To Kill a Mockingbird
Whole-Group
Instruction 20
Minutes
Small-Group
Instruction 20
Minutes
Instructional
Software 20
Minutes
Modeled and
Whole-Group WrapIndependent
Up 10 Minutes
Reading 20 Minutes
Day 1
Anchor Video
"Front Lines of
Justice" Wkshp 9
Rbook Target
Wordsp.210-211
Day 2
Rbook Reading #2 Rbook Reading #2 Read 180 Topic
"In Their Own
"In Their Own
Software
Words" pp. 214-215 Words" pp. 216-217
READ
Be Sure at least 1
Summary has been
written
Day 3
TKMB
Time and Place
Clozed Reading
Exercise
Learning Targets
Worksheet
Read 180 Topic
Software
READ
Record 2
Annotations
Day 4
Read Ch. 1 Aloud
Complete Rbook
Post it Annotations
Journal # 1 p. 1
Rbook Journal #1
p. 2
Read 180 Topic
Software
READ
Input Reading Log
Day 5
Read Ch. 2 Aloud
Post it Annotations
Complete Rbook
Journal #2 p. 1
Rbook Journal #2
p. 2
Read 180 Topic
Software
Be Sure at least 1
Journal Entry has
been written
Rbook Reading #1 Read 180 Topic
"Angry Young Man" Software
p. 212-213
READ
Input Reading Log
To Kill a Mockingbird
Whole-Group
Instruction 20
Minutes
Small-Group
Instruction 20
Minutes
Instructional
Software 20
Minutes
Modeled and
Whole-Group WrapIndependent
Up 10 Minutes
Reading 20 Minutes
Day 6
Read Ch. 3 Aloud
Post it Annotations
Complete Rbook
Journal #3 p.1
Complete Rbook
Journal #3 p.2
Read 180 Topic
Software
READ
Input Reading Log
Day 7
Read Ch. 4 Aloud
Post it Annotations
Complete Rbook
Journal #4 p.1
Complete Rbook
Journal #4 p.1
Read 180 Topic
Software
READ
Be Sure at least 1
Summary has been
written
Day 8
TKMB Audiobook
Listen and follow
Ch. 5, 6
Post it Annotations
Rbook Journal #5
*Note: Rbook
lesson will only
focus on Ch 6
Read 180 Topic
Software
READ
Record 2
Annotations
Day 9
Listen and follow
Chapter 7
Post it Annotations
Rbook Journal #6
Read 180 Topic
Complete
Software
Characterization
Bubbles for Scout in
class, Jem for HW
READ
Input Reading Log
Day 10
Read Ch 8 Aloud
Post it Annotations
Rbook Journal #7
p.1
Rbook Journal #7
p.2
Be Sure at least 1
Journal Entry has
been written
Read 180 Topic
Software
Finish Rbook #4
Characterization
Bubble for Jem
To Kill a Mockingbird
Whole-Group
Instruction 20
Minutes
Small-Group
Instruction 20
Minutes
Instructional
Software 20
Minutes
Modeled and
Whole-Group WrapIndependent
Up 10 Minutes
Reading 20 Minutes
Day 11
Read Chapter 9
aloud/ Post it
Annotations
Rbook Journal #8
p.1
Rbook Journal # 8
p.2
Read 180 Topic
Software
READ
Input Reading Log
Day 12
Read Chapter 10-11 Rbook Journal #9
aloud
Begin Study Guide
Post it Annotations for Test Tomorrow
Read 180 Topic
Software
READ
Finish Study Guide
Be Sure at least 1
Test on Part I
Summary has been tomorrow
written
Day 13
Test Part I
Read Chapter 12
aloud
Post it Annotations
Rbook Journal #10
Read 180 Topic
Software
READ
Record 2
Annotations
Day 14
Listen and follow
Ch 13-14
Post it Annotation
Rbook Journal #11
Read 180 Topic
Software
READ
Input Reading Log
Optional Sensory
Poem Assignment
on Racism
Day 15
Listen and follow
Ch 15-16
Post it Annotations
Rbook Journal #12
Read 180 Topic
Software
Be Sure at least 1
Journal Entry has
been written
Finish the 3
Inference Questions
from the rbook
journal
To Kill a Mockingbird
Whole-Group
Instruction 20
Minutes
Small-Group
Instruction 20
Minutes
Instructional
Software 20
Minutes
Modeled and
Whole-Group WrapIndependent
Up 10 Minutes
Reading 20 Minutes
Day 16
NO
ROTATIONS
Do not read
Rbook Journal #13
Ch17-20 substitute Analyzing the
with Rbook Journal Events
#13 "Reader's
Theater"
Day 17
Listen and follow
Ch 21-22
Post it Annotations
Rbook Journal #14
Day 18
Listen and follow
Ch 23-24
Post it Annotations
Rbook Journal #15 Read 180 Topic
Analyzing the
Software
Events
READ
Record 2
Annotations
Day 19
Listen and follow
Ch 25-26
Post it Annotations
Rbook Journal #16
Read 180 Topic
Software
READ
Input Reading Log
Day 20
Listen and follow
Ch 27-29
Post it Annotations
Rbook Journal #17
Read 180 Topic
Software
Be Sure at least 1
Journal Entry has
been written
Finish Event
Inferences
Read 180 Topic
Software
READ
Be Sure at least 1
Summary has been
written
To Kill a Mockingbird
Whole-Group
Instruction 20
Minutes
Small-Group
Instruction 20
Minutes
Instructional
Software 20
Minutes
Modeled and
Whole-Group WrapIndependent
Up 10 Minutes
Reading 20 Minutes
Day 21
Read Ch 30-31
Aloud
Post it Annotations
Rbook Journal #18
Day 22
Test Review
Post it Placement
Read 180 Topic
Project and/or A-Z Software
Assignment
READ
Study for the Final
Be Sure at least 1
Test Tomorrow
Summary has been
written
Present
A - Z Assignments
Read 180 Topic
Software
READ
Record 2
Annotations
Write a Review
Read 180 Topic
Software
Be Sure at least 1
Journal Entry has
been written
Day 23
Final TKMB Test
Day 24
NO
ROTATIONS
WATCH MOVIE
Day 25
WATCH MOVIE
Read 180 Topic
Software
READ
Input Reading Log
Complete "Walk in
My Shoes" for HW
Finish Writing
Review
To Kill a Mockingbird
Whole-Group
Instruction
20 Minutes
Small-Group
Instruction
20 Minutes
1930s Research
Project Overview
Discuss Keyword
searches and MLA
citations
Internet Research
Begin MLA Citation
Worksheets
READ Input Reading
Log
Research your topic at
home
Day 27
Continue 1930s
Research Project
Computer lab if
possible
Students complete
MLA citation
worksheets
Begin Research Paper
outline
Complete paragraph
outline by tomorrow
Day 28
Complete Research
Outline and/or begin
rough draft
Peer revisions: Say
something helpful,
kind and specific
More internet research
if necessary;
otherwise READ 180
Topic Software
READ Input Reading
Log
Write rough draft
Day 29
Self edit papers
Writing Conferences
with Teacher
Begin typing papers
Day 30
FLEX DAY Optional
Presentations
Day 26
(option: Move
research
assignment to
beginning of
unit)
Instructional Software
Modeled and
Whole-Group Wrap-Up
20 Minutes
Independent Reading
10 Minutes
20 Minutes
Research paper due
tomorrow
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! Fashion, careers, family
roles, taboos for women,
the work place, wages
! Gertrude Stein, Mrs. Wallis
Simpson, Margaret
Mitchell, Jane Addams,
Pearl S .Buck, Amelia
Earhar
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! Literacy
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! Sports, disasters, "big"
events, 21st amendment,
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! Howard Hughes, Charles
Lindbergh, Knute Rockne,
Joe Louis, John Dillinger,
George Eastman
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! President Hoover
! President Roosevelt’s "New
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! Wall Street
! Statistics: population, wages and
salaries, costs of home, food, cars,
rent
! Jim Crow laws, voting rights,
civil rights, education,
occupations in North and South
! Discrimination, treatment by
white people.
! Education for African American
! Great Depression, New Deal
effects on African Americans.
! W.B. Dubois, George Washington
Carver, Booker T. Washington.
Marian Anderson, Langston
Hughes, Zora Neale Hurston,
Richard Wright, Bessie Smith,
Lena Horn
! Television, radio, World’s Fair
(1933)
! U.S. Nobel Prize winners
! Glenn Curtiss, Sigmund Freud,
T.A. Edison, Thomas Hunt Morgan
! Golden Gate Bridge, Boulder Dam
! Movies, Hollywood Stars
! Dance
! Radio Programs
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! Shirley Temple, Charlie Chaplin,
Benny Goodman, Glenn Miller,
Judy Garland
.(/0$01#/%2(&1*3&-%(4%$"*%56789!!"#$%"&#'("&)*+$)&#'(",
! Relationships with other world
leaders
! League of Nations
! Hitler, Churchill, Stalin,
MacArthur
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Trait
Responses at 4
Responses at 3
Responses at 2
Responses at 1
Content and
Ideas
Effectively
introduces the topic
of controversial or
experimental medical
procedures; there
is clear evidence of
research noted with
direct quotes and
proper citations
Adequately
introduces the topic
of controversial or
experimental medical
procedures; there
is clear evidence of
research noted with
direct quotes and
proper citations
Demonstrates
an emerging
development of
controversial or
experimental medical
procedures; limited
evidence of research
noted; citation
formatting is incorrect
Research is
underdeveloped of
controversial or
experimental medical
procedures; little
or no evidence of
research noted; no
direct quotes to
support thesis
Organization
0DLQWDLQVVXIÀFLHQW
focus, clearly
LGHQWLÀDEOHWKHVLV
statement; logical
research supports
thesis; smooth
transitions;
effective conclusion
0DLQWDLQVVXIÀFLHQW
focus, a clearly
LGHQWLÀDEOHWKHVLV
statement; logical
research with minimal
breaks in continuity;
transitions not as
smooth to connect
ideas; effective
conclusion
Attempts to focus
on topic; thesis
statement not
FOHDUO\LGHQWLÀDEOH
research has little
support for thesis;
transitions minimally
connect ideas; weak
conclusion
Little or no attempt
to introduce the
research; thesis
statement is not
clear; no research is
evident; no evidence
of transitions or
connecting ideas;
conclusion not
evident
Creativity
Main idea fully
developed; word
choices clearly
convey intended
meaning; author’s
purpose and point of
view is understood
Demonstrates
expanded explanation
of research; word
choices are effective
and appropriate for
author’s purpose
and point of view is
understood
,GHQWLÀDEOHUHVHDUFK
word choices are
limited and not suited
for author’s purpose
and point of view is
implied but weak
The research is
unclear; no sense of
purpose; no evidence
of author’s purpose
point of view is
not evident
Word Choice
and Style
Errors in standard
writing are
unnoticeable; use of
writing conventions
are at a sophisticated
level
Errors in standard
writing are noticeable
but do not interfere
with meaning; writing
conventions are at a
VXIÀFLHQWOHYHO
Variety of errors in
standard writing; may
occasionally interfere
with understanding;
frequency of writing
errors reduces
comprehension
Excessive errors
in standard writing
hinder understanding;
writing conventions
consistently
demonstrate a lack
of control; exhibits
frequent errors
-345-
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Preparing Bibliography Cards
PRINT RESOURCES
Book: One Author
# of source
Author’s last name, first name. Title. City of Publisher:
Publisher, Year of Publication. Print.
1
Hertsgaard, Mark. A Day in the Life: The Music and Artistry
of the Beatles. New York: Delacorte Press, 1995. Print.
General Notes:
t"MXBZTTUBSUUIFEPDVNFOUBUJPOPGBTPVSDFXJUIUIFBVUIPSTOBNF*GUIFSFJTOPBVUIPSTUBSU
with the title.
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t"MMUJUMFTPGGVMMXPSLTBSFGPSNBUUFEJOJUBMJDTJOUIFöOBMCJCMJPHSBQIZXIFOXSJUJOHUJUMFTPOB
bibliography card, you may underline them.
t"MMGPSNBUTJODMVEFUIFNFEJVNPGQVCMJDBUJPOGPSQSJOUSFTPVSDFTFOEXJUIUIFXPSEA1SJOUPSGPS
POMJOFTPVSDFTVTFA8FC
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BCJCMJPHSBQIZDBSEUIFöOJTIFE8PSLT$JUFEQBHFTIPVMECFEPVCMFTQBDFE
Book: Two or Three Authors
(Note: List multiple authors as they appear on the title page.)
/FBM7BMFSJFT$BUIMFFO4-FXJTBOE'SBOL)8JOUFS4QBDF
øJHIU"4NJUITPOJB(VJEF. New York: Macmillian, 1995.
Print.
Book: One editor [ed.]
(Note:Use the editor’s name, then the abbreviation ‘ed.’ to
indicate an editor.)
4
1FSLJOT8JMMJBN&SJDFE%SPQQJO4DJFODF$SJUJDBM&TTBZT
PO3BQ.VTJDBOE)JQ)PQ$VMUVSF Philadelphia: Temple
U Press, 1996. Print.
Book: More than three
(Note: Use the first author’s name, followed by the phrase ‘et
al.’ from Latin meaning “and others.”)
3
8FJT4UJQIFOFUBM"8BS3FNFNCFSFE. Boston: The Boston
Publishing Company, 1986. Print.
Book: Two editors [eds.]
/FJNBSL1FOJOBIBOE1FUFS3IPBEFT.PUUFETThe
&OWJSPONFOUBM%FCBUF"%PDVNFOUBSZ)JTUPSZ8FTU
port: Greenwood, 1999. Print.
5
POST-IT PLACEMENT PROJECT
MAKE A CONNECTION
CLARIFY
PREDICT
ASK A QUESTON
MAKE A COMMENT
DIRECTIONS: Remove each post-it annotation from your novel. Re-read the annotation. Determine which column it should be
placed.
CLA Standard: Literature Response and Analysis 3.3, 3.4, and 3.6
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CLA Standard: Literature Response and Analysis 3.3, 3.4, and 3.6
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CLA Standard: Literature Response and Analysis 3.3, 3.4, and 3.6
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CLA Standard: Literary Response and Analysis 3.3, 3.9, 3.10
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CLA Standards: Literary Analysis 3.3,3.9, 3.10
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CLA Standards: Literary Response and Analysis 3.3, 3.9, 3.10
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CLA Standards: Literary Response and Analysis 3.3, 3.9, 3.10
SMART
SHORT TEMPERED
_=.6&"`a"
88888888888888888888888888888888888
88888888888888888888888888888888888
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Explain:
Explain:
PRUZ?"
MATURE
HONEST
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B+(=(/,'="G(012$
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CLEVER
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Explain:
Explain:
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PROTECTIVE
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CLA Standards: Literary Response and Analysis 3.9 and 3.10
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CLA Standards: Literary Response and Analysis 3.9 and 3.10
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CLA Standard: Literary Response and Analysis 3.1 and Reading Comprehension 2.5
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CLA Standard: Literary Response and Analysis 3.1 and Reading Comprehension 2.5
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CLA Standard: Literary Response and Analysis 3.1 and Reading Comprehension 2.5
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CLA Standard: Literary Response and Analysis 3.1 and Reading Comprehension 2.5
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CLA Standards: Literary Response and Analysis 3.2; Reading Comprehension 2.5
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CLA Standards: Literary Response and Analysis 3.2; Reading Comprehension 2.5
I$#.0#90#4):00/#M69:#Y7/9'(>I#$#='.7%#7.76%+#IW'L4#"0<(#=0"#76%L9#:'X#J6%L9#:'>#46(XI#
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CLA Standards: Literary Response and Analysis 3.2; Reading Comprehension 2.5
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CLA Standards: Writing Applications 2.2a-b, Literature Response and Analysis 3.8
Well, she was beaten around the
head. There were bruises already
comin' on her arms. She had a black
eye startin' an'…Let's see... It was
left.Oh, yes...that...would make it her
right eye. It was her right eye, Mr.
Finch. Now I remember. She was
beaten up on that side of her face
The right side. She had bruises on
her arms and she showed me her
neck. There was definite finger marks
on her gullet.
(Bob Ewell rises and struts to the
stand. He raises his right hand, puts
his left on the bible, and is sworn in as
a witness.)(Atticus takes a paper and
pen out of his coat. He hands them to
Ewell to write his name on the piece
of paper)
Heck Tate
Event 3-Which side?
[...]that his girl has been raped. I got
in my car and went out there as fast I
could. She was pretty well beat up. I
asked her if Tom Robinson beat her
like that. She said, "Yes, he did." I
asked if he'd taken advantage of her
and he she said, "Yes, he did." That's
all there was to it.
Mr. Bob Ewell
Event 2-Beaten
Well, that night I was comin' in from
the woods with a load of kindlin', and I
heard Mayella screamin' as I got to
I agree with everything Mr. Tate said.
the fence. So I dropped my kindlin', Her eye was blacked. She was
and I run into the fence. But when I mighty beat up...mighty.
got loose, I run up to the windowand I
seen him with my Mayella!
Mayella Ewell
Event 1-Coming In
Was this the first time that you ever
asked him to come inside the fence?
Yes. Atticus: Didn't you ever ask him
to come inside the fence before?
Mayella: (shaking her head). No!
Tom Robinson
Ch 17-20
. An' I ask her what, and she said to
An' she said for me to come there and jus' step on the chair yonder an' git
help her a minute. Well, I went inside that box down from on top of the
the fence and I looked aroun' for some chifford. So I done what she told me,
I can't use my left hand at all. I got it
kindlin' to work on, but L didn't see
and I was reachin' when the next thing
caught is a cotton gin when I was
none. An' then she said to come in the I knew she . . . grabbed me aroun' the
twelve years old. All my muscles
house, she . . . she has a door needs legs. She scared me so bad I hopped
were torn loose.
fixin' . . . so I follow her inside an'
down an' turned the chair over. That
looked at the door an' it looked all
was the only thing, only furniture'
right, an' she shut the door.
sturbed in that room, Mr. Finch, I
swear, when I left it.
You say, "He caught me and choked
me and he took advantage me," is
that right?
No, I
don't recollect if he hit m...I...mean...yes! He hit hit me...he hit
me
He took advantage of me….An if you
fine, fancy gentlemen ain't gonna do
nothin' about it, then you're just a
bunch of lousy, yellow, stinkin'
cowards, the... the whole bunch of
you!
CLA Standards: Writing Applications 2.2a-b, Literature Response and Analysis 3.8
A/4#5B+$)C&&=)#&%7#&5784%&%+&%7#&2#D&+1%2/$/$0&#857&;/%$#))E&%#)B,+$3&%+&,8F#&8$&/$6#4#$5#&
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;4!@*A&0&*+&!
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333333333333333333333333!
()&*+,&-+./$)+$&01/2%3&+4&/$$+5#$%&+6&%7#&54/,#&489/$0&:83#228&!;#22<&&=)#&%7#&%#>%&%+&)199+4%&
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3333333333333333333333333333333333333333333333333333333333333333333!
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CLA Standards: Literary Response and Analysis 3.3 and 3.4
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!!!!!!!!!!!!!!!!!!!!!"
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CLA Standards: Literary Response and Analysis 3.3 and 3.4
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CLA Standards: Literary Response and Analysis 3.3 and 3.4
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CLA Standards: Literary Response and Analysis 3.7
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