1. “A Christmas Carol” clip Begin illustrated dictionary due Friday
Agenda
“A Christmas Carol” clip
Begin illustrated dictionary due Friday

2. Agenda 12-3-13 Thinking Maps
Create a circle map to find research about London during the 1800s
Economy
Jobs
Population
Classes

3. “A Christmas Carol” Illustrated dictionary when finished with quiz
Agenda
DOL Quiz
“A Christmas Carol” Illustrated dictionary when finished with quiz

4. Complete class Circle Map Begin Scene 1 of “A Christmas Carol”
Agenda  I can use the results of my research to participate in a gallery walk to discuss the background of "A Christmas Carol". I can use reading strategies to analyze, clarify, and evaluate the characters in scene one of "A Christmas Carol" 
Complete class Circle Map
Begin Scene 1 of “A Christmas Carol”
Characters: first boy, second boy, third boy, girl, Fred, Scrooge, Cratchit, Gentleman Visitor, Warder
Exit Slip: pg. 257 Thinking Through Literature

5. December 2, 2014
I can clarify and symbolize the little girl in the play “A Christmas Carol” based on her role in the play.
I can analyze the stage directions in the play to draw conclusions about the moods of the characters in scene 2.
Turn in your illustrated dictionary to the basket
Warm-up: Finish pg 257 questions 1-2 if you didn’t finish yesterday/ read if you are done and work on Diary (5 minutes)

6. Questions after Scene 2
1. On pg. 260 What is revealed about Scrooge’s frame of mind from his actions and words?
2. Who was Jacob Marley in life?
3. Interpret the symbolism of the funeral procession in this scene.
4. What does the little girl with the doll and the leper represent in this play?

7. I can create a circle map to help me analyze Scrooge’s character traits prior to the spirits.
I can use dialogue and flashbacks to help me determine character traits for my map.
December 3, 2014
Scene 3-4:
Characters: Scrooge, Sparsit, Cook, Charwoman, Marley, girl, Leper, narrator
Scene 4: The Spirit of Christmas Present
Characters: Scrooge, Second Spirit, Mrs. Cratchit, Bob Cratchit, Tiny Tim

8. Questions to answer 1.) What is the purpose of the first spirit?
2.) What did you learn about Scrooge as a child from scene 3?
3.) On page 263 what do you think Scrooge would have liked to have said to Cratchit? Why?
4.) When the second spirit describes Cratchit’s home as “a world away”…what does he mean? Pg 265
5.) Interpret the significance of the children who represent Hunger and Ignorance. Why are they shown as children and what does the spirit mean by his last line. “They will grow and multiply, and they will not remain children.”

9. December 4, 2014
I can use evidence from our class discussion over scenes 3 and 4 to answer comprehension questions. 
In your small group create a poster to help teach the answer to your assigned question.
You must provide evidence from the story to support your answers.
You must have your group’s answers in your own notes.
Everyone must participate in group as well as in presentation of information.
20 minutes to complete this task

10. December 5, 2014
I can develop a multi flow map to show the impact each spirit had on Scrooge.
I can develop a stronger understanding of scene 5 and 6 by answering comprehension questions and discussing them with the class. 
Students will begin the hour by finishing the reading of Scene 5 and 6 of "A Christmas Carol".  We will stop and discuss as we read.  Students will answer comprehension questions about these two scenes.  Students will create a mutli-flow chart to demonstrate the understanding of the impact each spirit had on Scrooge. 

11. Questions after Scene 5 and 6
1.) Why are the servants taking Scrooge’s possessions?
2.) What has changed in Scrooge’s character by his reaction to the news of Tiny Tim’s death?
3.) How does Scrooge feel about watching the servants laughing over his corpse and dividing his belongings. Explain.
4.) pg. 272 summarize Scrooge’s promises and evaluate his sincerity. Will Scrooge really change this time why or why not?

12. I can create a T-Chart of similarities and differences comparing the text version to the movie adaptation of "A Christmas Carol"  
December 8 & 9, 2014
Students will create a T-chart and come up with topics to focus while watching the movie.  List of generated topics to focus:  Character traits, physical traits, characters, setting, purpose of spirits, scene differences (plot changes). 
Students will create the T-chart during the movie or at the last ten minutes of the film.  Students will have the opportunity to discuss with a partner. 
1984 version of "A Christmas Carol"  George Scott playing Scrooge. 

13. I will learn how to evaluate writing by grading and filling out a peer evaluation sheet on a students writing piece.  
I will use my peer evaluation sheet to discuss my grading with my partner.
 I can use a teacher selected rubric to evaluate the student writing sample. 
December 16 & 17, 2014
Students will get a student writing piece of a mystery written by another student.  Students will begin by reading their piece and filling out the peer evaluation sheet after I have modeled what to do.  As students are reading they will fill out the "Planning" sheet to help them keep track of the elements as they read.  
Peer evaluation sheet students will focus on the elements of the mystery, figurative language, strong verbs and sensory details, dialogue that moves the story forward and written properly, suspense, and setting, sentence variety.  Once students have gone through this process they will meet with their 12 o’clock buddy (High-Low) buddy and discuss the remarks they made on their papers and why.  Students will have 15 minutes to discuss papers and adjust comments as necessary based on discussion with their buddy. 

14. December 18, 2014 Letter needs to:
I will develop a reflection letter written to Mrs. Kline about what I learned through the process of evaluating this student’s sample selected for me.  
I will focus on what techniques I need to strengthen in my own writing and how this process helped me critique a student sample with an editor's eye.  
Letter needs to:
Properly addressed to Mrs. Kline in letter format
Three things you learned from evaluating the student’s writing with examples
Three things you learned about yourself as a writer by evaluating this student sample
What are some of the important writing skills you need to focus on in your own writing in order to create a fluid piece that is enjoyed by your reader?
Make sure your letter has proper sentence structure with strong vocabulary.
No spelling errors
No capitalization errors
No punctuation errors