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Emily Boyle
Emily Boyle
(Bear Creek - United States)

In Another's Shoes: To Kill a Mockingbird and Textual Connections

Unit Cover Page (Wiki format)

Course:

9th Grade College Prep English

Unit Number:
6

Estimated Duration:
19 days


Unit Rationale:
This unit helps students to develop and refine analysis skills and to make self-to-text connections. At this unit’s beginning, freshman students are just beginning to articulate similarities they have observed between and among texts studied in the course. I hoped to push them to see themselves and their society reflected in To Kill a Mockingbird. This unit is sandwiched between a unit on the five-paragraph essay and a Romeo and Juliet unit that requires students to use textual quotations to support a five-paragraph argument as a final assessment. Therefore, this unit appropriately encourages further mastery of the five-paragraph essay and teaches students how to construct self-to-text connections.  The unit addresses Indiana Professional Standards Board (IPSB) English Language Arts standards 1, 2, 4 and 6-8; and National Council of Teachers of English (NCTE) standards 1-3, 6-8, 10 and 11.


Unit Goal:
SWBAT connect a novel's aspects and devices with its overall meaning and with their own lives.       

Prior Knowledge:
SIAT write an expository paragraph featuring a clear topic sentence, supporting details, and logical order of ideas. SIAT characterize main idea in a literary work. SWBAT compare and contrast theogony creation story and Greek worldview with Christian creation story. SWBAT apply knowledge of plot, character, setting, conflict, and Freytag's pyramid in short stories to new short story analysis. SWBAT apply knowledge of theme, point of view, economy, diction, unity, and epiphany/revelation in short stories to narrative writing about their own lives. SWBAT write a logical, organized five-paragraph essay.   


Unit Assessment:
Students will write a five-paragraph essay analyzing To Kill a Mockingbird's literary merit and relevance to their lives, discussing what universal themes it teaches and what its characters, conflicts, and tone teach us about ourselves.        

Lesson Plans:

Lesson Number
Number of Days
Lesson Objective
Lesson Assessment
Benchmark or Standards
 LP1 3Acquring & Integrating LPs
SWBAT characterize setting in To Kill a Mockingbird and its effect on the text as a whole.
Students will complete a graphic organizer that shows relationships between setting and story in familiar film and stories and finallly shows how the Maycomb setting influences To Kill a MockingbirdIPSB ELA #1, 2, 4, 6, 7, 8; NCTE #1, 2, 3, 6, 7, 8, 10, 11

 LP2 2SWBAT describe characters in To Kill a Mockingbird, connecting their aphorisms to their full character portraits.     
Students will complete a chart of aphorisms from famous people, characters in other works read, people in family, and characters in To Kill A Mockingbird, with an accompanying paragraph describing what they learn about characters and personalities by people's common maxims and sayings.IPSB ELA #1, 2, 4, 5, 7; NCTE #1, 2, 3, 6, 7, 8, 10, 11

 LP3 2SWBAT relate conflicts in To Kill a Mockingbird to societal conflicts.   
Students will create a conflict map for To Kill A Mockingbird and will connect in-text examples of conflict to modern-day conflicts and conflicts in other stories read.
IPSB ELA #1, 2, 4, 7, 8; NCTE #1, 2, 3, 4, 6, 7, 8, 10, 11

 LP4 2
SWBAT analyze and emulate diction's effect on tone in a novel. Students will annotate a passage from To Kill a Mockingbird, highlighting its signature diction and tone. Students will write an accompanying paragraph in Lee's diction style about a childhood experiences and will highlight and explain their diction choices.
IPSB ELA #1, 2, 4, 7, 8; NCTE #1, 2, 3, 6, 7, 8, 10, 11
 
 LP5 2SWBAT analyze a novel's themes and motifs through the viewpoint of its characters.
Students will write a dialogue transcript after a class debate, comparing To Kill a Mockingbird characters' views on love, equality, and justice.IPSB ELA #1, 2, 4, 5, 7, 8, 9, NCTE #1, 2, 3, 6, 7, 8, 10, 11
 LP6 1Traditional test  
 LP7 2Extending & Refining LPs
SWBAT compare To Kill A Mockingbird's historical portrait of social injustice to study of modern-day racism, compassion, and tolerance.     
(in-class stations) Students will write a letter to the Mobile Press-Register editor discussing an issue of injustice they observe in today's society and suggesting a plan for social action.
IPSB ELA #1, 2, 3, 4, 5, 7, NCTE #1, 2, 3, 6, 7, 8, 9, 10, 11
 LP8 2SWBAT compare the overall meaning of Lee's To Kill a Mockingbird with the overall literary meaning of short stories read in the previous semester.     Students will complete a graphic organizer that compares the overall literary messages (and the devices employed to advance the messages) of short stories read first semester with the overall literary meaning and devices in TKAM.
IPSB ELA #1, 2, 4, 5, 7, 8, 9; NCTE#1, 2, 4, 5, 7, 8, 9, 11, 12
 LP9 3Using Knowledge Meaningfully LP
SWBAT make connections between stories' themes and devices to their overall meaning and discuss these stories' relevance to their own life lessons.
PERFORMANCE ASSESSMENT: Students will write a five-paragraph essay analyzing To Kill a Mockingbird's literary merit and relevance to their lives, discussing what universal themes it teaches and what its characters, conflicts, and tone teach us about ourselves.IPSB ELA #1, 2, 4, 5, 7, 8, 9; NCTE#1, 2, 4, 5, 7, 8, 9, 11, 12

     
     
     

Unit and LPs Excel File

Excel template of the unit cover page and lesson plans. Also includes the course outline into which this unit fits.

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