3. Thumbs-up:  Teacher(s) will okay the quote selection to begin working.
4. Review the main points of the directions aloud.
5. Each student will submit half of a rough draft(scene, picture, story, etc.),
6. Exit Ticket:  Write down any questions or confusion about the assignment.

Objective:  I can enter five more spooky clues and visualizations on my T-Chart.

BW:  4-Step Procedure–predilection(n), domiciled(v), scold(n), murmur(v), flivver(n)-a small, cheap, and old car

Activities:

1.  Show the word!
2. Independent Reading:  Answer questions 1-5 on the worksheet(11 or 9). TKAM pages 11-19, 9-15
3. Share Out:  Discuss some answers.
4. Listen-and-Learn:  Answer questions 6-9.
5. Add five more spooky clues to your T-Chart.
6. HW:  Answer the remaining questions at home.  Download the questions from the blog.  Reminder:  Come after school for retakes of the Flint water crisis essay.

Objective:  I can add five more spooky clues to my T-Chart.

BW:  DLW(5:3)

Activities:

1.  Student as teacher makes corrections.
2. Listen-and-Learn:  As you listen to the tape, answer the given questions and one or two spooky clues to your chart.
3. On p. 16, add more spooky clues to your T-Chart for the description of Boo.
4. Write a reflection paragraph(7 sent. +) that describes at least two areas of improvements with fix-it strategies for your rhetorical analysis essays.
5. Reminder:  Retake for Flint water essay on Thurs.(March 3) after school.  Challenges are today after school.

Objective:  I can identify “how” a student sample uses evidence from an informational text to explain an application of the authors’ technique.

BW:  Read the student sample.  List these elements:  Identify the technique, goal, and one piece of evidence.  List each one separately in your notebook.

Activities:

1.  Share Out:  Identify one sentence that shows the significance of the point being made by the repeated phrase.  Discuss “how” the goal was achieved with the evidence.
2. Complete T-Chart entry for “pocket Merlin”(p. 10) in the left and right column.
3. Independent Reading:  Find 3 more spooky clues on p. 10 and enter them in your double entry column.
4. Listen-and-Learn:  pages 10-16.
5. Find 5 more spooky clues for Boo Radley.  Enter them in your double entry journal.
6. Reminder:  Mr. Sapienza will be available for retakes of the Flint water essay on Thursday after school(March 3).