Objectives:  I can find three quotes to utilize for my project.

Bell:  DLW(4:5)

Activities:

1.  Student as teacher makes corrections.  Focus: Capitalization

2.  Review the Project Worksheet.

3.  In groups of 1 or 2, find three quotes/pages for your Gothic project.

Objective:  I can identify examples of Gothic imagery in today’s reading.

Bell:  Write the given definition of “Gothic Literature.”

Activities:

1.  Share Out:  What are your experiences with Gothic imagery in movies, stories, or music?

2.  Write “spooky clues” or Gothic images during our listen-and-learn beginning on p. 10 or p. 8.

3.  Decide on a Gothic project and write a short rationale.

4.  If time allows, set up your SSR log in the back of your spiral.

Objective:  I can summarize an anecdote used by Scout to describe Atticus.

Bell:  DLW(4:4)

Activities:

1.  Student as teacher corrects.  Focus:  Capitalization

2.  Reread the paragraph that begins “When my father…”(5 or 4).

3.  Think-Pair-Share:  Consult with your neighbor and write a short summary(3 or 4 sentences) for the anecdote that Scout tells about her father and his distaste of criminal law.

4.  Discuss examplar at the Promethean board.

4.  Listen-and-Learn:  p. 6 or p. 5.

Objective:  I can compare a peer’s essay to two ACT student samples.

Bell:  Place the white label in the appropriate place in your folder; put a colored dot on it, and write your name on the label with your hour number placed in the dot.

Activities:

1.  In groups of 3 or 4, one person will read aloud Sample Essay #4.

2.  In the same groups, one person will read aloud Sample Essay #2.

3.  Repeat this process for the “Dearborn High Student Essay.”

4.  Each person in the group will write a comparison with this sentence stem:  I believe that the DHS students essay is a _________(2 or 4) because…

5.  Post It Discussion:  What does a “4” essay look like?  A “2” essay?  Some Post-It responses will be read aloud.  Focus:  3 reason/3 paragraphs and supporting detail are necessary for a score of “4.”

Objective:  I can identify elements of the exposition in TKAM.

Bell:  Use the 4-Step Process for these words:  enable(v), apparel(n), sully(v), dispatch(v) put to death quickly without ceremony, alleged(adj)

Activities:

1.  Show the Word!

2.  Share Out:  What is exposition in a story?

3.  Write the three elements of exposition in your notebook: setting, introduction of main characters, and introduction of the problem.

4.  Look for details in today’s movie for these items:  Scout, Jem, Atticus, and Dill, Time, Place, and Problem.  Leave space for descriptions in your notebook.

Objective:  I can find the golden line(main idea) through a technique learned in class for the Article of the Week.

Bell:  DLW(4:3)

Activities:

1.  Student as teacher corrects DLW.  Focus: Capitalization

2.  Share Out:  How do I find the golden line on texts with titles and subtitles?

3.  Review Annotating: _____, ?, and boxes.

4.  Think Pair/Share:  Annotate the first 3 chunk of the article.

5.  HW:  Use 2 boxes, 2questions, and a golden line for each chunk of the article to write a one-page reflection of the Article of the Week.

Objective:  I can use headings to find golden lines.

Bell:  Make a text/me or text/world connection to the topic of concussions.

Activities:

1.  Share Out:  Why is the topic of concussion a serious one?

2.  Use the 4-step Procedure for today’s vocabulary.

3.  Read the first chunck of the “Article of the Week” about concussions. Underline the sentence that stands out or appears to be the main idea.

4.  Share Out:  What is a golden line?

5.  Teacher models the three-step annotation process:  Golden Lines, Questions, and Unknown or Interesting Words.

6.  If time allows, students will annotate the article about concussions.

Objective:  I can score my neighbor’s essay and write an evaluation of it to justify the score.

Bell:  Read the given sample of an evaluation at the Promethean board. In your notebook, write down the sentences that analyze the writer’s position and focus.

Activities:

1.  Share Out:  What makes a good evaluation?

2.  Review the Scoring Rubric for an ACT essay.

3.  Exit Ticket:  Each student will write the score and evaluation of a neighbor’s essay.

4.  If time allows, students will share out their responses.

Objective:  I can analyze a peer’s essay and justify my score for it in an evaluation paragraph.

Bell:  Think-Pair-Share:  Read three peer evaluations from (2/6) and discuss with your neighbor which one is the most helpful to the writer.

Activities:

1.  Write your response in a short paragraph.

2.  Share Out:  What makes a good evaluation?

3.  Think-Pair-Share:  Read aloud your essay on a full-year calendar for school to your neighbor and alternate?  Does the writer state a position and keep focused?

4.  Answer the “Evaluation Questions” to analyze your neighbor’s work.

5.  If time allows, write the “Exit Ticket”.  Follow the given directions.

Objective:  I can apply the 4-Step Procedure to my assigned vocabulary.

Bell:  Write this exemplar of the 4-Step Procedure:

assuage(v) to ease or to calm (The doctor will assuage the wounded soldier with some pain-killing remedies.)

Activities:

1.  Share Out:  The four steps are to write the word, part of speech, definition, and a Show-I-Know-the-Word sentence for each word.

2.  Complete the 4-Step Procedure for each of the assigned words on worksheet (3-8) of To Kill a Mockingbird. TKAM(3-8)

3.  TKAM books are handed out and recorded.

4.  After the explanation of Show the Word, students will act out the meaning of some of today’s vocabulary words.