Post on 07-Apr-2018
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Background Overview
This material was developed to be used during an 8th grade Language Arts class. It
was designed as an interdisciplinary unit emphasizing the connection between
literature and American history. Most students in the class read To Kill a
Mockingbird, though alternate titles with similar themes were often used. Such
titles include but are not limited to Roll of Thunder, Hear my Cry, The Aleutian
Sparrow, The Adventures of Huckleberry Finn and more.
The purpose of this power point is to show how changing the AoI will influence the
content and the direction of some of the learning in the classroom. Looking at
this complex task through the common text of TKAM eases the discussion and
allows teachers to fill in many details on their own, because as Americans we
share a common understanding of this book.
Any AoI Overview can be inserted. Of course, IB puts out a great one that you can
insert if your staff is not familiar with it.
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TKAM Highlights The story takes place during three years of the Great Depressionin the fictional "tired old town" of Maycomb, Alabama. The narrator,
six-year-old Scout Finch, lives with her older brother Jem and their widowed father Atticus, a middle-aged lawyer. Jem and Scoutbefriend a boy named Dill who visits Maycomb to stay with his aunt for the summer. The three children are terrified of, and fascinated
by, their neighbor, the reclusive "Boo" Radley. The adults of Maycomb are hesitant to talk about Boo and, for many years, few have
seen him. The children feed each other's imagination with rumors about his appearance and reasons for remaining hidden, and they
fantasize about how to get him out of his house. Following two summers of friendship with Dill, Scout and Jem find that someone is
leaving them small gifts in a tree outside the Radley place. Several times, the mysterious Boo makes gestures of affection to the
children, but, to their disappointment, never appears in person.
Atticus is appointed by the court to defend Tom Robinson, a black man who has been accused of raping a young white woman, Mayella
Ewell. Although many of Maycomb's citizens disapprove, Atticus agrees to defend Tom to the best of his ability. Other children taunt
Jem and Scout for Atticus' actions, calling him a "nigger-lover". Scout is tempted to stand up for her father's honor by fighting, even
though he has told her not to. For his part, Atticus faces a group of men intent on lynching Tom. This danger is averted when Scout,
Jem, and Dill shame the mob into dispersing by forcing them to view the situation from Atticus' and Tom's points of view.
Because Atticus does not want them to be present at Tom Robinson's trial, Scout, Jem, and Dill watch in secret from the colored
balcony. Atticus establishes that the accusersMayella and her father, Bob Ewell, the town drunkare lying. It also becomes clear that
the friendless Mayella was making sexual advances towards Tom and her father caught her in the act. Despite significant evidence of
Tom's innocence, the jury convicts him. Jem's faith in justice is badly shaken, as is Atticus', when a hopeless Tom is shot and killed while
trying to escape from prison.
Humiliated by the trial, Bob Ewell vows revenge. He spits in Atticus' face on the street, tries to break into the presiding judge's house,
and menaces Tom Robinson's widow. Finally, he attacks the defenseless Jem and Scout as they walk home from the school Halloween
pageant. Jem's arm is broken in the struggle, but amid the confusion, someone comes to the children's rescue. After being carried
home, Jem realizes the mysterious man who helped them is Boo Radley.
Maycomb's sheriff arrives and discovers that Bob Ewell has been killed in the struggle. The sheriff argues with Atticus about the
prudence and ethics of holding Jem or Boo responsible. Atticus eventually accepts the sheriff's story that Ewell simply fell on his own
knife. Boo asks Scout to walk him home, and after she says goodbye to him at his front door, he disappears again. While standing on the
Radley porch, Scout imagines life from Boo's perspective and regrets that they never repaid him for the gifts he had given them.
To Kill a Mockingbird, Wikipedia, 26 October 2010, 7 November 2010.
http://en.wikipedia.org/wiki/Great_Depressionhttp://en.wikipedia.org/wiki/Reclusehttp://en.wikipedia.org/wiki/Racial_segregationhttp://en.wikipedia.org/wiki/Racial_segregationhttp://en.wikipedia.org/wiki/Town_drunkhttp://en.wikipedia.org/wiki/Halloweenhttp://en.wikipedia.org/wiki/Halloweenhttp://en.wikipedia.org/wiki/Town_drunkhttp://en.wikipedia.org/wiki/Racial_segregationhttp://en.wikipedia.org/wiki/Racial_segregationhttp://en.wikipedia.org/wiki/Reclusehttp://en.wikipedia.org/wiki/Great_Depression8/4/2019 AoI Making a Difference in Teaching
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An Overview of the AoI
Taken from the OCC
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Guiding/Unit Question
or
Subject/Content/Concept
Health and Social Education
Human Ingenuity
Approaches to Learning
Environments
Community and Service
How do I think and act?
How am I changing?
How can I look after myself and others?
Growing upValues of right and wrong
Bullying
Respecting others
Honesty
Standing up for others
Courage
How do we live in relation to each other?
How can I contribute to the community?
How can I help others?
Community values climate of prejudiceStratification in society
Peer pressure & how to break it
What happens when you go against societal norms?
How and why does man create?
What are the consequences?
How can the courts have unfair verdicts?
What are the consequences of the kids games for
them and for Boo?
What are the origins of the book?
How did/does TKAM impact our understanding of
our own society and history?
Why did Harper Lee write the book?
How do we live?
What resources do we need?
What are my responsibilities?
Natural, Built, Virtual Environments
Many people consider the town to be a character.
So how does the built environment impact the
story?
- Town layout- Tree with a knothole- Different classes Maycomb, the Ewells,
Calpurnia
How do I learn best?
How do I know?
How do I communicate my understanding?
Communication, Transfer, Organization, Thinking Skills,
Collaboration, Info. Lit., Reflection, Knowl. &Skills
Socratic Seminars
Scored Discussions
5 D Model
Research skills international sources; summarizing
Persuasive Writing
Organizing notes note cards?
Communication Skills
Guiding/Essential Unit Question
or
Subject/Content/Concept
To Kill a MockingbirdPossible Concepts:
Equality
JusticePrejudiceFamilyWisdomCourageRespectResponsibilityGrowing UpFriendshipLoss of Innocence
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A Closer Look at ATLTo Kill a Mockingbird - ATL Skills
Organization Collaboration Communication Information Literacy Reflection Thinking Skills Transfer Knowledge & Skills
Timelines Socratic Seminar Socratic Seminar Research Text-to Text Socratic Seminar Metamorphing The Depression
Note Cards Scored Discussion Scored Discussion Evaluating Sources Text-to-Self Scored Discussion Global Issues Determining a
Theme
Persuasive
Arguments
Persuasive Essay International
Resources
Text-to-World Reasoning Model Great
Depression
International Issues
5D Model Formualting an
Opinion
5D Model Civil Rights
Meaning from Text Defending anOpinion
Persuasive Writing
Reflective Listening
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If I Choose CSSignificant Concept:
Compare and Contrast Prejudiceand Racism; Understand the
injustice that can result from pre-
judging others
Essential Unit Question:
To what extent doessocietys attitude impact theway we think and act?
Communication:
Socratic Seminar Question: Discuss how
the role a person plays in society impacts
how others think of him.
Writing Prompt: Identify a character other
than Tom Robinson whose perception by
others is inaccurate. Explain how this
affected the character and how he/she
responded.
Thinking Skills:
5D Model Research an international
situation where you feel that someone is
the victim of prejudice or racism
Unique Task:
Determine an action plan that you can
take that will address the issue you
researched.
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If I Choose HSESignificant Concept:
(Prejudice & Racism) OR
Students will appreciate the role
that adults and peers play in
determining who they
are/become as adults
Essential Unit Question:
(In what ways do I judgeothers?)
In what ways do thosearound me influence
who I am and who I
will become?
Communication:
Socratic Seminar: How do those aroundus help to build our character?
Writing Prompt: Think about how you act
around others. Are you the same
person all the time or does your character
never change? Explain your response
with specific examples where you justify
your actions.
Thinking Skills:
5D Model - Research a world leader or
organization that reflects a value from the
book that you agree with.
Unique Task:
Collect valuable wisdom from family
members to contribute to the school
Wisdom Tree.
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If I Choose HI
Significant Concepts:
Racism and prejudice are still
issues that must be overcome
today. Fair is not Equal.
Essential Unit Question: How important is it to be fair
to everyone?
Communication
Socratic Seminar: Is profiling justified?(Remember you must use examples from
the text as well as the real world.)
Writing Prompt: TKAM is considered an
American classic. What do you think?
Defend your position.
Thinking Skills:
5D Model: Structure the project through
the design cycle
Special Project:
Choose a situation in the book where a
character makes an important decision.
Diagram the consequences of that
decision. Then create a second diagram
showing the possible consequences of a
different choice.
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If I Choose ESignificant Concept:
It takes a village to raise a child.
The town of Maycomb is a major
character in the book.
Essential Unit Question: How does where we live
impact how we grow up?
Communication
Socratic Seminar: How does the physicallayout of a community (built environment)
impact the lifestyle of its citizens?
Writing Prompt: Choose three characters
from the book and describe their
influence on Scout or Jem.
Thinking Skills
5D Project: Level I Describe the
character of the Town of Maycomb
Research Project Examine a country or
community where the natural
environment adversely affects thecommunity.
Special Project: From your reading, create a
map of Maycomb
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Sciences
Genetics
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Guiding/Unit Questionor
Subject/Content/Concept
Health and Social Education
Human Ingenuity
Approaches to Learning
Environments
Community and Service
How do I think and act?
How am I changing?
How can I look after myself and others?
Health implications of genetic diseases
Organ/tissue donation
Understanding genetic traits
Inherited attributes GeneticsPossible Concepts:
Nature vs. Nurture
Ethics
Breeding
Genetic Engineering
Probability
Racial Characteristics
Diabetes
How do we live in relation to each other?How can I contribute to the community?How can I help others?
Understanding special needs physical,
social/emotional
Should we eat genetically engineered food?
How and why does man create?What are the consequences?
Genetic Engineering
Genetic Mapping
Breeding
Cloning
How do we live?What resources do we need?
What are my responsibilities?Natural, Built, Virtual Environments
Nature vs. Nurture
Adaptations
Survival of the Fittest
Diabetes EpidemicHow do I learn best?How do I know?How do I communicate my understanding?
Punnett Square
Probability
Mitosis Dance
Family Tree
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Language BMaterial World: A Global Family Portrait
by Peter Menzel, Charles C. Mann, and Paul Kennedy
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Guiding/Unit Questionor
Subject/Content/Concept
Health and Social Education
Human Ingenuity
Approaches to Learning
Environments
Community and Service
How do I think and act?How am I changing?How can I look after myself and others?
Relationship between housing and culture
Learning
about HomePossible Concepts:
What makes a
home?
Houses differ around
the world
A house reflects
environment
Houses show culture
How do we live in relation to each other?How can I contribute to the community?How can I help others?
Compare/contrast housing across the world
Using Material WorldHow are communities arranged?
Examining housing in Haiti
How and why does man create?What are the consequences?
What is the difference between a home and
shelter?
Contrast housing of the common person with
royalty using Material World& research
How do we live?What resources do we need?
What are my responsibilities?Natural, Built, Virtual Environments
To what extent does housing reflect the physical
and cultural environments? (Material World)
How do I learn best?How do I know?How do I communicate my understanding?
Learning vocabulary using different memorization
strategies
Conjugating to be
Forming simple sentences
Knowledge & Skills
Transfer (Lang B to Lang A)
Communication Skills
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Key Points to Remember 1. No body in her right mind would write down this much stuff in planning a unit! You know
as well as I do that when we plan, especially collaboratively, that there are "thousands" of ideas and places
we can go. But, to clarify a point, I wrote down some of the thinking that has gone on in the past.
2. The beauty of MYP is that it narrows the focus.
No more than two ATL skills should be targeted in a unit, even though you can't teach the unitwithout the others.
Choose only ONE AoI for your unit. Then let that AoI guide your EUQ, your thinking, the activities(MYP calls them experiences) that you decide to emphasize. And remember, no matter what the AoI,
there are skills, knowledge and curricular content that will be covered regardless of the lens you put on.
3. Remember, it's all about the concept. If you noticed, we really didn't discuss To Kill aMockingbird. We discussed the ideas and themes that come from the text. Concepts can and should be
applied to more than one book, curricular content, even subject area. This is why MYP is a holistic
program.
Finally, please, please, please, please, please... Any time you need to bounce ideas, want help in planning,
feel like you're on the edge of something but just can't quite get there, I'm your person. The heart of my
role is supporting you in bringing the IB philosophy to your students in a vibrant, meaningful way. That's
what I'm here for.