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7/30/2019 Unit Plan to Kill a Mockingbird (Assignments Are Interesting
http://slidepdf.com/reader/full/unit-plan-to-kill-a-mockingbird-assignments-are-interesting 1/65
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.
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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.
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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
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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.
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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.
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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.
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10-9 8-7 6-5 4-3 2-1
Facts
Brochure
contains andelaborates on
at least 5 factsabout assigned
topic
Brochure
contains andelaborates on
4 facts aboutassigned topic
Brochure
containsand
elaborateson 3 facts
aboutassigned
topic
Brochure
containsand
elaborateson 2 facts
aboutassigned
topic
Brochure
contains andelaborates on
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.
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Day 2 – Historical presentationsGenre Studies
9th
grade: Honors16 students
Standards of Learning:
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.
9.6 The student will develop narrative, expository, and informational writings to inform, explain,
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’
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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.
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HW: Read chapters 1-3 in To Kill A Mockingbird
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Day 3 – TKM ’s Class System and Works Cited ProceduresGenre Studies
9th
grade: Honors16 students
Standards of Learning:
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.
9.8 The student will credit the sources of both quoted and paraphrased ideas.
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
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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.
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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.
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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!
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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.
Student’sartifact fills
one-fourth of a page with
writing.
Student’sartifact fills
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
an event,character, or
place in TKM , but they
should bestronger.
Student’swriting makes
weak connections to
an event,character, or
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.
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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
connections toTKM are
creative and
thoughtful, butoffer littleinsight into Jem
or Scout.
The item’s
connections toTKM are
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
explains howthe item
connects toTKM and Jem
or Scout in atleast five well-
writtensentences.
Short essay
explains howthe item
connects toTKM and Jem
or Scout in four well-written
sentences.
Short essay
explains howthe item
connects toTKM and Jem
or Scout inthree well-
writtensentences.
Short essay
explains howthe item
connects toTKM and Jem
or Scout in twowell-written
sentences.
Total: _____ out of 12 points.
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Day 4 – Exploring Prejudice and Text-to-Text RelationshipsGenre Studies
9th
grade: Honors16 students
Standards of Learning:
9.3 The student will read and analyze a variety of literature.
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,
tone, point of view, and theme.
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
journals, essays, speeches, biographies, and autobiographies.
f) Identify a position/argument to be confirmed, disproved, or modified.
g) Evaluate clarity and accuracy of information.
d) Identify questions not answered by a selected text.
f) Read and follow instructions to complete an assigned project or task.
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
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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.
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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.)
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Day 5 – Examining TKM Characters and Commas
Genre Studies9
thgrade: Honors
16 students
Standards of Learning:
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.
9.3 The student will read and analyze a variety of literature.
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,
tone, point of view, and theme.
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.
9.6 The student will develop narrative, expository, and informational writings to inform, explain,
analyze, or entertain.
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.
9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
d) Use commas and semicolons to distinguish and divide main and subordinate clauses.
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.
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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.
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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
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Day 6 – Examining Stereotypes, Quotation Marks, and PlagiarismGenre Studies
9th
grade: Honors16 students
Standards of Learning
9.3 The student will read and analyze a variety of literature.
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,
tone, point of view, and theme.
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.
9.8 The student will credit the sources of both quoted and paraphrased ideas.
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.
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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.
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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
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Day 7 – Ideas of Manhood in TKM Genre Studies
9th
grade: Honors16 students
Standards of Learning:
9.3 The student will read and analyze a variety of literature.
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,
tone, point of view, and theme.
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.
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.
h) Identify a position/argument to be confirmed, disproved, or modified.
c) Synthesize information from sources and apply it in written and oral presentations.
d) Identify questions not answered by a selected text.
f) 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.
e) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,
and predicate nominative/predicate adjective.
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.
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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.
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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
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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.
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Day 8 – ResearchGenre Studies
9th
grade: Honors16 students
Standards of Learning:
9.3 The student will read and analyze a variety of literature.
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.
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.
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.
9.6 The student will develop narrative, expository, and informational writings to inform, explain,
analyze, or entertain.
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.
9.8 The student will credit the sources of both quoted and paraphrased ideas.
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
Psychological Association (APA), for citing sources.
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
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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
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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
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Day 9 – Continuing ResearchGenre Studies
9th
grade: Honors16 students
Standards of Learning
9.3 The student will read and analyze a variety of literature.
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,
tone, point of view, and theme.
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.
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.
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.
9.6 The student will develop narrative, expository, and informational writings to inform, explain,
analyze, or entertain.
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.
9.8 The student will credit the sources of both quoted and paraphrased ideas.
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
Psychological Association (APA), for citing sources.
9.9 The student will use print, electronic databases, and online resources to access information.
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
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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.
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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
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Day 10 (One hour class period – Early release)Genre Studies
9th
grade: Honors16 students
Standards of Learning
9.3 The student will read and analyze a variety of literature.
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,
setting, tone, point of view, and theme.
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.
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.
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.
9.6 The student will develop narrative, expository, and informational writings to inform, explain,
analyze, or entertain.
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.
9.8 The student will credit the sources of both quoted and paraphrased ideas.
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
Psychological Association (APA), for citing sources.
9.9 The student will use print, electronic databases, and online resources to access information.
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
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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.
II. 1. Students will recall vocabulary terms and use them correctly in sentences.
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.
V. To Kill A Mockingbird
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.
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HW: Read chapters 19-24 in TKM , compose rough draft of research paper – due the
second day back from break, work on TKM scrapbook
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Day 11 – Point of View and Mentor RelationshipsGenre Studies
9th
grade: Honors16 students
Standards of Learning
9.3 The student will read and analyze a variety of literature.
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,
setting, tone, point of view, and theme.
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.
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.
aa) Identify a position/argument to be confirmed, disproved, or modified.
bb) Evaluate clarity and accuracy of information.
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.
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.
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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
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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)
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Day 12 – Persuasion in Real-LifeGenre Studies
9th
grade: Honors16 students
Standards of Learning
9.3 The student will read and analyze a variety of literature.
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,
setting, tone, point of view, and theme.
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.
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.
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.
9.6 The student will develop narrative, expository, and informational writings to inform, explain,
analyze, or entertain.
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.
9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
i) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,
and predicate nominative/predicate adjective.
j) Use parallel structures across sentences and paragraphs.k) Use appositives, main clauses, and subordinate clauses.
d) Use commas and semicolons to distinguish and divide main 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
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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.
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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)
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Day 13 – Exploring Revenge and ThemesGenre Studies
9th
grade: Honors16 students
Standards of Learning
9.3 The student will read and analyze a variety of literature.
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,
setting, tone, point of view, and theme.
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.
9.6 The student will develop narrative, expository, and informational writings to inform, explain,analyze, or entertain.
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 .
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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.
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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
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Day 14 – Conferences and Comic StripsGenre Studies
9th
grade: Honors16 students
Standards of Learning
9.3 The student will read and analyze a variety of literature.
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,
setting, tone, point of view, and theme.
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.
9.6 The student will develop narrative, expository, and informational writings to inform, explain,analyze, or entertain.
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.
9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
l) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,
and predicate nominative/predicate adjective.
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.
II. 1. Students will recall vocabulary terms and use them correctly in sentences.
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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.
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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
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Day 15 – Midterm ExaminationsGenre Studies
9th
grade: Honors16 students
Standards of Learning
9.3 The student will read and analyze a variety of literature.
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
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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
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Day 16 – Contemporary ConnectionsGenre Studies
9th
grade: Honors16 students
Standards of Learning:
9.3 The student will read and analyze a variety of literature.
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.
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.
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
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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
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Day 17 – Wrapping up TKM Genre Studies
9th
grade: Honors16 students
Standards of Learning
9.3 The student will read and analyze a variety of literature.
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,
setting, tone, point of view, and theme.
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.
9.6 The student will develop narrative, expository, and informational writings to inform, explain,analyze, or entertain.
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.
9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.t) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object,
and predicate nominative/predicate adjective.
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 .
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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.
V. To Kill A Mockingbird
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
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Day 18 (Early release)Genre Studies
9th
grade: Honors16 students
Standards of Learning
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.
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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
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Day 19 – Completing To Kill A Mockingbird filmGenre Studies
9th
grade: Honors16 students
Standards of Learning
9.6 The student will develop narrative, expository, and informational writings to inform, explain,
analyze, or entertain.
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
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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
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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
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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
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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.
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