Teacher work sample

Unit Topic and Rationale
In this unit based around the novel To Kill a Mockingbird (TKAM), by Harper
Lee, students will be immersed in a living history of the 1930’s as well as deep
examination of the characters in To Kill a Mockingbird. Through the use of, photos,
video, Power Point, and Harper Lee’s To Kill a Mockingbird, students will be better able
to grasp what it was like to live in a time of blatant discrimination and racism of all types.
Through the characters within the book, they will see the struggles faced during the
1930’s, whether that be discrimination or poverty. This unit will also help students to
compare this era to that of their own. It will allow the students to gain an understanding
of how the events and mentalities of the 1930’s have shaped and or deformed the way we
see the world today.
To say that students today live in a far different world than that of the 1930’s and
the characters in To Kill a Mockingbird, is a statement worth examining. This time
period is one that is scarred with human injustices, depression, and violence against
innocence. The 1930's were a time when racial discrimination ran rampant and poverty
was known to almost all. But was this time period all that different from the situations
that students face today. Do today’s students not know the face of discrimination,
poverty, depression, human injustices, and violence against innocence? Can students not
relate to the characters of To Kill A Mockingbird and those that lived through some of the
most difficult times of United States history? With this unit I hope to show students that
they face similar challenges and the world they live in is not that different from this tragic
time in history. Sure their life is different, and the struggles the world faces today are not
the same as they used to be, but are they not as important. Do not problems in the world

still need to be dealt with and solved? Yes, we have come a long way but there still is a
distance to travel. It is with this in mind, that I hope to establish “connected ways of
relating” as outlined in Peter Smagorinsky’s book Teaching English By Design. He
describes connected ways of knowing as “ways of relating to other people and
constructing knowledge that are more collaborative, less competitive, and more likely
concerned with the relationships of the people involved” (Smagorinsky 15-16). It is in
this spirit of connecting and relating that I hope to show students how to build
relationships with each other and the past.
Another major aspect to this unit is the understanding of characters within a
novel. Many people have argued that the true strength behind Harper Lee’s novel is
characterization. With unforgettable characters like Scout, and Atticus Finch, Lee tells a
story of growing up. She not only paints us a picture of what life was like in the 1930’s
but what it’s like within every one of us. Within every one of us is there not a piece of
Scout with her desire to understand the world around her? Is there not a piece of Atticus,
with his ability to stand for right in a world that seems so wrong? Do we not all look up
to someone like Jem looks up to his father? In this novel Lee is presenting characters we
all know and love she is showing us the world around us. It is with these ideas in mind
that I hope to delve in to the characters within this book, looking at what they symbolize,
how they change, and how they represent motifs of the world around us.
Throughout this unit, as with all units I teach, I will also be integrating
differentiated instruction in a hope to create a “quality classroom [that] evolve[s] around
powerful knowledge that works for each student” (Tomlinson and McTighe 3). It is
important that all of my students are being taught on a level that challenges them but does

not hinder them. At the same time I hope to provide instruction that will allow my
students to come to a place where their “mastery and understanding come through, not
after meaningful interaction with ideas” (Tomlinson and McTighe 8).

Work Cited
Smagorinsky, Peter. Teaching English By Design: How to Create and Carry Out
Instructionl Units. New Hampshire: Heinemann, 2008.
Tomlinson, Carol Ann, McTigh Jay. Integrating Differentiated Instuction and
Understanding by Design. Alexandria, Virginia: Association for Supervision and
Curriculum Development, 2006.
Rozeman, Robert, Webb, Allen. Literature and the Web: Reading and Responding with
New Technologies. New Hampshire: Heinmann, 2008

Lead Lesson, Discrimination Introduction
Day 1 of Unit
Standards that will be addressed:
Standard 2
2.1 - write and speak for a variety of purposes.
2.2 - write and speak for audiences such as peers.
Standard 4
4.2 – Students use reading, writing, speaking, listening, and viewing to define…
problems.
Standard 6
6.2 - read literature to investigate common issues and interests.
6.3 - read literature to understand places, people, events, and vocabulary, both familiar
and unfamiliar;.
6.4 - read literature that reflects the uniqueness and integrity of the American experience.
6.5 - read classic and contemporary literature of the United States about the experiences
… of diverse ethnic groups.
Objectives: The objectives for this lesson are to provide a historical context for the
students. In the 1930’s when TKAM was written, there was a lot going on in the United
States. It is important that the students understand the racism and poverty that abounded
in this time period.
Necessary Materials:
 Double Entry Journal
Handout
 Pretest
 Pictures for Gallery walk

Sequence
Material Activity
Vocab 10 Min
Pre Test 10 Min
Have students work in their vocab books.
Have students take the pretest
Introduce Journal
Activity
15 Min.
Introduce the double entry journal that the students will be keeping
throughout the reading of TKAM. This journal will be a way for
students to respond to their reading as well as a place for them to
keep all the freewrites we will do during this unit. Go over handout.
Gallery Walk
20 Min.
Hang 6 Pictures around the room. Assign groups of students to each
picture. Tell them they are going to be going on a gallery walk in a
clockwise motion around the room. As they look at each picture,
they are to respond to the pictures using the graphic organizer
located in their spring board books, page 343. Have them switch
every 3 min.
Regroup and
discuss. 10-15 min.
-Have students sit back down and discuss what the wrote down.
-Come back together as a whole class and discuss the questions and
observations.
-Discuss the social, historical, geographical, and cultural aspects of
the 1930’s and the time frame of the novel they are about to read.
Introduce Novel
and begin reading.
1. Have students examine the cover art and note their
observations.
2. Ask them to describe the art and predict what the images
might represent.
3. Have students predict based on the title, what the novel might
be about.
4. Ask students whether they have herd of the author Harper
Lee. What do they know about her.
5. Have them read the synopsis on the back. What insight about
the novel does this provide.
6. Look at some of the reviews of the novel in the opening
pages. Based upon the information they have gathered, what
might the author have wanted to make readers think about.
Start reading the book. On an overhead, model the Double Entry
Journal.
Assessment: For this lesson, students will be assessed based on my observations of class
participation. At a future date I will grade the double entry journals.
Reflection: I think things went really well with this lesson. The students were engaged,
and seemed interested in the gallery walk. They wrote down some interesting
information and observations based on the photos. I realize that I should have prefaced
the whole lesson by telling them what not only what we were going to be doing, but why

we were doing it. Some of the students made comments about being in history class.
Once I explained that I wanted to provide a context for To Kill a Mockingbird, they
seemed to understand.
Day 2 of Unit
STANDARD 4:
Students apply thinking skills to their reading, writing, speaking, listening, and
viewing.
In order to meet this standard, students will
• make predictions, analyze, draw conclusions, …, reading, speaking, listening, and
viewing;
• identify the purpose, perspective, and historical and cultural influences of a speaker,
author,
STANDARD 6:
Students read and recognize literature as a record of human experience.
• know and use literary terminology;
• read literature to understand places, people, events, and vocabulary, both familiar and
unfamiliar;
• read literature that reflects the uniqueness and integrity of the American experience;
• read classic and contemporary literature of the United States about the experiences and
traditions of diverse ethnic groups.
Objectives: The objectives for this lesson are to provide a historical context for the
students. In the 1930’s when TKAM was written, there was a lot going on in the United
States. It is important that the students understand the racism and poverty that abounded
in this time period.
 Sarah’s ppt on TKAM and the 1930’s
 PPT handout.
Sequence
Material Activity
Vocab Quiz 30
Min.
Have students take the quiz.

In class
reading/journal
time
Part of the 30 Min
above.
Reading Quiz
In class reading and journal writing time.
Have them take a reading quiz based on previous nights reading.
Putting the Text in
Context 5.5 SB
30 Min
1. On a sheet of paper, have students write down any information
they know about the 1930’s. - Briefly discuss.
2. Read the except on page 346 of spring board out loud (Jim
Crow.) Have students mark the text by highlighting the
statements that define the term “Jim Crow.”
3. Work with student to create a working definition of Jim Crow
Laws.
Move on to next activity.
1. Have students for into small groups of three or four. Give
each group some butcher paper. ON the paper, they are to
read the Sample Jim Crow Laws and form them into
categories. Possibilities include Marriage, education, etc.
2. Make sure to have the students write down any questions
they have about the laws.
3. Have a class discussion on what they have learned and what
questions they have. Discuss the blatant racism of these
laws. Discuss which ones they thought particularly shocking.
4. Follow up this discussion with the following freewrite. What
impact does historical, cultural, geographical, and social
context have on a novel and on the reaction of readers to
it?
5. Discuss the their responses.
TKAM ppt.
15-20 Min.
Show the class the TKAM ppt. Take notes. Questions will be on
test.
If extra time: Work on R+J
participation. At a future date I will grade the double entry journals. Also, students will
have to present their categorization of the Jim Crow Laws for 20 points.
Reflection: I really liked the discussion we had in this class about the Jim Crow Laws.
The students seemed to know a lot about them already from their history classes. Some
of the activity could have been on a higher level had I known how much they knew.
Maybe I could have started out the day or the entire unit with a KWL to asses what
background information they already knew.

Day 3 of Unit
STANDARD 1:
Students read and understand a variety of materials.
• use comprehension skills such as previewing, predicting, inferring, comparing and
contrasting, re-reading and self-monitoring, summarizing, identifying the author's
purpose, determining the main idea, and applying knowledge of foreshadowing,
metaphor, simile, symbolism, and other figures of speech;
• adjust reading strategies for different purposes such as reading carefully, idea by idea;
skimming and scanning; fitting materials into an organizational pattern, such as reading a
novel chronologically; finding information to support particular ideas; and finding the
sequence of steps in a technical publication;
STANDARD 4:
viewing.
• make predictions, analyze, draw conclusions, and …, reading.
author, or director; and
Objectives: The objectives for this lesson are to-
•Identify the subplot of Boo Radley and examine the relationships between main
characters, and secondary characters. With this lesson I want to begin the
discussion of who Boo Radley is and what he is bringing to the story of TKAM.
Ultimately I want to explore what possible symbols and metaphors can be drawn
from his character.
•Help students infer and make predictions based on what they have read.
 TKAM Books
 Springboard Books
 Boo Radley Incidents and Detail sheet.
Sequence
Material Activity
Vocab 10 Min. Vocabulary Work
Reading Quiz 10
Min.
Take reading quiz
Map of Maycomb
5-10 Min
To help visualize the town of Maycomb, show two maps of
Maycomb Alabama.

Exploring Boo
Radley
15 Min
Have students read through some excerpts from the book that have to
deal with Boo Radley (See handout below). As the students read
through these excerpts have them respond on the right to the
following questions. How are the reactions of Jem and Scout
changing to Boo changing in the book? Make some predictions what
you think will happen between the children and Boo Radley?
In Class Reading
15 Min
In pairs, have the students start reading chapter 5. Have them
continue to make predictions in their double entry journals, and see if
any of their previous predictions have been verified, or not.
In Class rehearsal
time. All
remaining time
Home Work: Read Chapters 5-6 for tomorrow.
Reflection: The students really seem to be interested in Boo Radley. They are making
some great predictions based on textual evidence. I am interested in seeing what they are
writing in their dialectical journals.
Boo Radley
Incidents Involving Boo Radley Details from the Text, and Predictions
Chapter 1:
Radley place and family story are described –
Page 12, paragraph starting with “But by the
end of August our repertoire…” and ending at
the end of the chapter.
Children are afraid of Boo because they only
know about him from listening to gossip and
rumors about the Radley place.
What happens in these pages?
What are the Rumors involving Boo?

Chapters 2 and 3:
Jem and Scout run past the Radley place on
their way to school.
In a knothole in the tree on the Radley
property, Scout finds two pieces of chewing
gum. – Page 37, paragraph starting with “As
the year passed…” Ending with “Wrigley’s
Double-Mint.”
In the knothole, Jem and Scout find a box with
two pennies in it. Page 39, paragraph starting
with “As we came to the live oaks…”
Scout ends up on the Radley front porch after
the tire hits the house. Jem retrieves the tire. –
Page 42, paragraph starting with “I ran to the
back yard…”
Jem thinks up a new game – Boo Radley. –
What is you response to their running?
What do you infer from these passages? What
do you think is likely to happen in the future of
the book?
Scout hears someone laughing when she gets
out of the tire. What do you think of this?
The kids reenact the Radley Story. Scout

doesn’t want to play. What do you think will
come of this game? What do you think might
happen between Boo and the kids?
Day 4 of Unit
STANDARD 1:
STANDARD 4:
viewing.
• make predictions, analyze, draw conclusions, and …, reading.
•Identify the subplot of Boo Radley and examine the relationships between main
characters, and secondary characters. With this lesson I want to continue the

discussion of who Boo Radley is and what he is bringing to the story of TKAM.
Ultimately I want to explore what possible symbols and metaphors can be drawn
from his character.
•With this lesson, I also want to bring together all the evidence we have found from
the text regarding Boo Radley and create an interpretation of who this character
is and why he is included in the story.
 TKAM Books
 Double Entry Journals
Sequence
Material Activity
Compare/Contrast
essay workshop
30 Min
Workshop time
Reading Quiz 10
Min.
Take reading quiz
Continuation of
Boo Radley
Discussion. Based
upon their Double
entry journals.
20-25 Min
1. Have students get out their double entry journals.
2. Ask students to share what predictions they had written down
in regards to Boo, from the last discussion.
3. Ask for examples of how their predictions have either come
true or not in their recent reading of chapters 5-8. This will
include discussing what has happened in these last few
chapters.
4. Discuss the following questions.
a) What has been Atticus’s role in the children’s
relationship to Boo?
b) What is Harper Lee’s purpose in including this story
of the children and Boo Radley?
c) How has the relationship of the children and Boo
Radley changed in these first 8 Chapters?
d) And what do you think the children are learning from
this experience as they are coming of age in
Maycomb?
e) Discuss the following quote and how they thing it has
come into play so far in the story.
“You never really understand a person until you consider
things from his point of view— until you climb into his
skin and walk around in it.”
Reading time if any
left.
I would imagine that the discussion would take up the rest of class,
but if there is time have them read or write in journals.

Reflection: I was really nervous about this lesson, considering class discussion is not my
expertise. I like kids to work in groups and on projects, but Mrs. Schendel wants them to
have more discussions, so I am giving it a try. I think the discussion went well, although
I feel I need to get more class participation. I find myself calling on the same students
over and over again. I need to try and call on other students. Otherwise, things went well.
Day 5 of Unit
STANDARD 1:
STANDARD 4:
viewing.
STANDARD 6:
unfamiliar;

• To consider the meaning of the title and how it connects to the text as a whole. Also
to look at how it is used as a Motif and or metaphor in the story.
• Today’s language has changed a lot since the 1930’s. With this lesson I hope to
explore the language of the time period, and discuss how Harper Lee is using this
language to convey meaning, and setting.
•
 TKAM Books
Sequence
Material Activity
Vocab Review
15 Min
Reading Quiz 5
Min.
Book Quiz, if you have it you get points
Discussion of
chapters 9-10
10-15 Min
Discuss quiz questions as a way to review their reading?
Why is Scout no longer ashamed of her father?
Discussion of title
15-20
Read out loud page 94 regarding the Mockingbird.
As a class discuss the following questions:
1.What does Atticus mean by saying that it is a sin to kill a
Mockingbird?
2. How does Miss Maudie’s information about mockingbirds
add to Atticu’s comment that “it’s a sin to kill a
mockingbird”
3. Based upon what we have just read, what do you think might
happen in the novel?
4. Why do you think Harper Lee named the novel like she did?
5. Discuss Motif: Motif: A recurring important idea or image.
A motif differs from a theme in that it can be expressed as a
single word or fragmentary phrase, while a theme usually
must be expressed as a complete sentence.
6. Discuss Symbols: Symbols are objects, characters, figures,
and colors used to represent abstract ideas or concepts.
7. What is the difference between the two. (A Motif is basically
the recurring symbols of a text for example if the texts had
ravens in several scenes then it would be a motif as it would
keep popping up.)
8. What symbols have we seen so far in the book. (The
Mockingbird, the dog, Boo Radley)
9. What do these symbols represent? (The Mockingbird can be
seen as innocence, Boo can also be seen as the good that can
be found in people. Despite what he has been put through his

inner heart is good.) Relate this back to the quote of walking
in someone’s skin. )
10. Which of these are Motifs?
11. Tell them to keep paying attention to the symbols and motifs
they come across in the book. Have them note them in their
double entry journals.
12. Which characters have we met so far that are like
mockingbirds and why?
In class reading of
the “Incident”
15 Min.
Have a student read to the class the “Incident” by Countee Cullen.
After the reading, have students write in their journals a response to
the poem. What where their thoughts and feelings when the poem
was being read? After they write, read the poem again, and have
some students read their responses.
Class Discussion
25 Min.
Have a class discussion on what they have just read and responded
to. First, ask students if they came across any language in their
reading that they would like to talk about. If a student doesn’t bring
it up read the passage from Pg. 41 where the word “nigger” appears.
Here are some possible questions to ask:
What did you think when you came across that word?
Where you surprised? Shocked? Indifferent?
Discuss the appropriateness of the word, then and now.
Discuss some other words that are considered racially derogatory.
Discuss modern words that are considered derogatory or even
politically incorrect. Such as “retard” or “gay.”
Discuss how authors use language to convey meaning, and setting.
a)Discuss denotation
b) Discuss connotation
Reading Time Reading time if any.
Reflection: The discussion we had on the use of the work nigger could have gone a little
better. I feel that the kids were having a hard time with it. When I asked for modern
words that could be considered derogatory, some of the students answers were a little
uncalled for. Next time I need to be a little more sensitive I think. Maybe just bring up
myself the words retarded or gay, instead of having the students come to the conclusion.
Other wise the discussion went well and the students seemed interested.

“Incident” by Countee Cullen
Once riding in old Baltimore,
Heart-filled, head-filled with glee,
I saw a Baltimorean
Keep looking straight at me.
Now I was eight and very small,
And he was no whit bigger,
And so I smiled, but he poked out
His tongue, and called me, "Nigger."
I saw the whole of Baltimore
From May until December;
Of all the things that happened there
That's all that I remember.
-Countee Cullen (1925)
Some Questions regarding chapters 9-10
1. Why does Scout fight with Cecil Jacobs?
2. What reason does Atticus give for not using the word, "nigger"?
3. From what he tells Scout, does Atticus believe he will win the case he is trying?
4. Whose arrival was one of the good things about Christmas?
5. What is Atticus' brother's occupation?
6. T/F Atticus disapproves of the children getting air rifles for Christmas.
7. What relation is Francis to Aunt Alexandra?
8. How does Uncle Jack protect Scout?
9. Why does Atticus not tell Scout to go to bed earlier when he is talking with Jack?
10. What complaint does Scout have regarding Atticus?
11. Why, according to Miss Maudie, does Atticus believe it's a sin to kill a mockingbird?
12. What target does Scout want to shoot at?
13. Identify Tim Johnson.
14. Why is the incident with the dog unusual for February?
15. What does Atticus do which flabbergasts the kids?
16. What was Atticus' nickname at the Landing?
Day 6 of Unit
STANDARD 1:

STANDARD 4:
viewing.
author.
• Analyze Atticus Finch, a character in TKAM based on textual evidence.
• Determine what kind of character he is and what he might symbolize in the story.
•
 TKAM Books
 3X5 Cards
Sequence
Material Activity
Vocab Unit Exam /
Reading Time
30 Min.
Exam time
Hand in Double
Entry Journals Hand in Double Entry Journals
Workshop Rough
Drafts 30 Min
Workshop Rough Drafts.
Analysis of Atticus
30 Min
Explain what we are going to be doing, and why. What is the
purpose? Determine what kind of character he is and what he might
symbolize in the story. We want to determine why Harper Lee has
written him the way he is, and possible what she is criticizing
through his character.
Split the class into 6 groups. Give each group a small stack of 3x5
cards. Assign each group roughly 2 chapters. Inform them that they
are to look through their 2 chapters and find any quotes in which
Atticus gives advice, makes a significant comment, or comments by
others that show his character. On their 3X5 card they will write this
quote followed by a sentence or two on why they think it is
significant, and what it is teaching the children.
When they finish a card, one member of their group will come up to
the board, and post their card on an outline of Atticus (made out of
butcher paper). They will choose an appropriate palace to put their
card, so for instance if it is a place where Atticus is being saying

something from the heart, they would place the card on his heart or
chest. If he is being logical they could put it on his head and so
forth.
When they are finished, discuss. Look at quotes and what students
wrote.
a) How would you describe Atticus as a character?
b) How do you think he is doing as a father?
c) Would you like to have Atticus as a father?
d) What would you say Atticus is a symbol of? (Morality,
Reason, Integrity)
e) What does he do for the story? Why is he in there?
participation. They will have handed in their journals on this day, and I will grade those
out of 50 Points.
Home Work: Read Chapters 12-13 over the weekend.
Reflection: This is my favorite lesson so far. The students really got into pinning the
quotes on Atticus. By the end of the period, we had upwards of 50 quotes pinned on the
large cutout of Atticus. I am still struggling a little with class discussion, but I do feel I
am getting better. I am trying to call on more students so that I can make sure all the
students are paying attention, but sometimes when I am up there teaching, I just get
tunnel vision and only focus on those who are eager to participate. This is something I
need to work on.
Day 7 of the Unit
Standards that will be addresses:
STANDARD 1:
• use comprehension skills such as …comparing and contrasting, re-reading and self-
monitoring, summarizing, identifying the author's purpose, determining the main idea,
and applying knowledge …symbolism.
• make connections between their reading and what they already know, and identify what
they need to know about a topic before reading about it;
STANDARD 2:
Students write and speak for a variety of purposes and audiences.

• write and speak for a variety of purposes such as …presenting analytical responses to
literature, conveying technical information, explaining concepts and procedures, and
persuading;
• write and speak for audiences such as peers, teachers, and the community;
STANDARD 4:
viewing.
• make predictions, analyze, draw conclusions, and discriminate between fact and opinion
in writing, reading, speaking, listening, and viewing;
STANDARD 5:
Students read to locate, select, and make use of relevant information from a variety
of media, reference, and technological sources.
• paraphrase, summarize, organize, and synthesize information;
STANDARD 6:
• read classic and contemporary literature, representing various cultural and ethnic
traditions from throughout the world; and
Objectives:
- So far we have spent a lot of time analyzing some of the key characters in the
novel, for instance Boo, Jem, Scout, and Atticus.
- The start of the second part of TKAM lets us delve a little deeper into two
characters we have not explored yet, Calpurnia and Aunt Alexandra.
- With this lesson I hope to delve a little deeper into these characters and the
contrast and shifts between the two.
- With this discussion I hope to have the students synthesize their discussion with
having them write thematic statements, in an attempt to link textual evidence with
thematic ideas.
TKAM Books
Spring Board Books

Sequence
Material/Activity Sequence
Vocab 10 Min Vocab
TKAM Quiz 10
Min Take quiz
Quiz Discussion
10-15 Min
Discuss the questions from the quiz as a way to review what they
have been reading.
Changing the
Scene 40-50 Min
Explain the purpose of this lesson to the class so they have a context
for why we are doing what we are doing.
- So far we have spent a lot of time analyzing some of the key
characters in the novel, for instance Boo, Jem, Scout, and
Atticus.
- The start of the second part of TKAM lets us delve a little
deeper into two characters we have not explored yet,
Calpurnia and Aunt Alexandra.
- With this lesson I hope to delve a little deeper into these
characters and the contrast and shifts between the two.
- With this discussion I hope to have the students synthesize
their discussion with having them write thematic statements,
in an attempt to link textual evidence with thematic ideas.
Start of Lesson
- Have students open their Spring Board books to page 387.
- Split the class into groups of 3.
- Assign each group a question to answer from page 387.
Have them discuss and write down their answers.
- When they are finished, make new groups of 6 or so in which
one person from each group are present. Have them discuss
what they previous groups came up with. (As an alternative,
maybe have each group present what they came up with to
the class, so we can discuss it further.)
- Make new groups of 3 or 4 and have them work through the
questions on page 388. (This explores the shift between
Calpurnia and Aunt Alexandra)
- When they are finished discuss their answers as a class.
Thematic
Statements
15-20 Min
With the remaining time have the students Complete the thematic
statements below and discuss.
Reading time if any
left.

participation and class discussion.
Reflection: So I made sure today to start the class off with a little explanation of what we
are going to be doing, as well as why we are doing it. This is something that I have been
forgetting to do in previous lesson. I felt it was good to kind of recap what characters we
have talked about and discuss the reason we have been discussing them. The students
seemed to come to a better understanding of what we are doing. The lesson itself went
well. I really liked the thematic statements at the end.
Additional Material:
Thematic Statements: (On Overhead)
1. Character: Aunt Alexandra’s fascination with family history symbolizes…
2. Conflict: The confrontation between Calpurnia and Lula shows that…
3. Setting: The trip to Calpurnia’s church reveals that…
Day 8 of Unit
Standards that will be addresses:
STANDARD 1:
• use comprehension skills such as …comparing and contrasting, re-reading and self-
monitoring, summarizing, identifying the author's purpose, determining the main idea,
and applying knowledge …symbolism.
• make connections between their reading and what they already know, and identify what
they need to know about a topic before reading about it;
STANDARD 2:
• write and speak for a variety of purposes such as …presenting analytical responses to
literature, conveying technical information, explaining concepts and procedures, and
persuading;
STANDARD 4:

viewing.
• make predictions, analyze, draw conclusions, and discriminate between fact and opinion
in writing, reading, speaking, listening, and viewing;
STANDARD 5:
Students read to locate, select, and make use of relevant information from a variety
of media, reference, and technological sources.
STANDARD 6:
• read classic and contemporary literature, representing various cultural and ethnic
traditions from throughout the world; and
Objectives:
So far we have been analyzing the main characters in TKAM. We have looked at Boo,
Jem, Scout, and Atticus. As we have delved deeper into who these characters are, we
have tried to see who they are as people, what they might symbolize in the novel, and
how and why Harper Lee has included them.
For this lesson I want to further examine these characters and one other (the town,
represented through the mob), and see how they are portrayed in a film version compared
to a textual one.
DVD TKAM
TKAM books
Worksheet
Sequence
Material Activity
Vocab 10 Min
Discussion 10 min. discussion as a review of what they have been reading.

Compare Print to
Film 60 Min.
Explain Purpose: So far we have been analyzing the main characters
in TKAM. We have looked at Boo, Jem, Scout, and Atticus. As we
have delved deeper into who these characters are, we have tried to
see who they are as people, what they might symbolize in the novel,
and how and why Harper Lee has included them.
For this lesson I want to further examine these characters and one
other (the town, represented through the mob), and see how they are
portrayed in a film version compared to a textual one.
Activity:
• Assign each student a character to track as we do a reading of
the latter half of chapter 15. Have them take notes on their
character, based on the worksheet provided. They will be
looking for things like what the characters says, and how,
what they do, how they look, and others reactions to them.
• After reading, give them a minute or two to complete their
notes.
• When they are finished, have them watch the film version of
the same point in the story. Have them complete the same
chart based on the film.
• Once they are finished with the chart, have them take some
time to answer the questions on the back of the worksheet.
• Then form groups with one person represented in each group.
In their group have them discuss their answers to the
questions on the back of the worksheet. (For Worksheet See
Below)
Assessment: For this lesson, students will be handing in their Comparing Film to Text
for 30 points.
Reflection: The students didn’t seem to be into this as much as I thought they would.
They liked watching the film, but they didn’t really fill out the worksheet too well. They
also didn’t seem to be into the discussion too much either. I don’t know if it was the day
or what. Maybe next time I could have less questions and only focus on a couple of
characters rather than all of them.
Additional Material:
Comparing Novel to Film
Name of Character: The Novel Version The Film Version
What your character says
and how

What your character does
What your character
looks like
What others say to your
character and how
How was your character portrayed differently and or similarly in the film compared
to the printed text?

What changes in dialogue were made? Why? What do you think was the effect of
these changes?
What significance did your character play in the role of the outcome of this scene?
What might your character symbolize in this scene?
TKAM Lesson 9
STANDARD 4:
Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
• recognize, express, and defend points of view orally and in writing;
author
• evaluate the … relevancy of information.
STANDARD 5:
Students read to locate, select, and make use of relevant information from a variety of
media, reference, and technological sources.
STANDARD 6:

• read classic and contemporary literature of the United States about the experiences and
traditions of diverse ethnic groups.
Objectives:
• A second half of this story, is mostly focused on the trial of Tom Robinson, the
climax of this case comes when Atticus delivers his closing arguments. For this
lesson, I hope help the students analyze Atticus’s closing argument, by looking at
rhetorical appeals, as well as connections between the audience, context, and
speaker.
Sequence
Material Activity
TKAM Quiz
15 Min.
Quiz – Discuss answers as a review of what they have read.
Read Atticus’
Closing Argument
out loud
Read Closing argument out loud. (Done the Previous Day)
Worksheet
20 Min
Go over the worksheet below with the students (Overhead). Have
them work in pairs of two to complete the worksheet. Make sure to
emphasize that they are to really delve in to the argument. I don’t
want simple one sentence answers.
Discussion
15-20 Min
Discuss what they came up with by working through the worksheet.
One more question to ask during the discussion, as a So What?
What is the point of all this?
Why did we do what we just did?
What might the audience (the town) be learning through Atticus’s
closing argument?
What about the children?
What might some internal thoughts be from the town?
Film Version
Depending on time,
either this activity,
or the one below.
If there is time, watch the film version of the closing arguments.
Have them look for any changes in the words of the argument.
How did these changes affect the message of the speech?
How do director’s choices affect the way we respond to the scene?
Work on Test
Review Sheet
If there is not enough time to start and finish the film activity, have
the students work on their review sheets to prepare for tomorrow’s
test.
Assessment: - At the end of class, students will hand in their work on Atticus’ Closing

argument. This will mostly be a participation grade worth 15 points. If they did a good
job they will get full credit. If they didn’t take the time to really complete it, they will get
half credit.
Reflection: This lesson went pretty well, except for the group work time. The problem
was that I let them work in groups of their choice. For my other classes this would work,
but this one can’t handle it. When I recognized this I should have done something about
it, but I didn’t. I just kept trying to get them to work. This involved a lot of effort on my
part which wasn’t necessary. Next time I will assign the groups myself.
Analyzing Atticus’s Closing Arguments
Author-Receiver Relationship: Atticus is the author of this argument, and
the jury his audience.
1. What is the relationship between Atticus, the jury, and the audience?
2. What is Atticus trying to do with his closing argument?
3. What attitudes and assumptions does his target audience hold towards
Tom Robinson?
4. What attitudes and assumptions does the jury hold towards Atticus?
Technique: How does Atticus use Aristotle’s appeals of Pathos and Logos?
1. Pathos is an appeal to the audience’s emotions. Does Atticus use any
statements that are meant to get an emotional response from his

audience? What are some examples? What is his desired response?
2. Logos is an appeal to logic. Does Atticus use any statements or
appeals that are logical? What are some examples? How do these
appeals to logic affect his message?
Language: What are some specific words or phrases used by Atticus, and
how do they affect his message?
Summarize: Summarize Atticus’s closing arguments. What is his
message?
Analyzing Atticus’s Closing Arguments
Author-Receiver Relationship: Atticus is the author of this argument, and the jury his audience.
5. What is the relationship between Atticus, the jury, and the audience?
The jury and the audience is made up of the towns people as well as people from the
surrounding countryside. These are not city men, but simple country people.
6. What is Atticus trying to do with his closing argument?
Most of these people have already convicted tom in their minds and hearts. With this closing
argument, he is trying to get them to see past their prejudices. He is confronting them face to
face with their prejudices. He is using factual evidence to do this.
7. What attitudes and assumptions does his target audience hold towards Tom Robinson?
They know he is black and for them that is all they need to know. This in their minds is
enough to convict him. They see him as less than them, almost inhuman. They see him as
carnal and fully capable of committing this crime in spite of his arm. It is because of this that
they see him as guilty, not because of any evidence.

8. What attitudes and assumptions does the jury hold towards Atticus?
They see him as a “lover of black people,” and because of it many of them are upset with
him. I think in a way they still respect him because of what he does for the community, but
in this instance they don’t.
Technique: How does Atticus use Aristotle’s appeals of Pathos and Logos?
3. Pathos is an appeal to the audience’s emotions. Does Atticus use any statements that are
meant to get an emotional response from his audience? What are some examples? What
do you think is his desired response?
Nothing but pity in my heart for the chief witness.
She kissed a black man
Atticus try’s to create sympathy for both Mayella and Tom
4. Logos is an appeal to logic. Does Atticus use any statements or appeals that are logical?
What are some examples? How do these appeals to logic affect his message?
All the evidence. Tom being right handed, their civic duties in the latter half of the
argument.
Language: What are some specific words or phrases used by Atticus, and how do they affect his
message?
Quiet, respectable, humble negro. They point out his place in society.
…”but in this country our courts are the great levelers, and in out courts all men are created
equal? He is reminding them of historical ideals, and what the country was founded on .
Summarize: Summarize Atticus’s closing arguments. What is his message?
TKAM Lesson 10-11
Review
Due to the shortened periods, this lesson will take 2 days to complete.

STANDARD 1:
STANDARD 2:
• write and speak for a variety of purposes such as telling stories, presenting analytical
responses to literature, conveying technical information, explaining concepts and
procedures, and persuading;
STANDARD 4:
viewing.
• recognize, express, and defend points of view orally and in writing;
STANDARD 6:
unfamiliar;
Objectives:
• To continue the context behind the novel, and as a way to help students learn more
about the book, I will have the students take notes on Harper Lee, and her
inspiration for the book.
• In an attempt to summarize and review all that we have discussed with TKAM, I
will have the students complete a character profile poster and have them
summarize each chapter.
• Large Pieces of butcher paper
• Markers
• TKAM Book
Sequence
Material Activity

TKAM Quiz
15 Min
Have students take quiz
Notes on Harper
Lee and Scottsboro
Tiral
15 Min
Have students take notes off overhead on Harper Lee and The
Scottsboro trials. (See Below)
Start Chapter
summary and
character profile
Remaining Time,
and all of the next
day as well.
• Split the class up into 6 groups.
• Assign each group 5 chapters, and 1 character.
• Give each group a large piece of butcher paper and some
markers.
• Have the students draw a line down the center of their paper.
Label one side Chapter Name and Summary, and the other
Character Profile
• Give the following instructions ( also included below as an
overhead.) As you have been reading, you may have noticed that
the chapters don’t have names, but instead have numbers. What I
want you to do as a group is to take the 5 chapters that you have
been assigned, and give them a name (Make sure to make a
group of students who have finished the book for the end
chapters.) This name should reflect somehow the content within
that chapter. Once you have given them a name, write a brief
summary about that chapter. Include important events,
characters introduced, and anything else you feel should be in the
summary. All of this is to be done on the left side of your
butcher paper under the heading Chapter Name and Summary.
You will be presenting these when completed.
• On the right side of your paper, you are to complete a character
profile. Each group has been assigned a character from TKAM.
What I want you to do on the right side is to draw a picture of
your character. This can be abstract, or realistic. Once you have
a picture, write a physical description of your character. Use
textual examples. Then list several adjectives describing your
characters values, and motives. Once this is completed, then
write a brief explanation of the function of your character in the
novels plot, like what they symbolize, etc., a quote about your
character from another character, and a quotation from your
character that reveals their values.
The following day when they complete this project have each
group present their posters.

Assessment: For this lesson, students will be assessed based on class participation and
their presentation of their poster.
Reflection: This is a lesson I have done before that has worked very well. I really get
the kids thinking and engaged. This class was no different. They really seemed to be in
to the project and made some great connections. As a culmination project, it was a great
way to review the characters and symbolism in the story. The students didn’t seem to be
that into the presenting part of the project, but it still went well.
Notes on Harper Lee & The Scottsboro Boys

Born Nelle Harper Lee on April 28, 1926, in Monroeville Alabama.
• The youngest of 4 children, she grew up as a tomboy.
• Her father was a lawyer, a member of the Alabama State Legislature.
• For most of Lee’s life her mother suffered from mental illness, and rarely left the
house.
• One of her closest childhood friends was another famous writer, Truman Capote.
• Capote lived with his mother’s relatives in town after largely being abandoned by
his own parents.
• After graduating high school, Lee attended the all female college Huntingdon
College in Montgomery Alabama to study English Literature
• Later transferring to the University of Alabama at Tuscaloosa Lee was known for
being a loner and an individualist.
• After a brief time of trying to study law, Lee went back to writing which she felt
was her true calling.
• In 1949 Lee moved to New York City to become a writer.
• In 1956 Michael Martin Brown a friend told her that he would support her for one
year so that she could work on her writing.
• During this year she wrote To Kill a Mockingbird, first titled Go Set a Watchman,
then Atticus, and eventually TKAM.
• TKAM was finally finished in 1959 and published in 1960
• A year later, the book won the Pulitzer Prize
• Soon after she began assisting Truman Capote as he worked on In Cold Blood,
which Capote dedicated to Lee.
• By the mid 60’s Lee was reportedly working on a second novel, but it was never
published.
• Lee continues to live a quiet and private life in New York City and Monroeville.
She still usually avoids anything to do with her still popular novel.
Biography.com A&E Television

The Scottsboro Trials
“Lee was only five years old in when, in April 1931 in the small Alabama town of
Scottsboro, the first trials began with regard to the purported rapes of two white
women by nine young black men. The defendants, who were nearly lynched before
being brought to court, were not provided with the services of a lawyer until the first
day of trial. Despite medical testimony that the women had not been raped, the all-
white jury found the men guilty of the crime and sentenced all but the youngest, a
twelve-year-old boy, to death. Six years of subsequent trials saw most of these
convictions repealed and all but one of the men freed or paroled. The Scottsboro case
left a deep impression on the young Lee, who would use it later as the rough basis for
the events in To Kill a Mockingbird.”
New York Post

Chapter Name and Summary
• Name each chapter you have
been assigned.
• This name should reflect the
content within that chapter.
• Write a brief summary under
each chapter title. Include
important events, characters
introduced, and anything else
you feel should be in the
summary.
Character Profile
• Draw a picture of your
character. This can be
abstract, or realistic.
• Write a physical description of
your character. Use textual
examples.
• List several adjectives
describing your characters
values, and motives.
• Write a brief explanation of the
function of your character in
the novels plot, like what they
symbolize, etc.
• Write a quote about your
character from another
character.
• Write a quotation from your
character that reveals their
values.
Name:
Bigfoot?

Pre AP 9th
Grade: English
To Kill a Mockingbird
A. Matching (1 points each): Match each character’s name in the left column with the appropriate character description in the right
column by writing the CAPITAL letter next to the character in the left column. Make sure you use capitals. Please. Thank you.
1. Scout
2. Jem
3. Calpurnia
4. Atticus
5. Dill
6. Heck Tate
7. Bob Ewell
_____ 8. Tom Robinson
_____ 9. Miss Maudie
10. Aunt Alexandra
A. one-shot
B. Didn’t take Mayella to a doctor
C. Considered Trash by Atticus
D. Victim of the novel
E. Quieted the mob
F. Jem and Scout’s neighbor
G. Wished to be just like Atticus
H. Married to Heck Tate
I. Atticus’ sister
J. According to Scout, lived a double life
K. Scout’s fiancé
L. Atticus’ aunt

B. Quote Identification (8 points each – 2 points for speaker, 3 points situation, 3 points
Significance): For each quote, please,
1) identify what the quote is saying, 2) explain the situation surrounding the quote, and 3) explain
the importance of the quote to
the novel as a whole.
11. “Inside the house lived a malevolent phantom. People said he existed, but Jem and I had never
seen him. . . .
When people’s azaleas froze in a cold snap, it was because he had breathed on them.”
1.
2.
3.
12. “When a child asks you something, answer him, for goodness' sake. But don't make a
production of it. Children
are children, but they can spot an evasion quicker than adults, and evasion simply muddles
'em.”
1.
2.
3.
13. “Mr. Cunningham’s basically a good man, he just has his blind spots along with the rest of
us. . . . So it took an eight-year-old child to bring ‘em to their sense, didn’t it?”
1.
2.
3.
14. “If you can learn a simple trick, Scout, you'll get along a lot better with all kinds of folks. You
never really
understand a person until you consider things from his point of view . . . until you climb into
his skin and walk
around in it.”
1.
2.
3.
C. Short Answers (4 points each): Please answer each question in complete sentences with
completely awesome answers written in completely awesome complete sentences.

15. What is Scout’s most significant change from the beginning to the end of the novel? Support
your answer with evidence from the novel.
16. In what ways are Atticus’s confrontation with the rabid dog and his confrontation with the
jury in Tom Robinson’s trial similar? Support your answer with evidence from the novel.
17. Discuss the importance of the Mockingbird in the novel?
18. What is a Jim Crow Law, and name 3 examples?
19. Who is the author of To Kill a Mockingbird and what are some similarities between her life
and the novel?
D. Long Short Answer (20 points each): Select two (2) of the following questions and respond in a
well developed short response
that uses specific textual examples (2-3 paragraphs). Please write on your own college-ruled,
blue-lined, non-scraggly edged
notebook paper.

24. How does symbolism play a role in the novel? Use at least two separate examples of symbols
in order to respond to this question.
25. Select one (1) theme from TKAM and explain the importance of this theme as it applies to the
overall novel. Use of textual examples is a must.
26. Harper Lee clearly is using TKAM as social criticism and/or commentary. Select two (2)
examples/targets of her criticism and explain the potential impact of her message on the American
society.
27. Many experts have asserted that the true strength of TKAM has to do with its characterization.
Defend or refute this claim with multiple examples and textual support.

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