English I: Fall 2013
 Sold
30 million copies in 35 years of
publication (1995)—sells almost 1 million
copies/ year
 Themes=
tolerance, justice, humanity,
friendship and family, growing up
 Published
in 1960
 Setting=
1932-1935 in Maycomb, Alabama
 Plotline
A: Three kids, Jem, Scout, and Dill,
try to find out more about their secretive
neighbor, Boo
 Plotline
B: Trial of Tom Robinson, a black
man accused of raping the daughter of a
poor white man
 1991
survey to name the book that made
the biggest difference in lives—To Kill a
Mockingbird came in second, after the
Bible
 1999
American librarians voted it the best
novel of 20th century
 Translated
into more than forty languages
What is prejudice? Can you think
of any examples that help clarify
the abstract term?
The 1930’s:
The Great Depression, Jim Crow,
and Lynching
Essential Question: How can I analyze
informational texts to gain understanding about a
time period in American history?
 In
assigned groups, visit each station to
examine various texts about the setting of
the novel. Spend 6 minutes/ station and
then rotate at the teacher’s signal. Discuss
with your group and record your
thoughts on your handout. At the end and
as a class, we will briefly discuss each
station.
• Station 1: The Great Depression
• Station 2: Jim Crow Laws
• Station 3: Lynching Statistics and Information
 With
a partner/ group of three, read the
article. Highlight important information.
 On a separate sheet of paper, record the
following (at least):
Language’s role in prejudice
Three language devices used to show biased
attitudes and to influence the attitudes of others/ a
brief explanation of each
How to change objectionable language, in your
own words
 In
groups of 4-5, brainstorm ideas for a skit
you might present to an elementary or
middle school explaining what prejudice is,
and include a warning against prejudicial
language.
 Decide
upon roles for each person in the
skit, and then practice. Be ready to present
your skit to the class.
Create
a poster (to possibly be
placed somewhere in our school)
bringing awareness to prejudice
and prejudicial language.
Consider
definitions,
example(s), how to stop it, etc.
 In
at least ½ page, define prejudice as we
have studied it this week. Think about
specific examples you can include in your
writing to illustrate the concept. Use formal
language and proper grammar/spelling.
 This
assignment is worth 10 points.
EQ: What was the Scottsboro
Trial?
EQ: How can I make an informed
claim on a subject and support
that claim with evidence?
 Your
task is to research the Scottsboro
Trial, recording important information on
your graphic organizer.
 As
you research, look for information to
answer the following question:
WAS THE SCOTTSBORO TRIAL FAIR OR
NOT? SUPPORT YOUR CLAIM WITH
EVIDENCE FROM YOUR RESEARCH.
Yesterday, Joanna
broke up with
Johnny. She wrote him a letter
explaining why she broke up with
him.
Question: Was
it fair for Joanna to
break up with Johnny? Why or why
not?
Dear Johnny,
I’m sorry, but we need to break up. I know it’s lame to break up in a
letter, but I didn’t want to see you cry. If you need an explanation,
here it is:
1)
On Friday, I sent you a text during first period. You didn’t reply
back until AFTER SCHOOL. Who does that??
2)
Before that, on Wednesday, I asked if we could sit by ourselves
at lunch. You wouldn’t do that. You said you wanted to sit with
both me AND your other friends. Rude!
3)
Last Friday, I thought we made plans to both dress up in
matching outfits for the Dance on the Deck. When you and your
mom showed up to pick me up, you were wearing something
different.
Really, it is pretty obvious that we need to break up…it’s just not
working out for us. I hope you’re not too upset, though.
We can still be friends!
Joanna
Question:
Was it fair for Joanna
to break up with
Johnny?
Why or why not?
Go to Ms. Sho’s webpage at greermiddlecollege.org
Select the file “Scottsboro Trial Research Packet”
Using your graphic organizer to record information, read
through the artifacts (skimming where needed)
When finished researching, answer the question– was the
trial fair or not? You must choose FAIR or NOT FAIR.
Write at least ½ page with your claim (#4), and use info
from the research packet/ your graphic organizer to
EXPLAIN why it was fair or unfair.
1.
2.
3.
4.
5.


Solid responses make a claim and support it with at least 4 details (even
considering the opposite stance and then refuting it).
Mid-level responses make a claim, but may need more support for the claim

Weak responses don’t take a strong stand and/or lack support
“‘Is that tree dyin’?’
‘Why no, son, I don’t think so. Look at the leaves,
they’re all green and full, no brown patches
anywhere—’
‘It ain’t even sick?’
‘That tree’s as healthy as you are, Jem. Why?’
‘Mr. Nathan Radley said it was dyin’.’
‘Well maybe it is. I’m sure Mr. Radley knows more
about his trees than we do.’” (71).

Ms. Sho distributes HW questions to other students, who
choose the top two questions from the list given—put *
next to top 2 with explanation

Students return lists and provide feedback on the other
student’s questions

Students write one of the questions (of the 2) on an index
card

Students choose index cards from the red table

Students respond to chosen question on the back of the
index card (write name on it, too)

Students discuss major questions from the novel in wholeclass setting