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Module 2A: Unit 1: Lesson 16

Module 2A: Unit 1: Lesson 16 . Jigsaw to Analyze Mood and Tone in To Kill a Mockingbird (Chapter 8) . Agenda. Opening Engaging the Reader and Reviewing Learning Targets: Reading “Incident” (5 minutes) Work Time Analyzing Text Structure in “Incident” (15 minutes)

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Module 2A: Unit 1: Lesson 16

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  1. Module 2A: Unit 1: Lesson 16 Jigsaw to Analyze Mood and Tone in To Kill a Mockingbird (Chapter 8)

  2. Agenda • Opening • Engaging the Reader and Reviewing Learning Targets: Reading “Incident” (5 minutes) • Work Time • Analyzing Text Structure in “Incident” (15 minutes) • Close Reading Jigsaw: Scout’s Perspective about Boo Radley (22 minutes) • Closing and Assessment • Debriefing Learning Targets and Previewing Homework (3 minutes) • Homework • Complete a first read of Chapter 9. Take notes using the Structured Notes graphic organizer

  3. Materials • “Incident” by Countee Cullen (one per student) • “Incident” Structure Note-catcher (one per student and one for teacher modeling) • “Incident” Structure Note-catcher (for Teacher Reference) • Document camera • Analyzing Scout’s Perspective about Boo Radley Note-catcher (one per student) • Analyzing Scout’s Perspective about Boo Radley Note-catcher (for Teacher Reference) • Jigsaw excerpts (one per pair of students) • To Kill a Mockingbird (book; one per student) • To Kill a Mockingbird Structured Notes, Chapter 9 (one per student) • To Kill a Mockingbird Supported Structured Notes, Chapter 9 (optional for students needing more support

  4. Lesson Vocabulary • Infer • Render • Commotion (54) • Malignant (55) • Pilgrimage (57) • Burdensome • Rendered (61) • Unfathomable • Aberration (63) • Procured (66) • Caricature (67) • Quelled (71)

  5. Opening: Engaging the Reader and Reviewing Learning Targets: Reading “Incident” (5 minutes) • Distribute “Incident” • Read it silently twice and jot the gist of each stanza. • Read the learning targets: • I can analyze how the structure of “Incident” helps create meaning. • I can infer how Scout’s perspective about Boo Radley changes from Chapter 1 to Chapter 8 based on events in these chapters.

  6. Work Time: Analyzing Text Structure in “Incident” (15 minutes) • Sit with your selected Discussion Appointment partner and distribute the “Incident” Structure Note-catcher • You analyzed the text structure of “Those Winter Sundays” in the previous lesson • You will be doing something similar in this lesson with “Incident” by Countee Cullen. • This poem was published in 1925

  7. Work Time Continued… • Begin by each reading the poem aloud quietly, so only your partner can hear you • Once you have done that, you may begin to work through the “Incident” Note-catcher • Share your thinking • Support your answers with the text and revise your work as the class understanding develops • You will come back to this Note-catcher tomorrow, when you will compare the structure of “Incident” with the structure of Chapter 8 of To Kill a Mockingbird

  8. Work Time: Close Reading Jigsaw: Scout’s Perspective about Boo Radley (22 minutes) • Working toward the second learning target, you will continue working with your Discussion Appointment partner to understand how quotes based on events in the novel shows Scout’s perspective about Boo Radley • Distribute the Analyzing Scout’s Perspective about Boo Radley Note-catcher and Jigsaw excerpts • Point to the row on your Note-catcher that matches the excerpt you have

  9. Work Time Continued… • You will first work with your partner to infer Scout’s perspective about Boo Radley as expressed in the excerpt and fill out your Note-catcher accordingly • You must check the context of the quote in your copies of To Kill a Mockingbird. • Share your inferences in order: Chapter 1 first, then Chapter 4, then Chapters 6 and 7, and finally Chapter 8 • You are all responsible for taking notes on your Note-catcher as your group mates share • After 10 minutes, refocus • Share your inferences (again in order from Chapter 1 to Chapter 8)

  10. Closing and Assessment: Debriefing Learning Targets and Previewing Homework (3 minutes) • Explain what it means that the Golden Rule is rendered new • You will continue to work on these skills as you continue reading To Kill a Mockingbird • Distribute the To Kill a Mockingbird Structured Notes graphic organizer, Chapter 9 • Preview the homework • Read the focus question out loud • Clarify that significance means “importance.” • Distribute the Homework: To Kill a Mockingbird Structured Notes, Chapter 9 • Homework: To Kill a Mockingbird Supported Structured Note

  11. Homework • Complete a first read of Chapter 9, using structured notes • Answer the focus question: • Atticus says, “Simply because we were licked a hundred years before we started is no reason for us not to try to win” (76). What does he mean? • Explain the significance of this statement • Use the strongest evidence from the novel in your answer

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