Objective:  I can hand print a quote/source and citation entry from my second journal article for my civil rights speech.

Bell:  Read through the sample “Work Cited” page provided by the teacher.  List three comments or observations.

Activities:

1.  Share Out:  What do you notice about the comments on the sample?  What do you notice about the margin used for the citations?  Why are some groups of words underlined?

2.  Hand print the first quote on the sample speech handout about “Lester Maddox.”  Then hand print the corresponding or matching source citation.

3.  Promethean Board:  Teacher models representing italics with an underline and notes the indents of lines following the first one for MLA entries.

4.  In the library, find another quote/source and its citation from a journal article different from yesterday’s to develop your speech topic.

5.  Exit Ticket:  Hand print the information for your second quote, modeled by Step 2, and turn it in as you exit for the bell.

6.  HW:  Print the journal for this quote at home and highlight with a marker these three items: quote, source and the source citation.

Objective:  I can find one quote/source and its corresponding source citation for the  topic of my civil rights speech.

Bell:  Print word-for-word the second quote/source from the speech exemplar and its corresponding source citation.

Activities:

1.  Speech topics will be assigned during bellwork.

2.  Share Out:  Contrast the difference between the quote itself and its source from the formal citation entry.

3.  At the library, follow Mr. Pantaleo with your computers to learn to access our school Gale Research Website.

4.  During the demonstration, identify where the quote was found in the “Lester Maddox” exemplar, the quote source, and its “source citation” at the bottom the journal entry.

5.  Library Task:  Using your bellwork as a model, print in your own hand a quote/source and “source citation” for your assigned topic.

6.  HW:  At home or a local library, print the complete journal entry that you used today in the school library and highlight the quote, source, and “source citation” found in the article.

Objective:  I can learn about myself to begin the process of making appropriate career choices to match my interests.

Bell:  Overview of the MiCAP(Michigan College Access Portal):

1.  Calculator of College Costs  2.  College Search and Comparison Tool   3. College Applications  4.  Financial Aid, Scholarships, Career Options  5.  Test Preparation

Activities:

1.  In library, register on-line with the MiCAP.

2.  Complete interest inventory to match interests with careers.

3.  Note possible fields of study for future career goals.

Objective:  I can explain what the text means for two important passages in today’s reading.

Bell:  DLW(5:4)

Activities:

1.  Student as teacher explains corrections:  non-essential clauses and capitalization.

2.  Listen-and-Learn:  Ch. 10 TKAM Ch. 10

3.  Share Out:  Explore layers of meaning with close and critical questions for passages in Ch. 10.  (What does the text say?  How does the text say it?  What does it mean?)

HW:  Complete the questions for Ch. 10 on the front side of the worksheet and complete the paragraph and vocabulary on the back.

Objective:  I can explain how Scout begins to learn the lesson of her journey.

Bell:  Use the 4-Step Process for Ch. 9 vocabulary.

Activities:

1.  Show the word!

2.  Share Out:  Apply the technique of “What does the text say?” and “What does it mean?” to specific passages found on (p. 90 or 67 and p. 84 or 63).

3.  Listen-and-Learn:  Ch 9 questions. TKAM Ch. 9

4.  Share Out:  What is the “little trick” that Scout is learning?

Objective:  I can write a justification paragraph in the argumentative style by using three specific examples from the text.

Bell:  Read Sample A and Sample B.  Answer these questions.  1.  What is the example in Sample A?  Write it.  Sample B?  Write it.  Now, write a description of how these two examples are written differently.

Activities:

1.  Share Out:  What is the difference?  Direct Quote/Paraphrase?

2.  Promethean Board Explanation:  The assignment is explained.

3.  Write the justification paragraph in the manner described.

4.  When you’re finished, begin your homework:  Ch. 8:  Use the 4-Step Process for the given words.  Complete quesions 1-4. TKAM Ch. 8

Objective:  I can use facts from Ch. 7 to determine whether or not Mr. Radley knew that Jem was on the porch.

Bell:  From you reading last night, list two observations of Scout about Jem after he returns.

Activities:

1.  Share Out:  Identify one answer that relates to the focus question on the T-Chart.

2.  Promethean Board Demonstration:  List the quote and page number in the left column.  In the right column, write a sentence that supports a position about Mr. Radley knowing if Jem was on the porch.

3.  Student reads aloud Ch. 7 while everyone looks for the next fact or bit of evidence that might answer the focus question.  Write the quote in the left column of your T-Chart and the reason on the right. T-Chart for Ch. 7

4.  Think-Pair-Share:  Compile a list of quotes in the left column and supporting reasons in the right for whether or not Mr. Radley knew.

Objective:  I can identify events in the rising action of TKAM from today’s reading.

Bell:  Read the M-Step sample passage and answer Parts A and B.

Activities:

1.  Write a short paragraph of five sentences or more by reflecting on your feelings about the differences of this test format and others.

2.  Share Out:  How is it different?  What are your feelings?  How does this format relate to our Close and Critical Reading approach in class?

3.  Popcorn/Dramatic Reading:  p. 69 or p. 51–Look for events that complicate the rising action in TKAM.

4.  Share Out:  How do these events increase the tension in the rising action as they occur? (How does the text say it?)

5.  Listen-and-Learn:  Answer questions 1-10 for Ch. 6. TKAM Ch. 6

Objective:  I can explain the underlying meaning of passages in today’s reading.

Bell:  Read the paragraph on p. 61 or p. 45 that begins, “No, child,” she said, “that is the sad house.”  Answer this question with a concise statement:  “What does the text say?”.

Activities:

1.  Share Out:  Discuss possible answers.

2.  Think-Pair-Share:  Write the answer to this question:  “What does the text mean?”.

3.  Share Out:  How  might Mr. Radley’s religious beliefs affect Boo’s change?

4.  Listen-and-Learn:  Practice the above technique for several passages of the text beginning at p. 61 or p. 46 “Next morning I awakened…”

Objective:  I can identify examples of the outsider in today’s reading.

Bell:  Use the 4-Step Process:  maintain(v), parallel(adj), inquisitive(adj), peculiar(adj), edification(n)

Activities:

1.  Complete the information on the box of the scantron.

2.  When you receive today’s quiz, write the letter of the test in the box for “Test No.”

3.  You are permitted to use your book and your spiral notebook to answer the questions in 30 minutes.

4.  When you have completed the test, complete the bellwork and answer the questions for Ch. 5 in your spiral notebook under today’s date. TKAM Ch. 5