I. Unit Introduction

Name: Elizabeth Galan

Unit Title: Finding a Voice and Using It - Analyzing Mood, Style, and Tone in Short Stories

Theme: Finding a Voice and Using It

Grade Level: 7th

Estimated Timeline for Teaching: Eighteen 55-minute Lessons

Unit Overview:

This unit focuses on analyzing mood, style, and tone in short stories. Students will read “Dark They Were, and Golden Eyed” by Ray Bradbury, “Breaking the Ice” by Dave Barry, and “The Tell Tale Heart” adapted version by Edgar Allan Poe. There are two mini-lessons on figurative language in the unit, one focusing on imagery and the other focusing on irony, allusions, hyperboles, similes, and metaphors. There is also a mini-lesson on the elements of science fiction and a grammar mini-lesson on simple, compound, complex, and compound-complex sentences. This unit also includes a review game and unit test at the end of the unit.

Unit Rationale:

In this unit, students are reading “Breaking the Ice” by Dave Barry. This short essay is a humorous essay about asking a girl on a date. This is a topic that middle school students deal with in their experiences at their age level. This selection of literature deals with youth culture and the challenges of growing up through it. This is important for students to encounter; Barry’s humorous tone reminds students that it’s alright to not “be perfect.”

Another reason this lesson is important is the literary significance. Students will also be reading an adapted version of “The Tell Tale Heart” by Edgar Allan Poe. Poe is a major figure in world literature. He is regarded as the architect of the modern short story. He demonstrates “brilliant command of language and technique as well as an inspired and original imagination.” More information on Edgar Allan Poe and his credentials can be found at the following link: http://www.poetryfoundation.org/bio/edgar-allan-poe

This unit helps students understand and analyze mood, tone, and style in texts. This is an important skill for students to have and they will need to be able to do this in college and even in their career. Being able to identify the tone of a text is important in the career world because many jobs require employees to create papers, arguments, advertisements, etc. that need to convey a certain mood to the audience. Students need to be able to understand who their audience is and what type of tone and mood they want to create in their writing. Being able to identify mood, tone, and style will help them be able to create it themselves in their own writing. This article talks about the importance of

tone in the workplace; email is commonly used and employees are having problems conveying a professional tone. http://www.boston.com/jobs/news/jobdoc/2012/02/email_tone_it_down.html

This unit also aligns with the common core standards. This website shows that the vast majority of states have already adopted the common core standards. http://www.corestandards.org/in-the-states 45 states have started implementing the standards and they are becoming widely used showing their importance. This unit covers many of the 7th grade common core standards.

Student Objectives:

Students will be able to identify mood in short stories. Students will be able to analyze author’s style in short stories. Students will be able to identify tone in short stories. Students will understand figurative language and how authors use it to convey mood, tone,

and style. Students will be able to identify elements of science fiction in a short story. Students will be able to create and identify simple, compound, complex, and compound-

complex sentences.

Common Core State Standards:

Reading Standards for Literature

RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL3: Analyze how particular elements of a story or drama interact.

RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings

Writing Standards

W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Speaking and Listening Standards

SL1: Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Language Standards

L1a: Explain the function of phrases and clauses in general and their function in specific sentences.

L1b: Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

L5a: Interpret figures of speech (literary, biblical, and mythological allusions) in context.

II. Unit Components

Resources:

Short stories- “Dark They Were, and Golden-Eyed” by Ray Bradbury, “Breaking the Ice” by Dave Barry, and “The Tell Tale Heart” by Edgar Allan Poe

Holt McDougal Literature Book (Grade 7) 2012 Edition Pen, pencil, paper, handouts Reading Workshop Journals, scissors, glue, coloring supplies SMARTboard (for review game only) Computer/ Internet access for videos/music and Prezi mini-lessons Copy machine to make student copies

Teacher Preparation: Individual preparation instructions are posted under each day.

Detailed Lesson Plans:

Day 1:

Teacher Preparation: Print out handouts needed for today. This includes the bell ringer printable and the text analysis workshop on mood and imagery. Also, have the Prezi page ready and opened to the imagery mini-lesson.

Students will come into class and pick up the bell ringer printable as they walk in. On the board, they will see instructions to also grab their reading workshop journals.

7 minutes: Students will be grabbing their materials and working on their bell ringer. Teacher will work on attendance/housekeeping.

10 minutes: Go over bell ringer answers with students.

15 minutes: Present Prezi information to students. They will be taking notes in their reading workshop journals as the teacher presents. http://prezi.com/uygqt0r46jh7/imagery/

20 minutes: Students will respond to the question at the end of the Prezi in their journals. After they answer their question, they will read their independent reading book the rest of the hour. The teacher will hold conferences with students asking them about the imagery the author of their novel uses.

*Conferences are not held with all students in one day. Teacher should have a list of students and meet with different students for reading workshop days.

3 minutes: Pass out the text analysis worksheet (pg. 9) for homework. Students will take notes on mood and imagery from page 454 of the textbook. This is a pre-reading writing assignment.

Day 2:

Teacher Preparation: Print out handouts needed for today – bell ringer. Get video clips open and ready to go.

7 minutes: Students will be working on their bell ringer. Teacher will work on attendance/housekeeping.

8 minutes: Go over bell ringer answers with students.

15 minutes: Identifying mood in music/movie clips can help students understand how to identify mood in literature. This short activity is an introductory activity to introduce mood to the students. Their background knowledge of the movies will help them better understand how mood works within music/videos and be able to transfer that knowledge to literature. Watch the following clips with students and help them identify the mood by asking them the following questions after each clip.

How did the clip make you feel? What elements of the video clip made you feel this way? (Setting, music, words, etc.) What is the mood of the clip?Clips:http://www.youtube.com/watch?v=2T5_0AGdFic&list=PLFFTGYD1xDWu5KPjlXTgA-vgxg-aRcbK-http://www.youtube.com/watch?v=RbBNqNaZVc8&list=PLFFTGYD1xDWu5KPjlXTgA-vgxg-aRcbK-http://www.youtube.com/watch?v=edooTPgwhPc&list=PLFFTGYD1xDWu5KPjlXTgA-vgxg-aRcbK-http://www.youtube.com/watch?v=sDfPqJnwvA4&list=PLFFTGYD1xDWu5KPjlXTgA-vgxg-aRcbK-

25 minutes: Read the model 1 excerpt from pg. 455 of the textbook aloud to the students. Ask students the following questions:

Find two details that the writer uses to describe the setting. Identify two details that tell you how Kit feels about her surroundings. Judging by the details you found, how would you describe the mood?

Read the model 2 excerpt from pg. 455 of the textbook aloud to the students. Ask students the following questions:

This excerpt includes words or phrases the writer chose to create a distinct feeling or impression. Find three words or phrases to create this feeling/impression.

Review the words identified. How would you describe the overall mood that the imagery creates?

Day 3:

Teacher Preparation: Make copies of the bell ringer for today and the text analysis of “Dark They Were, and Golden Eyed” (p21). Students will need their literature book today.

10 minutes: Students will pick up the bell ringer and text analysis “Dark They Were, and Golden Eyed” as they walk in. They will begin working on their bell ringer. Teacher will work on attendance ad housekeeping.

5 minutes: Discuss bell ringer. Give students a chance to share their opinions. Use the bell ringer as a transition into the short story “Dark They Were, and Golden Eyed” explaining the story is about a family who changes where they live. Will it change who they are? Also, tell students they need to be filling in page 21 text analysis as we are reading (due day 6). The page 21 text analysis is a during-reading writing assignment.

40 minutes: Begin reading “Dark They Were, and Golden Eyed” from the textbook (p462) aloud with the class. Either the teacher can read or the students can take turns reading.

Stop after line 13. This first section introduced the main characters and the science fiction setting and establishes a mood of tension and uncertainty. Ask students the following comprehension questions:

Where has the family arrived?

Where has the family come from?

How did they make the trip?

How does the father feel about Mars?

Think about how the man’s impression of Mars affects the story. What is the mood in this first passage?

Continue reading the short story. Stop after line 91. Write out the following quotation from the story.

“Alone, thought Bittering. Only a thousand of us here. No way back. No way. No way.”

Ask students the following:

What do you notice about these sentences? (They are fragments.)

How does Bradbury’s use of sentence fragments help create mood? What mood do we have here?

Let’s try writing Bittering’s thoughts in a complete sentence without repeating words.

EX: We are alone, Bittering thought. There are only a thousand of us here, and we have no way back.

How is the mood of this sentence different from the original? In which version do Bittering’s thoughts seem more calm and clear?

Day 4:

Teacher Preparation: Make copies of the bell ringer for day 4. Students will need their literature books today to follow along with the story.

Students will come in and pick up bell ringer.

8 minutes: Students will be answering the bell ringer writing prompt. Teacher will work on attendance and housekeeping.

3 minutes: Allow a couple of students to share their response to the bell ringer. Transition back into the short story “Dark They Were, and Golden Eyed” by telling students to look for scenes where the characters bring their earthly belongings (plants and new place names) with them to Mars.

41 minutes: Continue reading aloud with students (either teacher reads or students read aloud) “Dark They Were, and Golden Eyed” starting where you left off yesterday (line 92).

Stop after line 121 and ask students the following question.

Do you think it is a good idea for the Earth people to bring their plants and new place names to Mars? Explain.

Continue reading. Stop after line 154 and ask students the following.

Think of what you know about plants. Do you think it’s possible for plants to change like they do in this story, or is it purely imaginary?

If the plants are changing, what predictions can you make about what could happen to the Bitterings and other Earth people?

Continue reading. Stop after line 164 and ask students the following.

When he sees that the plants and animals are changing, Mr. Bittering becomes afraid that he and his family will change too. What impact does this plot turn have on the mood of the story?

Continue reading. Stop after line 227 and ask students the following.

It becomes apparent in these lines that the Earth people have begun to change physically on Mars. What are the physical signs of change?

What does Harry notice about himself?

Continue reading. Stop at line 309 and ask students the following.

Reread lines 301-304. Note how different Harry’s attitude is now than it was before. What effect does this change have on you as a reader?

Why might Harry’s attitude be changing?

3 minutes: Tell students their homework is to finish reading “Dark They Were, and Golden Eyed” and to also finish the page 21 text analysis notes they received yesterday. This homework is due Monday.

Day 5:

Teacher Preparation: Teacher should make copies of the bell ringer for students. Also, have the Prezi science fiction presentation open and ready to go. Be prepared for reading conferences with students.

Students will need to grab their reading workshop journals as they walk into class.

5 minutes: Students will pick up bell ringer as they come in and begin working on answering the question. Teacher will work on attendance and housekeeping.

3 minutes: Allow students to share their ideas about what science fiction is.

15 minutes: Students will listen and take notes in their reading workshop journals as the teacher presents the lesson on science fiction. http://prezi.com/k1w0szydl1fe/science-fiction-genre/

27 minutes: Students will answer the question presented at the end of the science fiction presentation. The question will be answered in their reading workshop journals. After they finish answering the questions, they will be reading their independent reading book the rest of the hour. Teacher will have reading conferences. Ask them why their book is or isn’t science fiction genre.

5 minutes: Hand out page 23 Reading Science Fiction reading strategy worksheet. Read the directions aloud with them and tell them this is their homework over the weekend along with finishing “Dark They Were, and Golden Eyed,” and the p.21 worksheet from Day 3.

Day 6:

Teacher Preparation: Teacher should make copies of the bell ringer and the mood words list for students. Also, teacher should prepare for group discussion web. If the teacher wants to choose the pairs for the class, this should be done ahead of time. Otherwise, allow students to choose their own partner.

12 minutes: Students will pick up bell ringer and mood words list when they enter class. Allow students to answer the bell ringer prompt. Encourage them to use the mood words list to come up with the mood of the story. As students work, teacher will take attendance and housekeeping.

8 minutes: Discuss the bell ringer with the class. Allow volunteers to share their responses. Make sure they give examples to support their response.

35 minutes: The rest of the hour will be spent on a small group discussion web.

Pose the following to students: Think back to when you answered the bell ringer of “Can where you are change who you are?” Now that you’ve read about the experience of the Bittering family, have you changed your mind about how a place might change you? Explain. (Teacher might want to have students respond on a loose-leaf sheet of paper.

After students have responded to the question, have them pair with a partner to discuss their response further.

Remind students that the question is not asking them to evaluate whether the change was good or not, but to consider the different ways a place might change them. EX: It might change how they dress or what they eat.

Have the pairs of students join together with another pair of students to form a small group (4 students). They should continue their discussion in this group.

After groups are done discussing, allow a spokesperson from each group to share the group’s deliberations with the whole class.

Day 7:

Teacher Preparation: Teacher should make copies of bell ringer for students. Also, students will need a copy of Scholastic Scope’s “The Tell Tale Heart” reader’s theatre. This can be found at: http://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SCOPE-090511-TellTalePlay.pdf Teachers can make copies for all classes for students to keep or may choose to make a class set to be kept in the room for students to use. Teacher will also need to access the “Life of Edgar Allan Poe” video at the following website: http://www.scholastic.com/browse/article.jsp?id=3756538 I suggest loading the video before class starts and having it ready to go when students come in. The teacher edition of the magazine can be found at: http://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SCOPE-090511-TE-LESSON-2.pdf The teacher’s edition has instructions and answers to critical thinking questions.

15 minutes: Students will begin working on bell ringer. Tell students that this bell ringer will be collected and graded. Teacher will do attendance and housekeeping while students are working.

10 minutes: Show students the “Amazing Life of Edgar Allan Poe” video. This can be found at: http://www.scholastic.com/browse/article.jsp?id=3756538

Ask students the following questions after the video:

Did any part particularly stand out as being interesting or surprising?

What was Poe’s life like? Provide some examples to support your answer.

What kind of stories and poems is Poe best known for?

What was the name of the story that made Poe famous?

8 minutes: Have students open their magazines/copy of Scholastic Scope’s “The Tell Tale Heart” reader’s theatre to page 11. Ask them the following questions.

What does this picture show?

What feelings does it evoke?

Based on the video of Poe, does this seem appropriate for a work by Poe? Why or why not?

State the following:

Another way we can describe mood is the atmosphere. When you walk into a place, it has an atmosphere that makes you feel a certain way. When you “walk into” a story, it too has an atmosphere that makes you feel a certain way. Look at the rest of the pictures throughout the story. Use these pictures and what you know from the video on Poe to predict the play’s mood. If you think you have a good prediction about the mood of the play, come write it on the board.

5 minutes: Assign character parts to students in the class. Explain to them that when they read their lines they have to follow the directions given in parenthesis. Remind them they are telling the story with their voice, not their actions. Their tone of voice should parallel what is happening in the story.

17 minutes: Begin reading the play. Have the students read aloud their character parts.

Stop after scene 1. Ask students the following:

What is happening so far in the play?

What do we know about each of the characters and their personality? Give examples from the play to support your claim.

What do you think is going to happen next?

End the class with the scene 1 questions. Tell students the rest of the play will be finished tomorrow.

Day 8:

Teacher Preparation: Make copies of the bell ringer for day 8 (vocabulary practice from scholastic play pages 18-19). Also make copies of the critical thinking questions (page 17) for their homework.

15 minutes: Students will come in and pick up the vocabulary list with definitions and the fill in the blank vocabulary practice bell ringers. Have them read over the definitions and then work on filling in the correct word in the sentences.

3 minutes: Go over answers for bell ringer and answer any questions.

5 minutes: Assign character parts to students in the class. Choose different students who didn’t have a role yesterday. Explain to them that when they read their lines they have to follow the directions given in parenthesis. Remind them they are telling the story with their voice, not their actions. Their tone of voice should parallel what is happening in the story.

29 minutes: Students will finish reading the play aloud.

Stop after scene 2. Ask students the following:

What happens in this scene?

Do you think the villains problems are over like he thinks?

Continue reading. Stop after scene 3. Ask students the following:

What happens in this scene?

What impression do you get of the officer, constable, and sergeant? Give examples to support your response.

What do we learn about the villain from this scene? Why does he confess? What does that tell us about his personality?

Finish reading the play. Ask students the following:

What do you think of the ending? How does it make you feel as the reader?

What do you think happened next?

Who is the “you” the villain keeps talking to in the epilogue?

3 minutes: Hand out critical thinking questions. This is the homework assignment. Explain to students that they need to answer all the questions in complete sentences and give examples from the play where appropriate.

Day 9:

Teacher Preparation: Make copies of the bell ringer and the thinking about mood worksheet (pages 20-21). Also, teacher should be prepared to go over the answers from the critical thinking questions.

6 minutes: Students will be working on the bell ringer when they walk in. Teacher will be taking attendance and doing housekeeping duties.

10 minutes: Go over homework answers (critical thinking questions page 17). This will be more like a discussion rather than the teacher reading off the answers. Ask students “what makes you think that?” and “how do you know this” to make student thinking visible.

38 minutes: Teacher will hand out the Thinking About Mood worksheet (page 20-21). Students will be working independently to complete the worksheet. They will turn in the worksheet as they finish it (due at end of hour). Once they complete the Thinking About Mood worksheet, they will be answering the “write about mood” topic at the bottom of their magazine page.

Write About Mood: What is the mood of “The Tell Tale Heart”? How does the writer create that mood? That is, what images, words, ideas, or other details caused you to feel the way you felt? Write a paragraph explaining your answers.

1 minute: Tell students that if they didn’t finish the write about mood paragraph, they must finish it for homework.

Day 10:

Teacher Preparation: Make copies of bell ringer for students. Also, load the figurative language Prezi which can be found at the following link: http://prezi.com/ky3whvk4vmt-/figurative-language-mini-lesson/

The Hounds of Baskeville reading selection can be found at http://my.hrw.com/la_2010/na_lit/nsmedia/ebook_gr7/practice_test/pdf/na_ci_g7_se_u4_4.pdf

6 minutes: Students will fill in the “What I think it means” column of the bell ringer. Teacher will take attendance and do housekeeping.

20 minutes: Teacher will present the figurative language Prezi to the students. Student will fill in the “What it really means” column on their bell ringer as the teacher is going over the notes.

29 minutes: Students will be reading their independent reading book the rest of the hour. Teacher will hold individual conferences with students. The focus question for these conferences will be asking them if the author of their book uses any figurative language and what effect that has on the story.

Day 11:

Teacher Preparation: Make copies of the bell ringer and the style text analysis worksheet (page 10).

5 minutes: Students will be working on the bell ringer when they walk into class. Teacher will take attendance and work on housekeeping tasks.

25 minutes: Have students open their textbooks to page 456. Read the first paragraph “What is Style?”

Have one of the students read the “Word Choice” box. Read the example sentence and point out to students that the highlighted words in the example create a visual image. Ask students what they see when they read the example sentence.

Have another student read the “Sentence Structure” box. Read the example sentence to help students understand how the sentence structures must reflect the subject. Discuss how the short phrases joined by commas mirror the fluid action of a basketball game.

Then read the following to students. “Sara relaxed in a chair with her book, which was about yoga, which she was eager to explore. She read for a while, dozed off, woke up, yawned, stretched, and decided to make herself a cup of tea – yummy!”

Discuss why this sentence structure is not effective for this subject. The quick list of verbs does not reflect the slow pace of the scene.

Have another student read the “Tone” box. Read the example passage. Ask students what kind of tone the example presents. Explain that different tones are appropriate for different kinds of writing. The topic of a piece of writing or its intended audience often demands a certain tone.

25 minutes:

Read the Model 1 example passage on page 457 of the textbook. Ask students the following:

Find two examples of certain words or phrases that contribute to Wells’s formal style.

How would you describe the tone of the passage?

Read the Model 2 example passage on page 457 of the textbook. Ask students the following:

How does Lipsyte’s choice of words compare with Wells’s?

What is the most striking difference between these two authors’ styles? Consider word choice, sentence structure, and tone.

Day 12:

Teacher Preparation: Make copies of the bell ringer for students. Also, load the grammar lesson on simple, compound, complex, and compound-complex sentences found at the following link: http://prezi.com/uzxzrrrilj30/simple-compound-complex-compound-complex-sentences/

10 minutes: Allow students to complete the bell ringer. The teacher will take attendance and work on housekeeping tasks.

12 minutes: Have a few students share their sentences. Ask students what they think simple, compound, complex, and compound-complex sentences are.

25 minutes: Present the Prezi power point on the grammar lesson on simple, compound, complex, and compound-complex sentences.

8 minutes: Tell students they will do the assignment from the end of the Prezi lesson on a loose-leaf sheet of paper. It will be turned in at the end of the hour.

Day 13:

Teacher Preparation: Make copies of the bell ringer for students.

10 minutes: Students will come in and get started on their bell ringer. Teacher will take attendance and work on housekeeping tasks.

45 minutes: Students will be reading their independent reading book the rest of the hour. Teacher will hold individual student conferences. Ask students about the author’s style and the tone of the book.

Day 14:

Teacher Preparation: Print out the bell ringer, the homework graphic organizer, and the style and tone text analysis (page 97). Have the textbook ready on page 512 to read “Breaking the Ice” by Dave Barry.

9 minutes: Students will come in and work on the bell ringer. Teacher will take attendance and work on housekeeping tasks.

6 minutes: Go over the bell ringer with students. Ask them what they think the tone of the example passage is and what clues helped them figure it out.

5 minutes: Hand out the style and tone text analysis worksheet (page 97). Tell students they should be taking notes in the chart while they are reading the story.

30 minutes: Begin reading “Breaking the Ice” by Dave Barry on page 512 of the textbook. The teacher can either read aloud or have students take turns reading.

Stop after line 12. Ask students the following:

What is the topic of the essay?

Continue reading. Stop after line 36. Ask students the following:

Reread lines 26-28. What is Barry’s attitude toward his younger self? Note how the style of using capital letters helps communicate this attitude.

This passage shows Barry’s use of exaggeration and irony to produce a mocking tone. What does Barry say is a sensible way to ask for a date? What does he actually do? (lines 19-21, 32-36)

What does he say he would have done if he were turned down for a date? (lines 21-25)

What are some examples of exaggeration in this passage? (lines 23-25, 26-28, 30-32)

Continue reading. Stop after line 51. Ask students the following:

Reread lines 44-51. Note Barry’s description of Phil Grant’s “superhuman” abilities. How would you describe the tone of this paragraph?

Continue reading. Stop after line 69. Ask students the following:

This passage illustrates Barry’s use of comparisons to convey his attitude toward his first date: he does not enjoy the date!

To what does Barry compare his arm? Is this a positive or negative image? (lines 65-66)

To what does he compare the date? (lines 68-69)

Finish reading the essay.

5 minutes: Pass out the graphic organizer homework for day 14. Allow students to begin working on it.

Day 15:

Teacher Preparation: Make copies of the instructions for the writing assignment and the assessment rubric.

3 minutes: Students will come in and pick up the instructions and rubric for the writing assignment. Teacher will take attendance and work on housekeeping tasks.

52 minutes: Student will be working on their writing assignment. Teacher should frequently check in with students and see if they need any help. Students will finish the writing assignment for homework if they are not done.

Day 16:

Teacher Preparation: Teacher should make copies of the peer review guide. If the teacher wishes to assign partners for the review, this should be done ahead of time. Otherwise students may choose their own partner.

5 minutes: Tell students to read over their writing assignment from yesterday. They can make any quick corrections to punctuation and spelling. Teacher should take attendance and work on housekeeping duties during this time.

5 minutes: Hand out the peer review guide and explain the expectations to the students. Have them find a partner to switch papers with.

35 minutes: Give students time to peer review their partner’s letter. Teacher should make sure students are appropriately filling in the peer review guide.

10 minutes: Tell students to look over the reviewer’s comments and ask questions about anything they don’t understand. Also, tell them their homework is type a final copy of their humorous letter taking into consideration their partner’s comments.

Day 17:

Teacher Preparation: Make copies of the bell ringer and the short selection from The Hounds of Baskerville. Load the SMARTboard review game file. You need a soft ball for students to throw at the screen. Have answers to the questions ready for when students attempt the answers.

7 minutes: Students will pick up the bell ringer as they walk in. They must read the selection from The Hounds of Baskerville so that they may be able to answer questions from the review game. Teacher will work on attendance and housekeeping.

48 minutes: Students will play the Interactive SMARTboard Review Game. Choose students one by one or choose the first student who then chooses the next and so on. The student will throw the ball at the SMARTboard which will then go to another page with a question on it. After the student answers the question correctly, tap the board again to go back to the original page.

Day 18:

Teacher Preparation: Make copies of the Unit test.

3 minutes: Take attendance.

52 minutes: Students will take the Unit Test all hour. If they finish their test early, they should read their independent reading books.