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Grade 9: Justice is served—or is it? To Kill a Mockingbird (7 week unit)MondayTuesdayWednesdayThursdayFridayLearning ObjectiveAnalysisAnalysis AnalysisBell WorkRead IRLog IRWrite down homefunRead IRLog IRRead IRLog IRActivitiesIntroduce unitDiscuss definitions of inequality, racism, marginalization, and justiceIn small groups, students read about examples from time period of TKM One example—“I Have a Dream”—how does that connect? What does it mean?Brainstorm modern day examples of each definition and compare and contrastSeminar on the exit slip questions (pre-test)Discuss the annotation for the novel—we will look for evidence of justice or injustice throughout the novel as well as real-life situationsDisplay on door and students will post-it various passages to the door posterBegin reading the novelAnswer questions about the novel in small groupsShare outRead and annotate (place post-its on door poster)Exit SlipWill these terms always appear in society despite a fight for justice? Will we ever see a day where these terms do not exist? Prepare for seminar tomorrow.Thumbs up/down about the novelThumbs up/down about the novelHomefunWork on IR GoalRead pgs.Read pgs.MondayTuesdayWednesdayThursdayFridayLearning ObjectiveAnalysis and using languageOrganization, analysis, using language Organization, analysis, using languageBell WorkRead IRLog IRWrite down homefunRead IRLog IRRead IRLog IRActivitiesShare any annotations/ provide time to post-it on the doorPost various quotes around the room from the door annotation activity from TKM and have students respond to them (practicing on elaboration)Which one best represents the theme (fight for justice illustrates one’s morals)?Read in pairs, individually, or in small groupAnswer questions about the novelList characters who are fighting for justiceList characters who are creating injusticeDescribe them with strong adjectives—mind mapShare out which adjective is the strongest and then connect to IB Learner ProfileRead Character symbolism—how would you represent one character? Why? How does this connect to justice or injustice? What does this say about his/her morals?Audience notes—who had the strongest argument with evidence?Share out and readExit SlipQuote workCharacter workCharacter workHomefunRead pgs.Read pgs.Read pgs.AND Read Speech assessment directions (describe Atticus using Learner Profile and rhetorical devices)MondayTuesdayWednesdayThursdayFridayLearning ObjectiveOrganization, analysis, using languageOrganization, analysis, using languageOrganization, analysis, using languageBell WorkRead IRLog IRWrite down homefunRead IRLog IRRead IRLog IRActivitiesBriefly discuss reading from the weekendDiscuss Speech assessment and rubricWatch “I Have a Dream” again and discuss rhetoric within the speechAll students will write about Atticus—List adjectivesFind synonymsConnect with IB Learner ProfileChoose rhetorical devicesHow does his fight for justice show his morals? Briefly discuss reading from last nightStart outlining/drafting the speechMeet with Mrs. GPractice speechMeet with Mrs. GExit SlipTurn in brainstormQuestions about the assessment?What more do you have to work on for the assessment?HomefunRead pgs.Speech due on MondayRead pgs.Read pgs.MondayTuesdayWednesdayThursdayFridayLearning ObjectiveOrganization, analysis, using languageOrganization, analysis, using languageOrganization, analysis, using languageBell WorkRead IRLog IRWrite down homefunRead IRLog IRRead IRLog IRActivitiesPresent speechAudience notes—who was the most persuasive?Reminder to readCreate a timeline of events in the novel thus far to reviewShoe activity—design a shoe that a character would wear then write a brief paragraph: What can we learn from this character? How does this quote apply to society today, as well as to characters in the novel? Review reading from last nightPresent shoesSubmit shoes and reflection for feedbackReadExit SlipWhat did you like / dislike about the assessment? What did you learn? What grade do you feel you deserve?Questions about the shoe activity?Turn in shoe activity HomefunRead pgs.Read pgs.Shoe activity due tomorrowRead pgs.MondayTuesdayWednesdayThursdayFridayLearning ObjectiveOrganization and analysisOrganization and analysisOrganization and analysisBell WorkRead IRLog IRWrite down homefunRead IRLog IRRead IRLog IRActivitiesReview reading from the night beforeLook at various extracts from Go Set a Watchman Create t-chart to compare Atticus in both novels and discussWrite a brief paragraph comparisonReview reading Read various nonfiction articles about racism and discrimination in society todayPrepare for seminar tomorrow (look at evidence on the door to help support)—what are these articles about? How does it connect to the novel? Review readingFishbowl seminar—students who read same article will discuss article in front of classExit SlipTurn in paragraph for feedbackThumbs up/down activityTurn in seminar preparation HomefunRead pgs.Read pgs.Finish the novelMondayTuesdayWednesdayThursdayFridayLearning ObjectiveOrganization and analysisOrganization and analysisOrganization and analysisBell WorkRead IRLog IRWrite down homefunRead IRLog IRRead IRLog IRActivitiesRIP Tom RobinsonHold funeral and write a eulogy from various perspectives using textual evidence Discuss final assessment and rubricLook at exemplar compare/contrast essayStudents have class time to brainstorm for the assessmentWork time to find own research to prove pointUse door poster to find evidence from the novelStart to draft the essay and work on bibliographyMeet with Mrs. G about brainstorm and approve article Start drafting the essayWrite bibliographyMeet with Mrs. G about progress Exit SlipTurn in brainstorm—Theme of justice/injustice in novel, if it is applied to life today, what this shows about society and people/charactersQuestions?How much more do you have to complete? HomefunBrainstorm due next lessonDraft of essay due on Monday for peer reviewDraft of essay due on Monday for peer reviewMondayTuesdayWednesdayThursdayFridayLearning ObjectiveOrganization and analysisOrganization and analysisOrganization and analysisBell WorkRead IRLog IRWrite down homefunRead IRLog IRRead IRLog IRActivitiesPeer reviewFinalize the essay and be prepared to submit on Thursday Meet with Mrs. G about draft and final essayShare and turn in essays today Reflection on essayExit SlipAny final questions? Turn in essays and give positive peer comments to peers Bulletin board post itHomefunFinal essay due on ThursadyWork on IR GoalWork on IR GoalStatement of Inquiry: Individual, cultural, and community perspectives can influence justice. Guiding Questions:Factual: What is justice, inequality, racism, and marginalization? What are various ways in which people in the past have shown justice for inequality?Conceptual: How do various characters within the novel fight for justice or how do individual characters create injustice? Why do these characters fight for justice or not?Debatable: Will racism, inequality, and marginalization always be a part of society, despite one’s fight for justice? Assessment:Individual speech: students analyze Atticus, using language/IB Learning Profile and textual evidence, then explain how this particular character fights for justice. Should use rhetoric as seen in “I Have a Dream”Individual analytical essay: reading nonfiction articles about justice or injustice in society today and explaining how it connects to the novel Assessment Criteria:Speech: Organization i-ii Analysis ii-iiiUsing language i, ii, ivIndividual analytical essay: Organization i-iiiAnalysis ii-ivKey Concepts: PerspectiveRelated Concepts: Character, setting, POV, theme, contextGlobal Context: Fairness & development—exploring rights and responsibilities and the relationship between communities. ................
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