What happens to academic performance in high school when students give deep thought to postsecondary goals?

TKAM Chapter 1-8 February 4, 2016

Robert Janoski
English 2 Honors
Period 4 51 minutes
OVERVIEW/ RATIONALE
Students in this class have struggled to keep up with the reading during the study of
TKAM. A number of them are very far behind/havent started, and have not taken
advantage of the audiobook I sent them. Others are achieving great things, and I need
to continue to address and help the students who are not on top of their reading.
To this end, we will grade (as a class) the quiz that we took yesterday. This was an open
note and book quiz. Some students finished in good time and others were nowhere
close, instead using the time to begin reading. Grading the quiz as a class will give me a
good opportunity to catch everyone up and get everyone ready to move onto Chapter 8
ENDURING UNDERSTANDINGS
Students will be able to make connections between a text and their lives
Students will be able to keep track of characters in a text by taking notes
Students will be able to respectfully listen and discuss a text with peers
GOALS/OBJECTIVES
SWBAT read critically which includes looking up words that they do not understand
SWBAT honestly grade peers quizzes
SWBAT amend or continue their respective work habits
STANDARDS
CC.1.2.9 10.A
Determine a central idea of a text and analyze 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.
CC.1.2.910.B
Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and
conclusions based on an authors explicit assumptions and beliefs about a subject
CC.1.2.9 10.K
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content,
choosing flexibly from a range of strategies and tools

MATERIALS
Book Notes, Quizzes, Board to write on
PROCEDURES
QW Describe what secrets you had as a child: (0-15)
Students write well when they can connect texts to their lives; Jem Scout and Dill have a
lot of secrets in the book already, and this will help to make connections when students
are asked to write about their own childhoods.

Secondary Education Handbook

5/1/2016

DISCUSSION ON CH 1-7 AND GRADING QUIZZES: (15-35)

See rationale
DISCUSS QW (35-45):
Students will be encouraged to share their childhood experiences in regards to keeping
secrets.
READ ALOUD (IF TIME PERMITS 45-51):
Begin reading Chapter 8
HW: Read Chapter 8, write a summary and do 3 vocab words
ASSESSMENT/EVALUATION
The students willingness to change/continue their respective work habits will be evident by the
quality of questions and contributions to the quiz correction and class discussion. Their
willingness and ability to connect texts to their lives will be evident by their QW responses.
PERSONAL REFLECTIONS / NOTES

Secondary Education Handbook

5/1/2016