TKAM Unit Calendar/Daily Lesson Plans
Reading unit 1: Character and Idea Development (using effective sentences and quotations)
To Kill A Mockingbird
EQ: Is the world fair? Can you overcome biases? How do I achieve character and idea
WEEK 1 WEEK 1
9/3 9/4 DAY 1:
Daily Goal/Learning Target:
LABOR DAY – NO 1. Students will be
introduced to a background
SCHOOL
of TKAM, and take notes
(including a biography of
the author and history of
the text).
2. Students will begin
considering answers to the
EQ for this unit through
writing, as well as complete
a KWL chart.
Standards:
CCSS.ELA-
LITERACY.W.9-10.10
Write routinely over
extended time frames (time
for research, reflection, and
revision) and shorter time
frames (a single sitting or a
day or two) for a range of
tasks, purposes, and
audiences.
First day of TKAM Unit
(10 min.) Assign textbooks
(off different versions of
novel -- Attention to
Diverse Learners)
1. Alabama Spitfire The
Story of Harper Lee and To
Kill a Mockingbird
-written by Bethany
Hegedus
-Illustrated by Eric McGuire
(children’s book-- could be
an alternative for Harper
Lee Bio)
2. Graphic Novel TKAM -
Harper Lee
-adapted/illustrated by Fred
Fordham
-alternative for struggling
readers?
3. Audible version of TKAM
4.Mention Go Set a
Watchman by Harper Lee
-sequel to TKAM
-Introduction:
(15 min.) Writing Prompt:
***ALL CLASS PERIODS ARE 55 MIN (8:00-8:55 a.m. 1st period)***
https://ahs.alamosa.k12.co.us/calendar(link to school calendar used for reference)
development?
WEEK 1 WEEK 1
9/5 DAY 2: 9/6 DAY 3:
Daily Goal/Learning Daily Goal/Learning
Target: Target:
1. Students will view the 1. Students will be
introduction scene from knowledgeable of the
the TKAM film to become character quotation and
familiar with the annotation assignment
exposition (setting and assessment and be
characters). assigned a character to
complete this on.
2. Students will
participate in a grammar 2. Students will create
mini-lesson in order to their own reading
understand how and questions in order to guide
when to properly use a class discussion for
semicolon. tomorrow.
Standards: Standards:
CCSS.ELA- CCSS.ELA-
LITERACY.L.9-10.1 LITERACY.RL.9-10.3
Demonstrate command Analyze how complex
of the conventions of
characters (e.g., those
standard English
grammar and usage with multiple or conflicting
motivations) develop over
when writing or speaking.
the course of a text,
Film Day interact with other
Show introduction of film characters, and advance
to learn the exposition
(setting and characters) the plot or develop the
theme.
(17:05 -- Atticus on
porch)
(10 min.) Introduce
Character Quotation &
(10-15 min.) Grammar Annotation Assignment (due
Mini-Lesson on
on 9/26)
Semicolons
(10 min.) Choose characters
(20 min.) Read CH. 2 for character chart and body
aloud in class bios at random
HW: Read CH. 3 (30 min.) Have students
create their own reading
questions for chapters 1-3;
in preparation for class
discussion tomorrow.
→ If students happen to
finish this early, they may
begin reading CH. 4 for
HW
HW: Read CH. 4
WEEK 1 NOTES:
9/6 DAY 4:
-4 day week
Daily Goal/Learning
Target: -Pep Rally 9/6
1. Students will answer (friday); modified
reading questions on lesson plan
chapters 1-3 that were
written in class yesterday Does the graphic
in order to acquire full novel of TKAM work
comprehension of the as an alternative for
reading thus far. struggling
readers/diverse
2. Students will be able learners?
to create reading
comprehension
questions that provoke
critical thinking, as well
as be able to formulate
answers these.
Standards:
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.
PEP RALLY DURING
CLASS (modification)
(15 min.) Discussion
questions as created by
students will guide
conversation over chapters
1-3
Allotted Time in Class: 15
min.
HW: Read CH. 5 & 6 and
character chart
 Pose Essential Question
for unit to students and
discuss what this might
mean/ how it relates to the
novel:
Is the world fair?
(3:05) Harper Lee Bio
https://www.biography.com
/video/harper-lee-mini-
biography-2174101417
(WN Notes)
(7:47 min.) NPR clip:
“Mockingbird’ Still Sings
https://www.npr.org/templat
es/story/story.php?storyId=
128340180?storyId=12834
0180 (WN Notes)
(20 min. ) KWL Chart and
share out:
What do you know about
the south, the 1930’s, etc.
HW: Read CH. 1
WEEK 2 WEEK 2
9/10 DAY 5: 9/11 DAY 6:
Daily Goal/Learning Daily Goal/Learning
Target: Target:
1. Students will research 1. Students will listen
the Jim Crow Laws, take to a variety of protest
notes and refer back to songs and discuss the
one’s KWL chart to meaning in relation to
become informed about the novel.
the political history during
the time period of TKAM. 2. Students should be
able to research and
2. Students will be able to identify protest songs.
identify reasoning as to
why the Jim Crow Laws Standards:
were in place. CCSS.ELA-
LITERACY.SL.9-10.1
Standards: Initiate and participate
CCSS.ELA- effectively in a range
LITERACY.RI.9-10.9 of collaborative
Analyze seminal U.S. discussions (one-on-
documents of historical one, in groups, and
and literary significance, teacher-led) with
including how they diverse partners on
address related themes grades 9-10 topics,
and concepts. texts, and issues,
building on others'
(15 min.) Introduce other ideas and expressing
versions of text and sequel their own clearly and
persuasively.
(20-25 min.) Jim Crow
Laws: Students will follow CCSS.ELA-
the link below to read and LITERACY.SL.9-10.5
become informed about Make strategic use of
these laws. Students will
digital media (e.g.,
take notes in one’s WN
textual, graphical,
about significant findings
***ALL CLASS PERIODS ARE 55 MIN (8:00-8:55 a.m. 1st period)***
https://ahs.alamosa.k12.co.us/calendar(link to school calendar used for reference)
WEEK 2
9/12 DAY 7:
Daily Goal/Learning
Target:
1. Students will
understand the complex
forces that “tug” at
opposing sides in various
dilemmas, issues, and
problems; specifically,
within censorship of
books in schools.
2. Students will be able to
articulate a richer
understanding of the
dilemma.
3. Students will share
findings on Protest Songs
in relation to the novel in
small groups to expand
knowledge of the
historical time period in
TKAM.
Standards:
CCSS.ELA-
LITERACY.SL.9-10.1
Initiate and participate
effectively in a range of
collaborative discussions
(one-on-one, in groups,
WEEK 2
9/13 DAY 8:
Daily Goal/Learning
Target:
1. Students will view a
portion of the film TKAM to
become familiar with the
exposition (setting and
characters).
Standards:
CCSS.ELA-
LITERACY.SL.9-10.5
Make strategic use of
digital media (e.g., textual,
graphical, audio, visual,
and interactive elements)
in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add
interest.
(About 60 min.) Film Day
(start @ 17 min-stop right
before mob scene; Tom is
in car, they are talking
about his trial the next
day)
HW: Read CH. 13 & 14
WEEK 2 NOTES:
9/14 DAY 9:
-Is it acceptable to
Daily Goal/Learning write my “daily
Target: lesson plans” like
1. Students will be able to this and refer to the
lesson plan
come up with one’s own
template where
example of mob mentality
more detailed
in society, as well as identify information resides?
the concept of mob
It makes the most
mentality within the text sense for my to
(TKAM).
view a weekly
schedule of lesson
2. I can: Define mob plans, and then
mentality and present have more details
examples of the concept on a separate
within TKAM, society and document (in order
through film. to see where my
This means: Identifying week is heading
mob mentality, coming up with the students,
with examples of this, and where they need to
explaining why an be and if more time
is needed for
occurrence fits under this.
something).
-ARGUMENT for
Standards: single daily
CCSS.ELA-
goal/learning target
LITERACY.RL.9-10.5 on film days: If a
Analyze how an author's film is only being
choices concerning how shown for the
to structure a text, order duration of the class
period, then
events within it (e.g.,
students are
parallel plots), and
catching up with the
manipulate time (e.g.,
film viewing in order
pacing, flashbacks) to keep up with the
and refer back to one’s audio, visual, and and teacher-led) with create such effects as pace of the novel.
KWL chart from last week. interactive elements) diverse partners on mystery, tension, or Students are
https://www.history.com/to in presentations to grades 9-10 topics, texts, surprise. viewing the film
pics/early-20th-century- enhance and issues, building on along with the
us/jim-crow-laws understanding of others' ideas and novel, rather than
CCSS.ELA-
findings, reasoning, expressing their own after entirely
(10 min.) Students will and evidence and to clearly and persuasively. LITERACY.RI.9-10.7 reading, because it
share out findings or any add interest. Analyze various accounts enhances
other questions one may CCSS.ELA- of a subject told in understanding of all
have in a whole-class
discussion as a form of (50 min.) Protest LITERACY.SL.9-10.5 different mediums (e.g., a aspects (including
closure Songs (UbD Lesson Make strategic use of theme, exposition,
Plan Template) and person's life story in both
digital media (e.g., etc.).
ppt. presentation print and multimedia),
textual, graphical, audio,
visual, and interactive determining which details
HW: Read CH. 7 & 8 (5 min.) Explain are emphasized in each
elements) in
Protest Song presentations to enhance account.
Assignment due
tomorrow understanding of findings,
reasoning, and evidence CCSS.ELA-
-Students must arrive
to class tomorrow with and to add interest. LITERACY.SL.9-10.1
ONE protest song to Initiate and participate
share (required CCSS.ELA-
elements: artist, time LITERACY.SL.9-10.1.D effectively in a range of
period, any Respond thoughtfully to collaborative discussions
background diverse perspectives, (one-on-one, in groups,
information, summary).
summarize points of and teacher-led) with
agreement and diverse partners on
disagreement, and, when grades 9-10 topics, texts,
warranted, qualify or
and issues, building on
HW: Read CH. 9 & 10 justify their own views
and understanding and others' ideas and
make new connections in expressing their own
light of the evidence and clearly and persuasively.
reasoning presented.

Protest Song Assignment

due (55 min.) Mob Mentality
Activity (refer to CEP
(35 min.) Sharing findings lesson plan)
on Protest Songs in -The first 55 min. Of the
relation to the novel in lesson will be taught
small groups today which includes a
mob mentality activity,
(20 min.) Tug-of-War discussion and an article.
Activity on
Censorship/Bias (refer to - CH. 15 in class
Madeline Hunter Lesson
plan template)

HW: Read CH. 11 & 12

and character chart HW: Read CH. 16 & 17

***ALL CLASS PERIODS ARE 55 MIN (8:00-8:55 a.m. 1st period)***

https://ahs.alamosa.k12.co.us/calendar(link to school calendar used for reference)
WEEK 3
9/17 DAY 10:
Daily Goal/Learning
Target:
1. Students will
understand mob mentality
not only in relation to the
text, but within film, society
and societies past.
2. Students will view a
portion of the film TKAM to
become familiar with the
exposition (setting and
characters).
Standards:
CCSS.ELA-
LITERACY.SL.9-10.5
Make strategic use of
digital media (e.g., textual,
graphical, audio, visual,
and interactive elements)
in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add
interest.
CCSS.ELA-
LITERACY.RI.9-10.7
Analyze various accounts
of a subject told in different
mediums (e.g., a person's
life story in both print and
multimedia), determining
which details are
emphasized in each
account.
(40 min.) Mob Mentality
cont.. (refer to CEP lesson
plan)
→ Includes Film-: TKAM mob
scene & Beauty and the
Beast mob scene (see
lesson plan for timing)
(10 min.) Introduce Body
Biography Assessment/Plan
Reading Time if time permits
No HW (catch up if needed)
***ALL CLASS PERIODS ARE 55 MIN (8:00-8:55 a.m. 1st period)***
https://ahs.alamosa.k12.co.us/calendar(link to school calendar used for reference)
WEEK 3 WEEK 3 WEEK 3 WEEK 3 NOTES:
9/18 DAY 11: 9/19 DAY 12: 9/20 DAY 13: 9/21 DAY 14:
-Can my grammar
Daily Goal/Learning Daily Goal/Learning Daily Goal/Learning Daily Goal/Learning mini-lesson for this
Target: Target: Target: Target: week be considered
1. Students will 1. Students will 1. Students will have a 1. Students will have a co-teaching if
participate in a participate in a grammar work day for their body work day for their body created with my
reader’s theatre for the mini-lesson in order to biography assignment and biography assignment cooperating
trial scene in TKAM understand how and may read if they finish and may read if they teacher? If not, I
and play a role of when to properly use work early. finish work early. would plan to meet
character. quotations, primarily in with another teacher
the written portion of the 2. Students will be able to 2. Students will be able to in my department
2. Students should be body biography portray a character portray a character teaching the same
able to read loudly and assessment. visually and in written form visually and in written course to either 1.
clearly, while playing a according to the form according to the Plan together and
persona different from Students will view a requirements of the body requirements of the body keep students on
one’s own-- this portion of the film TKAM bio assignment. bio assignment. the same track, or
means reading with to become familiar with 2. Combine our
voice and having a the exposition (setting Standards: Standards: classes for the
better understanding and characters). CCSS.ELA- CCSS.ELA- day/lesson!
of the exposition LITERACY.W.9-10.10 LITERACY.W.9-10.10
(setting and Standards: Write routinely over Write routinely over
characters). CCSS.ELA- extended time frames extended time frames
LITERACY.L.9-10.1 (time for research, (time for research,
Standards: Demonstrate command of reflection, and revision) reflection, and revision)
CCSS.ELA- the conventions of and shorter time frames (a and shorter time frames
LITERACY.RL.9-10.3 standard English single sitting or a day or (a single sitting or a day
Analyze how complex grammar and usage two) for a range of tasks, or two) for a range of
characters (e.g., those when writing or speaking. purposes, and audiences. tasks, purposes, and
with multiple or audiences.
conflicting motivations) CCSS.ELA- (55 min.) Work Day for
develop over the LITERACY.SL.9-10.5 Body Bios (drawing) -Work Day for Body Bios
course of a text, Make strategic use of (students will work silently (drawing)
interact with other digital media (e.g., and independently, may (students will work silently
characters, and textual, graphical, audio, listen to music with and independently, may
advance the plot or visual, and interactive earbuds and ask any listen to music with
develop the theme. elements) in lingering questions). earbuds and ask any
presentations to enhance lingering questions).
By the end of grade 9,
read and comprehend
understanding of findings, → If students happen to
reasoning, and evidence → If students happen to
literature, including and to add interest. finish this early, they may
stories, dramas, and finish this early, they may
poems, in the grades begin reading CH. 24 & 25
(15 min.) Grammar Mini- begin reading CH. 26 &
9-10 text complexity Lesson on Quotations (refer for HW
band proficiently, with to powerpoint presentation) 27 for HW
scaffolding as needed
at the high end of the (40 min.) Film Day (trial & HW: Read CH. 24 & 25
range. closing verdict 1:07:49-
1:44) HW: Read CH. 26 & 27
CCSS.ELA-
LITERACY.SL.9-10.3 HW: Read CH. 22 & 23
Evaluate a speaker's
point of view,
reasoning, and use of
evidence and rhetoric,
identifying any
fallacious reasoning or
exaggerated or
distorted evidence.
(55 min.) Court is in
session! (Reader’s
Theatre Trial Scene CH.
18 & 19
Characters: Mr. Gilmer,
Scout, Jem, Reverend
Sykes, Dill, Atticus,
Tom, Bob Ewell, Judge,

WEEK 4
9/24 DAY 15:
Daily Goal/Learning
Target:
1. Students will have a
work day for their body
biography assignment and
may read if they finish
work early.
2. Students will be able to
portray a character visually
and in written form
according to the
requirements of the body
bio assignment.
Standards:
CCSS.ELA-
LITERACY.W.9-10.10
Write routinely over
extended time frames
(time for research,
reflection, and revision)
and shorter time frames (a
single sitting or a day or
two) for a range of tasks,
purposes, and audiences.
(15 min.) CH. 28 in class
(Either I or a volunteer will
read aloud)
(40 min.) Work Day for
Body Bios (writing)
(students will work silently
and independently, may
listen to music with
earbuds and ask any
lingering questions).
→ If students happen to
finish this early, they may
***ALL CLASS PERIODS ARE 55 MIN (8:00-8:55 a.m. 1st period)***
https://ahs.alamosa.k12.co.us/calendar(link to school calendar used for reference)
Mayella, Link Deas,
Dolphus Raymond, Mr.
Underwood, Recorder,
12 jury members,
balcony participants
HW: Read CH. 20 & 21
WEEK 4 WEEK 4 WEEK 4 NOTES:
9/25 DAY 16: 9/26 DAY 17: 9/27 DAY 18: -Is it OK that my
standards/learning
(last day of unit) targets/daily goals
Daily Goal/Learning Daily Goal/Learning are the same if
Target: Target: Daily Goal/Learning students have
1. Students will have a 1. Students will have a Target: multiple work days?
work day for their body work day for their body 1. Students will view the
biography assignment biography assignment end of the film TKAM to
and may read if they and may read if they become familiar with the
finish work early. finish work early. exposition (setting and
characters).
2. Students will be 2. Students will be able to
able to portray a portray a character 2. Students will gain
character visually and visually and in written insight to peer work during
in written form form according to the a gallery walk of the body
according to the requirements of the body bios.
requirements of the bio assignment.
body bio assignment. Standards:
Standards: CCSS.ELA-
Standards: CCSS.ELA- LITERACY.SL.9-10.5
CCSS.ELA- LITERACY.W.9-10.10 Make strategic use of
LITERACY.W.9-10.10 Write routinely over digital media (e.g., textual,
Write routinely over extended time frames graphical, audio, visual,
extended time frames (time for research, and interactive elements)
(time for research, reflection, and revision) in presentations to
reflection, and and shorter time frames enhance understanding of
revision) and shorter (a single sitting or a day findings, reasoning, and
time frames (a single or two) for a range of evidence and to add
sitting or a day or two) tasks, purposes, and interest.
for a range of tasks, audiences.
purposes, and Body Bio due
audiences. Character Charts due
(30 min.) Gallery Walk of
(55 min.) Work Day for (15 min.) CH. 31 in class body bios!
Body Bios (writing) and discussion (either I or (set body bios on your desk
a volunteer will read and walk around to observe
(students will work aloud).
silently and the work of your peers).
independently, may
listen to music with (40 min.) Work Day for Film Day (end 1:44-2:09 –
Body Bios (writing)
earbuds and ask any 25 min.)
lingering questions). (students will work silently
and independently, may
→ If students happen listen to music with
to finish this early, they earbuds and ask any
lingering questions).
may begin finalizing
HW: Body Bio due
begin reading CH. 29 & 30 their character charts tomorrow

for HW that are due tomorrow.

HW: Read CH. 29 & 30 HW: Character Charts

due Tomorrow

***ALL CLASS PERIODS ARE 55 MIN (8:00-8:55 a.m. 1st period)***

https://ahs.alamosa.k12.co.us/calendar(link to school calendar used for reference)