Introduction/Rationale

We plan on teaching this four week (20 day) unit on To Kill a Mockingbird during our

first semester of teaching 10th grade students. We will start the unit in the middle October and go

through November. After spending September by focusing on theme and setting in the Great

Gatsby, we will move into emphasizing symbolism, characterization, and writing for To Kill a

Mockingbird. Throughout the lessons, we will discuss theme and setting as it relates to the novel

but not devote as much time to it as we have reviewed it in the recent months; it will be quick

review.

Looking upon our calendar plans, one can see that we spend much of our time writing

journal prompts and reading in class using a variety of techniques. We have scheduled the

journal prompts after reading, listening, discussing or performing scenes in class so that the

students are thinking deeply about the novel before beginning the prompt. The prompts relate to

that day’s reading and give students time to reflect about what they have read and respond to it in

a personal way. We provide questions that must be answered exit slips on the days with journals.

These slips let us check in with the knowledge students are gathering each day.

We are greatly emphasizing writing alongside this novel to push the students to practice

their writing skills. The prompts cannot be answered well with two sentences or with five pages,

and they often ask the student to relate ideas from the book to their own lives. There is no extra

research necessary. We are getting them used to writing down their thoughts in a timely manner

with practice, practice, and more practice before we work on the essay in week three and more

onto more difficult essay types in the coming unit. The hardest part of writing for many students

is simply starting. We hope that with these journal prompts, we can encourage the students to put

their ideas on paper quickly and edit them as they further their thinking.

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We have tried to appeal to students with a variety of learning styles. We have planned to

use audio tapes, film clips, graphic design, movement of acting out scenes, small and large group

work and a great deal of discussion as well as quiet personal reflection. For the final project, we

are allowing a choice of different projects the students can do as a group in a variety of medias

and styles. Hopefully, every learner will find something that appeals to him/her among the

choices.

The Common Core State Standards addressed in the unit are the following:

Reading 1: Text Support

Reading 3: Character

Reading 4: Word choice

Reading 5: Structure

Reading 7: Analyze and Compare

Reading 9: Author’s craft

Writing 2: Write information/explanatory texts

Writing 4: Coherent Writing

Writing 9: Evidence as Support

Speaking 1 A-D: Discussions

Speaking 2: Media

Language 1: Grammar

Language 4: Vocabulary

Language 5A: Interpret figurative language in text

Language 6: General Academic Words

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Teacher’s Background Information

In order for a teacher to successfully teach this novel, it’s important to know how both

historical events and the author’s life parallel the story in the novel. For instance, the Scottsboro

Boys trials took place in the 1930s, and were about nine African American teenage boys and

their wrongful accusation of raping two White girls. These boys were rushed through trial and

the case highlights racism and injustice within the judicial system in America. Harper Lee’s life

is also an interesting source to draw upon when questioning the author’s purpose or credibility.

Much like Scout in the book, Harper Lee grew up in the 1930s in a southern town in Alabama.

Also, they both had fathers who served in Alabama’s state legislature, and both were six years

old when the trials took place.

In addition, this book was written during the time of the Civil Rights Era, and there were

many historical events that took place in the South from 1954 to 1965. An understanding of these

historical evens gives context to the novel’s publishing, and the impact it had on America during

the time. After looking at the historical context of the book at the time of its setting, and also the

time of its publishing, teachers must understand that To Kill A Mockingbird is one of the most

challenged books in schools, and is banned in some schools even today. This is because of its use

of racial slurs (the N-word in particular), its open discussion about rape, and its use of profanity.

For some readers, this is offensive, and teachers must take precaution.

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Assessment Strategies

Many assessment strategies will be implemented throughout the To Kill a Mockingbird unit. Students will be given both formative and summative assessments in order to ensure learning. Most of the assessment strategies will be formative and incorporated into the curriculum to ensure that students are achieving the learning goals set for that particular day. The formative assessments provide the teacher with the information necessary to adjust the lesson and teaching if the students do not understand a concept. Checking for student understanding many times throughout a unit is essential; it ensures that no student is left behind and confused about a lesson. The types of formative assessments that will be implemented in this unit are journal writings, group and classroom discussions, literature circles, think pair shares, and exit slips. Summative assessments will also be used during this unit to gauge student understanding of the material. The types of summative assessments used include homework assignments, quizzes, an end of unit exam, and a unit project. Students will also be responsible for completing several self-assessment activities. Implementing these activities into a unit will challenge the student to apply their metacognition and assess their own understanding throughout the unit. These self-assessments will include activities such as literature circles in which the students will respectfully discuss their ideas about a topic and be asked to defend their ideas when others in the group disagree. This will challenge students to think about the reason why they believe their idea to be true and justify their answers. Another type of self-assessment activity that will be included will be exit slips. They will not be used every day during the unit but will be given a couple times. The exit slip will ask students to reflect on the information learned that day and express their thoughts about it. They will be asked to assess their understanding of the lesson and write down anything they found challenging or need help with. This will help the teacher address any of the misconceptions and confusions the next day. Below is a sample of an exit slip self-assessment activity the students will fill out during the To Kill a Mockingbird unit.

EXIT SLIP

The most important or most interesting thing I learned today was . . .

Rate your understanding of today’s topic from 1-10 (10 is complete understanding) and finish the following sentence. I need help with . . .

Discuss one way today’s lesson can be used in your life.

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To Kill a Mockingbird – FINAL PROJECTSWorking independently, or with a partner, you must choose 3 of the 5 projects below. You will have class time to work, but some of the projects may require additional time out of class. Be creative and have fun!

1. Boo’s Diary- Diaries must have at least 5 entries and can include pictures. Each entry must be at least ¾ of a page, typed, double-spaced, with 12-point font. Along with your written entries, you may use drawings you create and/or pictures you cut out of a magazine. Make sure you have a cover page for your diary. Some ideas to write about might be: What do you think Boo is thinking as he goes through the events of the story and his part of the plot? How does Boo see those events? How does Boo see the children? What does Boo think is happening? Remember to write in first person.

2. Illustrate three scenes- The illustrations must be relevant to the novel. Because some of us are not as artistically inclined as others, you may use magazine cut outs, or symbols. You need to use your imagination and your book! Don’t forget to color your scenes! There is a list of ideas for scenes on the bottom of this page.

3. Make a Video- (This is the only project where groups can combine.) Realistically reenact one of the scenes. Your video must stay true to the dialogue and plot of the novel, and be between 5 and 10 minutes in length. Costumes are helpful and required! There is a list of ideas for scenes on the bottom of this page. This video must be put onto a dvd to be considered complete.

4. Write the last scene- The catch with this assignment is that you must rewrite the final night as Boo Radley or Bob Ewell (pick one) might have told it. Some things to consider: Explain why you were out walking late that night. Where you waiting for the children? Why did you have a knife? This must be at least 3 pages in length and in final draft quality. Make sure it is typed, double-spaced, and in 12 point font.

5. Maycomb Newspaper- Create a 4-8 page newspaper similar to the Maycomb Tribune. Things you might want to include: obituaries, gossip, editorials, news about the town, etc. Make sure everything is correct according to the novel.

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SCENE SELECTIONS:

Dill (description) The Radley house/yardThe Ewells: Burris, Mayella, Bob Kids playing Boo RadleyKids sneaking into the Radley lot Jem discovering his mended pants

The snow/snowman Finding the gifts in the treeMiss Maudie’s home (either before or during fire) Christmas time

Francis/ the fight Church with ClapurniaAtticus shooting Tim Johnson Maycomb (downtown)

Mrs. Dubose: Jem breaking flower stems or reading to her The Cunningham mobFinding Dill under the bed People in town for the trail

The Ewell’s place Tom Robinson

**You are not limited to this list. **

EXTRA CREDIT: INDIVIDUALLY COMPLETE ONE PROJECT (in addition to the three that are required)

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To Kill a Mockingbird – FINAL PROJECTS RUBRICBoo’s Diary

Proper formatting (double-spaced, 12-point font), cover page included Each entry is worth 5 points (at least 5 entries are required)

o ¾ page lengtho Written in first persono Relevant to the novel and creative _____ / 30

Illustrate three scenes Each illustration is worth 10 points (3 illustrations are required)

o Illustration relevant to the novelo Imaginative and accurateo Scene selection is clear through illustrationo Scene colored and neat _____ / 30

Make a Video Dialogue and plot are accurate 5-10 minutes in length Costumes used Put onto DVD _____ / 30

Write the last scene 3 pages length Proper formatting (double-spaced, 12-point font) Original and creative _____ / 30

Maycomb Newspaper 4-8 pages length Accurate according to the novel Original and creative _____ / 30

Extra Credit One project completed individually in addition to the required three _____ / 5

TOTAL POINTS _____ / 90

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Quiz/Test

Name: Date:

To Kill a Mockingbird Test

1.) What is Atticus’s job in the town? Is he respected for it?

2.) Boo Radley performed which of the following actions:

a.) Left two soap dolls in the tree knot for the children.

b.) Folded Jem’s pants and left them lying on the fence.

c.) Asked Scout to walk him home.

d.) None of the above

e.) All of the above

3.) True or False: Tom Robinson was found guilty of the crime he was charged with.

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4.) True or False: Atticus Finch is said to be the best shot in the county even though his children have rarely seen him pick up a gun.

5.) What happens when Jem and Scout are walking home after the school’s Halloween pageant?

6.) Essay Question: Whose point of view was the story told from? Why would the author make this choice? Pick at least two other characters and explain how the story would be different if told from their point of view.

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7.) Essay Question: Pick any major theme you think carried throughout the novel. Write about the theme in detail, mentioning at least three scenes and/or characters that are involved with the theme. Mention the progression of the theme throughout the book if applicable.

8.) Why does the story say that it is “a sin to kill a mockingbird”? Name one character that is a ‘Mockingbird’ of the story. Explain your reasoning.

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Journal Writing Prompts

1) According to Atticus Finch, “You never really understand a person until you consider things from his point of view . . . until you climb into his skin and walk around in it” (Lee 30). Explain what this quotation means to you in terms of prejudice and tolerance. Include an anecdote that relates.

2) “I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It's when you know you're licked before you begin, but you begin anyway and see it through no matter what."- Atticus Finch (pg 112). What is your personal definition of courage? Who do you know that you would consider courageous and why?

3) “If there's just one kind of folks, why can't they get along with each other? If they're all alike, why do they go out of their way to despise each other? Scout, I think I'm beginning to understand something. I think I'm beginning to understand why Boo Radley's stayed shut up in the house all this time. It's because he wants to stay inside.” –Jem (304)If we're all human beings, why do you think people find ways to despise each other? How does race play into this? Has someone ever made you feel like you were below them? Has someone ever made fun of you so you didn't want to come to school? Have you ever made anyone else feel this way?

4) Why is it that people focus on differences among each other? Why do people, especially children, feel the need to make fun of each other for these differences?

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Grammar ActivityAmy Sumpter

ENG 398Topic: Run-on Sentences/Comma Splices

Grade: 9th

Grammar Lesson Plan

Rationale: It is essential that all students have a good understanding of grammar. Knowing how to appropriately use grammar is a fundamental part of being an educated adult. Students need to understand when to use a comma. Not using a comma correctly can lead to the reader being misinformed. It can also make it more challenging for a reader to successfully get through the writer’s work. To be a successful writer, these students need have a strong grasp on commas. This lesson provides a clear definition, of run on sentences and comma splices. It also provides many examples for the students to have to refer back to, as needed.

Common Core Standard: 4.1.1,4.1.3,4.1.5,1.1.6,1.1.7

Activity One: (30 seconds to 1 minute)

Explain to students why we are doing this and the importance of knowing how to use grammar

Activity Two/ Anticipatory Set( 2 minutes):

A paragraph will be placed on the document camera that contains no punctuation. Students will read paragraph to themselves Paragraph will be read out loud to the class Class discussion on problem with the paragraph

Activity Three: (6 minutes)

PowerPoint Presentation

Activity Four: (3 minutes)

A set of sentences will be places on the document camera. Students will be asked to independently go through sentences and make corrections Class will review the sentences together

Assignments and Reminders:None

Assessment:On the next formal writing assignment, students will be instructed to pay close attention to their sentences structure, specifically, run on sentences and sentences that contain comma splices.

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Warm-Up Prompt:

I went to the store I wanted cookies and milk The store I went to did not have any cookies I went

to another store to get some cookies and milk This store did not have any milk I went to a third

store that did not have the cookies I liked I decided that after going to three stores trying to get

cookies and milk with no luck I should just go home Maybe tomorrow I will have better luck I

hope that is the case I could really use some cookies and milk right about now

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Directions: Read through each sentence and make corrections to each sentence based on notes we just took. Be sure to provide a quick explanation for each correction you made.

1. Jessica went to the Apple store she bought an iPad.

2. Tim is not a fan of Apple products he bought a Sony computer.

3. Ethan loves popcorn but he does not like chips.

4. Madelyn loves chips she does not like popcorn.

5. Erica left early for work she arrived late.

6. Stacy always wakes up late she now has 3 alarm clocks.

7. Cathy’s car ran out of gas she walked 5 miles to the next gas station.

8. Michael thinks gas prices are too high he sold his car and got a bike.

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Resource List

Armstrong, D.P.. "Motifs and Symbols in To Kill A Mockingbird." Sixth Form English

Resources. N.p., n.d. Web. 24 June 2013.

<www.hellesdon.org/engfilesnew/docs/mbmotifs.pdf>. Information on symbolism in

To Kill A Mockingbird used for the symbolism lesson plan.

Baldassarro, R. Wolf. "Banned Books Awareness: To Kill a Mockingbird | Banned Books

Awareness." Banned Books Awareness | A worldwide literacy project to celebrate the

freedom to read.. American Library Association, n.d. Web. 24 June 2013.

<http://bannedbooks.world.edu/2012/07/30/banned-books-awareness-to-kill-a-

mockingbird/>. Summary of why To Kill A Mockingbird is banned.

Gabbin, Dr. Joanne V, James Madison, and Catherine Turner. "Historical Background."

ThinkQuest : Library. N.p., n.d. Web. 24 June 2013.

<http://library.thinkquest.org/12111/SG/SG5.html>. This website gave historical

context, a summary of the Scottsboro Boys Trials and Harper Lee's life, and a timeline

of the Civil Rights Era.

Lee, Harper. To Kill A Mockingbird. New York, NY: Grand Central Publishing, 1982. Print.

Book used in class, also used for quotations and evidence.

Ransdell, Hollace. "The First Scottsboro Trials." UMKC School of Law. N.p., n.d. Web. 24 June

2013. <http://law2.umkc.edu/faculty/projects/FTrials/scottsboro/SB_HRrep.html>.

Account of the Scottsboro Boys trial and court happenings.

Rayl. "TKAM: Exploring Bird Allusions Through Poetry | Mrs Rayl's English Portal." Mrs

Rayl's English Portal | "It's never too late to be what you might have been."- George

Eliot. N.p., n.d. Web. 24 June 2013. <http://mrsrayl.wordpress.com/tkam-exploring-

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bird-allusions-through-poetry/>. Poetry used for lesson on symbolism.

Sorensen, Lita. The Scottsboro Boys Trial: a primary source account. New York: Rosen Pub.

Group, 2004. Print. A detailed account of the Scottsboro Boys Trial.

To Kill A Mockingbird. Dir. Robert Mulligan. Perf. Gregory Peck, John Megna, Frank Overton, .

Universal Studios, 1962. Film. Film used for lesson plan on media.

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Lesson PlanUnit: To Kill A MockingbirdTopic: Symbolism (Birds)

RATIONALE:This lesson reviews symbolism through the novel To Kill a Mockingbird. The main symbol in this novel is birds (Mockingbirds, Finches, and Robins). The students will explore these bird symbols in the novel and relate them to the characters. They will link the bird’s character traits to those of the characters and use textual evidence to show how the bird represents the character. Through this they will understand symbolism and how Harper Lee uses it in her novel. They will link the character traits represented by these symbols to themes of the novel and read two poems, “I know why the caged bird sings” and “Sympathy,” which will help them understand the imprisonment or “caged” theme and innocence theme. This will lead them right into the next lesson which will be on theme.

COMMON CORE STANDARDS:Reading Standards for Literature 3: CharacterReading Standards for Literature 4: Word choiceReading Standards for Literature 9: Author’s craftStandards for Speaking and Listening 1 A-D: DiscussionsLanguage Standards 5A: Interpret figurative language in text

OBJECTIVES:Upon completion of this lesson students will be able to:

- Understand that symbols convey a complex idea - Understand how writers use symbolism to represent elements of a story- Analyze two or more texts that address similar topics- Analyze a symbol in the text

MATERIALS:- To Kill a Mockingbird novel- “I know why the caged bird sings” poem by Maya Angelou- “Sympathy” poem by Paul Dunbar- Board and dry-erase markers

PROCEDURE:Anticipatory Set (5 minutes)

Think, Pair, Share: Students will be asked to think about the title of the novel. Why was this title chosen by the author? Is there any significance in the title? Where in the book, if any place, do they see this title come up and why does it come up in these places?

Activity One (20 minutes)The class was separated into three groups yesterday and given a topic to research at home for today. Their topic was finches, mockingbirds, or robins. For this activity, they will do a jigsaw. They will meet in their bird group they were assigned to research and discuss their findings about their topic. After they go over their information they gathered, they will be

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separated into groups that contain at least two members from all the different bird groups. They will trade information on the birds they researched so that all students become experts on all the birds.

Activity Two (15 minutes)There will be a short presentation on symbolism in the novel. We will begin by reviewing what symbolism is and why authors use it. To follow, we will discuss the symbol of birds in the novel, specifically mockingbirds, finches, and robins. With the students being experts on the birds, we will talk about what traits each bird has and represents (such as mockingbirds representing innocence) and which character they represent (such as mockingbirds representing Boo and Tom). We will discuss why Lee chose the bird symbols to represent the characters.

Activity Three (10 minutes)I will read aloud to the class two poems: “I know why the caged bird sings” by Maya Angelou and “Sympathy” by Paul Dunbar. There will then be a classroom discussion about the birds in these poems and what is happening to them. Students will need to make connections to To Kill a Mockingbird and decide how these two poems relate to the novel. They will link these symbols and poems with themes such as prejudice, innocence, justice, and imprisonment found in the novel.

Closure (5 minutes)Briefly explain how theme ties in to the bird symbol and then give instructions for their homework assignment for the next day.

HomeworkHaving discussed the symbol of birds and lightly touched on the topic of themes such as innocence, justice, prejudice, and imprisonment, Students will be asked to bring to class tomorrow two themes they saw in novel and two quotes or scenes depicting each theme (four quotes or scenes total).

ASSSESSMENTStudents will be assessed using informal assessments when listening to student and classroom discussion. Through this, I will be able to gauge their understanding of the topic and correct any misconceptions. During their jigsaw exchange of bird information, I will be sitting in with each group for a few minutes to make sure correct information is being exchanged.

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Lesson Plan

Unit: To Kill a Mockingbird

Topic: Media/Artistic Comparison

RATIONALE:

This lesson will introduce the students to a film adaptation of the novel and different graphic design interpretations for the novel’s cover. This lesson is important because it encourages the students to analyze their thoughts from their first read-through and compare their interpretations to those of their classmates and of artists. They will consider the views of others’ as well as further develop their own thoughts. This lesson will also make connections to the lesson on symbolism.

Reading 5: Structure

Reading 7: Analyze and Compare

Speaking 1: Participate in Discussion

Speaking 2: Media

OBJECTIVES:

Upon completion of this lesson students will be able to:

1.) Analyze a film adaptation of a novel.2.) Consider the choices that professionals make when interpreting a novel into art.3.) Think about other points of view in comparison to their own.

MATERIALS:

Journal Prompt (either on worksheets or written on board) Internet Access (YouTube) for video clips or DVD of 1962 film version Projector to play movie clips Either photographs showing or actual different designs of book covers Exit Slip Papers

PROCEDURE:

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Anticipatory Set (5)

Have the students consider whom they would cast as the characters in a 2013 adaptation of the film. Share with a partner.

Activity One (20)

Watch the following clips for the 1962 film adaptation of To Kill a Mockingbird:o The Children Stop the Lynching at the Jail (3 min)o Atticus Cross-Examines Mayella (3 min)

Think-Pair-Share: How do the clips differ from the scenes in the book or how you imagined the scenes while reading? Why might the director have made the choices that he did? Do you think these scenes are accurate adaptations?

Activity Two (15)

Have students gather into groups of three or four. Give each group a different cover design of the novel. Discuss the color scheme, images, symbols, and fonts they see and how these elements relate to

the story. Ask each group to summarize their group discussion for the class.

Closure (5)

Have students write an exit slip stating one new thing they learned or thought about today in class.

ASSESSMENT:

This lesson will contain mainly informal assessment that will occur while I circulate between groups during the book cover activity and when students participate in class discussions. I will also collect the exit slips before the students leave to check how will they understood today’s lesson.

Unit: To Kill A MockingbirdTopic: Vocabulary

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To Kill A Mockingbird Vocabulary Lesson Plan

Rationale:This lesson will increase student vocabulary and their understanding of words. This lesson is important because a large vocabulary clarifies and advances a student’s speaking and writing skills. This lesson is also crucial to a student’s life because it prepares them for standardizes tests such as the ACT or SAT. It’s too difficult to cover every vocabulary word from each chapter in any sort of detail; so instead, students take a Vocabulary Self-Assessment test at the beginning of each set of chapters. I collect them and look over them each week, and compile a list of the most common unknown words from each class. These 15 words then become our Words of the Week, and we’ll do a lesson on them every other Friday. Students will then use dictionaries to hand write the definition of the words I’ve chosen, and they’ll compile a person dictionary. These words will then be used on tests and quizzes, and students have the opportunity to use the words in their writing assignments for extra credit.

MI Content Standards:

Reading 4: Word ChoiceLanguage 4a: ContextLanguage 4b: Patterns of WordLanguage 4c: Reference MaterialsLanguage 4d:Verify MeaningLanguage 6: General Academic Words

Objectives:

Upon completion of this lesson, students will be able to:1) Self assess their understanding of vocabulary words2) Define vocabulary words from the Words of the Week class list3) Work in small groups to create a personal dictionary

Materials:White Board/ChalkboardDictionariesWord List

Procedure:

Anticipatory Set (5 minutes):

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Remind students that we’ve been filling out Vocabulary Self Assessments through the week Tell them that I’ve gone through them, and I’ve chosen the top 15 most common unknown

words as a classroom Write the classroom words up on the board

Activity One(5 minutes):

Students will write down the classroom words on a sheet of paper Students will then get into groups of 3-4, and get 2 dictionaries per group

Activity Two (25 minutes):

Each student in the group is responsible for hand writing the definitions for all of the classroom words

Each definition needs: The vocabulary word, part of speech, a full definition (some words have more than one definition), and the etymology.

Students must work in their group to look up the word and read them aloud to their group while writing. (This reading aloud and listening, combined with writing the word will help the students memorize the meaning)

Students may use their cell phones to look up vocabulary words if they so choose.

Activity Three (10 minutes):

When all groups are finished, each group will designate the speaker of the group, and each speaker will read one full definition out loud to the class. This gives the other students a chance to speak and listen to the word, and fill in or correct any mistakes they may have made

Closure (5 minutes):

Once each group has read a word, and all the words are completed, students will put away their personal dictionaries in a safe place until next Vocabulary Day

Remind students that they have Chapters 12-15 to read for homework

Assessment:

The assessment is informal and conducted in class, when each group speaker reads the definition out loud. This is not only an assessment for me, but an assessment for each student to make sure

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their own work is right. Additionally, students are given the option to use their words in future writing assignments, and if they use them correctly, they can receive extra credit towards their writing grade.

Below is a sample Vocabulary Self-Assessment sheet from Chapter 1 of To Kill A Mockingbird. These will be completed and turned in, and it’s from these sheets I’ll create the vocabulary list for each week.

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Word + √ - Example Definition

Ambled

Apothecary

Assuaged

Beadle

Brethren

Corset

Dictum

Domiciled

Eaves

Foray

Human Chattels

Impotent

Impudent

Malevolent

Methodists

Picket

Piety

Predilection

Repertoire

Taciturn

Vapid

Unit: To Kill a Mockingbird

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Topic: Essay WritingTime:60 minutes

To Kill a Mockingbird Unit Lesson PlanRationale:Students will go more in-depth in their understanding of To Kill a Mockingbird. This lesson is important because it gives students a better understanding of the key points and elements from To Kill a Mockingbird. They will take this information and apply it to an essay addressing what courage is in relation to the novel. This lesson will allow students to make a better connection with the novel. This will also allow students to work on their writing skills, which is an essential skill students should have.

Common Core:1. Reading Standards for Literature 3: Character2. Reading Standards for Literature 4: Word choice3. Standards for Speaking and Listening 1 A-D: Discussions4. Writing Standards for Literature 2: Write information/explanatory texts5. Writing Standards for Literature 4: Coherent Writing

Objectives:

Upon completion of this assignment students will: 1. have a better understand of To Kill a Mockingbird 2. have improved their writing skills3. have improved their summarization skills

Materials:-Anticipatory Set Prompt- To Kill a Mockingbird novel-Essay Rubric

Procedure:Anticipatory Set: (3 minutes)Think-Pair-Share Activity. The following prompt will be placed on the board: “What is courage in your own words? How does courage apply to this novel?” Students will think about this prompt for one minute. After that minute is up, students will share with their neighbor their thoughts for one minute. Finally, students will share with the class what they discussed with their neighbors.

Activity One: (20 minutes)Summary Activity. Students will be placed into groups at random. One member of the group will be assigned the role of leader. The leader will be responsible for conducting a group discussion reviewing key parts of the text.Activity Two: (10 minutes)Students will be given the rubric for the essay. As a class, we will go over each part of the rubric, and I will provide the students with a clear expectation of each portion of the rubric.

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Activity Three: (27 minutes)Students will use the remaining class time to begin working on their essay. I will be circling the room to address any issues or concerns.

Assignments and Reminders:Students will be given the essay to finish for homework and to have it prepared to be proofed in class the following day.

Assessment:Students will be given a five paragraph essay to construct. This will be their assessment.

They will be asked to pay close attention to a list of items, including: comma splices, run-on sentences, spelling and content.

To Kill a Mockingbird26

Essay RubricEssay Prompt: In the novel To Kill a Mockingbird, Atticus states that courage is “[knowing] you’re licked before you start, but you begin anyways and you see it through no matter what.” Discuss 3 characters in To Kill a Mockingbird who display real courage according to Atticus’ criteria. Cite specific examples with correct citations.

Criteria 8 6 4 2-0

Provides Textual

Evidence of three characters

This essay is clear and focused. It provides detailed evidence that shows understanding of the characters.

The essay is clear and somewhat focused. It provides evidence of understanding.

The essay lacks clarity and focus. Evidence of understanding is lacking.

Shows little understanding and lacks focus.

Focus & Development of

ideas

Development of ideas is specific and logical. Ideas are fully elaborated with specific details that expose the reasoning behind everything in an organized fashion

Ideas are developed but not specific enough. Everything is organized with details and examples explaining drawing.

Ideas lack specifics, organization needs work.

Shows little development of ideas and little organization

Organization, neatness, &

effort

The organization enhances and showcases the central ideas of the theme. No white space is evident, as every area is used for a specific purpose It’s visually appealing, neat, and effort is quite obvious.

Organization shows central ideas. Visually appealing, neat, and has effort. Little to no white space is evident.

Lacks organization, neatness needs work as does effort. White space is evident in various areas.

Lacks organization, effort and neatness. There is a great amount of white space evident within the wall text.

Citations Correctly cited all citations

Correctly cited most citations

Correctly cited few citations

Correctly cited one or none citations

Writing

In a well-written 5 paragraphs. Very few spelling errors. Good sentence structure.

5 paragraphs are present, minor spelling errors, decent sentences.

Missing paragraphs, major spelling errors, poor sentences.

There is a major lack in paragraphs, many spelling errors, poor sentences.

Total: _____/40 Comments:

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Monday Tuesday Wednesday Thursday Friday

Week One

1.Begin NovelRead Ch1-3(Audio)2. Literature Circle

1.Read Ch4-5(Aloud)2. Journal Prompt

1. Read 6-8(Reader’s Theater) 2. Fishbowl Activity (2-4 students it in circle and discuss parts of text)

1.Read 9-11(Small Groups)2. Reciprocal Teaching (students teach various parts of this section)

1.Vocabulary Lesson 2. Read 12-15 for homework

Week Two

1.Read Ch 16-19(Aloud)2. Journal Prompt

1. Media/ Artistic Interpretationlesson

1. ReadCh 20-21(Reader’s Theater)2. Journal Prompt

2. Symbolism lesson

1.Read Ch 22-242. Grammar Lesson

Week Three

1.Read Ch25-27(Aloud)2. Reciprocal Teaching (students teach various parts of this section)

1.Read Ch 28-312. Literature Circle

1.Summary of the text2.Begin working on essay

1.Proofread/edit essay2. Prepare final copy of essay

1. Complete final copy of essay

Week Four

1.Begin Project 1.Project 1.Project 1.Review Day 1. To Kill a Mockingbird Test

Calendar

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