Syllabus Grade 9

English Language Arts Methods: Grades 912 Model Lessons
Classroom library (Photograph by Kathleen Casson. More about the photograph)
Common Core State Standards

Click here for more details on these standards.
OBJECTIVE 1: Reading Literature

Skills Covered: key ideas and details, craft and structure, integration of knowledge and ideas,
range of reading and level of text complexity
Do You Really Believe in Magic? (Grades 9-10)
Oedipus the King Readers Theater (Grades 9-10)
Reading for Relevance in Literature (Grades 9-10)
Storytellers and Poets (Grades 9-10)
Singing the Song of Life (Grades 11-12)
Setting and Symbolism in A Dolls House (Grades 11-12)
Introduction to Animal Farm (Grades 11-12)
Thematic and Organizational Patterns in McLaurins The Rite Time of

Night(Grades 11-12)
OBJECTIVE 2: Reading for Information

Skills Covered: key ideas and details, craft and structure, integration of knowledge and ideas,
range of reading and level of text complexity
Teaching About Slavery Through Newspaper Advertisements (Grades 8-11)
Comparing The Jungle with Fast Food Nation (Grades 9-10)
Two Perspectives on Slavery: A Comparison of Personal Narratives (Grades 9-12)
Cotton Mills From Differing Perspectives: Critically Analyzing Primary

Documents (Grades 9-12)
Jonathan Edwards and the Art of Persuasion (Grades 11-12)
OBJECTIVE 3: Writing
Skills Covered: text types and purposes, production and distribution of writing, research to build
and present knowledge, range of writing
A Defining Moment in Editorial Writing (Grade 9-10)
Improving Student Essay Writing (Grades 9-10)
Identifying RAFT Elements in Writing Prompts and Assignments (Grades 9-10)
Highlighting Revisions, Glossing Changes (Grades 9-10)
Essays of Definition: Lively Writing Through Professional Models (Grades 9-10)
Oral History Through Personal Narratives (Grades 9-10)
Adding Support and Detail Without Getting Arrested (Grades 9-12)
OBJECTIVE 4: Speaking and Listening

Skills Covered: comprehension and collaboration, presentation of knowledge and ideas
To Kill a Mockingbird Role-Play: A Maycomb Pig Pickin (Grades 9-10)
Concept Chairs: A Format for Classroom Discussion (Grades 9-12)
Paideia Seminar Plan: A Soldier Recalls the Trail of Tears (Grades 9-12)
Justice for all?: To Kill a Mockingbird and A Time to Kill (Grades 9-12)
The Trial of Hamlet (Grades 11-12)
Experiences of the Civil Rights Movement: A roundtable project (Grades 11-12)
OBJECTIVE 5: Language
Skills Covered: conventions of standard English, knowledge of language, vocabulary acquisition
and use
Who Moved My Cheese? for Teens (Grades 9-10)

Diction in Maya Angelous Poem Remembering (Grades 9-10)
Analyzing Author Style Using Sentence Combining (Grades 9-10)
Highlighting Revisions, Glossing Changes (Grades 9-10)
Teaching Style (Grades 11-12)
RESEARCH
Skills Covered: gathering facts including search and selection, note-taking, digital tools
Colors and Symbols of Stigmatization (Grades 9-10)
Replica of a period newspaper: World literature (Grades 9-10)
Looking BackAn Art/English Interdisciplinary Unit (Grades 9-12)
Laugh and Learn with Satire and Technology (Grades 9-12)
Underground Railroad Quilts: Fact or Folklore? (Grades 9-12)
Who Has Seen the Wind? Harnessing Alternative Energy (Grades 9-12)
Making a Video Critique of an Information Source (Grades 9-12)
To Kill A Mockingbird role-play: A Maycomb

pig pickin'
Somewhere near the middle of reading the novel, students start to become confused about
characters. This fun role-play activity works especially well just after Chapter 21 and allows
students to get to know characters beyond Jem and Scout. It also can be a springboard into
further discussions of point of view, theme, and stereotypes.
A lesson plan for grades 910 English Language Arts
By David Ansbacher
Learn more
Related pages
The scarlet A: Role-play in writing: This lesson was created to follow a close
reading and examination of Nathanial Hawthorne's The Scarlet Letter. The
plan uses a small group format and rotation schedule. The activities created
strengthen students' understanding of an author's use of characterization,
while reinforcing reading and creative writing skills.
Issues, we've all got them: Language arts/visual arts integration: Students
will learn how to deal positively with social issues important in their lives
through personal investigation of social issues addressed in literature and art.
The Great Gilly Hopkins: Characterization and prediction: In the final chapters
of the novel, Gilly's grandmother learns she has a granddaughter and decides
to take Gilly out of foster care. Many of my classroom readers are often
dismayed by this unexpected conflict and its outcome. In this lesson, the
classroom becomes a courtroom where students predict the outcome of this
conflict.
This activity can be used at the end of the novel, but I like to use it after
reading chapters 10 and 11 so students can compare the courtroom decision
to the end of the novel.
Related topics
Learn more about Harper Lee, To Kill a Mockingbird, character traits,

characters, language arts, literature, novels, point-of-view, and role playing.
Help
Please read our disclaimer for lesson plans.
Learning outcomes
oral communication
empathizing with characters
understanding differences
Teacher planning
Time required for lesson
90 minutes
Materials/resources
To Kill A Mockingbird by Harper Lee

small Post-It Notes (ten per student)
35 note cards and tape (one card per student)
Pre-activities
Students should have read through Chapter 21. The lesson could work at
other times, but after the trial is ideal.
Students might generally discuss the verdict and the trial before entering into
this activity.
Using the list of characters on page 2 of the handout, cut up names to draw
and allow students to select randomly a character. Some can be used more
than once depending on class size.
Activities
All student directions are included on the handout.
1. Distribute a few Post-it notes to each student. They should use these Post-its
to Search through your book and place at least seven post-its on pages that
highlight different aspects of your character. On that Post-it, write a sentence
explaining what this passage teaches you about this character (from the
handout). While they are working, you can distribute a notecard and tape to
each student to make nametags.
2. Once the students have researched the characters, they should Write two
diary entries from this character (200 words each). One should come from
any part of the novel before the trial and one should be written immediately
after the trial verdict (from the handout).
3. Finally, students should Prepare a series of questions you would like to ask
other characters in the novel. If you had a chance to talk one on one with
these people, what would you want to know? You should come up with at
least ten questions (from the handout).
4. Next, brainstorm together on the board topics of conversation beyond the
trial that might come up at this event what is Maycomb talking about these
days?
5. Go over the ground rules for the pig pickin (from the handout):
o
You should only have one-on-one conversations.
When I say mingle you should shift to speak to another person at the
pig pickin.
You must ALWAYS stay in character.
Keep in mind basic Southern rules of politeness; even mortal enemies

wouldnt make a big scene at a pig-pickin.
Have fun its a pig pickin!
6. Let them go at it! I think 23 minutes for each mingle is fine, and you can
let it go as long as youd like. I found with a class of 28 students that 1520
minutes was enough.
7. Debrief the experience with the kids. You can ask questions like these:
o
Whose characters were most difficult to play?
Were there tense moments between certain characters?
Were there any surprises today?
Who played their character with the most accuracy?
It is important not to skip this part. If you run out of time, come back to it the next day.
Assessment
This rubric is also included on the handout:
___/15 points. Did your Post-its and comments focus on key developments in character?
___/15 points. Were your diary entries realistic representations of what that character was
thinking?
___/10 points. Did you accurately represent your character?
___/10 points. Did you stay in character throughout the pig pickin?
___/50 points TOTAL
I found it useful to enlist a couple of students as evaluators. These students did not have a role
but simply were ghosts listening in and reporting back to me their observations.
Supplemental information
Comments
It is most important that students stay in character. Id suggest visibly taking the first student who
doesnt follow through out of the role-play. Others will choose to have fun with the roles instead.
If you really want to go all out with this, you could make it a Southern food day and incorporate
a mess into the whole thing!
We also had an Academy Award vote at the end for best actor and actress.

o
English Language Arts (2010)
Reading: Literature
Grade 9-10
9-10.RL.3 Analyze how complex characters (e.g.,

those with multiple or conflicting motivations)
develop over the course of a text, interact with
other characters, and advance the plot or develop
the theme.
Speaking & Listening

9-10.SL.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 910 topics, texts, and issues, building on
others ideas and expressing their own clearly
and...
North Carolina curriculum alignment

Grade 9
Goal 1: The learner will express reflections and reactions to print and nonprint text and personal experiences.
o Objective 1.02: Respond reflectively (individually and in groups) to a
variety of expressive texts (e.g., memoirs, vignettes, narratives,
diaries, monologues, personal responses) in a way that offers an
audience:
an understanding of the student's personal reaction to the text.
a sense of how the reaction results from a careful consideration

of the text.
an awareness of how personal and cultural influences affect the

response.
Goal 5: The learner will demonstrate understanding of various literary

genres, concepts, elements, and terms.
o
Objective 5.01: Read and analyze various literary works by:
using effective reading strategies for preparation, engagement,

reflection.
recognizing and analyzing the characteristics of literary genres,

including fiction (e.g., myths, legends, short stories, novels),
non-fiction (e.g., essays, biographies, autobiographies, historical
documents), poetry (e.g., epics, sonnets, lyric poetry, ballads)
and drama (e.g., tragedy, comedy).
interpreting literary devices such as allusion, symbolism,

figurative language, flashback, dramatic irony, dialogue, diction,
and imagery.
understanding the importance of tone, mood, diction, and style.
explaining and interpreting archetypal characters, themes,

settings.
explaining how point of view is developed and its effect on

literary texts.
determining a character's traits from his/her actions, speech,

appearance, or what others say about him or her.
explaining how the writer creates character, setting, motif,

theme, and other elements.
making thematic connections among literary texts and media

and contemporary issues.
understanding the importance of cultural and historical impact

on literary texts.
producing creative responses that follow the conventions of a

specific genre and using appropriate literary devices for that
genre.
Concept chairs: A format for classroom

discussion
This is a culminating activity that provides a format so that all participants are drawn into a
discussion.
The discussion for the "Concept Chairs" will be based on a unit of study that assesses the
effectiveness of the Judicial System while examining various types of justice within society
(social, personal and constitutional). Primary texts, fictional literature and non-print sources will
provide the basis for this discussion.
A lesson plan for grades 912 English Language Arts and Social Studies
By Marion O'Quinn
Learn more
Related pages
Picturing Vietnam: This lesson plan is intended to introduce students to

Vietnams geography, climate, culture, history, natural history, arts,
economics, and government. Students will view a collection of documentary
photographs and use these for making logical observations, drawing
conclusions, and as a basis for creative writing.
Around the world, a multicultural unit: The students will listen to stories from
different cultures. They will participate in directed discussion, followed by a
related art activity.
Threads through South America: Weaving in Ecuador: This lesson for grade
six takes a look at the weaving and textiles created in the Andes of Ecuador
in and near the town of Otavalo. In addition to learning about Ecuadorian
weaving, students may also create their own woven artifact.
Related topics
Learn more about language arts and social studies.
Help
Learning outcomes
Students will:
understand the Judicial System and selected literary and non-fiction pieces.
reason soundly, take a position, and raise questions.
communicate and verbalize opinions through discussion.
Teacher planning
2 days
Materials/resources
Two rows of chairs, each row facing the other. A third row is then set up at
one of the first two rows, perpendicular to them and facing the middle
ground between the first two rows.
Signs will be posted pro, con, or undecided.
White board or overhead
Pre-activities
Students will need to have studied the Judicial System and have an understanding of the federal
and state court system. In addition, students will need to understand the difference between civil
and criminal law. The students will need to have read the novel To Kill a Mockingbird in English
class. Students need to complete the research component of this unit.
Concept chairs can be used at any point and with a variety of issues; however, we will be using
this as a culminating activity.
Activities
1. When students arrive in the room, a statement is presented on the board or
overhead that will direct them to think broadly and critically about the
function and effectiveness of the judicial system. For example, a statement
such as The law must remain stable and yet it must change or Is there
equal justice under the law? are possible open-ended discussion questions.
2. In the English classroom, questions such as Is Heck Tates decision to cover
up the truth of Bob Ewells death a just decision? or Is our society more
advanced than Maycomb? are examples of questions which might provoke
the discussion.
3. The statement must be one which can be discussed on rational grounds, and
one for which supporting arguments can be proposed and refuted.
4. Students will seat themselves in the rows assigned pro, con, or undecided.
Someone from the pro side begins the discussion with an argument in favor
of the position. Then someone form the con side may respond to the
argument. Students are drawn into the discussion by physically moving to a
seat in the row that currently reflects their beliefs about the position. Anyone
can change seats at will.
Assessment
Complete the Survey Assessment at the beginning of the project then again at the end.
Teacher will monitor verbal statements with rubric and record movement of students.
1. superficial understanding of the position

2. understands position and adds some insight
3. analyze and differentiate points
4. formulates and articulates a new opinion
5. evaluates and supports ideas with concrete and abstract reasoning
here are some possible examples of expanding this method into other disciplines:
Science
o Ethical considerations should not play a role in the formation and
distribution of scientific knowledge.
o
Scientist shoulds not be held accountable for their discoveries.
Math
o
Math is not simply another language, it expresses the nature of reality.
There are statements in mathematics that are beyond doubt.
Language
o
Truth does not exist without language.
It is not knowledge if you cannot communicate it.
Music, math, art, and everything are simply languages.
History
o
History is part myth, part hope, and part reality
Truth beyond a reasonable doubt can never be attained.
Historical facts are in the eye of the observer.
Knowledge
o
Knowledge is inherently a good thing.
Comments
The instructor takes the role of the moderator and does not engage actively in the discussion. The
moderator clarifies vocabulary, keeps the discussion on track and ensures fairness. Red and
yellow cards can be used to warn and then exclude participants who fail to observe courtesy, etc.
Statements of divergent positions can be created for any subject area, but this is the crucial step.
Unclear, weak or faulty statements ensured failure. It is a good idea to bounce ideas off
colleagues.
Reserve the last few moments of the exercise for students to reflect and offer evaluations of the
exercise.

o

Grade 11-12
Grade 9-10

others ideas and expressing their own clearly...

and...
North Carolina Essential Standards

o
Social Studies (2010)
Civics and Economics

CE.C&G.2 Analyze government systems within the United
States in terms of their structure, function and
relationships. CE.C&G.2.1 Analyze the structures of
national, state and local governments in terms of ways
they are organized to maintain order,...
CE.C&G.5 Analyze how political and legal systems within

and outside of the United States provide a means to
balance competing interests and resolve conflicts.
CE.C&G.5.1 Analyze the election process at the national,
state and local levels in terms...

Computer Technology Skills (2005)
Grade 912
Goal 2: The learner will demonstrate knowledge and skills in the use of
computer and other technologies.
o Objective 2.01: Practice and refine knowledge and skills in
keyboarding/word processing/desktop publishing, spreadsheets,
databases, multimedia, and telecommunications in preparing
classroom assignments and projects.
Goal 3: The learner will use a variety of technologies to access, analyze,

interpret, synthesize, apply, and communicate information.
o
Objective 3.01: Select and use appropriate technology tools to

efficiently collect, analyze, and display data.
Goal 3: The learner will use a variety of technologies to access, analyze,

interpret, synthesize, apply, and communicate information.
o
Objective 3.03: Select and use technological tools for class

assignments, projects, and presentations.

Grade 10
Goal 3: The learner will defend argumentative positions on literary or
nonliterary issues.
o Objective 3.01: Examine controversial issues by:
sharing and evaluating initial personal response.
researching and summarizing printed data.
developing a framework in which to discuss the issue (creating a

context).
compiling personal responses and researched data to organize

the argument.
presenting data in such forms as a graphic, an essay, a speech,

or a video.
Objective 3.03: Respond to issues in literature in such a way that:
requires gathering of information to prove a particular point.
effectively uses reason and evidence to prove a given point.
emphasizes culturally significant events.
Grade 10
Goal 4: The learner will explore active roles as a citizen at the local, state,
and national levels of government.
o Objective 4.09: Utilize various methods of resolving conflicts.
Goal 10: The learner will develop, defend, and evaluate positions on issues
regarding the personal responsibilities of citizens in the American
constitutional democracy.
o
Objective 10.02: Develop, defend, and evaluate positions on issues

regarding diversity in American life.
Objective 10.05: Describe examples of recurring public problems and

issues.
Paideia seminar plan: "A Soldier Recalls the

Trail of Tears"
In this Paideia seminar, students examine the text of an 1890 letter written by an American
soldier. In the letter, the soldier, now eighty years old, recalls being tasked with helping to
forcibly relocate North Carolina's Cherokee Indians to Oklahoma in 18371838.
By Terry Roberts
Provided by National Paideia Center
Learn more
A soldier recalls the Trail of Tears In this letter to his children, written on his
eightieth birthday, Private John G. Burnett tells the story of the removal of the
Cherokee to the West. Includes historical commentary.
Help
This Paideia seminar uses as its text A Soldier Recalls the Trail of Tears in North Carolina
History: A Digital Textbook. The text is a letter from Private John G. Burnett to his children,
written on his eightieth birthday in 1890. In the letter, Burnett tells the story of the removal of the
Cherokee to the West.
About Paideia
Paideia is a philosophy of education that emphasizes quality, rigor, and lifelong learning. In a
Paideia Seminar, students and teacher participate in a collaborative, intellectual dialogue
facilitated with open-ended questions about a text. Teachers who are unfamiliar with the Paideia
Seminar are encouraged to read The Paideia Seminar: Active Thinking Through Dialogue, the
teacher training manual published by the National Paideia Center.
Seminar plan
Ideas and values
History, human rights, memory, property, race
Pre-seminar
Content
1. Have participants number the paragraphs 1-27 on their copy of the
transcript.
2. Then have them do a first, inspectional read of the whole text.
3. Present relevant background information. Note that Cherokee removal, also
called the Trail of Tears, refers to the forced relocation between 1836 to
1839 of the Cherokee Nation from their lands in Georgia, Texas, Tennessee,
Alabama, and North Carolina to the Indian Territory (present-day Oklahoma)
in the western United States, which resulted in the deaths of approximately
4,000 Cherokees. The policy of Indian Removal was championed by President
Andrew Jackson, despite the strong opposition of the majority of Cherokee
people, led by Chief John Ross. In 1832, the Cherokee petitioned the Senate
of the United States to protect their rights under the Constitution of the
United States, but the Senate rejected their petition.
4. Note the background details given by Burnett in the first paragraph of the
narrative. Note that the narrative was written fifty-two years after the events
he describesand by an eighty-year-old man.
5. Have participants read the text a second time more slowly, marking key
events that Burnett chose to emphasize.
Process
1. Prepare participants to participate in seminar discussion. Be sure participants
are settled and seated where everyone can see each others faces. Then
relay:
A Paideia Seminar is a thoughtful discussion where we work with others to understand

important ideas. The main purpose for discussing A Soldier Recalls the Trail of Tears is
to better understand history, human rights, memory, property, race to better understand
what we think of these ideas as well as how others view them. During this discussion,
were really going to practice focusing on the details in the text. You do not need to raise
your hands in order to speak; try to stay focused on the main speaker and wait your turn
to talk. Well also practice listening by using others names and paraphrasing what we
hear others saying. We will agree and disagree in a courteous, thoughtful manner. As the
facilitator, my job is to ask challenging, open-ended questions. I will take some notes to
help me keep up with the talk turns and flow of ideas. Now, lets do a little selfassessment. Based on our other discussions, Im going to suggest that out group goal is to
focus on the details in the text.
2. Display the group goal for all to see.
Now think about how you usually participate in our seminars. What would be a good goal
for you today? Maybe youd like to choose from one of these:
1. Refer to the text
2. Build on others ideas
3. Listen with a quiet mind
4. Speak out of uncertainty
Please write your personal goal at the top of your copy of the text.
Seminar
Opening
Identify main ideas from the text

1. What adjective would you use to describe John Burnett, the author of this
memoir? (round-robin response)
2. What passage in the memoir most clearly illustrates this adjective?
(spontaneous discussion)
Core
Focus/analyze textual details

1. In paragraph 2, Burnett describes how he saves the life of a Cherokee man
whod been shot by his enemies. Why do you think he bothers to describe
this incident in his life?
2. In paragraph 5, Burnett describes the death of the beautiful Christian wife of
Chief John Ross. Of the approximately 4,000 people who died during the
Cherokee removal, why do you think he chose to describe this particular

death?
3. How does Burnett describe the Cherokee men, women, and children? Why
do you think he chooses to portray them in this way?
4. How does Burnett account for the US Governments decision to remove the
Cherokee from their traditional lands to reservations in the West? Based on
the text, does this explanation make sense? Why or why not?
5. In paragraph 18, Burnett writes that in 1890, we are too near the removal of
the Cherokees for our young people to fully understand the enormity of the
crime that was committed against a helpless race. Do you think the passage
of time has made us more or less capable of appreciating the true meaning of
this event his history? Why?
Closing
Personalize and apply the textual ideas.

1. Imagine for a moment that you are one of John Burnetts children, who
received this letter on this 80th birthday. What lesson do you think he is
trying to teach us?
Post-seminar
Process
1. Assess individual and group participation in seminar discussion with an
appropriate version of the following script:
Thank you for your focused and thoughtful participation in our seminar.
1. As part of the post-seminar process, I would first like to ask you to take
a few minutes to reflect on your relative success in meeting the
personal process goal you set prior to beginning the discussion. Please
review the goal you set for yourself and reflect in writing to what
extent you met the goal. In addition, note why you think you
performed as you did. [Pause for reflection.]
2. Would several volunteers please share your self-assessment and
reflection?
3. Now I would like us to talk together about how we did in relation to the
group process goal we set for ourselves [to focus on the details in the
text]. On a scale of one to ten, ten being perfect, how would you say
we did? Why? [Pause for discussion.]
4. As always, our goal is continuous improvement: both as individual
seminar participants and as citizens. Thanks again for your
participation.
Content
Extend application of textual and discussion ideas.

1. Ask participants to write an essay in which they compare and contrast the
perspectives contained in General Winfield Scotts General Orders No. 25
and John G. Burnetts memoir from fifty-two years later. Note: Scott was
Burnetts commanding officer and gave the orders that led to many of the
events that Burnett describes.

o
History/Social Studies
Grades 6-8
Reading: Informational Text

Grade 11-12
11-12.RIT.1 Cite strong and thorough textual

evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text,
including determining where the text leaves
matters uncertain.
Grade 8
6-8.LH.6 Identify aspects of a text that reveal an

authors point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular
facts).
8.RIT.1 Cite the textual evidence that most strongly

supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
Grade 9-10
9-10.RIT.1 Cite strong and thorough textual

explicitly as well as inferences drawn from the text.
9-10.RIT.5 Analyze in detail how an authors ideas

or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text
(e.g., a section or chapter).

Grade 11-12
Grade 8
8.SL.1 Engage effectively in a range of

collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 8
topics, texts, and issues, building on others ideas
and expressing their own clearly. 8.SL.1.1 Come to
discussions...
Grade 9-10


and...

o
Grade 8
8.H.1 Apply historical thinking to understand the creation
and development of North Carolina and the United States.
8.H.1.1 Construct charts, graphs, and historical narratives
to explain particular events or issues. 8.H.1.2 Summarize
the literal meaning of...
8.H.3 Understand the factors that contribute to change

and continuity in North Carolina and the United States.
8.H.3.1 Explain how migration and immigration
contributed to the development of North Carolina and the
United States from colonization to contemporary...
United States History I

USH.H.1 Apply the four interconnected dimensions of
historical thinking to the United States History Essential
Standards in order to understand the creation and
development of the United States over time. USH.H.1.1
Use Chronological thinking to: Identify the...
USH.H.3 Understand the factors that led to exploration,

settlement, movement, and expansion and their impact
on United States development over time. USH.H.3.1

Analyze how economic, political, social, military and
religious factors influenced European exploration...

Grade 8
Goal 1: The learner will use language to express individual perspectives
through analysis of personal, social, cultural, and historical issues.
o Objective 1.03: Interact in group activities and/or seminars in which
the student:
shares personal reactions to questions raised.
gives reasons and cites examples from text in support of

expressed opinions.
clarifies, illustrates, or expands on a response when asked to do

so, and asks classmates for similar expansion.
Goal 2: The learner will use and evaluate information from a variety of
sources.
o
Objective 2.01: Analyze and evaluate informational materials that are

read, heard, and/or viewed by:
monitoring comprehension for understanding of what is read,

heard and/or viewed.
recognizing the characteristics of informational materials.
summarizing information.
determining the importance of information.
making connections to related topics/information.
drawing inferences.
generating questions.
extending ideas.

Grade 1112 American Indian Studies
Goal 2: The learner will analyze the historical developments that
characterize Native American life in the period prior to the Civil War.
Objective 2.04: Assess the impact of the major events of the period
including, but not limited to, the Iroquois Confederacy and the Great
Law of Peace; the removal of American Indians from the East; and the
participation of American Indians in the Civil War.
Grade 8
Goal 3: The learner will identify key events and evaluate the impact of
reform and expansion in North Carolina during the first half of the 19th
century.
o Objective 3.05: Compare and contrast different perspectives among
North Carolinians on the national policy of Removal and Resettlement
of American Indian populations.
Justice for all?: To Kill a Mockingbird and A

Time to Kill
Following a study of the novel To Kill a Mockingbird, students will view the courtroom scenes in
To Kill a Mockingbird and A Time to Kill and determine factors which influenced the verdicts in
each trial.
A lesson plan for grades 912 English Language Arts and English Language Development
By Becky Ackert and Deborah Belknap
Learn more
Related pages
Writing and English as a Second Language: Strategies for helping English

Language Learners throughout the writing process.
To Kill A Mockingbird role-play: A Maycomb pig pickin': Somewhere near the
middle of reading the novel, students start to become confused about
characters. This fun role-play activity works especially well just after Chapter
21 and allows students to get to know characters beyond Jem and Scout. It
also can be a springboard into further discussions of point of view, theme,
and stereotypes.
Literature-based newspaper: Their Eyes Were Watching God: Students will
create an Eatonville newspaper depicting the characters and events in Zora
Neale Hurston's Their Eyes Were Watching God.
Related topics
Learn more about English language learners, Harper Lee, To Kill a

Mockingbird, United States literature, compare and contrast, film analysis,
language arts, novels, persuasion, and writing.
Help
Learning outcomes
After viewing the courtroom scene in each movie, students will be able to:
recognize and identify examples of prejudice.

identify verbal and non-verbal persuasive tactics.
identify similarities and differences in each trial.
identify cultural factors that influenced each verdict.
select an issue and take a stance which reflects the viewpoint of the
particular period.
Teacher planning
3 days
Materials/resources
Videos: To Kill a Mockingbird and A Time to Kill

Questions for Discussion
one copy of the Compare/Contrast Chart for each student
Technology resources
Television, VCR or DVD player
Pre-activities
Students will have already read and discussed the novel, To Kill a Mockingbird. The teacher will
lead an oral discussion of the court system of the United States and have students identify and
discuss recent controversial court cases which have been in the news.
Activities
1. Teacher will show the courtroom scene in To Kill a Mockingbird. Teacher will
lead an oral discussion using the attached Questions for Discussion. Students
will verbally respond to the questions.
2. Teacher will give background information on A Time to Kill (see Synopsis of A
Time to Kill for notes).
3. Students will view the courtroom scene in A Time to Kill. Teacher will lead an
oral discussion using the same questions as before. Students will verbally
respond to the questions.
4. In small groups of 4-5, students will discuss and fill in the Compare/Contrast
Chart. Teacher will lead a discussion of the results and students will respond
verbally.
5. Teacher will give students a copy of the writing assignment and the
assessment rubric. Students will complete the writing assignment in 2-3 days
outside of class.
6. Students will read and share assignments with class on date due, defending
their positions.
Assessment
Assessment Rubric
The advanced limited English proficient student will use expanded vocabulary effectively in
social and academic settings with few errors and will rely much less on forms of non-verbal
communication. Learning objectives focus on comprehending academic questions spoken at
normal speed, following multi-step directions on academic topics, demonstrating comprehension
of various literary genres, initiating and participating in group discourse, preparing and
delivering presentations, elaborate effectively using description and comparison, developing
reading fluency, analyzing text and evaluating literature, understanding the elements of poetry,
using reference materials, discerning cultural variations represented in texts, identifying literary
elements of fiction and non-fiction, writing about complex themes, reflecting, evaluating,
analyzing and responding to texts, and examining cause-effect relationships.
Modifications
The student should have a list of the critical vocabulary for English Language
Learners (see above) prior to reading the novel or viewing the video clips.
The student may use an English dictionary and an English/Native language
dictionary to find definitions.
The student should be able to view the video clips at least one time before
viewing them with the rest of the class.
The student should be given a copy of Synopsis of A Time to Kill before

viewing the video clip.
The student should be given a copy of Questions for Discussion before

viewing the video clips.
The student should be given the LEP Venn Diagram to complete the
compare/contrast activity.
Alternative assessments
The teacher will use the LEP assessment rubric for the writing assignment.
The student should have extended time to complete the assignment, if
needed.
Critical vocabulary
Trial, Jury, Attorney, Defendant, Prosecution, Testimony, Prejudice, Summation, Verdict,
Arraignment, Sentence, Persuasive, Similarities, Differences, Analyze, Editor
Comments
This novel is taught in the eleventh grade in our school, but the assignment could work for ninth
graders who read the novel.
This lesson plan was developed during the English Language Development Standard Course of
Study lesson planning institutes hosted by the North Carolina Department of Public Instruction
and LEARN NC, June and July, 2004. It includes specific strategies, instructional modifications,
and alternative assessments which make this lesson accessible to limited English proficient
students. Please note that this lesson has been aligned with the goals and objectives of the N.C.
English Language Development standards.
This lesson was modified for the advanced limited English proficient student. Additional
modifications are needed for a novice or intermediate level student.

o
Reading: Literature
Grade 11-12
11-12.RL.1 Cite strong and thorough textual


matters uncertain.
11-12.RL.9 Demonstrate knowledge of eighteenth-,

nineteenth- and early-twentieth-century
foundational works of American literature, including
how two or more texts from the same period treat
similar themes or topics.
Grade 9-10

explicitly as well as inferences drawn from the text.
9-10.RL.7 Analyze the representation of a subject or

a key scene in two different artistic mediums,
including what is emphasized or absent in each
treatment (e.g., Audens Muse des Beaux Arts
and Breughels Landscape with the Fall of Icarus).

Grade 11-12

Grade 9-10

and...

Grade 11
Goal 3: The learner will demonstrate increasing sophistication in defining
issues and using argument effectively.
o Objective 3.01: Use language persuasively in addressing a particular
issue by:
- finding and interpreting information effectively.
- recognizing propaganda as a purposeful technique.
- establishing and defending a point of view.

-responding respectfully to viewpoints and biases.
o
Objective 3.02: Select an issue or theme and take a stance on that

issue by:
- reflecting the viewpoint(s) of Americans of different times and places.
- showing sensitivity or empathy for the culture represented.
- supporting the argument with specific reasons.
Goal 5: The learner will interpret and evaluate representative texts to

deepen understanding of literature of the United States.
o
Objective 5.02: Analyze the relationships among United States

authors and their works by:
- making and supporting valid responses about the text through
references to other works and authors.
-comparing texts to show similarities or differences in themes,
characters, or ideas.
English Language Development (2005)

Grade 912
Goal 0:
o Objective 0.01: Comprehend most conversational questions spoken
at normal speed.
o
Objective 0.01: Demonstrate writing using a wide variety of complex

vocabulary, including academic vocabulary and idioms.
Objective 0.02: Understand and follow multi-step directions on

academic topics when spoken at a normal speed with occasional
restatement.
Objective 0.02: Engage and initiate more extensive social and

classroom discourse with peers and adults on unfamiliar topics by
asking and answering questions, restating ideas, and soliciting
information.
Objective 0.02: Use varying sentence styles and types.
Objective 0.03: Comprehend academic questions spoken at normal

speed.
Objective 0.03: Write about complex themes outside the realm of

personal experience.
Objective 0.04: Assess writing for conventions of effective writing

(e.g., audience, purpose, etc.).
Objective 0.05: Express an informed opinion that is logical and

coherent.
Objective 0.06: Respond appropriately when participating in group

discourse by adapting language and communication behaviors to the
situation to accomplish a specific purpose.
Objective 0.07: Identify and demonstrate knowledge of various types

of communication (e.g., expressive, informational, argumentative,
critical).
Objective 0.07: Defend argumentative positions on literary and

nonliterary issues by using support and elaboration.
Objective 0.09: Demonstrate understanding of selected literature

through interpretation and analysis.
Objective 0.10: Apply conventions of grammar and language usage.
Objective 0.11: Analyze and respond to texts that contain

characteristics of cultural variations.
The Trial of Hamlet

In this lesson students have the chance to research courtroom procedure to try Hamlet for the
murder of Polonius. Then, with some students in the roles of characters from the play, the class
will conduct the trial of Shakespeare's most famous anti-hero.
A lesson plan for grades 1112 English Language Arts
By Ross White
Learn more
Related pages
Romeo! Why do you have to be a doggone Montague?: Students will interpret

and comprehend Shakespeare's "Romeo and Juliet," Act 2, Scene 2 (the
balcony scene) through translating the original text and preparing a dramatic
presentation of the scene for the class.
Romeo and Juliet: The Balcony Scene (Act 2, Scene 2): O Romeo, Romeo!
Wherefore art thou Romeo? Lesson will help struggling readers to
comprehend figurative language and overall meaning in the famous balcony
scene. It will also compare text to two media depictions. This lesson has been
created with exceptional children and limited English proficient (novice low)
students in mind.
Defining tyranny: Students will focus on gathering support for and elaborating
on ideas for an essay of definition on tyranny. Students will use examples
from history and from Shakespeare's Julius Caesar.
Related topics
Learn more about British literature, Hamlet, Shakespeare, courtroom

procedure, language arts, plays, and role playing.
Help
Learning outcomes
Students will apply critical processes and gain an increased stake in the text through real-world
interaction with the characters of the play.
Teacher planning
6 Hours
Materials/resources
Shakespeares Hamlet
a black robe or gown (to be used by the judge)
a gavel
Pre-activities
Assign Shakespeares Hamlet. I have found that the assignment works best
when students have already had a chance to discuss the play and the
difficulties they encountered with the language.
Identify your jury. You may want to let the judge rule on the verdict, or you
may want to use outside observers (if you have volunteers who will commit
to coming to class for the length of the trial). I have, in the past, served as
the jury to keep the peace in the classroom and to keep the students
cognizant that they must make their arguments to me.
Activities
1. Introduce the lesson and give a brief description of the activities to follow.
2. Divide the students into groups: judge, characters, prosecution, and defense.
Students with an interest in drama tend to gravitate toward the character
roles; I encouraged some of the more shy folks to try those roles as well with
fantastic results.
3. Give the students some time to research courtroom procedure and their
texts. You may want to have each group research different facets of
courtroom procedure and present them to each other, so you have a common
understanding of how the trial will work.
4. Give the legal teams some time to work with the witnesses, so they can
prepare strategies for displaying their knowledge of the text.
5. Assign each character to be a witness for either the prosecution or the
defense. Assign the following tasks to each group:
o
Characters: Write a witness statement describing events of the day

Polonius was murdered from the point of view of your character.
Prosecution Team: Develop an argument to support the claim:

Hamlet is guilty of the murder of Polonius. Give reasons and
evidence to support your claim, using the statements of your
witnesses.
Defense Team:Develop an argument to support the claim: Hamlet is

not guilty of the murder of Polonius. Give reasons and evidence to
support your claim, using the statements of your witnesses.
6. Defense and prosecution teams can then prepare certain questions and the
witnesses can prepare their answers, using citations from the text. (Limiting
the witnesses to one team or the other ensures that they will be prepared
with citations but will also have to demonstrate knowledge of the text on the
fly.) If you have chosen to integrate HyperStudio or PowerPoint, students
may need more time and instruction as they build their presentations.
7. Conduct the trial. Allow witnesses to use their texts when on the stand. If you
integrate technology, introduce the presentations as evidence or as aids to
the opening or closing arguments.
8. To aid in assessment, you may require a written component at several stages:
witnesses must write their own depositions, legals teams must write opening
and closing statements, and the judge must write his decision explaining
which argument (defense or prosecution) was most convincing and why.
Assessment
Assessment will vary, depending on the role each student played in the trial.
Judge:
Did the judge remain fair and impartial?
Did the judge research courtroom procedure and acceptable behavior?
Did the judge enforce the rules of the court?
Did the judge demonstrate adequate knowledge of the text when admitting
evidence, hearing arguments, and ruling on objections?
Grade the judges decision of the courtroom action based on: fairly weighing
the evidence, evaluation of the two arguments, support for finding of guilt or
innocence.
Attorneys:
Did the prosecution and defense teams do adequate research on the charges
levied against Hamlet?
Did they prepare for each witness?
Did they research courtroom procedure?
Did they use the text to form valid arguments to support their cases?
Grade the opening and closing arguments based on: textual evidence and
citations, relevance, grammar, persuasive writing.
Witnesses:
Did the witness use relevant textual evidence to answer questions?

Did the witness demonstrate a superior knowledge of the text by giving
appropriate answers even without direct textual evidence?
Did the witness act sympathetically to one team of attorneys or another in

accordance with the character they were portraying?
Did the witness stay in character throughout the trial?
Grade the witnesses depositions based on: textual evidence and citations,
use of Shakespearean language, relevance, and grammar.
You may evaluate the (optional) HyperStudio or PowerPoint presentations for completeness,
correctness and appropriateness of information, and for use of one or more multimedia elements,
such as pictures, sound, or video.
By giving students ownership of the text, I got some really wonderful and very unpredictable
results. One judge banned a member of the prosecution from his courtroom for wearing
inappropriate clothing after two warnings, citing one of the websites listed below; one group
attempted to call expert witnesses in the form of other teachers and parents; one group called the
ghost of Polonius himself to the stand, which led to a surprisingly well-informed debate on the
legality of using deceased witnesses.
Technology can be integrated into this lesson by having the prosecution and defense team
structure their opening and closing arguments, as well as relevant evidence, as PowerPoint or
HyperStudio presentations.
Comments
I am always looking for additional resources for presenting courtroom procedure to help my
students research this lesson. If you find something useful; or if you adapted, modified, or just
enjoyed using this lesson, please e-mail me!

o
Reading: Literature
Grade 11-12

matters uncertain.
11-12.RL.4 Determine the meaning of words and

phrases as they are used in the text, including
figurative and connotative meanings; analyze the
impact of specific word choices on meaning and
tone, including words with multiple meanings or
language that is particularly...

11-12.SL.6 Adapt speech to a variety of contexts

and tasks, demonstrating a command of formal
English when indicated or appropriate.

Grade 12
Goal 3: The learner will be prepared to enter issues of public concern as an
advocate.
Objective 3.02: Organize and deliver an argument so that an

intended audience respects it by:
- wording the claim clearly.
- specifying reasons in support of the claim that are likely to be
convincing.
-- adopting an appropriate tone and stance toward the issue.
Goal 5: The learner will deepen understanding of British literature through

exploration and extended engagement.
o
Objective 5.01: Explore British literature by:

- recognizing common themes that run through works, using evidence
from the texts to substantiate ideas.
- relating the cultural and historical contexts to the literature and
identifying perceived ambiguities, prejudices, and complexities.
- making associations between historical and current viewpoints.
-understanding how literary movements influence writers.
Objective 5.02: Extend engagement with selected works of British

literature by:
- observing how the imaginative experience of literature broadens and
enriches real life.
- relating style, meaning, and genre (including fiction, non-fiction,
drama, and poetry).
- applying literary, grammatical, and rhetorical terms of literature.
- demonstrating in various print and non-print media the significance of
works.
-discerning the effect of interpreting literature from various critical
perspectives.
Experiences of the Civil Rights Movement: A

roundtable project
This activity allows students to participate in a roundtable discussion by taking on the persona of
someone who lived and experienced the Civil Rights Movement. By participating in a role
playing simulation, students are more able to achieve higher-level thinking skills and, as a result,
hopefully be able to think more critically about the Civil Rights Era.
By Kathleen Caldwell
Learn more
The Martin Luther King, Jr., Research and Education Institute Lesson plans,
classroom resources, speeches, biographical material, and more
History of the Black Panther Party Outlines the party's platform for 1966 and
1972
Mississippi Department of Archives: Sovereignty Commission Online Primary

source documents from Mississippi's official counter civil rights agency from
1956-1973
Montgomery Bus Boycott From the Montgomery Advertiser newspaper, this

website has biographies, newspaper front pages from the time, a photo
gallery, and more.
We are Still Walking Transcription of King's speech
Little Rock Nine Background information, historic footage and photos,

interviews, a timeline, and more
Medgar Evers Biographical information
Related pages
Freedom songs of the civil rights movement: Students will listen to freedom
songs recorded during the civil rights movement, 19601965. Students will
write about personal reactions to the music and lyrics. Through reading and
pictures, students will briefly explore historical events where these songs
were sung. Listening again, students will analyze and describe musically
particular song(s).
Civil rights wax museum project: In this lesson plan, students will choose
African Americans prominent in the Civil Rights Movement and research
aspects of their lives. They will create timelines of their subjects' lives and a
speech about their subjects, emphasizing why they are remembered today.
Mountain dialect: Reading between the spoken lines: This lesson plan uses
Chapter 13 of Our Southern Highlanders as a jumping-off point to help
students achieve social studies and English language arts objectives while
developing an appreciation of the uniqueness of regional speech patterns,
the complexities of ethnographic encounter, and the need to interrogate
primary sources carefully to identify potential biases and misinformation in
them. Historical content includes American slavery, the turn of the century,
and the Great Depression.
Related topics
Learn more about African American history, African Americans, American

history, Civil Rights Movement, civil rights, oral histories, role playing,
roundtable, and social studies.
Help
Learning outcomes
Objectives:
1. The students will interview people who witnessed the civil rights movement
firsthand and summarize their discussion.
2. The students will participate in a simulation to experience the thoughts and
emotions of the era.
3. The students will create a persona of a person who is affected by the Civil
Rights Movement, either for or against, and will use information from
research, class discussions, and their interviews to help build their
characters personality.
4. The students will write reflective summaries of their experiences.
Teacher planning
1 week
Materials/resources
Gottheimer, Josh. Ripples of Hope: Great American Civil Rights Speeches. BasicCivitas Books.,
2003. (Collection of speeches on Civil Rights, useful but not mandatory)
Technology resources
1. Computer with Internet access
2. Tape recorder and tape
3. Video recorder and video tape
4. CD player
Pre-activities
1. Students need to identify key people and their roles in the Civil Rights
Movement by completing the Major Leaders of the Civil Rights Movement
chart.
2. Students will practice for their interview by interviewing a classmate and a
teacher that they do not know. (In smaller schools, it can be a teacher or an
administrator that they do know.)
Activities
1. Students will draw slips of paper from a hat that has the name, contact
information, and age of someone from the community who has agreed to be
interviewed for this project. Contacts have been previously obtained via
volunteer surveys that teacher can send out to the community at the
beginning of year and through family resources. Interviewees should have
been alive during the Civil Rights Movement and should have specific
memories of this time.
2. Students will have one week to interview their person and to submit a
transcript of the interview to the teacher. Interviews can either be done by
the students on their own or students can arrange to meet people at the
school, either before or after hours. The transcript should include all pertinent
information, answers to the standard interview questions and any other
questions and answers that were given.
3. Students will use their interviews to help develop a character that lived
during the Civil Rights era. Students should use the Character Development
sheet to help with this task.
4. Students will read two primary sources, either speeches or other documents,
about one of the following major events that occurred during the Civil Rights
Movement:
1. Major Topics:
Brown v. Board of Education
Montgomery Bus Boycott
Murder of Medgar Evers
Little Rock Central High Integration
Martin Luther King, Jr.
Black Panther Party
Mississippi Sovereignty Commission
2. Afterward, students will write a summary detailing, comparing, and

contrasting the events that occurred. They will also include how their
character would react to these events.
5. Once research and development is complete, students will participate in a
roundtable discussion, as their characters, and will interact and answer
questions about the events.
o
Teacher will act as moderator for the roundtable. Establish groundrules

for discussion (e.g. what will and will not be considered appropriate).
Role-play will be defined so students will understand the difference
between a character and real person in terms of

thoughts/feelings/actions. Maturity will be stressed.
o
Students will give an introduction to their characters the day before

the roundtable, and will then have the opportunity to write 3 questions
for any of the other characters. Questions can be divided in any way
feasible.
Day of Roundtable: Moderator should have all students introduce their

characters/personas and then have one person begin asking questions.
Once all questions have been asked/answered or discussion has
concluded, the moderator should facilitate a summary or processing of
the activity. Allow students to express their thoughts and feelings
about what they just did,etc.
2. Students will conclude the activity by writing a letter to a friend overseas that
describes the events they lived through and how it has changed the way
people live today.
Assessment
1. Rubrics for primary source paper, roundtable, and summative paper
2. Participation in roundtable
3. Summative quiz

o

Grade 11-12

11-12.SL.4 Present information, findings, and

supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line
of reasoning, alternative or opposing perspectives
are addressed, and the organization, development,
substance,...

o
Twentieth Century Civil Liberties and Civil Rights

12.H.1 Apply historical inquiry and methods to understand
the American struggle for freedom and equality. 12.H.1.1
Evaluate historical interpretations and narratives on
freedom and equality in terms of perspective, logic, use of
evidence, and possible bias....
12.H.2 Analyze political attempts to resolve the conflict

between the United States' founding democratic ideals of
freedom and equality. 12.H.2.1 Analyze the Declaration of
Independence and the United States Constitution to
determine the meaning of freedom...
12.H.3 Understand the influences, development and

protests of various 20th Century civil rights groups on
behalf of greater freedom and equality. 12.H.3.1 Explain
the influence of late 19th and early 20th century
reformers, such as Populists, Progressives...
United States History II

USH.H.1 Apply the four interconnected dimensions of
historical thinking to the United States History Essential
Standards in order to understand the creation and
development of the United States over time. USH.H.1.1
Use Chronological thinking to: Identify the...

Grade 1112 African American History
Goal 8: The learner will analyze the successes and failures of the Civil Rights
Movement in the United States.
o Objective 8.01: Explain how legal victories prior to 1954 gave
impetus to the Civil Rights Movement.
o
Objective 8.02: Describe the impact of Brown v. Board of Education

of Topeka, Kansas and evaluate the resistance and reaction to it.
Objective 8.03: Define various methods used to obtain civil rights.
Objective 8.04: Identify various organizations and their role in the

Civil Rights Movement.
Objective 8.05: Assess the extent to which the Civil Rights Movement
transformed American politics and society.
Grade 1112 United States History

Goal 11: Recovery, Prosperity, and Turmoil (1945-1980) - The learner will
trace economic, political, and social developments and assess their
significance for the lives of Americans during this time period.
o Objective 11.02: Trace major events of the Civil Rights Movement
and evaluate its impact.

Syllabus Grade 9

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English Language Arts Methods: Grades 912 Model Lessons

Classroom library (Photograph by Kathleen Casson. More about the photograph)

Common Core State Standards

OBJECTIVE 1: Reading Literature

Reading for Relevance in Literature (Grades 9-10)

Storytellers and Poets (Grades 9-10)

Singing the Song of Life (Grades 11-12)

Setting and Symbolism in A Dolls House (Grades 11-12)

Introduction to Animal Farm (Grades 11-12)

Thematic and Organizational Patterns in McLaurins The Rite Time of

OBJECTIVE 2: Reading for Information

Two Perspectives on Slavery: A Comparison of Personal Narratives (Grades 9-12)

Cotton Mills From Differing Perspectives: Critically Analyzing Primary

Jonathan Edwards and the Art of Persuasion (Grades 11-12)

Identifying RAFT Elements in Writing Prompts and Assignments (Grades 9-10)

Highlighting Revisions, Glossing Changes (Grades 9-10)

Essays of Definition: Lively Writing Through Professional Models (Grades 9-10)

Oral History Through Personal Narratives (Grades 9-10)

Adding Support and Detail Without Getting Arrested (Grades 9-12)

OBJECTIVE 4: Speaking and Listening

The Trial of Hamlet (Grades 11-12)

Experiences of the Civil Rights Movement: A roundtable project (Grades 11-12)

Who Moved My Cheese? for Teens (Grades 9-10)

Analyzing Author Style Using Sentence Combining (Grades 9-10)

Highlighting Revisions, Glossing Changes (Grades 9-10)

Teaching Style (Grades 11-12)

Looking BackAn Art/English Interdisciplinary Unit (Grades 9-12)

Laugh and Learn with Satire and Technology (Grades 9-12)

Underground Railroad Quilts: Fact or Folklore? (Grades 9-12)

Making a Video Critique of an Information Source (Grades 9-12)

To Kill A Mockingbird role-play: A Maycomb

Learn more about Harper Lee, To Kill a Mockingbird, character traits,

To Kill A Mockingbird by Harper Lee

35 note cards and tape (one card per student)

You should only have one-on-one conversations.

You must ALWAYS stay in character.

Keep in mind basic Southern rules of politeness; even mortal enemies

Have fun its a pig pickin!

Whose characters were most difficult to play?

Were there tense moments between certain characters?

Were there any surprises today?

Who played their character with the most accuracy?

Common Core State Standards

English Language Arts (2010)

9-10.RL.3 Analyze how complex characters (e.g.,

Speaking & Listening

North Carolina curriculum alignment

an understanding of the student's personal reaction to the text.

a sense of how the reaction results from a careful consideration

an awareness of how personal and cultural influences affect the

Goal 5: The learner will demonstrate understanding of various literary

Objective 5.01: Read and analyze various literary works by:

using effective reading strategies for preparation, engagement,

recognizing and analyzing the characteristics of literary genres,

interpreting literary devices such as allusion, symbolism,

understanding the importance of tone, mood, diction, and style.

explaining and interpreting archetypal characters, themes,

explaining how point of view is developed and its effect on

determining a character's traits from his/her actions, speech,

explaining how the writer creates character, setting, motif,

making thematic connections among literary texts and media

understanding the importance of cultural and historical impact

producing creative responses that follow the conventions of a

Concept chairs: A format for classroom