This document provides an assessment plan for studying Harper Lee's novel "To Kill a Mockingbird". It includes: 1. A series of exploratory questions to prompt discussion of the novel's themes, characters, and Harper Lee's intentions. 2. An outline of the major themes to be progressed through in lessons, such as innocence, justice, and racial inequalities. 3. Checkpoints to assess students' understanding of themes, characters, plot details, and ability to recall quotations and analyze their significance. 4. Lesson plans focusing on specific characters, themes, and writing skills like essay planning and viewpoint writing. Terminology and comprehension questions are also provided.

1. TKAM Revision TKAM Revision TKAM Revision TKAM Revision
ASSESSMENT OF UNIT: Students will complete the English Literature Paper Section C Prose in Mock Exam conditions
Picture and
statement
stimuli
Exploratory
Questions
What would you arguewas Harper Lee’s
intention in writingthe novel, ‘To Kill a
Mockingbird’?
How much does social injusticefeature as
an authorial comment? To what extent
can this apply to the modern day?
What do you believe is the main piece of
knowledge that Atticus imparts upon his
children?
Ultimately, self-discovery isthe most
apparent theme in the novel, do you
agree?
Rationale and
thread of
theme
Progression through major themes of the
novel: Exposition and social scenery of the
1930s,Innocence, Justice; Familial
Connections; Prejudice;Setting
Advancement to Suffering, Cruelty to
others, Vulnerability & Protection, Setting;
Racial Inequalities
Consider major symbols:The Mockingbird
As the novel progresses drawingon themes
of Social Unrest; Social Class;Revenge;
Redemption; Self-discovery.
Consider major symbols:The Mad Dog
Drawingtogether all major themes in
various extracts can students identify and
knit these together with other wider
examples from the text?
Outcome
(fortnightly)
Check point
How are contextual and physical settings
used effectively to exemplify wider
themes of the novel? For what purpose?
Students should havea comprehensive
understandingof plot& major themes
Students should be well versed on the
major themes of the novel and have a
secure recall of major quotations within
the text. Begin to find quotations which
overlap for multiplethemes.
Students should become fluent in essay
writingskills:Microstructureof focused
sentence level analysisas well as
Macrostructureof whole text meaning and
structural implications
Students should be ableto speed plan,
recall quotations by heart, create and order
ideas ranked by significanceor relevanceto
the practicequestions.Students should
maintain a workingunderstandingof WFAV
Comprehensi
on
Text specific
questions
What arethe main plotdevelopments?
What arethe main themes?
Who are the prominent characters?
What arethey key relationships?
What arethe relevantcontextual details?
What is the impactof Calpurniain the
Finch household? What does the
retrospective narrativestructureoffer us
in terms of her characterisation?
What is the purpose of the Mad Dog?
What does itteacher both the reader and
Scout about Atticus? Which themes can this
be linked to? Why does the reader view the
world from Scout’s perspective?
How does thestructureand formrelateto
characters,relationships& theme? Howare
differentwomen presented within thenovel?
To whatextent arefemales expected to
behaveoneway & men another?
Terminology
&
Intertextualit
y
Social Commentary, Exposition
Bildungsroman,Racial Prejudice,Lack of
Social Mobility,Socio-political Novel,
Parochial mindset
Disparity,Character foil,Familial
relationships,JimCrow Laws
Social Hierarchy,Foreshadowing
Vulnerability,NarrativeArc
Dramatic Climax,Crescendo
Innocence to Experience, Maturity
Motif
Universality,Perspective
Common Humanity
Key Home
Learning
Tasks
In the passage,whatmethods does Lee
use to present the characters and events
in this partof the trial?
In the rest of the novel, how does Lee use
the trial of Tom Robinson to reveal some
of the attitudes of Maycomb society?
In this passage, howdoesLee present Mr
Dolphus Raymond? Refer closelyto the
passage in your answer.
After this passage, D. Raymondtalks about
“the hell white people give colouredfolks”. In
the rest of the novel, how does Lee showwhite
people giving the black community“hell”?
How does Harper Leeusedetailsin this
passageto presentMissMaudie’sviewof
Maycomb and theirsociety?
In the novel as a whole,howdoes Harper Lee
demonstratewhatlifewaslikein asmall town
such as Maycomb in1930ssouthernAmerica?
Character: Explorethe presentation of
Tom Robinson within ‘To Kill a Mockingbird
Theme: How is the theme of innocence
presented within the novel?
Writing from
a Viewpoint
(Transaction)
Planningand creatinga solid argument.
Ingredients in effective persuasion:
AFOREST and Rhetoric
Introduce the importance ofstructure for
effect:word level, sentence level and
paragraphlevel. Ensure secure useof
sophisticatedpunctuationandvocabulary.
Focus on speed planningtransactional
writingresponses.Creating solid ideasby
usingsuccess criteria and rankingin order
of significanceand relevanceto the Q.
Flair and originality.Students should be
developing their individual arguments.
Practicereadingthese aloud for fluency
and style.

2. Facet
focus
a) Each lesson should nod to all 6 facets with premium planning on the aforementioned facet
b) Plan backwards and consider how your planning contributes to other lessons and the intended outcomes
Teaching strategies
(differentiating for stretch and support)
W1L1- Recap and setting expectations. Focus on Specific Character: Jean-Louise Finch
Set ‘KeyHome Learning No. 1’ for the following week. Students have beenissued classreaders before the December Mock Exams andthis SOW begins with
the expectation that all students have re-read the text that theyare studying. Students ensure theyhave a complete character profile on Jean Louise Finchin
their student workbooks.
Skill: Developa clear coherent andengaged response to explicit meanings andcontext.
Terminology: Exposition, ContemporaryReadership, Disparity, Racial Prejudice
Use Front Page Image for Column 1 to reinforce parochial culture.
Stretch and Challenge: Awareness of
the era, links to Jim Crow Laws and
The UndergroundRailroad. Use
texts for higher level
intertextuality.
W1L2- Focus on Specific Character: Atticus
Contrast the familylife of the Finches’ compared to that of the Ewells’. Whyis thisdistinctionimportant? What doesScout learnas a result of this? How are
familyrelationships presentedandwhat impact dotheyhave onthose withinthe families? Look at Atticus’ personalityandsense of integrity. Consider how
he imparts this upon hischildren and shapes their perspectives of the world. How does Atticus deal withthe crueltyof the societytheylive in? Whyis he so
quiet andreservedabout this topic?
Look at Atticus andthe Finchfamilybackground. He is anindividualbreakingawayfrom society’s norms bothinhis familyandinhis professional sphere.
Skill: Use and applytopic specific terminologyin the analysis of texts andexplainhow theycontribute to meaning.
Terminology: EuropeanPrivilege, Economic Oppression, Socio-politicalnovel
Exploratory question: How is contextual and physical setting used effectively to exemplify wider themes of the novel?
Stretch their level oforacyandacademic
language. Applyto wider contexts and prior
knowledge.
W1L3- Focus on Specific Character: The Ewells
How does the reader’s perspective ofMayella Ewellchange somewhat inlight of her father’s treatment?Whyis thissignificant for the narrative andfor the
empathywithinScout andthe reader? Students ensure theyhave a complete character profile onBobandMayella Ewell in their student workbooks.
Skill: Explainhow linguistic features relate to meaning, comment onhowthe tone and mood can affect the overall meaning ofa text
Terminology: Bildungsroman;Retrospective narrative
Cover terminology from the front sheet.
Single wordanalysis
Contextual information
Consider both Mayella Ewell and Bob Ewell
separatelyandin relation to eachother.
W1L4- Writing from a Viewpoint Lesson: Transaction – Key Techniques
Teach the ingredients ofa persuasive writing piece. Teachthe needfor a viewpoint anda clear perspective. Students cannot sit onthe fence intheir opinions.
Teach intensifiers as part of the ‘Writing froma Viewpoint Toolkit’ on how to make their viewpoint clear.
ExplicitlyteachAFORESTandwhat impact Rhetoric has. Lookat an exemplar piece based onthe December Mock Exam Questions th at were verysuccessful
in applying keyaspects of writing from a viewpoint and evaluate it based onthe mark scheme successcriteria. Students thento upgrade their individual
writinginlight of thisand annotate their use of AFOREST andkeytechniques that have beenapplied.
Skill:How to persuade, AFOREST, what is rhetoric andhow can it be effective.
Terminology: Sophisticationpunctuation, paragraphing for effect
Use guidance in Front Sheet Column 1 for Writing from a Viewpoint
Magpie Books for Quotations Banks
Ambitious Word Walls
Writing from a Viewpoint Toolkit & Intensifiers
W2 L1- Analysis Onion: Literally, Metaphorically, Symbolically
Set ‘KeyHome Learning No. 2’ for the following week.
Show students the diagram ofdeepanalysisthroughthe metaphor of the onion, explore concept of peelingawayat layers of meaningand‘deepdiving’ a
quotationto offer a fullandextendedresponse. Do thiswith an example quotation from‘To Killa Mockingbird’ as a whole class, explainingthe process and
modellingthe outcomeson the boardor flipchart. Give students specific quotations to make a case studyof and explore the d eeper meaning;most
importantly, linkingit to other themes and other quotations that are relevant. This canbe done as anindividual writing task or in pairs (but still writtenin
books) andthendelivered to the classto share their expertise.
Skill:Analyse form andstructure. Deeper symbolic analysisof keyquotations.
Terminology:Racism, Segregation, Social Hierarchy, Vulnerability, Narrative Arc, Dramatic Climax, Crescendo, Innocence to Experience, Maturity
Exploratory Questions Column 1 & 2
Magpie Books for Quotations Banks
‘Ripple Effect’ to explore the literally,
metaphoricallyandsymbolically.
Students ensure theyhave a complete character
profile onJem, Call andDill intheir student
workbooks as part of their home learning.
Questioning
Explain
ChallengeModellingExplain

3. W2 L2- Character Connections
Students should be able to draw connections betweencharacters bothverballyandinan effective written format. Give students ‘connexagons’ through
which theyoutline the links theycan make betweenspecific characters andoffer supporting evidence. Stronger students shouldbe offering analytical
responses linkedto theme to explainwhythese characters are linked. Students should peer assess one another’s work based ontheir use ofaccurate and
appropriate terminology, level ofin-depth analysisand apt quotations applied to characters.
Skill:Peer assessment and constructive feedback to foster progress
Terminology:Students could annotate the workof their peers withthe terminologytheyhave identified
Focus this lesson on reviewing the students’ own work
Stretch and Challenge:
Students are not givena specific extract from
which to draw their comparisons for the set
characters, theyshoulddothis fromthe whole
text and memory.
Magpie Books for Quotations Banks
W2 L3- Individual Character Analysis
Give students a range of extracts that best illuminate the relationships betweenthe characters inquestion. Teacher autonomy to offer student choice or
assignparticular characters to particular students basedontheir abilities or skill gaps. Students should speed plantheir response, using the extract as a
support to draw onspecific quotations at a close level. It must be made explicit to the students that noextracts willbe provided inthe examandtheyare
currentlythere as a support. Students must refer to the text as a whole as draw onstructural aspects as wellas recurring motifs inthe novel to demonstrate
a wider understanding of the text. Discuss andembedthe Assessment Objectives before students begin.
Skill: Planningunder timedconditions. Accurate spelling punctuationandgrammar intheir writingandanalysis
Terminology: All Front Sheet Terminology
Encourage students to practice picking key “judicious” quotations and justifying their selections to the class before they begin.
Stretch and Challenge:
Students are not givena specific extract from
which to draw their comparisons for the set
characters, theyshoulddothis
from the whole text and
memory.
Magpie Books for
Quotations Banks
W2L4- Writing from a Viewpoint Lesson: Transaction – The Ewells
“A nation's greatnessis measuredbyhow it treats its weakest members.” – Mahatma Ghandi. Inlight ofMayella’s treatment from her father, andthe
treatment of the black communitybyMaycomb at large, to what extent to you agree withthis view. Note:students do not have to refer to ‘To Kill a
Mockingbird’ withinthisat all, rather take the plight of Mayellaand the black communityas an inspirational stepping stone fromwhichto offer a more
personalperspective to their arguments.
Students needto ensure theyoffer strong factual arguments applying all their previouslycovered skills, however shoulddraw uponanecdotalevidence,
description and structuring for effect for support.
Skill:Usingstructure for effect withina persuasive argument.
Terminology:Encourage themto apply AFORESTtechniques withattentionto similes, metaphors andpersonification
Students can upgrade writing that they have already attempted with strong exemplars as a support. Use guidance in Front Sheet Column 1 for Writing
from a Viewpoint
Progress Packs
Ambitious Word Walls
Writing from a Viewpoint Toolkit & Intensifiers
W3L1- Focus on Specific Character: Boo Radley
Set ‘KeyHome Learning No. 3’ for the following week.
Students ensure theyhave a complete character profile onTom RobinsonandBooRadleyintheir student workbooks.
How is BooRadleypresentedat different points throughout the novel?WhydoesHarper Le e choose to dothis? BooRadleyis part of a sub-plot withinthe
novel, whyinclude this?Howdoesit colour the reader’s, andJeanLouise Finch’s perspective of the worldaroundher? How is he initiallymarginalised?What
comment does thismake about the societywith whichtheylive whichis wider thanjust racial prejudice? How dowe see thisinother characters withinthe
novel suchas Aunt Alexandra?
Skill:How to write effectivelyandfluidly – essaywriting. Analyse the use of symbolism andsocio-political commentarymade byHarper Lee.
Terminology: Socio-politicalcommentary, Narrative Arc, Crescendo
Explore questions in rationale/thread for the scheme
W3L2 –
Explore how to write an essayquestioneffectivelyfocusingon the skills:planning,knowledge, ordering, creationandfinallyevaluation. Students needto
explicitlysee the evaluationof their plans and the impact this canhave intheir ownwritingthroughout a piece. Thiscanb e achievedbyteacher modelling
perfect response on the visualiser andconsistentlycommentingon their thinking processes as wellas how theythenevaluate how effectivelytheyhave used
their planthroughout their writingnot just at the end. Students should co-construct and write downthe answer as it develops as a class.
Skill:How to write effectivelyandfluidly – essaywriting. Analyse the use of symbolism andsocio-political commentarymade byHarper Lee.
Terminology: Socio-politicalcommentary, Narrative Arc, Crescendo
Resources required:
 Clear awareness ofhowthis theme or
character question couldbe planned
for before beinning.
 Flipchart/whiteboard to record
planning stages contributedas a class.
 Visualiser to modelthe writingprocess
PracticeFeedbackModelling
QuestioningChallenge

4. Explore questions in rationale/thread for the scheme and thinking made audiable byteacher
WK3L3 – Focus on Specific Theme: Prejudice & Social Commentary
Explore the characterisationof TomRobinson andhiswife in relation to this wider theme. Ensure students are remindedof th e importance ofcontext:Jim
Crow Laws andsegregation. Make a studyof the blackchurchscene andthe descriptions of black povertywithinthe novel.
Skill Analyse form andstructure. Timings andEssaywriting under exam conditions:
Terminology: All Terminologyfrom sheet coveredto this point.
Stretch and Challenge: Retrospective Narrative
terminologyto be appliedbothmodelled
verballyand thenin writtenwork.
How to effectivelyconstruct anessayunder
exam conditions.
W3L4 - Writing for a Viewpoint Lesson: Transaction – Mad Dog
‘Dangerous Animals should be put down’ Howmuchto do agree or disagree with this statement? Be readyto justifyyour viewpoint at a PETA rallynear a
local pound.
Students should be able to applyallaspects ofAFOREST andplaneffectivelyfor this response. Students must make their viewpoint clear throughout their
writingandapplystructure effectivelyindoingso. As a form, this will be readas a speechat a rallytherefore students shouldstructure effectivelywiththis in
mind.
Skill:Evaluate Atticus’ court roomrhetoric for particular devices and thencreate own versions ona different topic but using the same formula or set of
principles to guide what makespowerful persuasion.
Terminology: Sophisticationpunctuation, paragraphing for effect, AFOREST, Rhetoric
Image stimulus from Column 3
Magpie books
Progress Packs
Ambitious Word Walls
Colour Thesaurus
Emotional Vocabulary
Writing from a Viewpoint Toolkit & Intensifiers
W4L1 – Focus on Specific Theme: Innocence to Experience
Set ‘KeyHome Learning No. 4’ for the following week.
Students complete post-reading ‘themes’ of growing upconsolidation intheir student workbooks p.42
Skill: Comment onthe waythat class/racial prejudice is presented andits thematic significance to the novel.
Terminology: Social Mobility, Disparity, Motif, Universality, Common Humanity, Innocence to Experience
Student Workbooks
W4L2 – Focus on Specific Theme: Courage
Model or co-create a response to this checkpoint question thenstudents continue individually.
Students complete post-reading ‘themes’ consolidationintheir student workbooks p.43
Skill: Analyse form and language. Structuralawareness of transition points.
Terminology: Narrative Perspectives , Socio-Political Novel, Social Commentary, Peripheral Characters influence, Cultural Immersion
Outcome Checkpoint Question for Column 4
W4L3 - Focus on Specific Theme: Perspective
Encapsulating aspects ofstructure witha thematic approach, looking at character development andchange over time; retrospective narrative and
Bildungsroman. Consider aspects of educationas essentiallytiedto this theme: howdoesone’s perspective change as a result of education?Is all education
in the classroom? Linkto specific examples from Miss Caroline’s stereotypes of Nazi Germany andhow Harper Lee mocks the state educationsystem (linkto
her social commentaryof perspectives inthis era as a result). Linkto Atticus’ quote:“Younever reallyunderstanda personuntil you climbinto hisskinand
walk aroundinit.” Ch. 3 for deeper analysis.
Skill: Single wordandphrase analysis. Linking to other quotations whichdemonstrate similar themes.
Terminology: SocialHierarchy, Vulnerability
Exploratory questions & Image Stimulus Column 4
Student Workbooks:
Students complete post-reading ‘themes’
consolidation in their student workbooks p.41
Complete focus onnarrative perspectives within
student workbooks p. 45 withtargeted
questioning.
W4L4 - Writing for a Viewpoint Lesson: Transaction – Miss Dubose
Using MissDubose as anexample to represent the elderlyinsociety, students will approach the following statement andpose their viewpoints:
‘We have a moral obligationto support the elderlyinour society.’ Present your viewpoint in the form of a letter to your localgovernment representative who
aims to remove aid to those inretirement.
Magpie books
Ambitious Word Walls
Stretch: Can students offer an extended
metaphor that develops a motifthroughout
their work?
ExplainModellingQuestioningPracticeChallengeExplain

5. Read the extract withdescriptions of Miss Dubose; her house; her treatment of Jem inparticular;his reactionto her and thenultimatelyAtticus’ comments
regarding the importance of helpingher ina time ofsuffering. Encourage students to use vivid descriptionto colour the facts andstatistical detail of their
responses. Explicitlyteach letter format.
Skill: Detailed Persuasive Letter writing using the plot as a stimulus and drawing uponreallife context
TerminologyMotif, Universality, Common Humanity, Self-Discovery
Written task from Column 4
Extracts of Miss Dubose Description
Writing from a Viewpoint Toolkit & Intensifiers
W5L1 – Revision O’Clock
Set ‘KeyHome Learning No. 5’ for the following week.
Students complete ‘RevisionO’Clock’ resource for the lesson:offer clear timer for the 5 minute partitions for eachanswer. Ensure all questions are read
aloudto students clearlyto support weakest andEAL students.
Students to consolidate their reading based onthe chapter questions withinthe student workbooks. This canbe set with teacher discretion.
Skill: Comment onthe waythat class/racial prejudice is presented andits thematic significance to the novel.
Terminology: Social Mobility, Disparity, Motif, Universality, CommonHumanity, Innocence to Experience
W5L2 – Focus on Specific Theme: Presentation of Women
This mayspanmore than one lesson as teachers see fit andshouldinclude and maynot be limitedto:
 Miss Caroline and her outsider status
 Miss Dubose
 Contrasts betweenMissMaudie and Aunt Alexandra – bothpotential role modelsfor JeanLouise Finch
 Jean Louise Finchinrelationto the males surrounding her:Jem andDill, boys at school and meninthe courthouse
 Calpurnia as stoic mother figure to JeanLouise Finch
Start byapproachinggender prejudice withinthe text andthe assumptions made about expectedbehaviour as a result. Harvest quotations andformulate
arguments basedon perspective andevidence to hand. Question:Is Scout’s initialperceptionof women fair? Whoencourages th is narrow perspective?Who
discourages thisperspective?
Complete character studyof Miss Dubose on Chapter 11 in student workbooks.
Skill: Analyse form and language to enhance characterisation. Structuralawareness of transition points.
Terminology: Narrative Perspectives , Socio-Political Novel, Social Commentary, Peripheral Characters influence, Cultural Immersion, Male privilege
Text Specific Comprehension Questions and Outcome Checkpoint Question for Column 4
Student Workbooks:
Students complete post-reading ‘themes’ of
femininityconsolidationin their student
workbooks p.42
W5L3 - Usingprevious lesson’s quotations as a model, pupils must identifytheir ownquotations fromextracts used in classor Stretch:throughout the novel,
which theythinkdemonstrate major themes within‘To Kill a Mockingbird’. Reinforce allterminologycoveredlinked to classthroughthoroughandtiered
questioning. Applyuncover picture NATE resource to Image Stimulus. Boxes canonlybe uncoveredwithcorrect andthoroughresponses to questions.
Theme tracking – give students a range of quotations which theycanorder usingthemes or linear progression. Theymust be able to justifytheir responses.
Skill: Single wordandphrase analysis. Linking to other quotations whichdemonstrate similar themes.
Terminology: SocialHierarchy, Vulnerability
Exploratory questions & Image Stimulus Column 4
W5L4 - Writing for a Viewpoint Lesson: Transaction
“The greatest gift is a passionfor reading…it gives you a knowledge andexperience ofa wide kind.” - ElizabethHardwick. To what extent doyou believe
reading is the “greatest” wayof developing experience?
Trickyquestionto be planned as a class. The ideais to illicit more subtle responses fromstudents thana simple yes or no, agree or disagreed. Equally, the
rankingsystem discourages students from remaining onthe fence. This is a statement whichneeds to be qualified withtheir p erspectives:it mayallow on
knowledge andexperience however, without a visceral experience to cement the theoretical it maynot feel real or relevant. Consider readingas escapism, a
deliberate attempt to hide from the world. What is meant by‘wide kind’? Experiences you couldnever possiblyexperience inreallife suchas seeingthrough
the eyes of JeanLouise Finch?What type of knowledge is gained fromreading?Does this have merit if it is not appliedto the real world?
Magpie books
Ambitious Word Walls
Qualifiers are essential to the success of this
answer.
Stretch: Can students offer an extended
metaphor that develops a motifthroughout
their work?
ModellingQuestioningChallenge

6. Students must be able to articulate their viewpoint veryclearlybefore attempting to write this response. Theymust pull apart andquestionthe statement,
then offer their ownqualifiers. Ambitious students will be able to draw comparisons fromtext studied, ie. LivingvicariouslythroughJeanLouise Finchin
order to better understandthe social prejudice of1930s America whichis still relevant acrossthe globe inthe wider context of prejudice.
Skill: Detaileddescriptive writingusing the plot as a stimulus anddrawing upon real life context
TerminologyMotif, Universality, Humanity, Self-Discovery:
Written task from Column 4
Practice