Gallery walk: at each photo, record details about what you ‘notice’ and ‘wonder’:Make inferences from clues in each photoContemplate what is happening in the photoDo NOT include an opinion about what you see –

all observation and fact onlyNO side conversations

What do all of these photos have in common?Why are all of these people holding signs?What might be motivating these people?

TAKING A STAND – lesson 1

Partner discussion:What do you think taking a stand means?What are the advantages and disadvantages of

gathering information from photographs in order to understand something?

TAKING A STAND – lesson 1

Notice? Wonder?Who is taking a stand in this photo?Could taking a stand ever be anegative thing?

TAKING A STAND – lesson 1

What does it mean to cite evidence?In “Equal Rights for Women” what do you

predict Shirley Chisholm will be taking a stand for?

What are important questions to consider before reading an unfamiliar text?

TAKING A STAND – lesson 2

Fist to Five self-assessment for learning targets:I can analyze the structure of a specific

paragraph in “Equal Rights for Women” including the role of a particular sentence in developing a key concept

I can analyze the development of a central idea in “Equal Rights for Women”

I can identify specific claims that Shirley Chisholm makes in “Equal Rights for Women”

TAKING A STAND – lesson 3

Vocabulary: quiz-quiz-tradeEvaluate evidence-based claims

Claim: Women want equal rights, not special privileges

Evidence: “Existing laws are not adequate…” (p13)

Evidence: “Women need no protection…” (p16)JigsawSummarizing “Equal Rights for Women”

TAKING A STAND – lesson 4

A: Discrimination against women is grounded in an unspoken belief that women are inferior

B: Women who do not conform to the current system face social discrimination

C: Women are becoming more aware of the discrimination they face in the workplace and in society

Jigsaw part 1: Highlighting in Lake PlacidRead claim (A, B, or C)Re-read speech and highlight evidence to

support claim

Claims:

Chalk talkAbsolutely no talkingEveryone must contribute

Close reading w/ NYC partnerDiscuss results of chalk talk and add to notes

Identify questions addressed

TAKING A STAND – lesson 5

Sojourner Truth – “Ain’t I a Woman? (1864)Getting the gistWorld Café

Round 1: Finding the central idea and supporting details According to Truth, what is the “fix” that white men are in? What details does Truth use to support that idea?

Round 2: Analyzing text structure What objection to women having rights is Truth addressing here? How does each sentence in the paragraph contribute to Truth’s response to that?

Round 3: Analyzing perspective and opposing claim What stand is Sojourner Truth taking in this

speech?

TAKING A STAND – lesson 6

Learning targets:I can use the strongest evidence from TKAMB

in my analysis of Chapter 1I can participate in discussions about the text

with a partner, small group, and the whole class

I can analyze the impact of allusions to world events in TKAMB

Story ImpressionsChapter 1 Read AloudStructured Notes

Lesson 8

Discuss homeworkAtticus notes from Chapter 1Fist to Five – understanding Atticus?Homework

Complete a ‘first-read’ of Chapter 2 and complete structured notes

Lesson 9

Word sort by connotationComplete narrative structure graphic

organizerComplete narrative structure analysis

questionsComplete summary of Chapter 2

Lesson 10

I can deepen my understanding of key words in TKAMB by using a vocabulary square

I can support my inferences about Chapter 3 with the strongest evidence from the text

I can evaluate the similarities and differences between the novel and the film version of TKAMB

I can analyze how the author draws on the theme of the Golden Rule in Chapter 3

Lesson 12

“Therefore all things whatsoever ye would that me should do to you, do ye even so to them: for this is the law and the prophets.”

- Jesus of Nazareth, Matthew 7:12

Alien (Ch 1)Ambled (Ch 1)Assuaged (Ch 1)Compromise (Ch 3)Concession (Ch 3)Contemptuous (Ch 3)Erratic (Ch 3)Illicitly (Ch 2)Malevolent phantom

(Ch 1)Meditating (Ch 2)

Satisfactory (Ch 1)Sojourn (Ch 2)Stealthy (Ch 1)Tranquility (Ch 3)Vague (Ch 1)Vexations (Ch 2)Depart (from), as in

“depart from the text”Faithful (to), as in “stay

faithful to the text”

Vocabulary Squares

Complete plot structure and Chapter 4 summary

TED talk on the Golden Rule Add to Atticus notes

Lesson 13

Quiz-quiz-trade with Chapter 5 vocabulary Read aloudCHALK TALKQuick Write

Lesson 14

What are some signs that Boo Radley is in fact not the monstrous sociopathic mystery that rumors would suggest?

What is a sign that suggests Jem is understanding more about Boo than Scout?

DO NOW

Meet with jigsaw group part 1Once in jigsaw group part 2, take turns reading

your designated passages aloud (in order) and share inferences while other group members take notes

Text-to-Film ComparisonRead excerpt from Chapter 9Have graphic organizer ready

Written conversationRead different excerpt from Chapter 9

World Café

Lesson 17/18 Agenda

Questions:Round 1: What does feeble mean? Why do

Scout and Jem think that Atticus is feeble?Round 2: What does “it’s a sin to kill a

mockingbird” mean? How do you think it relates to the title?

Round 3: What does Miss Maudie mean when she says, “People in their right minds never take pride in their talents”?

Round 4: Based on the last three rounds, what do you learn about Atticus in this chapter? How does this chapter relate to Atticus taking a stand for Tom Robinson?

Chapter 10 Discussion

Harper Lee

To Kill a Mockingbird

1933-1935Maycomb, Alabama

“Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned to red slop . . . [s]omehow it was hotter then . . . bony mules hitched to Hoover carts flicked flies in the sweltering shade of the live oaks on the square. Men’s stiff collars wilted by nine in the morning. Ladies bathed before noon, after their three-o’clock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum. . . . There was no hurry, for there was nowhere to go, nothing to buy and no money to buy it with, nothing to see outside the boundaries of Maycomb County.”

Setting

Scout FinchJem FinchAtticus FinchDill HarrisBob EwellTom Robinson

Main Characters

Co-existence and juxtaposition of good and evil

Social inequalities

Themes

Part 1Part 2Part 3Part 4Part 5Part 6Part 7Part 8Part 9Part 10Part 11

Audio

1. What do you learn about Maycomb?2. What do you learn about Dill?3. What happened to Arthur “Boo” Radley?4. What are some clues that indicate the

Radley house’s legendary history within the neighborhood?

5. What is the point of view from which the story is told?

Chapter 1 Questions

1. Why does Jem not want anything to do with Scout at school? Are his actions typical of an older sibling's?

2. What do you think of Miss Caroline as a teacher? Can you find any qualities which would make her good or not so good at her job?

3. Who is Calpurnia and what is her role in the Finch household?

4. What is Walter Cunningham like? What does his behavior during lunch suggest about his home life?

5. What do you think of the way Atticus treats Walter? What would you say Scout learns from Walter's visit?

Chapter 2 & 3 Questions

1. What does Scout think of current fashions in education?

2. Why do the children make Boo's story into a game? What do they do in this game? Do you think the game is an accurate version of what happens in the Radleys' home?

3. What might be the cause of the laughter from inside the house?

Chapter 4 Questions

1. Describe Miss Maudie Atkinson. How typical is she of Maycomb’s women? What do the children think of her?

2. What does Miss Maudie tell Scout about Boo? How does this compare with what Scout already believes?

3. Scout claims that “Dill could tell the biggest ones” (lies) she ever heard. Why might Dill have told such lies?

4. What reasons does Atticus give for the children not to play the Boo Radley game? Do you think he is right? Why or why not?

Chapter 5 Questions

1. Why does Scout disapprove of Jem and Dill’s plan of looking in at one of the Radley windows?

2. What does Mr. Nathan Radley know about the intruders in the garden?

3. Why does Dill’s explanation of Jem’s state of dress almost land him in trouble?

4. What happens when Jem goes back to retrieve his trousers?

5. Can you find any evidence that Jem is beginning to understand more than Scout about Boo?

Chapter 6 & 7 Questions

1. What items do Scout and Jem find in the knothole of the Radley's oak tree? Why are they hesitant to keep the objects?

2. What new game does Jem propose that they play?3. Describe Miss Maudie Atkinson. How typical is she of

Maycomb's women? What do the children think of her?4. What reasons does Atticus give for the children not to play

the Boo Radley game? Do you think he is right? Why or why not?

5. Why does Dill's explanation of Jem's state of dress almost land him in trouble?

6. What happens when Jem goes back to retrieve his pants?7. Can you find any evidence that Jem is beginning to

understand more than Scout about Boo?

Chapters 4-7 Questions

For each of the characters below, write A.) a powerful quote that reveals their “character”

and what characteristic is revealed about themB.) a comment about their diction*C.) their perspective on educationD.) their economic status

Characters: Atticus Finch, Walter Cunningham, Burris Ewell, Calpurnia, Miss Caroline, Scout

*Diction = style of speaking or writing; dependent upon a person’s word choice, accent, inflection, and intonation

Character Profiles

Which two (minor) characters provide a lesson in the distinction between class and character? (Hint: they have very similar lifestyles and economic statuses, but they’re attitudes are completely different)

Compare/Contrast

1. Auspicious: promising success, favorable, prosperous2. Benign: kindly, gentle, pleasant, not malignant 3. Devoid: not possessing, untouched by, destitute4. Diminutive: small, little, tiny5. Epic: heroic, majestic, impressively great6. Expound: to explain or interpret in detail 7. Fraught: filled or laden (with)8. Malevolent: evil; harmful9. Morbid: suggesting an unhealthy mental state or attitude 10. Nebulous: hazy, vague, indistinct, or confused11. Perpetrate: to commit (a crime) or do something in a poor or

tasteless manner 12. Placidly: to do something in a calm, peaceful, pleasant way13. Predilection: a tendency to think favorably of something in

particular 14. Quaint: having an old-fashioned attractiveness or charm 15. Taciturn: inclined to silence

TKAMB Vocabulary

1. Why does Scout quiz Atticus about his visit to the Radley house? How much does Atticus tell her?

2. Why does Mr. Avery get mad at the children when it snows?

3. What is the “near libel” which Jem puts in the front yard? How do Miss Maudie and Atticus react to it?

4. Why does Atticus save Miss Maudie's oak rocking chair?

5. When Atticus asks Scout about the blanket around her shoulders, what does Jem realize?

6. Explain what Atticus means by telling Jem not to let his discovery “inspire ” him to “further glory”? Is there any reason why Jem might now do as his father says?

Chapter 8 Questions

1. How well does Atticus feel he should defend Tom Robinson? Is it usual for (white) lawyers to do their best for black clients in Alabama at this time?

2. Scout and Jem have “mixed feelings” about Christmas? What are these feelings and why?

3. Uncle Jack Finch tells Scout that she is growing out of her pants. What does this mean and why might he say it?

4. When Francis talks to Scout he reveals an unpleasant feature of Aunt Alexandra. What is this?

5. Does Scout learn anything from overhearing Atticus's conversation with Uncle Jack? What might this be?

6. Re-read the final sentence of this chapter. Explain in your own words what it means and why it might be important in the story.

Chapter 9 Questions

1. Atticus says that Mrs. Dubose is a model of real courage rather than “a man with a gun in his hand”. What does he mean? Do you think he is right?

2. What does Scout learn from Calpurnia's account of Zeebo's education?

3. Comment on Aunt Alexandra's ideas about breeding and family. Why does Atticus tell them to forget it? Who is right, do you think?

Chapters 11, 12, 13

1. Why does Atticus go into town one night and sit in front of the jailhouse? What happens when a group of drunk men from the country show up?

2. Describe Dolphus Raymond.3. What does Reverend Sykes do to help the

children see and hear the trial? Do you think he was right to do so?

4. What does Atticus prove through his cross-examination of Sheriff Heck Tate?

5. Why does Atticus ask Bob Ewell to write out his name? What does the jury see when he does this?

Chapters 15, 16, 17

1. What is the connection between our two themes of taking a stand and the Golden Rule?

2. What facts about the incident does Atticus establish through his cross-examination of Sheriff Heck Tate?

3. Describe Bob Ewell.4. Why does Atticus ask Bob Ewell to write out

his name? What does the jury see when he does this?

5. What does Jem understand at this point that Scout does not?

Chapter 17 Questions

1. Complete TKAMB Part 2 Check Up- Submit via dropbox

2. Complete TKAMB vocabulary sentences: Formidable, Amiably, Acrimonious, Antagonize, Infallible, Ominous, Acquiescence, Impassive

- Write the word, the part of speech, the definition, and an original sentence that in some way relates to TKAMB

3. Complete work on page 1944. Write your own opening for a mystery story

Lab Work 3/13

1. Complete TKAMB Part 2 Check Up- Submit via dropbox

2. Complete TKAMB vocabulary sentences: Formidable, Amiably, Acrimonious, Antagonize, Infallible, Ominous, Acquiescence, Impassive- Write the word, the part of speech, the definition, and an original sentence that in some way relates to TKAMB

4. Complete work on p. 194 on your iPad – answer the following question: Why are we learning about how to identify all of these modifiers?! What purpose does it serve?!

3. Write your own opening for a mystery story

Lab Work 3/14

1. Why do you think Atticus speaks so formally to Mayella during her testimony? If you didn’t know anything about Atticus already and this was the first chapter you read, what would be your impression of him based on Lee’s description of him during Mayella’s testimony? Cite specific examples.

2. How does Mayella react to Atticus's politeness? Is she used to being spoken to in such a way? Why or why not?

3. What is revealed about Tom's physique that simply does not support Mayella’s injuries first described by Heck Tate and later confirmed by both Ewells, or her insistence that she “fought him tooth and nail.”

Chapter 18 Discussion Questions

Summarize Tom’s side of the story.What is the difference between Atticus’s

cross-examination of Mayella in Chapter 18 and Mr. Gilmer’s cross-examination of Tom in Chapter 19? Why do you think the author wants us to see both of these cross-examinations?

Why does Dill get so upset? Does Scout fully understand why he’s so upset?

Chapter 19 Discussion Questions

1. How does Mayella react to Atticus's politeness? Is she used to being spoken to in such a way?2. What is revealed about Tom's physique that makes it unlikely he was able to beat Mayella so badly? 3. Describe Tom's side of the story. 4. Re-state at least 3 significant parts of Atticus' closing words. 5. What happens when Atticus walks out of the courtroom after the verdict is announced?

Chapters 18-21

Define the following words from Atticus’s closing statement: iota, unmitigated, temerity, caliber, idealist

What does Scout notice about the jury when they come back into the courtroom? It’s something she notes that lawyers’ children look for.

What happens when Atticus walks out of the courtroom after the verdicts are stated?

What does the Finch household receive the morning after the trial?

Miss Maudie says, “There are some men in this world who were born to do our unpleasant jobs for us. Your father’s one of them.” What does she mean?

Chapters 20-22

1. Finish TKAMB Part 2 Check Up- Submit via dropbox

2. Complete TKAMB vocabulary sentences: Formidable, Amiably, Acrimonious, Antagonize, Infallible, Ominous, Acquiescence, Impassive, Iota, Unmitigated, Temerity, Caliber, Idealist

- Write the word, the part of speech, the definition, and an original sentence that in some way relates to TKAMB

3. Complete work on page 1944. Write your own opening for a mystery story

Lab Work 3/20

1. At the end of this chapter, Jem forms a new theory about why Boo Radley has never left his house in years. What is this? How likely is it to be true, in your opinion?

2. What is your opinion of the Maycomb ladies, as depicted in this chapter?

3. Explain briefly how Tom was killed. What is Atticus's explanation for Tom's attempted escape? Do you agree with Atticus?

4. How does Maycomb react to Tom’s death? To what does Mr. Underwood liken the killing of Tom?

Chapters 23-25

Answer the following focus question in a paragraph in your notes: What is ironic about Miss Gates’s views on Hitler compared to what Scout overhears her saying outside the courthouse after Tom's trial?

How are Mrs. Merriweather and Miss Gates similar kinds of people?

Why do you think Jem gets so upset at the end of the chapter?

Chapter 26 Focus Questions

The narrator says that there were 'three things' that happened in the period of time after the trial until mid-October. What are these three things? The narrator also says, that the things "did not directly concern us - the Finches - but in a way they did." In what way were these three events concerning the Finches? What is the significance of these events? 

What is Scout’s role in the school pageant? What is the humor here?

What foreshadowing do we see in Chapter 27?

Chapter 27 Focus Questions

Scout decides to wear her costume for the walk home. How does this allow Harper Lee to build tension during this scene. How else does Lee create suspense here?

In Chapter 28, Lee juxtaposes elements of classic Gothic literature – fictional horror and frightening setting - with Maycomb’s small-town charm. Identify specific examples of both.

What clues does Lee provide in the chapters leading up to 28 that would lead the reader to believe Bob Ewell would go after Atticus? Does it make sense he chose to go after the children in such a manner instead?

Chapter 28/29 Focus Questions

1. Complete TKAMB vocabulary sentences: Formidable, Amiably, Acrimonious, Antagonize, Infallible, Ominous, Acquiescence, Impassive, Iota, Unmitigated, Temerity, Caliber, Idealist, Obscure, Irascible, Elude, Recluse

- Write the word, the part of speech, the definition, and an original sentence that in some way relates to TKAMB

2. Complete work on page 1943. Write your own opening for a mystery story

Lab Work 3/27

1. Scout decides to wear her costume for the walk home. How does this decision affect her understanding of what happens on the way?

2. What explanation does Atticus give for Bob Ewell's attack? How does it differ from Sheriff Tate's reason? Whose explanation do you think is closer to the truth? 

3. Why does Sheriff Tate insist that Mr. Ewell's death was self-inflicted? To what extent is this true?

4. How does Harper Lee handle the appearance of Boo Radley at the end of the story?

Chapters 28-30

1. How do the events of the final chapters explain the first sentence in the whole novel?

2. How does Scout make sense of an earlier remark of Atticus’s as she stands on the Radley porch?

3. How much of a surprise is it to find out what Boo Radley is really like?

4. At the end of the novel, Atticus reads to Scout. Comment on his choice of story. How does it have a connection with ideas earlier in the novel and its ending?

Group Discussion Questions (Chapter 31)