Touching Spirit Bear

Artifact VI – ESL Unit Plan: To Kill a Mockingbird

Unit Plan

To Kill a Mockingbird

By Harper Lee

Kathryn Hinbern

Michigan State University

TE 843: Spring 2011

Final Project

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Table of Contents

Purpose

Rationale/Description

Objectives/Vocabulary

Lessons 1-22

Chapter Questions

English Language Proficiency Standards

Resources

3

4

5

6-13

14-18

19-21

22

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Purpose

Class:

Grade:

Text:

Duration:

English as a Second Language (ESL)

9 th grade

To Kill A Mockingbird by Harper Lee

ELL Level:

11 weeks (22 lessons, 2 days a week)

Early intermediate (Speech emergent)

Students can comprehend short conversations on simple topics. They rely on familiar structures and utterances. They use repetition, gestures, and other nonverbal cues to sustain conversation.

When reading, students at this level can understand basic narrative text and authentic materials. They can use contextual and visual cues to derive meaning from texts that contain unfamiliar words, expressions, and structures. They can comprehend passages written in basic sentences patterns, but frequently have to guess at the meaning of more complex materials. They begin to make informed guesses about meaning from context. They can begin to identify the main idea and supporting details of passages.

Students can write simple notes, make brief journal entries, and write short reports using basic vocabulary, and common language structures. Frequent errors are characteristic at this level especially when students try to express thoughts that require more complex language structures.

(Source: English Language Proficiency Standards, MDE, p. 9)

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Rationale

This lesson plan is intended for English Language Learners (ELLs) at the high school level. As an English as a Second Language (ESL) teacher, I often find that my students really struggle with the novels that are studied in their

Language Arts courses. Therefore, when their teachers assign a new novel, I like to supplement by spending ESL class time studying the more complex topics and vocabulary in the book, while the students also read it in their Language Arts courses. Frequently in these courses, they are asked to read chapters at home for homework. Many ELLs, especially lower level ELLs, have a lot of difficulty doing this on their own because they come up against vocabulary they aren‟t familiar with and ideas they don‟t understand. Often times they become so frustrated that they just give up. Therefore, I will be spending class time breaking down the chapters and analyzing the material together.

In addition, my ELLs often do not have any knowledge of background information that is necessary to really understand the content and characters of the novel, and so I also like to preface the book with some information about the time period and any historical events that may be pertinent to the subject matter of the novel.

Harper Lee‟s To Kill A Mockingbird takes place in Alabama during the

Great Depression. My ELLs are from different countries all over the world, and so their familiarity with American history is often quite limited. I will begin this unit by helping them to understand this time period and how it affected

Americans all over the country. I will also explore other important issues, such as racism and segregation.

Description

Each lesson begins with a bell activity, which the students are to complete during the first 5-7 minutes of class. This activity consists of 5-8 questions about the chapters of the book that the students are currently reading. These questions check for understanding and encourage the students to stay on track with the pace of their reading. The lessons continue with several types of speaking, reading, writing, and listening activities that not only improve their understanding of the novel, but also exercise and develop their English language skills.

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Objectives

1.

Gain basic information about the Great Depression and how it affected

American lifestyles.

2.

Become acquainted with Rosa Parks and her story.

3.

Increase and improve knowledge of American history, particularly segregation.

4.

Read and analyze the book To Kill a Mockingbird.

5.

Comparing and contrasting the book To Kill a Mockingbird with the movie

A Time to Kill.

6.

Increase and improve free write skills through journaling.

7.

Develop the ability to write from another person‟s point of view.

8.

Increase and improve Basic Interpersonal Communication Skills (BICS) through informal class discussions.

9.

Increase and improve Cognitive Academic Language Proficiency (CALP) through reading and writing exercises.

10.

Understand the basic proceedings of a court trial.

11.

Increase and improve knowledge and use of complex vocabulary (see below).

Vocabulary

 The Great Depression

 Unemployment

 Poverty

 Frustration

 Segregation

 Discriminate

 Inferior

 Fear

 Optimism v. Pessimism

 Innocence v. Experience

 Racism

 Anger

 Revenge

 Defend

 Ironic

 Naïve

 Trial

 Judge

 Jury

 Prosecution

 Defense

 Verdict

 Guilty v. Not guilty

 Hypocritical

 Suspense

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Lessons

Lesson 1: Overview of Theme

 Put a large picture of a mockingbird on the board or overhead projector.

 In order to introduce the main theme of the book, read the following quote:

“Remember it‟s a sin to kill a mockingbird.” That was the only time I ever heard Atticus say it was a sin to do something, and I asked Miss Maudie about it.

“Your father‟s right,” she said. “Mockingbirds don‟t do one thing but make music for us to enjoy . . . but sing their hearts out for us. That‟s why it‟s a sin to kill a mockingbird” (Chapter 10).

 Journal: Allow the students to write down their thoughts about this quote, and then discuss as a class. Explain the idea of a symbol, and how the mockingbird is a symbol in the book.

Lesson 2: Characters and Time Period

 Introduce the characters of the novel. I use pictures of the characters from the movie because often times the Language Arts teachers will show parts of the movie after students have read certain chapters.

 Give the students some background on the Great Depression. Explain what the term “unemployment” and how it caused a lot of poverty.

 Show students this iconic photograph taken during the Great Depression.

(Source: Flickr.com)

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 Journal: How would you feel if you had to take care of your family, but you could not get a job? Why would this cause you to be frustrated?

Lesson 3: Segregation

 Journal: Begin the class with a pre-write activity for students. Give them the following prompt: Imagine being told that you had to give up your seat on a bus because your skin color was considering inferior to another person. How would you feel? How would you react? What would you do?

 Segway into this video showing Rosa Parks retelling that day‟s events. http://video.google.com/videoplay?docid=-189420203914406728#

(Source: Google Videos)

 Discussion: What did Rosa Parks do in that situation? How do you think she felt? How do you think people reacted to her defiance? If she was your grandmother, what would you say to her?

Lesson 4: Chapter 1

 Bell Activity: Chapter questions

 Journal: Have you ever been afraid of something, but then later on discovered you were afraid for no reason?

 Read excerpts out loud from Chapter 1 that describe Boo Radley.

 Have students draw a picture what they think Boo Radley looks like. Have some students present their pictures and allow other students to give adjectives that describe the picture.

Lesson 5: Chapters 2-3


 Read this quote aloud to the class and have an open class discussion:

“You never really understand a person until you . . . climb into his skin and walk around in it” (Chapter 3). What does this mean to you? Do you sometimes wish other people could do this for you?

 Give a definition of the word “poverty.” Have the students free write, relating this word back to what they have learned about the Great

Depression.

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 Journal: Have the students write about the transformation of Boo Radley.

What did the children (Scout, Jem, and Dill) think of him at the beginning of the book? Do you see a change? What have they been doing to get his attention? Why?

 Now that the students have had adequate time to get to know the characters, divide them into 7 groups. Each group is to create a semantic map representing the following characters from the book: Scout, Jem,

Atticus, Boo Radley, Dill, Walter, Miss Maudie. Have each group present their map to the class.



 “Is the glass half empty or half full?” Explain this saying and how it relates to the two vocabulary words, optimism and pessimism. Relate it to how Scout is a symbol of innocence and optimism, whereas Jem is becoming more mature and experienced.

 Give several examples of daily life situations. Have the students take turns giving an example of an optimistic outlook and a pessimistic outlook on the situation.

 Journal: Boo Radley‟s brother plugs up the tree hole with cement. How do you think this made Boo Radley feel? How do you think this made Jem and Scout feel? Give a prediction of what happens next.



 Scout‟s classmate, Cecil Jacobs, taunts Scout by saying, “Scout Finch‟s daddy defends niggers.” Have an open discussion about the „n‟ word, comparing how it was used back during this time period and how it is used today.

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 Have the students create a Double Bubble Map using Rosa Parks and Tom

Robinson. Have the students share their map with a partner.

(Source: Thinking Maps)

Lesson 9: Movie: A Time to Kill

 Read a short synopsis of the movie A Time to Kill.

 Watch the movie A Time to Kill.

Lesson 10: Movie: A Time to Kill

 Discussion of the movie A Time to Kill. How did the movie make you feel?

 Journal: Give a definition of the word “revenge.” How does this apply to the movie? And the book?

 In pairs, have the students create a Double Bubble Map that compares and contrasts Atticus Finch from the novel and Jake Brigance from the movie.



 Journal: Summarize Scout and Jem‟s visit to Calpurnia‟s church. What did they do? How did the other church goers react? How were they treated?

 Calpurnia demonstrates how the two races are divided by acting one way in the Finch household and another in the church. Divide the class into

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Artifact VI – ESL Unit Plan: To Kill a Mockingbird two groups, and have one group create a semantic map describing how

Calpurnia acts with the Finches and how she acts when she is with other

African Americans.

 Discussion: Have the students give examples of situations where they may act different because of where they are or who they are around.



 Role-play: Have students act out the encounter between Atticus, the group of men ready to confront him, and Scout.

 Give a definition of the word “naïve.” Explain how this word describes

Scout‟s reaction to why the men were there to confront Atticus. Have the students jot down other instances where Scout was naïve and share them with the class.



 Journal: Write this quote on the board:

“Real courage is when you know you're licked before you begin, but you begin anyway and see it through no matter what” (Chapter 17).

Have the students free write what they think about this quote and how it relates to Atticus‟s job as Tom Robinson‟s lawyer.

 Split the class into 4 groups. Assign each group the following vocabulary words: judge, jury, prosecution, and defense. Each group must research the job/role of this person/people and list them on a poster. They also must name the character(s) in the book that are assigned that particular role.

 Discussion: Scout and Jem sit in balcony where only black people sit.

Recall the vocabulary word for separation according to race (segregation).

Why do they sit there? What does this represent?



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 Explain the meaning of the word “verdict.” Have each student write a sentence using this word. Share the sentences with the class.

 Essay: Write a persuasive essay to convince the jury that Tom Robinson is innocent. Use the facts in the book to support your belief.



 Begin the class by having the students sit in a circle. Each student will take a turn reading their persuasive essays out loud. While the other students listen, instruct them to write down at least one positive comment about the student‟s essay. Have each student share his/her comment after each essay.

 Discussion: Despite all this evidence supporting Tom Robinson‟s defense, how is he “licked” before the trial even began?

 Role-play: Have the students pretend they are on the jury for Tom

Robinson‟s trial. Give each student a card and instruct the student to write either “guilty” or “not guilty.” Collect the cards and read each out loud to the students, and give the verdict to the class.



 In pairs, have students define capital punishment. Do you think Tom

Robinson deserved this sentence? If Tom Robinson was guilty, do you think he would deserve this punishment? Students should share their opinions with the class.

 Journal: Why does Mr. Dolphus Raymond pretend to be a drunk? What does he reveal to the children?

 Discussion: Tom Robinson escapes and is shot 17 times. Mr. Underwood describes his death as “the senseless slaughter of songbirds” (Chapter

25). How does this quote refer back to the title?



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 Journal: Scout says, “Boo Radley was the least of our fears” (Chapter

26). What does she mean by this? Who/what should they really fear?

 Discussion: Bob Ewell harasses those connected with the trial. Why does he do this?

 Give the class a definition of the word “hypocritical.” Scout‟s teacher, Miss

Gates, condemns Hitler for his persecution of the Jews; Scout finds this to be hypocritical. In pairs, have the students come up with situations where they can say things that are considered hypocritical. Have them role play these situations in front of the class.



 Teacher: Read aloud p. 347 – p. 356, which describes the attack that occurred on Jem and Scout on their way home from the play (stop before they reveal who the attacker was). Have the students listen in suspense.

 Journal: Who do you think attacked Jem and Scout? Why? Who do you think saved Jem? Why?

 Discussion: Have students share their journal responses.



 Read the following quote to the class:

“His lips parted into a timid smile, and our neighbor‟s image blurred with my sudden tears. „Hey, Boo,‟ I said” (Chapter 31). Discuss the following with the class: Are you surprised to find that Boo saved Jem and Scout? How has

Scout‟s opinion/image of Boo changed from the beginning of the book until now?

 Now read the following quote to the class:

“Atticus was right. One time he said you never really know a man until you stand in his shoes and walk around in them. Just standing on the Radley porch was enough” (Chapter 31).

Then read this quote from earlier in the unit:

“You never really understand a person until you . . . climb into his skin and walk around in it” (Chapter 3).

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 Journal: Considering this quote, write a passage from another person‟s point of view. Choose a character from the book (Scout, Boo Radley, Tom

Robinson, Atticus, etc.) and write 1 paragraph describing their thoughts and feelings at this point in the novel.

 Discussion: Have the students share their journal responses with the class.

Lesson 20: Reflection

 Reflect back on the following quote:

“Remember it‟s a sin to kill a mockingbird.” That was the only time I ever heard Atticus say it was a sin to do something, and I asked Miss Maudie about it.

“Your father‟s right,” she said. “Mockingbirds don‟t do one thing but make music for us to enjoy . . . but sing their hearts out for us. That‟s why it‟s a sin to kill a mockingbird” (Chapter 10).

 Journal: How is the mockingbird a symbol in this book? Who do you think it symbolizes?

 Discussion/Survey: Did you like/dislike the book? Why? What did you think of the ending? How did it make you feel? Did this book teach you anything? What you recommend this book to a friend?

Lesson 21: The Movie

 Watch the movie To Kill a Mockingbird (1962, directed by Robert

Mulligan).

Lesson 22: Final Essay

 Essay:

1. Reflect back on that time that you were afraid to defend someone because of how other people would react. What did you do? Did this book make you rethink your actions?

2. Put yourself in the other person‟s position. How does it feel to be the person that needs and deserves support but doesn‟t receive it?

3. Consider the quote from the last lesson about the mockingbird.

Incorporate your thoughts and reflections about it into the essay.

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Chapter Questions

Chapter 1

1.) What is Scout‟s real name? Jean Louise Finch

2.) In what city and state does the novel take place? Maycomb, Alabama

3.) Who is the Finch‟s cook? Calpurnia

4.) What year is it? 1933

5.) Who are the children afraid of and fascinated with? Boo Radley

Chapter 2

1.) Who leaves Maycomb? Dill

2.) Who is Scout‟s teacher? Miss Caroline

3.) With what skill is Miss Caroline displeased with Scout? Reading

4.) Who cannot afford a lunch? Walter Cunningham

5.) With what does Miss Caroline slap Scout‟s hand? A ruler

Chapter 3

1.) Who invites Walter to lunch? Jem

2.) What does Walter put all over his food? molasses

3.) What crawls out of a boy‟s hair at school? a cootie

4.) Who yells at Scout for criticizing Walter? Calpurnia

5.) When does Burris Ewell come to school? the first day

Chapter 4

1.) What does Scout find in the tree in front of the Radley house? chewing gum

2.) What else do they find in the tree two Indian-head pennies

3.) Who comes back to Maycomb? Dill

4.) What‟s the name of Scout, Jem, and Dill‟s new game? Boo Radley

Chapter 5

1.) With whom does Scout start spending more time? Miss Maudie

2.) What family member is mean to Boo Radley? his father

3.) To what does Jem invite Boo Radley? Ice cream

Chapter 6

1.) What do Jem‟s pants get caught on? fence

2.) Who did Nathan Radley think he was shooting at? a “negro”

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3.) What game do the children claim is the reason for Jem‟s missing pants? strip poker

Chapter 7

1.) What do they find in the knothole? gray twine

2.) And later that fall? Two carvings resembling Scout and Jem

3.) What is the knothole filled with? cement

Chapter 8

1.) Who does the snowman look like? Mr. Avery

2.) Whose house is on fire? Miss Maudie

3.) Who puts a blanket over Scout? Boo Radley

Chapter 9

1.) With whom does Scout start a fight? Cecil Jacobs

2.) Who will Atticus defend in court? Tom Robinson

3.) With whom does Scout fight again, for the same reason? Francis

Chapter 10

1.) What does Atticus shoot and kill? A mad dog

2.) What is Atticus‟s nickname because of his shooting skills? One-shot Finch

3.) Who is the sheriff of Maycomb? Heck Tate

Chapter 11

1.) Who does Jem have to read to for punishment? Mrs. Dubose

2.) What was Mrs. Dubose addicted to? morphine

3.) What was inside the box given to Jem? a white camellia

Chapter 12

1.) Who does not come to visit this year? Dill

2.) Where does Calpurnia take Jem and Scout? church

3.) What is the church called? First Purchase

4.) Who criticizes Calpurnia for bringing the children? Lula

5.) Who do they collect money for? Tom Robinson

Chapter 13

1.) Who is now staying at the Finch house? Aunt Alexandra

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2.) What does Aunt Alexandra claim she gives them? a “feminine influence”

Chapter 14

1.) Whose trial is coming up? Tom Robinson

2.) Who does Scout find under her bed? Dill

3.) Who is Dill‟s aunt? Miss Rachel

Chapter 15

1.) Who drives into town? Atticus

2.) Where does Atticus sit and read the newspaper? in front of the jail

3.) Whose father does Scout see in the group of men? Walter Cunningham

Chapter 16

1.) Who refuses to go to the trial? Miss Maudie

2.) Where do Scout and Jem sit? the balcony

3.) Who is the judge? Judge Taylor

Chapter 17

1.) Who is the prosecutor? Mr. Gilmer

2.) What is the name of Bob Ewell‟s daughter? Mayella

3.) What is interesting about Bob Ewell? he is left-handed

Chapter 19

1.) How old is Mayella? 19

2.) How much money did Mayella offer Tom Robinson? a nickel

3.) How many siblings does Mayella have? 7

4.) What‟s interesting about Tom Robinson‟s left hand? crippled

Chapter 20

1.) What is Mr. Dolphus Raymond really drinking? coca-cola

2.) Who does Atticus suggest beat Mayella? Bob Ewell (her father)

Chapter 21

1.) Who brings Atticus a note? Calpurnia

2.) Who does the jury never look at? a convicted man

3.) What is the verdict? Tom Robinson is guilty

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Chapter 22

1.) What does Maycomb‟s black population bring to the Finch house? food

2.) Who has Jem changed his mind about? the people of Maycomb

3.) Who assaults Atticus? Bob Ewell

Chapter 23

1.) Where is Tom Robinson sent? another prison 70 miles away

2.) Who wanted to acquit Tom Robinson? one of the Cunninghams

3.) Who is against inviting Walter Cunningham to dinner? Aunt Alexandra

Chapter 24

1.) Who does Aunt Alexandra invite to tea? her missionary circle

2.) What happened when Tom Robinson tried to escape? he was shot 17 times

3.) Who does Atticus take with him to tell the Robinsons? Calpurnia

Chapter 25

1.) What kind of bug does Scout want to squash? roly-poly

2.) Who writes the editorial about Tom Robinson‟s death? Mr. Underwood

Chapter 26

1.) Who does Scout wish she could see just once? Boo Radley

2.) Who is Scout‟s third grade teacher? Miss Gates

3.) Who goes Miss Gates lecture the class on? Hitler

Chapter 27

1.) What program does Bob Ewell get a job with? WPA, Depression job program

2.) Who harasses Judge Taylor and Helen Robinson? Bob Ewell

3.) What food costume does Scout wear in the pageant? ham

Chapter 28

1.) Who jumps out and frightens Scout and Jem? Cecil Jacobs

2.) What does Scout do that causes her to miss her entrance? falls asleep

3.) Who does Aunt Alexandra call after the attack? Dr. Reynolds

4.) Who does Heck Tate say is lying under a tree dead? Bob Ewell

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Chapter 29

1.) What was the tear in Scout‟s costume caused by? a knife

2.) What stopped the knife from cutting Scout? the wire in her costume

3.) Who carried Jem home? Boo Radley

Chapter 30

1.) Who does Atticus think stabbed Bob Ewell? Jem

2.) What does Heck Tate say happened? he fell on the knife

3.) Who really stabbed Bob Ewell? Boo Radley

Chapter 31

1.) Who does Scout walk home? Boo Radley

2.) Does Scout see Boo Radley again? No

3.) What is Atticus doing as Scout falls asleep? reading to her

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English Language Proficiency Standards

Michigan Department of Education

Listening:

L.2.3.a Understand age-appropriate social discourse with occasional repetition and rephrasing.

L.3.2.a Listen and respond to stories and other texts read aloud, including classic and contemporary works.

L.3.3.a Identify main ideas and fact versus fiction in broadcast media.

L.3.3.b Listen attentively to stories or content information and identify key details and concepts using both verbal and written responses.

L.4.3.a Understand vocabulary and discourse features of content areas.

L.6.3.a Infer speaker‟s messages, purposes, and perspectives.

Speaking:

S.2.3.a Participate in social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and requesting information.

S.4.2.b Participate in classroom discussions.

S.4.3.a Participate actively in cooperative group activities and projects.

S.5.2.a Answer instructional questions with supporting details.

S.6.3.a Speak clearly and comprehensibly by using standard English grammatical forms, pronunciation, phrasing and intonation.

S.7.2.a Prepare and deliver short oral presentations.

S.7.2.b Retell stories and participate in short conversations.

S.8.2.b Identify orally the main points of simple conversations and stories that are read aloud.

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Reading and Comprehension:

R.3.2.a Use context clues as a strategy to figure out meaning of unfamiliar words and phrases.

R.3.2.b Use meaning clues and language structure to expand vocabulary

(pictures, background knowledge, context clues).

R.4.3.a Use knowledge of complex syntax (sentence structure) and grammatical features to derive meaning from narrative text.

R.5.2.a Participate in discussions describing characters, setting, events and plot.

R.5.3.a Summarize informational or narrative selections.

R.5.3.b Compare and contrast characters; describe setting and events in text.

R.5.4.a Recognize the theme (general observation about life and human nature) within a text.

R.5.4.b Identify main ideas and supporting details from grade appropriate texts.

R.6.3.b Make connections between prior knowledge, personal experiences and what is read.

R.8.2.b Make and confirm predictions about the subject/story from text clues.

Writing:

W.1.3.a Write with consistent use of spelling patterns and rules.

W.1.3.b Organize, record and summarize expository information for posters and presentations for literature and content areas subjects.

W.1.3.c Write three paragraphs including a beginning, middle and end on a prompt/theme.

W.2.2.a Capitalize and punctuate correctly to clarify and enhance meaning (such as capitalizing titles, using possessives, commas in a series, apostrophes and contractions, and abbreviations).

W.2.3.b Use a variety of parts of speech to clarify writing.

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W.2.3.e Use verb tenses appropriately in present, past, future, perfect and progressive.

W.3.2.a Use thematic and content-specific vocabulary introduced in the classroom for writing across the curriculum.

W.5.3.d Edit writing to ensure use of grammar conventions.

W.6.2.a Write brief responses to selected literature with factual understanding of the text using simple sentences.

W.6.3.c Write simple compositions that address a single topic that include supporting sentences with concrete sensory details of people, places, things or experiences.

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Resources

Texts

To Kill a Mockingbird by Harper Lee

Grand Central Publishing: New York, 1960

ISBN 0446310786

ESL Standards

Michigan English Language Proficiency Standards http://www.michigan.gov/documents/English_Language_Proficiency_K-

12_Standards_103705_7.pdf

Teaching Strategies

Reading, Writing, and Rising Up by Linda Christensen

Rethinking Schools, Ltd.: Wisconsin, 2000

ISBN 978942961256

“A Narrow Bridge to Academic Reading” by Nancy L. Hadaway

Education Leadership, April 2009

Movies/Videos

Google Videos http://www.video.google.com

To Kill a Mockingbird directed by Robert Mulligan, 1962

Photos

Flickr http://www.flickr.com

Thinking Maps http://www.thinkingmaps.com/

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Touching Spirit Bear

Unit Plan

To Kill a Mockingbird

By Harper Lee

Kathryn Hinbern

Michigan State University

TE 843: Spring 2011

Final Project

Table of Contents

Purpose

Rationale

Description

Objectives

Vocabulary

Lessons

Chapter Questions

English Language Proficiency Standards

Resources

Related documents

Products

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Touching Spirit Bear

Unit Plan

To Kill a Mockingbird

By Harper Lee

Kathryn Hinbern

Michigan State University

TE 843: Spring 2011

Final Project

Table of Contents

Purpose

Rationale

Description

Objectives

Vocabulary

Lessons

Chapter Questions

English Language Proficiency Standards

Resources

Related documents

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