TO KILL A MOCKINGBIRD

TKAM Context Plan

√ Mon 1/29 – Unit vocabulary

√ Tues 1/30 – context & pictures

√ Weds 1/31 – Jim Crow Laws

√ Thurs 2/1 – Jim Crow Laws + research

√ Fri 2/2 – Emmett Till lesson in Library

√ Mon 2/5 – King, Jr. text + SOAPSTone

√ Tues 2/6 – finish SOAPSTone + Civil Rights timeline

√ Weds 2/7 – Writing prompt (p. 214)

√ Thurs 2/8 – assign research topics and explain annot. bib.

√ Fri 2/9 – research and gather sources

√ Mon 2/12 – Weds 2/14 – gather info, make presentation, practice

√ Thurs 2/15 – Fri 2/16 – presentations

Monday 1/29/18

Vocabulary

Frayer models with Unit 3 vocab

Tuesday 1/30/18

Journal

In your journal, answer the following question:

What do you know about the idea of “context”?

Define it in your own words, give examples of it –

write down everything you know about context!

Small Groups

With your table group, talk about context.

What do you think it is?

Why might it matter?

What connections exist between context and identity?

Context

Context comes from the Latin word contexere

which means “to weave together”

Context weaves together the circumstances or

conditions under which something exists or

occurs.

Context

Historical

Social

Cultural

Geographic

Context

Historical: past events

Social: interactions between people

Cultural: beliefs and traditions

Geographic: physical location

Context: The circumstances or

conditions under which

something exists or

occurs

Historical:

Past Events

Social: Interactions

between people

Geographic:

Physical

Location

Cultural:

Beliefs and

traditions

Picturing the Past (SB p.193)

Write 1-6 down the side of your organizer

I will put each photo on the smart board for

about two minutes.

You will need to fill out the row of the graphic

organizer while you view the photo.

#1

#2

#3

#4

#5

#6

Wednesday 1/31/18

Get your SpringBoard book!!

Connect the Dots

The novel To Kill a Mockingbird is set in the American south in the 1930’s.

Although that’s the setting, Harper Lee wrote and published the novel in 1960, during the Civil Rights Movement.

The main characters in the novel are Scout, Jem, and Dill, three young children who come of age in changing times

Understanding the context will help you connect to the novel and understand the themes.

Setting the Context (SB 3.3)

“Jim Crow: Shorthand for Separation” (whole class)

“Jim Crow Laws” (partners)

Text-dependent questions (group jigsaw)

Working from the text (whole class)

Thursday 2/1/18

Get your SpringBoard book!!

Open it back up to page 195

Setting the Context (SB 3.3)

Table groups:

Review both texts

“Jim Crow: Shorthand for Separation”

“Jim Crow Laws”

Make four categories that most of the JC laws can fit into

Setting the Context (SB 3.3)

Whole Class

“Working from the Text” questions (page 201)

We’ll answer these together

Take notes!!

Setting the Context (SB 3.3)

Table groups:

I will assign each table group one question to answer from

after the reading.

Write the question on the top of a blank piece of paper

Thoroughly answer the question. Write your answer

underneath the question on your paper.

Be ready to present your paper to the class.

Friday 2/2/18

Special lesson in the library!

Monday 2/5/18

Martin Luther King, Jr.

“Letter from Birmingham Jail”

Martin Luther King, Jr. “Letter from

Birmingham Jail” and SOAPSTone

Do Now: Monday, 2/5/18

Grab your SpringBoard book

Also get your journal

And something good to write with

Also a highlighter or two

Martin Luther King, Jr. “Letter from

Birmingham Jail” and SOAPSTone

Vocabulary

Review (or write down) these terms in your journal:

Imagery

Diction

Ethos

Logos

Pathos

Martin Luther King, Jr. “Letter from

Birmingham Jail” and SOAPSTone

Review SOAPSTone as a whole class

As a whole class – read “about the author” and start

reading together

Individually – read and annotate the letter

Metacognitive marks

Margin notes – interact with the text!

In groups of 3 – create a SOAPSTone chart – your

very best work!

Tuesday 2/6/18

Martin Luther King, Jr.

“Letter from Birmingham Jail”

SOAPSTone

In one color: Answer ALL the questions

In another color: provide textual evidence for ALL

your answers

Wednesday 2/7/18

Writing Prompt

SOAPSTone Reflection

Look over your SOAPSTone

Mark the part that is your best strength

(“I really understand this part…”)

Mark the part that is your biggest weakness (“I really need help to understand this part…”)

Writing Prompt

Gather your materials

King, Jr.’s “Letter from Birmingham Jail”

Civil Rights Timeline

SOAPSTone chart

1-2 pieces of notebook paper

Good writing utensil

You have the rest of the period to complete your paragraph!

Thursday 2/8/18

Context Project

Annotated Bibliography

Monday 2/12/18

Context Project

Research & Create

Monday 2/12/18

Entry Task!

Answer these questions on your index card!

1. What is your research topic?

2. What did you accomplish on Friday in 6th period English?

3. What is your next step for this project?

4. What is something you need help with for this project?

Wednesday 2/21/18

Context Reflection

Start reading To Kill a Mockingbird

Wednesday 2/21/18

Take out a piece of notebook paper and

a good writing tool

Wednesday 2/21/18

Write a paragraph in response to this prompt:

Describe life in America in the 1950’s-1960’s. What conflicts existed? Why did they exist? Was there a resolution?

Write a topic sentence, several sentences of explanations, and a concluding sentence.

Friday 2/23/18

Setting

Start reading To Kill a Mockingbird

You need your journal

and a pen or pencil!!

To Kill a Mockingbird is set in the small town of Maycomb,

Alabama, in the 1930’s. What can we predict about the story?

Setting: The when and

where of a story. This

includes time (date and/or

season) and place (country,

state, town, locations, etc.)

This matters because:

The author’s point has to

do with the setting. What

the characters experience,

and what the reader

learns, is shaped by the

setting of the story.

Let’s Read!

Tuesday 2/27/18

Keep reading!

Work on reading comprehension Q’s

Sit in your new seat.

Wednesday 2/28/18

1. Open your book to page 27

2. Talk about the answer to the first Ch. 3

question with your table mates

Thursday 3/1/18

1. Take out your materials

2. Open your book to page 41

Monday 3/5/18

1. Take out your materials

2. Be ready to review your reading Q’s

Analyzing Boo

Complete the chart (handout)

SB p. 238-240

Read and annotate the text

Complete the questions on page 240

Partners: #3 & #4

Whole class: #2 & #5

Vocabulary – add to your notebooks

Terms on page 241

Warm-Up – Tues. 3/6

Materials:

SpringBoard page 241

English notebook

Pen or pencil

Directions:

Read the literary terms in the box on page 241

Add the terms and definitions to your English notebook

You have 6 minutes to be finished!

Analyzing Boo

Look over your annotations on pages 238-240

Complete the questions on page 240

Partners: #3 & #4

Whole class: #2 & #5

Staple this to your page from yesterday and turn it in

Theme = a writer’s central idea or main message. This might

be implicit (implied; concealed) or explicit (clear; obvious).

A single work may contain more than one theme.

Harper Lee’s novel To Kill a Mockingbird contains many themes.

Racism

Hypocrisy

Loss of innocence

Courage

Theme in To Kill a Mockingbird

Racism

Racism is prejudice, discrimination, or antagonism

directed against someone of a different race

based on the belief that one's own race is superior.

Hypocrisy

Hypocrisy is the practice of claiming to have higher

standards or more noble beliefs than is the case.

Hypocrisy is saying one thing and doing another.

Loss of Innocence

Loss of innocence is an experience or period in a person's life (part of coming of age) that leads to a greater awareness of evil, pain and/or suffering in the world around them. Through loss of innocence, characters go from naïve and trusting to informed and suspicious.

Courage

Courage is the ability to do something that

frightens you. It is having strength to seek, endure,

and overcome danger, fear, pain, or difficulty.

Monday 3/12/18

Reading Quiz! Chapter 9 – 11

Materials:

A piece of notebook paper

A good writing tool

Your TKAM book

Reading Quiz

You have 12 minutes. Thoroughly answer each question.

1. Read the last sentence of chapter 9. Explain in your own words

what it means and why it might be important to the story.

2. In chapter 10 Scout says, “Atticus was feeble.” Do you think that

this is her view as she narrates the story, or her view when she

was a 7 year old girl? Does she still think this after the events of

the chapter? Be specific. (“feeble” = lacking physical strength due to age or illness)

3. In chapter 11, what does Jem do to Mrs. Dubose’s flowers? Why?

What is his punishment? Bonus: in which way was Mrs. Dubose sick?

Mon. 3/12/18 – Theme Practice1. At your table groups, decide who will look for evidence for

each of these themes:

Courage

Hypocrisy

Loss of innocence

Racism

2. Be an explorer all by yourself (or in partners), then when your

group mates are ready, report out to each other! Try to find

more than one example. Explain your quote and how it

connects/shows your theme

Focus on chapters 9-11.

Note: Chapter 12, 13, 14 due

at start of class on Fri. 3/16

TKAM Reading Groups!

Aidan T. Devin W. Ricardo Dante Vander

Jake Brody Emil Josiah Jay

Chance Sloan Addison Pierre Kyle

Lily Evelynn Emily Judith Lia

Madeleine Francis Bella Ruth Katanna

Devin P.

Tues. 3/12/18 – Ch. 12 & themes

1. Finish reading chapter 12 as a class. Remember to look for

these themes. Write a sticky note when you notice one!

Courage

Hypocrisy

Loss of innocence

Racism

2. Quote analysis paragraph – teacher example & practice

Note: Chapter 12, 13, 14 due

at start of class on Fri. 3/16.

Be ready for a reading quiz!

Thurs. 3/15/18 – C, C, S, ANCharacters, conflicts, setting, and abstract nouns

Characters: https://prezi.com/0totnqvwpy3a/six-types-of-

characters/

Label your notes with characters from TKAM

Conflicts: internal and external https://prezi.com/8isooemwgvs-

/types-of-conflict/

Setting: class discussion (symbolism, connotations)

Abstract Nouns: courage, hypocrisy, loss of innocence, racism

REMEMBER: Chapter 12, 13, 14 due tomorrow! Reading quiz at the start of class!!

Thurs. 3/15/18 – C, C, S, AN

Question: how might “setting” connect to

character and conflict?

REMEMBER: Chapter 12, 13, 14 due tomorrow! Reading quiz at the start of class!!

Fri. 3/16/18

Reading Quiz

Chapter 12, 13, 14

Take out your TKAM book, a piece of notebook

paper, and a pen or pencil.

Friday 3/16/18

Reading Quiz! Use a piece of notebook paper & your TKAM book

1. Explain why Calpurnia speaks differently in the Finch household

than she does at church (Ch. 12).

2. Why does Aunt Alexandra come to stay with Atticus and his

family? What is she like? (Ch. 13).

3. In chapter 14, what (in your opinion) is the MOST important

character, conflict, or setting? Describe this in detail.

12 minutes

Mon. 3/19/18 – Warm-Up

Table group activity – 6 minutes!

Look back through TKAM, chapters 1-15, and find a

quote that shows theme

Your group needs to have at least one quote per

theme (racism, hypocrisy, courage, loss of innocence)

Write the quote on a sticky. Cite the quote. You’ll put

this on a poster! “……” (Lee 142).

Mon. 3/19/18

Question: How do character, conflict, and setting

help to show theme?

Materials: Notebook, pen or pencil

(Pin the Quote on Atticus)

Re-read the beginning of Ch. 11

Character (use your character notes to classify each character)

Mrs. Dubose

Scout and Jem

Atticus

Conflict (what type of conflict is this? What other conflict exists?)

Mrs. Dubose vs. Scout and Jem

Setting (where does the conflict take place? Why is that significant?)

Pin the Quote on Atticus

With your table group, discuss the following prompts:

The character of Mrs. Dubose represents…

The conflict between the children and Mrs. Dubose is similar to…

The setting of Mrs. Dubose’s house, halfway between the Finch

home and the town, is significant because…

Pin the Quote on AtticusWrite notes in your notebook!!

The character of Mrs. Dubose represents…

The racism of the old South

The conflict between the children and Mrs. Dubose is similar to…

The conflict between Atticus and the rest of the town

The setting of Mrs. Dubose’s house, halfway between the Finch home and the town, is significant because…

The children are leaving the safety of home and facing society’s disapproval

Pin the Quote on AtticusWrite notes in your notebook!!

Theme = universal idea

Thematic statement = arguable claim related to a universal idea

Noun: person, place, or thing (idea)

Concrete nouns = tangible

Abstract nouns = intangible

How to write a thematic statement:

1. Identify 1-3 abstract nouns

2. Answer this question: what statement does the author make about this abstract noun?

Authors use concrete nouns

to explain abstract ideas

Pin the Quote on AtticusWrite notes in your notebook!!

In the following quote, Atticus gives Jem advice on how to deal

with Mrs. Dubose. Consider how this advice might foreshadow

the way Atticus wants the children to act during the upcoming

trial.

“You just hold your head high and be a gentleman. Whatever

she says to you, it’s your job not to let her make you mad.”

Re-write Atticus’ statement as a thematic statement

Pin the Quote on Atticus

“You just hold your head high and be a gentleman. Whatever

she says to you, it’s your job not to let her make you mad.”

Re-write Atticus’ statement as a thematic statement

It is more courageous to rise above conflict than to be dragged into it

How do we know this is a thematic statement??

Abstract noun(s) [courageous; conflict]

Arguable statement based on the abstract noun(s)

Tues. 3/20/18

Pass back papers

Review C, C, S, T, and thematic statements

Practice with quotes, themes, and thematic

statements

Weds. 3/21 & Thurs. 3/22

- Review practice with quotes, themes, and

thematic statements

- Preview tomorrow’s writing prompt

- Essay structure reminder

Friday 3/23/18

Writing Prompt: Analyze how character, conflict, and setting contribute to one or more themes. Include textual evidence, analysis, and citations.

Format: write a multi-paragraph response to this prompt. Use your best writing conventions. This is a draft, but it should be a thorough and complete draft.

Rubric

Approaching Standard (2): A strong body paragraph

Meets or Exceeds Standard (3-4): 4+ paragraph essay

Homework due Monday: Read chapters 16 & 17 and complete one quote analysis sheet.

Friday 3/23/18

Writing Prompt

Materials: Your English notebook

1-2 pieces of notebook paper

A good writing utensil

Your TKAM book

Homework due Monday: Read chapters 16 & 17 and complete one quote analysis sheet.

Homework – due Monday!!

Over the weekend, read chapters 16 and 17 and

complete ONE quote analysis sheet.

Make sure to do the concluding sentence! Your

hamburger needs a bottom bun!!

Focus on: character, conflict, and setting

Monday 3/26/18

Chapter 16 and 17 reading quiz

Materials:

Separate sheet of notebook paper

A good writing utensil

Your TKAM book

Music??

Chapter 16 & 17 Reading Quiz

Directions: Fully answer each question. Use details from the

text and quotes when appropriate. Be concise in your answers.

1. What event starts during chapter 16? Describe it!

2. In chapter 17, what is Mr. Ewell’s claim about what happened,

and how does Atticus show that it might not actually be the

truth?

Monday 3/26 – Friday 3/30

Mon. 3/27 – reading quiz, review hw, read!

Read this week – ch. 18-23

Also – quote analysis sheets and thematic statements

Then: ch. 24-27; 28-30; movie; pronouns; final essay

Final Essay: To Kill a Mockingbird Summative Assessment

Prompt: How does the author use literary elements (character, conflict, and setting) to develop the overall themes of the novel?

Tuesday 3/27/18

“I think we all have empathy. We may not have enough

courage to display it.” – Maya Angelou

Let’s read!

Chapter 18, page 206

Keep track of

themes as we read!

Camellia flowers

TKAM Unit

Finish reading the book (Chapter 24-27 & Chapter 28-31)

SOAPSTone with Atticus’ closing argument (end of ch. 20) (SA)

Watch the movie

Pronouns instruction and assessment (SA)

Final Essay: To Kill a Mockingbird Summative Assessment

Prompt: How does the author use literary elements (character,

conflict, and setting) to develop the overall themes of the novel?

TKAM Unit – 4 more weeks!

4/9 – 4/11: Ch. 24-27

4/12 – 4/13: SOAPSTone with Atticus’ closing argument (SA)

4/16 – 4/17: Ch. 28-31

4/18 – 4/20: Watch the movie

4/23 – 4/25: Pronouns instruction and assessment (SA)

4/26 – 5/4: Final Essay (SA) To Kill a Mockingbird Summative Assessment Prompt: How does

the author use literary elements (character, conflict, and setting) to develop the overall themes of the novel?

Monday 4/9/18

Read chapter 24 (whole class… 11 pages)

Complete a quote analysis slip (partners)

Hypocrisy

Courage

Racism

Loss of innocence

Tuesday 4/10/18

Prepare sticky notes: two of each theme

Read chapter 25 and 26 (12 pages – individual)

Mark the text with your sticky notes as you read

Complete a quote analysis slip (individual)

All of this is due before the end of class today! Stay focused!

Wednesday 4/11/18

Read chapter 27 (8 pages – whole class)

Character, conflict, and setting organizer

Homework due Friday: Quote analysis paragraph sheet (ch.24-27)

Wednesday 4/11/18

Read chapter 27 (8 pages – whole class)

Character, conflict, and setting organizer (individual w/help)

Make a graphic organizer for the characters, conflicts, and settings

in this chapter

Be quick and efficient! Homework…

Look back at your notes and use them if you need to.

Homework due Friday: Quote analysis paragraph sheet (ch.24-27)

Friday 4/13/18

Turn in quote analysis paragraph sheet (ch. 24-27)

Finish SOAPSTone summative

Monday 4/16/18

Read chapter 28 (14 pages)

… and 29?? (5 pages)

Tuesday 4/17/18

Review end of the book

Review the whole book

Plan ahead for next two weeks

Pass back papers and discuss

TKAM Unit – 4 more weeks!

4/9 – 4/11: Ch. 24-27

4/12 – 4/13: SOAPSTone with Atticus’ closing argument (SA)

4/16 – 4/17: Ch. 28-31

4/18 – 4/20: Watch the movie

4/23 – 4/25: Pronouns instruction and assessment (SA)

4/26 – 5/4: Final Essay (SA) To Kill a Mockingbird Summative Assessment Prompt: How does

the author use literary elements (character, conflict, and setting) to develop the overall themes of the novel?