Class Launcher: Is it better to "be right" or to "do right"? Explain your answer.
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: Kahoot review chapter 12-16. Quiz on Chapters 12-16 on Tuesday!!
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).
Read and answer questions for Chapter 17.
- What are the main points in Heck Tate's evidence? What does Atticus show in his cross-examination of Sheriff Tate?
- What do we learn indirectly of the home life of the Ewell family in this chapter?
- What do you learn from Bob Ewell's evidence?
- Why does Atticus ask Bob Ewell to write out his name? What does the jury see when he does this?
Summarizer: Prediction - who is the criminal in this case, if it is not Tom Robinson?