Objective:  I can find details to explain Benet’s lesson in “By the Waters of Babylon.”

Bell:  On page 581, reread the passage about “ASHING” and make a prediction about the identity of this famous person in history.  Justify your choice with textual evidence.

Activities:

1.  Share Out:  Who is he?  Why?

2.  Listen-and-Learn:  Answer all questions on this sheet: “Babylon” p. 582-6.

3.  Share Out:  What is Benet’s lesson in the story?

HW Reminder:  Your extra-credit assignment is due on Tuesday(May 26) at the beginning of your particular hour.  Check the exemplar and directions on the blog for May 18.

Objective:  I can list details on a T-Chart that indicate how Benet uses setting to create suspense and mystery.

Bell:  On p. 578, the narrator suggests that “it was my voice that spoke and not my spirit.”  What does the text mean?

Activities:

1.  Share Out:  Does John want to accept the codes of his society?

2.  Listen-and-Learn:  Complete the T-Chart for each new change in setting as suggested by instruction for pages 578 to 582.

3.  Share Out:  What are questions/notes for these elements of setting:  “dead house,”  “spot on the cliff,” etc?

Objective:  I can list details about setting to determine how the author uses this element of craft to create suspense and mystery.

Bell:  On page 576, write one quote that suggests setting in the left column of a T-Chart and ask an “I wonder…” question in the right.

Objective:

1.  Share Out:  How does the author use setting to create suspense and mystery in “By the Waters of Babylon”?

2.  Group Discussion:  What is the connection between Benet’s use of the first-person point of view in John’s narration and our approach to reading the story by asking questions about the setting?  Does John, the narrator, ask similar questions about his environment to our own?

3.  Think-Pair-Share:  Continue your T-Chart by listing three more quote/questions about setting from pages 577 and 578.

Objective:  I can identify clues to discover where the “place of the gods” in “By the Waters of Babylon” exists today in our own world.

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

Activities:

1.  Collect TKAM books.

2.  Explanation of extra credit assignment. See handouts: Directions for Extra Credit and Lily Tomlin Exemplar

2.  Listen-and-Learn:  blue textbook(By the Waters of Babylon p. 576)

3.  Present some speeches aloud.

Objective:  I can explain the lesson that Scout learns by using textual evidence to support my decision.

Bell:  As you view the last part of the movie, identify textual evidence to support your opinion about the lesson that Scout learns.

Activities:

1.  Share Out:  What is the lesson?  What are specific details of support?

2.  After you take the test, write a note per page on your SSR T-Chart.

Objective:  I can determine the lesson that Scout learns by the end of TKAM.

Bell:  Think back to the beginning of the story.  Make a prediction about the lesson that Scout will learn.  Why?(5 sent.)

Activities:

1.  Share Out:  Appearance vs. Reality?  Textual Evidence?

2.  View the movie and answer the questions in your notebook:  TKAM Film(Ending)

3.  Share Out:  What is the lesson Scout learns?  Why? Text Support?

HW:  Read to the end of the novel from Ch. 28.  Review the notes for these worksheets:  TKAM Film(May 5th and May 14th) and Chapters(17, 18, 19, 21, 22, and 28) from May 6th through May 13th.  (Check these dates to download the various worksheets.)  Friday’s test(May 15th) is an open-book, open-note test evaluation.

Objective:  I can identify how Harper Lee uses the craft components of plot and metaphor to develop its themes.

Bell: Write down the metaphor that Jem uses to describe his feelings on page 288 or 215.

Activities:

1.  Share Out: How can I answer Questions #2 and #3 with this response?

2.  Listen-and-Learn:  page 345 or 257(TKAM Ch. 28)

3.  Share Out:  Where is the story’s climax?  Why?

Objective:  I can identify the climax and events in the falling action in the subplot of the Tom Robinson case.

Bell:  On page 282 or 211, write a quote from the text that represents the climax of the Tom Robinson plot.

Activities:

1.  Share Out:  Where does it occur?  Why?

2.  Listen-and-Learn:  Ch. 22(284 or 212) See yesterday’s study guide.

3.  Share Out:  Jem’s reaction/Falling Action.

Objective:  I can identify moments in Ch. 21 that show how Harper Lee uses the Classic Plot Structure in TKAM.

Bell:  Use the 4-Step Process for Ch. 21 vocabulary.

Activities:

1.  Show the word!

2.  Listen-and-Learn:  Ch. 21(p. 276 or 206)

3.  Share Out:  Conflict/Climax?

Objective:  I can find textual evidence that supports how the character Tom Robinson is a symbol of innocence in Ch. 19 of TKAM.

Bell:  Why is it a sin to kill a mockingbird?(119 or 90)  Write the quote that answers this question.

Activities:

1.  Share Out:  What does the text mean?

2.  Listen-and-Learn:  Ch. 19(254 or 190).  Answer questions on the worksheet. Ch. 19 TKAM

3.  Share Out:  Focus Question–What is the evidence of Tom as a mockingbird or symbol of innocence in Ch. 19?

4.  Jeopardy Review:  Chapters 17, 18, and part of 19.