Digital Unit Plan Template

Unit Title: To Kill a Mockingbird Name: Greg Chacon

Content Area: English Language Arts Grade Level: Freshmen (9th grade)
CA Content Standard(s)/Common Core Standard(s):

CCSS Reading (Literature):

CCSS.ELA-LITERACY.RL.9-10.2
 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

CCSS.ELA-LITERACY.RL.9-10.3
 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

CCSS Writing

CCSS.ELA-LITERACY.W.9-10.1
 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.9-10.6
 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to
other information and to display information flexibly and dynamically.

CCSS Language

CCSS.ELA-LITERACY.L.9-10.6

 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or
expression.

Big Ideas/Unit Goals:

Essential Question:
  How does racial prejudice, class discrimination, and slander directly and indirectly affect each individual member of society? How does an individual overcome this
prejudice?

 How is the theme of the mockingbird constructed throughout the novel? Analyze what the bird symbolizes or represents.
 How is “law” constructed and represented in To Kill a Mockingbird? What power and restrictions exist within the legal system of their town as addressed by
members of the Finch family throughout the novel?

Unit Summary:
In Harper Lee’s 1960 novel To Kill a Mockingbird, the impact of social injustice and inequality that is deeply rooted in the small town of Maycomb, Alabama affects nearly
every citizen in unique ways, and shows how these interactions between people, their morals and values, and the differing opinions of others greatly impacts the foundation
of society. Since this school site is located in a small and socially diverse town, I believe this novel is an essential piece of curriculum that students can apply to their own
worldview, and develop deep connections with as they read. The school community proportionately represents the construction of the community, as the population differs
greatly in socioeconomic, racial, and ethnic backgrounds. Although this novel and its complex concepts may seem advanced for students of a young age, I believe that
introducing freshmen students to these concepts will aid in the development of empathetic, understanding, and socially aware individuals. It is my hope and ambition that
the positive outcomes of teaching this novel will trickle-down into all aspects of the students’ lives, and create a more nurturing and respectful atmosphere at school, and in
the community at-large.
Because a controversial topic is brought up, I believe that students, as well as parents, must be aware of the topics addressed in the novel. Although some of the content may
come across as mature, I firmly believe that the students of this diverse community will digest the concepts at hand in a mature and understanding fashion. The topic of
social injustice that is developed throughout the text delves into essential problems that are still relevant as reflected in the current social climate of our country where these
problems still persist. The students of this class may encounter these problems personally, but definitely see these types of situations everyday on the news, in their
communities, and affecting the people they know and love. Because of this, Harper Lee’s novel remains perpetually topical, and must be taught in this class so students may
be self-reflective, and aware of these situations that are all around them. It is my hope that the students may see a bit of themselves in the Finch family, and further develop
their feelings of empathy and equality.
By the end if the unit, students will apply the central concept of “social injustice” as developed throughout the plot of TKAM, particularly surrounding the characters of Boo
Radley (false accusations and unfair judgement), Tom Robinson (racism), and the Ewell Family (social class discrimination). Students will be able to create a multimedia
presentation of a current event that relates and corresponds with the struggles of the aforementioned characters in the text. Lastly, students will analyze and describe the
root of these problems and how they affect the characters while citing specific moments from the text, connect these ideas to a current event, and compare and contrast how
and why these problems persist in the novel and today’s world.
Assessment Plan:
Entry-Level: Formative: Summative:

Quick Write Think-Pair-Share Multimedia Project

Students will write a brief quick write journal about the
prejudice that they have witnessed in their own lives,
or in their own neighborhood. Students will share their
answers in a larger class discussion.
Students will complete Think-Pair-Share worksheet
that revolves around the theme of prejudice that is
discussed in the story. Questions include those such as:
“In America, everyone has the same chance to succeed
as everyone else”. Students will complete in small
groups, and discuss in larger class discussion.
Worksheet will be completed and collected from each
student.
Article Reading
Students will create a multimedia presentation of a
current event that relates and corresponds with the
struggles of the aforementioned characters in the text.
Students will analyze and describe the root of these
problems and how they affect the characters while
citing specific moments from the text, connect these
ideas to a current event, and compare and contrast how
and why these problems persist in the novel and
today’s world.

Students will read aloud with teacher in class “America

is still a deeply racist country” by Chris Chris Arnade
from The Guardian . After reading the short article,
students will complete the worksheet “Pre-Reading
Activity for To Kill A Mockingbird Chapter 9”, and
discuss their responses via a Think-Pair-Share activity.

Character Webercise

Students will complete online character webercise

where they will complete a
series of questions after watching various multimedia
presentations informing them about the characters.

Graphic Organizer

Students will complete a graphic organizer that will

give them a more in-depth look at the events and
characters surrounding the central theme of the novel.

Quiz

Students will complete a Quizlet that goes over

important details of the plot that students should be
familiar with as they get closer to completing the novel.
Lesson 1 (Teacher Lecture)
Student Learning Objective: Acceptable Evidence Lesson Activities:
(Assessments):
Given Harper Lee's To Kill a Students will follow along to teacher lecture on the parts of the plot that revolve around the plot, characters, and
Mockingbird, students will Completed Guided Notes events that unfold in the novel.
examine the parts of a plot of worksheet
the novel and understand its
key points by the end of the
class period.

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Objective: Acceptable Evidence: Lesson Activities:

Given the Character Analysis Completed Character Students will complete online character webercise where they will complete a series of questions after watching
Webercise worksheet, the Webercise worksheet various multimedia presentations informing them about the characters.
students will respond to the
questions with detailed
answers by the end of the
class period.

Lesson 3 (Graphic Organizer)

Student Learning Objective: Acceptable Evidence: Lesson Activities:

Given the Popplet multimedia Completed Popplet Students will create a graphic organizer that will demonstrate the connections between the novel’s plot and the
application, students will presentation with the characters and events in the story. Once completed, the graphic organizer that will give them a more in-depth
create a graphic organizer required contents completed. look at the events and characters surrounding the central theme of the novel.
that identifies features
directly related to the central
themes of To Kill a
Mockingbird.

Unit Resources:

To Kill a Mockingbird (1960) by Harper Lee

Abridged Version of TKAM
“America is still a deeply racist country” by Chris Arnade
MLK Children’s March Video by Mighty Times
Corresponding Worksheets
Multimedia Presentation (PowerPoint, Prezi, Glogster, Animoto, etc. for summative assessment)

Useful Websites:
Youtube
Quizlet
MLK Children’s March
Character Analysis for TKAM
Shmoop for TKAM