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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.
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:
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:
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
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.
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.
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
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:
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.
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
Teacher Procedure:
Student Response:
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.
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:
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
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:
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.
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.
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
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.
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
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.
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
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
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.
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.
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!
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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
Students will understand how changing an element of design can affect the overall narrative of
the text.
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:
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
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
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.
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
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.
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)
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
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.
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.
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.
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
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:
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
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
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
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: