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  • 1.Lewis 1Sarah Lewis Dr. Insenga ENGL 4238.01 9 December 2009 Prefatory NarrativeFor this unit plan I chose the book To Kill a Mockingbird. As one of the most treasuredbooks of the twentieth century, it serves as one of the most commonly used texts in the 9th gradeclassroom across America. I chose to focus this unit on a 9th grade Honors classroom due to theheavy workload and extreme amount of reading that had to be done in such a short amount oftime. For secondary texts, I focus in on the theme of discrimination and segregation. The textsthat best serve this purpose were the documentary A Class Divided, the poem We Wear theMask by Paul Laurence Dunbar, the song Strange Fruit by Billie Holiday and the song TheDeath of Emmett Till by Bob Dylan. In addition, I use the film To Kill a Mockingbird as aliterary medium of its own. All of these texts culminate to teach students about the historicalsignificance of racism in America.Many educators and scholars say that one of the most poignant themes in To Kill aMockingbird, is the way that it forces the reader to come face to face with their own bigotry. Iwant students to understand that although the books setting takes place in the 1930s, manylessons are still very viable for today. As a stepping stone, I use the documentary A ClassDivided, a forty-five minute film about a third grade class from the 1970s, and an adult audiencein the mid-1980s. At first, it may seem that it is easy for a 3rd grade class to succumb to asegregation-experiment (perhaps the argument could be made that they are young andimpressionable). However, as the film transitions into an adult-experiment, it becomes more clear that all humans, regardless of age, have the potential to discriminate and hate. Now the

2. Lewis 2students have a connection to the novel because they may wonder if they themselves would havethe potential to emanate such bigotry (in the documentary and in the situations that the novelencounters). This sort of self reflection can not only assist them with the encounter of otherliterary works but also in their own personal analysis as they read the world around them.To Kill a Mockingbird is filled with so many possibilities for lesson planning, it is hard topick only enough to fit into a ten day plan. I knew that racism was one that would have to beaddressed, but I also wanted to focus on the specific techniques of writing. In the classroom, Iwant students to have a clear idea of character development, theme, figurative language, settingand voice. All of which are very important characteristics of Harper Lees penmanship in thisnovel. I created and adapted very specific activities and projects to teach these conceptsincluding: The Mapping of Maycomb, The Body Biography and The Mockingbird Printing Press.The mapping project not only provides a way for students to analyze setting, but also theimportance of voice in a novel. Since Lee uses Scouts voice to narrate the story, it only makessense to have students hone into this and draw the town of Maycomb as she would see it. Thestudents can suddenly walk in Scouts shoes and soon get the concept and importance of voice ina narrative. The Body Biography is similar in that it focuses on character, but different in that itwidens the scope to look at all of the characters development in the novel. Each group has tofocus on internal and external forces and voices, as well as major changes the individual theyhave goes through. This clearly provides insight and clarity into the process of writing as well asopens a door for how they will look at all other literature they will encounter. The printing pressactivity culminates all they have learned about the story, as well as elements they have learnedabout writing and history, and creates a more in-depth way for them to be accessed. Sincestudents are not accessed based on any major tests, I use writing and comprehension to seewhether or not they understand certain concepts and can think in-depth for themselves. 3. Lewis 3 It was very important for me in this unit to create an organized way to hold studentsaccountable, as well as to give them a sense of structure. I also feel very strongly about teachingstudents how to organize and present their work in a professional manner. The Novel Packet is away for the students to keep all of their material in one place throughout the entire unit, and away for them to observe their own progress as well. The final project of the packet is the LayeredCake exercise which allows students the freedom to choose how they will complete it withinperimeters that I have already set. It also assists students in organizing their final product in aportfolio fashion before turning it in for a final grade. I really believe that when students have afolder or binder of material that they have worked hard on, a sense of pride and accomplishmentcan be a bigger reward than a good grade. In addition, on the last page of the packet students areshown a rubric. It is my intention to sit with every student to go over their grade and have themsign for it before I turn it back to them. I truly believe that it will prepare them to be responsiblefor their own work and will help create an atmosphere of care in my classroom. I am veryexcited about implementing this entire unit plan into an actual classroom because I am confidentthat it will be eye-opening for how students look at human beings as well as themselves. 4. Lewis 4To Kill a Mockingbird Unit Plan DAY ONE Concept / Topic To Teach: Pre- Reading Readiness for the novel.Standards Addressed : ELAALRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. The student relates a literary work to primary source documents of its literary period or historical setting; the student:a. Relates a literary work to the seminal ideas of the time in which it is set or the time of itscomposition.i. Native American literatureii. Colonial/Revolutionary/National literatureb. Relates a literary work to the characteristics of the literary time period that it represents.i. Romanticism/Transcendentalismii. Realismiii. Naturalismiv. Modernism (including Harlem Renaissance) General Goal(s): To set the historical preface and academic expectations before the reading. Specific Objectives : Students will be given all detailed academic expectations for the unit including a Novel Packet that contains important worksheets and secondary material for the unit. Students will be introduced to the historical significance of the 1930s including The Great Depression and Segregation. In addition, the class will have a greater knowledge of the woman behind the novel To Kill a Mockingbird, as they delve into the biography of Harper Lee. Required Materials: 1. Novel Packet 2. To Kill a Mockingbird 3. Historical Background Power Point 4. (the biography of Harper Lee) Step- By-Step Procedures : 1. Students will be given the Novel Packet. They will be advised that this packet will need to be brought to class everyday for the next two weeks and that it will serve as 60% of their final grade when completed and turned in at the end of the unit. 5. Lewis 52. Students will be asked to turn to page 2 of the Novel Packet and without any preface, fill out the first column of the Anticipation Guide (3). Once they are finished, the class will be advised that they will fill out the 2nd column on the last day of the unit to see if their answers have changed. 3. Students will be asked to turn to page 3 in the Novel Packet and will be advised of the reading schedule and due dates. The class will be offered to check out copies of To Kill a Mockingbird from my class collection, to download the entire book (Adobe) from my page linked to the school website, or to buy their own copy. 4. Ask class to circle 1st reading assignment for that evening: Chapters 1-4 and prepare for a writing-prompt the next morning. 5. Link to the You Tube website: and watch (around 7 minutes) The Biography of Harper Lee. 6. Show Historical Background Power Point which creates a backdrop for the setting of the novel. Students will learn about the important aspects of the 1930s (especially The Great Depression), and I will merge this back story with the novel back story. Adaptations (For Students With Learning Disabilities): Students will be assisted according to their I.E.P. assessment and in compliance with the cooperating Special Education teacher, if applicable. DAY TWOConcept / Topic To Teach: Racism in AmericaStandards Addressed : ELAALRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. 6. Lewis 6 The student relates a literary work to primary source documents of its literary period or historicalsetting; the student: a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition. i. Native American literature ii. Colonial/Revolutionary/National literature b. Relates a literary work to the characteristics of the literary time period that it represents. i. Romanticism/Transcendentalism ii. Realism iii. NaturalismGeneral Goal(s): Students will have a better understanding of racism/segregation in America, by observing a film in which it occurs in front of them. Students will then relate the concept of racism back to the novel and to their own lives.Specific Objectives : For many students, the concept of segregation seems very abstract because they have never encountered it. The film that they will watch today will give them a better idea of how easy and how quickly humans can (if they are not careful and aware) take on roles that promote hate, segregation and ultimately racism. This will tie directly to the book To Kill a Mocki