Unit Plan to Kill a Mockingbird (Assignments Are Interesting

7/30/2019 Unit Plan to Kill a Mockingbird (Assignments Are Interesting

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To Kill A Mockingbird Unit Rationale

To Kill A Mockingbird is an important novel for ninth grade learners to explore.

During their ninth grade year, students are in a transitional stage in their lives as they

move closer to maturity and leave their childhood and early youth years behind. To Kill

A Mockingbird is relevant to ninth graders as its narration reveals the importance of

reflection in one’s life and the lessons that can be learned from others. Also, To Kill A

Mockingbird forces students to think more deeply about stereotypes, prejudices, and

social injustices that have appeared in history and continue to appear in our communities.

While the novel helps students explore the complex natures of inequality and innocence

in our society, the persuasive research paper allows students to place themselves inside of

a societal issue and develop a voice arguing for or against a topic they find personally

meaningful and interesting.

I believe that literature can be powerful and life-changing when students can

connect their lives to their reading. The scrapbook assignment and the persuasive

research paper are designed to engage students as they promote writing creativity.

Students find and develop their own voice in each project and, using that voice,

demonstrate their understanding of To Kill A Mockingbird and their research skills.

Although there are framework structures for each assignment that serve to scaffold

students, learners take ownership over their learning as they are given the freedom to

select what they will include, how they will organize that information, and what they

want to leave their readers with a result.

Although To Kill A Mockingbird is a long novel for students to read, I think it is

important to provide learners with text and writing variety during this unit’s instruction.



Song lyrics and poetry are used to encourage learners to hear, contemplate, and

internalize voices that describe themes of oppression and inequality similar to those

found in the novel. I also chose to include a modern essay and an excerpt from Maya

Angelou’s I Know Why The Caged Bird Sings to help readers examine text-to-text

relationships between these pieces of literature and To Kill A Mockingbird . Finally,

Martin Luther King Jr.’s “I Have A Dream” speech serves as an excellent example of

effective persuasion for students as they compose their research papers.



Day 1 – Historical Framework for To Kill A Mockingbird Genre Studies

9th

grade: Honors16 students

Standards of Learning:

9.4 The student will read and analyze a variety of informational materials (manuals, textbooks,

business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including

journals, essays, speeches, biographies, and autobiographies.

a) Identify a position/argument to be confirmed, disproved, or modified.

b) Evaluate clarity and accuracy of information.

c) Synthesize information from sources and apply it in written and oral presentations.

d) Identify questions not answered by a selected text.

e) Extend general and specialized vocabulary through speaking, reading, and writing.

f) Read and follow instructions to complete an assigned project or task.

9.6 The student will develop narrative, expository, and informational writings to inform, explain,

analyze, or entertain.a) Generate, gather, and organize ideas for writing.

b) Plan and organize writing to address a specific audience and purpose.

c) Communicate clearly the purpose of the writing.

d) Write clear, varied sentences.

e) Use specific vocabulary and information.

f) Arrange paragraphs into a logical progression.

g) Revise writing for clarity.

h) Proofread and prepare final product for intended audience and purpose.

9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence

structure, and paragraphing.

a) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,

and predicate nominative/predicate adjective.

b) Use parallel structures across sentences and paragraphs.

c) Use appositives, main clauses, and subordinate clauses.

d) Use commas and semicolons to distinguish and divide main and subordinate clauses.

9.8 The student will credit the sources of both quoted and paraphrased ideas.

a) Define the meaning and consequences of plagiarism.

9.9 Student will use print, electronic databases, and online resources to access information.

a) Identify key terms specific to research tools and processes.

b) Narrow the focus of a search.

c) Scan and select resources.d) Distinguish between reliable and unreliable Internet sources and apply

responsible use of technology.

I. This lesson marks the beginning of the To Kill A Mockingbird unit. This unit will

take an in-depth approach to the novel as students will explore its historicalframework through research, while interacting with a number of different texts

before they begin reading Harper Lee’s masterpiece. This lesson focuses on theUnited States history that influenced Lee as she composed TKM . Students will

analyze song lyrics and newspaper articles to build on any background knowledge



that they might have of the oppression that African-Americans faced in the 1930s.Although this lesson covers an abundance of information, students will be

encouraged to make connections through informal writing prompts and ahistorical pamphlet project.

II. 1. Students will listen to “Strange Fruit” and infer what the song meansthrough the composition of a one-page journal entry.2. Students will organize and record important information spoken in lecture.

3. Students will analyze two newspaper articles and identify the author’s toneand literary effect.

4. Students will use electronic and print resources to research a historical period, figure, or event.

5. Students will organize information on a given topic and generate aninformational historical pamphlet.

III. Students will be evaluated through their informal and formal writing during this

lesson. Informal writing will be evaluated as I check each student’s one-page journal entry. Each entry is worth ten points (2.5 points for each fourth of the

page that is filled). During the history lecture, I will walk around to ensure thatall students are following along and taking notes on the handouts that I provide.

Before the end of class, each student will be expected to provide me with anupdate on their research progress. I will need to hear an explanation and see

tangible evidence of their work on the pamphlet.

IV. This lesson will begin with students listening to “Strange Fruit.” (5m) Studentswill then be asked to compose a one-page journal entry that describes their

reactions to and interpretations of the song (10m). Next, we will discuss the songas a class and begin a PowerPoint presentation that complements this lesson

(10m). During this time, students will be encouraged to take notes on the handoutthat I have provided. The song will transition students into thinking more deeply

about the oppression that blacks faced in the 20th

century. Accompanied by thePowerPoint, I will then give a lecture to students about the historical events that

happened during Harper Lee’s life, and we will discuss how they may haveinfluenced her writing (10m). The lesson will then focus on a brief summary of

the Scottsboro Boys and the trials that they faced during their lives (5m).Students will then read two New York Times articles, and discuss how they differ

in small groups (10m). We will discuss the small group findings as a class, and Iwill note connections that students should look for while they read the novel (5m).

Finally, I will go over the historical pamphlet assignment, and students will havethe rest of the period to begin researching and organizing ideas for their pamphlet.

Students will work in pairs for this assignment, as each topic (KKK, MartinLuther King, Jr., the Roaring Twenties, Jim Crow/Black Codes, the Civil Rights

Movement, etc.) covers a significant amount of information. Their pamphlets will be due at the beginning of the next lesson, and students will be expected to orally

present their information to the class.



V. “Strange Fruit” song CDJournals

PowerPoint presentationLCD projector

Laptop

“Strange Fruit” handout New York Times articles (2)Library/Computer lab

Pamphlet assignment handoutInternet, print sources, etc.

VI. Although students will work alone on their journal entries, the class will work

through ideas together. This is a non-threatening way for students to try out newideas and work towards a solid inference. The PowerPoint presentation and the

handouts will help scaffold students as they listen to the brief history lecture.Students will read the newspaper articles silently, but they will work in small

groups to discuss the author’s tone and effect within each. Each student will readwith a different lens, and the interesting differences that develop might help

students understand alternate reading perspectives.

VII. Students will need to enter this lesson with a basic understanding of theoppression that blacks have faced in United States history. Their understanding

of black oppression following the Civil War will help them as they complete thehistorical research assignment, and their understanding of black oppression

throughout much of the twentieth century will help them as they begin thinkingabout TKM influences.

VIII. Technology will be used in a variety of ways during this lesson. First, a laptop

will be used to play the song “Strange Fruit.” Next, the LCD projector and aPowerPoint presentation will make students’ learning more interactive and

engaging. Also, the computer lab or library will help students as they researchhistorical periods, people, and events by providing them with an abundance of

electronic resources.

HW: Finish the historical pamphlet with your partner, and come prepared to presenttomorrow.



Name: _______________ Period: ________

Partner: _______________

Historical Brochure Assignment (40 points)

DIRECTIONS: In order to fully understand history, I believe we must actively explore

it. For this assignment, you will create a 4-sided (not including citation slide) brochurethat contains information about your assigned topic. You are required to fill 3 pages

with information and pictures, while also creating an appropriate title side that will serveas the face of your pamphlet.

Other requirements:

• At least 3 pictures need to be included in your brochure• At least 5 facts must be included and described in your brochure

• On the last side, cite all sources that you obtained information in your brochurefrom. You should have information from and cite at least two sources.

• DO NOT PLAGIARIZE.

• Be creative!

You will be given some class time to begin working on your brochure (including access

to the computer lab). What you do not finish today will be homework, for each of youwill share information from your brochure before the class tomorrow.

Please refer to the rubric on the back of this sheet as you will be graded on the criteriawithin it.



10-9 8-7 6-5 4-3 2-1

Facts

Brochure

contains andelaborates on

at least 5 factsabout assigned

topic

Brochure


4 facts aboutassigned topic

Brochure

containsand

elaborateson 3 facts

aboutassigned

topic

Brochure

containsand

elaborateson 2 facts

aboutassigned

topic

Brochure


1 fact aboutassigned

topic

Graphics

Brochure

contains atleast 3

picturesrelevant to

assigned topic

Brochure

contains 2 pictures

relevant toassigned topic

Brochure

containsonly 1

picturerelevant to

the

assignedtopic

Brochure

containsmore than

one picture, but none

are relevant

to assignedtopic

Brochure

contains one picture, but it

is notrelevant to

assigned

topic

Content

Brochure

includes anappropriate

title side andthree sides full

of informationand pictures

relating toassigned topic

Brochure

includes anappropriate

title side andtwo sides full

of informationand pictures

relating toassigned topic

Brochure

includes atitle side

and oneside full of

informationand

picturesrelating to

assignedtopic

Brochure

includesonly one

side full of information

and pictures

relating toassigned

topic

Brochure

includesinformation

and picturesrelating to

assignedtopic, but no

side is full.

Citations

Brochure citesat least two

sources on thefinal side of

the brochure.

Brochure citesat least two

sources, butthey are not

located in onearea of the

brochure.

Brochurecites one

source onthe final

side of the brochure.

Brochurecites one

source, butit is not

located onthe final

side of the brochure.

At least onecitation was

attempted, but it is

unclear as towhat source

the studentconsulted.

Total Points: _____ out of 40 points.



Day 2 – Historical presentationsGenre Studies

9th



9.2 The student will make planned oral presentations.

a) Include definitions to increase clarity.

b) Use relevant details to support main ideas.

c) Illustrate main ideas through anecdotes and examples.

d) Cite information sources.

e) Make impromptu responses to questions about presentation.

f) Use grammatically correct language, including vocabulary appropriate to the topic, audience,

and purpose.


analyze, or entertain.

i) Generate, gather, and organize ideas for writing. j) Plan and organize writing to address a specific audience and purpose.

k) Communicate clearly the purpose of the writing.

l) Write clear, varied sentences.

m) Use specific vocabulary and information.

n) Arrange paragraphs into a logical progression.

I. This lesson gives all students in the classroom a chance to teach one another aboutthe history that frames To Kill A Mockingbird . Each pair of students within the

class will present their research findings (in the form of a pamphlet) before theclass. In this way, students explore history together, and they help their peers

deepen their understanding about historical events, figures, and ideas. It is crucialfor students to remember these concepts as they read To Kill A Mockingbird

because Harper Lee’s writing was greatly influenced by them. It will also beeasier for students to make connections between real world events and the novel’s

plot with this lesson because it scaffolds the story they are about to experience.The anticipation guide and journal entry also prepare students for the novel as

students determine and expand upon their opinions regarding complex topics.These activities will also introduce students to the various questions Scout, the

protagonist, ponders throughout the story she shares.

II. 1. Students will explain the historical significance of an event, figure, or idea before a peer audience.

2. Students will record their opinions on a To Kill A Mockingbird anticipation guide.

3. Students will reflect on one of their opinions, and compose a one-page

journal entry expanding why they believe what they do.4. Students will recall vocabulary terms and use them correctly in sentences.

III. Students’ understanding of grammatical concepts and new vocabulary terms will

be assessed by the MUG shot and vocabulary quizzes, respectively. Students’



historical pamphlets will be evaluated using the pamphlet project rubric (worth 40 points). Students’ participation in the anticipation guide and accompanying

journal entry will be evaluated at the close of class as I ensure that students havecompleted both assignments.

IV. The lesson will begin with the MUG shot and vocabulary quizzes (30m). Pairs of students will then present and explain their historical pamphlets to their peers(30m). During this time, students will need to take notes on any unfamiliar

background information as we will refer to these events, figures, and ideas, at alater time. Next, students will complete the anticipation guide to prepare their

minds for the issues that the novel with present to them (5m). Following thisactivity, students will be told to choose one of the statements they responded to,

and compose a one-page journal entry in which they explain why they currentlyhold the belief they do on that issue (20m). Students will turn both of these

assignments in at the close of class. If students finish early, they can beginreading chapter one in TKM .

V. MUG shot quiz

Vocabulary quizHistorical pamphlets

Anticipation guideJournals

To Kill A Mockingbird

VI. The historical pamphlet assignment encourages students to use their differentstrengths and ability levels to teach the class about a significant event, figure, or

idea. Unlike lectures where students take notes on what the teacher covers, peer-teaching gives students a chance to master material, and share their

accomplishment with the class in a way that is easier for a ninth grader tounderstand. Although the anticipation guide is an individual assignment, it

focuses on personal opinions, something each student should be able to personallyexplore easily. Most students will move quickly through this assignment.

However, some students may need assistance, and the five minutes devoted to thisactivity will provide me with an opportunity for individual attention. The journal

entry activity also allows me time to assist students.

VII. Students will need to have basic presentation skills in order to effectivelycommunicate their historical research to the class. Also, students will need to

know the basic steps one must take to support their position/opinion on an issuefor the journal entry activity.

VIII. Technology was not used during this lesson because students will be taking

quizzes for almost half of the period, and the other part will be spent engagingstudents in writing. Technology does not help me gauge where students are at in

their learning as the activities do.



HW: Read chapters 1-3 in To Kill A Mockingbird



Day 3 – TKM ’s Class System and Works Cited ProceduresGenre Studies

9th



9.3 The student will read and analyze a variety of literature.

a) Identify format, text structure, and main idea.

b) Identify the characteristics that distinguish literary forms.

c) Use literary terms in describing and analyzing selections.

d) Explain the relationships between and among elements of literature: characters, plot, setting,

tone, point of view, and theme.

e) Explain the relationship between the author’s style and literary effect.

f) Describe the use of images and sounds to elicit the reader’s emotions.

g) Explain the influence of historical context on the form, style, and point of view of a written

work.

9.6 The student will develop narrative, expository, and informational writings to inform, explain,analyze, or entertain.

o) Generate, gather, and organize ideas for writing.

p) Plan and organize writing to address a specific audience and purpose.

q) Communicate clearly the purpose of the writing.

r) Write clear, varied sentences.

s) Use specific vocabulary and information.

t) Arrange paragraphs into a logical progression.

u) Revise writing for clarity.

v) Proofread and prepare final product for intended audience and purpose.


a)

Define the meaning and consequences of plagiarism. b) Distinguish one’s own ideas from information created or discovered by others.

c) Use a style sheet, such as that of the Modern Language Association (MLA) or the American

Psychological Association (APA), for citing sources.

I. This lesson begins with students connecting their lives to the book that they have just begun reading, To Kill A Mockingbird . Over the weekend, students read the

first three chapters of the book, and the one-page journal activity encourages themto think about their own childhood, just as Scout Finch does in the novel. This

activity also activates the information that Scout provides to readers about her childhood, and it will easy to move into a class discussion of the first three

chapters. I will briefly discuss the class system that is revealed to readers in the

novel so that students can begin to make sense of how the different groups of people in the community interact and treat another. Although students will not begin the persuasive research paper assignment until later in the unit, the works

cited mini-lesson prepares them for the type of scholarly research they will beconducting. The historical pamphlet project that students completed the first two

days of the unit introduced them briefly to works cited procedures. Finally, I willintroduce the scrapbook assignment to students before the lesson ends to provide



give students the rest of the unit to work on this project. This assignment willserve as their final unit assessment.

II. 1. Students will reflect on the neighborhood they lived in as a child and

compose a one-page journal entry.

2. Students will use their understanding of works cited procedures tocomplete the works cited worksheet.

III. Students’ ability to reflect on their own lives will be evaluated through the one- page journal entry worth 10 points (2.5 points for each fourth of the page filled

in). Students’ knowledge of works cited procedures will be evaluated by theworks cited handout.

IV. This lesson will begin with a one-page journal entry in which students describe

the neighborhood in which they grew up (15m). Next, we will have a whole classdiscussion on the first three chapters of To Kill A Mockingbird (20m). This

discussion will close with me going over the class system that appears in thenovel briefly on the board (10m). Students will then listen to a mini-lesson on

works cited procedures, and they will be given time to use what they have learnedto complete a works cited handout (25m). The class will close with me

introducing the scrapbook assignment so that students may begin working on this project. As students exit the classroom, I will give them a shoe questionnaire

handout to complete for tomorrow’s lesson.

V. JournalsTo Kill A Mockingbird

Works cited handoutsPaper, markers, glue, pens, etc.

Scrapbook assignment handout and rubricLCD projector

LaptopShoe handout

VI. The one-page journal entry involves learners of all ability levels. This activity

encourages personal reflection through writing. Students will come together after this activity to discuss the first three chapters of TKM . This whole class

discussion will allow struggling, or less proficient, readers to volunteer answerswhen they do understand the concept, while also allowing them to listen where

they lack understanding. Students will work on the works cited handout alone sothat I may gauge learners’ understanding in works cited procedures, while also

providing them with individual feedback.

VII. Students will need to have read the first three chapters of TKM in order to besuccessful in class participation during this lesson. Students will also need to

have a very basic understanding of works cited, as we will be building onstudents’ prior knowledge and experiences with research.



VIII. Technology was used during the works cited mini-lesson to show students how to

appropriately cite an Internet resource.

HW: Read chapters 4-5 in TKM , bring in a shoe and complete the shoe questionnaire

handout.



Scrapbook Assignment

Directions:

Your assignment is to compile a scrapbook that Scout or Jem Finch might have

kept. As you read To Kill A Mockingbird , select items mentioned in the novel to includein your scrapbook. You should find pictures of these items or create copies of them, and place them in the scrapbook. Items may include, but should not be limited to, letters

from Dill, Miss Maudie’s Land-cake recipe, B.B. Underwood’s editorial, chewing gumwrappers, Indian head pennies, articles before Tom Robinson’s trial, and articles after

Tom Robinson’s trial.Items which are not specifically mentioned in the novel, but are in with keeping

up with the character should also be included in the scrapbook. Some of these itemscould include announcements about the Halloween project, report cards, a news story

about the fire, etc. Pictures could also be drawn to represent photographs of the Finchfamily.

You must have at least 20 items in your scrapbook. At least eight of these must be written articles about events in the story or related topics (in other words, I want eight

writing assignments). Each writing assignment must be at least one page long and mustduplicate the format you are trying to use for the scrapbook. For example, an obituary

must be in that format.You must also write short essays (paragraph minimum) explaining why you

selected the items you included in your scrapbook and what these items reveal aboutScout or Jem’s character.

This activity encourages you to use your imagination. Be sure to approach each part of the assignment from the point of view of the character you have chosen.

DO NOT WAIT UNTIL THE LAST MINUTE!



Rubric for Writing Assignments (16 points each)

4 3 2 1

Content Student’sartifact is at

least one-pagewritten.

Student’sartifact fills

one-half of a page with

writing.


one-fourth of a page with

writing.


less than one-fourth of a

page withwriting.

Connections Student’swriting makes

strongconnections to

an event,character, or

place in TKM .

Student’swriting makes

someconnections to


place in TKM , but they

should bestronger.

Student’swriting makes

weak connections to


place in TKM .

Student hassubmitted a

writingartifact, but

connections toan event,

character, or place in TKM

are not clear.

Support Student hasclearly used

strongevidence from

the novel tosupport their

writing.

Student hasused some

evidence fromthe novel to

support their writing, but it

could bestronger.

Student hasused little

evidence fromthe novel to

support their writing.

Student hassubmitted a

writingartifact, but it

does notappear to be

supported byany evidence

from thenovel.

Grammar/Mechanics Student’s

writingartifact is

almostentirely free of

spelling, punctuation,

and

grammatical

errors.

Student’s

writingartifact

contains a fewerrors, but

does notimpede on the

reader’s

understanding.

Student’s

writingartifact

containsseveral

mechanicalerrors whichmay confuse

the reader, but

they don’tkeep them

from

understanding.

Student’s

writingartifact

contains manymechanical

errors that block thereader’s

understanding

and ability tosee

connections

betweenthoughts.

Total: _______ out of 16 points.



Rubric for Artifacts (12 points each)

4 points 3 points 2 points 1 point

Explanation Short essayclearly explains

how the itemconnects to

TKM and whatit reveals about

Jem or Scout.

Short essaygenerally

explains howthe item

connects toTKM and what

it reveals aboutJem or Scout.

Short essayoffers a weak

explanation asto how the item

connects toTKM and what

it reveals aboutJem or Scout.

Short essay provides an

explanation, butit is unclear

how the itemconnects to

TKM or one of the Finch

children.

Creativity The item’s

connections toTKM are

creative and

thoughtful andclearly offer insight into Jem

or Scout.

The item’s


creative and

thoughtful, butoffer littleinsight into Jem

or Scout.

The item’s


creative, but

offer no realinsight into Jemor Scout.

The item makes

weak connections to

TKM , lacks

creativity, andoffers noinsight into Jem

or Scout.

Explanation

Length

Short essay


connects toTKM and Jem

or Scout in atleast five well-

writtensentences.

Short essay



or Scout in four well-written

sentences.

Short essay



or Scout inthree well-

writtensentences.

Short essay



or Scout in twowell-written

sentences.

Total: _____ out of 12 points.



Day 4 – Exploring Prejudice and Text-to-Text RelationshipsGenre Studies

9th




h) Identify format, text structure, and main idea.

i) Identify the characteristics that distinguish literary forms.

j) Use literary terms in describing and analyzing selections.

k) Explain the relationships between and among elements of literature: characters, plot, setting,


l) Explain the relationship between the author’s style and literary effect.

m) Describe the use of images and sounds to elicit the reader’s emotions.

n) Explain the influence of historical context on the form, style, and point of view of a written

work.

9.4 The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including


f) Identify a position/argument to be confirmed, disproved, or modified.

g) Evaluate clarity and accuracy of information.



I. This lesson focuses on relationships and how they are formed in society and in To

Kill A Mockingbird . The shoe activity encourages students to take a closer look atthe way that they may judge other people by outwardly appearances, as it also

connects this tendency to judge to one of Atticus’ quotes in the novel. Both

whole class and small group discussion promote the sharing of ideas betweenstudents, while also providing them with an opportunity to see different perspectives regarding the novel, rumors, and small town life. In the previous

lesson’s homework, students really begin to see the character development of BooRadley. “The Hidden Songs of a Secret Soul,” a short essay, shows students a real

“Boo Radley” that existed in the writer’s life. A Venn diagram activity helpslearners connect the character from the essay to Boo Radley in the novel.

II. 1. Students will record observations of a shoe and determine both physical

and personality characteristics of the shoe’s owner.2. Students will discuss rumors, small town life, and Boo Radley in small

groups and record notes on index cards.3. Students will compare and contrast the portrayal of Boo Radley in TKM

to Lenny in “The Hidden Songs of a Secret Soul.”

III. Students’ understanding of the power and inaccuracy of judgment will beevaluated through their completion of the questions on the shoe activity

worksheet. Students’ participation during the small group discussions will beassessed through the notes that they record and submit on an index card (one



index card for each group). Finally, students’ understanding of the TKM character Boo Radley will be assessed through each pair’s completion of the Venn diagram

handout.

IV. This lesson will begin with students participating in a shoe activity (35m). Before

class, each student should have brought in one shoe belonging to someone thatthey know along with a sheet of questions that they asked the shoe’s owner. I willcollect each shoe before class and form a pile of shoes in the corner of the room.

When class begins, each student must pick up a blank question handout and selecta shoe. Each student must then answer questions about the owner of the shoe

based solely on how they judge the shoe. Students will share the characteristicsthey have generated about the owners of the shoes in front of the class. The

student who brought in the shoe will enlighten classmates as they share thecorrect answers to the questions. I will close this activity with a brief review of

the purpose of this activity (5m). The class will briefly review chapters four andfive in the novel in whole class discussion (15m). Next, students will form small

groups of four, and discuss the power of rumors, life in a small town, and their personal opinions about Boo Radley (15m). Groups will take notes on an index

card that I provide, and this will be given to me at the end of the activity. Next,students will read “The Hidden Songs of a Secret Soul” silently, and record

connections between Lenny in this piece and the novel’s portrayal of Boo Radleyon a Venn diagram handout (10m). In the time that remains, students can begin

reading chapter six.

V. To Kill A Mockingbird Shoe activity question worksheet

Index cards“The Hidden Songs of a Secret Soul” essay

Venn diagram handout

VI. Students will work through the shoe activity on their own, but I will be availableto answer any questions that students might have about the activity. Both whole

class and small group discussion promote the sharing of ideas between students,and it also gives them an opportunity to see different perspectives about the novel,

rumors, and small town life. Students will also be allowed to work with another learner as they complete the Venn diagram comparing and contrasting Boo

Radley and Lenny.

VII. In order to be successful during this lesson, students need to understand what theterms judgment and rumors mean. Knowledge of these terms will help guide

students through the shoe activity and small group discussion and it will increasethe quality of their participation. Students will also need to have read chapters

four and five in the novel to understand Boo Radley’s character in the novel for the comparison and contrast activity.



VIII. This lesson did not include technology because it focuses on student interactionwith texts and one another.

HW: Read chapters 6-7 and create a postcard addressed to Dill from the perspective of

Scout or Jem (The postcard should attempt to catch Dill up on events that he has missed

upon leaving Maycomb.)



Day 5 – Examining TKM Characters and Commas

Genre Studies9

thgrade: Honors

16 students


9.2 The student will make planned oral presentations.

g) Include definitions to increase clarity.

h) Use relevant details to support main ideas.

i) Illustrate main ideas through anecdotes and examples.

e) Make impromptu responses to questions about presentation.

f) Use grammatically correct language, including vocabulary appropriate to the topic, audience,

and purpose.


o) Identify format, text structure, and main idea.

p) Identify the characteristics that distinguish literary forms.q) Use literary terms in describing and analyzing selections.

r) Explain the relationships between and among elements of literature: characters, plot, setting,


s) Explain the relationship between the author’s style and literary effect.

t) Describe the use of images and sounds to elicit the reader’s emotions.

u) Explain the influence of historical context on the form, style, and point of view of a writtenwork.



w) Generate, gather, and organize ideas for writing.

x) Plan and organize writing to address a specific audience and purpose.

y) Communicate clearly the purpose of the writing.

z) Write clear, varied sentences.

aa) Use specific vocabulary and information.

bb) Arrange paragraphs into a logical progression.

cc) Revise writing for clarity.

dd) Proofread and prepare final product for intended audience and purpose.




I. This lesson explores the main characters in the novel: Scout, Jem, and Atticus

Finch. The story is really beginning to develop in TKM , and it is important for students to understand the depth of each character. Students will share their postcards at the beginning of this lesson to help their peers understand both Jem

and Scout’s perspectives at this point in the novel. Small groups will discuss atleast five ways to describe Atticus Finch and the principles that guide his life.

This lesson also connects students to these characters as the journal activityencourages them to reflect on a time when someone did something that upset

them, yet they could not understand why this action had been taken or performed.



Finally, the comma mini-lesson gives students a chance to think about themechanics present in the novel and in their daily writing. This lesson will prepare

them for any writing that they generate in the future.

II. 1. Students will orally present their postcards before their peer audience.

2. Students will generate in small groups at least five ways to describeAtticus Finch and his principles on index cards.3. Students will write a one-page journal entry that describes a time when

they were upset by another’s actions.4. Students will examine a series of sentences and add commas where they

are needed to make the sentences grammatically correct.

III. Students’ understanding of the plot development through chapter seven in thenovel and their knowledge of Scout or Jem’s perspective will be evaluated using

the postcards they created for homework. Students’ mechanical skills in commausage will be evaluated through their completion of the comma usage exercises.

Students’ ability to reflect on a childhood memory and compose a one-page journal entry will be informally assessed. Students understanding of Atticus

Finch’s characterization will be evaluated through at least five ideas that eachsmall group generates.

IV. The lesson will begin with students sharing their postcards to Dill from either the

perspective of Scout or Jem (15m). From here, I will begin a mini-lesson oncommas, and students will have a chance to work through comma usage in a

variety of exercises (20m). Next, students will be given a chance to try out their improved mechanical skills in a one-page journal entry that describes a time when

they were upset by another’s actions that they were not able to understand (10m).Following this activity, students will form small groups of four, and determine at

least five ways to describe Atticus Finch on index cards (15m). Each group will present the ideas that they recorded on the index card (5m). Students can begin

reading chapter eight silently with the remaining time.

V. To Kill A Mockingbird Postcard homework

Index cardsJournals

Comma usage worksheet

VI. The postcard activity will help all students understand Jem and Scout’s perspective at this point in the novel, as well as the important events that have

occurred following Dill’s departure. This activity also gives students who aremore skilled at producing visual, rather than written, idea representation a chance

to use their artistic ability to strengthen and support their ideas. The small groupactivity provides learners of different ability levels the opportunity to work

through their ideas about Atticus together and determine five significant ways todescribe Atticus Finch.



VII. Students will need to have a basic understanding of how commas are used

correctly in writing in order to be successful during the comma mini-lesson.Students will also need to have read the first seven chapters in the novel in order

to participate in whole class and small group discussions.

VIII. Technology was not used during this lesson. I believe that Smart Boards can begreat learning tools for grammar lessons, but, unfortunately, I do not have access

to that resource at my placement.

HW: Read chapters 8-10, prepare for short answer quiz



Day 6 – Examining Stereotypes, Quotation Marks, and PlagiarismGenre Studies

9th


Standards of Learning


v) Identify format, text structure, and main idea.

w) Identify the characteristics that distinguish literary forms.

x) Use literary terms in describing and analyzing selections.

y) Explain the relationships between and among elements of literature: characters, plot, setting,


z) Explain the relationship between the author’s style and literary effect.

aa) Describe the use of images and sounds to elicit the reader’s emotions.

bb) Explain the influence of historical context on the form, style, and point of view of a written

work.

9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentencestructure, and paragraphing.


d) Define the meaning and consequences of plagiarism.

e) Distinguish one’s own ideas from information created or discovered by others.

I. This lesson is designed to ensure that students have an understanding of the

examples of racism and prejudice that have appeared in the first part of To Kill A Mockingbird . The class will generally explore how stereotypes begin and why

they persist. The stereotype/prejudice activity will help students see how easy,yet dangerous stereotyping can be in our own lives. The lesson will include a

discussion that connects what the class has learned about prejudice andstereotyping to situations where these have appeared in the novel. It is very

important for students to be aware of Lee’s themes concerning the ugliness andthe danger of stereotyping and racism in society as they continue reading the rest

the novel, and as they approach Tom Robinson’s trial. The class will thentransition from tough issues and circumstances revealed in the novel to mini-

lessons on quotations, plagiarism, and reading different kinds of texts. Studentsmust strengthen their skills in these areas in order to conduct research properly

and produce an effective persuasive paper. The mini-lessons are designed to helpstudents before they are given significant class time to research the topic for their

persuasive research paper.

II. 1. Students will determine and record the occupations of individuals usingtheir names solely as the basis for their decision on the

stereotype/prejudice handout.2. Students will locate and place quotation marks in sentences provided on a

quotation marks worksheet.3. Students will compose three paraphrased short paragraphs to demonstrate

their understanding of plagiarism.



4. Students will take notes on strategies to use while reading different kindsof texts.

5. Students will generate short answers to a series of questions on a To Kill A Mockingbird quiz to demonstrate their understanding of the first ten

chapters of the novel.

III. Students’ understanding of the characters and the plot development present withinthe first ten chapters of the novel will be evaluated through the short answer quiz.

Students’ class participation will be evaluated by their completion of thestereotype/prejudice handout. Students’ understanding of quotation marks will be

evaluated by their ability to correctly place quotation marks where they areneeded on the quotation marks handout. Students’ understanding of plagiarism

will be evaluated by the three short passages they put into their own words on the plagiarism handout. Finally, students’ ability to take intelligent and organized

notes will be evaluated through the notes that they record on a variety of differentreading strategies.

IV. This lesson will begin with students taking a short answer quiz on the first ten

chapters of TKAM (15m). The class will then briefly discuss any questionsstudents may have had from last night’s reading (5m). Students will then

participate in the stereotype/prejudice activity (10m). The class will cometogether, and I will ask students about ethnic stereotypes, and discuss the dangers

of their usage, and the strong feelings that they can create in others. What is astereotype? Is it hard to avoid stereotypes? Why do they persist? How can

stereotypes be harmful? (10m) Next, I will review quotation marks with students,and they will be given a handout with exercises to complete using quotation

marks appropriately (15m). I will then move students to taking a closer look at plagiarism, and they will practice paraphrasing research and putting ideas into

their own words (15m). Finally, I will introduce reading strategies learners canuse when they approach different types of texts (15m). Students will need to take

notes during this time, and I will collect their notes following the lesson.

V. To Kill A Mockingbird Stereotype/Prejudice activity handout

Quotations worksheetPlagiarism handout

NotebooksLCD projector

Laptop

VI. This lesson focuses more on individual work in the classroom as I determinewhere students are at in terms of quotation mark usage, paraphrasing, and reading

skills. However, whole class discussion will help all learners work through their ideas and hear different perspectives concerning the book and prejudice in

society.



VII. Students will need to enter this lesson with an understanding of what the terms stereotype, racism, and prejudice mean. This will help them as they participate in

whole class discussion. Also, students will need to have an understanding of thefirst ten chapters in TKM . Students will need to have some prior experience with

quotation mark usage and paraphrasing in order to have success on the two

handouts.

VIII. An LCD projector and a laptop will be used during this lesson to help students

understand plagiarism through the power of example. I will be showing studentshow simple plagiarism can be on the computer, and how cautious they must be

when consulting Internet resources.

HW: Read chapters 11-12, find an important quote from your reading and explain whyit is important in a one-page journal entry



Day 7 – Ideas of Manhood in TKM Genre Studies

9th




cc) Identify format, text structure, and main idea.

dd) Identify the characteristics that distinguish literary forms.

ee) Use literary terms in describing and analyzing selections.

ff) Explain the relationships between and among elements of literature: characters, plot, setting,


gg) Explain the relationship between the author’s style and literary effect.

hh) Describe the use of images and sounds to elicit the reader’s emotions.

ii) Explain the influence of historical context on the form, style, and point of view of a written

work.



h) Identify a position/argument to be confirmed, disproved, or modified.

c) Synthesize information from sources and apply it in written and oral presentations.





e) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,


f) Use parallel structures across sentences and paragraphs.

g) Use appositives, main clauses, and subordinate clauses.h) Use commas and semicolons to distinguish and divide main and subordinate clauses.

I. This lesson focuses on an important idea: manhood. In chapters ten and eleven in

To Kill A Mockingbird , the situations that Lee brilliants paints with her wordsrevolve around different ideas of manhood. It is important for students to pause

and reflect on both their ideas of manhood as well as the characters’ ideas of manhood. Once students have pondered manhood and defined it in their own

terms, students will explore manhood with their classmates as they consider either Atticus’, Jem’s, Scout’s, or the singer’s beliefs about manhood. In this way, all

students will learn about different perspectives on manhood that exist in and

outside of TKM .

II. 1. Students will recall vocabulary terms and use them correctly in sentences.

2. Students will define manhood in their own words.3. Students will analyze blues song lyrics and determine the singer’s idea of

manhood.4. Students will work in small groups and determine a TKAM character’s

beliefs on manhood.



III. Students’ comprehension of the definitions and usage of new vocabulary terms

will be evaluated using the vocabulary quiz. Students’ understanding of grammatical concepts will be evaluated using the MUG shot quiz. Students’ class

participation will be recorded during the manhood discussion, and each student is

responsible for contributing at least once. Students’ understanding of manhoodand the main characters’ ideas of manhood will be assessed using the beliefs thateach group generates for Atticus, Jem, and Scout. Beliefs will be recorded and

turned into me at the close of class.

IV. This lesson will begin with students taking MUG shot and vocabulary quizzes(30m). Next, students will discuss, as a class, what manhood is (5m). Students

will then be given the song lyrics to a blues song, and they will follow alongsilently as the song plays (5m). Students will look over the song lyrics

individually, and different members of the class will offer what they believe thesinger is saying about manhood (10m). Students will then form three small

groups, and they will each be responsible for defining a member of the Finchfamily’s (Scout, Jem, of Atticus) ideas on manhood (20m). Students must be

able to support the beliefs they produce for each character with support from thenovel. I will close the lesson with an introduction to the persuasive writing

assignment, and students will begin brainstorming possible topics for their papers(10m).

V. MUG shot quiz

Vocab quizBlues lyrics and song

To Kill A Mockingbird Persuasive writing assignment handout and rubric

VI. This lesson will begin with students taking the weekly MUG shot and vocabulary

quizzes (30m). Following the quizzes, students will participate in whole classdiscussion defining manhood (10m). Any learner who is unclear as to the

definition of manhood will benefit from listening to this activity, but I expectnearly everyone to offer at least some contribution to discussion. I will then hand

out a blue song’s lyrics, and we will listen to the music as a class (10m). After students are given a chance to analyze the song lyrics individually, we will have a

brief class discussion about the song’s ideas of manhood (10m). Next, threegroups of students will unite and determine how certain individuals from the

novel define manhood (20m). In this way, students of different ability levels canhelp one another and form one collective definition.

VII. In order to be successful during this lesson, students understand the basic

definition of manhood. Students should also have some experience determiningmeaning in song lyrics. It would also be helpful if students were familiar with the

blues music genre.



VIII. A computer will play the blues song.

HW: Read chapters 13-15, complete reading questions, brainstorm at least three topicsthat you may want to explore in your persuasive research paper



Persuasive Research Paper Rubric (100 points)

20-16 points 15-11 points 10-6 points 5-1 points

Sentences &

Paragraphs

Sentences and

paragraphs are

complete, well

constructed and

of varied

structure.

All sentences are

complete (no

fragments, no

run-ons).

Paragraphing is

generally well

done.

Most sentences

are complete.

Paragraphing

needs some

work.

Many sentence

fragments or run-

on sentences OR

paragraphing

needs a lot of

work.

Ideas Ideas are

expressed in a

clear and

organized

fashion. It is

easy to figure out

what the piece is

about.

Ideas are

expressed in a

pretty clear

manner, but the

organization

could have been

better.

Ideas are

somewhat

organized, but

were not very

clear. It took

more than one

reading to figure

out what the

piece was about.

Piece seemed to

be a collection of

unrelated

sentences. It is

very difficult to

determine what

the piece was

about.

Persuasive Points Three or more

excellent points

are made with

good support. It

is evident that

the writer put

much thought

and research into

this assignment.

Three or more

arguments are

made with

support, but the

arguments are

somewhat weak

in places. The

writer doesn’t

persuade

completely.

Two points

made; shows

some

preparation, but

weak arguments.

Preparation is

weak; arguments

are weak or

missing; less

than three points

are made.

Works Cited and

Sources

*Note: If student

fails to include

either a works

cited page or

parenthetical

documentation in

their paper, they

will be give a

1/100 on their

paper, with anopportunity for

one re-write.

Paper effectively

includes

parenthetical

documentation

and a works cited

page. Paper

includes at least

four sources to

defend ideas.

Paper includes

parenthetical

documentation

and a works cited

page. Paper

includes three

sources to defend

ideas.

Student attempts

to include

parenthetical

documentation

and a works cited

page. Paper

includes two

sources to defend

ideas.

Student makes a

weak attempt to

include a

parenthetical

documentation

and a works cited

page. Paper does

not use more

than one source

to defend ideas.

Grammar and

Mechanics

Writer makes

minimal errors in

grammar and

spelling.

Writer makes a

few errors that

may distract

readers.

Writer makes

several grammar

and spelling

errors.

Grammar and

spelling errors

are frequent and

distract readers.



Day 8 – ResearchGenre Studies

9th




jj) Identify format, text structure, and main idea.

kk) Identify the characteristics that distinguish literary forms.

ll) Use literary terms in describing and analyzing selections.

mm) Explain the relationships between and among elements of literature: characters, plot,

setting, tone, point of view, and theme.

nn) Explain the relationship between the author’s style and literary effect.

oo) Describe the use of images and sounds to elicit the reader’s emotions.

pp) Explain the influence of historical context on the form, style, and point of view of a written

work.



i) Identify a position/argument to be confirmed, disproved, or modified.

j) Evaluate clarity and accuracy of information.

k) Synthesize information from sources and apply it in written and oral presentations.

l) Identify questions not answered by a selected text.

m) Extend general and specialized vocabulary through speaking, reading, and writing.

n) Read and follow instructions to complete an assigned project or task.



ee) Generate, gather, and organize ideas for writing.

ff) Plan and organize writing to address a specific audience and purpose.

gg) Communicate clearly the purpose of the writing.

hh) Write clear, varied sentences.

ii) Use specific vocabulary and information.


f) Define the meaning and consequences of plagiarism.

g) Distinguish one’s own ideas from information created or discovered by others.

h) Use a style sheet, such as that of the Modern Language Association (MLA) or the American


9.9 The student will use print, electronic databases, and online resources to access information.

a) Identify key terms specific to research tools and processes. b) Narrow the focus of a search.

c) Scan and select resources.

d) Distinguish between reliable and questionable Internet sources and apply responsible use of

technology.

I. A significant part of To Kill A Mockingbird focuses on the Tom Robinson’s trial

and Atticus’ agreement to defend him. Because practicing law and winning courtcases depends on persuasion techniques, I felt that it was important for students to



not only understand argumentation, but also to learn how to use persuasion intheir own writing. The lessons preceding this one have prepared students for

formal writing as they focused on correct comma and quotation mark usage. Thislesson goes a step further to help students review plagiarism, paraphrasing, and

the purposes of persuasive writing. This lesson will also strengthen students’

research skills as a mini-lesson teaches students how to read different kinds of texts. During the second half of class, students will be given the opportunity to put their knowledge to work as they research a topic that is meaningful to them in

the library.

II. 1. Students will brainstorm persuasive writing topics that hold personalinterest.

2. Students will determine effective reading strategies for different types of texts in small groups.

3. Students will locate electronic and print resources during their research inthe library.

4. Students will record notes and works cited information on the works citedhandout during their research in the library.

III. Students’ ability to brainstorm interesting topics for research will be evaluated

when I collect the previous lesson’s homework containing a list of three possibletopics that they might want to explore. Students’ ability to generate effective

reading strategies in small group work will be evaluated informally. I will travelaround the room during this time, and I will ask each group to record their reading

strategies for each text. I will collect these strategies following class discussion.During library time, I will informally evaluate each student’s research

participation by examining the progress that has been made on their works citedhandout. I will collect these at the close of the lesson to ensure that all students

are following directions, taking intelligent notes, paraphrasing, and noting workscited information.

IV. This lesson begins with a brief review of chapters twelve, thirteen, and fourteen in

To Kill A Mockingbird (10m). It is important for all students to have solidunderstanding of how Book Two begins. Next, students will brainstorm, as a

class, possible persuasive essay writing topics (5m). If at least two students areinterested in each topic generated, the class will be given the option of holding a

debate following the completion of their final drafts. This brainstorm activityshould go by rather quickly as students were expected to generate at least three

topics for the previous lesson’s homework. Next, students will be put into smallgroups of four to examine different kinds of texts (10m). In this activity, students

will work together to come up with different reading strategies that one shoulduse as they approach each type of text. They will need to write the strategies

down on a piece of paper that I will collect following the activity. We will then briefly go over the strategies the groups generated for each piece (5m). For the

next fifteen minutes or so, we will review plagiarism, paraphrasing, and the purpose of persuasive writing in the Writers Inc textbook. Finally, I will



distribute the persuasive writing rubric and requirements handout, as well as theworks cited handouts that will scaffold students as they research different

resources and take notes (45m).

V. To Kill A Mockingbird

Brainstorming homework Photocopies of different texts Notebook paper

Writers Inc textbooksWorks cited handout

Persuasive writing requirements and rubricLibrary resources (print and electronic)

VI. The whole class brainstorming activity will help all students consider a variety of

relevant research topics, and it will provide each learner with choices for their paper. The small groups that I form for the reading strategies activity will

encourage the cooperation of learners with different ability levels. Some studentsmay not have experience with some of the types of texts represented, but stronger

readers can help guide the others through them. Differentiation is necessary attimes, even in an honors classroom.

VII. In order to be successful during this lesson, students need to come to class with an

understanding of the term persuasion, as this will prove important during the brainstorming and research activities. Students will also need to enter this lesson

with an understanding of the reading strategies they use, so that they maycontribute during the small group activity.

VIII. This lesson will utilize technology in the library during research time. Students

will be encouraged to use the Internet and other electronic resources, as well as print resources, as they research.

HW: Read TKM chapters 15-6, prepare for 11-16 quiz, bring in four artifacts and/or

writing assignments that you have begun working on for your scrapbook, beginwriting your thesis statement



Day 9 – Continuing ResearchGenre Studies

9th




qq) Identify format, text structure, and main idea.

rr) Identify the characteristics that distinguish literary forms.

ss) Use literary terms in describing and analyzing selections.

tt) Explain the relationships between and among elements of literature: characters, plot, setting,


uu) Explain the relationship between the author’s style and literary effect.

vv) Describe the use of images and sounds to elicit the reader’s emotions.

ww) Explain the influence of historical context on the form, style, and point of view of a

written work.



o) Identify a position/argument to be confirmed, disproved, or modified.

p) Evaluate clarity and accuracy of information.

q) Synthesize information from sources and apply it in written and oral presentations.

r) Identify questions not answered by a selected text.

s) Extend general and specialized vocabulary through speaking, reading, and writing.

t) Read and follow instructions to complete an assigned project or task.



jj) Generate, gather, and organize ideas for writing.

kk) Plan and organize writing to address a specific audience and purpose.

ll) Communicate clearly the purpose of the writing.

mm) Write clear, varied sentences.

nn) Use specific vocabulary and information.


i) Define the meaning and consequences of plagiarism.

j) Distinguish one’s own ideas from information created or discovered by others.

k) Use a style sheet, such as that of the Modern Language Association (MLA) or the American



e) Identify key terms specific to research tools and processes.f) Narrow the focus of a search.

g) Scan and select resources.

h) Distinguish between reliable and questionable Internet sources and apply responsible use of

technology.

I. This lesson builds off of the previous lesson as students continue researching andusing their reading strategies to explore a topic that they find meaningful and

interesting. While the previous lesson helped prepare students for research, this



lesson moves students closer to developing a thesis and organizing theinformation they have obtained. A mini-lesson on parenthetical citations will also

help students as they begin composing their first draft in the upcoming days. Thislesson also helps students review the events of the last five chapters in To Kill A

Mockingbird . Although the persuasive essay research has become more of a

focus in recent lessons, it is important for students to keep up with their reading.A short essay quiz and a scrapbook assignment check will allow me to gaugestudents’ understanding of the novel.

II. 1. Students will locate electronic and print resources during their research in

the library.2. Students will record notes and works cited information on the works cited

handout during their research in the library.3. Students will compose a short essay on a quiz that demonstrates their

understanding of chapters twelve through sixteen in TKM .

III. During this lesson, I will informally evaluate each student’s research participation by examining the progress that they have made on their works cited handouts. I

will collect these at the end of our library time to ensure that all students arefollowing directions, taking intelligent notes, paraphrasing, and noting works

cited information. These handouts will also give me an opportunity to determinehow close students are to developing their thesis statements. I will also evaluate

students’ understanding of the first five chapters in Book Two of TKM through ashort essay quiz. At the close of class, I will evaluate each students’ progress on

their scrapbook project. Each student should present four artifacts and/or writingassignments to me before they leave class.

IV. This lesson will begin with students spending the first half of the period

continuing research in the library (45m). After returning to class and handing intheir works cited handouts, I will deliver a parenthetical citation mini-lesson to

help students understand how they will successfully incorporate the informationfrom their resources into their research papers (10m). Next, students will take a

short essay quiz that ties together chapters twelve through sixteen (30m). Finally,I will check each students’ progress on their scrapbook project to ensure they

have begun working on at least four items and/or writing assignments.

V. To Kill A Mockingbird Writers Inc textbooks

Parenthetical citations handoutWorks cited handouts

Library resources (print and electronic)TKM short essay quiz

VI. Very little differentiation occurs during this lesson, as student research and the

short essay quiz take up most of the lesson’s time.



VII. In order to be successful during this lesson, students need to have a basicunderstanding of how to consult primary and secondary sources. They also

should some understanding of the importance of parenthetical documentation inresearch papers.

VIII. This lesson will utilize technology in the library during research time. Studentswill be encouraged to use the Internet and other electronic resources, as well as print resources, as they research.

HW: Read chapters 17-18, complete reading questions, organize research and compose

thesis statement, study for MUG shot and vocabulary quizzes



Day 10 (One hour class period – Early release)Genre Studies

9th




xx) Identify format, text structure, and main idea.

yy) Identify the characteristics that distinguish literary forms.

zz) Use literary terms in describing and analyzing selections.

aaa) Explain the relationships between and among elements of literature: characters, plot,


bbb) Explain the relationship between the author’s style and literary effect.

ccc) Describe the use of images and sounds to elicit the reader’s emotions.

ddd) Explain the influence of historical context on the form, style, and point of view of a

written work.



u) Identify a position/argument to be confirmed, disproved, or modified.

v) Evaluate clarity and accuracy of information.

w) Synthesize information from sources and apply it in written and oral presentations.

x) Identify questions not answered by a selected text.

y) Extend general and specialized vocabulary through speaking, reading, and writing.

z) Read and follow instructions to complete an assigned project or task.



oo) Generate, gather, and organize ideas for writing.

pp) Plan and organize writing to address a specific audience and purpose.

qq) Communicate clearly the purpose of the writing.

rr) Write clear, varied sentences.

ss) Use specific vocabulary and information.


l) Define the meaning and consequences of plagiarism.

m) Distinguish one’s own ideas from information created or discovered by others.

n) Use a style sheet, such as that of the Modern Language Association (MLA) or the American



i) Identify key terms specific to research tools and processes. j) Narrow the focus of a search.

k) Scan and select resources.

l) Distinguish between reliable and questionable Internet sources and apply responsible use of

technology.

I. This lesson serves to wrap up the research part of the unit. I will examine eachstudent’s thesis statement during class to ensure that students are on the right

track, so that they may move forward in the writing process. This lesson will be



the final period where students will be given time during class to use the library’sresources. Students will be expected to produce a rough draft of their research

paper during their spring break vacation. This lesson will close with studentshanding in the reading questions assigned during the previous lesson, and we will

discuss chapters seventeen and eighteen at the end of class to ensure students

understand the plot and the deep questions that recent chapters have presented.


2. Students will locate electronic and print resources during their research inthe library.

3. Students will record notes and works cited information on the works citedhandout during their research in the library.

III. During this lesson, I will informally evaluate each student’s research participation

by examining the progress that they have made on their works cited handout. Iwill collect these at the end of our library time to ensure that all students are

following directions, taking intelligent notes, paraphrasing, and noting workscited information. I will also evaluate students’ progress on their persuasive

writing papers by examining their organized notes and their thesis statements.Finally, I will evaluate students’ comprehension of new vocabulary terms and

grammar concepts through the vocabulary and MUG shot quizzes, respectively.

IV. This lesson will begin with students taking MUG shot and vocabulary quizzes(25m). Students will then travel to the library for the remainder of the period

(45m – early release day). During this time, students will wrap up their researchin the library and extract information from any additional sources. I will meet

with each student individually, and we will discuss the progress they have madeand their thesis statement.


Chapters seventeen and eighteen questionsWorks cited handouts

Library resources (print and electronic)Thesis statements

VI. Following the short quizzes, students are given the opportunity to look for any

additional resources while I meet with students individually. If I have already metwith a student, they can begin working on their first draft.

VII. In order to be successful during this lesson, students need to have a basic

understanding of how to consult primary and secondary sources. They alsoshould some understanding of how to construct a thesis statement.

VIII. This lesson will utilize technology in the library during research time. Students

will be encouraged to use the Internet and other electronic resources, as well as print resources, as they research.



HW: Read chapters 19-24 in TKM , compose rough draft of research paper – due the

second day back from break, work on TKM scrapbook



Day 11 – Point of View and Mentor RelationshipsGenre Studies

9th




eee) Identify format, text structure, and main idea.

fff) Identify the characteristics that distinguish literary forms.

ggg) Use literary terms in describing and analyzing selections.

hhh) Explain the relationships between and among elements of literature: characters, plot,


iii) Explain the relationship between the author’s style and literary effect.

jjj) Describe the use of images and sounds to elicit the reader’s emotions.

kkk) Explain the influence of historical context on the form, style, and point of view of a

written work.



aa) Identify a position/argument to be confirmed, disproved, or modified.

bb) Evaluate clarity and accuracy of information.




tt) Generate, gather, and organize ideas for writing.

uu) Plan and organize writing to address a specific audience and purpose.

vv) Communicate clearly the purpose of the writing.

ww) Write clear, varied sentences.

xx) Use specific vocabulary and information.

yy) Arrange paragraphs into a logical progression.

I. After an extended vacation, students need to be given time to transition back into

the English classroom. This lesson is designed to help students reflect on whatthe important plot development that has occurred in chapters nineteen through

twenty-three in To Kill A Mockingbird . At the same time, this lesson seeks toconnect students’ understanding of mentors, point of view, and prejudice in TKM

to Maya Angelou’s I Know Why The Caged Bird Sings. The introduction of thisoutside text will also encourage students to delve even deeper in class discussion

as it reinforces social issues plaguing the South during the first half of the

twentieth century. This lesson also focuses on reviewing transition words. Thislesson prepares students as they organize the first draft of their persuasive writing

research paper, while it also helps them move forward in reading TKM .

II. 1. Students will reflect on Scout’s perspective in the novel and compose aone-page journal entry about something powerful that they witnessed as a

child.



2. Students will generate a list of at least three traits that mentors from their childhood have in common in small groups.

3. Students will answer three short answer questions to demonstrate their understanding of the connections between TKM and I Know Why The

Caged Bird Sings.

4. Students will participate in whole class discussion on chapters nineteenthrough twenty-three in the novel.5. Students will rewrite sentences using appropriate transitional words to the

organization and cohesion of ideas.

III. Students’ ability to make connections between the novel and their personal liveswill be evaluated through the one-page journal entry. Students’ class participation

will be informally evaluated as I check to ensure journal entries have beencompleted, lists of similar traits have been generated by small groups, and as I

collect the Angelou excerpt questions. Students’ ability to use transitional wordsin writing will be evaluated through their completion of the transitional words

handout.

IV. This lesson will begin with a very brief review of Scout’s perspective (as a youngchild) during Tom Robinson’s trial and throughout the novel (less than 5m).

From here, students will write a one-page journal entry in which they reflect on atime when they saw something powerful or important as a child in their

neighborhood (15m). This activity will encourage students to think about their own point of view as well as Scout’s. Next, students will form small groups and

discuss mentors that they had as children (10m). Students will then read anexcerpt from Maya Angelou’s I Know Why The Caged Bird Sings in their

literature textbooks (15m). Just as Harper Lee, Angelou witnessed a great deal inher childhood that shaped the woman, and writer, she became. Also, similar to

Lee, she reflects in her writing back to a childhood plagued with prejudice andsocial injustices. The class will be given ten minutes to complete three critical

thinking questions that connect TKM ’s Scout and Angelou. I will conclude thismini-lesson by showing students an excerpt of an interview in which Maya

Angelou discusses her relationship with her mentor (10m). Next, the class will briefly review what transitional words are, and I will give students a word bank

with effective transitional words. (5m). From here, students will be given thechance to choose a random magazine article from a pile and

highlight/underline/circle any transition words that they locate (10m). Studentswill then be given a five minutes to determine the effectiveness of the transition

words utilized in each article. As a class, we will come together to discuss our findings, and I will encourage students to show others how frequently transition

words were used in their articles (10m). This is an activity that would prove evenmore effective with an Elmo projector.

V. Literature textbooks

JournalsTo Kill A Mockingbird



LCD projector Laptop

Transition words handoutsMagazine articles

Notebooks

VI. The journal entry that opens this lesson helps students individually connect their personal lives to Scout Finch and her powerful perspective. For students who

have not considered her unique point of view during situations like TomRobinson’s trial, the I Know Why The Caged Bird Sings activity reinforces the

potency of her perspective. Also, the transition words activity helps students whomay need extra scaffolding in instruction. Nearly all students are familiar with

magazine articles, and students often find these texts easier to read and morerelevant to their lives. In this way, reviewing transition words becomes an easier,

less routine activity.

VII. In order to be successful during this lesson, students need to have anunderstanding of the significance of point of view and a writer’s perspective.

They also must understand what the term mentor means in order to be successfulduring small group discussion. Students will also need to be familiar with

transition words, even if they do not frequently use these in their writing.

VIII. Technology was used during this lesson to show students an excerpt of aninterview with Maya Angelou. An LCD projector, laptop, and speakers facilitated

the viewing.

HW: Read chapters 24-25, finish first draft of persuasive research essay (bring in withworks cited pages attached)



Day 12 – Persuasion in Real-LifeGenre Studies

9th




lll) Identify format, text structure, and main idea.

mmm) Identify the characteristics that distinguish literary forms.

nnn) Use literary terms in describing and analyzing selections.

ooo) Explain the relationships between and among elements of literature: characters, plot,


ppp) Explain the relationship between the author’s style and literary effect.

qqq) Describe the use of images and sounds to elicit the reader’s emotions.

rrr) Explain the influence of historical context on the form, style, and point of view of a written

work.



cc) Identify a position/argument to be confirmed, disproved, or modified.

dd) Evaluate clarity and accuracy of information.

ee) Synthesize information from sources and apply it in written and oral presentations.

ff) Identify questions not answered by a selected text.

gg) Extend general and specialized vocabulary through speaking, reading, and writing.

hh) Read and follow instructions to complete an assigned project or task.



zz) Generate, gather, and organize ideas for writing.

aaa) Plan and organize writing to address a specific audience and purpose.

bbb) Communicate clearly the purpose of the writing.

ccc) Write clear, varied sentences.

ddd) Use specific vocabulary and information.

eee) Arrange paragraphs into a logical progression.

fff) Revise writing for clarity.

ggg) Proofread and prepare final product for intended audience and purpose.



i) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,


j) Use parallel structures across sentences and paragraphs.k) Use appositives, main clauses, and subordinate clauses.


I. This lesson focuses on ensuring that all students have an understanding of theevents leading up to and taking place during Tom Robinson’s trial. Tom’s trial is

the central event that occurs in the second half of the novel, and it is veryimportant for students to understand both the outcome of the trial, as well as the



leadership qualities that Atticus displays inside and outside of the courtroom. Theshort answer quiz is designed to encourage students to think deeply about the last

several chapters they have read, and I will use this formal assessment to gaugewhere students are at in their understanding of the novel’s central issues. Students

will receive additional background information that is relevant to the trial and the

characters that are involved to help them grow even deeper in their understandingof the novel. We will begin moving outside of the courtroom to discuss Atticusand compare him to Martin Luther King, Jr. It is important to remind students

that heroes are not just individuals who appear in novels. They do exist in reallife. The newspaper activity gives students a chance to creatively design an

original newspaper article from the perspective of Scout or Jem that announcesthe death of Tom Robinson.

II. 1. Students will generate short answer responses to demonstrate their

understanding of chapters seventeen through twenty-five in To Kill A Mockingbird .

2. Students will record notes on white Southern womanhood ideals and To Kill A Mockingbird themes during a class lecture.

3. Students will create a list of similarities and differences between MartinLuther King, Jr.’s “I Have A Dream” speech and Atticus Finch’s defense

of Tom Robinson.4. Students will design and compose a one-page newspaper article that

announces Tom Robinson’s death.

III. Students’ understanding of the plot development in chapters seventeen throughtwenty-five of TKM will be evaluated through the short answer quiz. Students’

class participation will be evaluated as I informally record their note-takingduring the background and theme mini-lecture. Students’ ability to compare and

contrast the leadership natures of Martin Luther King, Jr., and Atticus Finch will be evaluated by the lists that each pair of students generates. Finally, students’

ability to organize their knowledge and demonstrate their understanding of plotdevelopment will be evaluated using their one-page newspaper articles.

IV. This lesson will begin with students taking a short answer quiz on chapters

seventeen through twenty-five in TKM (25m). Students will then turn in their persuasive research paper first drafts. Next, I will deliver a mini-lecture

containing additional background information on white Southern womanhoodideals, and I will also discuss themes that have appeared in recent chapters of the

novel (15m). Students will then find King’s “I Have a Dream” speech in their literature textbooks and follow along silently listening to a recording of King’s

speech (15m). Following the recording, students will be assigned a partner, andeach pair will need to brainstorm a list of similarities and a list of differences as

they compare and contrast Atticus Finch and Martin Luther King, Jr. (10m). Inthe remaining class time, students will begin working on designing and

composing an original newspaper article that announces Tom Robinson’s death.



The newspaper article must be at least one-page in length, and it must contain atleast one picture.

V. Short answer quiz

To Kill A Mockingbird

Literature textbooks“I Have a Dream” recordingPersuasive research paper first drafts (including works cited handouts)

Notebook paper

VI. A recording of King’s famous speech will help students understand the intensityand power with which it was delivered, while also assisting weaker readers in the

class. Because of the depth of the speech, students will be assigned a pair to helpthem work through the speech and establish connections between Finch and King.

Also, the newspaper article assignment is designed to help students of all writingabilities succeed as the format does not require the use of sophisticated or highly

stylized language.

VII. Students should have at least a basic understanding of Martin Luther King, Jr.,and his impact during the Civil Rights Movement before entering this lesson. In

order to be successful during this lesson, students should also enter the lessonwith background knowledge in how to compare and contrast two items. Students

should also be familiar with the standard format of newspaper articles, as this will prove important during the newspaper activity that closes the lesson.

VIII. Technology was used during this lesson to play the recording of King’s speech.

HW: Complete newspaper articles, read chapters 26-27, prepare 8 items/artifacts for

scrapbook check, begin revising research paper (due day 17)



Day 13 – Exploring Revenge and ThemesGenre Studies

9th




sss) Identify format, text structure, and main idea.

ttt) Identify the characteristics that distinguish literary forms.

uuu) Use literary terms in describing and analyzing selections.

vvv) Explain the relationships between and among elements of literature: characters, plot,


www) Explain the relationship between the author’s style and literary effect.

xxx) Describe the use of images and sounds to elicit the reader’s emotions.

yyy) Explain the influence of historical context on the form, style, and point of view of a

written work.


hhh) Generate, gather, and organize ideas for writing.

iii) Plan and organize writing to address a specific audience and purpose.

jjj) Communicate clearly the purpose of the writing.

kkk) Write clear, varied sentences.

lll) Use specific vocabulary and information.

mmm) Arrange paragraphs into a logical progression.

nnn) Revise writing for clarity.

ooo) Proofread and prepare final product for intended audience and purpose.

I. This lesson focuses on events and behaviors that have developed in the novel

following Tom Robinson’s trial. It is important for students to explore centralissues in the novel in relation to their own lives, and this is accomplished throughthe opening journal entry. This entry will propel students into a class discussion

about Ewell’s attempts at revenge in the novel, and we will move to discussingother significant events that have occurred (e.g. Scout beginning school again).

Class discussion will allow me to gauge students’ understanding in the novel, anda scrapbook check will allow me to examine students’ progress on their large

assessment for this unit, a scrapbook that Jem or Scout may have kept over thecourse of the novel. A theme worksheet will also encourage students to begin

putting ideas presented in TKM together to determine what Scout learns and whatLee’s messages are for readers.

II. 1. Students will present eight artifacts and/or items that they have included in

their scrapbook to reveal their progress on the project.2. Students will compose a one-page journal entry that explores the idea of

revenge.3. Students will participate in class discussion of chapters twenty-six and

twenty-seven in To Kill A Mockingbird .



4. Student will reflect on themes within TKM and locate at least two passagesthat support these themes.

III. Students’ progress on their scrapbook projects will be evaluated through an

informal check of eight items and/or artifacts. Student’s ability to make

connections between a text and their personal lives will be informally evaluatedthrough the one-page journal entry. Students’ class participation will be evaluatedusing the class participation rubric. Students’ ability to reflect on TKM and find

textual evidence to support themes will be evaluated using the theme handout thatthey complete.

IV. Prior to the lesson, I will collect newspaper articles assigned as homework. This

lesson will begin with students writing a one-page journal entry about revenge(20m). This journal entry encourages students to think about a memory they have

involving revenge. During this time, I will check each student’s scrapbook progress to ensure that they have begun work on at least eight writing assignments

and/or artifacts that they will include in their project. Next, members of the classwill be encouraged to share their journal entries, and we will discuss revenge very

generally (5m). From here, the class will begin a discussion about Ewell’sattempts at revenge in the chapters, Scout’s return to school, and other significant

plot events from last night’s reading (25m). Next, students will work individuallyon a theme worksheet to pull together the main issues that have been discussed in

the novel (25m). Students will be expected to complete this handout bytomorrow. In the time that remains, students will be given a chance to work on

their scrapbook projects. If students need to type scrapbook items, they will begiven a chance to travel to the computer lab (20m).

V. Newspaper articles

JournalsScrapbook artifacts and/or writing assignments

To Kill A Mockingbird Theme worksheet

Computer lab

VI. The journal entry gives students a chance to individually explore a concept(revenge) by connecting the novel to their own experiences. Whole class

discussion of chapters twenty-six and twenty-seven allows students to try out their ideas with classmates and it also exposes them to different perspectives. As

students get closer to completing the novel, it is important for learners to notconsider their own ideas about issues discussed in the novel, but instead to

determine what Lee’s voice offers readers in the way of themes.

VII. In order to be successful during this lesson, students need to understand the termtheme and have some experience in determining themes and locating evidence to

support them.



VIII. Technology will be used during this lesson when students travel to the computer lab to work on typing their scrapbook artifacts.

HW: Complete theme worksheet, read chapters 28-29, study for MUG shot and

vocabulary quizzes, begin studying for midterm test, continue revising research

paper



Day 14 – Conferences and Comic StripsGenre Studies

9th




zzz) Identify format, text structure, and main idea.

aaaa) Identify the characteristics that distinguish literary forms.

bbbb) Use literary terms in describing and analyzing selections.

cccc) Explain the relationships between and among elements of literature: characters, plot,


dddd) Explain the relationship between the author’s style and literary effect.

eeee) Describe the use of images and sounds to elicit the reader’s emotions.

ffff) Explain the influence of historical context on the form, style, and point of view of a

written work.


ppp) Generate, gather, and organize ideas for writing.

qqq) Plan and organize writing to address a specific audience and purpose.

rrr) Communicate clearly the purpose of the writing.

sss) Write clear, varied sentences.

ttt) Use specific vocabulary and information.

g) Revise writing for clarity.h) Proofread and prepare final product for intended audience and purpose.



l) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,


m) Use parallel structures across sentences and paragraphs.

n) Use appositives, main clauses, and subordinate clauses.

o) Use commas and semicolons to distinguish and divide main and subordinate clauses.

I. This lesson is designed to help students move forward to the second stage of thewriting process of their persuasive research papers. One-on-one conferences and

a mini-lesson on paper introductions and conclusions help students reflect on thefirst drafts of their papers. Over the past couple of days, I have examined

students’ rough drafts and offered written feedback and suggestions on each.During this lesson, I will return the drafts to students and we will discuss the

comments I have offered in a brief conference. While I am holding conferences,the rest of the students in the class will design a four-scene comic strip that

depicts the events involving Jem and Scout that lead to Mr. Ewell’s death. In thisway, students are able to devote a considerable amount of their time to their

writing, while they also remain connected to the novel.




2. Students will review first draft feedback and ask intelligent questionsrelevant to the first drafts of their research papers during one-on-one

conferences.3. Students will design and illustrate a four-scene comic depicting the final

action scene in TKM .

4. Students will construct improved introductory and conclusion paragraphsusing the Putting It Together handouts.

III. Students’ ability to recall vocabulary terms and use them correctly in sentenceswill be evaluated using the vocabulary quiz. Student’s ability to make sentences

grammatically sound will be evaluated using the MUG shot quiz. Students’understanding of the important plot action in chapters twenty-eight and twenty-

nine will be evaluated using the four-scene comic activity. Students’understanding of the writing and revision process will be evaluated informally

during the one-on-one conferences. Finally, students’ understanding of and their ability to construct powerful opening and closing paragraphs will be evaluated

through their completion of the Putting It Together handouts.

IV. Before the lesson begins, I will collect the theme worksheet that was part of lastnight’s homework. This lesson will begin with students taking vocabulary and

MUG shot quizzes (25m). Following these quizzes, students will meet one-on-one with me to discuss the feedback that I offered on the first drafts of their

research papers (30m). During this time, students who are not speaking with mewill be working on the four-scene comic strip assignment (30m). The handout

will include the complete directions and four empty boxes where their creationswill go. Following this time, students will come back together to listen to a brief

overview of powerful introductory and conclusion paragraphs (10m). Next,students will begin working on the Putting It Together handouts.

V. MUG shot quiz

Vocabulary quizTo Kill A Mockingbird

First drafts of persuasive research papersComic strip handouts

Putting It Together handouts

VI. In order to be successful during this lesson, students need to enter this class withan understanding of the general steps in the writing process. This is important as

students begin to think about how they can alter and improve the writing theyhave already composed in the first drafts of their persuasive research papers. This

understanding will also help them generate intelligent questions for our one-on-one conference. Students should also have background knowledge in the

construction of well-developed introduction and conclusion paragraphs. Thislesson will focus on building off of this prior knowledge.



VII. The comic strip activity is an excellent way to engage students who may be visuallearners. While the goal of the activity is to extract the most important details

from a scene in chapter twenty-eight, students are given the opportunity todemonstrate their understanding in a very creative way, and emphasis is placed on

equally blending both text and visual elements. The Putting It Together handouts

also provide considerable scaffolding as they help students construct intelligentand powerful introduction and conclusion paragraphs. Students work on eachsentence individually, while connecting each idea to one purpose.

VIII. Technology was not used during this lesson. Although the Internet has tools and

programs that students can use to create unique cartoons, I feel that encouragingstudents to start with a blank sheet of paper and a pencil promotes deeper

creativity and thinking. Students are not given the option of using a character template created by someone else. Without computers, each feature that is

included in the four-scene comic is a creation that the students alone can claimmembership over.

HW: Continue work on comic strips, complete Putting It Together handouts, continue

working on scrapbooks, study for midterm test



Day 15 – Midterm ExaminationsGenre Studies

9th




gggg) Identify format, text structure, and main idea.hhhh) Identify the characteristics that distinguish literary forms.

iiii) Use literary terms in describing and analyzing selections. jjjj) Explain the relationships between and among elements of literature:

characters, plot, setting, tone, point of view, and theme.kkkk) Explain the relationship between the author’s style and literary effect.

llll) Describe the use of images and sounds to elicit the reader’s emotions.mmmm) Explain the influence of historical context on the form, style, and

point of view of a written work.

9.4 The student will read and analyze a variety of informational materials (manuals,

textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction

materials, including journals, essays, speeches, biographies, and autobiographies.

ii) Identify a position/argument to be confirmed, disproved, or modified. jj) Evaluate clarity and accuracy of information.

kk) Synthesize information from sources and apply it in written and oral presentations.

ll) Identify questions not answered by a selected text.mm) Extend general and specialized vocabulary through speaking, reading, and

writing.

nn) Read and follow instructions to complete an assigned project or task.

9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling,

sentence structure, and paragraphing.

p) Use and apply rules for the parts of a sentence, including subject/verb,direct/indirect object, and predicate nominative/predicate adjective.

q) Use parallel structures across sentences and paragraphs.r) Use appositives, main clauses, and subordinate clauses.

s) Use commas and semicolons to distinguish and divide main and subordinateclauses.

I. This lesson is designed to evaluate students’ understanding of the first half of thesemester. This examination will measure students’ knowledge and skills gainedfrom the following units: Short story unit, Animal Farm unit, and To Kill A

Mockingbird unit. The mid-term will also include information covered in dailyMUG shot exercises, weekly vocabulary quizzes, grammar mini-lessons, and

persuasive research lessons.

II. 1. Students will generate short answers, correct sentences, and choose the



best response on a mid-term examination to demonstrate their understanding of the material covered in the first-half of the semester.

III. Students’ understanding and knowledge of the material covered in the first half of

the semester will be evaluated through the mid-term examination.

IV. This lesson consists of students taking their mid-term exams. If any time remains,students should begin silently reading the remaining chapters in To Kill A

Mockingbird .

V. Mid-termsTo Kill A Mockingbird

VI. In order to be successful during this lesson, students need to bring their

knowledge and experiences with short answer and multiple choice assessmentswith them to class. This will be important because students must pace themselves

in order to get through the entire exam and devote enough time to each question.

VII. There is no differentiation in this lesson. Each student will individually completea series of short answer and multiple choice questions.

VIII. Technology was not used during this lesson as the mid-term examination will take

up the entire period.

HW: Read chapters 30-31 in TKM , prepare for quiz 26-31, complete four-scene comicstrip, continue revising research paper



Day 16 – Contemporary ConnectionsGenre Studies

9th




nnnn) Identify format, text structure, and main idea.

oooo) Identify the characteristics that distinguish literary forms. pppp) Use literary terms in describing and analyzing selections.

qqqq) Explain the relationships between and among elements of literature:characters, plot, setting, tone, point of view, and theme.

rrrr) Explain the relationship between the author’s style and literary effect.ssss) Describe the use of images and sounds to elicit the reader’s emotions.

tttt) Explain the influence of historical context on the form, style, and point of view of a written work.

9.4 The student will read and analyze a variety of informational materials (manuals,

textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction

materials, including journals, essays, speeches, biographies, and autobiographies.

oo) Identify a position/argument to be confirmed, disproved, or modified.

pp) Evaluate clarity and accuracy of information.d) Identify questions not answered by a selected text.

e) Extend general and specialized vocabulary through speaking, reading, andwriting.


9.6 The student will develop narrative, expository, and informational writings to inform,explain, analyze, or entertain.

uuu) Generate, gather, and organize ideas for writing.

vvv) Plan and organize writing to address a specific audience and purpose.www) Communicate clearly the purpose of the writing.

xxx) Write clear, varied sentences.yyy) Use specific vocabulary and information.

zzz) Arrange paragraphs into a logical progression.

I. This lesson is designed to transition students back into exploring To Kill A Mockingbird after their mid-term exam. The class will begin with me responding

to any questions students may have had from the final chapters of To Kill A Mockingbird . Although chapters thirty and thirty-one in the novel are short, it is

important to devote time to helping students make connections between the finalinformation that Lee presents and the rest of her story. Students will transition

from a class discussion that discusses plot as well as themes to small group work as they examine Tupac Shakur poetry and relate it to the oppression of Tom

Robinson and blacks in the novel, generating short answers to a series of questions. The handout will also explore how these poems connect to Boo Radley



Tupac Shakur poems (2)Connections worksheet

Notebook paper

VI. In order to be successful, students should enter this lesson with a general

understanding of the contemporary problems that African Americans still face inour society. They should also have an understanding of how to connectcontemporary issues with questions asked by authors in their writing.

VII. Differentiation occurs during this lesson when students are placed into small

groups to work together as they discuss contemporary poems in relation to twocentral figures in To Kill A Mockingbird . Students will exhibit different strengths

in this activity because some students will find it easier to analyze poetry, whileothers may be able to make connections between the texts more easily. Students’

completion of the connections handout and the one-page letter will allow me toevaluate their individual understanding of the concepts of isolation and oppression

in the novel and in society.

VIII. If the school had a wireless Internet resource, I think it would have beeninteresting to show students a small clip that provided them with a brief look into

Tupac Shakur’s life and impact as both a poet and lyricist.

HW: Prepare for short answer quiz on chapters 26-31, continue work on scrapbook,research paper final draft due tomorrow



Day 17 – Wrapping up TKM Genre Studies

9th




uuuu) Identify format, text structure, and main idea.

vvvv) Identify the characteristics that distinguish literary forms.

wwww) Use literary terms in describing and analyzing selections.

xxxx) Explain the relationships between and among elements of literature: characters, plot,


yyyy) Explain the relationship between the author’s style and literary effect.

zzzz) Describe the use of images and sounds to elicit the reader’s emotions.

aaaaa) Explain the influence of historical context on the form, style, and point of view of a

written work.


aaaa) Generate, gather, and organize ideas for writing.

bbbb) Plan and organize writing to address a specific audience and purpose.

cccc) Communicate clearly the purpose of the writing.

dddd) Write clear, varied sentences.

eeee) Use specific vocabulary and information.

ffff) Arrange paragraphs into a logical progression.

gggg) Revise writing for clarity.

hhhh) Proofread and prepare final product for intended audience and purpose.


structure, and paragraphing.t) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,


u) Use parallel structures across sentences and paragraphs.

v) Use appositives, main clauses, and subordinate clauses.

w) Use commas and semicolons to distinguish and divide main and subordinate clauses.

I. This lesson continues to move students closer to closure on the novel To Kill A Mockingbird . A short answer quiz and a theme mini-lesson will encourage

students to reflect on what they have read and think about the book in a larger context. This lesson includes 45 minutes of class time devoted to students

working in the library to type up writing assignments and/or artifacts that they

will include in their scrapbooks. This is important as many students in the classdo not have a reliable computer resource at home. Also, during this lab time, Iwill speak with each student about the progress of their scrapbook and how much

they have left to complete.

II. 1. Students will generate short answer responses to demonstrate their understanding of chapters twenty-six through thirty-one in To Kill A

Mockingbird .



2. Students will record notes during a theme mini-lesson.3. Students will type one-page writing assignments and/or artifacts they plan

to include in their scrapbooks.

III. Students’ understanding of the plot development and theme connections within

chapters twenty-six through thirty-one will be evaluated through the short answer quiz. Students’ participation during the theme mini-lesson will be informallyrecorded as I ensure all students are taking notes. Students’ participation will also

be evaluated as I check to make sure that each student is working on typing upone-page writing articles and/or artifacts for their scrapbooks.

IV. This lesson will begin with students taking a short answer quiz on chapters

twenty-six through thirty-one To Kill A Mockingbird (25m). Next, students willhear a mini-lecture on themes in the book, and they will be encouraged to take

notes during this time (15m). For the remainder of class, students will work ontyping writing assignments and/or artifacts they are planning to include in their

scrapbook in the library. During this time, I will speak with each student to get anidea of the progress they have made on their scrapbook.


Short answer quiz Notebooks

Library computers

VI. Students should enter this lesson with an understanding of themes and how writersuse them to convey messages to readers.

VII. There was little differentiation in this lesson, as students will focus their attention

on individually completing a short answer quiz, taking a few notes, and typing for their scrapbook projects. This lesson will allow me to assist any students who

should need my assistance.

VIII. Technology was used in second half of this lesson as students typed completedwriting assignments and/or artifacts for their scrapbook projects.

HW: Study for MUG shot and vocabulary quizzes, continue working on scrapbook



Day 18 (Early release)Genre Studies

9th



9.6 The student will develop narrative, expository, and informational writings to inform,

explain, analyze, or entertain.

iiii) Generate, gather, and organize ideas for writing. jjjj) Plan and organize writing to address a specific audience and purpose.

kkkk) Communicate clearly the purpose of the writing.llll) Write clear, varied sentences.

mmmm) Use specific vocabulary and information.nnnn) Arrange paragraphs into a logical progression.

9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling,

sentence structure, and paragraphing.

x) Use and apply rules for the parts of a sentence, including subject/verb,direct/indirect object, and predicate nominative/predicate adjective.

y) Use parallel structures across sentences and paragraphs.z) Use appositives, main clauses, and subordinate clauses.

aa) Use commas and semicolons to distinguish and divide main and subordinateclauses.

I. As the unit comes to a close, students will view the entire 1962 film version of To

Kill A Mockingbird during the next two classes. Students will be expected tocomplete a one-page journal entry following each class with a prompt that relates

to the film.

II. 1. Students will recall vocabulary terms and use them correctly in sentences.2. Students will view the 1962 To Kill A Mockingbird film.

3. Students will compose a one-page journal entry addressing any differencesthat they have observed between the film and the novel.

III. Students’ ability to recall vocabulary terms and use them correctly in sentences

will be evaluated using the vocabulary quiz. Student’s ability to make sentencesgrammatically sound will be evaluated using the MUG shot quiz. Students’

ability to pay attention and their understanding of the differences between the

TKM film and the novel will be evaluated using the one-page journal entry.

IV. This lesson will begin with students taking their weekly MUG shot and

vocabulary quizzes (25m). For the remainder of class, students will view the1962 To Kill A Mockingbird film. Before students leave class, they will be

assigned a one-page journal entry in which they will examine the differences theyhave already observed between the novel and the film.



V. MUG shot quizVocabulary quiz

To Kill A Mockingbird filmJournals

VI. To be successful during this lesson, students will need to know the basic details of Scout’s story in the novel to determine the differences between the book and thefilm.

VII. There is no differentiation in this lesson.

VIII. A VCR and television were used to show students the TKM film.

HW: One-page journal entry addressing the differences between the novel and the film,

continue working on scrapbook



Day 19 – Completing To Kill A Mockingbird filmGenre Studies

9th





oooo) Generate, gather, and organize ideas for writing.

pppp) Plan and organize writing to address a specific audience and purpose.

qqqq) Communicate clearly the purpose of the writing.

rrrr) Write clear, varied sentences.

ssss) Use specific vocabulary and information.

tttt) Arrange paragraphs into a logical progression.

I. This lesson is the last of the To Kill A Mockingbird unit. Students will finish

viewing the 1962 film version of To Kill A Mockingbird . Students will beexpected to complete a one-page journal entry following this class with a promptthat relates to the film.

II. 1. Students will view the 1962 To Kill A Mockingbird film.

2. Students will reflect on the film and the novel and compose a one-page journal entry that describes which text was more effective in conveying

Scout’s story.

III. Students’ ability to pay attention and their judgment of the effectiveness of thefilm compared to the novel will be evaluated using the one-page journal entry.

IV. I will collect the journal entries assigned as homework last night. During this

lesson, students will view the 1962 To Kill A Mockingbird film. Before studentsleave class, they will be assigned a one-page journal entry in which they will

examine which text was more effective: the novel or the film.

V. To Kill A Mockingbird filmJournals

VI. Students will need to have read To Kill A Mockingbird to be successful during thislesson.

VII. There is no differentiation in this lesson.

VIII. A VCR and television were used to show students the TKM film.

HW: One-page journal entry addressing which text (the novel or the film) was more

effective, scrapbook is due Monday



To Kill A Mockingbird Unit Reflection

My design process for this unit began with the ninth grade literature textbook and

a blank sheet of paper. I sat down at my desk and asked myself the following three

questions: What resources do I have available for students? What are my large

assessments going to be? Realistically, how many days should I devote to this unit?

Throughout the process, I reminded myself that I needed to include activities that

challenged the advanced learners in my honors class. As I have learned by observing

other teachers, the key to keeping students in the classroom engaged and on task is to

embrace variety and creativity in the classroom, and the standard worksheet often falls

short in effectively incorporating these values. Accordingly, one important goal that I

had for this unit was to make each lesson diverse in terms of texts, activities, and

assessments.

To be perfectly honest, I did not know how my students would receive the To Kill

A Mockingbird unit that I had created. However, my expectations for this honors class of

16 were for these learners to grow as readers, writers, and thinkers. I wanted to prepare

my students for analyzing the complex literature that would continue to meet them in the

future, while also sharpening their research and composition skills. Fortunately, prior to

this unit, I led this class through an Animal Farm unit that I had created. This

opportunity allowed me to examine the students’ motivation, outside interests, and

academic work ethic. During the Animal Farm unit, I was able to see that nearly every

student handed in homework and classroom assignments that I had assigned. Mostly, I

witnessed students following directions, yet placing considerable emphasis on the grades

they received. I kept these observations in mind as I designed a unit that attempted to



connect their lives and their interests to literature and writing. I understood that including

a scrapbook project and a research paper in one unit required a considerable amount of

time and effort, but the previous unit confirmed that my students were capable of

completing these assignments and producing excellent original work.

My To Kill A Mockingbird unit began with a song, newspaper articles, and a

PowerPoint presentation designed to introduce students to the oppression that blacks

faced in the late nineteenth and early twentieth centuries, while also noting important

facts about Harper Lee’s life. I wanted this unit to take a hands-on approach to learning,

and this idea began with students generating an informational pamphlet about a

significant historical term, idea, event, or figure that was relevant to To Kill A

Mockingbird . When students teach one another, learning occurs in a deeper, more

meaningful way in learners. This activity, promoting creativity, helped familiarize

students with research, documentation, and the historical framework that shaped the

novel. As experts on a particular subject, the students in my honors class really enjoyed

teaching their peers and showing off their hard work. I feel that this assignment really set

the tone for this unit and the unique projects that it included, while also familiarizing

students with my expectations for the unit.

The To Kill A Mockingbird unit presented challenges to me as a teacher because I

had to incorporate spring break into the middle of my unit. I needed to make important

decisions about the reading and writing assignments I expected students to complete

during their time off. Although I was teaching honors students, I had to find the right

balance of fair, yet academically challenging assignments. Throughout the unit, my

standard reading assignments had students reading an average of two chapters of the



novel per night during the week, and three chapters on the weekends. This homework

pattern did not overwhelm my students, and the weekly reading quizzes reminded them to

keep up with their homework. During spring break, I chose to only assign six chapters

for students to read due to the writing they completed during this time. I expected

students to continue working on their scrapbooks during spring break, while also

composing the rough draft of their persuasive research papers. Prior to spring break, I

gave students three days in the library to collect research information and develop thesis

statements. I found this to be an appropriate amount of time for students, as some needed

more guidance in research and persuasion than others. The scrapbook project was

assigned to students on the third day of class, so learners in my class had over a week to

make progress on this assignment prior to spring break. I incorporated scrapbook checks

before and after spring break to monitor student progress and answer any questions that

might have held up students. Also, many of the writing assignments that I gave students

during the semester relating to To Kill A Mockingbird could have been included in the

scrapbook for credit as long as they met my requirements.

During this unit, I tried to design each lesson plan to include discussion about To

Kill A Mockingbird, the reading and examination of an outside text relevant to the novel

or research paper, at least one assessment that gauged students’ understanding, and an

activity that related to the novel or the research paper. Two activities in the classroom

during this unit really helped me grow as a teacher. The first occurred during a lesson

that focused on prejudices and the ways that we judge others. Students brought in a shoe

belonging to someone they know and another student had to examine that shoe and make

judgments about the sex, age, physical characteristics, occupation, and personality of the



owner solely using what they observed about the shoe. Following this activity, each

student taught the class about the real identity of the shoe owner. I was amazed at the

things I learned about my students’ family members and friends! I was also blown away

by the assumptions that my students had made about individuals whom they had never

met before. The students really enjoyed this activity, and I think we all examined the

ways that we look at others. Alternatively, another assignment I designed in class did not

turn out as I had anticipated. I found two poems written by Tupac Shakur about his

struggles with loneliness, misery, and isolation. Upon reading these poems, I instantly

connected these emotions and inner struggles to the ones most likely experienced by Tom

Robinson and Boo Radley in To Kill A Mockingbird , so I designed an activity to

encourage students to make these connections between classic literature and

contemporary poetry. Unfortunately, nearly all of the honors students refused to take my

assignment seriously, and they rejected Tupac Shakur as a poet because of his skin color

and the type of music he produced. It is incredible how, even when I believed my

students had grown as learners, I could see just how much further they needed to come as

mature human beings.

I love To Kill A Mockingbird , and I loved helping my students strengthen their

reading and writing skills by using this novel. In some ways, I wish that I had been able

to not have the students write the persuasive research paper during this unit due to the

amount of writing the scrapbook project required, but there was not enough time in the

semester to have them write it at a later time. Overall, I was very pleased with the time

and effort that my students devoted to this unit. If I ever teach this unit again, I will have

some of the best examples of student work that I have ever seen.

Unit Plan to Kill a Mockingbird (Assignments Are Interesting

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