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?

- 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 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)

Day 3

- 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)

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 Day 4 - Bellwork chapters 5 and 6 with teacher 1 OR - meet with teacher 2 and groups to

read aloud or listen to 5 and 6 - review themes together as we read, thing about theme of

growing up and prepare #1 and #2 questions together for scored discussion

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

- HW: Prepare for scored discussion on Growing Up Day 5

- scored discussion on THEME of GROWING UP - begin reading chapters 7 and 8 (HW) OR work on reading log entry

Day 6 - Bellwork chapters 7 and 8 - Touch base with “theme trackers” (provide graphic organizers for notes to those

who need them) - Discuss the change in Boo Radley in this section - Direct and indirect characterization work together - Ticket out the door: give them an example of characterization and have them

circle which it is - HW: read chapters 9 and 10.

Day 7 - Bellwork for chapters 9 and 10 and discuss chapters - Mini lesson (teacher directed) on making connections to 3 examples from book

(discuss and share) – see handout - Begin hw – read chapter 11 (on own or on CD) and make 2 connections that will

be recorded in reading log - Quiz tomorrow on 1-11

o Remind quick readers that they can read ahead and complete bellwork on own so they can begin a project of own from list of options – again, see assignment sheet)

Day 8

- chapter 1-11 quiz and journal assignment (can provide tiered quiz or scaffolded option)

- HW (due day 10) Read chapters 12-15 Day 9

- Langston Hughes poetry day o 1) gifted students – study Hughes and make deeper connections in +

group with teacher 1 o OR teacher 2 leads class in stapled poem activity (I, too) o Then: groups of tables – one gifted student with 3 others so the gifted

student can add info about Hughes and aid in discussion – 4 poems to examine and discuss and connect to book – see handout

- HW – Keep reading Chapters 12-15. Offer struggling students the opportunity to come listen after school.

Day 10 - Bellwork chapters 13-15 and discuss (1 group) - OR - Prepare interested students for “fishbowl” and give general directions to class (1

group) - Discuss prejudice and stereotype in TKAM and look at examples from “theme

tracker” - Review the idea of MOB MENTALITY

Day 11 - Fishbowl discussion on prejudice and stereotypes - HW – read chapters 16-17

Day 12 - Bellwork for chapters 16 and 17 - Discuss the trial so far and what seems to be the line between truth and lies;

consider jury and time period (practical) - Student choice:

o Review and analyze facts of a specific case (trial) o OR o Prepare trial acting scene for tomorrow (creative) o OR o Teacher helps group prepare to meet with Bozeman area judge to

interview her about the way trial work and how to prevent bias in courtroom (if possible)

- HW: Read chapters 18 and 19

Day 13 - Bellwork chapters 18 and 19 OR “+” students meeting with Bzm. area

judge for interview – arrange ahead of time (interest based.)

- students present their “case study” from yesterday as well as their findings - acting students present the TRIAL scene

- HW: read chapters 20 and 21

Day 14 - class assignment: finding passages (6) from chapters 17-20

o can offer modified version if necessary for struggling readers HW: read chapters 22, 23, 24 OR Write ½ page response to the verdict in chapter 21 for reading log OR Read chapters 22, 23, 24 AND begin to research Scottsboro Trials Day 15

- tiered lesson – see handout A) Scottsboro Trials Webquest and present to class for last 5-10 minutes B) (with teacher 1) Bellwork and share passages and reactions to verdict C) (with teacher 2) listen to the reading on CD and fill out graphic organizer about

verdict reactions - HW: read chapters 25, 26, 27. Give them bellwork Qs on website if they want to work ahead.

Day 16 – Student Choice Day – Jigsaw Puzzle/stations with task cards 1) work on reading logs 2) listen to book on CD to get caught up through Chapter 27 3) study great depression topic with readings (see sourcebook) 4) read critical comments and discuss in small group (see sourcebook)

Day 17 - Bellwork Chapters 25, 26, 27, for everyone. Turn in all bellworks when finished

(stapled) - Vocabulary work (3 options) – go back to provided vocab list

a. teacher guided lesson to review vocab and how it’s used and draw pictures to help remember

b. find definitions of words by looking at their CONTEXT c. finding new words from TKAM that aren’t provided on list and make a new glossary

(to do this option students must “test out” of original vocab somehow)

Day 18 – Teacher divided class into 2 parts; each teacher works with smaller group 1. introduce “empathy” assignment and HW of finding 5 passages to relate to.

Brainstorm ideas (and look back at connection notes from Day 7) 2. work on completing this assignment 3. debrief in 2 small teacher-led groups for last 5 minutes

Day 19 - quickly review empathy passages and share with classmates in small groups or as

whole class and then turn in to teacher - hand out outline and paper assignment. Review guidelines and expectations - HW – finish reading the novel

Day 20 - Begin film: Gregory Peck version of To Kill a Mockingbird - Turn back empathy passages and students meet with teacher to do outlines

Day 21 - outlines are due – if a student does not have, they will work on outline during

class period with teacher assistance - watch movie

Day 22 - Writing Lab to type draft #1 (due tomorrow) of empathy paper

Day 23 - turn in draft of empathy paper - finish movie (and/or meet with students re: paper) - discuss the end of the book and the end of the movie HW: final test/assessment tomorrow

Day 24 - final assessment (test)

o focus on learning goals (lit terms, plot, characters, themes) o reading logs are due (as is extra credit map of Maycomb) o teacher is working on grading drafts

Day 25 - teacher turns back drafts - review revision ideas (focus on what needs to be done according to class) - Writing Lab to revise

Final draft due on day 27. Assessments: Bellwork Reading Logs Final Test Empathy Paper

To Kill a Mockingbird Handouts

TO KILL A MOCKINGBIRD BELLWORK

Bell work requirements: Write the chapters and the date, draw a line, then answer the questions in complete sentences, so that the question is embedded in your answer. Be working on your answers when the bell rings; you may use your books. Goals and Objectives: To Kill a Mockingbird: * You will learn to identify and apply the following literary terms: flashback, point of view, foreshadowing. * You will consider the questions, what is good and right and how do we decide that? * You will consider guilt, innocence, and fairness in light of racism.

To Kill a Mockingbird Bell Work Chapter 1 1. What do you learn in this chapter about Maycomb? 2. What do you learn in this chapter about Atticus Finch and his family? 3. What do you learn about Dill? 4. Why does the Radley place fascinate Scout, Jem and Dill? 5. What do you notice about the narrative voice and viewpoint of this novel?

To Kill a Mockingbird Bell Work Chapter 2-4

1. What opinions does Scout have of school, and is she justified in her feelings? Why? 2. Who is Calpurnia? What is her place in the Finch household? 3. What is Walter Cunningham like? Does Scout learn anything from his visit? 4. What do you learn about the Ewells? 5. What do the children do in their Boo Radley game?

To Kill a Mockingbird Bell Work Chapter 5 and 6

1. Describe Miss Maudie Atkinson. What do the children think of her? 2. What does Miss Maudie tell Scout about Boo? How does this compare with what Scout already believes? 3. What reasons does Atticus give for the children not to play the Boo Radley game? Do you think he is right? Why? 4. What does Mr. Nathan Radley know about the intruders in his garden? 5. Why does Dill’s explanation of Jem’s state of dress almost land him in trouble?

To Kill a Mockingbird Scored Discussion on the theme of GROWING UP Think about the following questions and prepare answers for several so that you can participate in the discussion. 20 points. Must comment at least once; cannot comment more than 2x. Points awarded for listening well and for building off of someone else’s comments. Relate your comments back to the book whenever possible.

1. What do you think about the advice that Atticus gives Scout? 2. What is some good advice you’ve been given? 3. What is it like for Scout and Jem to grow up in Maycomb? 4. What are some challenges and some benefits? 5. What is/was it like for you? 6. What are your games that you played like compared to Scout and Jem’s? 7. What changes in Scout at more about understanding others (growth in social or

moral awareness) than physical? 8. What lessons have you learned in 1) self control 2) tolerance 3) respect? 9. Think about relationships you’ve had with siblings/friends/relatives. Can you

compare?

To Kill a Mockingbird Bell Work Chapter 7 and 8

1. When Jem tells Scout about getting his trousers back, he tells her of something strange. What is it? 2. Does Jem still fear the gifts in the tree? Give reasons for your answer. 3. When the children pan to send a letter to the person who leaves the gifts, they are prevented. How does this happen? Who does it, and why might he do so? 4. When Atticus asks Scout about the blanket around her shoulders, what does Jem realize?

To Kill a Mockingbird Bell Work Chapter 9 and 10

1. What promise does Scout break that she had made to Atticus? How was it broken? 2.What are the reasons that Atticus gives Scout for defending Tom Robinson? 3. What lesson does Scout teach Uncle Jack about children and what further lesson does Atticus add? 4. Why is Jem ashamed of Atticus? How does Atticus redeem himself (in the incident with the dog?) 5. Why is it a sin to kill a mockingbird?

To Kill a Mockingbird Reading Exercise Name ________________ There are many ways to respond to something that you are reading. One of the most natural responses is to think about how the literature relates to your own experiences or to another text you have read. As you read, you may connect to a character or something that character says or does. Sometimes you will be reminded of another story you once read or something that you recently learned. Making connections as you read is important because it allows you to relate to the text in your own personal way. To connect to the reading, ask yourselves questions such as those below. They will help you to become a more active reader by giving you ideas about how you can connect to what you are reading.

* How do I relate to this character? * Am I like this person? Do I know someone like this person? * Would I have done or said anything the same as this person? * Is there anything in this story that is similar to my life, my own experiences, or the experiences of someone I know? * In what ways is this story like another story that I have read?

In the passage below from To Kill a Mockingbird, Harper Lee describes Scout’s reaction to having finally met Boo Radley. She understands much more about life at this point, and she reflects that she has grown up. As you read it, connect it to your own experiences, ideas or perhaps another story you have read. “Atticus was right. One time he said you never really know a man until you stand in his shoes and walk around in them. Just standing on the Radley porch was enough. The street lights were fuzzy from the fine rain that was falling. As I made my way home, I felt very old, but when I looked at the tip of my nose I could see find misty beads, but looking cross-eyed made me dizzy so I quit. As I made my way home, I thought wahat a thing to tell Jem tomorrow. He’d be so mad he missed it he wouldn’t speak to me for days. As I made my way home, I thought Jem and I would get grown but there wasn’t much else left for us to learn, except possibly algebra” (279). Possible connections: YOUR TURN: Write your responses in the space provided.

1. Connections to your own experiences:

2. Connections to your own ideas and opinions:

3. Connections to things you have learned or heard from other people:

4. Connections to anything in another story you’ve read/heard:

Empathy: the ability to relate to the same feelings. Choose any passage (2-7 lines) from chapters 1-8 to which you can relate. Write it down at the top of your page. Write 1 paragraph about what it means in the book. Write 1 paragraph about how YOU relate to the situation/feeling expressed in the passage. * the paper you turn in should include the passage AND 2 paragraphs. Empathy: the ability to relate to the same feelings. Choose any passage (2-7 lines) from chapters 1-8 to which you can relate. Write it down at the top of your page. Write 1 paragraph about what it means in the book. Write 1 paragraph about how YOU relate to the situation/feeling expressed in the passage. * the paper you turn in should include the passage AND 2 paragraphs. Empathy: the ability to relate to the same feelings. Choose any passage (2-7 lines) from chapters 1-8 to which you can relate. Write it down at the top of your page. Write 1 paragraph about what it means in the book. Write 1 paragraph about how YOU relate to the situation/feeling expressed in the passage. * the paper you turn in should include the passage AND 2 paragraphs. Empathy: the ability to relate to the same feelings. Choose any passage (2-7 lines) from chapters 1-8 to which you can relate. Write it down at the top of your page. Write 1 paragraph about what it means in the book. Write 1 paragraph about how YOU relate to the situation/feeling expressed in the passage. * the paper you turn in should include the passage AND 2 paragraphs. Empathy: the ability to relate to the same feelings. Choose any passage (2-7 lines) from chapters 1-8 to which you can relate. Write it down at the top of your page. Write 1 paragraph about what it means in the book. Write 1 paragraph about how YOU relate to the situation/feeling expressed in the passage. * the paper you turn in should include the passage AND 2 paragraphs. Empathy: the ability to relate to the same feelings. Choose any passage (2-7 lines) from chapters 1-8 to which you can relate. Write it down at the top of your page. Write 1 paragraph about what it means in the book. Write 1 paragraph about how YOU relate to the situation/feeling expressed in the passage.

To Kill a Mockingbird Part I Test Please use a separate piece of paper

I. Identify these characters: a. the meanest man god ever blew breath into b. never took anything they can’t pay back c. has never done an honest day’s work d. pretended to plunge scissors into Dill’s thigh e. says “I wanted you to see what true courage is” f. gets stuck in the window of a burning house g. was always ordering Scout out of the kitchen h. says “your father does not know how to teach” i. loses his pants one night j. calls Atticus a “nigger lover” II. Reading Comprehension questions – write one sentence answers a. What conversation does Scout overhear between Uncle Jack and Atticus? Why might this be important? b. What reason does Atticus give that it is a sin to kill a mockingbird? c. Why does Heck Tate NOT want to shoot Tim Johnson? d. What does Mrs. Dubose say about Jem’s mother? e. What is Jem’s punishment for cutting Mrs. Dubose’s flowers? III. Thoughtful responses – write 2-3 sentences response to the following questions: a. Explain in your own words what Atticus thinks of insults like “nigger-lover”. How far do you agree with him? b. Why do you think that Harper Lee decides to end part I after chapter 11? c. What does Atticus mean when he says “we were licked a hundred years before we started”? How might this apply to the upcoming trial? d. Give 2 examples of bravery and 2 examples of cowardice in the novel so far. Explain them.

To Kill a Mockingbird Bell Work Chapter 13 – 15

1. Why does Aunt Alexandra come stay with the Finch family? What is she like? 2. What is Atticus’s explanation of rape? How does Scout feel about his answer? 3. Why does Alexandra think Atticus should dismiss Calpurnia? How does Atticus respond to the suggestion? 4. Describe the “nightmare” that descends on the children? 5. Describe the lynching party that comes for Tom Robinson’s life? Why persuades them to give up?

Congratulations! You have been selected to be a part of a fishbowl discussion. You and several of your peers will discuss assigned themes while other class members listen and take notes. In a sense, you will be teaching the class through your discussion. Familiarize yourself with the following topics so you can contribute to the discussion.

1. Stereotypes a. Definition of stereotype b. What stereotypes are highlighted in the book? c. Have you ever been part of a stereotype? Explain. d. What are the effects of stereotypes? e. Do you know of anyone who has broken the mold to the

stereotype? f. Women: Southern womanhood is stereotyped and the

treatment of women becomes a subject. Look at Miss Maudie and Aunt Alexandra. Find some places in the novel that show their attitudes toward women and the role of women in Maycomb’s society. Do you agree with their attitudes? Why or why not?

g. What are some roles of women/girls in today’s society? What do you think it means to be masculine or feminine?

2. Prejudices

a. What is the definition of a prejudice? b. When do you see white characters who see African-

Americans as a threat? When do you see the reverse? c. Which characters have a bitter toward other races? d. Which do not? Can you point out any passages in the

book which illustrate either prejudice or lack there of? e. What are some of the rules or living conditions for

African Americans that see generally accepted in maycomb? How do you feel about these rules?

f. Do a little research! What are some Jim Crow laws? Do we still have anything like that in Bozeman?

g. What kinds of prejudices do you have? Others in your family?

What is a fishbowl discussion?

This is an oral discussion strategy designed to empower and enlighten student comprehension of literature. It can be used to introduce or reinforce in context any of the literary terms deemed important. The activity places the emphasis in the classroom on the student participants by providing ample opportunity for students to prepare for success, focusing on the belief that students acquire new knowledge through writing and spontaneous discussion. The basic premise of the activity relies on the fishbowl metaphor. The majority of the class (including the teacher) functions as members of the "bowl." As an inanimate object, the bowl spends a majority of the time listening carefully to the discussion within the bowl. Only after the teacher indicates that the bowl may participate do members of the bowl have the opportunity to voice their questions, opinions or inferences. Ideally, members of the bowl should be anxious to participate. Also, since many of the members of the bowl will not have prepared for the question being discussed, allowing them an opportunity to speak encourages fresh perspectives and insights. The "fish" within the bowl are those members of the class who function as active participants in the discussion. They focus only on one another, talking to each other rather than to the teacher or their classmates. Ideally, members will use the focused discussion as an activity that both reviews what they know and produces new knowledge and understanding. Finally, the "water" that supports the fish is the conversation that occurs between group members. When conversation runs dry, it is time to ask the bowl to participate. Individually, students should prepare for the discussion by answering a set of teacher generated open-ended questions. The teacher may assign the questions the previous night or at appropriate times during the reading of the novel. Assigning a large quantity of questions is appropriate, but for real success in the discussion the depth of individual answers is more important than breadth of questions covered.

To Kill a Mockingbird Bell Work Chapter 16 and 17

1. What changes (subtle or obvious) does Scout notice in Atticus? 2. What kind of person is Mr. Dolphus Raymond? What is his private life like? Do you respect him or think his choices are bad? 3. Comment on Judge Taylor’s attitude toward his job. Does he take the trial seriously or not? Give some specific examples of his behavior. 4. What are the main points in Heck Tate’s evidence? What does Atticus show in his cross examination of Tate? 5. What does the reader learn about the home life of the Ewells? Be specific with examples from the text.

To Kill a Mockingbird In-Class Simulation Once this paper is in your hands, you may NOT have any contact outside your group!!! THE TASK: A man has been convicted of rape and battery and sentenced to die for the crime. He is appealing his conviction to the 104th Circuit Federal Appeals Court seated in Gallatin County. You and your fellow justices will hear the case as one of the final stages of his appeal. You will decide whether to (1) accept his appeal for a new trial, (2) modify his death sentence (to life in prison or probation, (3) leave the sentence as is – and allow him to die for his crime. In your group, you will need to elect a Chief Justice who will guide the process, asking for each member’s opinion, mediating disagreements, and conducting votes. You will also need two recorders – one to keep track of arguments of why you think the man is guilty and one to keep track of arguments of why you think the man is guilty. The chief justice should tally the final verdict. You will need to write and deliver a majority opinion justifying the ultimate decision and your reasons for your choice. FACTS OF THE CASE: • The defendant is 27 years old, married with children

• The victim is a 21 year old single white woman

• The victim and the defendant work in the same building and both acknowledge having seen

each other before and sometimes speaking casually with one another.

• The victim was severely beaten in the attack, which helped account for the death sentence

• The defendant denies the accusations, but claims that the woman flirted with him on one

occasion that was interrupted by a jealous boyfriend

• The boyfriend claims to have later witnessed the assault, arriving only in time to scare off the

defendant.

• The defendant was apprehended as he was trying to flee.

• The appeal is based on the fact that no medical evidence of rape was ever obtained. Those

on the scene at the time claim it wasn’t an immediate concern.

• He was convicted after six hours of deliberation by a jury of 12 honest MEN

• The defendant has since attempted, unsuccessfully, to escape from prison

• The alleged incident occurred in the victim’s home at approximately six o’clock in the

evening on the night of August 10, 1988.

• Injuries were found on the left side of the victim’s body.

• Victim was never examined by a medical official/

• The Defendant’s left arm was left shriveled and paralyzed from a childhood accident.

To Kill a Mockingbird Bell Work Chapter 18 and 19

1. Is Mayella Ewell like her father or different from him? In what ways? 2. How does Dill react to the trial? Why is this, in your opinon? 3. How well do you think Mr. Gilmer proves Tom’s guilt? Why? Why not? 4. What made Tom Robinson visit the Ewell’s house in the first place? 5. In your own words, explain Mayella’s relationship with her father.

To Kill a Mockingbird Bell Work Chapter 20 and 21

++ NO BELLWORK DUE TO CLASSWORK ASSIGNMENT: Using your book, chapters 17-20 only, please locate and write down passages that fit the following criteria. Use a separate sheet of paper. Write neatly. Punctuate quotations properly { “…” (98). }. Introduce each passage with a sentence that identifies is (i.e. Atticus reveals Bob Ewell’s guilt when he says, “…” (34). Note: 6 passages total.

1. Bob Ewells’s guilt (something Atticus says) 2. Bob Ewell’s guilt (something Bob Ewell says) 3. Tom Robinson’s innocence (something Tom says) 4. Tom Robinson’s innocence (something Atticus says) 5. Mayella’s lies 6. The one thing that Tom Robinson says that is considered a

mistake that might ruin his changes of winning the trial.

To Kill a Mockingbird Bell Work Chapter 22, 23, 24

1. Although Atticus did not want his children in court, he defends Jem’s right to know what has happen. Explain, in your own words, Atticus’s reasons for this (look at the speech beginning “this is their home, sister…)

2. Why does Dill say that he will be a clown when he grows up?

3. Why is Bob Ewell so angry with Atticus? Do you this his threat is a real one? Why/Why not? What do you think about Atticus’s reaction to Bob Ewell’s challenge?

4. What does Atticus tell Scout about why the jury took so long to convince Tom?

5. Explain, briefly, how Tom was killed. What is Atticus’s explanation for Tom’s attempted escape?

To Kill a Mockingbird differentiated unit for chapters 22, 23, 24

Learning Goal: Read chapters 22, 23, 24 of To Kill a Mockingbird , make sense of the citizen’s of Maycomb’s reaction to the verdict, and make a personal connection to the reading. 1 . Assignment one: For a struggling reader, l istening to the chapters being read aloud and stopping to pause and reflect on the points in the chapters which are significant is more helpful. For homework due in this class period, ask the students to complete a reading log entry that is a ½ page response to the verdict delivered in chapter 21. How do they feel about the unfairness of the trial or do they think it is fair? Why/Why not? During class, the students will l isten to the reading, and while they l isten, they will f i l l in the graphic organizer provided to them. This graphic organizer will ask them to f i l l in various citizen’s reactions to the verdict – all of which is touched on in the reading. See handout one. 2. Assignment two: For the average reader and group workers, a review and discussion of the reading assignment is appropriate. The homework due in this class period is reading chapters 22, 23, 24. The chapters detail the town’s reaction to the verdict, and after completing the bellwork for these chapters, it is useful to have the students share passages which i l lustrate the townspeople ’s reactions to the trial and a discussion of what their own reactions to the verdict are. See handout two. 3. Assignment three: For advanced readers and independent workers, a webquest on the Scottsburo Trials is relevant and interesting. The students will complete the same reading for the day’s class period; however, during class, these students will use the computers available to research the trials and answer the attached questions. Assessment: completion of the webquest and the ability to relate the Scottsburo Trials to To Kill a Mockingbird . See handout three. Materials needed: Computer with internet access for level 3 assignment TKAM audio cd with cd player and copies of graphic organizer for level 1 assignment Overhead with bellwork questions and sticky notes for level 2 assignment

Reading Log Entry for Chapter 21: Re-read the section on pages 210-211. How does the verdict make you feel? Do you think it is fair or unfair? Why/Why not? Do you wish things could be different? Did you ever think – just for a minute – that Tom might win the trial? How do you predict others in the town will react to the news? What about Bob Ewell? Jem? Dill? Miss Maudie? Graphic organizer for Chapters 22, 23, 24

Character How the character reacts to the verdict

page #

Handout Two To Kill a Mockingbird Bell Work Chapter 22, 23, 24

6. Although Atticus did not want his children in court, he

defends Jem’s right to know what has happen. Explain, in your own words, Atticus’s reasons for this (look at the speech beginning “this is their home, sister…)

7. Why does Dill say that he will be a clown when he grows

up?

8. Why is Bob Ewell so angry with Atticus? Do you this his threat is a real one? Why/Why not? What do you think about Atticus’s reaction to Bob Ewell’s challenge?

9. What does Atticus tell Scout about why the jury took so

long to convince Tom?

10. Explain, briefly, how Tom was killed. What is Atticus’s explanation for Tom’s attempted escape?

Hand out sticky notes. Have students mark passages to share with the class of different people’s reactions to the trial. Split up the people among members of the class. They can work with a partner if they choose. Then have class members share with each other and put master copy on the board with page #s.

Handout three The Scottsboro trials The websites below discuss a very controversial trial held in Alabama in the 1930's, very similar to the trial of Tom Robinson. Read this entire page and the timeline that follows: Historical Context of the Scottsboro Trials library.thinkquest.org/12111/scottsboro/historic.htm For more information (optional), visit: The Trial of the Scottsboro boys /www.law.umkc.edu/faculty/projects/FTrials/scottsboro/SB_acct.html Answer the following questions that you can present to the class: 1) What were the Scottsboro boys on trial for? Did they actually commit this crime or not? How do you know? 2) Describe Alabama's, including the jury's, reaction to the boys and the trial. 3) How is this trial similar to Tom Robinson's trial? How is it different?

To Kill a Mockingbird Bell Work Chapter 25, 26, 27

1. How does Maycomb react to the news of Tom’s death?

2. Why did Jem not want Scout to tell Atticus about Bob Ewell’s comment? Was this a wise thing to ask her to do?

3. In her lesson on Hitler, Miss Gates says that “we (American people) don’t believe in persecuting anyone”. What seems odd to the reader about this claim?

4. What are three things that Bob Ewell does that alarm Aunt Alexandra?

5. What was the purpose of the Halloween pageant? What practical joke had persuaded the grown ups to have an organized event?

To Kill a Mockingbird Bell Work Chapter 28, 29, 30, 31 1. Write down 10 details from the attack.

English I Empathy Paper Due Date: _________________ Requirements: MLA Spacing and citations Double spacing Outline Rough draft and revision 2-3 pages This paper has two major parts. The first is its tie to the novel we have just read in class. In this part (the opening paragraph and the concluding paragraph) you must explain your empathy for a characters situation, perspective, or experience. Make a reference to the events of the novel and quote a passage from the text as a tie point to the specific situation, perspective, or experience. The second part of your paper should consist of a personal essay that illustrates the point(s) of empathy that you share with the character and a detailed and meaningful description of the reasons why. Remember that your experiences do not need to be exact duplicates of the situations or experiences of the character; they must merely relate in some meaningful way.

Assignment due __________. Neatly handwritten. Skip lines between passages. Empathy: The ability to understand another’s feelings, perspective, motivation, and situation. Skim through the novel To Kill a Mockingbird and find five incidents or quotes with which you can empathize in some way. Be sure to write the entire passage or quote and include the page number on which it begins. Then write what it is you can empathize with. Follow exactly the format below. Example: 1. Scout’s feelings: “After ten forevers Dr. Reynolds returned. ‘Is Jem dead?’ I asked. ‘Far from it,’ he said, squatting down to me. ‘He’s got a bump on his head, just like yours and a broken arm” (264). Point of empathy: I can empathize with Scout’s fear that her brother is dead after their run-in with Mr. Ewell. I, too, have felt scared that my brother was dead after he was in a car accident. It turned out that he was just injured, but like Scout, I was really afraid at the time.

Empathy Paper Outline TO KILL A MOCKINGBIRD I. Opening paragraph

a. Title, author b. Explain details of the situation (giving background) - location of passage, who is

talking (to whom) c. Significance of situation. d. Passage – include page number e. I can empathize with _____________.

II. Personal Essay a. I, too, _____________. b. Overview of your story c. Detail one d. Detail two e. Detail three

III. Concluding paragraph a. Comparison 1 b. Comparison 2 c. Comparison 3 d. Final passage - include page number

Example:

I. Opening paragraph a. To Kill a Mockingbird by Harper Lee b. Towards the end of the novel, Jem is injured on his way home from the Halloween

pageant. Scout is upset that her brother is injured. c. This passage is significant because Scout has been involved in a very scary

situation involving her brother and Bob Ewell. One of the people who saved Jem is Boo Radley, one character of whom she and her brother have been frightened.

d. “After ten forevers Dr. Reynolds returned. ‘Is Jem dead?’ I asked. ‘Far from it,’ he said, squatting down to me. ‘He’s got a bump on his head, just like yours and a broken arm” (264).

e. I can empathize with Scout’s fear that her brother is dead after their run-in with Mr. Ewell.

II. Personal story

a. I, too, have felt scared that my brother was dead after he was in a car accident. It turned out that he was just injured, but like Scout, I was really afraid at the time.

b. My brother and his best friend got into a car accident on New Year’s eve, and I was in fifth grade.

c. He ruptured his spleen and we went to the hospital. d. We had to cancel our family New Year’s party. e. I didn’t understand why he was so out of it after the surgery and I thought he was

dying because of all the blood.

III. Comparisons and conclusion a. Both Scout and I feel very close to our brothers, and we look up to them in such a

way that we would be lost without them. b. Like Scout, I was also very young when my brother was in the accident, and I didn’t

understand exactly what had happened. c. Similar to Jem, my brother was pretty badly injured, and it would take some time

before he healed. d. I always wanted to share my experiences with my older brother because I looked

up to him so much. I don’t remember anything in particular happening the night of his accident, but I have felt similar to Scout when she describes: “As I made my way home, I thought what a thing to tell Jem tomorrow. He’d be so mad he missed it he wouldn’t speak to me for days” (279).

2/3/03

Empathy Paper Rubric

SKILL AREA

6 Responses at this level:

5 Responses at this level:

4 Responses at this level:

3 Responses at this level:

2 Responses at this level:

1 Responses at this level:

Meaning: the extent to which the writing exhibits sound understanding, interpretation, and/or analysis of the writing task and text(s)

• convey an accurate and in-depth understanding of the topic, audience, and purpose for the writing task • offer insightful interpretations of the text(s) with analysis and connection that goes well beyond a literal level

• convey an accurate and complete understanding of the topic, audience, and purpose for the writing task • offer clear and explicit interpretations of the text(s) with analysis and connection that goes beyond a literal level

• convey an accurate although somewhat basic understanding of the topic, audience, and purpose for the writing task • offer partially explained and/or somewhat literal interpretations of the text(s) with some analysis and connection

• convey a partly accurate understanding of the topic, audience, and purpose of the writing task • offer few or superficial interpretations of the text(s) with a tendency to retell instead of analyze or connect

• convey a confused or largely inaccurate understanding of the topic, audience, and purpose for the writing task • offer unclear interpretations of the text(s) and no attempt to analyze or connect

• provide no evidence of understanding the writing task or topic • make no interpretations of or connections to the text(s)

Ideas and Content: the extent to which ideas are elaborated using specific and relevant details and/or evidence to support the thesis

• develop ideas clearly and fully, effectively integrating and elaborating on specific textual evidence • reveal a thorough and insightful understanding of the author’s use of literary elements and techniques

• develop ideas clearly and consistently, incorporating and explaining specific textual evidence • reveal an understanding of the author’s use of literary elements and techniques

• develop some ideas more fully than others, using relevant textual evidence • reveal an implicit understanding of the author’s use of literary elements and techniques

• develop ideas briefly or partially, using some textual evidence but without much elaboration • reveal a vague or limited understanding of the author’s use of literary elements and techniques

• attempt to offer some development of ideas, but textual evidence is vague, irrelevant, repetitive, or unjustified • reveal a confused understanding of the author’s use of literary elements and techniques

• completely lack development and do not include textual evidence • reveal no awareness or understanding of the author’s use of literary elements and techniques

Organization: the extent to which the writing establishes a clear thesis and maintains direction, focus, and coherence

• skillfully establish and maintain consistent focus on a clear and compelling thesis which offers a personal connection to the text • exhibit logical and coherent structure that supports the thesis • make skillful use of transition words and phrases

• effectively establish and maintain consistent focus • exhibit a logical sequence of claims, evidence, and interpretations to support the thesis • make effective use of transition words and phrases

• establish and maintain focus on a clear thesis • exhibit a logical sequence of claims, evidence, and interpretations but ideas within paragraphs may be inconsistently organized • make some attempt to use basic transition words and phrases

• establish but fail to consistently maintain focus on a basic thesis • exhibit a basic structure but lack the coherence of consistent claims, evidence, and interpretations • make an inconsistent attempt to use some basic transition words or phrases

• establish a confused or irrelevant thesis and fail to maintain focus • exhibit an attempt to organize ideas into a beginning, middle, and end, but lack coherence • make little attempt to use transition words and phrases

• fail to include a thesis or maintain focus • complete lack of organization and coherence • make no attempt to use transition words or phrases

Word Choice and Sentence Fluency: the extent to which the writing reveals an awareness of audience and purpose through word choice and sentence variety

• are stylistically sophisticated, using language that is precise and engaging, with notable sense of voice and awareness of audience and purpose • effectively incorporate a range of varied sentence patterns to reveal syntactic fluency

• use language that is fluent and original, with evident awareness of audience and purpose • incorporate varied sentence patterns that reveal an awareness of different syntactic structures

• use appropriate language, with some awareness of audience and purpose • make some attempt to include different sentence patterns but with awkward or uneven success

• rely on basic vocabulary, with little awareness of audience or purpose • reveal a limited awareness of how to vary sentence patterns and rely on a limited range syntactic structures

• use language that is imprecise or unsuitable for the audience or purpose • reveal a confused understanding of how to write in complete sentences and little or no ability to vary sentence patterns

• use language that is incoherent or inappropriate • include a preponderance of sentence fragments and run-ons that significantly hinder comprehension

Conventions: the extent to which the writing exhibits conventional spelling, punctuation, paragraphing, capitalization, and grammar

• demonstrate control of the conventions with essentially no errors, even with sophisticated language

• demonstrate control of the conventions, exhibiting occasional errors only when using sophisticated language (e.g., punctuation of complex sentences)

• demonstrate partial control, exhibiting occasional errors that do not hinder comprehension (e.g., incorrect use of homonyms)

• demonstrate emerging control, exhibiting frequent errors that somewhat hinder comprehension (e.g., agreement of pronouns and antecedents; spelling of basic words)

• demonstrate lack of control, exhibiting frequent errors that make comprehension difficult (e.g., subject verb agreement; use of slang)

• illegible or unrecognizable as literate English

ENGLISH I LITERARY CONNECTION WRITING RUBRIC