Teacher: Brittany Scherer

Grade Level: 8

Course: Reading and Literature

Unit: 8- To Kill a Mockingbird

Monday / Tuesday / Wednesday / Thursday / Friday
Date / 4/8/13 / 4/9/13 / 4/10/13 / 4/11/13 / 4/12/13
Learning
Objectives / SWBAT correctly define 8 new vocabulary words from TKAM and complete an anticipation guide for TKAM. / SWBAT make predictions about the story's plot, setting, and characters. / SWBATanalyze the historical setting of TKAM. / SWBAT explain the difference between physical and cultural setting, and explain how the physical setting impacts the cultural setting of TKAM. / SWBAT get an 80% or higher on a quiz consisting of questions about vocabulary and setting.
Essential Questions / How can citizens, particularly ourselves, break through barriers of prejudice to promote tolerance?
What does it mean to be an individual in society? Does society force its citizens to take unpopular, but moral, stances in order to promote change?
What does it mean to "come of age"? / How can citizens, particularly ourselves, break through barriers of prejudice to promote tolerance?
What does it mean to be an individual in society? Does society force its citizens to take unpopular, but moral, stances in order to promote change?
What does it mean to "come of age"? / How can citizens, particularly ourselves, break through barriers of prejudice to promote tolerance?
What does it mean to be an individual in society? Does society force its citizens to take unpopular, but moral, stances in order to promote change?
What does it mean to "come of age"? / How can citizens, particularly ourselves, break through barriers of prejudice to promote tolerance?
What does it mean to be an individual in society? Does society force its citizens to take unpopular, but moral, stances in order to promote change?
What does it mean to "come of age"? / How can citizens, particularly ourselves, break through barriers of prejudice to promote tolerance?
What does it mean to be an individual in society? Does society force its citizens to take unpopular, but moral, stances in order to promote change?
What does it mean to "come of age"?
Standards / 8.1.3, 8.3.2, 8.3.4, 8.3.7 / 8.3.2, 8.3.4, 8.3.7 / 8.3.2, 8.3.4, 8.3.7 / 8.3.2, 8.3.4, 8.3.7 / 8.1.3, 8.3.2, 8.3.4, 8.3.7
Assessments / Exit ticket: Define 5 of the 8 vocabulary words from today. / Exit ticket: Make on prediction of how the setting will affect the events that are to come in the novel. / Exit ticket: Explain the importance of the historical setting of TKAMB. / Exit ticket:
1) Define “physical” and “cultural” settings and explain the difference (in your own words).
2) Explain how the physical setting of our novel impacts the cultural setting. / Quiz.
College Connection / “Scherer” Wall  what do you have to accomplish this week in order to be on the right path to college? / Today in class, what is one thing you did that puts you on a successful path towards college? / Today in class, what is one thing you did that puts you on a successful path towards college? / Today in class, what is one thing you did that puts you on a successful path towards college? / Today in class, what is one thing you did that puts you on a successful path towards college?
DO NOW / TKAMB anticipation guide / Circle the answer choice the best defines the following words (will be multiple choice with words in context)
-Concession
-Contentious
-Eccentric
-Malevolent
-Meditatively
-Piety
-Taciturn
-Vapid / Circle the answer choice the best defines the following words (will be multiple choice with words in context)
-Concession
-Contentious
-Eccentric
-Malevolent
-Meditatively
-Piety
-Taciturn
-Vapid / Circle the answer choice the best defines the following words (will be multiple choice with words in context)
-Concession
-Contentious
-Eccentric
-Malevolent
-Meditatively
-Piety
-Taciturn
-Vapid / Review study guide (displayed on the DocCam).
I Do / Discuss TKAMB anticipation guide.
Teacher will introduce the following vocabulary:
-Concession
-Contentious
-Eccentric
-Malevolent
-Meditatively
-Piety
-Taciturn
-Vapid / Teacher (will help of scholars) will briefly summarize the beginning of the novel. / Teacher will introduce the historical setting of TKAMB (1930s, race relations in the South) / Teacher will introduce the terms “physical” and “cultural” setting, and explain the difference.
Teacher will use the physical and cultural setting of Arlington High School as an example.
We Do / Teacher and scholars will read Chapter 1, Part 1 / Teacher and scholars will read Chapter 1, Part 2.
Teacher and scholars will have an informal discussion about the plot, characters, and setting of the novel (make predictions). / Teacher and scholars will read Chapter 2. / Teacher and scholars will read Chapter 3.
You Do / Independently, scholars will answer the following comprehension questions:
1) Approximately when does the story begin?
2) So far, what do you know about Maycomb, Atticus Finch, and his family? Cite at least two examples from the text.
3) What have you learned about Dill's character from the few pages we read today? / Independently, scholars will answer the following comprehension questions:
1) What do we know for certain about Boo Radley?
2) The townspeople of Maycomb have some fears and superstitions about the Radley Place. Describe these fears and superstitions.
3) Explain whyBoo is so fascinating to the children.
4) Predict the ways you believe the characters and setting will affect the events in the novel. Be sure to use at least TWO examples from the text! / Independently, scholars will answer the following comprehension questions:
1) Describe Scout’s first “crime” at school.
2) Calpurnia lectures Scout on manners when Scout criticizes Walter’s manners and Atticus supports her. What does this tell you about how both Calpurnia and Atticus feel about others?
3) What is the “compromise” which Atticus suggests?
4) Chapters 1 and 2 introduce readers to the town for Maycomb, its appearance, its inhabitants, and the particular attitudes of many of its people. Find a sentence or a paragraph which reflects each of the following 2 ideas. Give a piece of the quote and page number and say what each example you choose tells you:
1. pride in ancestry and “tradition”
2. awareness of different social classes / Independently, scholars will answer the following comprehension questions:
1) Identify Atticus Finch, Jean Louise (Scout) Finch, Jem Finch, Maycomb, Calpurnia,Charles Baker (Dill) Harris, The Radley Place, Arthur (Boo)
Radley.
2) Atticus tells Scout “You never really understand a person until you consider things from his point of view…until you climb in his skin and walk around in it.” What are some of the things that Scout begins to realize at this point?
3) Explain both the physical and cultural setting of our novel.
4) Explain the importance of TKAM's cultural/historical setting. Be sure to use at least TWO examples from the text. / Quiz.
Checks for Understanding / Think, Pair, Share (We Do)
Cold Call: answers to “We Do” and “You Do”
Keep students accountable for following along by cold calling on a student to simply say the next word in the text (i.e.- I had many things to say but I did not have the words to say them); reminding students what page we are on when turning the page; have scholars follow the text with their fingers.
As we read through the text, teacher will pause and have other scholars summarize what we have just read. If scholars are struggling, teacher will do the summary.
Teacher will define difficult vocabulary as we come across the words.
If scholars are having a hard time comprehending the text, I will have stronger scholars assist those struggling scholars. I will also work individually during independent work with scholars who are having trouble with the text. / Think, Pair, Share (We Do)
Cold Call: answers to “We Do” and “You Do”
Keep students accountable for following along by cold calling on a student to simply say the next word in the text (i.e.- I had many things to say but I did not have the words to say them); reminding students what page we are on when turning the page; have scholars follow the text with their fingers.
As we read through the text, teacher will pause and have other scholars summarize what we have just read. If scholars are struggling, teacher will do the summary.
Teacher will define difficult vocabulary as we come across the words.
If scholars are having a hard time comprehending the text, I will have stronger scholars assist those struggling scholars. I will also work individually during independent work with scholars who are having trouble with the text. / Think, Pair, Share (We Do)
Cold Call: answers to “We Do” and “You Do”
Keep students accountable for following along by cold calling on a student to simply say the next word in the text (i.e.- I had many things to say but I did not have the words to say them); reminding students what page we are on when turning the page; have scholars follow the text with their fingers.
As we read through the text, teacher will pause and have other scholars summarize what we have just read. If scholars are struggling, teacher will do the summary.
Teacher will define difficult vocabulary as we come across the words.
If scholars are having a hard time comprehending the text, I will have stronger scholars assist those struggling scholars. I will also work individually during independent work with scholars who are having trouble with the text. / Think, Pair, Share (We Do)
Cold Call: answers to “We Do” and “You Do”
Keep students accountable for following along by cold calling on a student to simply say the next word in the text (i.e.- I had many things to say but I did not have the words to say them); reminding students what page we are on when turning the page; have scholars follow the text with their fingers.
As we read through the text, teacher will pause and have other scholars summarize what we have just read. If scholars are struggling, teacher will do the summary.
Teacher will define difficult vocabulary as we come across the words.
If scholars are having a hard time comprehending the text, I will have stronger scholars assist those struggling scholars. I will also work individually during independent work with scholars who are having trouble with the text.
Wrap Up/Reflection / Discussion of anticipation guide. / What do you think about the characters so far? What do you think is the setting? / Would you want to live in this time period?? Why or why not?? / Predict: how do you think the setting will affect the events of our novel?? / What are your thoughts about the novel so far?
Materials / Historical setting of TKAMB