Instruction and Management
Plan for To Kill A Mockingbird
By Harper Lee (TKAM)
Original Lesson Sequence designed by Jacquelyn Wood
Originally taught at Poudre High School.
Regular English Nine course. Second semester. Begin date: January
22nd - March 13th, 2014.
(22 lessons total in the unit’s entirety)
Table of Contents:
Cover page...................................page 1
Explaination of Sequence and organization....page 2
Dayily lessons inlcuding reflections......page 3-32
Reference List..............................page 33
*Apendices are included on my website in seperate folders.
Explaination of Sequence and organization of Unit:
The sequcence of my To Kill a Mockingbird Unit very simply follows the plot and structure of
1
the novel. My lessons have been designed thematically and structurally in order to enhance students’
understanding and ability to connect to what they are reading, when they are reading it. The major goals I
have for students during this unit are that they are challenged both empathetically and pushed to gain a
deeper, real-life understanding of the motifs justice, injustice, and courage. These motifs are stressed
throughout the unit and my pre-and post assessmens that bookend the unit revovle around these concepts
in order to show growth in student’s depth of understanding.
The unit begins with an introduction of these important themes, as well as intentional class time
that is devoted to supporting and building students’ background knowledge on America’s inner turmoil in
the 1930’s (which is when the action within novel takes place).
During the unit, students will be asked to complete regular writing assignments called “writer’s
notebooks.” These exersizes both challenge their knowledge of the novel and calls them to participate in
interacting with the text on a personal basis. I often use these and shared responces as a formative
assessment as thier post assessment calls them to writed thematically on the novel as well. Students will
also be asked to participate in various “reader’s theatre” activities where students not only participate in
reading, but acting as well. This puts the students in a much more involved role than simply listening to
their teacher read aloud (but never fear, they do plenty of that as well). Throughout the unit, students are
also asked to engage in the creation of a number of creative projects that assess their learning and thinking
from a different perspective. There are three of these: The boo Radley project, the Dill’s Lies activity, and
the Character Body Biography project. The body biography is the students final project and affects their
grade the most as it is the most labor and thinking intensive of the three activitites. Each student is given
the name of a single character in which they are to create interpretively based off textual evidence of their
reading of the novel. A final activity that you will regularly see apprear in the unit is class discussion.
This is a major backbone of the class, as I believe the best learning comes not from the teacher’s mouth
but the students own, in conjuntion with their peers. I have questions that I want to see turned over during
these times, but students are always welcomed and encouraged to invite their own conversations,
questions, and even debate on a regular and informal basis.
Technology is also employed regularly in class through the use and support of the smart board,
film clips, full length film, presentations, students’ creation of power points, and writer’s notebook slides.
Daily Lesson Plans of TKAM Unit:
2
*Note: Any items in Bolded blue font can be found in the writer’s
notebook slide section on my website. Any items in bolded pink can be
found in the Important handout section.
TKAM Unit: Day one (85 min) No Reading covered.
Lesson Topic: “Where do we stand?” Opinions and Background knowledge. Pre-assessment day as well.
Content Standards:
CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
Homework Due: Bring laptops and writer’s notebook to class today.
Understandings/Goals: (1) Students will be aware of what opinions they have on controversial subject
matter before beginning the novel. (2) Students will begin thinking about the overarching concepts of the
unit and (3) Students will gain background knowledge on what the 1930’s looked like in the United states
(4) I will be able to collect data from the opinionnaires to be able to pre-assess what the students
understand concerning the major themes of the novel.
Essential Questions: (1)“How does one determine what is just or not just behavior towards others? (2)
How does intolerance in today’s society touch our lives? (3) What does courage mean to you?”(4) What
does America in the 1930’s look like?
Student Objectives (Outcomes): Students will be able to…
(1)Begin thinking about the essential/overarching concepts for the unit
(2) Be aware of their pre-conceived ideas on the controversial questions that the novel addresses.
(3) Complete Pre-assessment.
Performance Tasks/Assessments:
Pre-assessment: The individual answers on the opinionnaire sheet as well as the answers to the students
wrote on the overarching questions of the unit in their writer’s notebooks. The Pre-Assessment Writing
Test.
Post-assessment: The information students are able to collage into their photo essays by the end of class.
These will be checked by a teacher before the student leaves for the day.
3
Learning Activities:
(10 min) No SSR today. Check out books to the students.
(20 min) Pre-Assessment writing test on the following three questions: (1)“How does one determine
what is just or not just behavior towards others? (2) How does intolerance in today’s society touch our
lives? (3) What does courage mean to you?” *Students choose one out of the first two and have to write
about #3. For each answer, they have to give an example as support to the claim that they are making. At
the end of the writing time, have a class share out on what they wrote. These are turned into me for me to
hold onto and are considered my “pre-assessment.”
(20 min) Opinionnaire Activity: Have students fill out a copy of the “Exploring my opinions” in
Sprinboard books on page 342. (5 min). Then break students into small groups of 4 around each other to
discuss and compare answers (5 min). After discussing, ask each group to share 1 thing that they strongly
agreed with and one thing they strongly disagreed with and support their answers (10-15 min).
(10 min) Transition from groups and into discussion for the photo collage activity. Tell students that we
will be making “photo essay” power points individually that will display images of important people,
events, and places from the united states during the 1930’s and the great depression. Before we read the
novel as a class, it will be important for us to be on the same footing on visualizing what was going on
during the time the novel takes place. Ask volunteers to write (at least) three events or concepts that were
important/taking place during the time: ex: great depression, stock market crash, dust bowl, Franklin D.
Roosevelt, end of prohibition, nazi Germany invades poland, beginning WWII.
(until the end of class- about 30 min) Put up projection of the photo essay project assignment and
have students get out laptops and begin on individual work time.
Materials Needed: Student copies of TKAM, Opinionnaires (or spring board books with the page in
them), a copy of the photo essay assignment to project on the smartboard. Pre assessment writing
activity.
Homework Assigned: Finish photo collage if you did not for homework. Due at the beginning
of the next class period to be checked by a teacher.
Accommodations: Longer writing time for students who need it.
Post teaching reflections:
Students loved this! I was so impressed with how much buy in they took on carefully explaining the way
they thought during the opinionnaire. Discussion got a little passionate as students did a bit of back and
forth rebuttal with one another when thoughts differed. Definitely recommend this as a great
“construction of knowledge” lesson based off all the students speaking and listening to what their peers
thought and had to say. If I had to do anything differently, I would have allowed for more time for
students to hash out their opinions with one another, rather than being caught up in the timing of the
lesson. Also, a good way to make sure that my quite students are speaking up as well would be to simply
call on them; simply, yet easy way to makes sure that I’m allowing all the voices to be heard and
accomidate quite learners to step out of their comfort zone.
TKAM Unit: Day
2. (48 min) . No reading Covered.
Lesson Topic: “Justice in the 1930’s and afterwards.”
4
Content Standards:
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
Homework Due: Photo Collages due at the beginning of class to be checked by a teacher.
Understandings/Goals: Students will begin thinking about the injustices that were alive and
well in America and the world in the 1930’s. Students will also be able to pinpoint injustices that
are currently a part of their own lives
Essential Questions: Weisenthal saw an injustice in his own life and the lives of those around
him and took action to make it right. Where have you seen injustice in school and/or your
everyday life, and what can YOU do about it?
Student Objectives (Outcomes): Students will be able to…
(1) Understand a number of forms of injustices that were a part of the world in the 1930’s.
(2) Pinpoint injustices in their own lives and come up with actions that they can take in order to
seek justice in these areas.
Performance Tasks/Assessments:
Pre-Assessment: The journal entry on Injustice from the previous class session which made
them decide for themselves what was “just behavior” towards others.
Post-Assessment: Their new journal entry assignment on the injustices that they can see in
their own lives and what they can do to rectify that situation.
5
Learning Activities:
*Check for completion on the photo essays and stamp student’s “independent reading” sheets
during this first individual work time. ask them to have their materials out and ready for when
you come around.
(10 min.) Ask students to pull out their laptops and do a quick google search on “Jim Crow
Laws” ask them to write down at least 5 findings. Give them the hint that they can be looking for
anything along the lines of “what they were, why they were instated, who instituted them, who
they affected, when they ended, give some examples of types of laws.”
(10 min) Group discussion on findings. ASK: what how do you think that this affected the lives
of Black Americans on a day to day basis? Do you think they perpetuated white prejudice
against them? How do you think these laws reinforced intolerance? In history, can you think of
other ethnic groups being subjected to harsh stereotyping and discrimination?
(20 min) Explain that there were more than just the injustices of African Americans going on in
the 1930’s. Remind them that at the close of the 1930’s, WWII was beginning. Ask a student to
remind you what went on in WWII that was unjust. Read article on Wiesenthal and his journey
for justice (aloud?). After they read, have students answer the following question in their
writer's’ notebooks: “Weisenthal saw an injustice in his own life and the lives of those around
him and took action to make it right. Where have you seen injustice in school and/or your
everyday life, and what can YOU do about it?” -Make sure they have a grasp on before they
write as to what justice is.
(8 min) Have students do a pair share with one another and then share out with the groupreminded them that a pair share is when: students share their thinking, questions, and work as
a whole. The pair will share and compare with one another, using this time to grow and
collaborate their thinking and troubleshoot any questions or misguided thinking amongst one
another. After sharing together, the class comes back as a whole and each pair is responsible
for sharing out to the group what they discussed.
*SSR if time is left over in class.
Materials Needed: Student laptops, writer’s notebooks, handouts for students of the
Wiesenthal article.
Homework Assigned: No new homework. Remind them to finish Edward Essay for the next
period.
Accommodations: Longer writing time for students who need it. Also, allow students who
need to work by themselves to do so.
Post Teaching Reflection:
Great day! Things I would have done differently though: Have a prepared list of student names to check
off their work that they are turning in at the beginning of the period (and simply highlight their names).
Also, make an announcement to the whole class about emailing me with late work at the beginning. This
will make things go much more quickly! I’d also make sure to clarify what I meant with “five findings”
aka. five facts about Jim Crow laws. Also, for reading, I would simply have students read to themselves
quietly and define tricky words for them up on the board beforehand.
TKAM Unit: Day 3 (80 min). Begin reading today! Chapter
Lesson Topic: “Setting the Scene for To Kill A Mockingbird”
1 read in class.
Content Standards:
CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
6
Homework Due: Edward Papers and Packets are due at the beginning of the period
Understandings/Goals: Students will be introduced to the main characters and the setting of
maycomb.
Essential Questions:
What can an author’s description and employment of imagery tell the reader about the setting?
How can we use these interpreting skills in the future as we keep reading the book?
Student Objectives (Outcomes): Students will be able to…
Pick out key words and phrases that are used in the text and be able to analyze how they
create the setting and set the mood for the story.
Performance Tasks/Assessments:
Pre-assessment: N/A
Post-assessment: N/A
7
Learning Activities:
*Ask everyone to pass all their Edward packets/essay forward and I will come by and pick them
up.
(8 Min) SSR (Take role)
(10 Min) Brief intro into TKAM (Sell the book!) Characters and important facts and themes such
as the following...
-It takes place during the same time that our collages were made to represent
-Its narrated through the perspective of a little girl named scout who actually isn’t girly at all.
She’s a tomboy who’s solution to everything is pretty much trying to beat it up.
-This book is also deals with the fact that “life isn’t fair,” which I’m sure is just your favorite
expression that adult-type people like to tell you. But this book centers around a town where
racism and judgmental oppression is the fabric of their lives. It takes place about 30 years
before the civil rights movement ever shows up and doesn’t sugarcoat the realities of life preMLK.
-set in the fictional town of Maycomb, Alabama
-It deals with real issues that were important then and are important today such as
questioning justice, inequality, and courage.
-That said, let’s just start reading because its too good not to wait any longer. I’ll be honest
though, this first part of the book can be a little slow because it gives us a lot of background
information right off the bat, but it will be helpful later on so we’ll push through and get it read
aloud together
(15 pages-- 35 min to read aloud) Read chapter 1 aloud to the class (make sure to stop and
clarify difficult words, ask what’s going on, and note important characters, facts, etc).
(15 min ) Visualizing the setting: After reading Ask students to share an index card between
themselves and a peer and re-read the last paragraph on page 8 (page 10 in other books)beginning with “the Radley place jutted.” On the note card, write down any sensory images and
words that create a vivid/clear picture in your mind of the house (3-5 words).
When they are done, have one member from each group write at least two of their words on the
board-- its alright if they repeat with other students’, but try and put original ideas up there.
-Question: bring up a word and ask who wrote it and WHY they picked it. After a few ask:
What do these words and images tell us about the house and who lives there? What effect
does the author create in this description. Consider the way the author describes the places
and people in the book and think about what she might be trying to tell us with her descriptions.
(10 min) Show the first scene of the film to the class
(5 min)Have a conversation about things that are similar/different (venn diagram?) concerning
the way that they imagined the first chapter, people, places, etc VS. the film. Remind them that
differences aren’t good or bad- just different ways to interpret the story.
If time is left over in class: Hand out maps to have students keep in order to help them
visualize the setting and keep track of what’s going on where and when in the story as we keep
reading. Offer extra credit to any student who can make a new map that is worthy of replacing
this one for the future.
Materials Needed: TKAM bookmarks, books, note cards, coloring sheets for the setting, colors
for students to use.
Homework Assigned: Bring an unique shoe to class during the next period!
Post teaching reflection:
Really great day in class. Both the students and I enjoyed the variety that the day held. It was great to
switch from one activity to the next. Something I would do differently is make sure that students have
enough time to work on their maps-- they will be a great help in the future- but only if they have time to
8
work on them at the beginning! An accomidation that I’m adding continually for this point on is allowing
students to draw three images that stand out to them while I’m reading if they are auditory learners and
prefer not to read along. This will show me that they are still engaged in what is going on though but
won’t frusterate them by forcing them to stare at the page.
TKAM Unit: Day 4 (80 min). Chapter 2 and 3 read
Lesson Topic: Walking in another person’s skin/shoes
in class today.
Content Standards:
CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in
detail 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.
CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United States, drawing on a wide reading
of world literature.
CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–
10 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose,
audience, and task.
Homework Due: Have brought a shoe to class.
Understandings/Goals: Students will understand the Atticus quote (written below)
Students will also become comfortable in verbally explaining their individual interpretations.
Essential Questions: What Does Atticus Mean when He says: “you can never understand
someone until you walk around in their skin”
Student Objectives (Outcomes): Students will be able to…
1. interpret the meaning of the following quote for themselves and apply it to their own lives:
“you can never understand someone until you walk around in their skin”
Performance Tasks/Assessments:
Pre-assessment: Predictions pre shoe explanation
Post-assessment: journal entry on #3
9
Learning Activities:
*When students come in, ask them to place shoes in a line at the front of the classroom. We will
use them later on in today’s activity.*
(10 min) SSR. Read chapter 2 (7 pages) silently. When students are done, ask them to pull out
their own books so that you know everyone is ready to begin and has read up to the same
point. *Take role during this time*
(10 min) Discussion on chapter 2: questions on a sticky at the top of the chapter.
(20 min) Read chapter 3 (10 pages aloud)
(20 min) Shoe Activity:
1.Assign each student to study one pair of shoes (if some students don‘t bring in shoes,
more than one student may be assigned to one pair of shoes) (3 min)
2). Quick Draw: This activity enables students to apply their knowledge in a creative
form. Have students sketch a picture of who they think are the shoe‘s owner (stick figures
work!) and what they might do while wearing the shoes. For example, if there is a pair of Nike
sneakers, a student may draw an athlete playing basketball. Remind students to keep all
sketches positive and respectful. (7 min)
3). When time is up, choose students to reveal their sketches and have the students
claim their shoes and explain who really owns it and how they are or are not like the sketch.
There should be some surprises during comparison of the sketches to reality. Use these
surprises to introduce the Atticus‘ quote (top of page 30). (10 min)
(10 min) Discussion on the following questions: Atticus says “you can never understand
someone until you walk around in their skin” How does this relate to the activity we just did?
What does he mean by this? How do we do this in real life?
(7 min) Writer’s notebook #3 on walking around in someone elses shoes. Pair share with a
partner if there is time left in class.
Materials Needed: Individual shoes that students brought to class today. Blank paper for
drawing. Digital writers notebook prompt.
Homework Assigned: Bring independent reading sheets in to class next session to be
checked by a teacher.
Post teaching reflection:
I was so excited to teach this lesson today! Everyone brought in shoes which was the biggest fear and
quite the miracle! The thing that I would have done differently is make sure to really hammer the
correlation between the quote and the shoe drawing activity. We didn’t have as much time as I wanted
after everyone completed their drawings as I wanted so I feel like some students didn’t quite get the point
of the activity. I’d perhaps assign chapter 2 for homework and not do ssr in the future, simply so this
activity got the time it deserved.
TKAM Unit: Day
Five (85 min) chapters 4-5 read in class today. Chapters 6 and 7
assigned for Homework.
Lesson Topic: Making predictions while reading.
Content Standards:
CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Homework Due: Outside reading sheets
10
Understandings/Goals: Students will understand the importance of supporting their
predictions with textual evidence. Students will understand that while the N word contains a
lot of emotional hurt in the past and is incredibly powerful, when used in the proper context
(such as literature) it
Essential Questions:
Student Objectives (Outcomes): Students will be able to…
.Use textual evidence to support their predictions as well as draw inferences from the text
Performance Tasks/Assessments:
Pre-assessment: the conversation at the end of chapter four on boo’s laughter
Post-assessment: the predictions that students are able to make about boo by the end of
chapter five and have it based on textual evidence.
Learning Activities:
(10 min) Give a candid talk on the use of the word ‘nigger’ in TKAM. Let students know that
they will be encountering it for the first time in the upcoming chapter.
(15 min) SSR on chapter 4 (8 pages) of TKAM. Inform students to switch to their own book if
they finish reading the chapter early.
(10 min) Group discussion on the below questions. One page turned into me. Go over them as
a class to wrap up.
● What superstitions do the children have in connection with the Radley house?
● Why do the children make Boo's story into a game?
● What do they do in this game? Do you think the game is an accurate version of what
happens in the Radleys' home?
● What might be the cause of the laughter from inside the house?
(10 min) This last question leads into the idea about “making predictions as we read” Good
readers make predictions while they read and thy confirm or negate these predictions based on
the information in the text.. if we think it was Boo who was laughing in the house, what do we
think would happen next? Come out and play? Stay in? What evidence do we have to support
our predictions?
During the next chapter write down any information and details about Boo Radley and use it to
make a prediction about what’s going to happen between boo and the kids.
(15 min) Read chapter 5 Aloud to the class (9 pages)
(17 ish min) Watch the film up until this point in the novel
Materials Needed: Discussion slide, books, copy of the film
Homework Assigned: Read chapters 6 and 7 (13 pages all together) for the first session next
week. There will be a quiz.
Post teaching reflection:
Intense way to begin the day. Monique gave the talk- which I really appreciated at this juncture of my
teaching. Make sure to let the students decide for themselves at the end of the talk that this is their choice.
If ANYONE has a qualm with it being used in class, we won’t. I really want to make sure that that is
emphasized. Something I would change is making sure to connect the “making predictions” focus all the
way through the lesson- check back in after and during reading chapter 5 aloud.
TKAM Unit: Day 6 (80 min). Chapter 8 read in class today.
Lesson Topic: Examining Character: Introduction to Boo Radley Assignment (Part 1 of 2)
11
Content Standards:
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient
facts, extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the topic.
Homework Due: Students read chapters 6-7 for Homework today
Understandings/Goals: Students will understand the boo radley project and how it connects
and will help us delve into his true character (as he is one of the most misunderstood).
Essential Questions: Who is Boo Radley? Who do the kids think he is? Where do they get this
information from? How believable are the superstitions that are linked to Boo?
Student Objectives (Outcomes): Students will be able to…
(1) Identify the superstitions that surround Boo Radley
(2) Identify what is true and what is false concerning Boo Radley’s character.
Performance Tasks/Assessments:
Pre-assessment: N/A
Post-assessment: Reading quiz and progress on boo radley project by the end of the period.
Learning Activities:
(1) (10 min) SSR on choice reading books and taking attendance.
(2) (10 min) Reading quiz on Chapters 6-7 (Found on document on google drive)
(3) (20 min) Read chapter 8 Aloud to the class
(4) (5 min) Introduce “Boo Radley” Assignment to the class (see handouts)
(5) (35 min) Students have work time until the end of the period today
Materials Needed: Boo radley assignment page, crafty materials, ssr books, TKAM books,
and reading quiz on chapters 6-7
Homework Assigned: Work on boo radley assignment. Due on the third session this week.
Post teaching reflection:
Good Day. Not too much to do and not too little. I’ve been trying to find a balance of that recently. I
really think students appreciated the opportunity to re-read (or read for the first time) before the quiz. That
way, students really were given the opportunity to succeed even if they forgot about the homework or
were worried that they perhaps forgot what occured in the novel during the course of the weekend. Good
start to the boo Radley quiz. Perhaps I would walk them through finding a few more examples before
letting them work, as many students would declare- “but I don’t know how to find this information!”
TKAM Unit:
Day 7 (80 min) . Chapter 9 read aloud in class. Chapter 10 Assigned
for homework.
Lesson Topic: : Examining Character: Introduction to Boo Radley Assignment ( Part 2 of 2)
12
Content Standards:
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient
facts, extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the topic.
Homework Due: None.
Understandings/Goals: Students will understand the boo radley project and how it connects
and will help us delve into his true character (as he is one of the most misunderstood).
Essential Questions: Who is Boo Radley? Who do the kids think he is? Where do they get this
information from? How believable are the superstitions that are linked to Boo?
Student Objectives (Outcomes): Students will be able to…
(1) Identify the superstitions that surround Boo Radley
(2) Identify what is true and what is false concerning Boo Radley’s character.
Performance Tasks/Assessments:
Pre-assessment: Questions during work time/before on Boo.
Post-assessment: Completed Boo assignment by the end of the period.
Learning Activities:
1. SSR. Read chapter 9 up until part way on page 68 lines “That it was the coldest night in his
memory, and that our snowman outside was frozen solid.” (About 5 pages) Then read your own
books.
*quick re-cap on what just happened as a group before moving on. (15-20 min)
2. Writers notebook (new experiences or favorite childhood memories?) allow students to
share. (15 min)
3. Read aloud the rest of chapter nine to the class (6 whole pages) (20 min)
4. Students work on boo radley until the end of the period (About 30 min).
Materials Needed: Class novels, Slide for Writer’s notebook, students’ work so far on Boo
Radley assignment.
Homework Assigned: Read chapter 10 for next time in TKAM. Boo due two session from
today.
Post teaching reflection:
Today, it was great getting to continue the concepts of yesterday’s lesson. I feel like taking two days to
work on work, ideas, and important concepts does a lot-- if only impressing the importance of what you
are doing to your students-- what you do one day is important in order to build upon what you’ll do in the
future. The standards were really met this way and it felt good to let them simmer and be re-addressed.
TKAM Unit: Day
8. (80 min). Chapter 11 read in class today (Last day of part one of
the novel!)
Lesson Topic: Checking in for understanding.
13
Content Standards:
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail 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.
CCSS.ELA-LITERACY.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.
Homework Due: Have read chapter 10 before coming to class so as to be prepared for the
quiz at the start of the period.
Understandings/Goals: Students will have a firm grasp on the text as we finish part one.
Students should also have established a connection with one or more character.
Essential Questions:
Student Objectives (Outcomes): Students will be able to…
(1) Move confidently into part two of the novel with understanding of the text up to this point.
(2) Pinpoint important facts about maycomb (this means actually figure out what is important
and what’s not!).
Performance Tasks/Assessments:
Pre-assessment: Quiz on chapter ten
Post-assessment: Sticky note on the MOST important facts of Maycomb
Learning Activities:
1. Quiz on chapter 10 (15 min)
2. SSR (Part of chapter 11)- Put up on board the stopping point you want them to get to.
Students can switch to reading their free choice books after they’ve reached this marker. (15-20
min)
3. Read aloud the rest of chapter 11. While reading, make sure to ask important questions
(found on sticky in book) that confirm students’ understanding for important textual facts,
themes, and ideas. (30 min)
4. Watch the movie clip up until this point in the novel. (20 min)
5. If a buffer is needed, have students do a ticket out the door on the “most important facts of
maycomb”- 3) (5 min)
Materials Needed: Quiz (google docs), Class novels, film version of the text.
Homework Assigned: Boo Radley assignment is due next class period.
Post teaching reflection:
I found today’s class period to be really important. While checking in for understanding was redundant
for some of my learners, it was key for others! I feel as if we will all be walking into part two with a solid
understanding of the text! I loved the sticky notes as the buffer, it generated some pretty funny “maycomb
facts.” Next time, I’ll make sure to talk about the importance in being selective in the facts that they
choose- make sure that if this was the only information that you yourself were given- that it woul give
you a well rounded and honest taste of the town and the times.
TKAM Unit: Day
Nine. (80 min). Read chapter 12 in class (start of part 2!)
14
Lesson Topic: Is Atticus a good father??! The Debate!
Content Standards:
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw
on that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and
style are appropriate to purpose, audience, and task.
Homework Due: Boo Project needs to be turned in to me by the start of class today.
Understandings/Goals: Students will understand that the relationship with his children is
complicated, but even though a lot of community members look down on it and him, he is truly a
good father.
Essential Questions: What makes Atticus a “bad” father? What qualities make him a good
one? What ultimately wins out?
Student Objectives (Outcomes): Students will be able to…
(1) find evidence from the text to prove a point
(2) write and speak persuasively
(3) Objectively examine evidence in front of them and make a decision.
Performance Tasks/Assessments:
Pre-assessment: N/A
Post-assessment: The debate
15
Learning Activities:
1. (15 min) Free SSR (attendance and pass back work)
2. (3 min) Assign groups and explain the patchwork way of reading chapter twelve togetherStudents will be broken up into groups of 4 and will each be responsible for reading three pages
(group member 1 reads the first three, group member number 2 reads the 2nd three pages and
so on and so forth). After reading, students will discuss and summarize each of their sections.
Afterwards, the group that thinks they did the best at putting the clues together will present.
other groups will either confirm or refute their summary.
3. (20 min) reading and summarizing time
4. Have students go back to their seats and show the atticus debate slide. The slide has the
following directions: Directions: Each side of the room is going to be labeled as either the defense or
the prosecution. If you are the defense, you have to create an argument that shows that atticus is indeed
a good father. If you are prosecution, that means you must argue that his parenting skills aren’t making
the cut. Each group is responsible for the following: (1) An opening statement that explains the main
points of your argument (include at least three), (2) a rebuttal (counter argument) that refutes the validity
of the points the other group makes (you’ll have to try and predict what the other group will argue in order
to be best prepared) and (3) A concluding statement that restates your case in a profound and convincing
way (A.K.A why your point of view CLEARLY is the correct way of thinking).
Please write down your all of your statements to turn in at the end of the debate.
Answer any questions and then allow students time to work together to get their side of the
debate ready.
5. Debate until the end of class.
6. if there is time at the end of class, ask students to write down one prediction that they think
will happen with either (a) aunt alexandra coming to live with them or (b) the trial.
Materials Needed: Debate slide with instruction, books, and gavel.
Homework Assigned: None.
Post teaching reflection:
I found today to be a really difficult day. The patchwork way of reading the book was pretty unsuccessful
as students would complain that they didn’t know what was going on even with my assistance. They
quickly became off-task and disengaged. The debate, I would also break that up differently next time.
Students need to be in smaller sub groups so that they don’t just rely on the outspoken members of the
groups to do the work for them. Also, want to make sure to preface proper courtroom behavior before
students begin the actual debate.
TKAM Unit: Day Ten. (80 min) Chapters 13
Lesson Topic: Reader’s Theatre and Dill’s lies
and 14 Read in class.
Content Standards:
CCSS.ELA-LITERACY.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.
Homework Due: none
Understandings/Goals:
Students will understand that sometimes narrators can be unreliable and biased.
16
Essential Questions: How can we tell truth from a reliable narrator to one who shouldn’t be
trusted? :)
Student Objectives (Outcomes): Students will be able to…
(1) Read closely in their text to find specific examples of Dill’s lies.
(2) Demonstrate their knowledge by creating a visual artifact based off their reading.
Performance Tasks/Assessments:
Pre-assessment: Line of questioning before reading
Post-assessment: Line of questioning during and after reading. Also, the images that students
are able to create based textually off of Dill’s Lies.
Learning Activities:
1. Assign reader’s theatre roles to students (4 min)
2. Explain the theatre activity: Readers’ roles and tasks as well as audience’s (boo, yay!) Begin
reader’s theatre. (30 min)
3. SSR on chapter 14 (part) (put page number up on the board). (15 min)
4. Read the rest of chapter 14 aloud to the class (15 min)
5. As a check for understanding, have students draw a detailed picture that depicts Dill’s lies
(one of, or a few) and add a quote somewhere on the page that explains which lies you
illustrated. (15-20 min)
Materials Needed: Scripts for readers’ theatre (chapter 13), books, colors, paper.
Homework Assigned: None
Post teaching reflection:
What a fun day this was! The kids loved getting to take a break from simply listening to me read and take
up the mantle themselves. Having highlighted scrips definitely helped on making this an easier thing for
them to do. Also, keep the dills lies project! I put on music and it was a great way to unwind from the
lesson. Students made some great work!
TKAM Unit: Day 11. (80 min) Chapter 15
Lesson Topic: “Groupthink and Mob Mentality”
Content Standards:
Standard #1: Oral Expression and Listening
Concepts and skills students master: Oral presentations require effective preparation strategies
Concepts and skills students master: Listening critically to comprehend a speaker’s message
requires mental and physical strategies to direct and maintain attention.
Standard #2: Reading for All Purposes
Concepts and skills students master: Increasingly complex literary elements in traditional and
contemporary works of literature require scrutiny and comparison
Evidence Outcomes (students can…):
•
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. (CCSS: RL.9-10.5)
•
Identify the characteristics that distinguish literary forms and genres
i. Analyze how an author draws on and transforms source material in a specific work
Homework Due: Outside reading sheets
17
Understandings/Goals: Demonstrate comprehension of a variety of informational, literary, and
persuasive texts.
Students will also understand that the specific situation that we see in the novel is on that can
and still does today in their own lives. Students will be able to pinpoint such situations.
Essential Questions: Where can we see socalization and mob mentality in the text and in our
own lives?
Student Objectives (Outcomes): Students will be able to…
● Use verbal and nonverbal techniques to communicate information
● Define a position and select evidence to support that position
Performance Tasks/Assessments:
Pre-assessment: Students’ reactions and commentary after watching the mob scene
Post-assessment: Students’ reactions and commentary after lesson (after writer’s notebook
where we connect this situation to our own lives.)
18
Learning Activities:
1. SSR (part chapter 15) -check for understanding on what’s about to happen(10 min)
2. Read the rest of chapter 15 aloud (6 pages) ( 10 min)
*Watch mob scene together as a class (6 min)
1. 3. Talk about what just happened-- mob mentality and socialization. Introduce topic and
why it’s important [5 mins]
•
All around us, engrained in why we do certain things
•
Define socialization: things we think of as right/wrong, based on how we were raised,
people around us, etc.
•
Connect: Who has ever said, “Well so-and-so’s parents are letting them go…” or
“Everyone else got a bad grade on it too…”
•
How have people in the context of To Kill a Mockingbird been socialized?
Generalizations?
•
It’s important to note the differences and some similarities between socialization and
Mob Mentality.
2. Transition: Beauty and the Beast Mob Scene/Discuss [5 mins]
•
http://www.youtube.com/watch?v=qAZmHrtloD8
•
What do we normally think of as a “mob”?
3. Read “Examining the Mob Mentality” together on screen [15 mins]
•
Define words as we go: deindividuation/ate;
•
Driven by fear (unity of ideas)
•
Anonymity
•
Connect to clip: How “normal” is it to agree with chopping off someone’s head? Gaston
literally says that’s what they’ll do – and everyone shouts in agreement!
•
Connect to lives:
•
The article mentions when a whole group is doing something, you might participate even
when you normally wouldn’t? Who’s acted differently when a Sub was watching over
class just because the whole class was a little crazy?
•
Protests? Concerts? Sporting events? Flashmobs?
•
Snapchat?
•
Examples from own lives?
4. Write Reflections [5-7 mins]
•
Please write a short reflection (I will be collecting) about a time when you’ve either
witnessed or participated in a kind of “mob mentality”. What was the context, who’s in
the group, what was the purpose? Would it be awkward to do the activity alone?
5. Transition into text: We’re going to move into reading Chapter 15 from TKAM.
•
Be sure to look for these messages about socialization and mob mentality.
•
What points of characterization can you note throughout the chapter.
• ● If you have questions, stop me as we go!
Materials Needed: Article (see above link), beauty and the beast clip, books, notebooks,
movie scene.
Homework Assigned: None.
Post teaching reflection:
Wow! What a fantastic day! I adapted this lesson from JAKE PAPAS, a fellow CSU student and it was
fantastic to use a resource. It was a bit like running a marathon with all the transitions and segways, but it
really caught the students’ attention that way! I might cut one thing out myself, just to be able to catch my
breath and not have it feel like such a “ms. wood show,” but then again, the students seemed to really
react and relate well. Overall, fantastic day!
19
TKAM Unit: Day 12 (48 min). Chapter 16
Lesson Topic: Themes of Mockingbird: Justice and Courage
Content Standards:
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail 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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.WHST.9-10.2.B
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience's knowledge
of the topic.
Homework Due: None.
Understandings/Goals: Students will understand the overarching themes of justice, injustice,
and courage as they apply to the characters and the situations in the novel.
Essential Questions: (1) What is justice? What is injustice? What is courage? What are
defining characteristics of all these? What examples can you find in your own life and school life
of these concepts? (2) Where can you see examples of these themes in the novel? (3) Why are
these themes so important?
Student Objectives (Outcomes): Students will be able to…
(1) pinpoint instances in the novel that expose moments of justice, injustice, and or courage.
Performance Tasks/Assessments:
Pre-assessment: Conversation before reading on justice and courage.
Post-assessment: Work turned in on the justice and courage activity.
20
Learning Activities:
1) SSR (free choice) Pass back essays. (15 min)
2) Read chapter 16 together as a class. Check for understanding, questions, opinions, etc. Be
building up anything that has to do with courage and justice as we read. (20 min)
3) Justice and courage activity: (class time remaining) Spend the remaining time we have
in class examining one of the following concepts that we’ve seen demonstrated continually
throughout the novel. Your task is to identify three quotes/instances when you’ve seen the
concept appear. After identifying your quotes (include page number), Explain why this passage
is an example of your concept.
Option A: Justice.
Ideas: Jem having to repay Mrs. Dubose with his time after chopping up her flowers
Option B: Injustice.
Ideas: The mistreatment of Boo Radley by the town, the criticism Miss Maudie receives,
the treatment of African Americans by the white community.
Option C: Courage.
Ideas: Mrs. Dubose, Atticus’ decision to defend Tom Robinson, Atticus standing guard
at the jail, Scout speaking up during the mob.
Write these all down on a labeled, separate piece of paper to turn in.
If students finish early, they can begin reading chapter 17 which is assigned as homework.
Materials Needed: novels, slide with directions for the activity, essays to turn back students.
Homework Assigned: Read chapter 17 for Homework
Post teaching reflection:
Great day. I personally love drawing themes out of what I read so it was immensely enjoyable to do this
with my kids. The students were also really great at identifying their own instances of these three themes
so it was a lot of fun to see what they themselves were already thinking about. I feel confident though that
this was a worthwhile activity as it made them really connect to the purpose of the novel. Only thing I
would change is making sure that I have students practice identifying quotes before today so that part
isn’t a frustration.
TKAM Unit: Day 13. (85 min) Chapters 18-19 Read in
Lesson Topic: “Court is in Session” The trial scene in action
class today.
21
Content Standards:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail 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.
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the
text.
Homework Due: Have read chapter 17 of TKAM before class begins.
Understandings/Goals: (1) Students should understand what an impossible task Tom is up
against in the trial. They should be able to understand all the factors that were playing against
him.
Essential Questions: What makes Tom believable? What makes him hard to believe? What
would the people of Maycomb think about what is being said on the stand (based off of what we
know about the town and its residents?
Student Objectives (Outcomes): Students will be able to…
(1) Take an active role in our trial scene performance.
(2) understand the prejudices that the town was steeped in, even when all evidence is in Tom’s
favor.
Performance Tasks/Assessments:
Pre-assessment: Student predictions and assessments of how they think the trial will play out
before we read.
Post-assessment: The jury member’s responses while and after we read.
Learning Activities:
(1) Quick discussion on chapter 17 before reading anything else. If I had time, I would give a
quiz, but discussion will make sure that there is a rudimentary understanding of the chapter
before we begin. (5 min)
(2) SSR on all of chapter 18 (long, 15-20 min)
(3)Play up this next activity: Acting out the court session with Tom on the stand. Introduce roles
and explain how to act out a scene in an interesting manner. Have students choose roles and
turn the whole classroom into the courthouse. Once everyone is in place, hand out scripts and
begin reading. The scene should take the rest of the period. Periodically check in with the “jury
members” to see who they are believing so far and why. (50 min)
Materials Needed: Scripts for all the key readers (highlighted), novels.
Homework Assigned: Read Chapter 20 for homework
22
Post teaching reflection:
What a fun activity! I loved having the students take over the reading today! They loved it as well! Only
think I would change is making sure that I had already arranged my classroom for the trial to begin, it was
a lot to move around during the middle of a period.
TKAM Unit: Day 14. (48 min) No reading today. Watch Trial
Lesson Topic: Watching the trial scene. Comparing interpretations.
scene in the movie!
Content Standards:
CCSS.ELA-LITERACY.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a
text.
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
Homework Due: Students should have read chapter 20 for homework.
Understandings/Goals:
Essential Questions: (1) What was similar/different and why or why not did it surprise you? (2)
How do certain choices in film influence a viewer? One who has read the book vs. one who
hasn’t?
Student Objectives (Outcomes): Students will be able to…
(1) make textually based comparisons between what they read and what they watched from the
film.
Performance Tasks/Assessments:
Pre-assessment: Conversation before watching film.
Post-assessment: Film sheets
Learning Activities:
(1) No SRR. Brief re-cap on what happened so far. (5 min)
(2) Intro film and trial comparison sheets. (5 min)
(3) Watch film, adding commentary when needed/appropriate. (25 min)
(4) Debrief and turn in sheets (5 min)
Materials Needed: Film of TKAM, Trial worksheets, novels.
Homework Assigned: none
Post teaching reflection:
Students were saddened that they had to fill out a sheet while watching the film but were glued to the
action all the same :) Show’s connectedness to the text thus far.
TKAM Unit: Day 15. (80 min). Read chapters 21-22
Lesson Topic: The Verdict and the Aftermath (our’s that is).
23
Content Standards:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail 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.
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
Homework Due: None.
Understandings/Goals: Students will understand the gravity and the impact of the jury’s
decision.
Essential Questions: What in a text has the ability to that surprise, make you sad, angry,
and/or hopeful? How does literature have have this influence?
Student Objectives (Outcomes): Students will be able to…
(1) Respond to a direct quote in an appropriate written form.
(2) React mentally and emotionally to action in the text.
Performance Tasks/Assessments:
Pre-assessment: Writer’s notebook.
Post-assessment: Reactions after reading.
Learning Activities:
(1) Warm up with a writer’s notebook on the following prompt: “At the beginning of chapter 20,
Mr. Dolphus Raymond shares his secret with Scout and Dill (He just pretends to be a drunkard).
He tells them he wanted to let them in on his secret because they are still innocent… After the
trial, he says the following to Dill: “Things haven’t caught up with that one’s instinct yet. Let him
get a little older and he won’t get sick and cry…” (page 201).
What is he saying about what happens to people as they get older? Also, do you think its better
to be Innocent or experienced? Why?” (10 min)
(2) Students pair share answers and then we discuss as a class. (6 min)
(3) SSR on all of chapter 21. (12 min)
(4) After reading, have students write down individually two things that surprised, made them
sad, angry, and/or hopeful in the chapter. Share these out. (10 min)
(5) Read chapter 22 aloud as a class. End with a discussion on the verdict and reactions. (40
min).
Materials Needed: Writer’s notebook slide, novels.
24
Homework Assigned: None
Post teaching reflection:
Sad day in class- not because of the lesson itself but because of the content. Students reacted personally to
the sentence of Tom. It was great to see them invested. I really liked away this lesson played out- not sure
If I would change anything. Perhaps tell jokes or something light-hearted before we leave so as to make
sure we don’t leave too glum.
TKAM Unit: Day 16. (80 min) Chapter 23
Lesson Topic: Justice in our own lives and intro to the body biography project.
Content Standards:
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail 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.
CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Homework Due: None.
Understandings/Goals: Students will understand that inequality comes in many forms- in the
novel and in their lives. They will be able to recognize injustice and create plans to counter it.
Essential Questions: When have you seen someone else OR you yourself have been treated
differently than others simply based on a single characteristic (i.e. family background, financial
status, attractiveness, ability, skin color, the way you speak, etc.).
How were you treated differently? How did it feel to be treated this way? Do you think their
treatment of you (or the person you saw) was fair/just? What would you do now if you
encountered this treatment again?
Student Objectives (Outcomes): Students will be able to…
(1) Identify areas of inequity in their own lives
(2) Connect these situation with the novel and a solution to improve things in the future.
Performance Tasks/Assessments:
Pre-assessment: Student feedback on justice and injustice in lessons before this one.
Post-assessment: Writer’s notebook responses and classroom discussion.
25
Learning Activities:
(1) SSR (free choice) (12 min)
(2) Writer’s Notebook and class discussion on the following prompt: Write about a time when
you’ve either seen someone else OR you yourself have been treated differently than others
simply based on a single characteristic (i.e. family background, financial status, attractiveness,
ability, skin color, the way you speak, etc.).
How were you treated differently? How did it feel to be treated this way? Do you think their
treatment of you (or the person you saw) was fair/just? What would you do now if you
encountered this treatment again? (20 min)
(2) Read chapter 32 aloud together (20 min) Connect back to discussion question.
(3) Introduce the Body Biography project, assign characters, and allow students to ask any
initial questions. Work time on the project until the end of the period. (30 min)
Materials Needed: Body bio assignment sheets, slips of paper for students to choose
characters from, list of students’ names, writer’s notebook slide, novels.
Homework Assigned: Bring any questions you think of for the body bio for next class.
Post teaching reflection:
Pleasant day in class. Students really enjoyed talking about inequalities and injustices. I’m glad that I
didn’t plan any other big class activities so that we could focus simply on the thoughts that were
generated by discussion and the writing prompt. I think the kids are really connecting with the book, even
if they don’t realize it.
TKAM Unit: Day 17. (80 min) Read Chapter 24 in class.
Lesson Topic: “A Different Kind of Brave: The Women of Maycomb”
Content Standards:
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–
10 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
Homework Due: Outside Reading is DUE TODAY.
Understandings/Goals: Students will understand that even though the women of Maycomb
definitely have their shortcomings (don’t we all!), they can be just as brave and courageous as
the men- it just comes out in different ways.
26
Essential Questions: Bravery comes in many shapes, sizes, and forms. One type of bravery
we’ve seen time and again has been exhibited by the male population of Maycomb (i.e. Atticus,
tom, etc.). What about the women of Maycomb though? How are they able to be courageous
and strong in a time when social roles and expectations are incredibly defined by sex?
Student Objectives (Outcomes): Students will be able to…
(1) Identify important themes, symbolic images, and plot points that occur in this chapter
(shown by the tea cup images they create)
(2) Pick up on some of the irony that takes place in this chapter.
(3) Understand that bravery comes in all sorts of actions and behaviors- no matter how obvious
or subtle.
Performance Tasks/Assessments:
Pre-assessment: Class conversation about the women of maycomb before the tea scene.
Post-assessment: Journal entries on Women and bravery. Symbolic tea cup images.
Learning Activities:
(1) SSR (Free choice)(15 min)
(2) Quick talk on how so far most of the action has been in the realm of men- in their courts,
their systems of law, they are the ones who join mobs and save houses from fires that burn
through the town. Ask: What sort of picture have we gathered about the women of Maycomb so
far? Aunt Alexandra, Miss Maudie, Miss Stephanie, even scout and Cal.
Explain that today we are stepping out of the world of the men of maycomb and into the realm
of women. And what better setting could there be for that than a tea party. Don’t be caught off
guard though, the world of women can be a dangerous place as well as the men who join
mobs. Their words are simply calculated, actions small and subtle but just as powerful as any
man with a gun. (10 min)
(2) Assign Tea Party characters and roles. Also Explain audience’s job of creating symbolic tea
cups. (10 min)
(3) Tea party commences! (11 pages) (25 min)
(4) Wrap up discussion on tea party events and subtleties. Select students in the “audience” to
share their tea cup images.
(4) Writer’s notebook Entry (If time) on Women and Bravery. (10 min)
Materials Needed: Tea party cup printouts, Writers notebook slide prompt, scripts for “actors,”
Tea cups for students
Homework Assigned: Chapter 25 is to be read for the next class period.
Post teaching reflection:
Fantastic day! The students LOVED the props, costumes, and symbolic drawing activity. It added a nice
“pick me up” from the normal “listen to miss Wood” read routine and EVERYONE was able to to get
involved. Spicing this scene up was particularly successful because it in reality, is quite dry. Having
students act out a non-action packed scene was perfect for them to work on understanding the subtle
meaning of the text.
TKAM Unit: Day 17. (80 min) Read chapters 26-27 as a class.
Lesson Topic: Continuing reading and working on Body Biographies.
27
Content Standards:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Homework Due: Students should have read chapter 25 for class today.
Understandings/Goals: By the end of the day, students should have a solid grasp on the
expectations of the body bio project and the reading that we accomplished in class today.
Essential Questions: (1) What are the expectations of the project? What are good examples?
How do we meet all these requirements?
Student Objectives (Outcomes): Students will be able to…
Make progress in the reading and on the projects. Students should be able to ask specific
questions concerning material and expectations.
Performance Tasks/Assessments:
Pre-assessment: Questions on project
Post-assessment: Individual progress on project.
Learning Activities:
(1) SSR on Chapter 26 (7 pages) (15 min)
(2) Conversation on chapter 26 (7-10 min)
(3) Read chapter 27 (6 pages) aloud with the class. (25 min)
(4) Work on body bios. (Until the end of class) (approximately 35 min)
Materials Needed: Project materials (such as paper, slips with names, colors, books).
Homework Assigned: None
Post teaching reflection:
Today was a relatively simple day, which was actually much appreciated for us all to be able to stop and
catch our breath between two days of more “involved” activities. Students brought well thought out
questions to class and were mostly all able to use their time wisely in order to make progress on their
projects.
TKAM Unit: Day 18. (80 min). Read chapter 28
Lesson Topic: What went “bump” in the dark? Creating graphic novel pages on chapter 28.
Content Standards:
CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in
two different artistic mediums, including what is emphasized or absent in each treatment
(e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
CCSS.ELA-Literacy.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).
28
Homework Due: None!
Understandings/Goals: That while Scout has been an excellent narrator so far, her
understanding of the events around her are limited and are open to interpretation.
Essential Questions: (1) What makes Scout an UNreliable narrator during the action of this
chapter? (2) What is Ironic about Jem remarking about “Boo not being home” at the start of the
chapter?
Student Objectives (Outcomes): Students will be able to…
...interpret, visualize, and create for themselves a visual representation of what they are hearing
is occurring in the novel.
Performance Tasks/Assessments:
Pre-assessment: Students’ verbal predictions on what they believe will make this chapter the
climax of the novel.
Post-assessment: Students will turn into me both the answers to the “checking for
understanding” questions as well as their panels.
Learning Activities:
1. SSR (free choice)(10 min)
2. Explain the twist on reading today: (1) Throw up image of “To kill a mockingbird cat” up on
the board- now that we’ve grasped the meaning of the novel, we can see why this is one
distressed cat. (2) Explain that images give us something that words alone can’t always do (in
this case, humor) They both show and tell a story-- where a novel simply tells. Today we’re
going to be making our own “page” of a graphic novel that would be created on “To kill a
Mockingbird.” Not only are we doing that, but its going to be the climax of the story that we’ll be
creating. ASK: What do you think will happen in this chapter… and why it will be the climax?
What has the story been building up to so far?? (10 min)
3. Explain the panels and what students will be doing with them while listening along. By the
end, we’ll have some time to wrap up if needed but all the panels should be filled. Allow
students to select panels and colors if they want. (5 min)
4.Read aloud chapter 28 (13 pages). Pause to check for understanding, question, call on
students, and ask if students drew an image of something we just read. (25-30 min)
5. Allow students a bit more class time to wrap up images before they share them with an
elbow partner. They should explain the progression from panel to panel as if this was their
partner’s only text they had to understand the chapter. Students then get to share out the the
class what they thought their PARTNER did well. (10-15 min)
6. Students need to turn in one sheet of paper for each pair and answer the checking for
understanding questions that I will put up on the board. (10 min)
Materials Needed: Graphic Novel panels, colored pencils, novels, “checking for
understanding” slide questions.
Homework Assigned: No new homework
Post teaching reflection:
Such a fun day! I was surprised though, I thought so many more students would have been readers of
graphic novels. Carol ann brought up a good suggestion to combat this-- bring in a few examples that
student would be able to identify etc. That might help them connect with the medium more. Loved seeing
and hearing what the students were able to create. I definitely want to do this sort of activity again- great
way to get students involved i engaging with the imagery that is being evoked in the passage --and they
don’t even realize it! Great discussion after to let them in on what they were doing :)
TKAM Unit: Day 19. (80 min) Chapter 29 and 30
Lesson Topic: Nearing the finish line: The aftermath of the attack scene.
29
Content Standards:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.9-10.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems,
in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
Homework Due: Any late work that needs to be turned in for this unit is due in class to me
today!
Understandings/Goals: Students will continue to connect with theme, understanding of plot
and the author’s craft as we near the end of the novel.
Essential Questions: (1) Is the action of the play surprising you in any way? Why or why not?
(2) Why do you think the author designed the climax and the falling action of the story this way?
(3) How do you predict the final action of the novel will resolve? What in the text firmly supports
your thinking?
Student Objectives (Outcomes): Students will be able to…
(1) Continue interacting personally with the text.
(2) Make predictions based off the text.
(3) Connect with the WAY the novel was written, not only with the story itself.
Performance Tasks/Assessments:
Pre-assessment: N/A
Post-assessment: Classroom conversation.
Learning Activities:
(1) Read Chapter 29 aloud together. Followed by a Writers’ notebook on the following prompt:
1. Why does Jem say that Boo Radley must not be at home? What is ironic about this?
2. Scout decides to keep her costume on while walking home. How does this affect her
understanding of what happens on the way?
3. Who do you think the stranger might be? Why do you think so?
4. What’s your reaction to Tate’s last bit of news at the end of the chapter? WHY did you react
this way? (30 min)
(1) SSR (Free choice) (10 min)
(3) Read chapter 30 aloud together. Discuss the following prompts: 1. Sheriff Tate is
OBVIOUSLY trying to cover something up. Poor Atticus is a little too honest for his own good
and is having a hard time putting the pieces together…
What REALLY happened that night that Tate doesn’t want to come to light?
2. Why doesn’t Tate want this news to get out? AND, what might happen if it did?
3. Scout is talking about mockingbirds… again. What is the deeper meaning behind what she’s
saying this time?? (40 min)
Materials Needed: Class Novels and slides of questions and writer’s notebook prompts.
30
Homework Assigned: None. Enjoy the weekend!
Post teaching reflection:
Simple, straight forward day. This allowed for solid class discussion on craft of the novel as well as
predictions and surprises.
TKAM Unit: Day 20. (80 min) Chapter 31 (The last chapter!!!)
Lesson Topic: Wrapping things up: Final chapter, final discussion, and post assessment.
Content Standards:
CCSS.ELA-LITERACY.RL.9-10.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed
at the high end of the range.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.
Homework Due: None.
Understandings/Goals: Students will have a well developed understanding of the novel,
themes, and style.
31
Essential Questions: 1) How do scout and Jem change and develop during the novel? How
do they stay the same? 2) Justice and injustice play a pivotal part in the novel. What examples
can you find in the text of both? Which one prevails in the end of the novel? Why? 3) Who is the
most courageous character in the novel and why? 4) Who are the “Mockingbirds” of Maycomb
(Hint: There’s more than one)? What makes them a mockingbird? 5) Discuss the ending of the
novel. What are the pro’s of it ending this way? What are the cons? 6) What images, messages,
and themes are YOU going to hold onto from this novel?
Student Objectives (Outcomes): Students will be able to…
(1) participate actively in their discussion groups
(2) Complete the Post-assessment and show growth
Performance Tasks/Assessments:
Pre-assessment: The pre test at the beginning of the unit.
Post-assessment: The post test today.
Learning Activities:
(1) Read chapter 31 in class together (10 min)
(2) Final discussion in student led-groups on the following questions: 1) How do scout and
Jem change and develop during the novel? How do they stay the same? 2) Justice and
injustice play a pivotal part in the novel. What examples can you find in the text of both? Which
one prevails in the end of the novel? Why? 3) Who is the most courageous character in the
novel and why? 4) Who are the “Mockingbirds” of Maycomb (Hint: There’s more than
one)? What makes them a mockingbird? 5) Discuss the ending of the novel. What are the pro’s
of it ending this way? What are the cons? 6) What images, messages, and themes are YOU
going to hold onto from this novel?
(3) Post assessment
(4) Work on body bios once students have turned in their post assessments.
Materials Needed: Post assessments, novels, slide with discussion questions.
Homework Assigned: Body Biographies are due friday!
Post teaching reflection:
Fantastic day and discussion. So glad we could have that before students took their post assessment, I
think it really helped warm up their thinking on the matter. I just wish I had been able to give them more
time on their body biographies at the end of the period.
TKAM Unit: Day 21. (80 min) No reading.
Lesson Topic: 2nd to last day of TKAM!
Start film and work on body bios.
Content Standards:
CCSS.ELA-LITERACY.RL.9-10.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems,
in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
Homework Due: Body biographies and outside reading sheets due at the end of the period.
Understandings/Goals: The differences and their effects between film and the original novel.
32
Essential Questions: (1) What comparisons can we make while watching the film based off
the characters in our body bios?
Student Objectives (Outcomes): Students will be able to…
work on Body Biographies that showcases their understanding of the novel as a whole.
Performance Tasks/Assessments:
Pre-assessment: N/A
Post-assessment: Body Biographies
Learning Activities:
(1) Mini talk on expectations before watching film
(2) begin and finish film. Students work on projects while watching.
Materials Needed: Movie, markers, posters, books.
Homework Assigned: Finish body bios for next time (due at end of the class)
Post teaching reflection:
Students did great work while watching the film! Looking forward to checking out the final products!
TKAM Unit: Day 22. (80 min) No
Lesson Topic: Last day of TKAM!
reading. Finish the film and turn in body bios!
Content Standards:
CCSS.ELA-LITERACY.RL.9-10.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems,
in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
Homework Due: Body biographies and outside reading sheets due at the end of the period.
Understandings/Goals: The differences and their effects between film and the original novel.
Essential Questions: (1) What comparisons can we make while watching the film based off
the characters in our body bios?
Student Objectives (Outcomes): Students will be able to…
Turn in completed Body Biographies that showcases their understanding of the novel as a
whole.
Performance Tasks/Assessments:
Pre-assessment: N/A
Post-assessment: Body Biographies
Learning Activities:
(1) Mini talk on expectations before watching film
(2) begin and finish film. Students work on projects while watching.
Materials Needed: Movie, markers, posters, books.
Homework Assigned: None! Have an amazing spring break!
Post teaching reflection:
Students did great work while watching the film again today! Most had already finished so it was fun for
33
them to simply soak in the film ect.! So great to have finished the unit, also sad to leave it behind!
Reference List:
34
Monique Cassidy and the entire Ninth Grade team at Poudre high school for collaboratively helping with
many of the choices made in this unit.
Jake Papas for letting me adapt his “Mob Mentality and Socialization” lesson plan.
Thank you all for your resources and help!
35