1. Columbus, MS 1960s
Module 2
Unit 2: Lesson 7

2. Complete a first read of Chapters 24–26 with structured notes.
Agenda – Period 1
1. OPENING
2. WORKTIME
3. Closing & Assessment
Engaging the Reader and Reviewing Learning Targets: Vocabulary Square (5 minutes)
8:30 – 8:35
Coming to Terms with the Outcome of the Trial: Written Conversation (15 minutes) 8:35 – 8:50
Close Reading: Atticus Explains Things (20 minutes) 8:50 – 9:10
Debrief Learning Targets and Preview Homework: Atticus Note-catcher (5 minutes) 9:10 – 9:15
4. Homework
Complete a first read of Chapters 24–26 with structured notes.

3. Complete a first read of Chapters 24–26 with structured notes.
Agenda – Period 2
1. OPENING
2. WORKTIME
3. Closing & Assessment
Engaging the Reader and Reviewing Learning Targets: Vocabulary Square (5 minutes)
9:30 – 9:35
Coming to Terms with the Outcome of the Trial: Written Conversation (15 minutes) 9:35 – 9:50
Close Reading: Atticus Explains Things (20 minutes) 9:50 – 10:10
Debrief Learning Targets and Preview Homework: Atticus Note-catcher (5 minutes) 10:10 – 10:15
4. Homework
Complete a first read of Chapters 24–26 with structured notes.

4. Complete a first read of Chapters 24–26 with structured notes.
Agenda – Period 3
1. OPENING
2. WORKTIME
3. Closing & Assessment
Engaging the Reader and Reviewing Learning Targets: Vocabulary Square (5 minutes)
10:30 – 10:35
Coming to Terms with the Outcome of the Trial: Written Conversation (15 minutes) 10:35 – 10:50
Close Reading: Atticus Explains Things (20 minutes) 10:50 – 11:10
Debrief Learning Targets and Preview Homework: Atticus Note-catcher (5 minutes) 11:10 – 11:15
4. Homework
Complete a first read of Chapters 24–26 with structured notes.

5. Complete a first read of Chapters 24–26 with structured notes.
Agenda – Period 4
1. OPENING
2. WORKTIME
3. Closing & Assessment
Engaging the Reader and Reviewing Learning Targets: Vocabulary Square (5 minutes)
11:30 – 11:35
Coming to Terms with the Outcome of the Trial: Written Conversation (15 minutes) 11:35 – 11:50
Close Reading: Atticus Explains Things (20 minutes) 11:50 – 12:10
Debrief Learning Targets and Preview Homework: Atticus Note-catcher (5 minutes) 12:10 – 12:15
4. Homework
Complete a first read of Chapters 24–26 with structured notes.

6. Complete a first read of Chapters 24–26 with structured notes.
Agenda – Period 6
1. OPENING
2. WORKTIME
3. Closing & Assessment
Engaging the Reader and Reviewing Learning Targets: Vocabulary Square (5 minutes)
2:20 – 2:25
Coming to Terms with the Outcome of the Trial: Written Conversation (15 minutes) 2:25 – 2:40
Close Reading: Atticus Explains Things (20 minutes) 2:40 – 3:00
Debrief Learning Targets and Preview Homework: Atticus Note-catcher (5 minutes) 3:00 - 3:05
4. Homework
Complete a first read of Chapters 24–26 with structured notes.

7. ***Write turned in to teacher on page 139***
Engaging the Reader and Reviewing Learning Targets: Vocabulary Square (5 minutes)
Sit with your Buffalo Discussion Appointment partner. Be sure that you have your structured notes from your homework
Work with your partner to choose a word you defined from the homework and complete the vocabulary square like the one modeled in Lesson 6.
You may work together, but you should each complete your own square.
***Write turned in to teacher on page 139***
distribute a Vocabulary Square to each student.
Print the squares out and have students turn in to the teacher

8. Engaging the Reader and Reviewing Learning Targets: (5 minutes)
Long-Term Targets
I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
Supporting Targets
I can support my inferences about Chapters 22 and 23 of To Kill a Mockingbird with the strongest evidence from the text.
I can analyze what other characters’ dialogue about Atticus reveals about his character.
I can analyze how Atticus’s words and actions reveal his character.
Direct students’ attention to the posted learning targets and cold call someone to read them aloud.

9. Coming to Terms with the Outcome of the Trial: Written Conversation (15 minutes)
Turn to p. 140: Written Conversation Note- catcher.
In a written conversation, you will write simultaneous notes to your partner about the reading selection, swapping them every 2 or 3 minutes for a total of two exchanges back and forth, keeping quiet along the way.
You are to write for the whole time allotted for each note, putting down words, phrases, questions, connections, ideas, wonderings—anything related to the passage or responding to what your partner has said, just as you would in an out-loud conversation. Spelling and grammar do not count; these are just notes. However, these notes do need to be focused and text-based.
I Say
My Partner Responds
I Build
My Partner Concludes
As students are writing, circulate and monitor. Look for them to identify various reactions: Jem is disenchanted; the black community brings food as a thank you even though Atticus didn’t win; Miss Maudie explains that Atticus has to do the right thing for the whole town; Bob Ewell threatens Atticus and spits on him; Dill decides he is going to be a clown when he’s grown because all you can do is laugh at folks. Probe with questions such as these:
* “What does this reaction reveal about that character?”
* “What character trait does that reaction show?”
* “What do Miss Maudie’s words reveal about her and about Atticus?”
* “What does Atticus’s reaction to the generosity of the black community reveal about him?”
Once the exchanges are done, cold call pairs to share an important observation or idea from their written conversation. Encourage other students to build off of those ideas in a classroom discussion.

10. Coming to Terms with the Outcome of the Trial: Written Conversation (15 minutes)
Turn to p. 140: Written Conversation Note- catcher.
Read the following prompt:
“Characters have very different reactions in the aftermath of the verdict. How do different characters react? Choose Jem, the black community, Miss Maudie, Bob Ewell, or Dill to write about. What do these reactions reveal about that character or group?”
You will have 3 ½ minutes for each response. At the sound of the buzzer you will switch workbooks (We will do this 4X)
I Say
My Partner Responds
I Build
My Partner Concludes
As students are writing, circulate and monitor. Look for them to identify various reactions: Jem is disenchanted; the black community brings food as a thank you even though Atticus didn’t win; Miss Maudie explains that Atticus has to do the right thing for the whole town; Bob Ewell threatens Atticus and spits on him; Dill decides he is going to be a clown when he’s grown because all you can do is laugh at folks. Probe with questions such as these:
* “What does this reaction reveal about that character?”
* “What character trait does that reaction show?”
* “What do Miss Maudie’s words reveal about her and about Atticus?”
* “What does Atticus’s reaction to the generosity of the black community reveal about him?”
Once the exchanges are done, cold call pairs to share an important observation or idea from their written conversation. Encourage other students to build off of those ideas in a classroom discussion.

11. Close Reading: Atticus Explains Things (20 minutes)
Turn to p. 141: Chapter 23 Text-Dependent Questions Note-catcher and take out your copies of To Kill a Mockingbird.
You are now going to take time to reread a key scene from Chapter 23 (pages 291–298).
I will read aloud this scene for you (Schoology Video)
Once we are done you will answer the text dependent questions using evidence from the book
Make sure to cite the text if you are going to use a quote by saying the following or something similar to the following:
The text states on page __, “…”
In Chapter __, it mentions…
Atticus stated, “…”
Text-Dependent Questions
Response using the strongest evidence from the text
What does Atticus’s reaction to Bob Ewell’s threats and name-calling reveal about his character?
See Close Reading Guide: Rereading To Kill a Mockingbird Pages 291–298 (for Teacher Reference; in supporting materials) to guide this part of Work Time.

12. Debrief Learning Targets (5 minutes)
Take out your Atticus Note-catcher on p. 36 Complete a Think-Write-Pair-Share with your Buffalo Discussion Appointment partner adding additional examples to the Note-catcher.

13. **Make sure to change your page numbers to what I have in this PPT**
Preview Homework
Read and complete the Structured Notes Chapters 24–26 on p
Complete Chapter 24 ( ) Summary
What is the gist of pages
What is the Gist of Chapter 25 and 26
Answer the focus question: What are two things the reader learns about Atticus’s character in these chapters? Use the strongest evidence from the novel to support your answer.”
Complete the vocabulary
scowling (320), remorse (324), recluse (324), spurious (327), persecute (329)
**Make sure to change your page numbers to what I have in this PPT**