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Tuesday 12/8

Class Launcher: Write a narrative paragraph using action verbs. Details. 

Standards: ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 

EQ: How does the character development contribute to the theme of the book and move the plot forward?

Activator:  Group or whole class discussion of Chapter 12-13 questions.

Teaching and Learning Strategies: Continuing into Part 2 of TKAM, we will read and focus on themes related to social injustice and relevance to Georgia Studies and current issues (local, state, and world).

Chapter 14 (136-146)

  • Comment on Atticus's explanation of the alleged crime. How suitable is this as an answer to Scout. 
  • Why does Alexandra think Atticus should dismiss Calpurnia? How does Atticus respond to the suggestion? 
  • Why is Scout pleased when Jem fights her back? Why is she less pleased when he tells Atticus about Dill? 
  • What do we learn from Dill's account of his running away?

Summarizer: How would you describe Atticus's attitude to Alexandra and Calpurnia? 

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