To Kill A Mockingbird

To Kill a Mockingbird: Unit Plan
Ms. Chanise Graham

English Language Arts FSA (English 1)
9th grade
95 minutes class 08:00-9:35
Unit Summary
This unit plan will focus will address characterization and specific themes that were
featured in the novel To Kill a Mockingbird by Harper E. Lee. To flow into this novel, I will
introduce the topic of characterization. I am introducing my students to the concept of
characterization by learning to describe characters fluently. With the lesson activity Character
Guess Who? (Followed in lesson plan) I am preparing my students for our novel unit plan, To
Kill a Mockingbird by Harper E. Lee. With this novel, we will further our knowledge and skills
on characterization by developing a character map of each character.
In the novel, To Kill a Mockingbird, we will explore the diverse types of characters in
fiction (flat characters, static characters, round characters, dynamic characters, protagonists, and
antagonists). These activities will lead up to a descriptive essay on a character from the novel To
Kill a Mockingbird. I have chosen this novel because although it was written in 1960, we still see
a lot of the themes (race, justice, judgement, ethics, family, and forgiveness) in the novel, present
in today. My students will be able to relate to the different character and the events that they
witness and experience. A major activity included within this unit plan is our character maps.
While reading, we are still focusing on our overview State Standard, (LAFS.910.RL.1.3-
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.), and exploring the development of character through a novel.
At the end of reading, the class will be instructed to write a descriptive, cumulative essay
on a character from the novel. By doing this, I am assessing the students comprehension on the
text and understanding on character development. To ensure success of this unit plan, I have
included all materials and sources within the unit plan. To follow this unit plan, we will move
forward to reading House on Mango Street by Sandra Cisneros. With this novel, we will focus
our characterization on the young Latina girl, Esperanza Cordero, and her life growing up in
Chicago. Sandra Cisneros displays strong character development through the narrator, Esperanza
Cordero. Both novels feature external events and persons that influenced our main characters
identity and perceptions.
Florida State Standards
LAFS.910.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to writing or presentations.
LAFS.910.L.2.3
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening.
LAFS.910.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grades 910 reading and content, choosing flexibly from a range of strategies.
LAFS.910.L.3.5
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
LAFS.910.RH.1.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
LAFS.910.RL.1.3
theme.
LAFS.910.RL.1.2
Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
LAFS.910.W.2.6
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technologys capacity to link to other information and to
display information flexibly and dynamically.
Pre-reading Lesson Plan - Characterization
Florida State Standard - LAFS.910.RL.1.3

theme.
Objective
The students will be able to identify and define character traits.
Purpose
Characterization is a fundamental device needed to produce superb creative writing literatures.
Anticipatory set
Teacher will read sample character description from Holes by Louis Sachar (Scholastic, 2000).
After, the teacher will pose the following question to the class, why do authors use
characterization?
They were dripping with sweat, and their faces were so dirty that it took Stanley a
moment to notice that one kid was white and the other black. (p. 17)
o What does this statement show? (Waits for students responses)
Madame Zeroni had dark skin and a very wide mouth. When she looked at you, her eyes
seemed to expand, and you felt like she was looking right through you. (p. 29)
Question: Why do authors use characterization?
Characterization in literature is the process authors use to develop characters and
create images of the characters for the audience. There are two different approaches to
characterization, including direct characterization and indirect characterization. With
the direct approach, the author tells us what he or she wants us to know about the
character. With indirect characterization, the author shows us things about the
character to help us have an understanding of the character's personality and effect on
other characters
Instruction:
The teacher will introduce a lesson activity. The lesson activity will further the concept of
characterization.
Character Guess Who?!
1. I will have the class guess a familiar fictional character, Spongebob Squarepants. I will add in
as much details as I can to describe Spongebob.
I am rectangular like a box of your favorite cereal and as bright as sunshine, but with
a chestnut brown outline. If you squeeze me, you will see that I am as soft as Charmin
tissue. I have large circular eyes, and two protruding front buck teeth. I have a slightly
curved nose, and dimples with three freckles on each cheek. Although I live under the
sea, I am very well dressed in a crisp white collar shirt, and pressed brown shorts.
Who am I?
2. Once the students guess correctly, I will then pass out a slip of paper to each student with a
fictional character written on it. *Students may use their phone to get a visual of the character
they are describing. *
3. After 3 minutes, one by one the students will describe their character to their fullest potential
until another classmate guess correctly.
Wrap-up:
Teacher will inform the class that by doing this lesson activity, I am introducing them to the
concept of characterization by learning to describe characters fluently. This lesson activity is
preparing my students for our novel unit plan, To Kill a Mockingbird by Harper E. Lee. With this
novel, we will further our knowledge and skills on characterization. In the novel, To Kill a
Mockingbird, we will explore the diverse types of characters in fiction (flat characters, static
characters, round characters, dynamic characters, protagonists, and antagonists). All of these
activities will lead up to a descriptive essay on a character from the novel TKAMB.
Follow-up Lesson:
Introduce Character maps and how we can use them to record our characters traits, interaction
with other characters, and development.
Unit Plan: To Kill a Mockingbird Reading Summary, Lesson objectives.
The purpose of this reading summary is to provide a suggested schedule for reading the novel
and to briefly illustrate the concept of characterization and theme. The lesson plans in this unit
focus on specific chapters and their key points.
Lesson 1: Pre-Reading activities and lessons. This lesson will feature:
Part one - A flipped lesson plan that will introduce the concept of "stereotype threat".
With this lesson, the students will be able to comprehend both the deeper themes of To
Kill a Mockingbird, (segregation and the effects of stereotyping on identity), as well as
their own experiences with stereotyping.
Duration: Full Class period (Monday/Tuesday class session)
Video clip: https://youtu.be/failylROnrY (8:18 minutes long)
Classroom discussion
Part two Introduction to Characterization maps
Characterization Guess Who? game.
Create classroom characterization map and teach how to effectively use one and its purpose.
Introduce TKAMB characters briefly *We will keep track of the different characters
progression throughout the novel*
Materials:
Classroom computer
Videos
Characterization Guess Who? game (Teacher will pass out slips of paper with familiar
characters/celebrities/cartoons to students and have them describe the person the best they can.
The class will try to figure out the name of the person)
Giant poster paper (Classroom characterization map)
Markers
Bell work:
Part 1: Have you ever been stereotyped?
Part 2: None
Posing lesson questions:

Part 1: How does Dr. Steele define stereotype threat? What does he say is the threat that
stereotypes pose, and how does that threat affect the way people function?
Who does stereotype threat affect?
In the video, former Facing History student Jonathan Lykes describes his personal
experiences with stereotypes. Summarize the ways in which stereotypes have affected him.
In the video, actress and activist Sonja Sohn says she lost a lot of confidence when she
was the only black girl in a class of white students. Why? What role did stereotypes play for her?
Summarize the experiment Dr. Steele describes. What stereotype about women was at the
heart of his experiment? What effect did the stereotype have? How was he able to eliminate the
effects of stereotype threat in this situation?
According to Dr. Steele, how does stereotype threat help explain the impact of history on
the present?
Based on what you have learned from this video, explain in your own words how
stereotypes may impact how you think about your own identity.
Part 2: Exit tickets on Characterization. How important is it for authors to effectively describe
their characters?
Lesson 2: Chapter1-4
Chapter 1
Introduction of Scout as narrator: recounting a childhood story.
Jem's broken arm: connects beginning with ending.
Simon Finch and Finch's Landing. Intro. to Capurnia and Dill.
Description of Boo Radley legend.
Chapter 2
Scout's first day at school: September.
Miss Caroline and Scout argue about reading.
Miss Caroline humiliates Walter Cunningham: Scout explains.
Chapter 3
Walter comes to dinner: Scout is rude. Miss Caroline meets Burris Ewell.
Atticus talks to Scout about reading and Miss C.
Chapter 4
Jem and Scout find presents in the tree stump from Boo.
Dill arrives for the Summer: children enact Radley story.
Materials:
TKAMB novel
Classroom characterization map
Markers
End of Week (Friday) Video screening of TKAMB (Up to our reading chapter)
Classroom computer
Bell work:
1. Recount a childhood memory. (Prior to reading chapter 1)
2. Describe your first day of either Elementary, Middle, or High school. (Prior to reading
chapter 2)

Describe the Cunninghams.
What impression do we get of school?
Describes Scouts reaction to school.
Why does Walter pour syrup on everything and why does Atticus get angry at Scout for noticing?
Describe the Ewells.
Describe Atticus.
What do the presents show us about Boo?
Homework:
Friday: Read chapter 5 at home over the weekend and post two events (that took place in the
chapter) in the classroom discussion board via classroom website.
Fridays event:
Summarize over Week One chapters.

Screening of TKAMB movie (Up to chapter)
*OYO (On Your Own) students may either participate in the weekend reading assignment/read
other novels for leisure/work on extra credit opportunities/work on other class assignments.
Lesson 3: Chapter 6-9
Chapter 6
Children goes into Boo Radleys house: Jem's pants get caught.
Dill leaves: Jem goes back for his pants in the night.
Chapter 7
Scout in 2nd Grade: truth about Jem's trousers, more presents from Boo Radley, tree stump is
cemented up by Boo Radley
Chapter 8
First snow. Fire at Miss Maudie's house.
Chapter 9
Scout tries to hit Cecil Jacobs for calling Atticus a "nigger lover".
Scout talks to Atticus about racism.
Christmas at Finch's Landing: Aunt Alexandra and Uncle Jack.
Atticus explains to Uncle Jack why he is taking the Tom Robinson case.
Materials:
TKAMB novel
Markers
Classroom computer
Cellphones (Students)
Bell work:
1. Define Institutional Racism. Provide an example. (Prior to reading chapter 6 and 7)
*Students may use cell phones*
2. Define ethics. *Students may use cell phones*

Why does Mr. Radley cement up the tree and what does this tell us about his character?
How does Scout reaction to the kindness of Boo Radley?
Why is Atticus defending Tom?
Do you believe Atticus should take on this case?
Exit ticket(s):
Do you believe Tom is innocent? (Students will write answers on a sticky note to turn in. I will
tally the sticky notes on the classroom board. The scores will stay on the board until the trail
ends)
How does the community view Atticus?
Homework:
Fridays event:
Summarize over the chapter we have read thus far.

Screening of TKAMB movie (Up to our read chapter)
Lesson 4: Chapters 11-14
Chapter 11
Mrs. Henry Lafayette Dubose is described.
Jem cuts off her flower heads. Atticus makes him read to Mrs. Dubose.
Mrs. Dubose dies.
End of Part One
Chapter 12
Scout explains how Jem is going through adolescence.
Jem and Scout go to Calpurnia's church: racial incident.
Calpurnia describes her own family and community.
Chapter 13
Aunt Alexandra comes to stay. Maycomb is described.
Atticus is instructed to glorify his family to the children.
Chapter 14
Atticus defines rape for Scout.
Aunt Alex wants to get rid of Calpurnia.
Jem and Scout argue. Dill is found under the bed.
Materials:
TKAMB novel
Markers
Classroom computer
Bell work:
1. Are girls treated differently than boys? Explain/Provide examples.
2. What does it mean to be a racist?

Why will no one hire Toms wife?
Why does Aunt Alexandria dislike Calpurnia?
Is Aunt Alexandria a racist?
Exit ticket(s):
How is Calpurnia treated in the Finch house?
Homework:
Fridays event:
Summarize over the weeks chapters.

Chapter 16
Atticus explains racial tension and the reasons for the confrontation over breakfast.
Build-up to the trial: children describe Mr. Dolphus Raymond. Trial begins.
Chapter 17
Mr. Heck Tate is the first witness.
Mr. Robert Ewell is the rude witness.
Chapter 18
Miss Mayella Ewell is questioned as the plaintiff
Chapter 19
Mr. Tom Robinson is questioned as the accused.
Materials:
TKAMB novel
Markers
Classroom computer
Bell work:
1. If you were in Atticuss position, would you continue to defend Tom Robinson?
2. Describe a time when you stood up for something right.

Why did Mr. Cunningham retreat?
What did Scout do and how does her presence change the confrontational situation?
How does using the word them relate to racism?
How do people react in the mob would they react differently on their own?
Examine the Mob Scene.
Exit ticket(s):
Do you believe Miss Ewell is telling the truth?
Homework:
Fridays event:

Chapter 21
Calpurnia approaches the Judge with info for Atticus regarding the children being in court. They
plead with Atticus to stay to hear the verdict.
Verdict of "guilty" is given: black people stand as Atticus leaves the court.
Chapter 22
Jem cries. Food from the black community. Miss Maudie talks to the children about Atticus' role.
Ewell spits at Atticus in the streets.
Chapter 23
Atticus and Jem have a discussion about the trial.
Atticus and Aunt Alexandria argue about the children
We learn about the Cunninghams. We see a new realization about Boo Radley from Scout.
Chapter 24
Aunt Alexandria and her missionary circle meet. Tom Robinson's death is announced by Atticus
who needs Calpurnia.
Materials:
TKAMB novel
Markers
Classroom computer
Bell work:
1. Define hypocrisy.
2. What is irony?

Why is the missionary circle ironic?
Why did Tom go mad in the prison?
How does the White community respond to Toms death? Why?
Verdict discussion.
Exit ticket(s):
Do you see a development in Scout?
How do you feel about the verdict?
Homework:
Fridays event:

Chapter 26
Scout in the 3rd grade: reflection on Boo Radley no longer seeming frightening.
Miss Gates teaches Scout's class about Hitler. Contradiction as she is racist after trial
Chapter 27
Ewell gets and loses a job: blames Atticus. Judge Taylor has a secret visitor.
Helen Robinson is harassed by Ewell on the way to work and Link Dees stands up for her. Scout
and Jem start off to the pageant.
Chapter 28
Halloween pageant organized by the missionary ladies: Scout in her costume.
Scout forgets her shoes. Jem and Scout are attacked on the way home.
Chapter 29
Bob Ewell is dead at the scene of the attack
Materials:
TKAMB novel
Markers
Classroom computer
Bell work:
1. Describe the Holocaust.
2. Why is the buddy system important when walking somewhere alone?

Is Miss Gates a hypocrite?
How is the story of Hitler connected to the events we see in TKAMB?
Why do you believe Bob Ewell is acting erratic?
Exit ticket(s):
Who do you believe killed Bob Ewell?
Homework:
None
Fridays event:

Chapter 30
Boo Radley is introduced to Scout as Jem's savior.
Heck Tate orders Atticus to accept that Bob Ewell fell on his knife although Atticus thinks that
Jem stabbed Bob. Tate realizes that Boo Radley stabbed Bob Ewell. Atticus learns that the
courtroom is not always the best place to solve things.
Chapter 31
Scout stays with Boo Radley, and then walks him home. She imagines their story from Boo's
viewpoint
Scout and Jem sleep: Atticus watches over them.
Materials:
TKAMB novel
Markers
Classroom computer
Bell work:
1. Do you believe it is okay to cover the truth in certain situations?
2. Explain the quote, Dont judge a book by its cover. Why is this quote relevant to the
characterization of Boo Radley?

Explain why Atticus believes that The courtroom is not always the best place to solve things.
What do you think about the comment, bringing out the truth would mean punishing someone
who is essentially good. What does this mean about the law?
Is being right the same as being correct?
Is Boo Radley any safer from people now than at the beginning.
Exit ticket(s):
Is justice different from the law?
Classwork/Homework:
The students will write a descriptive essay on one of the characters of TKAMB, ssing our
characterization maps that weve been building on as a resource. The students will use direct
quotes from the novel to help compose their essay.
Fridays event:
Novel summary
Complete characterization map
Finish the screening of TKAMB movie
Go over descriptive essay assignment
Lesson 10: Post-Reading activities and lessons. This lesson will feature:
Part one Table of Contents Activity

Part two Classroom mock trial
Duration: Full Class period (Monday/Tuesday class session)
Materials:
Poster
Markers
TKAMB novel
Notebook
Mock trial scripts (classroom copy)
White Board
Computer
Bell work:
None
Activities:
Part 1: Because the chapter does not have titles, as a class, we will create our own table
of contents. I will split the classroom into groups and divide 4-5 chapters to the groups. Within
the groups, the students are to come out with a title for each chapter. The students will use their
notes from the chapter to help them compose their titles. At the end, we will put all the chapters
together to form our table of contents.
Part 2: Members of the class will participate in a mini classroom mock trail to end our
unit on To Kill a Mockingbird.
Unit Plan: To Kill a Mockingbird
Lesson: Pre-reading activity (Flipped lesson)
Lesson Parameters:
This 95-minute lesson will allow students to watch and understand the realism of the social
issues involved in TKAM, and it will set the time and establish the themes to be discussed in
TKAM.
Objectives:
Students will understand and discuss the issues/themes central to the novel through multimedia.
(Race, class, gender, justice, and moral growth)
Anticipatory Set:
Teacher will divide the classroom in half. (boys on one side, girls on the other side) The teacher
will then have the students congregate with the members of their group to formulate a list of un-
written rules for the opposite gender. For 3 minutes, the students will have free time and do as
they please. (ideology of being free but with a limit) If a member of a group notice a member of
the opposite group breaking their rule, the student will walk over and tap them on the shoulder.
After the three minutes is up, the teacher will introduce the topic of Jim Crows.
Instruction:
The teacher will utilize a flipped lesson and have the students watch two video(s) 1.
Understanding Jim Crows, 2. Stereotype threat. After the students watch the videos, pose the
following questions (A student will volunteer to post the questions). Students may re-watch the
video to guide their responses:
What are the most important unwritten rules, those not written down but about which
everyone is aware?
Think about a community in which you are a memberyour school, religious
community, family, or group of friends. What are some of the most important rules in that
community?
Who does stereotype threat affect?
How does Dr. Steele define stereotype threat? What does he say is the threat that
stereotypes pose, and how does that threat affect the way people function?
In the video, former Facing History student Jonathan Lykes describes his personal
experiences with stereotypes. Summarize the ways in which stereotypes have affected
him.
Summarize the experiment Dr. Steele describes. What stereotype about women was at the
heart of his experiment? What effect did the stereotype have? How was he able to
eliminate the effects of stereotype threat in this situation?
According to Dr. Steele, how does stereotype threat help explain the impact of history on
the present?
Based on what you have learned from this video, explain in your own words how
stereotypes may impact how you think about your own identity.
Assessment:
The teacher will evaluate the comprehension of the students as they engage in the video
questions/discussion
Wrap-up:
Introduce the novel, To Kill a Mockingbird.
Exit Ticket: Could you survive during the Jim Crow era?
Independent Study:
Jim Crow worksheet. (read and underline statements that you find interesting)
Resources:
Video clips on Jim Crow laws and Stereotype threats.
Jim Crow worksheet
Jim Crow Name:___________________________________Date:_____________
Jim Crow Laws, which regulated social, economic, and political relationships between whites
and African-Americans, were passed principally to subordinate blacks as a group to whites and
to enforce rules favored by dominant whites on non-conformists of both races. Beginning with a
ban on interracial marriages in Maryland in 1664, the laws spread north, as well as south, but
they were neither uniform nor invariably enforced. The campaign against them, initiated by black
and white Massachusetts antislavery activists in the 1840s, reached a symbolic end in the 1967
U.S. Supreme Court case that finally ruled anti-intermarriage laws unconstitutional, Loving v.
Virginia.
The most widespread laws mandated racial segregation in schools and such places of public
accommodation as railroads, restaurants, and street cars. Since segregation laws often replaced
customary or legal exclusion of African-Americans from any services at all, they were initially,
in a sense, progressive reforms. They tended to be adopted earliest and were always more
strictly enforced in cities, where diverse crowds intermingled, rather than in the countryside,
where other means of racial subordination were readily available.
During Reconstruction in the 1860s and 70s, seven southern states passed laws requiring equal
access to places open to the public; Louisiana and South Carolina, as well as seven northern
states, promised integrated schools; and after a long struggle over whether to include a school
integration provision, Congress in 1875 passed the Civil Rights Act, which prohibited racial
discrimination in public accommodations. But in 1883, the U.S. Supreme Court ruled that
Congress had no power under the Fourteenth Amendment to regulate individuals discriminatory
behavior.
While virtually all northern states that did not already ban Jim Crow practices rushed to enact
state versions of the invalidated national Civil Rights Act, most southern states during the 1880s
and 90s passed laws requiring segregation. The Supreme Court blessed the southern laws in
Plessy v. Ferguson (1896), blithely accepting assurances that separate accommodations would be
equal. Freed of legal restraints, some southern cities and states went on to prescribe separate
drinking fountains, restrooms, entrances to public buildings, and even Bibles for use in court.
More significantly, they disfranchised the vast majority of African-Americans through literacy
and property tests and discrimination against blacks who could pass such tests.
The National Association for the Advancement of Colored People led the long effort to overturn
Jim Crow through lawsuits such as Brown v. Board of Education of Topeka, Kansas (1954), as
well as by lobbying for new state and federal laws. Beginning in the 1890s and greatly
intensifying in the 1950s, African-Americans boycotted segregated transit, sat in at segregated
eating places, picketed discriminatory businesses, registered black voters, and braved frequent
racist violence in an ultimately successful effort to force Americans to abolish the most blatant
legal inequities. The 1964 Civil Rights Act, the 1965 Voting Rights Act, and a host of state and
federal court decisions institutionalized the crusaders victories. The demise of explicitly
discriminatory laws, however, was only one giant step on the unfinished journey toward racial
equality.
Bibliography
Kousser, J. Morgan. Dead End: The Development of Nineteenth-Century Litigation on Racial
Discrimination in Schools. Oxford, Eng.: Clarendon Press, 1986.
Rabinowitz, Howard N. Race Relations in the Urban South, 1865-1890. New York: Oxford
University Press, 1978.
Woodward, C. Vann. The Strange Career of Jim Crow, 3rd Rev. Ed., New York: Oxford
University Press, 1974.+
http://people.hss.caltech.edu/~kousser/dictionary%20entries/jim%20crow%20laws.pdf
Lesson: Post-reading activity (Creative writing lesson)
Lesson Parameters:
This 95-minute lesson will allow students to analyze and prepare a descriptive essay on a
character of their choice in TKAMB. Over the course of reading the novel, as a unit we have
developed a full characterization map of the different characters. This resource will be pivotal in
the descriptive essay.
Objectives:
Students will analyze and prepare a descriptive essay on a character from the novel TKAMB.
The purpose of descriptive writing is to make our readers see, feel, and hear what we have seen,
felt, and heard.
State Standard:
LAFS.910.RL.1.3 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.
Anticipatory Set:
Teacher will read sample character descriptions from Harry Potter and the Sorcerers Stone by J.
K. Rowling (Scholastic, 1998).
He was a big, beefy man with hardly any neck, although he did have a very large
mustache. Mrs. Dursley was thin and blonde and had nearly twice the usual amount of
neck, which came in very useful as she spent so much of her time craning over garden
fences, spying on the neighbors. (p. 1)
A giant of a man was standing in the doorway. His face was almost completely hidden by
a long, shaggy mane of hair and a wild, tangled beard, but you could make out his eyes,
glinting like black beetles under all the hair. (p. 46)
*For more understand, teacher will read sample character description from Holes by Louis
Sachar (Scholastic, 2000)
They were dripping with sweat, and their faces were so dirty that it took Stanley a
moment to notice that one kid was white and the other black. (p. 17)
Madame Zeroni had dark skin and a very wide mouth. When she looked at you, her eyes
seemed to expand, and you felt like she was looking right through you. (p. 29)
Instruction:
The teacher will introduce the assignment (character description essay). The students will be able
to use the classrooms characterization map as a resource to formulate their essay.
Duration: full class period
Assessment:
The teacher will evaluate the students comprehension and usage of characterization through
their essays.
Wrap-up:
Students will turn in their essays.
Independent Study:
None
Resources:
Characterization map
Lesson: Post-reading activity (Technology infused lesson)
Lesson Parameters:
This 95-minute lesson will allow students to analyze and prepare a descriptive essay on a
character of their choice in TKAMB. Over the course of reading the novel, as a unit we have
developed a full characterization map of the different characters. This resource will be pivotal in
the descriptive essay.
Objectives:
Students will research judicial terminology (plaintiff, witnesses, prosecution, defense, opening
statement, cross-examine, closing statement, judge, jury, Assault and Battery, Self-Defense,
deliberate, and verdict). Students will then apply their new definitions and simulate a classroom
mock trail.
State Standard:
LAFS.910.SL.1.1 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 persuasively.
Anticipatory Set:
The teacher and class will discuss the trail that took place in TKAMB.
Instruction:
The students and teacher will use research and define a few judicial terminologies. After students
have gained an understanding of the terms and how a court room works, the teacher will
introduce the classroom mock trail scenario. The teacher will choose 17 volunteers to perform
this trail.
Performs mock trail
After each side has had the opportunity to make an opening statement, examine its own
witnesses, cross-examine the opponents witnesses and present a closing statement, the
judge should instruct the jury as to the appropriate law in the case.
Once instructed, the jury should deliberate. They must decide from the evidence whether
the prosecution has shown Randall to be guilty of assault beyond a reasonable doubt. The
jury may deliberate in a separate room as they would in an actual trial. The presiding
juror writes the verdict on a slip of paper and hands it to the judge, who reads it in open
court.
Assessment:
None
Wrap-up:
After the mock trail is finished, the class will discuss the mini mock trail and their reasoning
behind the verdict.
Independent Study:
None
Resources:
Computer
Mock Trail Script
Mini White Board and marker (verdict)
State v. Randall (Secondary)
Facts: James and Arlene go to a night club to have a drink. Randall, who has been drinking,
comes up to their table, says he knows Arlene, and tries to talk to her. James gets angry and asks
Randall to leave. An argument takes place and a fight ensues. The police are called and Randall
is arrested for assault on James. Randall claims James caused the fight and that he was only
defending himself.
Evidence: There is no physical or documentary evidence for this trial.
Witnesses
For the Prosecution
James
Arlene
For the Defense
Randall
Phillip, a waiter in the night club
Witness Statements
James I was just sitting in the place with Arlene, listening to the music,
when this guy came up and started bothering her. I asked her if she
knew him, and she said, No. So I told him to leave. The man was
blind drunk, and he kept bothering my girl. So I stood up and told
him to leave before I called the manager. About that time he
squared off on me, and when I turned to walk away he hit me.
Arlene I was with my boyfriend, James, when an old friend of mine,
Randall, came over to our table. Randall had been drinking, and he
grabbed my arm and told me to dance with him. James asked me if
I knew him, and I said No, because James is very jealous. Then
James told Randall to leave before some trouble got started.
Randall didnt leave, and James stood up to argue with him. The
next thing I knew, they were fighting.
Phillip This one guy was sitting with a girl when Randall went over to
them. I know Randall because he plays in a band here occasionally.
Randall only had two drinks. I know because I was waiting on his
table. Randall motioned to the girl to dance, and then he held her
arm to help her up. The guy she was with got mad and started
yelling. Randall smiled and told him to be cool. The guy jumped
up and grabbed Randall. Randall hit him back, and they really
went at it. After that, the cops came.
Randall I was at this club, walking around, checking the place out. I saw
Arlene. I had gone out with her for two years, but I hadnt heard
from her in a couple of months. I went over to ask her how she was
doing. Id had a couple of drinks, but I wasnt even a little drunk. I
asked her to dance, and the guy with her looked at me funny. I
know Arlene well, and I knew she wanted to dance with me, so I
took her by the arm. Then this guy sitting with her confronted me.
I told him I didnt want any trouble. Then he jumped up, and
before I knew it, he grabbed me and hit me.
Procedure
After each side has had the opportunity to make an opening statement, examine its own
witnesses, cross-examine the opponents witnesses and present a closing statement, the judge
should instruct the jury as to the appropriate law in the case. The instructions that follow can be
shortened and/or simplified for classroom use.
Assault and BatteryDefined Any intentional and unlawful threat or attempt to commit injury
upon the person of another, when coupled with an apparent present ability so to do, and a display
of force such as to place the victim in apprehension of immediate bodily harm, is held to
constitute an assault. So an assault may be committed without actually touching or striking or
doing bodily harm to another. Battery is any intentional and unlawful use of force upon the
physical person of another. Thus the least touching of the person of another may constitute a
battery. Unlawful, as used in these instructions, means contrary to law or without legal
justification.
Self-DefenseDefined The defendant would be criminally responsible only in the event that the
striking of the complainant was unlawful. Not every striking of another person is unlawful. The
law recognizes the right of an individual to defend his or her own person. One need not wait to
do so at his or her peril (i.e., one need not delay his or her defense until the supposed aggressor
has unmistakably and in fact made the first move). The test is reasonableness. A person with a
reasonable fear for his or her own safety by reason of the conduct of another may take reasonable
steps to defend him or herself.
Jury Deliberations
Once instructed, the jury should deliberate. They must decide from the evidence whether the
prosecution has shown Randall to be guilty of assault beyond a reasonable doubt. The jury may
deliberate in a separate room as they would in an actual trial. The presiding juror writes the
verdict on a slip of paper and hands it to the judge, who reads it in open court.
Source: Excerpted with permission from Street Law: A Course in Practical Law, Sixth Edition (Columbus, OH:
Glencoe/McGraw-Hill, 1999).

To Kill A Mockingbird

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To Kill a Mockingbird: Unit Plan

Ms. Chanise Graham

Florida State Standard - LAFS.910.RL.1.3

Lesson 1: Pre-Reading activities and lessons. This lesson will feature:

Posing lesson questions:

Posing lesson questions:

Summarize over Week One chapters.

Lesson 3: Chapter 6-9

Posing lesson questions:

Summarize over the chapter we have read thus far.

Lesson 4: Chapters 11-14

Posing lesson questions:

Summarize over the weeks chapters.

Lesson 5: Chapters 16-19

Posing lesson questions:

Summarize over the weeks chapters.

Lesson 7: Chapters 21-24

Posing lesson questions:

Summarize over the weeks chapters.

Lesson 8: Chapters 26-29

Posing lesson questions:

Summarize over the weeks chapters.

Posing lesson questions:

Part one Table of Contents Activity

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