Roll of Thunder Unit Plan

Roll of Thunder, Hear My Cry
Unit Plan
Grade 7
By Caitlyn Grimaldi

UNIT TITLE: Roll of Thunder, Hear My Cry: Looking at Racism and Coming of Age
DURATION: 6-7 weeks or 30-35 40-minute class periods

UNIT ELEMENTS

The unit will consist of activities revolving around themes presented in the novel
as well as character analysis, content knowledge, and literary devices. During
the unit, students will continue their grammar activities through the form of
Caught Ya bellringer activities. The unit will begin with a pre-test and
presentation of the 1930s to introduce the setting of the novel. During the
entirety of the novel, students will complete two study guides. The study guides
are split into chapters one through four and chapters five through twelve.
Students will be required to answer study guide questions for each chapter while
reading and to fill-out character chart for each study guide as needed.
Students will also take part in vocabulary activities and assessments that consist
of words used in the novel. Students will be asked to complete journal entries
every odd-numbered chapter and content quizzes every even-numbered
chapter that encompass questions concerning the events of the past two
chapters. Half-way through the novel, at chapter six, students will be asked to
complete literature centers that will consist of activities concerning the
characters of the novel. In addition, upper-level classes will be required to
complete activities for a literary device mini-unit during the latter half of the
novel. Upper-level students will also create expert presentations in partners to
teach the class chapters nine and ten. At the conclusion of the novel, student
will complete a unit test if required and work in partners to research a civil rights
event or person and connect their research to the novel in some way. The
research will be presented in a PowerPoint consisting of five slides.

STUDY GUIDES

The study guides are meant to assess student understanding of the novel
and content knowledge. Furthermore, they are a great evaluative
technique to ensure students are completing the readings. Lower-level
classes will complete the study guide as a class during whole-class
reading with answers for the study guide depicted on SMART Board after
a class discussion of the answers. Upper-level classes will complete in-class
partner or small group reading as well as independent reading outside of
class, therefore, they will be required to complete the study guide on their
own while reading. Each chapter will have a set of content questions that
students will answer. Likewise, students will be required to fill-in the
character chart on the front of the study guide as they learn new
characteristics of the characters. There are two study guides, the first of
which will be completed after completing chapter four, the second after
finishing the novel.

VOCABULARY

Students will complete vocabulary activities through the duration of the
novel. Students will define words and put them in sentences as the first
vocabulary activity. Then, for each weeks vocabulary preparation for
assessment, students will take a matching pre-test, share sentences,
complete a fill-in-the-blank activity, and identify vocabulary word based
on an image. After the picture review activity, students will take a quiz
that has them match each word to its definition, fill-in-the-blank
sentences, and write sentences that use the vocabulary words.

JOURNAL ENTRIES

After every odd-numbered chapter, students will have to complete a
journal entry. Students will be given at least ten minutes of class time to
write each journal entry, if student does not finish journal in that time, they
will have to complete it outside of class as homework. Students are
assigned multiple journal entries throughout the novel to expose them to a
variety of writing activities during the unit. The entries will require students
to complete a variety of different writing forms including: diary entry, first-
person narrative, creating a fictional excerpt about the novel, a personal
connection with the novel, a thank-you letter from a characters
perspective, a post-card, and a prediction activity. The journals have
students be creative as well as give them the opportunity to personally
connect with the novel.

QUIZZES

Upon finishing each even-numbered chapter, students will be required to
take a quiz on the events of the last two chapters; for example, after
completing chapter two, students will take a quiz on both chapter one
and chapter two. Quizzes will evaluate student content knowledge.
Furthermore, the quiz questions will be formatted similarly to the questions
students answer in their study guides. Each student will be given a quiz
sheet on which they will take all the quizzes for the novel. Quizzes will also
be given orally in class, taking approximately ten minutes of instruction
time. Students will exchange quizzes once a quiz is finished and evaluate
each other based on the answers the class goes over as a whole. If
students average a 93% of higher on all of the quizzes, they will be exempt
from the unit test.

LITERATURE CENTERS

Halfway through the novel, students will complete literature centers in
class for three class periods. There will be five different centers that
students will rotate among in groups of five and six. The activities will be
creative and will require students to write. The centers will assess students
on their understanding of the novels characters as well as their ability to
connect with the characters in the story.

EXPERT PRESENTATIONS

Students will be assigned a selection from either chapter nine or ten.
Students will have three days to become the expert of their selection.
Students will read both chapters with their partner and then answer the
accompanying study guide questions for each chapter. Students will
have the choice to teach their selection through a variety of creative
means including: a Wordle, skit, newspaper article, PowerPoint, song,
poem, etc.

LITERARY DEVICE MINI-UNIT

Upper-level students will take part in a literary device unit in the second
half of the novel. For each chapter in the second-half of the book,
students will learn a new literary device and then apply their knowledge
and understanding of the device in the novel. Students will have a literary
device packet that they will fill-out when each new device is taught. The
packet, which will follow each Prezi presentation of each device, will
have students define each device, create their own examples of each
device, and answer the big picture question: Why is this device
important?. Students will then have to identify and examine an example
of the literary device in the chapter they are reading. They will place their
example on a note-card and the best examples will be displayed on a
literary device bulletin board that will further help student understanding
of each device and how they assist the author in sharing her message(s)
or purpose(s) of the novel. The literary device mini-unit will culminate in a
clicker quiz that will have students identify literary devices from quotes
and definitions.

UNIT TEST

Students who do not receive a 93% average for the quizzes will be
required to complete a unit test following the conclusion of the novel. The
test will consist of matching, true and false, fill-in-the-blank, and short
answer questions. The test will assess student understanding of the
characters, events, themes, and terminology in the novel.

FINAL PROJECT

The final project will have the students research an event or significant
person of the Civil Rights Movement. Students will work in pairs to research
the event and then present their findings in the form of a PowerPoint
presentation. The PowerPoint presentation will be in the form of an essay
but presented in a way that is not intimidating to the students. The slides
will each have their own purpose and will include: background
information, what happened, influence on the Civil Rights Movement, and
a conclusion connecting the event or person to the novel. Students will be
given three class periods to work on the assignment and then will be
expected to present their project to the class.

ESSENTIAL QUESTIONS

How does an individuals response to prejudice tell us who they are?
How does family play a role in shaping our values and beliefs?
What creates prejudice?
What events in life determine whom we will grow up to be?
What makes a good friend?
How authentic is Taylors depiction of African American life in the South
during the 1930s in Roll of Thunder, Hear My Cry? How does literature
communicate and illustrate a moment in history?
What is worth fighting for?
What does it mean to have rights?
Who is affected by civil rights?
What does it mean to be strong? Are there different kinds of strengths?
How does the novel communicate conflict and struggle?
What is the significance of the land in reference to the identity of the Logan
family?
What were the racial conflicts between the whites and blacks during the
1930s in the South?

UNIT OBJECTIVES

By the end of this unit, students will be able to:
Recall significant events of the novel
Understand and describe the social, economic, and legal position of black
people living in the South during the 1930s
Demonstrate an understanding of the main ideas, events, or themes of the
novel
Create a variety of academic and personal communications, including
poems, fictional narratives, personal writings, dramatizations, and group
presentations
Explain the motivation of characters by analyzing their actions by means of
different journal entries
Identify and trace the following themes in the novel:
Coming of Age/ Loss of Innocence
The importance of family
Determination in fighting for ones values
The unquenchable human spirit, which refuses to be enslaved
The possibility of change in the future
Comment on the significance of the title of this novel and the novels ending
Infer information, which is not explicitly stated, about characters and events
Define and find examples from the text of the following literary terms/
devices:
Setting
Theme
Allusion
Dialect
Foreshadowing
Inference
Metaphor
Simile
Symbol
Relate instances in the novel to people and events from the Civil Rights
Movement

UNIT ASSESSMENT

1930s Pre-test 15 total points
Prejudice Simulation Activity 15 total points
Study Guides 100 total points (each 50 points)
Vocabulary Homework (#10-16) 105 total points (each 15 points)
Vocabulary Quizzes (#10-16) 246 total points (each 35 points)
Journal Entries (6 total) 90 total points (each 15 points)
Chapter quizzes (6 total) 60 total points (each 10 points)
Literary Device Packet 60 total points
Literary Device Quiz 30 total points
Literature Centers 80 total points
Expert Presentations 35 total points
Review Packet 30 total points
Unit Test 80 total points
PowerPoint Presentation 115 points

Total: 1061 points

* Students in lower-level classes were given the opportunity to earn extra-credit
through bonus bucks behavior plan by completing tweets answering Roll of
Thunder, Hear My Cry prompts

NOTE

Attached to this unit are my actual weekly plans for the unit for my upper-level
classes. During my unit, my school experienced a plethora of inclement weather
delays and closing, and therefore my unit timing reflects those interruptions as
well as others. The unit start week was the week of January 27-31.

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Jan.27-31 Monday Tuesday Wednesday Thursday Friday
Objectives Students will be able to:
-Complete #59 using comma
rules
-Complete pre-test with
vocab. knowledge/ prefixes
and suffixes
- Answer study guide
questions while reading
independently
Students will be able to:
questions while reading in
partners
- Complete journal entry by
using knowledge of the
events and emotions of the
characters in chapter 1
- Share sentences to
demonstrate proper use of
vocab. words
- Review answers to study
guide questions by sharing
their answers from the prior
days reading
questions as reading
- Complete #60 using
comma rules
- Complete pre-test with
context clues
-Understand the racial
tensions of 1930 from
lecture on the accuracy of
novel
- Answer sg ques./ complete
char. Chart while reading
Ch.2
rules
- Complete vocab. review
and quiz using reviews from
during the week
- Complete char. chart using
knowledge from chapter
events
- Complete ch.2 by using
what they read
Materials - SmartBoard slides
- Notebooks
- Pens/pencils
- Study Guides
- Novel- Roll of Thunder
- Slips of paper for pre-test
- Pens/Pencils
- Study Guides
- Novel
- Ch. 1 journal
- Pens/ pencils
- Study guides
- Novel
- SmartBoard slides
- Notebooks
- Pens/ Pencils
- Vocab. Pre-test
- Novel
- Study guide
- SmartBoard Slides
- Novel
- Notebooks
- Pens and pencils
- SG
- Vocab. quiz
- Chapter quiz

Procedures 1. #59
2. Complete vocab. pre-test
3. Review what we learned
from the 1930s and bring
that knowledge into the start
of the novel
4. Read half of chapter 1
independently while
answering comprehension
questions
1. Finish chapter 1 in
partners while completing
study guide questions.
2. Complete first journal
entry for chapter 1
1. Selected students write
vocab. sentences on board
2. Reviewed answers to Ch. 1
study guide questions
3. Began reading ch.2 as a
class, answering
comprehension questions
while reading

1. #60
2. Vocab. pre-test
3. Finish Ch. 2
- Explain language in novel
questions
4. Fill-in character chart of
study guide

1. #61
2. Picture review for vocab.
3. Vocab. quiz
4. Finish character chart
5. Ch. 1-2 quiz
Homework None Finish journal None None None
4th and 7th

Period

Feb.3-7 Monday Tuesday Wednesday Thursday Friday

- Complete chapter quiz
from knowledge of the
events from the reading
- Answer comprehension
questions while reading the
chapter

-Answer comprehension
chapter
- Complete journal for
chapter using events in
chapter and creative writing
skills

rules
- Share journals by reading
the ones they completed the
night before
questions while reading with
a partner

Materials - Pens/ pencils
- Novel
- SG
- Quiz sheets for Ch. 1-2
- Novel
- SG
- Journal for Ch.3
- Pens/ Pencils
- SmartBoard Slides
- Novel
- SG
- Notebooks
- Pens/ Pencils

Procedures 1. School closed due to
inclement weather
1. Students completed the
quiz on Ch. 1and 2
2. Period 4 read Ch.3 pg.
42- 48, answered #1-4
AND
Period 7 read Ch. 3 pg. 36-
48, answered #1-5
1. School closed due to
inclement weather
1. Finished Ch. 3 and
answered SG questions #4-
10
2. Students began Ch. 3
journal

1. #62
2. Shared and then turned in
journal entries
3. Partner read Ch.4 pg. 59-
67 (4) or pg. 69-78 (7)
while answering SG
questions #1-4

Homework Finish classwork Finish journal entry Finish reading/ SG questions
4th and 7th

Period

Feb.10=14 Monday Tuesday Wednesday Thursday Friday

-Go over study guide
questions using answers
made during reading
-Complete new study guide
questions while reading novel

-Complete #63 using
comma rules
-Complete SG ques. using
novel knowledge while
reading
-Complete quiz using
knowledge of events in
chapter and character
characteristics
novel knowledge
- Read selection of Ch. 5 in
partners

Materials - Novel
- Study Guides
- Pens/pencils

- Smartboard slides
- Pens/ pencils
- Notebooks
- Novel
- SG
- Quiz worksheets
- Smartboard slides
- Novel
- New SG

Procedures 1. 2-hour delayed opening
due to inclement weather
2. Review study guide
questions from first part of
Ch. 4
3. Read and answers SG
questions in partners

1. #63
2. Finish reading last couple
of pages of Ch. 4
3. Take Ch. 3 and 4 novel
quiz- questions are read
aloud by teacher
4. Collect study guides for
Ch. 1-4

1. 8 period day due to
Writing Field Test, did not
see period 7
2. Begin Ch. 5 in partners,
answer SG questions while
reading

inclement weather
inclement weather
Homework None
4th and 7th

Period


rules
-Write a journal entry based
on events from chapter 5
chapter

-Complete #65 using
comma rules
-Complete new vocab. using
definitions on board and
past knowledge
rules
chapter
-Complete chapter quiz
using knowledge of events
and characters from the last
two chapters
Materials - Smartboard slides
- Notebooks
- Pens/pencils
- Novel
- SG
- Ch. 5 journal wksht
- Smartboard slides
- Vocab. #11 wksht
- Notebooks
- Pens and pencils
- Journal entries
- Novel
- Study Guide

- Smartboard Slides
- Novel
- Notebooks
- Pens and pencils
- SG
- Quiz sheet
Procedures 1.#64
2. Complete chapter 5
journal entry
3. Begin reading chapter 6
and answering study guide
questions
inclement weather

inclement weather
1. #65
2. Turn in journal entries
3. Continue reading and
answering study guide
questions for chapter 6
5. Vocab. #11 wksht
1. #66
2. Finish reading and
answering study guide
questions for Ch. 6
3. Complete quiz on chapters
5 and 6

Homework Finish journal entry

Finish vocab. None

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rules
-Pre-test with vocab.
knowledge/ prefixes and
suffixes

-Complete #68 using
comma rules
-Share sentences to
vocab. words

-Complete vocab. pre-test
using vocab. knowledge

-Complete #69 using
comma rules
-Complete picture review
using knowledge of vocab.
definitions and pic. Clues
knowledge of vocab. from
past week
past knowledge
rules

- Slips of paper for
vocab. pre-test
- Notebooks
- Pens/pencils
- Novel
- SG
- Literature centers
- Smartboard slides
- Vocab. #11
- Pens/ pencils
- Notebooks
- Novel
- SG
- Literature Centers
- Smartboard slides
- Pre-test slips of
paper
- Novel
- SG
- Literature Centers
- Smartboard slides
- Vocab. #11 quiz
- Vocab. #12 wksht
- Notebooks
- Pens and pencils

- Smartboard Slides
- Novel
- Notebooks
- Pens and pencils
- Lit. Centers
- SG

Procedures 1.#67
2.Vocab. Pre-test
3. Put students into groups
and explain literature center
stations and accompanying
directions for each
4. In groups, students move
to each center
1. #68
2. Vocab. sentences
3. Students rotate to next
two centers
1. 2-hour delay due to
inclement weather
2. Vocab. pre-test fill-in-the-
blank
3. Students finish last center
4. Students are given rubric
to check if centers meet all
criteria from directions given
at each
1. #69
quiz
3. Vocab. #11 quiz
4. Vocab. #12 wksht

1. #70
2. Turn in vocab.
3. Students given period to
make sure all centers meet
rubric criteria as well as to
complete any back work
necessary

Homework Finish first two centers Finish class work Finish class work
Quiz tomorrow
Finish vocab. Lit. Centers due Monday

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Mar.3-7 Monday Tuesday Wednesday Thursday Friday
rules
suffixes
- Packet as class
rules
-Share sentences to
vocab. words
-Select ex. of inferences
from novel using notes
novel knowledge
rules
-Select ex. of inferences from
novel using notes
novel knowledge
- Complete wksht using
understanding of inferences
-Complete #74 using
comma rules
definitions and pic. Clues
past week
past knowledge
rules
-Complete SG questions
using novel
-Complete inferences wksht
with knowledge of inferences
- Complete journal #4 using
knowledge of ch.
- Complete allusion portion
of packet using slides from
Prezi presentation
- Slips of paper for
vocab. pre-test
- Notebooks
- Pens/pencils
- Prezi for inferences
-Novel
- Lit. packet
-SG
- Smartboard slides
- Vocab. #12
- Note cards
- Pens/ pencils
- Notebooks
- Novel
- Lit. packet
-SG
- Smartboard slides
- Pre-test slips of
paper
- Novel
-Inference wksht
- Lit. packet
- SG
- Note cards
- Smartboard slides
- Vocab. #12 quiz
- Vocab. #13 wksht
- Notebooks
- Pens and pencils

- Smartboard Slides
- Novel
- Notebooks
- Pens and pencils
- Lit. packet
- SG
- Prezi on allusions
- Journal #4
- Inference wksht
Procedures 1.#71
2.Vocab. Pre-test
3.Pass out literary device
packets explaining that well
be working with them for the
second half of the novel
4. As a class, fill out first
page of packet
5. Prezi on inferences
6. pg. 140-150
1. #72
2. Vocab. sentences
3. Review of what inferences
are
4. Partner read, pg.140-
150/150-160/ SG ques.
5. At end of class/ for
homework students should
turn in two lit. device note
cards for inferences
1. #73
blank
3. Partner read pg. 150-
160/160-170 / SG questions
4. May work with partner to
complete inference wksht
1. #74
quiz
3. Turn in wksht
4. Vocab. #12 quiz
5. Vocab. #14 wksht
1. #75
2. Collect vocab.
3. Finish reading Ch.7 and
answering SG questions (in
small groups)
4. Begin inference wksht-
Period 4 should make their
prediction while Period 7
should make prediction and
find quotes
Homework None Finish classwork Finish wksht.
Quiz tomorrow
Finish vocab. Inference wksht (Period 7)

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rules
suffixes
- Complete inferences
worksheet using knowledge
of inferences in group(s)
rules
-Share sentences to
vocab. words
-Complete journal based on
knowledge from chapter
-Create an allusion using
knowledge from presentation
and whole class example
rules
-Create an allusion using
knowledge from presentation
and whole class example
-Answer SG questions while
reading
rules
def. and pic. clues
past week
definitions on board and past
know.
rules
-

- Slips of paper Notebooks
- Pens/pencils
-Novel
- Inferences worksheet
- SG
- Smartboard slides
- Vocab. #13
- Note cards
- Pens/ pencils
- Notebooks
- Notecard
- Lit. packet
- Allusions Prezi
- Smartboard slides
- Pre-test slips of
paper
- Novel
- Lit. packet
- SG
- Note Cards

- Smartboard slides
- Vocab. #13 quiz
- Vocab. #14 wksht
- Notebooks
- Pens and pencils

- Smartboard Slides
- Novel
- Notebooks
- Pens and pencils
- Lit. packet
- SG

Procedures 1.#76
2.Vocab. Pre-test
3. Review study guide answers
for Ch. 7
4. As a group, make inferences
from 6 quotes that can be
used as evidence for wksht
5. Students select quotes to
support their prediction and
explain why using inferences

Period 7:
4.Work in groups to make
inferences
5. Begin Ch.7 Journal
1. #77
2. Vocab. sentences

Period 4:
3. Finish wksht and back
work if needed after starting
Ch.7 journal

Period 7:
3. Turn in work
4.. Allusions presentation
5. Create your own allusion
note card
1. #78
blank

Period 4:
3. Allusions presentation
4. Create your own allusions
note card

Period 7:
3. Read chapter 8 while
answering SG ques.
1. #79
quiz
3. Turn in note cards (4)
4. Vocab. #13 quiz
5. Vocab. #14 wksht
1. #80
2. Collect vocab.

Period 4:
3. Read Ch. 8 and answer SG
questions

Period 7:
3. Finish Ch. 8
4. Take Ch. 7 and 8 quiz

Homework Period 7: Journal due Per. 4: Journal due Note card/Quiz tmrw. Finish vocab. Per. 4: Quiz Monday

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rules
suffixes
-Complete quiz on novel
events and characters from
the last two chapters
chapter

rules
-Share sentences to
vocab. words
chapter
- Understand project
expectations by using the
rubric
rules
-Answer SG questions while
reading
- Create presentations from
book selection by using the
expectations provided and
knowledge of their scene
rules
def. and pic. clues
past week
know.
- Create presentations for
rules
-- Create presentations from
expectations provided and

- Slips of paper
- Notebooks
- Pens/pencils
-Novel
- SG
- Smartboard slides
- Vocab. #14
- Note cards
- Pens/ pencils
- Notebooks
- Project rubric
- Smartboard slides
- Pre-test slips of
paper
- Novel
- SG
- Project rubric and computers
- Smartboard slides
- Vocab. #14 quiz
- Notebooks
- Pens and pencils
- Project rubric and
computers
- Smartboard Slides
- Novel
- Notebooks
- Pens and pencils
- SG
- Project rubric and computers
Procedures 1.#81
2.Vocab. Pre-test

Period 4:
3. Finish Ch. 8
4. Ch. 7 and 8 quiz

Period 7:
3. Begin reading and answering
questions for Ch.9
1. #82
2. Vocab. sentences
3. Introduce group project
for expert presentations.
Gave students rubric with
requirements for project
4.Period 4: Read Ch. 9
Period 7: Read Ch. 10
1. #83
blank

Period 4:
3. Read Ch. 10/ start project

Period 7:
3. Work on project in library
1. #84
quiz
3. Vocab. #14 quiz
4. After quiz, students will
have time to work on
project in lab

1. #85
2. Did not see period 7
because of an assembly for
the PSSAs
3. Worked on project in
computer lab

Homework Finish Ch.9 Finish Ch.9 or Ch.10/
project due Monday
Quiz, finish Ch. 10, project
due Mon.
Per. 7: Project due Monday Project due Monday

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-Complete #85/86 using
comma rules
-Students will demonstrate
expertise of chapter by
presenting the chapter by
different creative means
comma rules
rules

-Complete #87,88,89 using
comma rules
-Create a simile and
metaphor using knowledge
from presentation and whole
class examplea
- Identify similes and
metaphors from quotes on
board by using knowledge of
the differences between the
two
comma rules
chapter
metaphors while reading

- Student projects
- Notebooks
- Pens/pencils
- SG
- Smartboard slides
- Pens/ pencils
- Notebooks
- Student projects
- Smartboard slides
- SG
- Pens/ pencils
- Notebooks
- Student projects
- Quiz sheets
- Smartboard slides
- Notebooks
- Pens and pencils
- Simile vs. Metaphor Prezi
- Lit. device packets
-White boards
- SmartBoard Game
- Smartboard Slides
- Novel
- Notebooks
- Pens and pencils
- SG
- Quiz sheets
- Simile vs. Metaphor Prezi
Procedures 1. #85/# 86
2. Give students time to
prepare for presentations,
approx. 10 minutes
3. First group for Ch.9 will
present

1. #86/ #87
2. Continue expert
presentations

1. #88
2. Did not see period 7 today
because of the PSSAs
3. Finish expert presentations
4. Complete Ch. 9 and 10
quizzes

Period 4:
1. #89
2. Simile vs. Metaphor
Presentation
3. Simile vs. Metaphor game

Period 7:
1. #87 and #88
2. Only saw for 16 mins.due
to PSSAs

Period 4:
1. #90
2. Begin reading Ch.11
3. ID simile and metaphors
while reading

Period 7:
1. #89
2. Last presentation
3. Ch. 9 and 10 quiz
4. Begin Simile vs. Metaphor
present.
Homework Turn in notebooks

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Mar.31-Apr. 4 Monday Tuesday Wednesday Thursday Friday
rules
chapter
metaphors from quotes on
board by using knowledge of
the differences between the
two
chapter
- Understand forehadowing
by using a quote and creating
questions that build suspense
and finding the event
foreshadowed
chapter
- Understand forehadowing by
using a quote and creating
questions that build suspense
and finding the event
foreshadowed
rules
chapter

rules
chapter

- Slips of paper
- Notebooks
- Pens/pencils
-Novel
- SG
- Foreshadowing Prezi
- novel
- SG
- Pens/ pencils
- Notebooks
- Foreshadowing slips

- Smartboard slides
- Novel
- SG
- Journal
- Foreshadowing Prezi
- Foreshadowing slips
- Smartboard slides
- Notebooks
- Pens and pencils
- Novel
- SG
- Smartboard Slides
- Novel
- Notebooks
- Pens and pencils
- SG
- Vocab. #15
- Quiz sheets
Procedures Period 4:
1. Finish reading Ch.11
2. Complete Ch. 11 journal

Period 7:
1. #90
2. Collect Notebooks
3. Simile vs. Metaphor
presentation and game

Period 4:
1. Start foreshadowing
presentation
2. In groups, complete
foreshadowing ex. by
creating ques. and finding
events foreshadowed by
quote

Period 7:
1. Read Ch.11
Period 4:
1. Share foreshadowing
answers
2. Begin Ch.12

Period 7:
1. Ch. 11 journal entry
2. Foreshadowing
presentation
3. Complete foreshadowing
ex. in groups
Period 4:
1. #91
2. Finish Ch. 12
3. Discuss the end of the
novel- did you enjoy the
ending?

Period 7:
1. #91
2. Read Ch. 12
Period 4:
1. #92
2. Complete Ch. 11 and 12
quiz
3. Complete vocab. #15
worksheet

Period 7:
1. #92
2. Finish last page of Ch.12/
discuss
3. Complete Ch.11/12 quiz
4. Complete vocab. #15
Homework Journal entries Journal entries Vocab. due Monday

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Apr.7-11 Monday Tuesday Wednesday Thursday Friday
rules
chapter
- Complete review packets
using definitions of symbols
and themes
-Complete #94 using
comma rules
suffixes
- Complete review packets
using definitions of symbols
and themes
- Share review packet
answers based on previous
classs work
rules
-Share sentences to
vocab. words
- Share review packet
answers based on previous
classs work
- Understand requirements
and format of project from
example project
- Identify the similarities
between the events of the
Civil Rights Movement and
novel while researching

rules
- Complete literary device
quiz with knowledge of the
devices from the mini-unit
- Understand requirements
and format of project from
example project

rules
using knowledge of vocab. def.
and pic. clues
knowledge of vocab. from past
week
knowledge

- Prezi
- Notebooks
- Pens/pencils
-Novel
- SG
- Lit. packets
-Review packets
- Smartboard slides
- Prezi
- Pens/ pencils
- Notebooks
- Review Packet
- Lit. packet
- Slips of paper
- Smartboard slides
- Pens/pencils
- Notebooks
- PowerPoint
- Proj. Rubric
- Lap tops
- Vocab. #5
- Smartboard slides
- Notebooks
- Pens and pencils
- Clickers
- Quiz Slides
- Proj. Rubric
- PowerPoint
- Slips of paper
- Smartboard Slides
- Notebooks
- Pens and pencils
- Vocab. #15 quiz
- Vocab. #16

Procedures 1. #93
Period 4:
2. Symbolism and Theme
presentation
3. Collect Study Guides
4. Novel review packet

Period 7:
2. Ch. 12-discuss ending
3. Ch.11/12 quiz

1. #94
2. Vocab. Pre-test
Period 4:
3. Review answers to review
packet as a class

Period 7:
3. Symbolism and theme
presentation
4. Review Packet
1. #95
2. Vocab. Sentence
Period 4:
3. Introduce final project for
novel
4. Show ex. presentation for
project
5. Begin research

Period 7:
3. Review packet
1. #96
2. Vocab. Pre-test
3. Literary Device Clicker
Quiz
4. Literary Device Packet
due tomorrow

Period 7:
5. Introduce final project for
the novel
6. Show example of
presentation for proj.
1. #97
3. Vocab. Quiz
4. Vocab. #16

Homework Packet due tomorrow Vocab. due Monday

Final week (April 21-25) will give students three days for presenting final projects.
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Apr.14-17 Monday Tuesday Wednesday Thursday Friday
rules
suffixes

-Complete #99 using
comma rules
-Share sentences to
vocab. words

rules

rules
def. and pic. clues
past week
knowledge

- Notebooks
- Pens/pencils
- Laptops

- Smartboard slides
- Pens/ pencils
- Notebooks
- Laptops
- Vocab. #16
- Smartboard slides
- Pens/pencils
- Notebooks
- Laptops

- Smartboard slides
- Notebooks
- Pens and pencils
- Rubric for new bellringer
- Vocab. #16 quiz
- Laptops
-
Procedures 1. #98
2. Pre-test
3. Work on projects, for period
7 pass out rubrics and assign
partners
1. #99
2. Sentences
3. Work on projects
1. #100
2. Pre-test
3. Work on projects
1. #1
2. Review new bellringer
story through example
3. Pic. Review
4. Vocab. quiz #16
5. Use remainder of period
to complete finishing
touches on projects

1. School Closed
Homework Study for Quiz Projects due Monday

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