Objective: I can write my speech and “Work Cited” page with my research materials.

Bell:  Review essay rubric and “Works Cited” sample.

1.  Share Out:  Final questions?

2.  Write the speech. (in class)

Objective:  I can write a speech that illustrates how my topic is related to the civil rights movement by using source citations from the DHS databases.

Bell:  Write the first source citation from the sample “Works Cited” page exactly as it is written.

Activities:

1.  Promethean Board Demonstration: Directions for the “Works Cited” entries are explained.

2.  Review the speech topic, introduction, body paragraph, and conclusion.

3.  Write the speech while the teacher corrects the bellwork. (in class)

Objective:  I can make connections with A Time for Justice and my civil rights topic.

Bell:  Write a short paragraph(5+ sent.) that describes something new I have learned about the civil rights movement in this country.

Activities:

1.  Share Out:  Random responses to the bellwork are required.

2.  Answer the items in the worksheet as they occur in A Time for Justice

3.  Share Out:  What is a Jim Crow law?  What happened at Central High School in Little Rock?  What is a sit-in?

Objective:  I can write a speech that shows how my topic relates to the civil rights movement by using direct quotes and paraphrases.

Bell:  List one paraphrase and one direct quote from the sample sheet.  Write the full sentence for each one.

Activities:

1.  Share Out:  Review the difference between a direct quote and paraphrase.

2.  Share Out:  How are the topics for the body paragraph and conclusion developed?

3.  Share Out:  Review the scoring rubric for the written speech.

4.  Write the speech in the manner that has been directed. (in class)

Objective:  I can use quoted material from my homework research to write a speech that develops how my topic is related to the civil rights movement in our country.

Bell:  Read the first two paragraphs of the sample speech.  Contrast how example #1  and example #3 are written differently.  Check your notes for March 25 for assistance in answering the question. (in class)

Activities:

1.  Share Out:  What is the difference between a paraphrase and a quote?

2.  Share Out:  In the introductory paragraph of the sample speech, which sentences are the author’s opinion versus those that are facts?

3.  Share Out:  How will the “Works Cited” page be evaluated?

4.  Begin writing your speech that connects your topic with the civil rights movement.  Use your Quote/Sources outline for support. (in class)

HW:  If you did not complete your Quote/Source Outline, research for more quotes this weekend to add to it on Monday.

Objective:  I can write a response to Question #3 for a passage in the text.

Activities:

1.  Read this passage:  “She got no answer, and she shouted, ‘Mr. Nathan, Mr. Arthur, mad dog’s coming!  mad dog’s comin’!”(124 or 94).

2.  On a separate paper with your heading, explain in your own words “what the text says.”  Below that statement, explain “what it means.”  Follow the given directions for the assignment. (in class).

3.  If time allows, answer the given questions for the TKAM film.

HW:  Remember, that last Monday’s(4/13) homework assignment is due on Friday.  You are required to have written your seven quote/sources for your Civil Rights speech outline.  And you need to bring your two journal article hard copies from your research at home.

Objective:  I can explain how logical/sequential development is used for two examples in a student response to “The Shadow Knows” paragraph.

Bell:  Read the student sample.  Write the sentence that the student uses to conclude or cap her first point.  Use the same process for her second example on the back page.

Activities:

1.  Share Out:  Why did you choose that particular sentence?  How does it “seal the deal” on the first point?  How is the example introduced?

2.  Review Scoring Rubric for Question #3 in Close and Critical Reading.

3.  Teacher models why the student sample is a “4” as a response to a Close and Critical Reading Question #3.

4.  Listen-and-Learn:  Ch. 10.  “One Saturday Jem and I…(122 or 92).

5. Say What?/Mean What?:  Specific passages from Ch. 10 will be analyzed as a Question #3 response.

Objective:  I can make connections with a A Time of Justice for my civil rights speech topic.

Bell:  Add two quotes to your Civil Rights Speech Outline from the homework assignments collected on 4/1 and 4/2.

Objective:

1. Review speech shaping and timeline for preparation.

2.  Answer the questions for this worksheet:  A Time for Justice.  A Time for Justice

3.  Share Out:  What are some connections to TKAM.

Objective:  I can research quotes for my topic to develop an introduction, body paragraph, and conclusion for my civil rights speech.

Bell:  Read the quotes/source on page 1 of the handout about Lester Maddox.  Choose a quote that you think would be a good attention grabber for a speech about the former governor.  Write the quote/source as it is written on the handout.

Activities:

1.  Share Out:  What makes an attention grabber?  What other function does an introductory paragraph for a speech possess?

2.  Read page 2 of the handout and identify which quote could be useful for a conclusion.  Use a quote that illustrates how the civil rights movement was impacted by Lester Maddox.

3.  Share Out:  Rationalize a good quote selection.

4.  Complete your civil rights outline with at least one quote/source each for the introduction and conclusion and five quotes/sources for the body paragraph of your civil rights speech topic. Civil Rights Speech Outline

HW:  Bring your outline for our next class to add quotes from the homework assignments that you completed before the break and complete the outline assignment by Friday(4/17).

Objective:  I can place events/characteristics in the appropriate place on a plot visual organizer for today’s viewing of the TKAM film.

Bell:  Copy the visual organizer for plot on the board.

Activities:

1.  Share Out:  What is the problem in the exposition?  What is the initial incident?

2.  As you view the movie, answer questions for the film worksheet for Part 1 of the story.

3.  If items crossover, place them in the appropriate spot on the visual organizer.