9th Grade, Unit 1
To Kill a Mockingbird
Introduction, Overview, Aims, and
Calendar
9th Grade Literature Unit 4: Overview
Where does this unit fit into the year?
Unit 1 begins 9th grade with a highly-engaging and Pulitzer Prize-winning novel. Lee’s To Kill a Mockingbird is an American classic that explores complex
issues of growing up and ethics. We intentionally begin this year with a work of realistic fiction that bridges world knowledge (ethical philosophy,
historical and present-day racism, etc.) with analytical reading and discussion of the novel. This unit will also focus heavily on building the scholar skill of
annotation, which will be the driving “thinking vehicle” for almost all reading lessons.
What will this unit focus on?
To Kill a Mockingbird is a novel of many things – a coming of age story, an account of racism that plagued (and still plagues) communities, an
examination of good vs. evil, and so on. There is so much richness to Lee’s novel, and in an effort to promote deep analysis, this unit will narrow and
focus on a few key elements.
 Morality & ethics: Lee’s novel explores the moral and ethical duties and codes that different people possess, perhaps suggesting that some
codes are “better” than others. Indeed, Atticus Finch is frequently cited as the “most iconic and noble character in American literature” or
lauded by lawyers as the “ideal” practitioner of ethical law. Literary & legal scholars alike have examined Atticus’ moral code and the ethical
approaches illustrated throughout Lee’s entire novel. Consequently, 9th grade scholars will spend ample time analyzing the novel through the
lens of morality and ethics. Supplemental texts, including excerpts from David Brook’s The Road to Character and the anthology Ethics: Theory
and Practice – among others – will enhance this study. (Teachers do NOT need to purchase these books – excerpts will be scanned).
 Maturity & wisdom: At its heart, Lee’s novel is a coming-of-age tale and the focus on Scout’s maturity and development is palpable.
Consequently, some lessons will ask scholars to examine how Lee reveals Scout’s innocence and growth and how Jem’s sense of morality
evolves as he gets older.
 The “anti-racist novel”: Lee’s novel also speaks to the historical and modern injustices plaguing people of color, and African-American men in
particular. Scholars will learn about relevant cases – ranging from Emmitt Till & the Scottsboro boys to Michael Brown and Freddie Gray.
Scholars will draw comparisons between the historical and modern-day cases, and further connect these back to Tom Robinson’s trial and
death. Lee’s novel has also been lauded as the “American anti-racist novel” and scholars will evaluate the extent to which this is true.
As this unit is the first of the year, we will also spend ample time teaching students the following:
 Analytical Annotations: You will need to include ample models and exemplars to ensure students are annotating to the standard of excellence.
Students, at times, may regress to annotations that are largely labeling-focused or comprehension-centered. While we certainly encourage
students to annotate for the purposes of clarifying meaning, this is insufficient. We will instruct students on how to annotate analytically and
give ample at-bats with reading workout & close reading lessons.
 Habits of Discussion: Every reading workout and close reading class should provide opportunities for discourse – whether through turn-andtalks or whole-group discussions. Seminars will also provide students with the chance to discuss at length. Teachers should set clear CFS for
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discussion (i.e., volume, amount of time spoken, citing textual evidence) and should praise scholars who meet these CFS. During seminars,
teachers should give students the opportunity to name areas for growth.
What is/are the HOT question(s) that guide this unit?
 Primary HOT Question: What ethical belief systems or codes are revealed or advocated by Lee’s novel?
 Other HOT Questions:
o Which characters are empathetic? Ethical? (per CFS)
o Which ethical theory does Atticus appear to advocate? The people at Calpurnia’s church?
o Which ethical code – empathy or duty – more strongly defines Atticus’ character? Lee’s novel as a whole?
o Which theory/theories of ethics drive the behavior at the jailhouse scene?
o Is Scout mature?
o Literary scholars have said that in this chapter, “there is no real suspense – even Atticus knows that the verdict is a foregone
conclusion… and yet Lee attempts to create a suspenseful scene.” Does Lee effectively create a suspenseful scene?
o Does Lee culminate the novel with a stance on morality, or does she leave morality open to the reader’s interpretation?
o Is Lee’s novel effectively “anti-racist” as it has been so lauded?
 AP-Aligned Questions:
o How does Lee further emphasize Atticus’ good & noble nature in this chapter?
o How does Chapter 19 symbolize a battle between good and evil?
o How does Lee juxtapose the virtue of courage with evil and cowardice?
o What parallels are there between Wright’s story and Lee’s novel? How does each author communicate the struggles of the individual
and the plague of racism?
Scholars will occasionally use other lenses during seminars or close reading.
What can I expect that my students should already know?
From their studies in 7th and 8th grade, students should be coming in with the following baseline knowledge:
 Theories of Human Nature & Baseline Ethics (7th grade history)
 The Great Depression and Jim Crow South (7th and 8th grade history)
 Modern-day systemic racism and oppression (8th grade history and literature)
 Some knowledge of annotation and discussion (8th grade literature)
Other areas and opportunities for alignment are noted below:
Writing Alignment
History Alignment
Science Alignment
Vertical Alignment
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N/A
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N/A
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N/A
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Students will read other coming-of-age
works in 9th grade, and Lee’s novel will
serve as the foundational study of this
genre
What resources might I find helpful for teaching this unit?
 Unit 1 anthology: available in both “print and go” form and in editable form – provides relevant supplemental texts, artwork, and recommended
reading lists.
Common Core State Standards: Literature
Unit Power Standards
Top 3-5 Most Commonly Occurring Standards in this Unit
NOTE: This does not include Standards RL/RI 1 and 10 – assume these
standards are crucial on a daily basis.
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
RL.9-10.4 Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how
the language evokes a sense of time and place; how it sets a formal or
informal tone).
RL.9-10.5 Analyze how an author's choices concerning how to structure a
text, order events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery, tension, or surprise.
RI.9-10.2 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.
Why is this standard so important?
Lee’s novel is a brilliant study of complex and evolving characters; as
both Scout and Jem age, their views on the world change. Atticus
Finch is one of the most interesting characters in American literature
and his noble nature reveals some of Lee’s most nuanced themes.
Lee’s novel is riddled with powerfully charged words; without
analyzing her word choice, scholars would miss rich nuance in her
themes and arguments (e.g., the choice of the word “skin” instead of
“shoes” in Atticus’ memorable quote, “You never really under a
person until you consider things from his point of view… until you
climb into his skin and walk around in it.” (p. 33).
Scholars will be unable to effectively analyze the themes of morality
and ethics in Lee’s novel without an adequate knowledge framework.
Therefore, scholars must have knowledge of key central ideas (e.g.,
What is virtue ethics?) in order to effectively apply this knowledge to
the novel and its core ideas.
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Essential Questions:
 What defines ethical or moral behavior and character?
 What ethical belief systems or codes are revealed or advocated by Lee’s novel?
 How does literature comment on important issues of history and racism?
Enduring Understandings:
 Ethical or moral behavior and character can be defined in a number of ways; questions of ethical theory have been explored for centuries. A
person’s behavior or character can be defined as moral or immoral depending on whether you consider virtues, intentions vs. actions, and
cultural values.
 Lee’s novel is complex and nuanced in its exploration of ethics and morality. At times it seems to promote virtue ethics while at other times,
deontology seems to emerge as a primary theory of ethical ideas. Exploring key characters – especially Atticus – and Lee’s word choice reveals
that ethics and morality are complex and may depend on the cultural zeitgeist.
 Literature leverages the power of characters, language, and themes to comment on issues of history and racism. In particular, Lee’s novel –
often lauded as anti-racist – explores the historical racism that pervaded the United States and the ways in which institutional racism still
plagues people of color, and black men in particular.
Unit Assessments
Below are descriptions of the diagnostic, formative, and summative assessments for Unit 4. The formative assessments may be used daily, weekly, and in
combination to measure scholars’ progress toward unit goals. The summative assessment should be delivered uniformly across the grade in order to
accurately measure scholars’ achievement.
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Diagnostic
You may consider Lessons 1, 2, and 4
diagnostics for student annotation abilities.
You can leverage exemplars & nonexemplars from these lessons to further
instruct around analytical annotations.
You may want to review incoming data
from the EOY IA for Grade 8 Literature.
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Formative
(1) About 2-4 times per week, teachers
should evaluate student annotations from
reading workout and close reading lessons,
providing feedback as needed.
(2) About 1-4 times per week, teachers
should grade written exit tickets.
(3) About 3-5 times per week, teachers
should evaluate student annotations from
homework.
(4) Each time there is reading homework,
teachers should evaluate student
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Summative
End-of-Unit Performance Task
IA1 – Please see this study guide for IA1
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comprehension & accountability through
DIRT quizzes.
(5) For film analysis, teachers should
evaluate student annotations and should
grade refined written products.
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Summative Assessments
Interim Assessment
IA1 will assess student textual and content knowledge from Unit 1. The study guide for IA1 can be found here. It is suggested that on lighter homework
nights, teachers assign portions of the IA1 study guide. It may also be beneficial to assign scholars parts of the study guide to complete over several days
weeks, which promotes self-monitoring and time management.
Performance Task
The performance task integrates all standards and requires students to synthesize their understandings & analytical abilities in new settings (e.g., with
the entire novel for the first time or with a new text).
The unit’s performance task includes one essay:
 Part 1: Students should respond to the following prompt through an on-demand PBA essay that takes place over one class period; this matches
the spirit of many end-of-course college exams that culminate in an on-demand, timed essay. The prompt is in the box here:
You have done ample reading during this unit about the moral and immoral aspects of societal behavior. Based on these readings & your key
learnings from this unit (NOT on personal experiences), which of the four ethical theories (covered in Lesson 5), if practiced by all members of
society, would likely lead to the most moral and peaceful society? In your essay, you must:

Take a definitive stance that is informed by and cites evidence from:
o The core novel
o The article Theories of Ethics: An Introduction
o At least 1 other supplemental text from this unit
Please see the student-friendly performance task packet available here.
Exemplar – General framework for each argument
Argument A: The ethic theory of virtue ethics would lead to the most moral and peaceful society.
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Sample Thesis: Considering Atticus’ incredibly noble character in contrast with the questionable character of some police officers in recent tragedies,
it is clear that virtue ethics – which calls for a virtuous character over a adherence to particular duties – would likely lead to the most moral and
peaceful society if adopted by all people.
Sample evidence from Theories of Ethics: An
Sample evidence from To Kill a Mockingbird to Sample evidence from other texts
Introduction to support argument
support argument
People who believe in virtue ethics believe that
But if the police can't be trusted to get a man to
a person’s character is more important than
jail without grave injury, can they be trusted to
following rules or fulfilling a duty.
investigate this death effectively? (Graham)
Argument B: The ethic theory of utilitarianism would lead to the most moral and peaceful society.
Sample Thesis: Considering the historical and current injustices plaguing black America, the interests and values of Calpurnia’s church, and the
collective misery outlined in Dunbar’s poem We Wear The Mask, it is clear that utilitarianism – by advocating for doing the most good and the least
harm – would likely lead to the most moral and peaceful society if adopted by all people.
Sample evidence from Theories of Ethics: An
Sample evidence from To Kill a Mockingbird to Sample evidence from other texts
Introduction to support argument
support argument
Utilitarianism advocates making a choice that
 “We smile, but, O great Christ, our cries
will lead to the greatest overall happiness or the
To thee from tortured souls arise.”
least overall evil.
(Dunbar)
 The economic devastation of the Great
Recession also shows African Americans
under siege. The foreclosure crisis hit
black Americans harder than any other
group in the United States. A 2013
report by researchers at Brandeis
University calculated that “half the
collective wealth of African-American
families was stripped away during the
Great Recession,” in large part because
of the impact on home equity. In the
process, the wealth gap between blacks
and whites grew. (Anderson)
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Argument C: The ethic theory of care ethics would lead to the most moral and peaceful society.
Sample Thesis: Considering the tragedy of Emmett Till’s death, the unsympathetic treatment of Boo Radley, and the virtuous character of Atticus
Finch, it is clear that care ethics – with its emphasis on empathy and protection of the vulnerable – would likely lead to the most moral and peaceful
society if adopted by all people.
Sample evidence from Theories of Ethics: An
Sample evidence from To Kill a Mockingbird to Sample evidence from other texts
Introduction to support argument
support argument
“A newer field of ethics, care ethics promotes
“You never really under a person until you
Though she never stopped feeling the pain of
empathy and compassion for others above all
consider things from his point of view… until
her son's death, Mamie Till (who died of heart
else.”
you climb into his skin and walk around in it.”
failure in 2003) also recognized that what
(p. 33).
happened to her son helped open Americans'
eyes and built crucial empathy for the racial
hatred plaguing the country, and in doing so
helped spark a massive protest movement for
racial equality and justice. (from Emmett Till
article)
Argument D: The ethic theory of deontology would lead to the most moral and peaceful society.
Sample Thesis: Considering Atticus’ authentic defense of Tom Robinson and the lack of ethical duty of judges and juries in the Scottsboro Boys case,
of it is clear that deontology – which promotes ethical behavior if everyone upholds certain responsibilities – would likely lead to the most moral and
peaceful society if adopted by all people.
Sample evidence from Theories of Ethics: An
Sample evidence from To Kill a Mockingbird to Sample evidence from other texts
Introduction to support argument
support argument
Deontology claims that ethical people have a
Norris calmly told the judge. "They didn't find
duty to act morally towards other people and
me guilty. They just thought they did. I am
that an action is moral if it upholds your duty to
accused of a crime I never even thought about
others.
committing." (Graham)
Criteria for Success
Responses should be graded using the On-Demand PBA rubric, with a specific focus on the following rows:
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Ideas – threshold score is a 1
Evidence – threshold score is a 1
Language – threshold score is a 1
Additionally, strong student responses must:
 Include analysis of Lee’s novel that likely focuses on her characterization of Atticus, Scout, and/or other characters
 Include analysis of one article and effectively links the information in that article to Lee’s novel
Key Definitions of Important Unit 1 Literary Terms
(Full List Available Here)
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Analogy: Comparison made between two things to show how they are alike
Anecdote: Brief story, told to illustrate a point or serve as an example of something, often shows character of an individual
Connotation: the associations and emotional overtones that have become attached to a word or phrase, in addition to its strict dictionary
definition.
Characterization: the process by which the writer reveals the personality of a character.
o Indirect Characterization: the author reveals to the reader what the character is like by describing how the character looks and dresses,
by letting the reader hear what the character says, by revealing the character’s private thoughts and feelings, by revealing the characters
effect on other people (showing how other characters feel or behave toward the character), or by showing the character in action.
Common in modern literature
o Direct Characterization: the author tells us directly what the character is like: sneaky, generous, mean to pets and so on. Romantic style
literature relied more heavily on this form.
o Static Character: is one who does not change much in the course of a story.
o Dynamic Character: is one who changes in some important way as a result of the story’s action.
o Flat Character: has only one or two personality traits. They are one dimensional, like a piece of cardboard. They can be summed up in one
phrase.
o Round Character: has more dimensions to their personalities---they are complex, just a real people are.
Colloquialism: a word or phrase in everyday use in conversation and informal writing but is inappropriate for formal situations.
Conflict: the struggle between opposing forces or characters in a story.
o External Conflict: conflicts can exist between two people, between a person and nature or a machine or between a person a whole
society.
o Internal Conflict: a conflict can be internal, involving opposing forces within a person’s mind.
Dialect: a way of speaking that is characteristic of a certain social group or of the inhabitants of a certain geographical area.
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Diction: a speaker or writer’s choice of words.
Didactic: form of fiction or nonfiction that teaches a specific lesson or moral or provides a model of correct behavior or thinking
Explication: act of interpreting or discovering the meaning of a text, usually involves close reading and special attention to figurative language.
Figurative Language: Words which are inaccurate if interpreted literally, but are used to describe; typically figurative language illustrates
comparisons or describes qualities.
o Metaphor: figurative language that makes a comparison between two unlike things without the use of such specific words of comparison
as like, as, than, or resembles.
o Simile: figurative language that makes an explicitly comparison between two unlike things, using words such as like, as, than, or
resembles.
o Personification: figurative language in which an object or animal is given human feelings, thoughts, or attitudes.
Flashback: a scene that interrupts the normal chronological sequence of events in a story to depict something that happened at an earlier time (or
an entire story/novel can be told in flashback)
Foreshadowing: the use of hints and clues to suggest what will happen later in a plot.
Point of view: the vantage point from which the writer tells the story.
o First Person Point of View: one of the characters tells the story.
Situational Irony: takes place when there is a discrepancy between what is expected to happen, or what would be appropriate to happen, and
what really does happen.
Stream of Consciousness: a style of writing that portrays the inner (often chaotic) workings of a character’s mind.
Juxtaposition: poetic and rhetorical device in which normally unassociated ideas, words, or phrases are placed next to one another, creating an
effect of surprise and wit. Ezra Pound: “The apparition of these faces in the crowd;/ Petals on a wet, black bough.” Juxtaposition is also a form of
contrast by which writers call attention to dissimilar ideas or images or metaphors.
Planning Suggestions
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Homework: It is recommended that students submit annotations AND take a DIRT quiz for most homework days. DIRT quizzes can take the form
of 2-3 comprehension-based MC questions.
Differentiation: For students with interventions, the following modes of differentiation may be helpful – note that some of these could be
mixed/matched:
o For students with decoding interventions: give the option for students to read aloud with the audiobook, available starting here for the
core novel for free
o For students with fluency interventions: for the most complex sections of text that will be read in class, recommend that scholars read
those sections in advance (additional homework) so that they get multiple reads (which has been shown to improve fluency); for reading
at home, give the option for students to read aloud with the audiobook, available starting here for the core novel for free
o For students with comprehension interventions: leverage one-on-one conferences to check-in on comprehension during AIR
Pacing: There are several important pacing considerations for this unit.
o IA alignment: IA1 will assess all of To Kill a Mockingbird. The novel must be finished by IA1 administration.
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o
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NY/CT differences: NY teachers will have 32 days to teach this unit while CT teachers will have 33 days. See aims calendar for
recommendations for flex days.
Feedback & Grading: Review these resources for guidance about providing feedback to students and grading assignments.
o Annotations
o Short Responses (Exit Tickets)
o Multimedia analysis
o DIRT Quizzes
o Performance Task: All schools will be responsible for administering both parts of the performance task, which will be used for cross-school
LASWs. To maintain data integrity, this assessment MUST be given independently (e.g. no read-aloud for students – with the exception of
reading the task itself aloud to students).
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Calendar of Aims
Day 1 – Framing and Close
Reading
NOTE: You will want to frame the
year and the book scholars are
about to read – it is important to
frame it as a book of morality,
coming of age, and courage; Day
1’s close reading poem serves as an
examination of both coming of age
and courage, a link you’ll need to
forge for students as they will not
have context of the novel.
Guiding TDQ: As we age, does
courage remain the same & persist
or does it evolve?
Reading: Courage by Anne Sexton
(Anthology, p. 2)
Homework: The Jim Crow South &
To Kill a Mockingbird (Anthology, p.
2)
Day 2 – Reading Workout
Day 3 – Reading to Learn
Day 4 – Reading Workout
Do Now Text: Chapter 1
(Anthology, p. 7)
Guiding Question:
(1) Is duty more beneficial or
more harmful for society?
(2) Is it better to act for the
purposes of empathy or
duty?
Guiding TDQ: Per the definitions
and criteria set forth in the article
“Empathy as Virtue”, which
characters are empathetic?
Guiding TDQ: How does Lee’s
choice of narration provide the
reader with unique insight?
Reading: TKAM Chapter 1, pages 110
Stopping
Point
p.1-5 (…in
town.)
p.5-6
(…fear
itself).
p. 6-9
(…and
wondering)
p. 9-10
(…was
born)
Prompt
What do we know about the
Finches so far? What do we
know about Atticus Finch in
particular?
Where is the novel set? What
is significant about the
setting?
Which other characters impact
the narrator, Scout? How?
How is the Radley place
anomalous in this setting?
Reading:
(1) Empathy as Virtue
(Anthology, p. 8-9)
(2) Ethical Duty (Anthology)
Homework: TKAM Chapter 2,
pages 17-24 (all)
Reading: TKAM Chapter 3, pages
25-35 (all)
Stopping
Point
p. 25-26
(forgotten he
was a
Cunningham.)
p. 26-27
(…eat in the
kitchen!)
p. 27-31
(…running
away.)
p. 31-35
Prompt
Which characters are
empathetic? How does Lee
illustrate this?
Which characters are
empathetic? How does Lee
illustrate this?
Which characters are
empathetic? How does Lee
illustrate this?
Which characters are
empathetic? How does Lee
illustrate this?
Homework: TKAM Chapter 4, pages
36-45 (all)
Homework: TKAM Chapter 1,
pages 10-16 (all)
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Day 5 – Reading to Learn
Day 6 – Reading Workout
Day 7 – Reading Workout
Day 8 – Flex
Guiding Question: How would
each of the ethical theories
respond to the scenario with Dr.
Khalil?
Guiding TDQ: Which characters
would be considered ethical
according to deontology?
Guiding TDQ: Which characters
would be considered ethical
according to virtue ethics? Care
ethics?
Option 1: IA Prep
 Use this day to help students
begin their preparation for
studying for the IA (e.g., host
an in-class study session that
fosters strong studying habits)
Reading: Theories of Ethics: An
Introduction (Anthology, p. 11-15)
Homework: TKAM Chapter 5,
pages 46-55 (all)
Reading: TKAM Chapter 6, pages
56-64 (all)
Stopping
Point
p. 56-59
(…looked
in).
p. 59-62
(…after
us.)
p.62-64
(end)
Reading: TKAM Chapter 8, pages
75-84 (all)
Prompt
Are any of the children
considered ethical according to
deontology?
Which characters would be
considered ethical according to
deontology?
Which characters would be
considered ethical according to
deontology?
Homework: TKAM Chapter 7, pages
65-71 (all) and Chapter 8, pages 7275 (end of page, “and little-bitty
arms.”)
Stopping
Point
p. 75-77
(…in the
car.)
p. 77-80
(…said
Jem.)
p. 80-84
(end)
Prompt
Which characters would be
considered ethical according to
virtue ethics? Care ethics?
Which characters would be
considered ethical according to
virtue ethics? Care ethics?
Which characters would be
considered ethical according to
virtue ethics? Care ethics?
Homework: Flex –this may be a
good opportunity to do a refresher
on duty (Day 3) as students will
need it for the next close reading
lesson
Option 2: Seminar
 Repurpose this day to extend
Lesson 17 and make it a 2-day
lesson, including a seminar
Option 3: Reading Workout
 Teach a reading workout lesson
on TKAM Chapter 9 (pages 8591)
Homework: TKAM Chapter 9,
pages 85-91 (end at “take them
away from us for good”).
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Day 9 – Close Reading
Day 10 – Flex
Day 11 – Seminar
Day 12 – Reading Workout
Guiding TDQ: Does Atticus act
ethically out of empathy or duty?
Option 1: Reading to Learn
 Is the law always moral?
 Morality & The Law from
Ethics: Theory and Practice
Guiding TDQ: Does Atticus act
ethically out of empathy or duty?
Guiding TDQ: Which ethical theory
does Atticus appear to advocate?
Reading: Excerpts from TKAM,
including:
 Chapter 9, pages 85-87
 Chapter 10, pages 109-113
Reading: TKAM Chapter 11, pages
114-121 (stop at break)
Reading: TKAM Chapter 9, pages
85-87 (stop at “…this is still our
home.”)
Homework: TKAM Chapter 9,
pages 91-101
Option 2: Close Reading
 Is ethics futile?
 Ethics by Linda Pastan (in
Anthology)
Option 1: IA Prep
 Use this day to help students
begin their preparation for
studying for the IA (e.g., host
an in-class study session that
fosters strong studying habits)
Homework: Flex – this may be a
good opportunity to assign
studying for the IA and/or
annotation practice; alternatively
students may begin preparing their
studies for the IA
Stopping
Point
p. 114-116
(who ever
lived.)
p.116-120
(person’s
conscience.)
p.120-121
(end)
Prompt
Which ethical theory does
Atticus appear to advocate?
Which ethical theory does
Atticus appear to advocate?
Which ethical theory does
Atticus appear to advocate?
Homework: TKAM Chapter 11,
pages 121-128 (all)
Homework: TKAM, Chapter 10,
pages 102-113 (all)
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Day 13 – Close Reading
Day 14 – Reading Workout
Day 15 – Reading Workout
Day 16 – Reading Workout
Guiding TDQ: Does Dubois
consider black churches to be
moral institutions?
Guiding TDQ: Does Dubois’
description (in Day 13’s text) of the
“new Negro church” reflect
Calpurnia’s church?
Do Now Text: The Road to
Character by David Brooks (in
Anthology)
Guiding TDQ: Which
theory/theories of ethics are
driving the behavior related to the
jailhouse?
Reading: Excerpts from The New
Negro Church by W.E.B. Dubois (in
Anthology)
Homework: Flex – this may be a
good opportunity to assign
annotation practice (i.e., give
students 4-6 sample annotations
and charge them to improve the
annotations); alternatively
students may begin preparing their
studies for the IA
Prompt
Guiding TDQ: Given what Brooks
describes (in the Do Now excerpt)
what are Jem’s “loves”? Scout’s?
What are the differences between
how they order their respective
loves?
What does Calpurnia’s behavior
suggest about her church and the
people who attend it?
Reading: TKAM, Chapter 14, pages
153-163 (all)
Reading: TKAM Chapter 12, pages
131-139 (end at bottom of page
139, “and church was over.”)
Stopping
Point
p.131134
(smiles
on your
faces.)
p.134136
(don’t
want us
here --)
p. 136138
(heard
it.)
p. 138139
(church
was
over).
Does Dubois’ description of the
“new Negro church” reflect
Calpurnia’s church?
Does Dubois’ description of the
“new Negro church” reflect
Calpurnia’s church?
Does Dubois’ description of the
“new Negro church” reflect
Calpurnia’s church?
Homework: TKAM, Chapter 12,
pages 139-143 and Chapter 13,
pages 144-152 (all)
Stopping
Point
p. 153156
(was
furious.)
p. 156157 (us
again).
p. 157160
(without
a word.)
p. 160163
(end)
Prompt
What are Atticus’ “loves”? Aunt
Alexandra’s? Scout’s?
What are Jem’s loves? Scout’s?
What are the differences in how
they order their respective loves?
What are Jem’s loves? Scout’s?
What are the differences in how
they order their respective loves?
How does Lee illustrate the
innocence that Scout & Dill still
possess?
Reading: TKAM, Chapter 15, pages
164-176
Stopping
Point
p. 164167
(leave
him
alone).
p. 167171 (see
where
he was.)
p. 171172
(think
so?”)
p. 172176
(end)
Prompt
Which theory/theories of ethics
drive the scene outside of the
Finch home?
Which theory/theories of ethics
drives Atticus’ choice to sit
outside the courthouse?
Which theory/theories of ethics
are driving the behavior at the
jailhouse?
Which theory/theories of ethics
are driving the behavior at the
jailhouse?
Homework: Excerpts from Equal
Justice Initiative Report – Lynching
in America: Confronting the Legacy
of Racial Terror (Day 2 of 2)
Homework: Excerpts from Equal
Justice Initiative Report – Lynching
in America: Confronting the Legacy
of Racial Terror (Day 1 of 2)
17
Day 17 – Reading to Learn
Day 18 – Reading Workout
Day 19 – Reading Workout
Day 20 – Reading Workout
Guiding TDQ: What are the
disturbing ethical issues
surrounding the Scottsboro boys?
Does Lee’s novel effectively
critique these ethical issues?
Guiding TDQ: How does Lee further
emphasize Atticus’ good & noble
nature in this chapter?
Guiding TDQ: How does Chapter 19
symbolize a greater battle between
good and evil?
Reading: TKAM, Chapter 18, pages
208 (top of page)-215(all)
Reading: TKAM, Chapter 19, pages
216-226 (all)
Reading: Stories of Scottsboro (in
Anthology)
Guiding TDQ: Literary scholars have
said that in this chapter, “there is
no real suspense – even Atticus
knows that the verdict is a
foregone conclusion… and yet Lee
attempts to create a suspenseful
scene.” Does Lee effectively create
a suspenseful scene?
Homework: TKAM, Chapter 16,
pages 177-188
Reading: TKAM, Chapter 17, pages
188-202 (all)
Stopping
Point
p. 188192 (end
of page)
p. 193195
p. 195
(“Mr.
Robert…)
– p.198
(Proceed,
Mr.
Gilmer.)
p. 198201
(wreck
your
case).
p. 201end
Prompt
Is there any suspense in the
beginning of this scene? If so,
how does Lee create it?
Bridge if necessary to finish
Chapter
Literary scholars have said that
in this chapter, “there is no real
suspense – even Atticus knows
that the verdict is a foregone
conclusion… and yet Lee
attempts to create a suspenseful
scene.” Does Lee effectively
create a suspenseful scene?
… Does Lee effectively create a
suspenseful scene?
Stopping
Point
p. 208-209
(“what was
it?”)
p. 209-212
(“…please,
what
happened?”)
p.212-215
Prompt
How does Lee further
emphasize Atticus’ good &
noble nature in this chapter?
How does Lee further
emphasize Atticus’ good &
noble nature in this chapter?
How does Lee further
emphasize Atticus’ good &
noble nature in this chapter?
Homework: Read poem Sympathy
by Paul Laurence Dunbar (in
Anthology)
Stopping
Point
p.216218 (end
of page)
p. 219221
(sure
sign of
guilt.)
p. 221223 (end
of page)
p. 224226
(end)
Prompt
How does Chapter 19 symbolize
a greater battle between good
and evil?
How does Chapter 19 symbolize
a greater battle between good
and evil?
How does Chapter 19 symbolize
a greater battle between good
and evil?
How does Chapter 19 symbolize
a greater battle between good
and evil?
Homework: TKAM, Chapter 20,
pages 227-234 (all)
…Does Lee effectively create a
suspenseful scene?
Homework: TKAM, Chapter 18,
pages 202-207 (bottom of page)
18
Day 21 – Close Reading
Day 22 – Reading Workout
Day 23 – Close Reading
Day 24 – Seminar
Guiding TDQ: To which ethical
belief system(s) is Atticus appealing
in his closing remarks? Are his
choices the right ones given his
duties?
Guiding TDQ: Which system of
ethical beliefs separates Jem from
the men on the jury?
Guiding TDQ: Which virtue more
strongly reflects Atticus’ ethical
code – empathy or duty?
Reading: TKAM, Chapter 20,
Atticus’ closing remarks: pages 230
(starting at last line “Gentlemen,”
he was saying…) – page 232
(ending at last line “do your duty.”)
Guiding TDQ: Chapter 22 suggests
that the outcome of the trial “ain’t
right”, but also that there are still
good people and positive things
about the trial – does Lee more
strongly suggest simply that the
guilty verdict is immoral and
unethical, or does she more
strongly imply that the people &
events surrounding the trial are
both good and bad?
Reading: Chapter 23, pages 251
(starting at “If you had been…”) –
page 252 (ending at …interrupting
to ask questions.”)
Reading: Various excerpts, TKAM,
including:
 Chapter 3, pages 33-35
 Chapter 21, pages 235-241
 Chapter 24, pages 268-270
Homework: TKAM, Chapter 21,
pages 235-241 (all)
Reading: TKAM, Chapter 22, pages
242-247 (all)
Stopping
Point
p. 242243
(Good
night.”)
p. 243245 (as
they
seem.”)
p. 245247
(end)
Homework: TKAM, Chapter 24,
pages 260-271 (all)
Homework: TKAM, Chapter 25,
pages 272-276
Prompt
What does the end of the trial
signify about the moral character
of Jem? Atticus? “Them” (the
jury)?
Does Lee more strongly suggest
simply that the guilty verdict is
immoral and unethical, or does
she more strongly imply that the
people & events surrounding the
trial are both good and bad?
Does Lee more strongly suggest
simply that the guilty verdict is
immoral and unethical, or does
she more strongly imply that the
people & events surrounding the
trial are both good and bad?
Homework: TKAM, Chapter 23,
pages (248-259)
19
Day 25 – Reading to Learn
Day 26 – Close Reading
Day 27 – Reading Workout
Day 28 – Reading Workout
Guiding TDQ: Is Tom Robinson’s
story deeply different than or
overwhelmingly similar to the
stories of Emmett Till, Freddie
Gray, and others?
Guiding TDQ:
Option 1: Does Lee effectively
illustrate the hypocrisy of the white
Maycomb townspeople?
Option 2: Do age and wisdom go
hand-in-hand?
NOTE: It may be best to bridge
pages 292-297
Guiding TDQ: Does Lee culminate
the novel by advocating for
empathy or duty as the more
important virtue?
Reading: TKAM, Chapter 26, page
280-283
Reading: TKAM, Chapter 28, pages
292 or 298-305 (depending on
bridging)
Readings (in Anthology unless
hyperlinked below):
 Emmett Till
 The Mysterious Death of
Freddie Gray
 Ferguson isn’t about black rage
against cops. It’s white rage
against progress
 Black Men in Public Spaces
Homework: TKAM, Chapter 26,
pages 273-283 (all)
Homework: TKAM, Chapter 27,
pages 284-291 (all)
Guiding TDQ: How does Lee
juxtapose the virtue of courage
with evil and cowardice?
Stopping
Point
p. 292-298
(tomorrow,”
he said.)
p. 298-300
(stopped
and
listened.)
p. 300-302
(took Jem
inside.)
p. 302-305
(end)
Prompt
What’s the mood of these
pages? How does Lee create
it?
How does Lee illustrate the
virtue of courage?
How does Lee juxtapose the
virtue of courage with evil
and cowardice?
How does Lee juxtapose the
virtue of courage with evil
and cowardice?
Reading: TKAM, Chapter 31, pages
318-323
Stopping
Point
p. 318319
(Crook
of his
arm.)
p. 319321
(porch
was
enough.)
p. 321323
(end)
Prompt
Does Lee culminate the novel by
advocating for empathy or duty
as the more important virtue?
Does Lee culminate the novel by
advocating for empathy or duty
as the more important virtue?
Does Lee culminate the novel by
advocating for empathy or duty
as the more important virtue?
Homework: Criteria of anti-racist
literature (in Anthology)
Homework: TKAM, Chapter 29 and
30, pages 306-317 (all)
20
Day 29 – Seminar
Day 30 – Flex
Day 31 – Flex
Guiding TDQ: Is Lee’s novel
effectively “anti-racist” as it has
been so lauded?
If you do not have pacing concerns
and can use this day, use it for a
reading workout extension lesson
(below).
Cut this day if you teach in NY
(holiday in NY only)
Readings:
 Criteria of anti-racist art &
literature
 TKAM (whole book)
Homework: Read Paul Laurence
Dunbar’s poem We Wear the Mask
(in Anthology)
Reading Workout Extension Lesson
Guiding TDQ: What parallels are
there between Wright’s story and
Lee’s novel? How does each
author communicate the struggles
of the individual and the plague of
racism?
Reading: Richard Wright’s short
story The Man Who Was Almost a
Man
Homework: Read Rudyard Kipling’s
poem If – (in Anthology)
Options for CT:
 Use this day for pacing issues if
you have them
 Use this day to allow students
to study and prepare for the IA
(you could move this to after
the performance task)
 Extend Lesson 17 to a 2-day
lesson, including a seminar
 Continue the reading of
Wright’s story (Day 30)
 Close Reading of Paul Laurence
Dunbar’s Sympathy (will need
to change homework from
Lesson 19
Day 32 – Performance Task Day 1
of 2
Begin performance task
Homework: Students may study for
the IA
Day 33 – Performance Task Day 2
of 2
Complete performance task
Homework: Students may study for
the IA
21
Appendix A: Text Complexity
Text
Text Complexity (Core Texts Only)
Qualitative Complexity
Quantitative

To Kill a
Mockingbird
Grade-Level
Equivalent:
8.1



Organization (Medium): Generally, this text is ordered in a highly predictable and accessible way, with a
chronological order and clear sections. At rare times, the use of an older narrator who is speaking through
flashback AND – occasionally – through the first-person of her younger self can be confusing.
Syntax (Low): There are a variety of sentence lengths and structures, but they overwhelmingly follow a
predictable structure. There is ample dialogue with shorter sentences.
Vocabulary (Medium): This text has several Tier 3 words and some difficult but not necessarily unfamiliar Tier 2
words. There is also dialect-specific vocabulary that students will likely find unfamiliar.
Density (Low): The ideas in this text are relatively accessible, though the teacher will need to push students
beyond baseline “bumper sticker” ideas (e.g., “Treat others the way you want to be treated.”)
22