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TO KILL A MOCKINGBIRD
TKAM Context Plan
√ Mon 1/29 – Unit vocabulary
√ Tues 1/30 – context & pictures
√ Weds 1/31 – Jim Crow Laws
√ Thurs 2/1 – Jim Crow Laws + research
√ Fri 2/2 – Emmett Till lesson in Library
√ Mon 2/5 – King, Jr. text + SOAPSTone
√ Tues 2/6 – finish SOAPSTone + Civil Rights timeline
√ Weds 2/7 – Writing prompt (p. 214)
√ Thurs 2/8 – assign research topics and explain annot. bib.
√ Fri 2/9 – research and gather sources
√ Mon 2/12 – Weds 2/14 – gather info, make presentation, practice
√ Thurs 2/15 – Fri 2/16 – presentations
Monday 1/29/18
Vocabulary
Frayer models with Unit 3 vocab
Tuesday 1/30/18
Journal
In your journal, answer the following question:
What do you know about the idea of “context”?
Define it in your own words, give examples of it –
write down everything you know about context!
Small Groups
With your table group, talk about context.
What do you think it is?
Why might it matter?
What connections exist between context and identity?
Context
Context comes from the Latin word contexere
which means “to weave together”
Context weaves together the circumstances or
conditions under which something exists or
occurs.
Context
Historical
Social
Cultural
Geographic
Context
Historical: past events
Social: interactions between people
Cultural: beliefs and traditions
Geographic: physical location
Context: The circumstances or
conditions under which
something exists or
occurs
Historical:
Past Events
Social: Interactions
between people
Geographic:
Physical
Location
Cultural:
Beliefs and
traditions
Picturing the Past (SB p.193)
Write 1-6 down the side of your organizer
I will put each photo on the smart board for
about two minutes.
You will need to fill out the row of the graphic
organizer while you view the photo.
#1
#2
#3
#4
#5
#6
Wednesday 1/31/18
Get your SpringBoard book!!
Connect the Dots
The novel To Kill a Mockingbird is set in the American south in the 1930’s.
Although that’s the setting, Harper Lee wrote and published the novel in 1960, during the Civil Rights Movement.
The main characters in the novel are Scout, Jem, and Dill, three young children who come of age in changing times
Understanding the context will help you connect to the novel and understand the themes.
Setting the Context (SB 3.3)
“Jim Crow: Shorthand for Separation” (whole class)
“Jim Crow Laws” (partners)
Text-dependent questions (group jigsaw)
Working from the text (whole class)
Thursday 2/1/18
Get your SpringBoard book!!
Open it back up to page 195
Setting the Context (SB 3.3)
Table groups:
Review both texts
“Jim Crow: Shorthand for Separation”
“Jim Crow Laws”
Make four categories that most of the JC laws can fit into
Setting the Context (SB 3.3)
Whole Class
“Working from the Text” questions (page 201)
We’ll answer these together
Take notes!!
Setting the Context (SB 3.3)
Table groups:
I will assign each table group one question to answer from
after the reading.
Write the question on the top of a blank piece of paper
Thoroughly answer the question. Write your answer
underneath the question on your paper.
Be ready to present your paper to the class.
Friday 2/2/18
Special lesson in the library!
Monday 2/5/18
Martin Luther King, Jr.
“Letter from Birmingham Jail”
Martin Luther King, Jr. “Letter from
Birmingham Jail” and SOAPSTone
Do Now: Monday, 2/5/18
Grab your SpringBoard book
Also get your journal
And something good to write with
Also a highlighter or two
Martin Luther King, Jr. “Letter from
Birmingham Jail” and SOAPSTone
Vocabulary
Review (or write down) these terms in your journal:
Imagery
Diction
Ethos
Logos
Pathos
Martin Luther King, Jr. “Letter from
Birmingham Jail” and SOAPSTone
Review SOAPSTone as a whole class
As a whole class – read “about the author” and start
reading together
Individually – read and annotate the letter
Metacognitive marks
Margin notes – interact with the text!
In groups of 3 – create a SOAPSTone chart – your
very best work!
Tuesday 2/6/18
Martin Luther King, Jr.
“Letter from Birmingham Jail”
SOAPSTone
In one color: Answer ALL the questions
In another color: provide textual evidence for ALL
your answers
Wednesday 2/7/18
Writing Prompt
SOAPSTone Reflection
Look over your SOAPSTone
Mark the part that is your best strength
(“I really understand this part…”)
Mark the part that is your biggest weakness (“I really need help to understand this part…”)
Writing Prompt
Gather your materials
King, Jr.’s “Letter from Birmingham Jail”
Civil Rights Timeline
SOAPSTone chart
1-2 pieces of notebook paper
Good writing utensil
You have the rest of the period to complete your paragraph!
Thursday 2/8/18
Context Project
Annotated Bibliography
Monday 2/12/18
Context Project
Research & Create
Monday 2/12/18
Entry Task!
Answer these questions on your index card!
1. What is your research topic?
2. What did you accomplish on Friday in 6th period English?
3. What is your next step for this project?
4. What is something you need help with for this project?
Wednesday 2/21/18
Context Reflection
Start reading To Kill a Mockingbird
Wednesday 2/21/18
Take out a piece of notebook paper and
a good writing tool
Wednesday 2/21/18
Write a paragraph in response to this prompt:
Describe life in America in the 1950’s-1960’s. What conflicts existed? Why did they exist? Was there a resolution?
Write a topic sentence, several sentences of explanations, and a concluding sentence.
Friday 2/23/18
Setting
Start reading To Kill a Mockingbird
You need your journal
and a pen or pencil!!
To Kill a Mockingbird is set in the small town of Maycomb,
Alabama, in the 1930’s. What can we predict about the story?
Setting: The when and
where of a story. This
includes time (date and/or
season) and place (country,
state, town, locations, etc.)
This matters because:
The author’s point has to
do with the setting. What
the characters experience,
and what the reader
learns, is shaped by the
setting of the story.
Let’s Read!
Tuesday 2/27/18
Keep reading!
Work on reading comprehension Q’s
Sit in your new seat.
Wednesday 2/28/18
1. Open your book to page 27
2. Talk about the answer to the first Ch. 3
question with your table mates
Thursday 3/1/18
1. Take out your materials
2. Open your book to page 41
Monday 3/5/18
1. Take out your materials
2. Be ready to review your reading Q’s
Analyzing Boo
Complete the chart (handout)
SB p. 238-240
Read and annotate the text
Complete the questions on page 240
Partners: #3 & #4
Whole class: #2 & #5
Vocabulary – add to your notebooks
Terms on page 241
Warm-Up – Tues. 3/6
Materials:
SpringBoard page 241
English notebook
Pen or pencil
Directions:
Read the literary terms in the box on page 241
Add the terms and definitions to your English notebook
You have 6 minutes to be finished!
Analyzing Boo
Look over your annotations on pages 238-240
Complete the questions on page 240
Partners: #3 & #4
Whole class: #2 & #5
Staple this to your page from yesterday and turn it in
Theme = a writer’s central idea or main message. This might
be implicit (implied; concealed) or explicit (clear; obvious).
A single work may contain more than one theme.
Harper Lee’s novel To Kill a Mockingbird contains many themes.
Racism
Hypocrisy
Loss of innocence
Courage
Theme in To Kill a Mockingbird
Racism
Racism is prejudice, discrimination, or antagonism
directed against someone of a different race
based on the belief that one's own race is superior.
Hypocrisy
Hypocrisy is the practice of claiming to have higher
standards or more noble beliefs than is the case.
Hypocrisy is saying one thing and doing another.
Loss of Innocence
Loss of innocence is an experience or period in a person's life (part of coming of age) that leads to a greater awareness of evil, pain and/or suffering in the world around them. Through loss of innocence, characters go from naïve and trusting to informed and suspicious.
Courage
Courage is the ability to do something that
frightens you. It is having strength to seek, endure,
and overcome danger, fear, pain, or difficulty.
Monday 3/12/18
Reading Quiz! Chapter 9 – 11
Materials:
A piece of notebook paper
A good writing tool
Your TKAM book
Reading Quiz
You have 12 minutes. Thoroughly answer each question.
1. Read the last sentence of chapter 9. Explain in your own words
what it means and why it might be important to the story.
2. In chapter 10 Scout says, “Atticus was feeble.” Do you think that
this is her view as she narrates the story, or her view when she
was a 7 year old girl? Does she still think this after the events of
the chapter? Be specific. (“feeble” = lacking physical strength due to age or illness)
3. In chapter 11, what does Jem do to Mrs. Dubose’s flowers? Why?
What is his punishment? Bonus: in which way was Mrs. Dubose sick?
Mon. 3/12/18 – Theme Practice1. At your table groups, decide who will look for evidence for
each of these themes:
Courage
Hypocrisy
Loss of innocence
Racism
2. Be an explorer all by yourself (or in partners), then when your
group mates are ready, report out to each other! Try to find
more than one example. Explain your quote and how it
connects/shows your theme
Focus on chapters 9-11.
Note: Chapter 12, 13, 14 due
at start of class on Fri. 3/16
TKAM Reading Groups!
Aidan T. Devin W. Ricardo Dante Vander
Jake Brody Emil Josiah Jay
Chance Sloan Addison Pierre Kyle
Lily Evelynn Emily Judith Lia
Madeleine Francis Bella Ruth Katanna
Devin P.
Tues. 3/12/18 – Ch. 12 & themes
1. Finish reading chapter 12 as a class. Remember to look for
these themes. Write a sticky note when you notice one!
Courage
Hypocrisy
Loss of innocence
Racism
2. Quote analysis paragraph – teacher example & practice
Note: Chapter 12, 13, 14 due
at start of class on Fri. 3/16.
Be ready for a reading quiz!
Thurs. 3/15/18 – C, C, S, ANCharacters, conflicts, setting, and abstract nouns
Characters: https://prezi.com/0totnqvwpy3a/six-types-of-
characters/
Label your notes with characters from TKAM
Conflicts: internal and external https://prezi.com/8isooemwgvs-
/types-of-conflict/
Setting: class discussion (symbolism, connotations)
Abstract Nouns: courage, hypocrisy, loss of innocence, racism
REMEMBER: Chapter 12, 13, 14 due tomorrow! Reading quiz at the start of class!!
Thurs. 3/15/18 – C, C, S, AN
Question: how might “setting” connect to
character and conflict?
REMEMBER: Chapter 12, 13, 14 due tomorrow! Reading quiz at the start of class!!
Fri. 3/16/18
Reading Quiz
Chapter 12, 13, 14
Take out your TKAM book, a piece of notebook
paper, and a pen or pencil.
Friday 3/16/18
Reading Quiz! Use a piece of notebook paper & your TKAM book
1. Explain why Calpurnia speaks differently in the Finch household
than she does at church (Ch. 12).
2. Why does Aunt Alexandra come to stay with Atticus and his
family? What is she like? (Ch. 13).
3. In chapter 14, what (in your opinion) is the MOST important
character, conflict, or setting? Describe this in detail.
12 minutes
Mon. 3/19/18 – Warm-Up
Table group activity – 6 minutes!
Look back through TKAM, chapters 1-15, and find a
quote that shows theme
Your group needs to have at least one quote per
theme (racism, hypocrisy, courage, loss of innocence)
Write the quote on a sticky. Cite the quote. You’ll put
this on a poster! “……” (Lee 142).
Mon. 3/19/18
Question: How do character, conflict, and setting
help to show theme?
Materials: Notebook, pen or pencil
(Pin the Quote on Atticus)
Re-read the beginning of Ch. 11
Character (use your character notes to classify each character)
Mrs. Dubose
Scout and Jem
Atticus
Conflict (what type of conflict is this? What other conflict exists?)
Mrs. Dubose vs. Scout and Jem
Setting (where does the conflict take place? Why is that significant?)
Pin the Quote on Atticus
With your table group, discuss the following prompts:
The character of Mrs. Dubose represents…
The conflict between the children and Mrs. Dubose is similar to…
The setting of Mrs. Dubose’s house, halfway between the Finch
home and the town, is significant because…
Pin the Quote on AtticusWrite notes in your notebook!!
The character of Mrs. Dubose represents…
The racism of the old South
The conflict between the children and Mrs. Dubose is similar to…
The conflict between Atticus and the rest of the town
The setting of Mrs. Dubose’s house, halfway between the Finch home and the town, is significant because…
The children are leaving the safety of home and facing society’s disapproval
Pin the Quote on AtticusWrite notes in your notebook!!
Theme = universal idea
Thematic statement = arguable claim related to a universal idea
Noun: person, place, or thing (idea)
Concrete nouns = tangible
Abstract nouns = intangible
How to write a thematic statement:
1. Identify 1-3 abstract nouns
2. Answer this question: what statement does the author make about this abstract noun?
Authors use concrete nouns
to explain abstract ideas
Pin the Quote on AtticusWrite notes in your notebook!!
In the following quote, Atticus gives Jem advice on how to deal
with Mrs. Dubose. Consider how this advice might foreshadow
the way Atticus wants the children to act during the upcoming
trial.
“You just hold your head high and be a gentleman. Whatever
she says to you, it’s your job not to let her make you mad.”
Re-write Atticus’ statement as a thematic statement
Pin the Quote on Atticus
“You just hold your head high and be a gentleman. Whatever
she says to you, it’s your job not to let her make you mad.”
Re-write Atticus’ statement as a thematic statement
It is more courageous to rise above conflict than to be dragged into it
How do we know this is a thematic statement??
Abstract noun(s) [courageous; conflict]
Arguable statement based on the abstract noun(s)
Tues. 3/20/18
Pass back papers
Review C, C, S, T, and thematic statements
Practice with quotes, themes, and thematic
statements
Weds. 3/21 & Thurs. 3/22
- Review practice with quotes, themes, and
thematic statements
- Preview tomorrow’s writing prompt
- Essay structure reminder
Friday 3/23/18
Writing Prompt: Analyze how character, conflict, and setting contribute to one or more themes. Include textual evidence, analysis, and citations.
Format: write a multi-paragraph response to this prompt. Use your best writing conventions. This is a draft, but it should be a thorough and complete draft.
Rubric
Approaching Standard (2): A strong body paragraph
Meets or Exceeds Standard (3-4): 4+ paragraph essay
Homework due Monday: Read chapters 16 & 17 and complete one quote analysis sheet.
Friday 3/23/18
Writing Prompt
Materials: Your English notebook
1-2 pieces of notebook paper
A good writing utensil
Your TKAM book
Homework due Monday: Read chapters 16 & 17 and complete one quote analysis sheet.
Homework – due Monday!!
Over the weekend, read chapters 16 and 17 and
complete ONE quote analysis sheet.
Make sure to do the concluding sentence! Your
hamburger needs a bottom bun!!
Focus on: character, conflict, and setting
Monday 3/26/18
Chapter 16 and 17 reading quiz
Materials:
Separate sheet of notebook paper
A good writing utensil
Your TKAM book
Music??
Chapter 16 & 17 Reading Quiz
Directions: Fully answer each question. Use details from the
text and quotes when appropriate. Be concise in your answers.
1. What event starts during chapter 16? Describe it!
2. In chapter 17, what is Mr. Ewell’s claim about what happened,
and how does Atticus show that it might not actually be the
truth?
Monday 3/26 – Friday 3/30
Mon. 3/27 – reading quiz, review hw, read!
Read this week – ch. 18-23
Also – quote analysis sheets and thematic statements
Then: ch. 24-27; 28-30; movie; pronouns; final essay
Final Essay: To Kill a Mockingbird Summative Assessment
Prompt: How does the author use literary elements (character, conflict, and setting) to develop the overall themes of the novel?
Tuesday 3/27/18
“I think we all have empathy. We may not have enough
courage to display it.” – Maya Angelou
Let’s read!
Chapter 18, page 206
Keep track of
themes as we read!
Camellia flowers
TKAM Unit
Finish reading the book (Chapter 24-27 & Chapter 28-31)
SOAPSTone with Atticus’ closing argument (end of ch. 20) (SA)
Watch the movie
Pronouns instruction and assessment (SA)
Final Essay: To Kill a Mockingbird Summative Assessment
Prompt: How does the author use literary elements (character,
conflict, and setting) to develop the overall themes of the novel?
TKAM Unit – 4 more weeks!
4/9 – 4/11: Ch. 24-27
4/12 – 4/13: SOAPSTone with Atticus’ closing argument (SA)
4/16 – 4/17: Ch. 28-31
4/18 – 4/20: Watch the movie
4/23 – 4/25: Pronouns instruction and assessment (SA)
4/26 – 5/4: Final Essay (SA) To Kill a Mockingbird Summative Assessment Prompt: How does
the author use literary elements (character, conflict, and setting) to develop the overall themes of the novel?
Monday 4/9/18
Read chapter 24 (whole class… 11 pages)
Complete a quote analysis slip (partners)
Hypocrisy
Courage
Racism
Loss of innocence
Tuesday 4/10/18
Prepare sticky notes: two of each theme
Read chapter 25 and 26 (12 pages – individual)
Mark the text with your sticky notes as you read
Complete a quote analysis slip (individual)
All of this is due before the end of class today! Stay focused!
Wednesday 4/11/18
Read chapter 27 (8 pages – whole class)
Character, conflict, and setting organizer
Homework due Friday: Quote analysis paragraph sheet (ch.24-27)
Wednesday 4/11/18
Read chapter 27 (8 pages – whole class)
Character, conflict, and setting organizer (individual w/help)
Make a graphic organizer for the characters, conflicts, and settings
in this chapter
Be quick and efficient! Homework…
Look back at your notes and use them if you need to.
Homework due Friday: Quote analysis paragraph sheet (ch.24-27)
Friday 4/13/18
Turn in quote analysis paragraph sheet (ch. 24-27)
Finish SOAPSTone summative
Monday 4/16/18
Read chapter 28 (14 pages)
… and 29?? (5 pages)
Tuesday 4/17/18
Review end of the book
Review the whole book
Plan ahead for next two weeks
Pass back papers and discuss
TKAM Unit – 4 more weeks!
4/9 – 4/11: Ch. 24-27
4/12 – 4/13: SOAPSTone with Atticus’ closing argument (SA)
4/16 – 4/17: Ch. 28-31
4/18 – 4/20: Watch the movie
4/23 – 4/25: Pronouns instruction and assessment (SA)
4/26 – 5/4: Final Essay (SA) To Kill a Mockingbird Summative Assessment Prompt: How does
the author use literary elements (character, conflict, and setting) to develop the overall themes of the novel?
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