WarmUp Take a sheet Read the poem to

Warm-Up: Take a ¼ sheet. Read the poem to the right. Then answer the following questions. 1. What “feeling” is the first stanza of this poem supposed to bring the reader? 2. What “feeling” is the second stanza of this poem supposed to bring the reader? 3. How might this poem be like someone from TKa. M? Pds 1 -4 From Still I Rise by Maya Angelou Did you want to see me broken? Bowed head and lowered eyes? Shoulders falling down like teardrops, Weakened by my soulful cries? You may shoot me with your words, You may cut me with your eyes, You may kill me with your hatefulness, But still, like air, I’ll rise.

Warm-Up: Take a ¼ sheet. Read the poem to the right. Then answer the following questions. 1. What is the tone of the first stanza? 2. What is the tone of the second stanza? 3. How might this poem be like someone from TKa. M? Who would it be like? Pds 1 -4 From Still I Rise by Maya Angelou Did you want to see me broken? Bowed head and lowered eyes? Shoulders falling down like teardrops, Weakened by my soulful cries? You may shoot me with your words, You may cut me with your eyes, You may kill me with your hatefulness, But still, like air, I’ll rise.

Agenda (11/22/19) (Pds 1 -4) Essential Question: How is a major theme of TKa. M being developed? Standard: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Objective: I can determine a theme or central idea of a text and analyze its development over the course of the text; I can provide an objective summary of the text (RL. 1. 2). Warm-Up: Still I Rise analysis and comparison Whole Group: Review station work… Work Period: Begin independent reading chapter 10 - do graphic organizer for theme analysis/ complete READing sheet and HOTQ: What is a theme of chapter 10 of TKAM. Support your answer with evidence from the text. Achieve 3000: “What’s Right Is Right, ” “Freedom for All, ” “Three People Who Changed the World, ” “The Story of the States” Teacher-Led: Reading Assessment Closing: HW 2 -5 due 11/22. Specific Detail Questions

Agenda (11/22/19) (Pds 5 -7) Essential Question: How does the author’s choice of words in the dialogue affect theme? Standard: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Objective: I can determine a theme or central idea of a text and analyze its development over the course of the text; I can provide an objective summary of the text (RL. 1. 2). Warm-Up: Still I Rise analysis and comparison Whole Group: Review station work… Work Period: Read chapter 11 independently. Achieve 3000: “What’s Right Is Right, ” “Freedom for All, ” “Three People Who Changed the World, ” “The Story of the States” Teacher-Led: Reading Assessment Closing: HW 2 -5 due 11/22. Specific Detail Questions

Monday Tuesday Wednesday Week of 11/12 No school Spelling Bee Pds 1 -4: Begin chapter 10 Pds 5 -7 Finish Chapter 10 Week of 11/18 Lexile Level Set Week Pass out HW 2 -5 Pds 5 -7 Stations Ch. 11 Lexile Level Set Pds 5 -7 Stations Ch. 11 Week of 11/25 No HW This week Thursday Friday Pds 1 -4 Complete chapter 10 Pds 5 -7 Stations- Ch. 11 Vocabulary Test No School Thanksgivin g Homework 2 -5 Due No School

Chapter 10 1. What does Atticus tell Jem and Scout not to shoot at and why? 2. What special talent does Atticus have that the kids didn’t know about? 3. What happens with Tim Johnson? 4. Why does Maudie think Atticus doesn’t hunt anymore? 5. Copy the following diagram on your paper and fill in the boxes: Theme Evidence

Chapter 10 Theme: Not everyone brags about their talents. Evidence 1: “People in their right minds never take pride in the talents, ” said Miss Maudie. Evidence 2: Jem said, “I reckon if he’d wanted us to know it, he’da told us. If he was proud of it, he’da told us. ” Evidence 3: “That’s what I said, Jem Finch. Guess you’ll change your tune now. The vey idea, didn’t you know his nickname was Ol’ One. Shot when he was a boy? ” (Miss Maudie) Theme Evidence

High Order Thinking Question: Chapter 10 What is a theme of chapter 10 of TKa. M? Support your answer with evidence from the text.

High Order Thinking Question: Chapter 11 What is a theme of chapter 11 and how do the dialogue and events affect theme? Support your answer with evidence from the text?

Vocabulary (Pds 1 -4) 1 -2 A: Melody: (n. ) nice musical sounds perfectly arranged together 1 -2 B: Deduce: (v. ) to reach a conclusion or decision through reasoning (figure out) 1 -2 C: Sufficient: (adj. ) being enough, or as much as needed 1 -3 A: Unsullied: (adj. ) spotlessly clean and fresh 1 -3 B: Vague: (adj. ) not clear 1 -3 C: Revelation: (n. ) an enlightening or shocking information 1 -4 A: Tyrannical: (adj. ) characteristic of an absolute ruler or absolute rule 1 -4 B: Unanimous: (adj. ) in complete agreement 1 -4 C: Quaint: (adj. ) strange or odd in an amusing way

Vocabulary (Pds 1 -4) 1 -5 A: Inhabit: (v. ) to live in 1 -5 B: Contentment: (n. ) the state of being satisfied and happy 1 -5 C: Malevolent: (adj. ) wishing evil or harm on someone else 1 -6 A: Abundance: (n. ) a very large quantity of something 1 -6 B: Exclusive: (adj. ) limited to certain people or things 1 -6 C: Nocturnal: (adj. ) night-time (only awake at night) 1 -7 A: Intimidation: (n. ) pressure; fear; threat 1 -7 B: Employ: (v. ) to put into service; to hire or get someone or something to work for you 1 -7 C: Morbid: (adj. ) an unhealthy state of mind; gloomy

Vocabulary (Pds 1 -4) 1 -8 A: Contradict: (v. ) to disagree with someone or something 1 -8 B: Withdraw: (v. ) to remove something 1 -8 C: Concede: (v. ) be willing to give in to someone and accept what they believe 1 -9 A: Foray: (n. ) a sudden, short attack 1 -9 B: Condescend: (v. ) to do something that one considers to be below one’s dignity; humiliate 1 -9 C: Compel: (v. ) to make somebody do something; force 2 -1 A: Erratic: (adj. ) unpredictable; irregular 2 -1 B: Peculiar: (adj. ) strange; odd 2 -1 C: Inquisitive: (adj. ) curious

Vocabulary (Pds 1 -4) 2 -2 A: Amiable: (adj. ) Friendly; kind 2 -2 B: Malignant: (adj. ) dangerous; evil 2 -2 C: Ensuing: (adj. ) coming after something else; following 2 -3 A: Bewilderment: (n. ) confusion 2 -3 B: Desolate: (adj. ) lonely; uninhabited; gloomy 2 -3 C: Burdensome: (adj. ) difficult; tiring; heavy 2 -4 A: Perpetual: (adj. ) continuous; everlasting; unending 2 -4 B: Rendered: (v. ) cause to be; made 2 -4 C: Accosted: (v. ) approached; confronted; walk up to someone and say something aggressively

Vocabulary (Pds 1 -4) 2 -5 A: Gnat: (n. ) a tiny two-winged fly bothers people outside. Some bite and some don’t. 2 -5 B: Unfathomable: (adj. ) unexplainable; not able to be understood. 2 -5 C: Libel: (n. ) a published false statement that hurts someone’s reputation; a lie

Vocabulary (Pds 5 -7) 1 -2 A: Melody: (n. ) nice musical sounds perfectly arranged together 1 -2 B: Deduce: (v. ) to reach a conclusion or decision through reasoning (figure out) 1 -2 C: Sufficient: (adj. ) being enough, or as much as needed 1 -3 A: Unsullied: (adj. ) spotlessly clean and fresh 1 -3 B: Morbid: (adj. ) an unhealthy state of mind; gloomy 1 -3 C: Foray: (n. ) a sudden, short attack 1 -4 A: Tyrannical: (adj. ) characteristic of an absolute ruler or absolute rule 1 -4 B: Concede: (v. ) be willing to give in to someone and accept what they believe 1 -4 C: Expound: (v. ) to add details or give more information about something

Vocabulary (Pds 5 -7) 1 -5 A: Contentment: (n. ) the state of being satisfied and happy 1 -5 B: Condescend: (v. ) to do something that one considers to be below one’s dignity 1 -5 C: Amiable: (adj. ) showing warmth and friendliness 1 -6 A: Inhabit: (v. ) to live in 1 -6 B: Compel: (v. ) to make someone do something 1 -6 C: Onslaught: (n. ) an attack or assault 1 -7 A: Contradict: (v. ) to challenge or oppose; to show something to be false; to go against something 1 -7 B: Inquisitive: (adj. ) showing curiosity; snooping; nosy 1 -7 C: Contentious: (adj. ) always ready to argue or fight; argumentative

Vocabulary (Pds 5 -7) 1 -8 A: Unanimous: (adj. ) in complete agreement 1 -8 B: Erratic: (adj. ) unpredictable; irregular 1 -8 C: Arbitrate: (v) to help solve problems between people or groups 1 -9 A: Revelation: (n. ) an enlightening or astonishing disclosure 1 -9 B: Ramshackle: (adj. ) in terrible condition 1 -9 C: Indigenous: (adj. ) belonging to a particular region or country 2 -1 A: Quaint: (adj. ) strange or odd in an amusing way 2 -1 B: Persevere: (v. ) to carry on in spite of difficulties 2 -1 C: Auspicious: (adj. ) favorable

Vocabulary (Pds 5 -7) 2 -2 A: Benign: (adj. ) kind and gentle; not dangerous 2 -2 B: Malignant: (adj. ) dangerous; evil 2 -2 C: Cherub: (n. ) a young angel 2 -3 A: Procure: (v. ) obtain; get 2 -3 B: Waning: (adj. ) disappearing; declining; weakening 2 -3 C: Pilgrimage: (n. ) a trip; a journey 2 -4 A: Ascertain: (v. ) determine 2 -4 B: Cleave: (v. ) to stick to 2 -4 C: Aberration: (n. ) irregularities; oddness

Vocabulary (Pds 5 -7) 2 -5 A: Burlap: (adj. /n. ) heavy woven material normally used for making sacks 2 -5 B: Tousled: (adj. ) messy, ruffled 2 -5 C: Caricature: (n. ) a picture or imitation of a person in which certain traits are exaggerated to create a comic effect; distorted cartoon

Theme Template • You might begin with the “Topic” • Love, Family, Good vs. Evil, Family, Friendship, Death, Poverty, Identity, Survival, Justice, Freedom, Change, Growing Up, Acceptance, Guilt, etc. • Then, complete the following statement: • The author wants me to learn that _________________________________________________________ ___________________________. • This part becomes your theme.

Theme

Theme Template • Don't include specific characters or plot points. This perspective on life should apply to people and situations outside the story. • Don't be obvious. "War is bad, " is not a theme. Dig a little deeper using details from the story. (What specifically is bad about war? How does it negatively impact the characters or the world of the story? ) • Don't make it advicey. "You should always be there for your family, " isn't a theme, it's a suggestion. Keep your theme statement objective and based solely on evidence from the story ("The bond between family can overcome any obstacle. ") • Don't use cliches. "Once a cheater, always a cheater, " or "Actions speak louder than words, " aren't themes. They're just expressions people use all the time and have very little power or real insight.