Getting to the Core English Language Arts Grade 10 To Kill a Mocking Bird Unit SAUSD Spring 2014 Table of Contents Contents Pages Table of Contents To Kill a Mockingbird: Unit at a Glance 1-3 Unit Plan 4-14 Lesson 1: Preparing the Learner 15-21 Resource 1.1 Thinking Map Frame of Reference 22 Resource 1.2 Concept Attainment Map 23 Resource 1.3 Classic Images 24-25 Resource 1.4 Thinking Map Frame of Reference 26 Resource 1.5 Anticipatory Guide 27 Resource 1.5A Academic Discussion Frames 28 Resource 1.6 Classic Trials 29-33 Resource 1.7 Gallery Walk: Classic Trials 34-35 Lesson 2: Developing Context 36-42 Resource 2.1 Think-Write-Pair-Share: Generational Differences 43 Resource 2.1A Think-Write-Pair-Share: Generational Differences w/ Frames 44 Resource 2.1B List of Adjectives 45 Resource 2.2 Harper Lee Biography 46 Resource 2.3 Jim Crow Laws 47 Resource 2.4 Southern Women 48 Resource 2.5 Lynching 49 Resource 2.6 The Great Depression 50 Resource 2.7 Life in the 1930’s and 1940’s 51 Resource 2.8 Era Envelope: Putting To Kill a Mockingbird in Context 52-53 Resource 2.9 Scottsboro Viewing Guide 54-55 Resource 2.9A Scottsboro Viewing Guide w/ Frame 56-57 Resource 2.10 Scottsboro Transcript 58-60 Lesson 3A: To Kill a Mocking Bird, Chapter 1 61-65 Resource 3.1 Checking for Understanding Questions 66 Resource 3.2 Outline of Chapter Summaries, Checking for Understanding Questions, 67 and Activities Resource 3.3 Who’s Who in To Kill a Mockingbird? 68-69 Resource 3.4 Say-Mean-Matter: Diction and Setting 70 Resource 3.5 Quick-Write: Making Predictions about the Novel 71 Resource 3.5A Quick-Write: Making Predictions about the Novel w/ Frame 72 Lesson 3B: To Kill a Mocking Bird, Chapters 2-8 73-77 Resource 3.6 Considering Multiple Perspectives 78 Resource 3.6A Considering Multiple Perspectives w/ Frames 79 Resource 3.7 Checking for Understanding Questions: Chapters 2-8 80-81 Resource 3.8 Outline of Chapter Summaries, Checking for Questions, and Activities 82-83 Resource 3.9 You Never Really Understand a Person Until . . . 84 Resource 39A You Never Really Understand a Person Until . . .w/o Quotes 85 Resource 3.10 Quick-Write: Atticus’s Advice 86 Resource 3.10A Quick-Write: Atticus’s Advice w/ frame 87 Lesson 3C: To Kill a Mocking Bird, Chapters 9-10 88-92 Resource 3.11 Practice Explaining Symbols 93-94 Resource 3.12 Checking for Understanding Questions: Chapters 9-10 95 Resource 3.13 Outline of Chapter Summaries, Checking for Understanding 96 Questions, and Activities Resource 3.14 Analyzing Symbols in To Kill a Mockingbird w/ Quotes 97-98 Resource 3.14A Analyzing Symbols in To Kill a Mockingbird w/o Quotes 99-100 Resource 3.14B Analyzing Symbols in To Kill a Mockingbird Teacher Guide 101-102 Resource 3.15 Creating Your Own Symbol 103 Lesson 3D: To Kill a Mocking Bird, Chapters 11-14 104-108 Resource 3.16 Thinking Map (Define in Context) 109 Resource 3.17 Checking for Understanding Questions: Chapters 11-14 110 Resource 3.18 Outline of Chapter Summaries, Checking for Understanding 111 Questions, and Activities Resource 3.19 Quick-Write & Three-Step Interview: Courage 112 Resource 3.19A Quick-Write & Three-Step Interview: Courage w/ Frames 113 Lesson 3E: To Kill a Mocking Bird, Chapters 15-16 114-119 Resource 3.20 Mobs and Courthouse Chaos 120-122 Resource 3.20A The Psychology of Mob Mentality and Violence 123 Resource 3.21 Checking for Understanding Questions: Chapters 15-16 124 Resource 3.22 Outline of Chapter Summaries, Checking for Understanding 125 Questions, and Activities Resource 3.23 Think-Write-Pair-Share: Revisiting Multiple Perspectives and Courage 126 Resource 3.23A Think-Write-Pair-Share: Revisiting Multiple Perspectives and 127 Courage Resource 3.24 Thinking Map Frame of Reference 128 Resource 3.25 Thinking Map Frame of Reference 129 Resource 3.26 Thinking Map Frame of Reference 130 Resource 3.27 Sample Character Traits 131 Resource 3.28 Collecting Character Traits 132-133 Lesson 4A: To Kill a Mocking Bird, Chapters 17-19 134-141 Resource 4.1 Thinking Map Frame of Reference 142 Resource 4.2 Court Room Layout 143 Resource 4.3 Court Room Vocabulary 144-145 Resource 4.4 Checking for Understanding Questions: Chapters 17-19 146 Resource 4.5 Outline of Chapter Summaries, Checking for Understanding Questions, 147 and Activities Resource 4.6 Trial Evidence Chart 148-151 Resource 4.7 Deconstruction of an Analytical Paragraph 152 Resource 4.8 TEPAC Analytical Paragraph Chart 153 Resource 4.9 TEPAC Analytical Writing Language Supports 154 Lesson 4B: To Kill a Mocking Bird, Chapters 20-21 155-159 Resource 4.10 Checking for Understanding Questions: Chapters 20-21 160 Resource 4.11 Outline of Chapter Summaries, Checking for Understanding Questions, 161 and Activities Resource 4.12 Atticus’s Closing Argument 162-163 Resource 4.13 Save the Last Word for Me 164 Resource 4.14 Think-Write-Pair-Share: Responding to the Verdict 165 Resource 4.14A Think-Write-Pair-Share: Responding to the Verdict w/ Frames 166 Lesson 5A: To Kill a Mocking Bird, Chapters 22-25 167-174 Resource 5.1 Thinking Map Frame of Reference 175 Resource 5.2 Checking for Understanding Questions: Chapters 22-25 176-177 Resource 5.3 Outline of Chapter Summaries, Checking for Understanding Questions, 178 and Activities Resource 5.4 Responses to the Trial 179-180 Resource 5.5 Say-Mean-Matter Reading Excerpts 181-183 Resource 5.6 Say-Mean-Matter Chart 184-186 Resource 5.7 TEPAC Analytical Paragraph Chart 187 Resource 5.8 TEPAC Analytical Paragraph Scoring Rubric 188 Lesson 5B: To Kill a Mocking Bird, Chapters 26-30 189-195 Resource 5.9 Checking for Understanding Questions: Chapters 26-30 196-197 Resource 5.10 Outline of Chapter Summaries, Checking for Understanding Questions, 198-199 and Activities Resource 5.11 Round-Robin: Mr. Ewell’s Revenge 200 Resource 5.11A Round-Robin: Mr. Ewell’s Revenge W/ Frames 201 Resource 5.12 Flow Map and Textual Evidence 202-203 Resource 5.13 Think-Write-Pair-Share: Mr. Tate’s Decision 204 Resource 5.13A Think-Write-Pair-Share: Mr. Tate’s Decision w/ Frame 205 Lesson 5C: To Kill a Mocking Bird, Chapters 31 206-211 Resource 5.14 Checking for Understanding: Chapter 31 212 Resource 5.15 Outline of Chapter Summaries, Checking for Understanding Questions, 213 and Activities Resource 5.16 Close Read: Standing in Someone Else’s Shoes 214 Resource 5.17 Illustrating Boo’s Point of View 215-216 Resource 5.17A Illustrating Boo’s Point of View 217-218 Resource 5.18- Thinking Map Frame of Reference 219 Resource 5.19- Thinking Map Frame of Reference 220 Resource 5.20- Thinking Map Frame of Reference 221 Lesson 6: Summative Assessment 222-226 Resource 6.1 To Kill a Mockingbird Flip Chart 227-228 Resource 6.1A To Kill a Mockingbird Final Essay Prompt 229 Resource 6.2 TEPAC Analytical Paragraph Chart 230-231 Resource 6.3 TEPAC Analytical Paragraph Chart 232-233 Resource 6.4 TEPAC Analytical Paragraph Chart 234-235 Resource 6.5 TEPAC Analytical Paragraph Chart 236-237 Resource 6.6 TEPAC Analytical Paragraph Chart 238-239 Resource 6.7 TEPAC Analytical Paragraph Scoring Rubric: Peer Response 240-242 Resource 6.8 To Kill a Mockingbird Flip Chart Scoring Rubric 243-244 Resource 6.8A To Kill a Mockingbird Essay Scoring Rubric 245-246 Appendix of Strategies 247-278 To Kill a Mockingbird: Unit at a Glance Lesson 1: Preparing the Learner (2-3 days) Preparing the Learner: • Concept Attainment Map (Resource 1.2) Interacting with the Text • Tree Map: What is a Classic? (Resources 1.3-1.5) • Anticipatory Guide (Resource 1.6) Extending Understanding • Gallery Walk: Classic Crimes and Trials (Resource 1.7-1.8) Lesson 2: Background (2-3 days) Preparing the Learner: • Think-Write-Pair-Share: Generational Differences (Resource 2.1) Interacting with the Text • Era Envelope: Putting To Kill a Mockingbird in Context (Resources 2.2-2.8) • Viewing with a Focus: Scottsboro: An American Experience (Resources 2.9-2.10) Extending Understanding • Personal Response: Scottsboro: An American Experience (Resource 2.9) Lesson 3A: Before the Trial, Chapter 1 (2-3 days) Preparing the Learner: • Book Distribution • Review of “Life in the 1930s and 1940s” Handout (Resource 2.7) Interacting with the Text • In-Class Read of Chapter 1 • Who’s Who in To Kill a Mockingbird? Chart (Resource 3.3) • Say-Mean-Matter: Diction and Setting (Resource 3.4) Extending Understanding • Quick-Write: Making Predictions about the Novel (Resource 3.5) Lesson 3B: Before the Trial, Chapters 2-3 (1-2 days) Preparing the Learner: • Considering Multiple Perspectives (Resource 3.6) Interacting with the Text • “You Never Really Understand a Person” Activity (Resource 3.9) Extending Understanding • Quick-Write: Atticus’s Advice (Resource 3.10) Lesson 3C: Before the Trial, Chapters 9-10 (1-2 days) 1 Preparing the Learner: • Practice Explaining Symbols (Resource 3.11) Interacting with the Text • Analyzing Symbols in To Kill a Mockingbird (Resource 3.14) Extending Understanding • Creating Your Own Symbol (Resource 3.15) Lesson 3D: Before the Trial, Chapter 11 (1-2 days) Preparing the Learner: • Circle Map: Definition of Courage (Resource 3.16) Interacting with the Text • Quick-Write and Three-Step Interview (Resource 3.19) Extending Understanding • Revisiting the Circle Map (Resource 3.16) Lesson 3E: Before the Trial, Chapters 15-16 (3-5 days) Preparing the Learner: • Mobs and Courthouse Chaos (Resource 3.20) Interacting with the Text • Think-Write-Pair-Share: Revisiting Multiple Perspectives and Courage (Resource 3.23) Extending Understanding • Character Gallery Walk (Resources 3.24-3.28) Lesson 4A: The Trial, Chapters 17-19 (4-6 days) Preparing the Learner: • Courtroom Vocabulary Circle Map (Resources 4.1-4.3) Interacting with the Text • Read: Chapters 17-19 • Compare-Contrast Matrix: Trial Evidence Chart (Resource 4.6) Extending Understanding • TEPAC Analytical Paragraph (Resources 4.7-4.9) Lesson 4B: The Trial, Chapters 20-21 (2 days) Preparing the Learner: • Review of Courtroom Vocabulary Circle Map (Resources 4.1-4.3) Interacting with the Text • Read: Chapter 20 • Save the Last Word for Me: Atticus’s Closing Argument (Resources 4.12-4.13) Extending Understanding • Read: Chapter 21 2 • Think-Write-Pair-Share: Responding to the Verdict (Resource 4.14) Lesson 5A: After the Trial, Chapters 22-25 (3 days) Preparing the Learner: • Circle Map: Responses to the Verdict (Resource 5.1) Interacting with the Text • Read: Chapters 22-23 • Compare-Contrast Matrix: Responses to the Trial (Resource 5.4) • Optional Read: Chapters 24-25 • Say-Mean-Matter: Tom Robinson’s Death & Mr. Underwood’s Editorial (Resources 5.5-5.6) Extending Understanding • TEPAC Analytical Paragraph (Resources 5.7-5.8) Lesson 5B: After the Trial, Chapters 28-30 (2 days) Preparing the Learner • Optional Read: Chapters 26-27 • Round-Robin: Mr. Ewell’s Revenge (Resource 5.11) Interacting with the Text • Read: Chapter 28 • Flow Map: Halloween Attack (Resource 5.12) Extending Understanding • Read: Chapters 29-30 • Think-Write-Pair-Share: Heck Tate’s Decision (Resource 5.13) Lesson 5C: After the Trial, Chapter 31 (2-4 days) Preparing the Learner • Close Read: Standing in Someone Else’s Shoes (Resource 5.16) Interacting with the Text • Read: Chapter 31 • Illustrating Boo’s Point of View (Resource 5.17) Extending Understanding • Character Double-Bubble Maps (Resources 5.18-5.20) Lesson 6: Assessment (8 days) • To Kill a Mockingbird Flip Chart Directions (Resource 6.1) • Writing Rough Drafts of the TEPAC Analytical Paragraphs (Resources 6.2-6.6) • Peer Revision of the TEPAC Analytical Paragraphs (Resource 6.7) • Final Draft of Flip Chart 3 Santa Ana Unified School District Common Core Unit Planner-Literacy Unit Title: Society Influences and shapes individuals Grade ELA Grade 10 Time Frame: 4 to 6 weeks Level/Course: Big Idea (Enduring Big Idea: Society influences and shapes individuals Understandings): Performance Students will be writing a series of analytical paragraphs which will be used to create a Flip Chart for To Kill a Mockingbird. Assessment How does a writer’s background influence his/her work? How does a time period influence an author’s work? Essential Questions: How does a writer’s style affect his/her purpose? How does society influence and shape individuals? Instructional Activities: Activities/Tasks Lesson 1: Preparing the Learner (2-3 days) Lesson 2: Background Complex Text: Introduction to a Classic Complex Text: “Harper Lee Bio,” “Jim Crow Laws,” Southern Women,” “Lynching,” “The Great Depression,” Scottsboro Clips Concept Anticipatory Guide Gallery Walk Era Envelope Viewing with a Personal Response Attainment Chart Focus Characteristics, Questions relate to how Classic Crimes and Close Reading of texts Scottsboro: An Reflection examples, words, society influences and Trials that help to put To Kill American Experience definitions and non- shapes individuals a Mockingbird in Response to prompt examples of a “classic” Classic Literature Context Watch and answer text- dependent quest. Pair/share 4 Lesson 3B: Before the Trial, Chapters 2-3 (1-2 days) Lesson 3A: Before the Trial, Chapter 1 (1-2 days) Complex Text: To Kill a Mockingbird, Chapter 1 To Kill a Mockingbird, Chapters 2-3 Activity 1 Activity 2 Activity 3 Activity 1 Activity 2 Activity 3 Consider Multiple “You Never Really Quick-Write: Atticus’s Unencumbered Read of Who’s who in To Kill a Say-Mean -Matter: Perspectives Understand a Person” Advice (Resource 3.10) Ch.1 Mockingbird Diction and Setting (Resource 3.6) Activity (Resource 3.9) Lesson 3C: Before the Trial, Chapters 9-10 (1-2 days) Lesson 3D: Before the Trial, Chapters 11 (1-2 days) Complex Text: To Kill a Mockingbird, Chapters 9-10 Complex Text: To Kill a Mockingbird, Chapter 11 (1-2 days) Activity 1 Activity 2 Activity 3 Activity 1 Activity 2 Activity 3 Explaining Symbols Analyzing Symbols in Creating Your Own Circle Map- Definition Quick-Write and Revisiting the Circle To Kill a Mockingbird Symbol of courage Three-Step-Interview Map 5