To Kill A Mockingbird and Scout

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To Kill a Mockingbird Differentiated Unit
Essential Questions: How are biases of all kinds harmful? Can prejudice ever NOT exist? Are people entitled to opinions that may harm others? What is courage? What is justice? Learning Goals and Understandings: • Students will consider the questions, what is good and right and how do we decide that that? • Students will learn to identify and apply the following literary terms: point of view, characterization, setting, and theme • Students will evaluate how racism affects people’s judgments regarding guilt, innocence, and fairness. • Students will connect the setting to plot details • Students will make personal connections to the themes, experiences, and opinions in the novel Key Knowledge and Skills: Students will know: Literary terms including point of view, foreshadowing, characterization Plot line of novel Direct and indirect characterization Vocabulary words from novel Students will be able to: Connect personally to the themes, experiences, opinions in the novel Identify examples of themes Evaluate character Connect poems to themes in novel Evaluate facts in a case and make a moral judgment Make sense of the citizens of Maycomb’s reaction to the verdict and form own reaction Performance Tasks: Tracking theme throughout novel Scored discussion on growing up (theme) Fishbowl discussion on prejudice and stereotype (theme) Trial simulation or play version of trial Characterization worksheet Passage identification Assessment Tasks: Bellwork for comprehension Reading Logs Empathy paper Vocabulary quiz Final test

Daily Plan: Day 1 - pre-assessment/anticipation guide - readiness//interest survey Interest: # your choices from 1 (favorite) to 5 (least favorite) _____ outcasts in society (the “underdog” _____ racial prejudices _____ parent/child relationships _____ relationships between siblings _____ trials and how they work Readiness: What do you know about the Great Depression? Give the definition of foreshadowing. What was life like in the South during the 1930s for African-Americans? Do you read quickly/slowly/middle? Day 2 read chapter 1 and discuss point of view (Scout’s perspective) o alone/independently o listen to tape o read with a partner - regroup and do “bellwork” chapter 1 together. Review rules of bellwork - teacher introduces Reading Log assignment - students do first reading log entry (choose any 1) and share with a partner note: bellwork will be posted online – students with approval can read at own pace and do extra bellworks to finish reading early and begin work on outside project (see assignment sheet) - Bellwork chapters 2-4 (students work; teacher observes – looks for those who are quick and those who are struggling) - characterization discussion as a class. Graphic organizer to use for notes. Kinesthetic learners can write statements on the board. - Setting discussion for all (map of Maycomb possibility for extra credit) journaling introduce the book, Harper Lee, characters, setting, time period (with several notetaking options including 2-column notes, outline, or graphic organizer/map) review learning goals and objectives and provide a list of tasks they’ll complete hand out vocab list for notes



Day 3

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o When students have reading time but have already read or prefer to read at home, they can work on their setting map; other struggling students might be using that time to listen to the reading in the back of the room. o Note: need a book on cd listening station with headphones – maybe apply for a grant from PAC HW – Read Chapters 5 and 6 OR - meet with teacher 2 and groups to read aloud or listen to 5 and 6 as we read, thing about theme of growing up and prepare #1 and #2 questions together for scored discussion

Day 4 - Bellwork chapters 5 and 6 with teacher 1 - review themes together

- assign 1 theme per (advanced) student to “trace” through the novel. Give the students a sheet they can fill out with theme examples. Day 5 Day 6 Day 7...
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