Objective: I can explain how two events in today’s reading relate to Scout’s lesson and the rising action.
Bell: DLW(5:3)
Activities:
1. Student as teacher makes corrections.
2. View the Movie: What is Scout’s lesson? What is her compromise? Why is it a sin to kill a mockingbird?
3. Share Out: What lesson does Scout need to learn? Why is it important for her to learn this lesson?
4. HW: Answer questions for the second part of Ch. 4 Ch. 4 p. 47-54 or p. 36-41.
Objective: I can infer why Scout felt cheated by her school’s methods.
Bell: Use the 4-Step Process: auspicious(adj), gingerly(adv), phenomenon(n), melancholy(adj), probate(adj)
Activities:
1. Show the word!
2. Read with intent: As you read the beginning of Ch. 4, look for clues why Scout might feel cheated by her learning at school.
3. Think-Pair-Share: With your neighbor, complete this stem: Scout feels cheated because…
4. Share Out: Students are selected randomly to share their inference statements by pointing to references in the text to justify them.
5. Listen-and-Learn: Answer questions to the first part of Ch. 4. Ch. 4 p. 43-47 or p. 32-35
HW: Complete the answers for this study guide and the 4-Step Process for the above vocabulary.
Objective: I can identify how the theme of class conflict is developed in Ch. 3.
Bell: Find a specific quote near the end of Ch. 2 that shows how Scout started “off on the wrong foot” with Miss Caroline.
Activities:
1. Share Out: Discuss the underlying theme suggested by the text above.
2. Listen-and-Learn: p. 30 or p. 22 Ch. 3 TKAM Answer the questions.
3. Share Out: Why is Calpurnia upset? Questions #1 and #3 of Close and Critical Reading.
Objective: I can determine what the text means for selected parts of today’s reading.
Bell: DLW(5:2)(in-school)
Activities:
1. Student as teacher corrects. Focus: Capitalization
2. Think-Pair-Share: Write “what the text says” for the given quote on page 22(17). Then write “what the text means” for the same quote.
3. Share Out: Contrast what it says with what it means.
4. Independent Reading: Follow the same process for the given quote on page 23(18).
5. Share Out: Contrast what it says with what it means.
6. Listen-and-Learn: As you read along with the recording, be prepared to explain what the text says and means at any given point. Beginning point is “Everybody who goes home…”(24 or 19).
Objective: I can think aloud with my partner to get the gist of each chunk of the passage from To Kill a Mockingbird.
Bell: Use the 4-Step Process: immune(adj), literate(adj), wallow(v) to move with difficulty or flounder, illicit(adj), covey(n)
1. Show the word!
2. Think Aloud/Get the Gist: In your think-pair-share groups write a gist statement for each chunk of the passage. Get the Gist: p. 22 & 23
3. Share Out: Provide a reason or rationale for your choice.
4. If time allows, listen-and-learn: p. 24 or p. 18.
Activities:
1. Write your name, date, and hour at the top of the worksheet. Write all of the information on the front and back of the worksheet.
2. Use the 4-Step Process for the vocabulary in Ch. 2. TKAM Ch. 2
3. Answer all questions for Ch. 2.
4. Turn in all work at the end of class.
Ojbective: My partner and I can think aloud to find the gist of five selected chunks from the beginning of Ch. in TKAM.
Bell: DLW(5:1)
Activities:
1. Student as teacher makes corrections. Focus: Capitalization
2. Teacher and student model “finding the gist” of the first paragraph of Ch. 2.
3. Think-Write-Share: Student pairs will write the “gist” statement for each of the next four chunks and prepare a rationale for why each one was chosen.
4. Share Out: At the Promethean board, randomly selected students will explain a “gist” for a given chunk.
HW: Write the gist for each of the 5 chunks at home. Continue the next one that continues into your copy of TKAM. Be prepared to defend your choices.
Objective: I can identify where the conflict begins, the initial incident, in TKAM.
Bell: Use the 4-Step Procedure for the first five words in today’s vocabulary. TKAM p. 10-19 or p.8-15
Activities:
1. Show the Word!
2. Listen-and-Learn: (p. 14) and (11)–“My memory came alive…
3. IR: Read with intent by looking for the initial incident p.(16-19) p. (13-15).
HW: Complete all 10 words of the vocabulay by using the 4-Step Process(See above attachment.) Also, ensure that you have the answers and the 4-Step Vocabulary for the beginning of Ch. 1. (attachment) TKAM (p. 3-10) and (p. 3-8)
Objective: I can use three of my spooky clues to complete 2/3 of the Radley House Project.
Bell: DLW Review
Activities:
1. Promethean Board: Review main components of assignment.
2. Complete 2/3 of the Radley House Project as explained.
3. Get a sign-off to take your project home from the teacher.
4. If time allows, use “I wonder…” cues for each page in your SSR book.
Objective: I can apply my research of three spooky clues in Chapter 1 to render a Gothic, artistic expression of my own creation.
Bell: On the back of the article about concussions, look for two subtitles and turn each one into a question. Look for the golden lines of each chunk by answering each question from the text directly. Write in your notebook.
Activities:
1. Share Out: Identify two golden lines and discuss how they relate to the claim made by the author.
2. Promethean Board Presentation: Teacher explains the scoring rubric for the Radley House Project.
3. After writing three quotes(spooky clues) in your notebook, teacher will give a thumbs up(check mark) to beginning the project.
4. Students will work in pairs or solo toward project completion.