This document outlines the standards, goals, and objectives for a unit on To Kill a Mockingbird. The unit will last 3 weeks and focus on Colorado Model Content Standards for reading and writing. Key understandings are that students will learn about discrimination in the 1930s and how it has changed, the history of African Americans in the South through literary and historical texts, and recognizing prejudices today. Students will understand what it was like to be poor or handicapped in the 1930s compared to today. Skills include demonstrating visual literacy, understanding connections between the 1930s and today, and navigating online archives about the 1930s.

1. Section III Standards, Goals and Objectives
For this unit I will be using the Colorado Model Content Standards for reading and writing. The individual standards taught will be listed at the top of each
lesson. The objectives for each lesson will also be listed at the beginning of each lesson. A copy of the overarching standards and objectives is as follows:
Title of Unit To Kill a Mockingbird Grade Level 9th Grade / Freshman
Curriculum Area English Time Frame 3 weeks
Developed By Brady Nordfelt
Identify Desired Results (Stage 1)
Content Standards
Colorado Model Content Standards and Benchmarks:
Standard 1
1.1 - 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;
1.2 - make connections between their reading and what they already know, and identify what they need to know about a topic before reading about it;
1.3 - 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;
1.5 - use information from their reading to increase vocabulary and enhance language usage.
Benchmarks
C.1 using a full range of strategies to comprehend essays, speeches, autobiographies, and first- person historical documents in addition to the types of
literature mentioned above.
Standard 2
2.1 - write and speak for a variety of purposes such as telling stories, presenting analytical responses to literature.
2.2 - write and speak for audiences such as peers, teachers, and the community;
2.3 - plan, draft, revise, proofread, and edit written communications;
2.4 - use a variety of devices such as figurative language, symbolism, dialect, and precise vocabulary to convey meaning;
2.5 - organize written and oral presentations using strategies such as …outlining, … comparison/contrast,… narration.
Benchmarks
C.1 - using fictional, dramatic, and poetic techniques in writing;
C.4 - incorporating material from a wider range of sources (for example, newspapers, magazines, interviews, technical publications, books) in their writing
and speaking.
Standard 4
4.1 – Students make predictions, analyze, draw conclusions, and discriminate between fact and opinion in writing, reading, speaking, listening, and
viewing.

2. 4.2 – Students use reading, writing, speaking, listening, and viewing to define …problems.
4.4 – Students identify the purpose, perspective, and historical and cultural influences of a speaker, author, or director; and
4.5 - evaluate the reliability, accuracy, and relevancy of information.
Benchmarks
C.1 - recognizing an author's …, purpose, and historical and cultural context;
C.2 - using reading, writing, listening, articulate speaking, and viewing to solve problems.
Standard 5
5.2 - understand the structure, organization, and use of various media, reference, and technological sources as they select information for their reading
and writing.
5.4 - give credit for others' ideas, images, or information; and
5.5 - use information to produce a quality product.
Benchmarks
C.2 - evaluating information in light of what they know and their specific needs.
C.3 - using organizational features of electronic text such … database keyword searches, … to locate information when technology is available.
C.4 - using strategies to gain information from journals, research studies, and technical documents; and
C.5 - using available technology to access information, conduct research, and produce a carefully documented product.
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.
Benchmarks
C.1 - reading, responding to, and discussing novels, poetry, short stories, non-fiction, content-area and technical material… essays, and speeches.
C.3 - identifying recurrent themes in United States literature

3. Understandings Essential Questions
Overarching Understanding Overarching
Students will understand what discrimination was in the 1930 and how it has
change over the years.
Students will learn about the history of African Americans in the South
through analysis of historical and literary text and online material.
Students will come to understand prejudices they might have or the people
around them might have in today’s world.
Students will understand what it was like to be poor and or handicapped in
the 1930’s, as compared to today.
What did discrimination look like in the 1930, compared to today?
What do the characters in TKAM symbolize, and how do they represent the
people around us everyday?
How and why people are marginalized and discriminated against?
How does conflict lead to change?
What are the causes and consequences of injustice, and how does an
individual’s response to them reveal his/her true character.
Knowledge
Students will know…
Skills
Students will be able to…
How literature can be a lens through which we can learn about the past.
That discrimination is still a part of today’s society and although it might have
a different face we still need to recognize it for what it is.
How the acts of an individual can make a difference.
Demonstrate visual literacy skills
Understand how the 1930’s relate to their personal lives in 2009.
Navigate through online archives to learn about the 1930’s.