Objective:  I can find spooky clues in Ch. 1 for my Radley House project.

BW: TBA

Activities:

1.  Read p. 7 of TKAM and find the first spooky clue.  Write it in the left column of your T-Chart.
2. In the right column, write what you visualize from the clue.
3. Listen-and-Learn:  As you listen to the story, write each spooky clue(quote/page) and its visualization in the left and right columns, respectively.
4. Share Out:  What might be Harper Lee’s purpose by using this kind of imagery?

Objective:  I can identify spooky clues in Ch. 1 of TKAM for my Radley House Project.

BW:  DLW(5:2)

Activities:

1.  Student as teacher makes corrections.
2. Listen-and-Learn:  Answer questions on the worksheet for pages 3-8. TKAM 3-8
3. Independent Reading:  In a double-entry journal, write down quotes/pages in the left column and “I visualize…” in the right column.
4. Share Out:  What is Harper Lee trying to create visually for the reader in Ch. 1?

Objective:  I can identify an adjective or characteristic that best describes Scout, Jem, and Dill.

BW:  Use the 4-Step process for the next five words on the TKAM worksheet(3-8).

Activities:

1.  Show the word!
2. Listen-and-Learn:  While listening to the audio version of TKAM, answer questions.
3. Share Out:  Identify a word that best describes each character: Atticus, Scout, Jem, Calpurnia, and Dill.

Objective:  I can create a visual of Jem’s injury described at the beginning of the novel.

BW:  DLW

Activities:

1.  Student as teacher makes corrections.
2. Independent Reading:  As you read the first page of TKAM, try to visualize Jem’s injury.
3. Think Pair/Share:  Each pair should produce a visual of the injured Jem.
4. Share Out:  Why would Harper Lee describe Jem’s injury on the first page of the novel?  What might his injury symbolize?  Why might it be significant?
5. Listen-and-Learn:  As you listen to the tape and teacher’s notes, answer questions for the worksheet(3-8).
6. Mrs. Bernys presents My Learning Plan

Objective:  I can apply the 4-Step Process to my vocabulary words.

BW:  TBA

Activities:

1.  Copy the 4-Step Process from the board as it applies to the word “assuage.”
2. Promethean Board:  Explanation of the 4-Step process and a show-I-know-the-word sentence.
3. Show the word!
4. View the first scene in TKAM:  Describe its setting.

Objective:  I can create metaphorical imagery in my “I Am” poem.

BW:  Complete the rough draft of your “I Am” poem.

Activities:

1. Share Out:  Random students will read aloud the first stanza of their poem.  Discuss imaginary vs. actual images.
2. Complete the final draft of the “I Am” poem with a colored illustration for the theme.
3. In groups of 3 or 4, select a favorite to be read aloud to the class.
4. Share Out:  Read favorites and discuss examples of metaphorical imagery.
5. Reminder:  I will be after school until 3 pm today for your last-chance completions of the Flint water crisis essay.

Objective:  I can create metaphorical imagery in my “I Am” poem.

BW:  Write a paragraph of five sentences or more in which you describe two of your favorite activities.

Activities:

1.  Share Out:  Random reading of bellwork.
2. Read the sample “I Am” poem by Elly Tatum.
3. Share Out:  Any theme?  Any patterns?
4. Read directions and distinguish between imaginary and actual imagery.
5. Read aloud the “Nutty Guy” poem and more directions on the back of the handout.
6. Write a rough draft of your “I Am” poem by using your bellwork and the specific line-by-line directions.
7. Reminder:  I will be available after school until 3 pm to complete your Flint water crisis essays on Friday(2/19).  This extra time will be the last make-up allowance for this essay.

Objective:  I can write a conclusion for my rhetorical analysis of the Flint water crisis essay.

BW:  TBA

Activities:

1.  Promethean Board:  Explanation of writing the conclusion with the outline steps.
2. Complete writing the entire essay with an introduction, 3 supporting paragraphs, and a conclusion.
3. SSR:  Use the log exemplar to add notes to your reading.
4. Reminder:  Make-up for Flint water essay and retakes for the “concussions” reflection are today after school(2/17).

Objectives:  I can write an introduction to my Flint water crisis essay.

BW:  Refer to your bell work notes called “water list” from February 5th.  Write a short paragraph(2-3 sent.) in which you imagine thick, slimy water flowing from the tap during one of the activities.

Activities:

1.  Share Out:  Read some of the anecdotes.
2. Write an introduction with these steps:  a.  Provide an anecdote and/or background information on the Flint water topic.(3 sent. or less)  b. Describe the authors’ claim.     c.  State the authors’ three techniques used to develop the claim.
3. Continue writing the essay’s body paragraphs from where you finished last Thursday.
4. Reminder:  Drop by today after school for any make-up work or grade challenges.  Retakes for the “concussion” reflection are tomorrow after school(Wed. 2:20 pm).

Objective:  I can complete my three supporting paragraphs for the Flint water crisis essay and write an introduction.

BW:  Read the steps for writing the first supporting paragraph.  Write down the reason in your notebook for some words written in bold.

Activities:

1.  Complete writing the first supporting paragraph about a technique used by the writers.
2. Share Out:  As a whole class, listen to one or two.  Discuss.
3. Complete the second and third supporting paragraphs.
4. If time allows, review steps for writing an introduction.
5. Write the introduction.
6. Reminder:  Retakes for the reflection paragraph about concussions will be on Wednesday(Feb. 17) after school when we return from the break.