Thursday-Tone in TKAM

Objectives:

Students will analyze passages for tone and mood through the identification and interpretation of specific words and phrases.

Agenda:

-BELLWORK vocabulary Analogous

-ES Check with groups

-Tone & Mood in TKAM

-Begin reading Ch. 9

HW:

Read Ch 9 and complete the Homework Slip
All:  Review Ch 1-9 for a quiz tomorrow.

Wednesday-Achieve 3000 Introduction

Objectives: Draw conclusions and make inferences about events and characters in TKAM by answering questions about chapters 6 and 7.

Agenda:

-BELLWORK vocabulary-Aberration

-Achieve 3000 Base Level Test
-Ch. 6 & 7 Review Questions

-Begin reading chapter 8

HW:

CP and H:  Finish reading Ch 8

CP and H HW: Write a half page response reflecting upon what we know about how Scout views herself and her role within Maycomb (consider her relationships at school amongst her classmates, with Jem and Dill, with her father, with her neighbors, etc). Include one piece of textual evidence from chapter 8 that illustrates  her perception and write it in ES format.  

Tuesday-Evidence Sentence Instruction

Objectives: Identify the components of Evidence Sentences by taking notes on how to construct an ES

Agenda:

-Bellwork Vocabulary: Malignant

-Vocabulary Assessment

-Writing Academy - Evidence Sentences notes

-Es practice:  Indirect Characterization and Miss Maudie

HW:

CP and H:  Finish reading Ch 6 & 7

CP and H HW:  Different perspectives equals different perceptions.  The narrator of the novel is Scout, so the reader only gets to see her perspective and perceptions about events.  In Ch. 6, numerous characters are involved in an incident.

1. Choose three of the following characters:  Atticus, Nathan Radley, Miss Stephanie, Miss Rachel, Jem, and Dill.  
2. Find one piece of text evidence for each of the three characters that show their different perceptions of the events that occurred in Ch. 6.  Write the evidence in ES format. Then write one sentence explaining this character’s perception.

Monday-Ch. 4 Review: Direct and Indirect Characterization

Objectives:

-Draw conclusions about characters in TKAM by referring to text evidence that utilizes indirect characterization

-Cite evidence of indirect characterization about character Miss Maudie Atkinson and make inferences about her character

Agenda:

-BELLWORK vocabulary Indigenous

-Classwork: Direct and Indirect Characterization worksheet packet
-Read Chapter 5 TKAM

HW:

CP & H: Finish reading Chapter 5 TKAM

CP Worksheet

H Worksheet

Friday-Ch. 2 & 3 TKAM

Objectives:

-Engage in partner work by answering Ch 2 & 3 Review questions

-Participate in reading aloud Ch. 3 TKAM in class

Agenda:

-BELLWORK vocabulary: Intimidation

-Quaker reading Ch 2 TKAM review

-Readers theater Chapter 3 TKAM

-Appointment clock partner, Ch 2 & 3 review questions

HW:

CP and H:  Read Ch 4 TKAM

CP HW:  Based on Scout’s actions in this chapter, what are her perceptions of her neighbors? What does her perceptions tell you about the type of person she is? What are her character traits?

Based on Jem’s actions in this chapter, what are his perceptions of his neighbors? What does his perceptions tell you about the type of person he is? What are his character traits?

Based on Dill’s actions in this chapter, what are his perceptions of his neighbors? What does his perceptions tell you about the type of person he is? What are his character traits?

H HW:  Find the passage in chapter 4 that begins with Dill’s question, “What is a Hot Steam?” Read the passage until when Scout says, “Don’t you believe a word he says, Dill...Calpurnia says that’s nigger talk.” Based on the interaction in that passage, explain what you think the children’s perceptions are of the African Americans living in their community. Why do the children think the way they do? Find another example of how the children (or one of the children) view others and explain what their perceptions reveal about them as characters.

Thursday-TKAM Screencast

Objectives:

-Participate in a team building activity through setting up TKAM appointment clocks

-Recognize the history behind the novel through notes via a screencast in Google classroom

Agenda:

-BELLWORK vocabulary:Eccentric

-Ch 2 Screencast notes via google classroom
-Appointment clock setup
-Begin reading Chapter 2

HW:

CP and H: Remind parents to attend Curriculum Night tonight

CP and H:  Finish reading Ch 2

refer to today's notes and Google classroom's screencast on the Great Depression.  

**After reviewing the screencast, answer the following two questions with evidence for your answers:  

1. What do you now know about the Great Depression?
2. Maycomb is a town living through the Great Depression. How do you think the effects of the depression affected how Maycombians viewed/perceived the world? Find two pieces of evidence (quotes) from chapter 2 that illustrates Maycomb’s struggles with tough times to back up your answer.

Wednesday-TKAM Ch.1 Review

Objectives:

-Recall Ch. 1 and make observations about the characters in TKAM through the Ch. 1 review.

-Identify diction and detail in a passage from TKAM and draw conclusions about what the evidence reveals about the town of Maycomb.

Agenda:

-BELLWORK vocabulary: Evasion

-Character Focus: Boo Radley

-Do Chapter 1 - Diction and Detail Lesson   

HW:

1. CP and H: Remind parents to come to curriculum night tomorrow night

2. Finish the Ch 1-Diction and Detail packet