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Final Unit Plan-To Kill a MockingbirdTeacher DoesStudents DoDay 1 (55 minute class period)Students will take the entire period (55 minutes) doing the pre-assessment for the Unit. The pre-assessment is a literary analysis on the theme of change in a short story; they will be using O. Henry’s "A Retrieved Retribution"Students will take the entire class period working on their literary analysis on the theme of change, using O. Henry’s “A Retrieved Retribution”Day 2 (45 minute class period)Learning Target: I can learn about life in the South in the 1930s to gain a better understanding of To Kill a Mockingbird(3 minutes) Housekeeping and introduce the Learning Target(20 minutes) Give the students the Gateway Activity: The students will do a writing exercise that connects to their prior experiencesQuestion: Has there been a time in your life where your morals or beliefs were challenged? Did you question your morals/beliefs and change them based on the experience? Why or why not?(5 minutes) An introductory video on what it was like for slaves after the Emancipation Proclamation: (17 minutes) Lesson and Presentation on what life was like in the South leading to the 1930s. We are stopping right before the Great DepressionIn their notebooks, write the LT down after they’ve shared with their shoulder partner their interpretation of the LT in their own words.On a separate piece of paper to be turned in, the students answer the question, making sure to answer each question.Students watch the videoIn their notebooks, students take notes on the history to give background Day 3 (55 minute class period)Learning Target: I can learn about life in the South in the 1930s to gain a better understanding of To Kill a Mockingbird(3 minutes) Housekeeping(5 minutes) Video on the beginning of the Great Depression with the Stock Market Crash: (15 minutes) Continue with the lesson and presentation, covering 1929-1936, including pictures, art, and Jim Crow Laws(20 minutes) Students will be given two pictures from the 1930s depicting Jim Crow Laws. They will be tasked with answering 3 questions: “What are your initial reactions and thoughts to this?” “If you came across this scene in today’s society, what would you do?” and “Are there any situations like this today?”(7 minutes) Read To Kill a Mockingbird for the remainder of the periodStudents watch the videoStudents take notes in their notebooksStudents reflect on the 2 photos, answering the 3 questions to be turned in at the end of classStudents read To Kill a Mockingbird for the remainder of the periodDay 4 (45 minute class period)Learning Target: I can define point of view (3 minutes) Housekeeping and Introduce LT(42 minutes) Point of View: How does the type of narrator determine the point of view from which the story is told? Listen to and take detailed notes on the life and accomplishments of Harper Lee. This will take the remainder of the period.In their notebooks, students write the LT down after they’ve shared with their shoulder partner their interpretation of the LT in their own words.Students will take notes and read excerpts from the biography of Harper Lee and compare those events to To Kill a Mockingbird and begin their short essay about social influences that had an impact on Harper Lee. Day 5 (55 minute class period)Learning Target: same as yesterday(3 minutes) Housekeeping(52 minutes) Students will continue to work on their essays about the social influences that had an effect on Harper Lee.Students will continue to work on their essays about the social influences that had an effect on Harper Lee, to be turned in on MondayDay 6 (55 minute class period)Learning Target: I can practice character analysis to further my understanding of both characters and plot(3 minutes) Housekeeping and Introduce LT(40 minutes) What techniques are used by an author to create a character? 10 minute Presentation on author technique. Then, students will read “Eleven” by Sandra Cisneros to begin a character analysis(12 minutes) Using a new graphic organizer, students will be being filling it with To Kill a Mockingbird charactersIn their notebooks, students write the LT down after they’ve shared with their shoulder partner their interpretation of the LT in their own words.Students take notes on author techniques to create a character, then read “Eleven” by Sandra Cisneros and with a graphic organizer, fill in the chart with character traitsStudents begin to fill in their graphic organizer for To Kill a Mockingbird charactersDay 7 (45 minute class period)Learning Target: same as yesterday(3 minutes) Housekeeping(10 minutes) By this point, the first 5 chapters of To Kill a Mockingbird will have been read. A character list with brief descriptions will be created by the class(30 minutes) Students will continue to fill in their character traits graphic organizersAs a class, the students will create a class list of the characters and a brief description of the characters so farStudents continue to fill in their graphic organizer for To Kill a Mockingbird charactersDay 8 (55 minute class period) Learning Target: I can explain how dialogue and incidents move the action, develop a character, and provoke decisions(3 minutes) Housekeeping and Introduce LT(20 minutes) How is a protagonist’s journey enriched by characters with different motivations and beliefs? Lesson and Presentation on the Protagonist’s Journey (30 minutes) Analysis of “Prometheus and Pandora,” noting on a graphic organizer the protagonist’s journey and all the influences that come into play on the journeyIn their notebooks, students write the LT down after they’ve shared with their shoulder partner their interpretation of the LT in their own words.Students take notes in their notebooksStudents will read the tale of “Prometheus and Pandora” and fill out the graphic organizer noting the journey and all influences on said journeyDay 9 (45 minute class period)Learning Target: same as yesterday(3 minutes) Housekeeping(30 minutes) Continue working on the protagonist’s journey graphic organizer(12 minutes) Students prepare questions regarding the first 10 chapters of To Kill a Mockingbird and Harper Lee’s autobiography for a Socratic Seminar to be held on FridayStudents continue working on the graphic organizer from the previous day, to be turned in at the end of classStudents prepare questions on both the first 10 chapters of To Kill a Mockingbird and Harper Lee’s biography to be brought to class the next day for a Socratic SeminarDay 10 (55 minute class period)Learning Target: I can participate in and follow rules for class discussions(3 minutes) Housekeeping and Introduce LT(52 minutes) The class participates in a Socratic Seminar, using the prepared questions from the previous day. The teacher will track who’s participating with Classroom DojoIn their notebooks, students write the LT down after they’ve shared with their shoulder partner their interpretation of the LT in their own words.Students participate in a Socratic Seminar ................
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