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Cara Connelly

To Kill a Mockingbird Unit


Essential Questions for the Unit:
What does Harper Lees To Kill a Mockingbird say about race relations in the United States in
the 1930s?
How does this compare to race relations in the United States today?
How does this compare to your own experiences?
Rationale:
Students will begin the To Kill a Mockingbird Unit with the introduction of several video clips
and individual photographs documenting the timeline of race relations in the United States,
beginning with slavery, addressing the Great Depression, and documenting important events
throughout the course of this progression, concluding with current events topics. This timeline
of race relations in the United States, created by the class as a group project, will be the
background knowledge they use prior to reading To Kill a Mockingbird. After completing
To Kill a Mockingbird students will review annotation strategies and learn new techniques to
improve their annotation practices. This will be helpful in the research aspect of their final
paper. Students will also read excerpts from and watch The Help during this unit. They will
do a cross comparison of the 1930s and 1960s via the two novels. Their historical knowledge
will come from continued research on issues of race relations. Students will complete a 3-5 page
paper comparing To Kill a Mockingbird (race relations in the 1930s) and The Help (race
relations in the 1960s). Students will complete a group project through imovie that discusses
race relations in The Help or To Kill a Mockingbird and a current events topic that involves
racial tensions in our country.
Long Term Learning Objectives for the Unit:
Students will be able to make relevant and meaningful connections between racial inequality and
injustice in the 1930's (through their reading/understanding of TKAM), racial inequality and
injustice in the 1960's (through their reading/understanding of excerpts from "The Help"), and
with racial inequality and injustice today (through their knowledge/understanding of a number of
current events topics studied in class.
Students will be able to write an essay in which they compare racial inequality and racial
injustice in TKAM with racial inequality and injustice in the United States currently.
Students will be able to effectively research relevant terminology and topics pertaining to the
main subject presented (i.e. racial tensions, racial inequality, racial injustice).
Academic Language Needs:
Students will encounter vocabulary having to do with racismi.e. race relations, racial tensions,
racial injustice, social injustice, social hierarchy, cultural differences, what it means to be
black, what it means to be white in society. Students will become more familiar with these
terms throughout the course of the unit.
Common Core Standards:
CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-Literacy.L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-Literacy.L.8.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.

Lesson 1 Historical Perspective/Context


Level: 8th Grade
Resources/Materials/Handouts:



Pen or Pencil
Smartboard with internet access for playing of video
3 Facts worksheet
Historical timeline handout

Learning Context:
8th Grade class with 24 total students: 2 African American middle class females, 7 Caucasian
middle class females, 3 Caucasian lower middle class females, 9 Caucasian middle class males, 1
African American lower middle class male, 1 Caucasian upper middle class male with a 504 for
anxiety and his program modifications are to give encouragement, extra time to complete
assignments as needed due to absences, 1 Caucasian lower middle class male with an IEP. His
IEP is for ADHD and his program modifications are organization (use of agenda mate and
binders/folders).
Background Knowledge/Skills:
Most, but not all, students will have a working knowledge of the current events in the United
States, specifically the events in Ferguson, MO and the recent decision not to charge the NYC
police officer in the death of Eric Garner. They will need a significant amount of assistance in
reviewing their knowledge of the history and evolution of race relations in the United States.
The students will also need to review annotation strategies, although they have worked
previously with annotation so it is not a completely foreign concept to them.
Time: 80 minutes (2 class periods)
Long Term Learning Objectives:
Students will be able to gain knowledge of the history of African Americans in the South during
the 1930s via video clips and photography (PowerPoint).
Short Term Learning Objectives:
Students will be able to think critically about race relations in the United States during the
1930s.
Students will be able to identify defining moments in United States history that have privileged
the power of the dominant society while undermining the legitimacy of others.
Students will be able to think critically about racial tensions in the United States.
Students will be able to formulate a question that helps them research the life of a current events
character in relation to race relations within the United States.

Students will be able to define and analyze the following terms: race relations, racial inequality,
and social hierarchy.
Students will be able to conduct research on race relations in the following time periods: 1930s,
1960s, 2014 in order to draw conclusions on how it has evolved and changed.
`

Teacher Procedure:

Student Response:

Students enter the classroom. They are each


handed a piece of paper with a different word
on it. The words range from the Great
Depression to Eric Garner and the
Scottsboro Trials, etc. They are instructed to
take a seat and not write anything on their
paper yet! (5 minutes)

As students are instructed to sit down with


their personalized word this should incite some
questions amongst the class as to what is going
on. Why do our papers have different words?
What do you think we are doing? I thought
we were reading To Kill a Mockingbird?
etc.

Students are instructed to write down 3 facts


about the word that they were given while
watching the video. The video is a compilation
of key moments in the history of race relations
in the United States, starting with the current
events and playing backwards through times of
slavery. (15 minutes)

Each student is given the task of writing 3 facts


about their word. They will be paying
attention waiting to hear their
word/event/person as the video plays.

Students are then given a blank timeline to fill


out after the video presentation is complete.
One at a time, students present the information
about their given word/event/topic. I will have
the dates written on the timeline in advance to
make it easier for the students to fill out.
(15 minutes)

Students are called on in a random order,


filling in their timeline sheet as information
about each word/event/person is presented.

I am filling out the timeline on the Smart board


as the students present the information. By the
end of the class, each student should have a
complete timeline of events to use as a
reference. (5 minutes)

Students complete the timeline. As their exit


slip, students are asked to hand in their
timeline to the teacher. It will be handed back
the next day and placed in their TKAM packet.

I pose a question at the end of class and ask


that the students take time to free write on it. I
let them know that we will be sharing our
thoughts in class the following day to start our
unit. I ask them to write and respond to the
following questions: What are your questions
about race relations? How did that video
make you feel about race relations in our
country? Have you ever felt discriminated
against in any way?
They are also instructed to bring in an addition
to our historical timeline. They may research a
race related issue in our country or ask their
parents, grandparents, history teachers, for this
information.

Students begin to free write their responses to


these questions.

Reading/Writing Assignments:
Read Chapters 1-4 in To Kill a Mockingbird and respond to the questions posed at the end of
the class.
Research and write down one more issue to place on their timeline for tomorrow. This event will
be shared with the class in order to continue to evolve our historical timeline and our
understanding of race relations in our country. This first event brought in will give me an idea of
where they are in terms of research knowledge; i.e. how to research, what credible research terms
are, what constitutes a credible website, etc.
Differentiation for Students with Special Needs:
My student with a 504 plan for anxiety will be given a word/event/person that is also given to
another student in the class. There will be several students who have the same event if it is
something that requires more than 3 facts written down. There is a pass option in class in the
case that a student does not know the answer or another student has already answered with their
information. I will have another student provide information on the topic first, giving him the
opportunity to pass if he is feeling anxious about responding with his answers in front of his
classmates. This unit lends itself to my student with an IEP for organization. The packet is
already organized for them and will be followed throughout the course of the unit.
Assessments/Rubrics:
o Students will be informally assessed on their knowledge of the video through their 3 facts
worksheet.
o Students will be informally assessed on their participation in sharing the information they
wrote on the 3 facts worksheet.
o Students will be informally assessed on their ability to comprehend and copy information
provided by other students and myself on to their timeline handout.
o Students will be formally assessed on the completion of their timeline handout similar to
this one:

Lesson 2 Introduction to To Kill a Mockingbird


Level: 8th Grade
Resources/Materials/Handouts:



Pen or Pencil
To Kill a Mockingbird text
To Kill a Mockingbird packet
Historical timeline handout

Learning Context:
8th Grade class with 24 total students: 2 African American middle class females, 7 Caucasian
middle class females, 3 Caucasian lower middle class females, 9 Caucasian middle class males, 1
African American lower middle class male, 1 Caucasian upper middle class male with a 504 for
anxiety and his program modifications are to give encouragement, extra time to complete
assignments as needed due to absences, 1 Caucasian lower middle class male with an IEP. His
IEP is for ADHD and his program modifications are organization (use of agenda mate and
binders/folders).
Background Knowledge/Skills:
Students will have fresh knowledge of the current events in the United States, specifically the
events in Ferguson, MO and the recent decision not to charge the NYC police officer in the death
of Eric Garner. They will also be well versed in the history of race relations in the United States
due to the previous days lesson. The students will need to review annotation strategies,
although they have worked previously with annotation.
Common Core Standards:




CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-Literacy.L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.8.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific

Time: 40 minutes (1 class period)


Objectives:
Students will be able to complete and discuss in detail a quick write assignment that asks the
following question Based on the phrases and lines from the opening pages of the novel, what do
you think this book is about?
Students will be able to make an educated assumption that To Kill a Mockingbird deals with
race relations using their background knowledge of the prior lesson.
Students will be able to analyze the following quote: Maycomb Count had recently been told it
had nothing to fear but fear itself.

Students will be able to identify that there are racial tensions in the United States that come from
a history of extreme inequality.
Students will be able to make connections between racial inequality/injustice in the 1930s and
1960s to racism inequality/injustice today.
Name __________________________________________________________ Date __/__/____
To Kill a Mockingbird
Quick Write
Based on the lines and phrases from the opening pages of the novel,
what do you think this book is about?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Maycomb County had recently been told it had nothing to fear but fear itself.
What do you think the writer means by this?
What assumptions can you make about Maycomb based on this line in the novel?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Teacher Procedure:
Students are instructed to move their seats into
a circle.
I ask the students to take out their free write
from the previous lesson. What stood out to
them? Did anyone have any questions about
race relations after watching the video? Did
it make any of you upset or angry?
After doing so, they are given their To Kill a
Mockingbird packet and their timeline from
the previous class. (5 minutes)
Students are instructed to turn their packets to
page 2.

Student Response:
Students enjoy moving their seats. This short
activity keeps them interested in what is on the
agenda for the day.
Students begin to respond to these questions.
Some have more to say than others but it will
at least begin the conversation necessary to
discuss race relations and bridge the gap
between the start of our historical timeline and
the text To Kill a Mockingbird.

Many students will begin to ask where page 1


is.

I hand back their timelines from the previous


class as the stapler is passed around. Students
are instructed to staple the timeline in as page 1
of their packet. They are informed that they
will be adding to their timeline throughout the Students discuss and answer the first question
course of the lesson. Once this is complete,
on page 2 of their packet with their partner.
students are asked to read the top question on
page 2 Based on the opening lines of this
novel, what do you think the story is about?
They are divided into groups of 2 to discuss
and answer the question. Upon completion of
this, students are instructed to place their pen
down and look up at me.
(15 minutes)
Students are instructed to write down the
responses of other students underneath their
own even if they disagree with the responses of
others. I will purposely phrase my responses to
incite a discussion amongst the class. (20
minutes)
I then ask students to write and reflect on what
they see as something similar happening in the
first few chapters (1-3) of TKAM and the
historical and current events issues we have

Students take turns volunteering the


information shared between their groups of
two. Students are given the opportunity to
debate, critique and question the answers I
bring to the lesson as well.

started to discuss in our historical timeline. Do


you see anything similar? If so, what is it? Do
you see a power struggle between characters?
Is there a social hierarchy? What is the
dynamic between the white community and the
black thus far in the novel?

Students begin to reflect on the questions I


have posed. They may choose one question or
Students are also asked to briefly reflect on one multiple but must write at least a paragraph
character in TKAM. What do you know so far reflection to start tomorrows lesson.
about him/her? What do you want to know
about him/her? And what assumptions are you
making about him/her based on the way in
which Harper Lee is writing about them?

Reading/Writing Assignments:
Complete reflection on race relations and be prepared to share with the class.
Write an answer to question #2 on page 2 of the packet.
Read Chapters 5-8 in To Kill a Mockingbird
Differentiation for Students with Special Needs: If my student with a 504 experiences anxiety
he will be given extra time to complete the assignment. I will only call on him if he has his hand
raised and is willing to volunteer his answer to the class.
Assessments/Rubrics:
o Students are informally assessed on their participation in the group discussion and debate.
o Students are informally assessed on their knowledge of Chapters 1-3 based on their
responses to the prompt.

Lesson 3 To Kill a MockingbirdAtticus concept map


Level: 8th Grade
Resources/Materials/Handouts:
Pen or Pencil
To Kill a Mockingbird text
To Kill a Mockingbird packet

Learning Context: 8th Grade class with 24 total students: 2 African American middle class
females, 7 Caucasian middle class females, 3 Caucasian lower middle class females, 9 Caucasian
middle class males, 1 African American lower middle class male, 1 Caucasian upper middle
class male with a 504 for anxiety and his program modifications are to give encouragement,
extra time to complete assignments as needed due to absences, 1 Caucasian lower middle class
male with an IEP. His IEP is for ADHD and his program modifications are organization (use of
agenda mate and binders/folders).
Background Knowledge/Skills: Students will have fresh knowledge of the current events in the
United States, specifically the events in Ferguson, MO and the recent decision not to charge the
NYC police officer in the death of Eric Garner. They will also be well versed in the history of
race relations in the United States. Students will have read Chapters 1-6 of To Kill a
Mockingbird. The students will need to review annotation strategies, although they have
worked previously with annotation.
Common Core Standards:




CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-Literacy.L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.8.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific

Time: 40 minutes (1 class period)


Long Term Learning Objectives:
Students will be able to critically analyze the character of Atticus as relevant to the overarching
themes of social injustice, racism, racial inequality in To Kill a Mockingbird
Students will be able to understand and write about Atticuss role in To Kill a Mockingbird.
Short Term Learning Objectives:
Students will be able to identify and analyze how a writer is positioning characters and cultures
within a text in order to contribute to their perspective on race relations.
Students will be able to think critically about what it means to be black or white in the
United States via a selection of textsincluding, but not limited to, To Kill a Mockingbird, The
Help, and several texts including their historical timeline.
Students will be able to define characterization.

Students will be able to complete a concept map involving Atticus Finch as a father and as a
member of the community.
Teacher Procedure:

Student Response:

Immediately upon entering the room I have the


students sit in groups based on which character
they chose to take on as a reflection from the
previous day. I then ask them to share what
they thought about the character, what they
wanted to know and what assumptions they
have made as a group. They would record this
information and share it with the class.

Students move around the room, grouping


themselves by character. They begin to share
their reflections and compose a master list of
their inquiries and questions about the
character.

I ask each of the groups to first present the


information they knew about the character.
Secondly, I compose a master list of their
questions and assumptions about the character
on the smartboard. I then ask each group why
they want to know this information and why
they made the assumptions they did about their
character. I involve the other groups in the
conversation by having them play devils
advocate and disagreeing with the assumptions
the students have made.

Students take brief notes in their packets on the


characters, not including the questions about
the other characters.

I then break the students up into groups of 4,


directing them to the next page in their packet
titled Atticus Finch. They are told only to
complete Atticuss role as a father and member
of the community. We will revisit his role in
the trial after we complete that portion of the
book.
I end class with a written reflection, due the
next day in class. After spending so much time
analyzing Atticus Finchs role in the novel thus
far, what do you notice about the way Harper
Lee is describing him? How is he positioned
in the novel?

Students explain their reasoning behind the


assumptions they have made about the
characters and defend them against the
opposing views.
As a class, we decide to make a master list of
characteristics for each individual character,
knowing that some of our information may
change over the course of the novel.

Students break up into their groups of 4 and


complete the Atticus Finch concept map.

Students begin reflecting on the design based


principles Harper Lee made in her
characterization of Atticus Finch in their
writing.

Reading/Writing Assignments:
o Students will complete a paragraph long reflection on the choices Harper Lee has made in
her language and dialogue that position Atticus Finch as he is in the novel.
o Students will complete 2/3 of the Atticus Finch character analysis concept map (role as a
father, role as a member of the community)
o Students will complete 2/3 of the quotations/citations for what Atticuss values and
ethical principles.
o Students will read Chapters 9-12 for homework (ending at the start of Part II)
Differentiation for Students with Special Needs: This unit lends itself to my student with an
IEP for organization. The packet is already organized for them and will be followed throughout

the course of the unit. If at any time my student with a 504 plan for anxiety is feeling
overwhelmed he is able to take a break and return to the task.
Assessments/Rubrics:
o Students will be formally assessed on the completion of their homework (question 2,
page 2 of TKAM packet)
o Students are informally assessed by their participation/response to their written
homework segment.
o Students are informally assessed in their knowledge of what they have read during the
completion of their Atticus Finch concept map.

Lesson 4 To Kill a Mockingbird Facebook Profile Creation


Level: 8th Grade
Resources/Materials/Handouts:
Pen or Pencil
To Kill a Mockingbird packet
To Kill a Mockingbird text

Learning Context:
8th Grade class with 24 total students: 2 African American middle class females, 7 Caucasian
middle class females, 3 Caucasian lower middle class females, 9 Caucasian middle class males, 1
African American lower middle class male, 1 Caucasian upper middle class male with a 504 for
anxiety and his program modifications are to give encouragement, extra time to complete
assignments as needed due to absences, 1 Caucasian lower middle class male with an IEP. His
IEP is for ADHD and his program modifications are organization (use of agenda mate and
binders/folders).
Background Knowledge/Skills:
Students will have fresh knowledge of the current events in the United States, specifically the
events in Ferguson, MO and the recent decision not to charge the NYC police officer in the death
of Eric Garner. They will also be well versed in the history of race relations in the United States.
They have read through Chapter 12 in To Kill a Mockingbird. The students will need to
review annotation strategies, although they have worked previously with annotation.
Common Core Standards:




CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-Literacy.L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.8.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific

Time: 120 minutes (3-4 class periods)


Short Term Learning Objectives:
Students will be able to create a Facebook profile for one of the main characters in To Kill a
Mockingbird Atticus Finch, Scout Finch, Tom Robinson, Mayella Ewell.
Students will be able to identify themes across a text and analyze what the intention of the
author.
Students will be able to identify and analyze how a writer is positioning characters and cultures
within a text in order to contribute to their perspective on race relations.
Students will understand the concept of design based literacy.

Teacher Procedure:

Student Response:

After having the students sit at their desks, I


begin a discussion about the evolution of social
media. There is a facebook profile on the
smartboard with my picture on it and some
Students engage in a discussion about social
basic information (music I am interested in,
media, specifically Facebook.
how many friends I have, etc). I ask students
what kind of social media accounts do you
currently have? do you have twitter? how
about instagram? how many of you do not
use social media at all? (10 minutes)
I begin to ask questions about my facebook
profile that is on the projector. What kind of
identity does it appear I have? Why did I
choose this picture as my profile picture?
What does my number of friends say about
me, if anything? What types of assumptions
can you make about me based on this one,
singular page alone?

Students are engaged and will find it


interesting to use me as the example.

I break up the students into small groups. Each Students split into their small groups and
group is given a main character from To Kill
complete the general information section of the
a Mockingbird and asked to complete the
Facebook profile for their character.
general information portion of the Facebook
profile. They are each given a blank Facebook
template to complete from the perspective of
that character.
Students are assigned the favorite quotation
section as part of their homework. They are
instructed to pick a quotation that further
demonstrates the characteristics of the
character that they were given. Students are
told not to collaborate on this portion of the
assignment.

Students finish general information section and


begin looking for quotations.

Reading/Writing Assignments:
Read Chapters 12-15 in To Kill a Mockingbird
Complete the quotations section of the Facebook profile for their individual character.
Differentiation for Students with Special Needs: This unit lends itself to my student with an
IEP for organization. The packet is already organized for them and will be followed throughout
the course of the unit.
Assessments/Rubrics:

o Students will be informally assessed on their participation of the group discussion on


social media such as Facebook.
o Students will be informally assessed on their engagement during the group activity of
filling out the character Facebook profile.
o Students will be informally assessed on their ability to share this information with the
class.

Lesson 5 Facebook Gallery and Introduction to The Help


Level: 8th Grade
Resources/Materials/Handouts:



Pen or Pencil
To Kill a Mockingbird packet
To Kill a Mockingbird text
To Kill a Mockingbird packet

Learning Context:
8th Grade class with 24 total students: 2 African American middle class females, 7 Caucasian
middle class females, 3 Caucasian lower middle class females, 9 Caucasian middle class males, 1
African American lower middle class male, 1 Caucasian upper middle class male with a 504 for
anxiety and his program modifications are to give encouragement, extra time to complete
assignments as needed due to absences, 1 Caucasian lower middle class male with an IEP. His
IEP is for ADHD and his program modifications are organization (use of agenda mate and
binders/folders).
Background Knowledge/Skills:
Students will have fresh knowledge of the current events in the United States, specifically the
events in Ferguson, MO and the recent decision not to charge the NYC police officer in the death
of Eric Garner. They will also be well versed in the history of race relations in the United States.
Students have read through Chapter 15 in To Kill a Mockingbird and have become very
familiar with the characters in the story. The students will need to review annotation strategies,
although they have worked previously with annotation.
Common Core Standards:




CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-Literacy.L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.8.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific

Time: 80 minutes (2 class periods)


Objectives:
Students will be able to identify themes across a text and analyze what the intention of the
author.
Students will be able to identify and analyze how a writer is positioning characters and cultures
within a text in order to contribute to their perspective on race relations.
Students will be able to make connections between racial inequality/injustice in the 1930s and
1960s to racism inequality/injustice today.

Students will be able to make connections between the nature of in the texts (To Kill a
Mockingbird, The Help, or a current event piece) and their own social status within their
community.
Students will understand that each author and producer makes choices while composing their
text.
Teacher Procedure:

Student Response:

I begin class by comparing each of the students


Facebook profiles. Prior to the class, I hung
each of them along the outskirts of the room.
As students come in, they are told they are now
at a new age art gallery and they will begin
their tour soon.

Students enter the room and notice


immediately that the chairs and desks have
been moved to the back of the classroom.
They also notice that their facebook profiles
are hanging on the outskirts of the classroom
and begin to inquire why.

I have the students place their belongings in


the back of the room and then stand next to
their Facebook profile. I tell them to take a
minute to reflect on the choices they made in
the composition of the profileWhy did they
choose the picture they did? Did they draw
their own? Which quotation did they use to
represent their character? What did they say
the status (current mood/event and social
status play on words) of the character was?
Students are given the minute to write down a
few key points about these questions that they
would like to speak to.

Students reflect on the decisions they made as


the author of their Facebook profile. Some of
the students reflect silently and do not write
anything down while others use scrap paper to
take notes on what the rationale behind their
choices was.

I then ask students to share one at a time,


listening to each of the other students choices
and reflecting on how the choices vary or are
similar to their own. They are instructed not to
take notes during this portion of the gallery.
I then ask students to move their desks back in
to a circle formation and briefly write on the
following questions: What did you learn about
your character after doing the gallery walk?
What do other people say, think and assume
about this character? What kind of status is
this character pursuing in the novel? What
have you learned about other characters during
the gallery lesson?

I then tell them that we are going to watch a


clip from the movie The Help. They will be
asked to write a brief reaction as the movie is
playing, reflecting on the following questions
as they do so: How are different races (white
and black) being characterized in the film
clips? What do you think this movie is about?
What time period do you think this movie is
from?

Students listen to one another and share their


justification for the principles of design in their
creation of the characters Facebook profile.

Students take time to reflect on the designbased choices they made, as well as other
students made in order to create their Facebook
profile. They write a brief reflection on the
questions I asked.

Students share their reactions to the video.


Upon instruction, turning back to the timeline
on page 1 and writing in The Help as a
reminder of what the early 1960s in the United
States was like. This timeline is an evolving
project throughout the course of the unit.

Reading/Writing Assignments:
Read Chapters 15-19 in To Kill a Mockingbird
Finish reflection on The Help
Bring in another race related event to add to our historical timeline
Differentiation for Students with Special Needs: This unit lends itself to my student with an
IEP for organization. The packet is already organized for them and will be followed throughout
the course of the unit.
Assessments/Rubrics:
o Students are informally assessed on their note taking skills during The Help video
segment.
o Students are informally assessed on their participation in the group discussion about The
Help
o Students are informally assessed on their ability to actively engage in listening during a
read aloud of The Help.

Lesson 5 The Help Quotation Analysis


Level: 8th Grade
Resources/Materials/Handouts:
Pen or Pencil
To Kill a Mockingbird packet
The Help text

Learning Context:
8th Grade class with 24 total students: 2 African American middle class females, 7 Caucasian
middle class females, 3 Caucasian lower middle class females, 9 Caucasian middle class males, 1
African American lower middle class male, 1 Caucasian upper middle class male with a 504 for
anxiety and his program modifications are to give encouragement, extra time to complete
assignments as needed due to absences, 1 Caucasian lower middle class male with an IEP. His
IEP is for ADHD and his program modifications are organization (use of agenda mate and
binders/folders).
Background Knowledge/Skills:
Students will have fresh knowledge of the current events in the United States, specifically the
events in Ferguson, MO and the recent decision not to charge the NYC police officer in the death
of Eric Garner. They will also be well versed in the history of race relations in the United States.
The students will need to review annotation strategies, although they have worked previously
with annotation.
Common Core Standards:




CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-Literacy.L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.8.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific

Time: 80 minutes (2 class periods)


Objectives:
Students will be able to make connections about patterns in race relations and racial inequalities
as represented in To Kill a Mockingbird and The Help.
Students will be able to make connections between the nature of in the texts (To Kill a
Mockingbird, The Help, or a current event piece) and their own social status within their
community.

So, class, what did we learn about the different


ways one person may view a character versus
another? Did everyone use the same quotes
in their Facebook profile? Did everyone
make the same assumptions about Atticus,
Scout, Tom, Mayella? Did anyones
opinions change after listening to another
persons point of view on the characterization
of one of those characters? Do we think that
authors make choices that lead us to believe
certain things about a character or is everything
open to debate? What are your thoughts?!

Students begin the class discussing their


opinions on each of the characters and whether
or not their opinion of them was swayed by a
classmates design of their Facebook profile.

And what about The Help? What do we think


this movie is about? Everyone look at your
reflection from yesterdays plan and tell me
what you got from the clips we watched. We
will be watching move clips and reading more
excerpts from The Help so feel free to be
wrong about what the plot is. I just want to get
a sense of how that particular clip made
everyone feel.

Students discuss The Help and its importance


on our historical timeline. They discuss what
they think the movie is about and the choices
made by the producers of the film in order to
portray that message.

Now that we know The Help is based on what


life in the South was like in the 1960s are we
starting to understand the connection between
that and TKAM?

I will allow students time to review their


knowledge of The Help and confer in small
groups in order to fill out their concept map.

Students will review their notes on The Help


and confer with other students about their
knowledge. They complete the quotation
analysis concept map.

Now Write a brief reflection on the


following questions: What are you noticing
from the quotes about how each of the
characters is positioned in the text? What
choices has the producer made in terms of
framing, lighting, positioning, color, etc in
order to convey the message of one of the
Students begin their reflection. If it is not
scenes? (Choose 1 of the 3 we watch) How are complete, it becomes homework.
the characters dressed and what is the
importance of costume design in the film?
These are only some of the options available to
you for your reflection. If you have another
idea of what you would like to write about in
terms of the design of the film, please feel free
to write that instead.
Reading/Writing Assignments:
Read Chapters 19-23 in To Kill a Mockingbird
Complete The Help quotation analysis concept map and reflection if necessary

Differentiation for Students with Special Needs: This unit lends itself to my student with an
IEP for organization. The packet is already organized for them and will be followed throughout
the course of the unit.
Assessments/Rubrics:
o Students will be formally assessed on their completion of the quote analysis concept map
for The Help
o Students will be informally assessed on their current and evolving knowledge of The
Help during the discussion portion of the learning segment.

Lesson 6 Cross Comparison between To Kill a Mockingbird and The Help


Level: 8th Grade
Resources/Materials/Handouts:



Pen or Pencil
To Kill a Mockingbird packet
To Kill a Mockingbird text
The Help text

Learning Context:
8th Grade class with 24 total students: 2 African American middle class females, 7 Caucasian
middle class females, 3 Caucasian lower middle class females, 9 Caucasian middle class males, 1
African American lower middle class male, 1 Caucasian upper middle class male with a 504 for
anxiety and his program modifications are to give encouragement, extra time to complete
assignments as needed due to absences, 1 Caucasian lower middle class male with an IEP. His
IEP is for ADHD and his program modifications are organization (use of agenda mate and
binders/folders).
Background Knowledge/Skills:
Students will have fresh knowledge of the current events in the United States, specifically the
events in Ferguson, MO and the recent decision not to charge the NYC police officer in the death
of Eric Garner. They will also be well versed in the history of race relations in the United States.
Students have read through Chapter 23 in To Kill a Mockingbird and have become familiar
with The Help. The students will need to review annotation strategies, although they have
worked previously with annotation.
Common Core Standards:




CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-Literacy.L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.8.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific

Time: 80 minutes (2 class periods)


Objectives:
Students will be able to make connections about patterns in race relations and racial inequalities
as represented in To Kill a Mockingbird and The Help.
Students will be able to make connections between the nature of in the texts (To Kill a
Mockingbird, The Help, or a current event piece) and their own social status within their
community.

Students will be able to evaluate supporting sentences to ensure that they reinforce the
paragraphs main idea.
Students will be able to conduct research on race relations in the following time periods: 1930s,
1960s, 2014 in order to draw conclusions on how it has evolved and changed.
Students will be able to make connections between racial inequality/injustice in the 1930s and
1960s to racism inequality/injustice today.
Students will be able to describe a current event in America that connects to the major systems
that perpetuate racial inequality, race relations, and social hierarchies via an individual creative
writing piece.
Students will be able to write a short essay in which they compare racial inequality and injustice
in To Kill a Mockingbird with racial inequality and injustice in The Help.
Students will be able to compare and contrast how producers in the film and authors in the text
make choices in order to describe a character within their feature.
I will present the quote sandwich process to the Students will brainstorm their ideas and which
students (a process they are familiar with).
quotations they will use for their comparison
They will turn to the quote sandwich page in
short essay.
their packet.
I will instruct the students to go through their
notes and packet in order to decide on 2
quotations that best represent their point of
view on the comparison essay.

Students will decide which 2 quotations they


will use to represent their point of view.

I will approve the quotations students have


chosen.

Students will begin to draft their comparison


essay.

I will circle the room, ensuring that every


student is on task.

Students will begin writing their 1 page


comparison paper between The Help and
To Kill a Mockingbird.

Reading/Writing Assignments:
Students will complete a 1 page paper comparing The Help with To Kill a Mockingbird.
Students will finish reading To Kill a Mockingbird.
Differentiation for Students with Special Needs: This unit lends itself to my student with an
IEP for organization. The packet is already organized for them and will be followed throughout
the course of the unit. If at any point my student with a 504 plan for anxiety is feeling
overwhelmed he may take a break and return to the task.
Assessments/Rubrics:
o Students will be informally assessed on their knowledge of both To Kill a Mockingbird
and The Help through class discussion.
o Students will be formally assessed on their comparison between To Kill a Mockingbird
and The Help.

QUOTE: the
extent to which
the response
exhibits sound
understanding,
interpretation,
and analysis of
the quotation

provide an
accurate &
analytical
interpretation of
the quotation
that is faithful to
the complexity
of the statement

provide an
accurate and
thoughtful
interpretation of
the quotation

CONNECTION:
the extent to
which the
writing presents
evidence from
the provided
texts to support
the interpretation
of the quotation

develops the
interpretation
with relevant,
well-chosen
concrete details,
quotations, or
other examples
from the text

develops the
interpretation
relevant details,
quotations, or
other examples of
the texts

skillfully and
logically
explains how
evidence
supports the
ideas of the
interpretation of
the quotation

provide a
reasonable
interpretation
of the
quotation

partially
develops the
interpretation
with the use of
some textual
evidence, some
of which may
logically explains be irrelevant
how evidence
supports the ideas somewhat
of the
logically
interpretation of
explains how
the quotation
evidence
supports the
ideas of the
interpretation
of the
quotation

provide a
simple
interpretation
of the
quotation

provide a
confused or
incomplete
interpretation
of the
quotation

demonstrates
an attempt to
use evidence,
but only
develops ideas
with minimal
evidence which
is invalid or
irrelevant

provides no
evidence or
provides
evidence that s
completely
irrelevant

attempts to
explain how
evidence
supports the
ideas of the
interpretation
of the
quotation

does not
explain how
evidence
supports the
ideas of the
interpretation
of the
quotation

Lesson 7 To Kill a Mockingbird Creative Quick Write


Level: 8th Grade
Resources/Materials/Handouts:
Pen or Pencil
To Kill a Mockingbird packet
To Kill a Mockingbird text

Learning Context:
8th Grade class with 24 total students: 2 African American middle class females, 7 Caucasian
middle class females, 3 Caucasian lower middle class females, 9 Caucasian middle class males, 1
African American lower middle class male, 1 Caucasian upper middle class male with a 504 for
anxiety and his program modifications are to give encouragement, extra time to complete
assignments as needed due to absences, 1 Caucasian lower middle class male with an IEP. His
IEP is for ADHD and his program modifications are organization (use of agenda mate and
binders/folders).
Background Knowledge/Skills:
Students will have fresh knowledge of the current events in the United States, specifically the
events in Ferguson, MO and the recent decision not to charge the NYC police officer in the death
of Eric Garner. They will also be well versed in the history of race relations in the United States.
Students have now completed To Kill a Mockingbird and have become very well versed in
The Help. The students will need to review annotation strategies, although they have worked
previously with annotation.
Common Core Standards:




CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-Literacy.L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.8.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific

Time: 80 minutes (2 class periods)


Objectives:
Students will be able to critically analyze how changing the social status or race of the following
characters (Atticus, Scout, Tom Robinson) would change the tone or outcome of the novel.
Students will be able to think critically about racial tensions in the United States.
Students will be able to write an analytical piece about what it means to be white or black in
our country during the 1930s by changing the race of a main character in To Kill a
Mockingbird

Students will be able to analyze the elements of design that go into the characterization of the
main characters in TKAM.
Students will be able to write a reflection that analyzes what the social status, race, cultural
background of a character has to do with the overall themes of the narrative.
Students will be able to argue that changing a characters race, social status, cultural background,
etc. will greatly change significant scenes or the overall tone of the novel.
Students will understand the design principles the author used in order to construct each of the
characters and how such design influenced the outcome of the novel.

I begin the class with a video clip that


documents some of the racially driven current
events topics that are highly publicized in the
media today. I tell them to keep their
Facebook profile out during this. They are also
instructed to take brief notes during the news
clips, documenting trends they are seeing
across the board and what they are feeling
personally when watching. I then ask them to
reflect on the following questions: What does
it mean to be white in America? What does it
mean to be black in America? Have you ever
felt as if you were being judged based on your
race, sex, class, etc? Do you think the
outcome of these stories would have been
different if the person accused or killed had not
been black? I will explain to the students that
while it is okay to disagree with one another
and have varying opinions on the topic, this
will not turn into an argument. It will be a
structured debate or culmination of knowledge.

Students enter the room and realize that their


Facebook profile creations are no longer
hanging on the wall but placed on top of their
desk. Most, if not all, will assume they are
getting them back for a grade.

I then bring the conversation back to the text,


asking if they believe that Tom Robinson
would have been found guilty if he had been
white.

Students respond to the questions asked.

I ask students to apply this debate to their


writing as a creative, free writing piece. In
this I am asking them to reflect on whether or
not the outcome of the novel would be
different based on changing the race, social
status, cultural background of the character
they wrote their Facebook profile on. This is
not a collaborative project even though groups
of students are working on the same character.

Students debate whether or not the race of


current events figures such as Trayvon Martin,
Eric Garner, or Michael Brown changes the
outcome of the event.

Students begin writing their creative quick


write if time allows. It will be completed for
homework.

Reading/Writing Assignments:
Students complete creative quick write assignment.
Students must bring in one current event issue dealing with race relations in the United States
that they are interested in researching.

Comment [SH1]: This is so much better. Way to go!

Differentiation for Students with Special Needs: This unit lends itself to my student with an
IEP for organization. The packet is already organized for them and will be followed throughout
the course of the unit.
Assessments/Rubrics:
o Students are informally assessed on their participation in the discussion of changing a
persons race in order to change, or not, the outcome of an event or text.
o Students are formally assessed on their creative quick write.
Name: __________________________________________________________ Date __/__/____
Creative Quick Write
Choose (circle) one of the following characters:
Atticus

Tom Robinson

Scout Finch

Mayella Ewell

Write about the character (example: general characteristics, social status, race, position in the
story, relationship to other characters, etc)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Now, heres the fun part! Change the social status, race, position of the character you chose.
Does this affect the story? If so, how? If not, why do you think the story would stay the same?
There are no wrong answers here!
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Lesson 9 To Kill a Mockingbird trial Acting it out


Level: 8th Grade
Resources/Materials/Handouts:
Pen or Pencil
To Kill a Mockingbird packet
To Kill a Mockingbird text

Learning Context:
8th Grade class with 24 total students: 2 African American middle class females, 7 Caucasian
middle class females, 3 Caucasian lower middle class females, 9 Caucasian middle class males, 1
African American lower middle class male, 1 Caucasian upper middle class male with a 504 for
anxiety and his program modifications are to give encouragement, extra time to complete
assignments as needed due to absences, 1 Caucasian lower middle class male with an IEP. His
IEP is for ADHD and his program modifications are organization (use of agenda mate and
binders/folders).
Background Knowledge/Skills:
Students will have fresh knowledge of the current events in the United States, specifically the
events in Ferguson, MO and the recent decision not to charge the NYC police officer in the death
of Eric Garner. They will also be well versed in the history of race relations in the United States.
Students are familiar with To Kill a Mockingbird and are evolving their thoughts on race
relations in our country as they learn more about the historical background of racism. The
students will need to review annotation strategies, although they have worked previously with
annotation.
Common Core Standards:




CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-Literacy.L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.8.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific

Time: 120 minutes (3-4 class periods)


Objectives:
Students will be able to act out the trial scene in To Kill a Mockingbird
Students will be able to critically analyze the position of each character in the novel during the
trial scenespecifically the separation of white and black.
Students will be able to actively engage in a discussion of Atticuss role in Tom Robinsons trial
and whether or not he proved his innocence.
Students will be able to understand the design principles Harper Lee used compared to the design
principles they chose on their own to act out the trial scene.

Students will understand how changing an element of design can affect the overall narrative of
the text.

I instruct students to move all the desks and


chairs out of the way at the start of the class.
There is a directors clapboard (item used to
incite action or to cut) sitting on my podium. I
then tell them we will be setting up the
classroom to look like the court scene in
TKAM.

Comment [SH2]: These are better objectives! Good work!

Students discuss what the TKAM court scene


looked like. They will reference their text as to
where each character was in the room.

First, we need to decide if we were creating a


film of the trial how would the room be set
up?
Okay, now who wants to be the director?
Actors? Audience?
I assign students to certain characters in the
novel. Students may take turns acting out
particular main characters if there is interest in
doing so. I will also partake in the acting.
Students are instructed to place the desks and
chairs into a circle. This will begin the
discussion portion of our class. Students are
reminded that any and all notes taken in their
packet can be used for the final paper and
multimodal presentation. The class is
instructed to reflect on the choices we just
made as a class. Why was the room set up the
way it was? Why did the actors move the way
they did? Why did we seat Atticus so close to
Tom? What design based principles were in
play during our acting out of the trial scene?
What changes would you make to the scene if
you had written it? If you were the director,
would you have done anything differently?

Students will act out the court scene, noting the


importance of where each character was, what
the dialogue between characters was and the
importance of Atticuss speech.

As we discuss the court scene and its


importance, students are taking notes in their
packet.

Reading/Writing Assignments:
Students write a brief reaction to how they felt acting out the court scene in To Kill a
Mockingbird
Students write notes in their packet about the importance of the placement of characters in the
court scene in To Kill a Mockingbird
Differentiation for Students with Special Needs: This unit lends itself to my student with an
IEP for organization. The packet is already organized for them and will be followed throughout
the course of the unit.
Assessments/Rubrics:

Comment [SH3]: Good! And then they could compare that


with the actual text and the design choices for characterization,
setting, etc.

o Students are informally assessed on their participation in acting out the court scene.
o Students are formally assessed on the write up they hand in about the court scene.
o Students are informally assessed on their note taking during the discussion portion after
acting out the court scene

Lesson 10 To Kill a Mockingbird Trial Newsletter/Blog


Level: 8th Grade
Resources/Materials/Handouts:



Pen or Pencil
Markers, Colored Pencils
To Kill a Mockingbird packet
To Kill a Mockingbird text

Learning Context:
8th Grade class with 24 total students: 2 African American middle class females, 7 Caucasian
middle class females, 3 Caucasian lower middle class females, 9 Caucasian middle class males, 1
African American lower middle class male, 1 Caucasian upper middle class male with a 504 for
anxiety and his program modifications are to give encouragement, extra time to complete
assignments as needed due to absences, 1 Caucasian lower middle class male with an IEP. His
IEP is for ADHD and his program modifications are organization (use of agenda mate and
binders/folders).
Background Knowledge/Skills:
Students will have fresh knowledge of the current events in the United States, specifically the
events in Ferguson, MO and the recent decision not to charge the NYC police officer in the death
of Eric Garner. They will also be well versed in the history of race relations in the United States.
Students have completed their reading of To Kill a Mockingbird and The Help. Students
now have a complex, continually evolving idea of what race relations in the United States looked
like in the past, looks like currently, and will look like in the future. Students are aware of the
racial tensions surrounding them in the United States, drawing conclusions from several texts.
The students will need to review annotation strategies, although they have worked previously
with annotation.
Common Core Standards:




CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-Literacy.L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.8.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific

Time: 120 minutes (3-4 class periods)


Objectives:
Students will be able to write a newsletter covering the trial of Tom Robinson.
Students will be able to present their newsletter to the class in small groups.
Students will be able to turn this newsletter into a blog in order to incite responses from other
students and receive feedback from me.

Students will be able to chronicle the events of the trial as well as articles of similar issues of
actual occurrences during that time.
Students will be able to identify the audience that they are writing to.
Students will be able to recognize the biases in their writing.
Students will be able to think critically about racial tensions in the United States.
Students will understand the importance of editing and revising their work.
Students will be able to formulate a question that helps them research the life of a current events
character in relation to race relations within the United States.
Students will be able to define and analyze the following terms: race relations, racial inequality,
and social hierarchy.
Students will be able to critically analyze their word choice when composing their blogs, paying
special attention to their use of adjectives and verbs.
Students will be able to demonstrate their knowledge of navigating the internet efficiently for
credible sources.
Students will be able to define what a credible search term is.
Students will be able to make a list of relevant topics and questions about their topic prior to
completing their search.
Students will be able to determine a webpages integrity by analyzing each element of the
websiteincluding but not limited to the following elements; who the author is, font choice,
word choice, advertisements and sponsors, presentation and order of material, links on the
webpage, works cited.
Students will be able to become producers of a webpage, learning the importance of each design
element as they construct their own blog.
Reading/Writing Assignments:
Students will complete a 1 page newsletter describing the events of the trial.
Students will research 1 new topic dealing with racism that will be added to our historical/current
events timeline (page 1 in packet)
Differentiation for Students with Special Needs: This unit lends itself to my student with an
IEP for organization. The packet is already organized for them and will be followed throughout
the course of the unit.
Assessments/Rubrics:
o Students will be informally assessed on their knowledge of To Kill a Mockingbird as
we discuss the text prior to the start of the learning segment.
o Students will be formally assessed on their 1 page newsletter documenting the events of
the trial in To Kill a Mockingbird

Comment [SH4]: You sound great here. Much more solid. And
yes, these are the objectives they will need to hit with their
research. They can be broken up according to specific lesson plans
from here.

o Students will be formally assessed on their responses to their peers newsletters/blogs.

I will begin class by playing the court scene


from the TKAM movie. As a class, we will
compare the choices we made as producers of
our script versus the producers of the film.
What are the major differences between the
two? Are there any differences between the
book and the movie? Did you picture this
scene differently in your head as we read it out
loud together? How about the actors? Do
they look the way you thought they would?
After doing so, I will instruct the class to get
into groups of 3. Each group of three will
assign roles for the following: researcher,
recorder and speaker.
I will explain to the students that they will be
spending the next few class periods learning
how to blog. And since the original form of
blogging was the written word, their first
assignment will be a newsletter documenting
the trial. This will give them a feel of how to
grab their audiences attention, write a short
but accurate and unbiased piece, and work
together as a team to create a unified
presentation of their work.

Students will discuss the film adaptation versus


the text. They will analyze why the producers
of the film made the choices they did in terms
of arrangement, music, lighting, costume
design, etc. and discuss how they compare to
their own.

Students will ask the following questions and


make the following choices in the writing of
their newsletter:
1) How do we grab our audiences attention?
What is the hook?
2) What is the story of the trial? What is
important to that story? What details are
necessary to convey the scene and what details
can be left out?
3) Who are we telling the story to? Who is our
audience? Why are we telling this story?
4) What is the tone of our newsletter? Are we
taking a stand? Do we have an opinion? Is the
newsletter strictly fact with no bias? Is it
possible to write without a bias?

Comment [SH5]: Good work! You could also examine what


their representation conveys to different kinds of audiences (like
themselves).

Comment [SH6]: Would they do this in role as one of the


characters? Great description of how they will write about it and
reflect on it.

Lesson 11 To Kill a Mockingbird Trial Blog Revisions and Twitter Reactions


Level: 8th Grade
Resources/Materials/Handouts:
Pen or Pencil
To Kill a Mockingbird packet
To Kill a Mockingbird text

Learning Context:
8th Grade class with 24 total students: 2 African American middle class females, 7 Caucasian
middle class females, 3 Caucasian lower middle class females, 9 Caucasian middle class males, 1
African American lower middle class male, 1 Caucasian upper middle class male with a 504 for
anxiety and his program modifications are to give encouragement, extra time to complete
assignments as needed due to absences, 1 Caucasian lower middle class male with an IEP. His
IEP is for ADHD and his program modifications are organization (use of agenda mate and
binders/folders).
Background Knowledge/Skills:
Students will have fresh knowledge of the current events in the United States, specifically the
events in Ferguson, MO and the recent decision not to charge the NYC police officer in the death
of Eric Garner. They will also be well versed in the history of race relations in the United States.
Students have completed their reading of To Kill a Mockingbird and The Help. Students are
continuing to research current events and historical events that have shaped race relations in the
United States. The students will need to review annotation strategies, although they have worked
previously with annotation.
Common Core Standards:




CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-Literacy.L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.8.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific

Time: 80 minutes (2 class periods)


Objectives:
Students will be able to increase their ability to use planning, drafting, and editing to improve
their skills as researchers.
Students will be able to revise their tweets to fit 140 characters.
Students will be able to form a strong opinion on the presented topic.
Students will be able to critically analyze their peers blogs and respond to them through twitter.

Students will understand the importance of their word choice and decipher what words best
explicate their thoughts and reactions to the other blogs.
Reading/Writing Assignments:
Students will tweet their reaction to three other students blogs.
After receiving feedback from peers and myself, revise your blog.
Assessments/Rubrics:
o Students will be formally assessed on their revision process.
o Students will be informally assessed at the completion of the revision checklist. I will
use this as a guide to see where students are not understanding the mistakes they are
making.
o Students will be formally assessed on the final product of their blog.

Name: __________________________________________________________ Date __/__/____


Revising Checklist
Directions: Before you turn in your newsletter, read through the following list of objectives.
Circle the smiley face if you feel that you successfully completed the objective. Circle the
frowny face if you did not successfully complete the objective.
J L There is a topic sentence that mentions the title, author, character(s), and main idea to
be discussed in your newsletter.
J L At least three specific details or quotations from the book are provided that make a
direct connection to the ideas of the topic sentence.
J L
book.

There are page numbers from the book provided for each detail or quotation from the

J L The writer fully explains how the example/text detail connects to the topic sentence.
ANALYSIS!
J

The writer uses transitions in the paragraph (example: Furthermore For instance)

There is a conclusion sentence that wraps up the ideas of the whole newsletter.

The writer underlined or used quotation marks for the title of the book.

J L The writer did not use I, my, or you (this does not apply to the quotations from
the book)
J

The writer did not use contractions (example do not versus didnt)

The writer spent time proofreading his or her newsletter.

Comment [SH7]: And how their writing choices will impact


different audiences.

Lesson 12 Annotation Review and Improvement


Level: 8th Grade
Resources/Materials/Handouts:



Pen or Pencil
To Kill a Mockingbird packet
To Kill a Mockingbird text
The Help text

Learning Context:
8th Grade class with 24 total students: 2 African American middle class females, 7 Caucasian
middle class females, 3 Caucasian lower middle class females, 9 Caucasian middle class males, 1
African American lower middle class male, 1 Caucasian upper middle class male with a 504 for
anxiety and his program modifications are to give encouragement, extra time to complete
assignments as needed due to absences, 1 Caucasian lower middle class male with an IEP. His
IEP is for ADHD and his program modifications are organization (use of agenda mate and
binders/folders).
Background Knowledge/Skills:
Students will have fresh knowledge of the current events in the United States, specifically the
events in Ferguson, MO and the recent decision not to charge the NYC police officer in the death
of Eric Garner. They will also be well versed in the history of race relations in the United States.
Students have completed their reading of both To Kill a Mockingbird and The Help.
Students are continuing to research historical and current events dealing with racism and racial
tensions in our country, evolving their understanding of what it means to be white or black in
various time periods, including today. The students will need to review annotation strategies,
although they have worked previously with annotation.
Common Core Standards:




CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-Literacy.L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.8.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific

Time: 80 minutes (2 class periods)


Objectives:
Students will be able to assess online sources of informational texts for credibility.
Students will be able to define credible research terms.
Students will be able to effectively search for reliable sources via the Internet.

Comment [SH8]: Some of your objectives from before fit here


nowfrom your earlier long revised list.
Comment [SH9]: Same here.
Comment [SH10]: The short term would be what the reliable
sources are.

Students will be able to identify concepts that will facilitate their ability to search for
information.
Students will be able to identify the position of the writers they are researching.
Students will be able to identify and analyze how a writer is positioning characters and cultures
within a text in order to contribute to their perspective on race relations.
Students will be able to organize their collected information in a logical way through the use of
zotero.

Comment [SH11]: You could spell this out more.

Class is scheduled to meet in the computer lab for Students meet in the computer lab. They
the next two days. They are instructed to sign in sign in to their computers.
to their computers and wait for further
instruction.
Once every student is signed in, I instruct them to Students engage in watching the video.
watch the presentation on zotero.
https://www.zotero.org/support/quick_start_guide
They also watch my captasia video that is a brief
tutorial on zotero.
I instruct the students to practice by looking up a
topic of interest to them. Each topic is approved
by me prior to the start of their research. I let
them know that this will be the process we will
use for our final paper and multimodal
presentation so they may begin to research terms
such as race relations or current events such as
the events in Ferguson, MO if they wish to get a
head start.

Students research topics of interest to them,


saving the sites they find most important.

Reading/Writing Assignments:
Students will research various historical and current events on the topic of race relations in the
United States.
Students will be able to research a topic of interest to them using credible research terms.
Students will be able to annotate To Kill a Mockingbird in terms of racial inequality in the
1930s.
Differentiation for Students with Special Needs: This unit lends itself to my student with an
IEP for organization. The packet is already organized for them and will be followed throughout
the course of the unit. I will guide my student with an IEP in need of organization through the
process if necessary. I will make sure he is on task with searching relevant terminology.
Assessments/Rubrics:
o Students will be informally assessed on list of credible, relevant news articles they bring
to the following class.

Comment [SH12]: Listing topics is a big help. Listing and


discussing search terms and helpful sites. You can co-construct
knowledge here.

Lesson 13 Final Writing Assignment


Level: 8th Grade
Resources/Materials/Handouts:
Pen or Pencil
To Kill a Mockingbird packet
To Kill a Mockingbird text

Learning Context:
8th Grade class with 24 total students: 2 African American middle class females, 7 Caucasian
middle class females, 3 Caucasian lower middle class females, 9 Caucasian middle class males, 1
African American lower middle class male, 1 Caucasian upper middle class male with a 504 for
anxiety and his program modifications are to give encouragement, extra time to complete
assignments as needed due to absences, 1 Caucasian lower middle class male with an IEP. His
IEP is for ADHD and his program modifications are organization (use of agenda mate and
binders/folders).
Background Knowledge/Skills:
Students will have fresh knowledge of the current events in the United States, specifically the
events in Ferguson, MO and the recent decision not to charge the NYC police officer in the death
of Eric Garner. They will also be well versed in the history of race relations in the United States.
The students will need to review annotation strategies, although they have worked previously
with annotation.
Common Core Standards:




CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-Literacy.L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.8.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific

Time: 200 minutes (4-5 class periods)


Objectives:
Students will be able to think critically about racial tensions in the United States.
Students will be able to formulate a question that helps them research the life of a current events
character in relation to race relations within the United States.
Students will be able to think critically about what it means to be black in the United States via
a selection of textsincluding, but not limited to, To Kill a Mockingbird, The Help, and several
texts discussing the current events in Ferguson, MO.
Students will be able to discuss and identify how The Help defines racial inequality and social
hierarchy in 1960s America.

Students will be able to define and analyze the following terms: race relations, racial inequality,
and social hierarchy.
Students will be able to write a 3-5 page critical analysis connecting a character in To Kill a
Mockingbird with a current events character (chosen during fishbowl activity).
Students will be able to identify that there are racial tensions in the United States that come from
a history of extreme inequality.
Students will be able to revise their final writing assignment multiple times.
Students will be able to increase their ability to use planning, drafting, and editing to improve
their skills as researchers.
Students will be able to evaluate their own and others' writing through a range of lessons
(including drama and multimedia presentations).
Reading/Writing Assignments:
Option #1 -- Students will complete a 3-5 page paper in which they compare a current events
figure (fishbowl activity) to a character in "To Kill a Mockingbird".
Option #2 Students will complete a 3-5 page paper in which they change the social status,
cultural background and/or race of a character (Atticus Finch, Scout Finch, Mayella Ewell, Tom
Robinson), determining whether or not this changes the course of the novel.
Differentiation for Students with Special Needs: This unit lends itself to my student with an
IEP for organization. The packet is already organized for them and will be followed throughout
the course of the unit.
Teacher Procedure:

Student Response:

I introduce the final writing assignment to the


students.

Students become familiar with the final writing


assignment options.

I check to make sure students are using zotero


to save the specific passages they want to use
in their research.

Students research their current events topics in


the computer lab.

I continue to help students in the research


process.

Students continue to research their current


events topics and make connections between it
and their readings of The Help and To Kill
a Mockingbird

I help students continue to work on their final


writing assignment.

Students begin the writing process.


Students hand in the first draft of their writing
assignment.

Students are given a peer review partner that


will edit their paper prior to me seeing it.
Their edits will be done in a colored pencil,
ensuring I know whether or not the edits were
correct.

Students go through a series of editing:


including my commentary, peer and self
editing.

Students hand in the final draft of their final


writing assignment.

Assessments/Rubrics:
Criteria

CCLS

CLAIM
AND
REASONS:
the extent to
which the
essay
conveys
complex
ideas and
information
clearly and
accurately
in order to
logically
support the
authors
argument.

W.2
R.1-9

clearly
introduces the
text and the
claim in a
manner that is
compelling
and follows
logically from
the task and
purpose
claim and
reasons
demonstrate
insightful
analysis of
the text(s)
acknowledges
and responds
to counterclaim(s)
skillfully and
smoothly

clearly
introduces the
text and the
claim in a
manner that
follows from
the task and
purpose

introduces the
text and the
claim in a
manner that
follows
generally from
the task and
purpose

claim and
reasons
demonstrate
grade
appropriate
analysis of the
text(s)

claim and
reasons
demonstrate a
literal
comprehension
of the text(s)

acknowledges
and responds to
counterclaim(s)
appropriately
and clearly

acknowledges
and responds to
counterclaim(s)
but the thinking
isnt clear
and/or logical

introduces the
text and claim in
a manner that
does not logically
follow from the
task and purpose

claim and
reasons
demonstrate a
lack of
comprehension
of the text(s) or
task

claim and reasons


demonstrate little
understanding of
the text(s)
does not
acknowledge
and/or respond to
counterclaim(s)

Comment [SH13]: Good!

Criteria

CCLS

COHERENCE,
W.2
ORGANIZATION, R.1-9
AND STYLE:
the extent to which
the essay logically
organizes complex
ideas, concepts,
and information
using formal style
and precise
language

exhibits clear
organization,
with the skillful
use of
appropriate and
varied
transitions to
create a unified
whole and
enhance
meaning

exhibits clear
organization
with the use of
appropriate
transitions to
create a
unified whole

exhibits some
attempt at
organization
with
inconsistent
use of
transitions

exhibits little
attempt at
organization,
or attempts
to organize
are irrelevant
to the task

establishes and
maintains a
formal style
using precise
language and
domain
specific
vocabulary

lacks a formal
style, with
inconsistent
use of
language and
domain
specific
vocabulary

provides a
concluding
statement or
section that
follows from
the claim and
reasons
presented

provides a
concluding
statement or
section that is
illogical or
unrelated to
the claim and
reasons
presented

lacks a
formal style,
using
language
that is
imprecise or
inappropriate
for the
text(s) and
task

establishes and
maintains a
formal style,
using gradeappropriate,
stylistically
sophisticated
language and
domain-specific
vocabulary with
a notable sense
of voice
provides a
concluding
statement or
section that is
compelling and
follows clearly
from the claim
and reasons
presented

provides a
concluding
statement or
section that
is illogical or
unrelated to
the claim
and reasons
presented

0
exhibits no
evidence of
organization
uses language
that is
predominantly
incoherent or
copied
directly from
the text(s)
does not
provide a
concluding
statement

Lesson 15 Multimodal Presentation Final Project


Level: 8th Grade
Resources/Materials/Handouts:



Pen or Pencil
To Kill a Mockingbird packet
To Kill a Mockingbird text
The Help text

Learning Context:
8th Grade class with 24 total students: 2 African American middle class females, 7 Caucasian
middle class females, 3 Caucasian lower middle class females, 9 Caucasian middle class males, 1
African American lower middle class male, 1 Caucasian upper middle class male with a 504 for
anxiety and his program modifications are to give encouragement, extra time to complete
assignments as needed due to absences, 1 Caucasian lower middle class male with an IEP. His
IEP is for ADHD and his program modifications are organization (use of agenda mate and
binders/folders).
Background Knowledge/Skills:
Students will have fresh knowledge of the current events in the United States, specifically the
events in Ferguson, MO and the recent decision not to charge the NYC police officer in the death
of Eric Garner. They will also be well versed in the history of race relations in the United States.
Students have read both To Kill a Mockingbird and The Help. Students have a grasp of how
race relations are evolving in the United States and what significant events have happened in
order to get to where we are today. Students are questioning the positions of power that have
been bestowed upon certain groups of people throughout the course of our history and challenge
themselves to acknowledge the history of racism in current events topics. The students have
reviewed annotation strategies and deciphered what works best for them.
Common Core Standards:




CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-Literacy.L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.8.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific

Time: 240 minutes (5 class periods)


Objectives:
Students will be able to think critically about racial tensions in the United States.
Students will be able to formulate a question that helps them research the life of a current events
character in relation to race relations within the United States.

Students will be able to think critically about what it means to be black in the United States via
a selection of textsincluding, but not limited to, To Kill a Mockingbird, The Help, and several
texts discussing the current events in Ferguson, MO.
Students will be able to discuss and identify how The Help defines racial inequality and social
hierarchy in 1960s America.
Students will be able to define and analyze the following terms: race relations, racial inequality,
and social hierarchy.
Students will be able to write a 3-5 page critical analysis connecting a character in To Kill a
Mockingbird with a current events character (chosen during fishbowl activity).
Students will be able to identify that there are racial tensions in the United States that come from
a history of extreme inequality.
Students will be able to revise their final writing assignment multiple times.
Students will be able to increase their ability to use planning, drafting, and editing to improve
their skills as researchers.
Students will be able to apply their knowledge of the following termsracism, racial inequality,
racial injustice by acknowledging where in a specific paragraph and chapter it is shown.
Students will be able to evaluate their own and others' writing through a range of lessons
(including drama and multimedia presentations).
Students will be able to demonstrate their knowledge of navigating the internet efficiently for
credible sources.
Students will be able to define what a credible search term is.
Students will be able to make a list of relevant topics and questions about their topic prior to
completing their search.
Students will be able to determine a webpages integrity by analyzing each element of the
websiteincluding but not limited to the following elements; who the author is, font choice,
word choice, advertisements and sponsors, presentation and order of material, links on the
webpage, works cited.
Students will be able to become producers of a webpage, learning the importance of each design
element as they construct their own blog.
Students will be able to organize their collected information in a logical way through the use of
zotero.

Reading/Writing Assignments:
Students, in small groups, will create a multimodal project through imovie that allows them to
discuss one of the texts, To Kill a Mockingbird or The Help and a current events topic

involving race relations. This will be an informal discussion and analysis of both the facts and
their personal opinions of if or how race relations have changed and evolved in our country.
Students will have 5 class periods to create, revise and present the imovie. They may use any
materials from their packet, including but not limited to their most recent 3-5 page analysis paper
in their discussion. I encourage students to create an imovie that they are comfortable presenting
in front of the classroom.
Differentiation for Students with Special Needs: I will be strategic in whom I place my
student with a 504 plan for anxiety with. He will be in a group that works at the same pace that
he does and I allow him to take breaks if necessary. During the presentation portion of the
imovie, he does not have to verbally present.
Teacher Procedure:

Student Response:

I introduce the final multimodal assignment to


the students.

Students become familiar with the final


multimodal assignment options.

Students are placed in groups of two and are


given the opportunity to choose their research
topics.

Students research their current events topics in


the computer lab.

I continue to help students throughout the


research process, guiding them in different
directions if necessary.

Students continue to research their current


events topics and make connections between it
and their readings of The Help and To Kill
a Mockingbird

Students watch a number of imovie tutorials


with me. I will practice the use of imovie with
them as we create a short project together.
They are instructed to take notes and save links
that are helpful in the making of the imovie
process.

Students are becoming more comfortable with


the imovie process.

Students are constantly showing me drafts of


their imovie and asking for suggestions and
help on how to make it better.
Students are given another group of 2 to watch
their presentation prior to giving it. They will
give their critique of the imovie and any
suggestions for changes will be considered.

Students go through a series of editing:


including my commentary, peer and self
editing.

I encourage students to make several revisions


before the presentation process begins.

Students present their imovie to the class.

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