Objective:  I can find evidence in Ch. 9 and explain how it relates for each of the two argumentative question topics by writing on each side of my T-Chart.

BW: DLW(5:1)

Activities:

1.  Student as teacher makes corrections.
2. Teacher models first entry in T-Chart for “Gender Conformity.”
3.  Think Pair/Share:  Students complete 3 entries each for “Gender Conformity” and “Brother’s Keeper” T-Charts.
4. Promethean Board Share Out:  Students will voluntarily show evidence/explanations for either T-Chart.

Objective:  I can analyze the essential question about prejudice(gender and race) in Ch. 9 by writing answers to worksheet questions and discussing questions raised during the reading.

BW:  Use the 4-Step process for Ch. 9 vocabulary.

Activities:

1.  Show the word!
2. Listen-and-Learn:  As we read and listen to the audio version, answer worksheet questions.
3. Share Out:  Students will be asked questions that illustrate the essential question about prejudice.  i.e. Why does Cecil Jacobs call Scout a coward?  Why does Aunt Alexandra insist that Scout be like a “sunbeam”?
4. HW:  Complete the worksheet questions for Ch. 9.  Retakes for TKAM(5-10) are Tuesday(4/18) after school. TKAM Ch. 9, TKAM Ch. 10.

Objective:  I can analyze how Jem and Scout’s change of heart occurs  by plotting events on the Freytag diagram for Ch. 10.  I can make a connection with the essential question of stereotypes by circling plot events on the chart.

BW:  View the short clip of the movie and identify the initial incident and the climax or turning point of the scene.  Write them down in your notebook.

Activities:

1.  Share Out:  What is the initial incident? Climax?  Why?
2.   Promethean Board:  Plot those two events appropriately.
3. Think Pair/Share:  Plot events for the rest of the diagram.  Listen for  instructions.
4. Share Out:  Students will individually share at the Promethean board one plot event with an explanation for its location.  In addition, each individual student will circle and explain how a “stereotype” is suggested in the plot diagram.

Objective:  I can identify textual evidence in Part I of TKAM to analyze the essential question about prejudice by writing answers on the worksheet and sharing out.

Activities:

1.  Complete the quiz for Ch. 5-10.
2. As students view the movie, they will answer worksheet questions in their notebook.
3. Share Out:  What does Tim Johnson symbolize?  How does the meeting of Atticus with the gang from Old Sarum illustrate our essential question about prejudice?  Why?

Objective:  I can identify textual evidence of the story in a story of Ch. 10 by correctly placing them on the graphic organizer.

BW:  DLW(4:4)

Activities:

1.  Listen-and-Learn:  Students will answer worksheet questions for Ch. 10 as they read and listen to the audio. TKAM Ch. 10
2. Think Pair/Share:  Place quotes in the appropriate spot of the graphic organizer.
3. Part I Review:  Answer questions as they occur in the movie.
4. Reminder:  Quiz on Monday(4/10): Ch. 5,6,7, part of 9, and 10.

Objective:  I can use textual evidence to conclude whether or not Mr. Radley knew if Jem was on the porch by discussing my reasons in our group to write a consensus statement.

BW:  Students will complete their T-Charts for the focus question in Ch. 7.

Activities:

1. Whole Class:  Review of the first 5 questions of Ch. 9. TKAM Ch. 9
2. Listen-and-Learn:  Answer questions for Ch. 10. TKAM Ch. 10
3. Share Out:  How do Scout and Jem perceive Atticus at the beginning of Ch. 10?  What change occurs?  Why?  Textual evidence?
4. Post It:  In groups of 3 or 4, answer this question with textual evidence:  Did Mr. Radley know if Jem was on the porch?
5. Reminder:  The test scheduled for Friday has been postponed until Monday(April 10).  The test will include Ch. 5, 6, 7, part of 9, and 10.  Study the vocabulary, worksheet questions, double-entry journal, and lecture notes. Make-up and retakes for Test 1-4 and the rhetorical analysis are after school today for the last time. Mr. Opferman is available on Friday morning(3/31) for make-up and retake work.

Objective:  I can use textual evidence to prove whether or not Mr. Radley knew if Jem was on the porch the night of the shotgun blast by writing notes in my T-Chart and talking with my elbow partner.

Activities:

1.  Independent Reading:  Answer worksheet questions for Ch. 7 in your notebook. TKAM Ch. 7
2. Tie Back:  Reread p. 54 or 72.  Who did Mr. Radley shoot at that night?
3. Share Out:  Could Mr. Radley have known it was Jem on the porch that night?
4. Think Pair/Share:  Collect evidence from Ch. 6 and Ch.7 on your T-Chart.
5. Share Out:  Did Mr. Radley know that Jem was on the porch the night of the shotgun blast?
6. HW:  Answer the first five questions of Ch. 9 and ensure that at least 6 entries are completed for the double-entry journal about whether or not Mr. Radley knew. TKAM Ch. 9. Reminder:  Quiz on Friday(3/31):  Ch. 5,6,7, part of 9, and 10.

Objective:  I can use inferences to analyze Charles M. Blow’s “Emmett Till” article by completing the formative assessment.

BW:  Read the article about Emmett Till and fill-in-the-blank for the formative assessment.

Activities

1. Share Out:  Review Ch. 5–Why is Scout meeting with Miss Maudie regularly now?  How does Miss Maudie explain the story about Boo?  What does Atticus catch Jem and the others trying to do?
2. Whole Class:  Read to answer worksheet questions for Ch. 6 while listening to the audio.
3. Share Out:  Did Mr. Radley know if Jem was on the porch before the gun shot?
4. Reminders:  Mr. Sapienza and Mr. Opferman are available today after school for make-up and retakes for the rhetorical analysis essay and Test on Ch. 1-4.  HW:  Complete answering the questions for Ch. 6. TKAM Ch. 6.

Activities:

1.  Use the 4-Step Process for today’s vocabulary.
2. Independent Reading:  Answer worksheet questions for Ch.5: TKAM Ch. 5

Objective:  I can compare and contrast my rhetorical analysis essay with the student exemplar.

BW:  Complete the student information portion of the scantron.

Activities:

1.  Complete the test in 30 minutes with the given instructions.
2. Think Pair/Share: In your notebook, write the “claim” that the student finds in the Kristof text.
3. Share Out:  What is the claim in the student exemplar?  What is the comparison?
4. Reflection:  In your notebook, write a reflection about improvements for your essay.
5. SSR:  Add inferences to your log.  Use yesterday’s think-aloud as a model for making inferences.