Wednesday-Evidence Sentences...more rules!

Objectives:

-Demonstrate ability to construct evidence sentences by utilizing new punctuation rules and text evidence from TKAM

Agenda:

-BELLWORK Protrude

-ES Instruction Wrkst

-Begin reading Ch.13 TKAM

HW:

1. Read chapter 13 TKAM
2. Study Vocab words, vocab quiz tomorrow

Tuesday-Ch 11 Review

Objectives:

-Identify and infer the meaning of a significant text excerpt from TKAM

-Draw conclusions and make inferences about events and characters in TKAM by answering questions about chapter 11

Agenda:

-BELLWORK vocabulary: Frivolous

- Chapter 11 Review
-Begin Reading Chapter 12

HW:

1) Read Chapter 12.

2) Answer the CP or H questions.  

Monday-Ch 10 Review

Objectives:

-Demonstrate knowledge of TKAM characters through dissection of a significant quote

Agenda:
-Bellwork vocabulary- Interrogation
-Ch 10 Review Significant Text Excerpt and ES review

-Begin reading Ch. 11

HW:

-Read Ch. 11

- Chapter 11 HW Work: Focus on Diction, Detail and Tone of Mrs. Dubose

Objectives: demonstrate knowledge of Chapters 1-9 via a multiple choice quiz

Agenda:
Turn in week 2 TKAM packets

BELLWORK vocabulary Attributes

Ch. 1-9 Review: The Silent Game

Ch. 1-9 TKAM Quiz

HW:

Read Ch. 10 TKAM, no written homework for Ch. 10, just enjoy reading it.

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.