Objective:  I can identify details in Ch. 18 that suggest the theme of appearance vs. reality.

Bell:  Use the 4-step procedure for Ch. 18 vocabulary.

1.  Show the word!

2.  Constructed Response: On p. 232 or 174, Judge Taylor instructs, “Mr. Ewell, you will keep your testimony within the confines of Christian English usage, if that is possible.”  What does the text say? Mean?

3.  Share Out:  What is the difference between appearances and reality?

4.  Listen-and-Learn:  p. 239 or 178. TKAM Ch. 18

5.  Share Out:  How is the term “recital” used by Harper Lee? etc.

Objective:  I can find details to show how Ewell represents his society in the world of Harper Lee’s Maycomb, Alabama.

Bell:  Use the 4-step procedure for today’s vocabulary(ch. 17).

Activities:

1.  Show the word!

2.  Share Out:  What’s in a name? (“Robert E. Lee Ewell”)

3.  Listen-and-Learn:  Ch. 17 TKAM Ch. 17 Worksheet

4.  Share Out:  Question #2:  Why does Harper Lee use repetition as Atticus cross-examines Tate?

Activity:

Complete the questions for this part of the TKAM film (middle).

Objective:  I can apply my homework responses to Questions #3 and #4 about Calpurnia’s journey to today’s Close and Critical Reading Assessment.

Activities:

1.  Review “Close and Critical Reading Clues” aloud.

2.  Share Out:  Any questions?

3.  Complete the assessment.

4.  SSR:  Read quietly.

Objective:  I can write a full response on Calpurnia’s journey for Question #3 in the given passage.

Bell:  Complete your response to Question #2 from yesterday.  Add on two examples of poetic language.

1. Share Out:  Why do we need to know ho Harper Lee uses classical structure and poetic language?

2.  Think-Pair-Share:  Find three quotes in the passage that suggest how Calpurnia is an individual against society.

3.  Write a response to Question #3 using these quotes as examples.

HW:  Finish your response to Question #3 by using your last two examples.  Write a response to Question #4.  Look at the exemplar on the Promethean Board.

Objective:  I can use the Freytag model for classical structure to write my answer to Question #2 in Calpurnia’s Journey.

Bell:  Write the definitions of the elements of classical plot structure. Classical Plot Structure

Activities:

1.  Promethean Board Demonstration:  Review elements/examples.

2.  Think-Pair-Share:  Identify the pegs for each stage of the classical plot structure in the Freytag visual.

3.  Write your answer to Question #2.

4.  Share Out:  Read some aloud for constructive criticism.

Objective:  I can write a summary from the given passage in TKAM by following the steps in today’s lesson.

Bell:  Hover/Skim for unknown words and box them.

Activities:

1.  Independent Reading:  Read the passage quietly and look up when you are finished.

2.  Share Out:  Any general questions about the text?

3.  Think-Pair-Share:  Define/Estimate unknown words.  Write them down on the passage.

4.  Think-Pair-Share:  Highlight key points or golden lines “Calpurnia’s Journey.” Calpurnia’s Journey (Part 1)  Calpurnia’s Journey (Part 2)

5.  Write your summary with your annotated text(independent activity).

6.  Exit Ticket:  On a separate paper:  Got?/Need?

All of today’s activities are to be made up in class.

Objective:  I can use thought progressions or golden lines to summarize “Butterflies.”

Bell:  In your own words, explain the difference between Questions #1 and #3 in Close and Critical Reading evaluations.

Activities:

1.  Share Out: Literal vs. Theme(underlying meaning).

2.  Promethean Demonstration:  As a class, highlight first two thought progressions or golden lines.

3.  Think-Pair-Share:  Highlight the golden lines.

4.  Independent Study:  Write the summary.

5.  If time allows, review some.

Objective:  I can apply the stages of summary writing to “Butterflies.”

Bell:  Read the response to notes for Question #3 regarding Calpurnia’s warning to the Radleys.  Write a paragraph(5 sent. +) response to how I can improve my close and critical reading responses in the future.

Activities:

1.  Share Out:  Random responses to the bellwork question.

2.  Review the steps or stages for summary writing.

3.  Annotate “Butterflies” after copying the examples from the Promethean Board demonstration.

HW:  Complete annotation of “Butterflies” with at least ten examples beyond the Promethean Board demonstration.

Objective:  I can write a speech relating my topic to the civil rights movement with research materials I have collected in the DHS library databases.

Activities:

1.  Share Out:  Review any questions about the assignment.

2.  Write the speech based on all the guidelines given. (in class)

3.  List two cap or concluding sentences for the first two points in the student sample of Question #3.

4.  Share Out:  Discuss the difference between what the text says and means.