Students took notes on a new list of vocabulary words; if you were absent, make sure to get these notes from a classmate. Then, we started Chapter 11 which needs to be read before Monday.
After a two-day suspension of school due to a break in the water line, we spent the first part of class making minor adjustments to our scheduled plan. Instead of today's assigned activities, there was a quiz on Chapters 7-9, and we read Chapter 10. Tomorrow, we'll read Chapter 11, and then we'll be back on schdule.
Goal: Generate and use questions to identify themes.
After discussion of the end of Chapter 8, students turned to page 216 in the Springboard book and we read about three types of questions--literal, interpretive, and universal. Some students had trouble distinguishing the differences between these three types of sentences, but after additional instruction, I think everyone understood these terms. We'll return to this activity tomorrow. We started Chapter 9, and students will need to finish this chapter before tomorrow's class. Goal: Identify themes by developing questions.
Class started with a vocabulary quiz. Then, we read and discussed most of Chapter 8; I asked students to finish the chapter for homework. We have been reviewing vocabulary words to prepare for Friday's quiz. Part of this review, included selecting five vocabulary words and writing original sentences demonstrating knowledge of the word's definition and usage.
In addition, we've been reading and discussing To Kill a Mockingbird. Today, we read Chapter 7. On Friday, we read Chapter Three. In addition, students received a list of vocabulary words. For homework, students looked up the definitions for each of the ten vocabulary words.
Today, there was a reading quiz on Chapters 1-3. Next, students turned to page 213 in the Springboard book, and completed the graphic organizer to distinguish between fact and rumor when "Analyzing Boo." For the remainder of the class period, we started reading Chapter Four; students need to finish this chapter for homework.
Goal: Demonstrate comprehension of Chapter One (setting, characters, events).
Students demonstrated their understanding of last night's reading through discussion and then by creating a visual depiction of a passage from the chapter. Then, we started reading Chapter Two; the homework is to finish reading this chapter. Today, students wrote a one-page prereading response to anticipate the first few chapters in To Kill a Mockingbird. Here's the assignment:
Read through the following prompts. Then, choose one that you find particularly intriguing, interesting, or about which you really care. Write a one-page response in which you describe your ideas. 1. Describe what kinds of things children fear. What doubts do children have? Then, relate this to your own childhood. Describe the fears and doubts you had as a child. Be specific and descriptive. If possible, recall a specific incident. 2. When you were small, did you have a neighbor or relative you felt was either mean, strange, or scary? If so, describe what made you find this person strange. Do you still feel that same way, or do you feel you understand that person better now that you are older? Do you now understand what may have made that person mean or strange? Explain. 3. Describe any funny ideas you had as a child because you were young and misunderstood how complex things really were. Explain how these ideas shifted as you matured. Then, we read more of Chapter One; students need to finish reading this chapter before tomorrow's class. At the start of the class period, we discussed the opening credits and made predictions about To Kill a Mockingbird. Next, we reviewed the definition of a flashback and read/discussed the first page of the novel. Today, students received their books and the reading schedule/bookmark (below).
There was one more presentation in class today! Then, I provided students with a quick lesson review of how to write a summary. Then, we read three perspective on To Kill a Mockingbird. Students were assigned to write a summary of one of the perspectives--Reverend Butts, James Patterson, or Oprah Winfrey. At the end of class, we watched the opening credits to the film "To Kill a Mockingbird" and students were assigned to complete the graphic organizer in the Springboard book.
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