Monday 9/23-Tuesday 9/24: Peer Review and Grammar Rules
Wednesday 9/25: Essay Due
Wednesday-Thursday 9/26-9/27
To Kill a Mockingbird- Students will receive packet and books. Students will begin reading
following schedule.
The Introduction
Objectives:
1. Students will comprehend background information about the 1930s that supports the
novel To Kill a Mockingbird.
2. Students will arrange information as they listen to lecture and participate in
discussion.
3. Students will take notes about the topic using their guided notes.
4. Students will analyze the major themes of the novel: class, race, and “mockingbird.”
5. Students will develop a reference for later use in this unit.
Standards:
 Listen to others: (1.6.11.A)
o Ask clarifying questions.
o Synthesize information, ideas, and opinions to determine relevancy.
o Take notes.
 Contribute to discussions. (1.6.11.D)
o Ask relevant questions.
o Respond with relevant information or opinions to questions asked.
o Listen to and acknowledge the contributions of others.
o Adjust tone and involvement to encourage equitable participation.
o Introduce relevant, facilitating information, ideas, and opinions to enrich the
discussion.
o Paraphrase and summarize as needed.
 Recognize the impact that societal events and issues have on teachers and students,
the English language arts.. (NCTE 2.6)
Analyze the relationships, uses, and effectiveness of literary elements used by an
author… theme. (1.3.11.B)
Materials: Novel, Packets, Power Point
Anticipatory Set: On the Power Point the first slide displays Atticus Finch’s quote, “Shoot all
the blue jays you want if you can hit ‘em, but remember it’s a sin to shoot a mockingbird.”
Students will be instructed on the slide to write 4-8 sentences in their journal on what they
think this quote means.
Procedures/Sequence:
 I will hand out the books To Kill a Mockingbird and students’ packets and instruct
them to open to the second page that is labeled “Background Information” (attached).
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Then, the students and I will go through the Power Point presentation together. On the
third slide (after the journal prompt and title and author slide) there is the quote that
the students considered in their journals. When we get to this slide I will ask that twothree students share what they wrote.
As a class we will continue through the Power Point presentation as I elaborate on the
quote, history related to this book, and Harper Lee.
Students will fill in the blanks on their Background Information sheet.
When the slide show is completed, I go over some of the packet with students in
detail, explaining the *reading calendar and focus questions.
Closure:
 When we reach the final slide, the quote that students received earlier will be shown
and students will be instructed to write on an exit slip: “Considering the time period,
who are the blue jays and who are the mockingbirds.” Students will turn in these exit
slips when they leave class. They will be instructed to write their book number on the
exit slip as well.
 If students finish notes early, we will begin reading the novel in class.
Assignment: Begin Reading
Friday 9/27
The Butterfly Effect
Objectives:
1. Students will demonstrate knowledge of characterization and cause and effect.
2. Students will participate in discussions, listening to others, and speaking when called upon
with relevant ideas as they analyze the text in conjunction with the literary terms.
3. Students will demonstrate knowledge of the text.
Standards:
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Read and understand a work of literature. (1.3.11.A)
Analyze the relationships, uses, and effectiveness of literary elements use by one author
including characterization/ cause and effect. (1.3.11.B)
Listen to others. (1.5.11.A.)
o Ask Clarifying questions.
o Synthesize information, ideas, and opinions to determine relevancy.
o Take notes.
Contribute to discussions. (1.6.11.D)
o Ask relevant questions.
o Respond with relevant information or opinions to questions asked.
o Listen to and acknowledge the contributions of others.
o Adjust tone and involvement to encourage equitable participation.
o Introduce relevant, facilitating information, ideas, and opinions to enrich the
discussion.
o Paraphrase and summarize as needed.
Identify, describe, evaluate, and synthesize the essential ideas in text. (1.1.11.D)
Materials: Novel, Packets
nticipatory Set: Journal Entry 1 (5 points).
Procedures/Sequence:
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We will read out loud the first three paragraphs of chapter one. (Student volunteers).
Students will begin discussing the quote and the first two paragraphs of chapter one. We will
first discuss what cause and effect are and how they are related.
o Cause and effect is the relationship between two things when one thing makes
something else happen.
o Writers use this text structure to show order, inform, speculate, and change
behavior. This text structure uses the process of identifying potential causes of a
problem or issue in an orderly way.
o Different types of cause/effect writing:
 Stated cause/effect relationships: the relationship is stated clearly
 Unstated cause/effect relationships: students must be taught how to "read
between the lines"
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Reciprocal cause/effect relationships: effects may be part of a chain. In this
kind of structure, one effect goes on to cause a second effect, which may
then cause a third effect, etc.
 Which is To Kill a Mockingbird? (All three… students will probably differ
when the first chapter that it is reciprocal cause/effect).
Students will develop ideas on:
o What causes Jem’s broken arm?
o What the Ewell’s did to cause it?
o How long ago was the summer Dill came?
o After reading the first chapter do you think Dill will be responsible for Jem’s broken
arm?
o Will Boo Radley come out?
o Is it Andrew Jackson’s fault?
o How can they both be right as according to Atticus?
Students will fill out the “Cause and Effect” page of their packet.
Next students will be instructed to take out their “Character Pages” in their packets.
(attached)
We will define characterization: Characterization is the method used by a writer to develop
a character. The method includes (1) showing the character's appearance, (2) displaying the
character's actions, (3) revealing the character's thoughts, (4) letting the character speak,
and (5) getting the reactions of others.
Closure: Students will need to have chapter 5 completed by Monday.
*I will again mention to students that can and should be reading ahead.