Block Day - Wednesday, December 4 / Thursday, December 5, 2019

Objective:  Students will participate in independent reading/find unfamiliar vocabulary, determine how Harper Lee used indirect characterization to help readers get to know Scout, and begin preparing for next week's fishbowl.

Standards:  RL.3 (I can analyze characters and how they grow, interact with others, and add to the theme of the text.)

1.  Students will have 20 minutes of independent reading time.  While reading, students should continue identifying unfamiliar vocabulary.

2.  Students will meet in groups of four to discuss the examples of indirect characterization they added to their sheets for today.  As they meet, students should feel free to make changes to their examples if they learn of a new example or identify one of their examples as incorrect.

3.  We will discuss students' findings and determine if they are on the right track.

4.  When students are finished, they should begin working on reading through the end of Chapter Five (pg. 55) for block day next week.  On block day next week (Dec. 11 & 12), we are going to have our first fishbowl discussion of the year.  Standards SL.1C and SL.1D will be assessed during the fishbowl.

5.  As you read, continue annotating details about the setting and characters as those topics will be the focus of the first fishbowl.  Below are the topics the three groups will be discussing:

  • One group will talk about the impact setting has had on the book.  Why did Harper Lee choose this setting?  Why did she include a place like the Radley house?  This group could also choose one character to discuss and consider what we know about the character based on direct and indirect characterization.
  • A second group will talk about 1-2 of the remaining characters.  What do we know about them?  There is a variety of round and flat characters.  Why have so many?  What do we learn about the characters through direct and indirect characterization?
  • A third group will talk about 1-2 other characters.  What do we know about them? Why are they needed in the book?  What do we learn about the characters through direct and indirect characterization?

FOLLOW-UP:  There will be a short assessment over indirect characterization (RL.3) Friday.  Read through Chapter Five to prepare for next week's fishbowl discussion.

Last modified: Wednesday, December 4, 2019, 7:49 AM