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To Kill a Mockingbird Quarter 3– 8 th Grade Chapter One – Lesson 1 Time Frame: 55 minutes Content Objective(s) Practiced: I can describe the setting in a piece of text. Language Objective(s): I can write a description of the setting in To Kill a Mockingbird , highlighting the following elements of setting: time period, geographical location, environment and mood. WALLS THAT TEACH: Setting Era Moral Custom Teacher Notes/ Accommodations : Activating and Assessing Prior Knowledge / Bellwork (20%): Divide students into small groups (approximately four people). Assign students one of the following places to describe: the movie theatre, the mall, school, home, Kansas City, Los Angeles, Chicago, New York, etc. Encourage students to think about the layout of the building or buildings, the types and customs of people who visit or dwell in those places as well as the peoples’ state of mind. After each group has drafted a description, ask one representative of the group to share with the class. Upon group sharing, inform students that they have just described the setting of a particular location. As they begin to read To Kill a Mockingbird , it will be important to identify and understand the setting and how it impacts the characters and their actions. In order to identify and understand the setting, they must know the meaning and elements of setting.

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To Kill a MockingbirdQuarter 3– 8th Grade

Chapter One – Lesson 1Time Frame:

55 minutes

Content Objective(s) Practiced:I can describe the setting in a piece of text.

Language Objective(s):I can write a description of the setting in To Kill a Mockingbird, highlighting the following elements of setting: time period, geographical location, environment and mood.

WALLS THAT TEACH:SettingEraMoral CustomTeacher Notes/ Accommodations:

Activating and Assessing Prior Knowledge / Bellwork (20%): Divide students into small groups (approximately four people).

Assign students one of the following places to describe: the movie theatre, the mall, school, home, Kansas City, Los Angeles, Chicago, New York, etc. Encourage students to think about the layout of the building or buildings, the types and customs of people who visit or dwell in those places as well as the peoples’ state of mind.

After each group has drafted a description, ask one representative of the group to share with the class.

Upon group sharing, inform students that they have just described the setting of a particular location. As they begin to read To Kill a Mockingbird, it will be important to identify and understand the setting and how it impacts the characters and their actions. In order to identify and understand the setting, they must know the meaning and elements of setting.

Student Active Participation (SAP) /Teacher Input (65%): Guide students through Cornell Note Taking over the following

material.Describe setting. Setting is the time and place in a work of

literature. Setting also includes all cultural aspects of a particular place during a specific time period.

List and describe the elements of setting. Time : historical era, years covered in the narrative, season,

period in main character’s life Geographical Location : area of the world, climate,

landscape, buildings, or landmarks Environment : personality, occupation, and lifestyle of

characters as dictated by environment, morals/religion, customs, family life, and education.

Mood : a predominate feeling or spirit

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Provide students with examples of identified components, etg. era – time period marked by specific historical events; morals – what one considers to be right and wrong. Instruct students to start filling out the Setting Graphic Organizer as

they read Chapter One of To Kill a Mockingbird. Allow students to make additions and changes upon reading Chapter One and to complete by the end of Chapter Three.

Identifying Student Success (15%):

Exit Slip: Explain the purpose and value of setting in a novel.

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BellworkWrite a description of one of the following settings:

the movie theatre, the mall, school, home, Kansas City, Los Angeles, Chicago, New York, etc. Consider the layout of the building or buildings, the types and customs of people who visit or dwell in those places as well as the peoples’ state of mind.

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Setting Graphic Organizer

Setting Element DescriptionTime ------------------------------------------------------------------------------------

Era

Season

Period of Life forMain Character

Geography ------------------------------------------------------------------------------------

Area of the World

Climate

Landscape, Buildings, Landmarks

Environment ------------------------------------------------------------------------------------

Occupations

Lifestyle / Customs

Moral / Religion

Family Life

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Setting Graphic Organizer – Answer Key

Setting Element DescriptionTime ------------------------------------------------------------------------------------

Era depression era, mid 1930s

Season end of summer; school is starting

Period of Life forMain Character Scout is almost six; Jem is almost 10; Atticus is a middle-aged man

Geography ------------------------------------------------------------------------------------

Area of the World southern part of the United States; Maycomb Alabama

Climate hot and humid

Landscape, Buildings, Landmarks

small town with dirt streets; neighbors live close; downtown has a square and a courthouse

Environment ------------------------------------------------------------------------------------

Occupations landowners, cotton farmers, lawyers, teachers, blacksmiths, housekeepers

Lifestyle / Customs

slow paced, dull, little money, much povertyThe depression made it so there was not much to buy or do.It was common to visit in others homes on Sundays and spit in the hand to seal a deal/contract. A closed door means someone is ill.

Moral / Religion

Everyone goes to church. Even though some people in Maycomb treat the poor and blacks as inferior, Atticus Finch teaches his children to treat all as they want to be treated. He suggests his children walk in other people’s shoes in order to understand them.

Family LifeJem and Scout go home for lunch with Calpurnia. Calpurnia takes care of the family and the house. Atticus speaks to his children like adults and believes reading is important.

Education Some children only go on the first day of school and never leave the first grade. Atticus was educated by his family. Scout was educated by her family and at school.

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Exit SlipExplain the purpose and value of setting in a novel.

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WALLS THAT TEACH:Main IdeaSupporting DetailParaphraseSummary

To Kill a MockingbirdQuarter 3– 8th Grade

Chapter Two – Lesson Two

Teacher Notes/ Accommodations:

**Students may use a dictionary for the Summarize / Paraphrase Benchmark Assessment.

Activating and Assessing Prior Knowledge / Bellwork (20%): Direct students to respond to one of the following journal prompts.1. Write about your first day of school. What happened? How were

you feeling? Who befriended you? What did your classroom look like? What did you think of your teacher?

2. Compare and contrast yourself with other students. Do you consider yourself more or less intelligent than your peers, or of equal intelligence? Do you value education more or less than your peers? Explain your answers.

3. Explain whether or not your family values education and why. Did your family read to you as a young child? Did you start school knowing how to read a little? If you were read to as a child, who read to you and what did they read?

4. What are the benefits of receiving an education? What level of education do you hope to attain?

5. Describe your best or worst day of school? Why was it particularly good or bad?

Allow students to share their responses and prepare them to read about Scout’s first day of school.

Student Active Participation (SAP) /Teacher Input (65%): Read Chapter Two, pages 15-22. Continue to add details to the Setting Graphic Organizer. Take one of the Setting Benchmark Assessments Refresh students’ memories as to what it means to paraphrase and

summarize.

Time Frame:

55 minutes

Content Objective(s) Practiced:I can identify the main idea and supporting details in a piece of text.I can paraphrase and summarize in my own words.I can describe the setting of a piece of text.Language Objective(s):

I can write a paraphrase and summary of the key events in Chapters Two, stating the main idea and supporting details.I can write answers to a Setting Benchmark Assessment.

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Take one of the Paraphrase / Summarize Benchmark Assessments related to Chapter Two’s material. This will be assessed again in later chapters.

Identifying Student Success (15%):

Exit Slip: Ask students to write down the difference between a paraphrase and a summary.

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BellworkRespond to one of the following journal prompts.1. Write about your first day of school. What happened?

How were you feeling? Who befriended you? What did your classroom look like? What did you think of your teacher?

2. Compare and contrast yourself with other students. Do you consider yourself more or less intelligent than your peers, or of equal intelligence? Do you value education more or less than your peers? Explain your answers.

3. Explain whether or not your family values education and why. Did your family read to you as a young child? Did you start school knowing how to read a little? If you were read to as a child, who read to you and what did they read?

4. What are the benefits of receiving an education? What level of education do you hope to attain?

5. Describe your best or worst day of school? Why was it particularly good or bad?

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Setting Benchmark Assessment I

I can describe the setting in a piece of text.

Directions: Read the following questions and circle the letter that corresponds with the correct answer.

1. Which of the following statements best describes the setting of Maycomb, Alabama?A. Maycomb is a bustling town with many shops and a lively night life.B. Maycomb is a quiet town with little to do or buy.C. Maycomb is a snooty town where neighbors rarely speak to one another.D. Maycomb is a wealthy town in which all people have more than their basic needs.

2. Which of the following statements best describes the novel’s time period?A. The roaring 1920s when arts thrivedB. The late 1940s post World War II eraC. The civil rights movement of the 1960sD. The 1930s depression era

3. Which of the following statements describes the environment of Maycomb, Alabama?A. All citizens value economic and racial diversity as well as education.B. People rarely spend time with their families.C. Divisions exist between racial, educational, and socio-economic groups.D. Religious diversity is encouraged.

4. Which of the following statements best describes the mood of Maycomb citizens?A. Citizens find joy in the vast entertainment opportunities in which to participate.B. Citizens experience the hardships of life, but find hope in conversing with

neighbors and being in nature.C. Citizens are terrified to walk through the neighborhood at night due to increasing

crime.D. Citizens enjoy living in a town with people who think and act differently from one

another.

Setting Benchmark Assessment II

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I can describe the setting in a piece of text.

Directions: Respond to the following question in the space provided.

How do the setting elements: time, geography, environment, and mood affect the characters’ actions?

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Paraphrase / Summarize Benchmark Assessment I

I can paraphrase and summarize in my own words.

Directions: Respond to the following statements in the space provided.

1. Summarize Scout’s first day of school, including her personal interaction with Miss Caroline and her explanation of Walter Cunningham. Underline the main idea of the paragraph.

2. Write a paraphrase of the following paragraph from page 21 of To Kill a Mockingbird.Atticus said professional people were poor because the farmers were poor. As Maycomb

County was farm country, nickels and dimes were hard to come by for doctors and dentists and lawyers. Entailment was only a part of Mr. Cunningham’s vexations. The acres not entailed were mortgaged to the hilt, and the little cash he made went to interest. If he held his mouth right, Mr. Cunningham could get a WPA job, but his land would go to ruin if he left it, and he was willing to go hungry to keep his land and vote as he pleased. Mr. Cunningham, said Atticus, came from a set breed of men.

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Summarize / Paraphrase Benchmark Assessment II

I can summarize and paraphrase in my own words.

Directions: Write the letter corresponding with the sentences that best summarizes and best paraphrases each of the following four passages in the designated blanks. Each passage will have two answers: one for the summary and one for the paraphrase.

1. I knew I had annoyed Miss Caroline, so I let well enough alone and stared out the window until recess when Jem cut me from the convey of first-graders in the schoolyard. He asked how I was getting along. I told him.

“If I didn’t have to stay I’d leave. Jem, that damn lady says Atticus’s been teaching me to read and for him to stop it –“

“Don’t worry, Scout, “ Jem comforted me. “Our teacher says Miss Caroline’s introducing a new way of teaching. She learned about it in college. It’ll be in all the grades soon. You don’t have to learn much out of books that way – it’s like if you wanta learn about cows, you go milk one, see?”

“Yeah Jem, but I don’t wanta study cows, I –““Sure you do. You hafta know about cows, they’re a big part of life in Maycomb

County.”I contented myself with asking Jem if he’d lost his mind.“I’m just trying to tell you the new way they’re teachin’ the first grade, stubborn. It’s the

Dewey Decimal System.”Having never questioned Jem’s pronouncements, I saw no reason to begin now.

A. Jem thinks Scout is overreacting to Miss Caroline’s comments and requests. He tries to convince Scout to listen to Miss Caroline and learn from the new method of teaching that she is implementing.

B. Because I had annoyed Miss Caroline, I stayed quiet and looked out the window until recess when Jem took me away from the other first-graders and asked how I was doing. I told him Miss Caroline accused Atticus of teaching me to read. Jem tried to make me feel better by telling me that Miss Caroline was introducing a new method of teaching in which you learn by doing. He used the example of milking a cow instead of reading about how to milk a cow. I informed him that I did not want to study cows. He assured me that I did as it was a part of life in Maycomb. I decided to trust Jem as I had always trusted him in the past.

C. After annoying Miss Caroline and deciding to be quiet and stare out the window until recess, I was glad that Jem came to ask how my day was going. Jem did not seem to understand the magnitude of Miss Caroline’s actions. He said she was introducing a new method of teaching, but I did not quite understand what he was talking about, and I did not want to learn what he suggested we learn. In the end, I trusted Jem.

D. Jem attempts to comfort Scout on the first day of school when Scout is upset due to Miss Caroline’s comments and method of teaching. Although Scout does not fully agree with Jem’s assessment of the situation, she decides to trust Jem because she has always trusted him in the past.

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Paraphrase: __________ Summary: __________

2. Jem condescended to take me to school the first day, a job usually done by one’s parents, but Atticus had said Jem would be delighted to show me where my room was. I think some money changed hands in this transaction, for as we trotted around the corner past the Radley Place I heard an unfamiliar jingle in Jem’s pockets. When we slowed to a walk at the edge of the schoolyard, Jem was careful to explain that during school hours I was not to bother him, I was not to approach him with requests to enact a chapter of Tarzan and the Ant Men, to embarrass him with references to his private life, or tag along behind him at recess and noon. I was to stick with the first grade and he would stick with the fifth. In short, I was to leave him alone.

A. Although Jem willingly volunteers to take Scout to school on the first day, he wants to make sure that she leaves him alone at school. Their relationship at school is to be different from their relationship at home.

B. As school begins, Jem and Scout’s relationship is changing. Scout determines that Atticus probably bribed Jem to take her to school, instead of Jem happily volunteering to take her. Jem also wants them to keep their home life and school life separate. Scout is not to bother him at school.

C. Jem reluctantly agreed to take me to school on the first day. Usually people’s parents took them to school, but Atticus gave Jem money, so Jem would take me, and he told me that Jem was delighted to show me my school room. I knew Atticus had paid Jem because money jingled in Jem’s pocket as we passed the Radley Place. When we slowed down near the schoolyard, Jem told me that during school I was to leave him alone. I was not supposed to ask him to act out plays, to tell about his personal life, or to follow him around during recess and at lunch time. I was to stay with the first grade and he would stay with the fifth. In other words, I was to leave him alone.

D. Because Atticus bribed Jem with money, he agreed to take me to school and show me my school room. When we were near the school, Jem laid down the law. He said I was to leave him alone during the entire school day. We were not to play together, talk about home, or walk around together.

Paraphrase: __________ Summary: __________

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3. …“You’re shamin’him, Miss Caroline. Walter hasn’t got a quarter at home to bring you, and you can’t use any stovewood.” Miss Caroline stood stock still, then grabbed me by the collar and hauled me back to her

desk. “Jean Louise, I’ve had about enough of you this morning,” she said. “You’re starting off on the wrong foot in every way, my dear. Hold out your hand.”

I thought she was going to spit in it, which was the only reason anybody in Maycomb held out his hand: it was a time-honored method of sealing oral contracts. Wondering what bargain we had made, I turned to the class for an answer, but the class looked back at me in puzzlement. Miss Caroline picked up her ruler, gave me half a dozen quick little pats, then told me to stand in the corner. A storm of laughter broke loose when it finally occurred to the class that Miss Caroline had whipped me.

A. Scout told Miss Caroline that she was shaming Walter because Walter did not have any money with which to pay her back and he could not pay her with stovewood because Miss Caroline did not need stovewood. Miss Caroline responded by standing real still, then she grabbed Scout by the collar and led her back to her desk where she told Scout that she was tired of her and that she started off school badly. Then she told Scout to hold out her hand. Scout thought Miss Caroline was going to spit in her hand because that was why people in Maycomb held out their hands. However, Scout was a bit confused because they had not sealed a deal which was the custom for spitting in one’s hand. She turned to the class for help in understanding, but the class was also confused. Then Miss Caroline hit Scout’s hand six times with a ruler and told her to stand in the corner. When the class realized what Miss Caroline had done, they laughed.

B. Miss Caroline and Scout misunderstand one another’s intentions, actions and

mannerisms. This leads to Scout being unjustly punished, and the class to make fun of Miss Caroline for her lack of understanding and method of punishment.

C. Scout’s inability to word things in a way that Miss Caroline will understand causes her to get into deeper trouble with Miss Caroline. It also prompts the class to unnecessarily make fun of Miss Caroline.

D. Miss Caroline did not understand that Walter did not have a quarter with which to pay her back, so she was upset when Scout called her on it. She took out her embarrassment and frustration on Scout by slapping Scout’s hand with a ruler and sending her to the corner. Miss Caroline failed to understand Maycomb ways and her actions only prompted the class to laugh at her which further demonstrated her inability to manage the class.

Paraphrase: __________ Summary: __________

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4. My sojourn in the corner was short one. Saved by the bell, Miss Caroline watched the class file out for lunch. As I was the last to leave, I saw her sink down into her chair and bury her head in her arms. Had her conduct been more friendly toward me, I would have felt sorry for her. She was a pretty little thing.

A. Although Scout realizes Miss Caroline feels bad about the way that the first day of school is going, she can not justify feeling sorry for her because she has failed to treat Scout kindly.

B. When Miss Caroline sinks down into her chair and buries her head in her arms, Scout feels sorry for her. Luckily the bell rings and Miss Caroline can have a break from the students and learning about Maycomb.

C. Scout did not have to stay long in the corner, because the lunch bell rang. Miss Caroline watched the class leave. Because Scout was the last to leave, she saw Miss Caroline sit down in her chair and put her head in her arms. If Miss Caroline had been nicer to Scout that day, Scout would have felt sorry for her. After all, Miss Caroline was pretty.

D. Scout’s stay in the corner ended when the lunch bell rang. When she left, she saw Miss Caroline’s devastation. Scout decided that Miss Caroline was receiving what she deserved.

Paraphrase: __________ Summary: __________

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Setting I Answers: 1)B 2)D 3)C 4)B

Answers: 1)Paraphrase: B / Summary: D 2)Paraphrase: C / Summary B 3)Paraphrase: A / Summary: )B 4)Paraphrase: C / Summary A

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Exit SlipExplain the difference between a paraphrase and a summary.

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Time Frame:

55 minutes To Kill a MockingbirdQuarter 3– 8th Grade

Chapter Three – Lesson 3Content Objective(s) Practiced:I can identify and determine the meaning of hyperbole, personification and imagery.I can describe the setting of a piece of text.

Language Objective(s):I can write answers to practice sheets and benchmark assessments identifying and determining the meaning of hyperbole, personification and imagery.I can write responses to a Setting Benchmark Assessment.

WALLS THAT TEACH:HyperboleImageryPersonification

Teacher Notes/ Accommodations:

**You will need to prepare bellwork charts. What is needed on each chart is listed in the adjacent column.

** The “identify” assessment should be collected before distributing the “meaning” assessment.

Activating and Assessing Prior Knowledge / Bellwork (20%): Place pieces of chart paper around the room. The number will vary

depending on your class size. You need to label at least three pieces of chart paper with the following titles: Exaggerations, Five Senses, Talking Trees. If you need more than three groups, then repeat these labels. Each group will spend time working at each of the three pieces of chart paper. Once students have completed the work listed below, provide an opportunity for them to share what they have written.

I. Exaggeration Chart: Include the definition ofexaggeration on the chart. Exaggeration: overstating something, making it greater than it really is. Record the following statements on the chart as well.

I have told you a million times to ___________________________. I am so hungry, I could eat a ___________________________.

Instruct students to complete the exaggeration statements andthen draft their own exaggerations. No group is to repeatanother group’s statements.

II. Five Senses Chart: Create the following table on the chart paper.

Senses Topic – School Topic – Breakfast

Topic - Father

Looks

Tastes

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Smells

Feels

Sounds Have each of the three groups respond to one of the topics by recording their descriptions for each of the senses.

III. Talking Trees Chart: Include the following statements on this chart.

The walls ____________________________.The cootie ___________________________.The plate ____________________________. The hair _____________________________.The porch ____________________________.The syrup ____________________________.

Instruct each group to complete the statement by identifying an action that the item takes. However, the action must be that of a human. Example: The tree talks.Then have each group develop their own example on the chart paper.

Student Active Participation (SAP) /Teacher Input (65%): Ask students to identify the types of figurative language that they

have just created on the charts. Then instruct students to write the figurative language terms and definitions in their Cornell Notes.

A. Personification : giving human characteristics not already possessed to non-human things.

B. Hyperbole : an extreme exaggerationC. Imagery : language that appeals to the five senses

Once again, point to the examples of each that they created on the charts. Ask students to complete the practice assignment titled

“Personification, Hyperbole & Imagery Practice.” Inform students that the examples come from the first three chapters of the novel and that the last one listed is in Chapter Three, which they will be reading next. When students have completed the work, review the correct answers.

Read Chapter Three, pages 22-32. Administer the Personification, Hyperbole and Imagery Benchmark

Assessments. The “identify” assessment should be collected before distributing the “meaning” assessment. The additional assessments are to be used if they do not pass the first. This benchmark will be tested again in later chapters.

Administer another Setting Benchmark Assessment.

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Identifying Student Success (15%):

Exit Slip: Students are to create their own examples of personification, hyperbole or imagery related to Chapter Three.

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Bellwork

I. Exaggeration Chart Exaggeration: overstating something, making it greater than it really is.

I have told you a million times to ___________________________. I am so hungry, I could eat a ___________________________.

Complete the exaggeration statements and thendraft your own exaggerations. No group is to repeatanother group’s statements.

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II. Five Senses ChartSenses Topic –

SchoolTopic –

BreakfastTopic - Father

Looks

Tastes

Smells

Feels

Sounds

Each of the three groups must respond to one of the topics by recording their descriptions for each of the

senses.

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III. Talking Trees Chart

The walls ____________________________.The cootie ___________________________.The plate ____________________________. The hair _____________________________.The porch ____________________________.The syrup ____________________________.

Each group must complete the statement by identifying an action that the item takes. However, the action must be that of a human. Example: The tree talks.When finished, each group must complete their own example on the chart paper.

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Personification, Hyperbole & Imagery PracticeDirections: Read the following passages from To Kill a Mockingbird. In the blank provided label each example hyperbole, personification or imagery.

1. __________________________ 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; grass grew on the sidewalks, the courthouse sagged in the square. Somehow, it was hotter then; a black dog suffered on a summer’s day;…(Chapter One, page 5)

2. __________________________ The misery of that house began many years before Jem and I were born. (Chapter One, page 9)

3. __________________________ Mr. Conner why he included the last charge; Mr. Conner said they cussed so loud he was sure every lady in Maycomb heard them. (Chapter One, page 10)

4. __________________________ “There goes the meanest man ever God blew breath into,” murmured Calpurnia, and she spat meditatively into the yard. (Chapter One, page 12)

5. ___________________________ Miss Caroline began the day by reading us a story about cats. The cats had long conversations with one another, they wore cunning little clothes and lived in a warm house beneath a kitchen stove. (Chapter 2, page 16)

6. ___________________________ Molasses buckets appeared from nowhere, and the ceiling danced with metallic light. (Chapter Two, page 19)

7. ___________________________ It was clear enough to the rest of us: Walter Cunningham was sitting there lying so much that his head popped off. (adapted from Chapter Two, page 20)

8. ___________________________ Miss Caroline watched the class file out for lunch. As I was the last to leave, I saw her sink down into her chair and bury her head in her arms. (Chapter Two, page 22)

9. ___________________________ Walter looked as if he had been raised on fish food: his eyes, as blue as Dill Harris’s, were red-rimmed and water. There was no color in his face except at the tip of his nose, which was moistly pink. (Chapter Three, page 23)

10. ___________________________ Mrs. Dubose lived two doors up the street from us; neighborhood opinion was unanimous that Mrs. Dubose was the meanest old woman who ever lived. (Chapter Four, page 35)

Answers: 1)Imagery 2)Personification 3)Hyperbole 4)Hyperbole 5)Personification 6)Personification 7)Hyperbole 8)Imagery 9)Imagery 10)Hyperbole

Personification/Imagery/Hyperbole Benchmark Assessment

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I can identify personification in a piece of text.I can identify imagery in a piece of text.I can identify hyperbole in a piece of text.

Directions: Read the following questions and circle the letter that corresponds with the correct answer.

1. The following statement contains an example of what type of figurative language?“Bony mules hitched to Hoover carts flicked flies in the sweltering shade of the live oaks

on the square.”A. PersonificationB. ImageryC. Hyperbole

2. The following statement contains an example of what type of figurative language?Burris cussed at Miss Caroline to the point that even a sailor would have blushed.

A. PersonificationB. ImageryC. Hyperbole

3. The following statement contains an example of what type of figurative language?“He wore blue linen shorts that buttoned to his shirt, his hair was snow white and stuck to

his head like duckfluff.” A. PersonificationB. ImageryC. Hyperbole

4. The following statement contains an example of what type of figurative language?“The remains of a picket drunkenly guarded the front yard.”

A. PersonificationB. ImageryC. Hyperbole

5. The following statement contains an example of what type of figurative language?“The old house was the same, droopy and sick, but as we started down the street we

thought we saw an inside shutter move.”A. PersonificationB. ImageryC. Hyperbole

6. The following statement contains an example of what type of figurative language?“There was a long jagged scar that ran across his face; what teeth he had were yellow and

rotten; his eyes popped, and he drooled most of the time.”A. PersonificationB. ImageryC. Hyperbole

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7. The following statement contains an example of what type of figurative language?“A storm of laughter broke loose when it finally occurred to the class that Miss Caroline

had whipped me.”A. PersonificationB. ImageryC. Hyperbole

8. The following statement contains an example of what type of figurative language?Miss Caroline shamed Walter Cunningham to the point the Walter shrunk down to the

size of a tiny speck on his seat.A. PersonificationB. ImageryC. Hyperbole

9. The following statement contains an example of what type of figurative language?“Rain-rotted shingles drooped over the eaves of the veranda; oak trees kept the sun

away.”A. PersonificationB. ImageryC. Hyperbole

10. The following statement contains an example of what type of figurative language?Miss Caroline was so shocked by the cootie in Burris’ hair that not even Freddy Krueger

could have been more frightened.A. PersonificationB. ImageryC. Hyperbole

11. The following statement contains an example of what type of figurative language?Calpurnia’s scolding of Scout hurt her more than the sharpest knife in the world ever

could.A. PersonificationB. ImageryC. Hyperbole

12. The following statement contains an example of what type of figurative language?“The Maycomb school grounds adjoined the back of the Radley lot; from the Radley

chickenyard tall pecan trees shook their fruit into the schoolyard….”A. PersonificationB. ImageryC. Hyperbole

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Personification/Imagery/Hyperbole Benchmark Assessment II

I can determine the meaning of personification in a piece of text.I can determine the meaning of imagery in a piece of text.I can determine the meaning of hyperbole in a piece of text.

Directions: Read the following questions and circle the letter that corresponds with the correct answer.

1. What senses does the author appeal to in the statement below?“Bony mules hitched to Hoover carts flicked flies in the sweltering shade of the live oaks

on the square.” A. Smell and Sound B. Sight and Sound C. Touch and Sight D. Smell and Sight

2. What does the following example of figurative language mean?Burris cussed at Miss Caroline to the point that even a sailor would have blushed.

A. Burris barely cussed.B. Burris did not cuss.C. Burris cussed quietly.D. Burris cussed a significant amount.

3. What sense does the writer appeal to in the statement below?“He wore blue linen shorts that buttoned to his shirt, his hair was snow white and stuck to

his head like duckfluff.” A. SightB. SoundC. TasteD. Smell

4. What does the following example of figurative language mean?“The remains of a picket drunkenly guarded the front yard.”

A. The picket had been hired as a guard.B. The picket was located at the edge of the front yard.C. The picket was installed as a security system.D. The picket was equipped with an alarm.

5. What does the following example of figurative language mean?“The old house was the same, droopy and sick, but as we started down the street we

thought we saw an inside shutter move.”A. The old house had a stomach ache and threw up.B. The old house had a disease.C. The poor condition of the old house exemplified the people who lived in it.D. The poor condition of the old house made Jem, Scout and Dill sick.

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6. What is the purpose of the imagery stated below?“There was long jagged scar that ran across his face; what teeth he had were yellow and

rotten; his eyes popped, and he drooled most of the time.”A. To reveal how awful and scary the man looked and show what type of life he

lived.B. To reveal how all Maycomb citizens looked and what type of lives they lived.C. To show why people were sympathetic to this man.D. To prove that everyone who lived in Maycomb had a good life.

7. What does the following example of figurative language mean?“A storm of laughter broke loose when it finally occurred to the class that Miss Caroline

had whipped me.”A. Laughter located a key and undid the handcuffs.B. Laughter slipped out of the chains that bound it. C. Almost the entire class laughed at Miss Caroline’s actions.D. A few students in the class laughed at Miss Caroline’s actions.

8. What does the following example of figurative language mean?Miss Caroline shamed Walter Cunningham to the point the Walter shrunk down to the

size of a tiny speck on his seat.A. Walter turned into a tiny speck.B. Walter’s desk contained many tiny specks.C. Walter was not embarrassed by Miss Caroline.D. Walter was extremely embarrassed by Miss Caroline.

9. What is the purpose of the following example of imagery about the Radley house?“Rain-rotted shingles drooped over the eaves of the veranda; oak trees kept the sun

away.”A. To show how inviting the Radley house isB. To reveal the poor condition of the Radley houseC. To prove that the Radley’s need to reroof their houseD. To show how the Radley family uses the oak tree to shade their home

10. What does the following example of figurative language mean?Miss Caroline was so shocked by the cootie in Burris’ hair that not even Freddy Krueger

could have been more frightened.A. Miss Caroline was extremely scared of the cootie in Burris’ hair.B. Miss Caroline looked like Freddy Krueger.C. The cootie in Burris’ hair looked like Freddy Krueger.D. Miss Caroline was not frightened by the cootie in Burris’ hair.

11. What does the following example of figurative language mean?Calpurnia’s scolding of Scout hurt her more than the sharpest knife in the world ever

could.A. Scout had a scar from Calpurnia’s deep cut with a butter knife.B. Scout felt really hurt by Calpurnia’s scolding. C. Scout ignored Calpurnia’s scolding.

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D. Scout had been hurt by a very sharp knife.

12. What does the following example of figurative language mean?“The Maycomb school grounds adjoined the back of the Radley lot; from the Radley

chickenyard tall pecan trees shook their fruit into the schoolyard….”A. The pecan trees decided to shake the fruit from the trees twice a day.B. The fruit from the pecan trees fell into the school yard.C. The fruit tasted different because it had been shaken by the trees.D. The pecan trees determined that they would only place their fruit in the

schoolyard.

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Assessment IAnswers: 1)B 2)C 3)B 4)A 5)A 6)B 7)A 8)C 9)B 10)C 11)C 12)A

Personification: 4,5,7,12 Imagery: 1,3,6,9 Hyperbole: 2,8,10,11

Assessment II

Answers: 1)C 2)D 3)A 4)B 5)C 6)A 7)C 8)D 9)B 10)A 11)B 12)BPersonification: 4,5,7,12 Imagery: 1,3,6,9 Hyperbole: 2,8,10,11

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Setting Benchmark Assessment III

I can describe the setting in a piece of text.

Directions: Read the following questions and circle the letter that corresponds with the correct answer.

1. Which of the following statements describes the religious customs of Maycomb citizens?A. Religious diversity is valued and people are encouraged to practice their beliefs in

their own ways.B. Almost every Maycomb citizen attends church as everyone is expected to attend

church.C. Very few Maycomb citizens attend church as religion is not a strong emphasis in

their town.D. Most Maycomb citizens do not place importance on going to church, but they do

value treating all people with equal respect.

2. Which of the following statements describes the landscape, buildings, and landmarks in Maycomb?

A. It is a large town with skyscraper business buildings and a gold-domed courthouse.

B. It is a suburban town with many houses and shops, as well as an old downtown that contains the courthouse.

C. It is an entirely rural area with no downtown or courthouse.D. It is a small town with dirt streets, houses built close together and a square with a

courthouse.

3. Which of the following statements best describes the season at the beginning of the novel?

A. late fall; a couple of months into the school yearB. end of winter; they are over half way through the school yearC. beginning of summer; school is outD. end of summer; school is starting

4. Which of the following statements describes the educational environment of Maycomb?A. Some families value education while others only send their children to school one

day or a few weeks of the entire year.B. All families value education and make sure their children attend every day of

school unless the children are sick.C. No families value education and they only send their children to school so they

will not get in trouble with the law.D. The Finch family values public education as Atticus attended public schools and

now Jem and Scout attend.

Setting Benchmark Assessment IV

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I can describe the setting in a piece of text.

Directions: Illustrate the following settings in Maycomb: the downtown square, the Radley House, and the Finch Home in the spaces provided.

Downtown Square

Radley House

Finch Home

Setting III Answers: 1)B 2)D 3)D 4)A

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Personification Benchmark Assessment I

I can identify and determine the meaning of personification in a piece of text.

Directions: Circle the letter next to the sentence or phrase that contains an example of personification.

Group 1:A. “The misery of that house began many years before Jem and I were born.”B. “His maddening superiority was almost unbearable these days.”C. “Jem, see if you can stand in Bob Ewell’s shoes for a minute.”D. “I should be a ray of sunshine in my father’s lonely life.”

Group 2:A. “I could not put out my hands to stop, they were wedged between my chest and knees.”B. “He said that the Ewells were made up of an exclusive society made up of Ewells.”C. “He was nearly blind in his left eye, and said left eyes were the tribal curse of the Finches.”D. “We stood watching the street fill with men and cars while fire silently devoured Miss Maudie’s house.”

Group 3:A. “There goes the meanest man ever God blew breath into.”B. “…they formed the nearest thing to a gang ever seen in Maycomb.”C. “From the day Mr. Radley took Arthur home, people said the house died.”D. “Foot washers believe anything that is pleasure is a sin.”

Group 4:A. “The one thing that doesn’t abide by majority rule is a conscience.”B. “Molasses buckets appeared from nowhere, and the ceiling danced with metallic light.”C. “Called ‘em off on a snipe hunt, one of them answered.”D. When I went back for my breeches, they was all in a tangle.”

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Directions: Circle the letter next to the sentence or phrase that explains the meaning of the use of personification.

5. The book just begged to be read.A. The book was on the top ten best seller list.B. My teacher is going to make me read this book.C. Upon seeing the book, I knew I just had to read it.D. The book cover looks like it’s begging to be replaced.

6. The daffodils nodded their yellow heads at the walkers.A. Children are dressed as daffodils in a play at school.B. The daffodils are blowing gently in the breeze.C. The walkers are picking daffodils.D. The walkers are stirring up dust around the flowers.

7. The dishes danced on the shelves during the earthquake.A. Someone is playing music so loudly it is shaking the dishes.B. Due to dynamite blasting outside, it is disturbing the dishes.C. Someone is shaking the inside of the house with their large footsteps.D. Due to an earthquake, the furniture is moving, and so are the things resting on them.

8. The video camera observed the whole thing.A. The camera took pictures of the incident.B. Some people are like a video camera.C. A camera is a quiet observer.D. A camera is used instead of a security guard.

Personification Benchmark Assessment II

I can identify and determine the meaning of personification in a piece of text.

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Directions: Circle the letter next to the sentence or phrase that contains an example of personification.

Group 1:A. The fire crackled and popped on the cold winter night.B. The wind sang her mournful song through the falling leaves.C. John Henry was born with a hammer in his hand.D. She rang porcelain cups like a Swiss bell ringer.

Group 2:A. The desk moaned under the great weight.B. The whale swept after them, a furious missile of flesh and blood.C. Their argument was an explosion of words.D. Della was a poor as a church mouse after losing her money in a scam.

Group 3:A. We were as happy as clams to find out there would be no school tomorrow.B. Zach’s boss was a beast and had no sympathy for anyone.C. The darkness wrapped its arms around me.D. Then he heard the loud crack, like fireworks on the 4th of July.

Group 4: A. This old car is a dinosaur; we really need a new one.B. As the teacher entered the room, she mumbled that the class was three-ring circus.C. The sun stretched its warmth across the fields of gold.D. His shoes were as big as a barge.

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Directions: Circle the letter next to the sentence or phrase that explains the meaning of the use of personification.

5. The water beckoned invitingly to the hot swimmers.A. The water is very noisy today.B. The sign near the water said, “Welcome.”C. The water looked good to the hot swimmers.D. the water looked dangerous to the hot swimmers.

6. The snow whispered as it fell to the ground during the early morning hours.A. The snow looked almost grey in the early morning hours.B. The snow fell softly, barely making a sound.C. The snow looked wispy as it fell.D. The snow whistled in the wind.

7. The car engine coughed and sputtered when it started during the blizzard.A. The started up immediately.B. The car needed gasoline before it could go.C. The car needed a new muffler.D. The car made a lot of noise as it started out.

8. The microwave timer told me it was time to turn my TV dinner.A. The microwave’s timer went off.B. The microwave uses new technology that is voice-activated.C. The microwave uses voice technology.D. The microwave timer called out to me.

Personification I Answers: 1)A 2)D 3)C 4)B

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Answers: 5)C 6)B 7)D 8)A

Personification IIAnswers: 1)B 2)A 3)C 4)C

Answers: 5)C 6)B 7)D 8)A

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Hyperbole Benchmark Assessment I

I can identify and determine the meaning of hyperbole in a piece of text.

Directions: Circle the letter next to the sentence or phrase that contains an example of hyperbole.

Group 1: A. “You’re starting off on the wrong foot in every way, my dear. Hold out your hand.”B. “Miss Caroline was no more than 21. She had bright auburn hair, pink cheeks, and wore crimson fingernail polish.”C. “Mr. Conner said they cussed so loud he was sure every lady in Maycomb heard them.”D. “In spite of our warnings and explanations, it drew him as the moon draws water, but drew him no nearer than the light-pole on the corner…”

Group 2: A. “There goes the meanest man ever God blew breath into,” murmured Calpurnia and she spat meditatively into the yard.”B. “I suppose he loved honor more than his head, for Dill wore him down easily.”C. “There’s some folks who don’t eat like us,” she whispered fiercely, “but you ain’t called on to contradict ‘em…”D. “I looked up to see Miss Caroline standing in the middle of the room, sheer horror flooding her face.”

Group 3: A. “In years later, I sometimes wondered exactly what made Jem do it, what made him break the bonds of “You just be a gentleman , son.”B. “We would swerve our way through sweating sidewalk crowds and hear, “There’s his chillum,” or “Yonder’s some Finches.”C. “Overnight it seemed, Jem had acquired an alien set of values and was trying to impose them on me.”D. “Two geological ages later, we heard the soles of Atticus’s shoes scrape the front steps.

Group 4: A. “The back porch was bathed in moonlight.”B. “Above it a hat-rack mirror caught the moon and shone eerily.”C. “When Jem put his foot on the bottom step, the step squeaked.”D “Don’t get in a row of collard greens, whatever you do, they’ll wake the dead.”

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Directions: Circle the letter next to the sentence or phrase that explains the hyperbole.

5. “Walter Cunningham was sitting there lying his head off.”A. Walter told so many lies that his head became wobbly.B. Walter told so many lies that it gave me a headache.C. Walter has a vivid imagination which shows in the lies he tells.D. Walter was lying down with his head on a pillow.

6. “There was no hurry, for there was nowhere to go, nothing to bury, and no money to buy it with, nothing to see outside the boundaries of Maycomb county.”

A. Maycomb was probably the most boring town in America.B. During the Depression, people had little money and few resources.C. During the Depression, people were not allowed outside the town of Maycomb.D. There were no stores in the town of Maycomb.

7. “Mrs. Dubose lived two doors up the street from us; neighborhood opinion was unanimous that Mrs. Dubose was the meanest old woman who ever lived.”

A. Mrs. Dubose had probably been in trouble with the law.B. Mrs. Dubose was voted “Meanest Citizen of Maycomb.”C. Most people thought Mrs. Dubose was the town gossip.D. Most people thought Mrs. Dubose had a very difficult personality.

8. “Why does a boy who’s fast as a jet take all day and sometimes two to get to school?”A. The boy is hyperactive in many ways, but takes his time getting to school.B. The boy was missing for two days before he showed up for school.C. The boy ran so fast on his way to school, he probably passed it.D. The boy is often truant from school and likes to spend his time running.

Hyperbole Benchmark Assessment II

I can identify and determine the meaning of hyperbole in a piece of text.

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Directions: Circle the letter next to the sentence or phrase that contains an example of hyperbole.

Group 1: A. John flies off the handle when he gets angry.B. “…And fired the shot heard round the world.”C. The old car groaned into third gear.D. the ocean screamed its fury.

Group 2:A. I must have called you a thousand times.B. I heard the hiss of steam in the tunnel.C. Paul got in hot water when he got home.D. The Mustang zoomed by his house.

Group 3: A. Seeing all the hearts reminds me of Valentine’s Day.B. His eyes shown in the light like small points of light.C. I nearly died laughing at that show.D. This kid is a rug rat.

Group 4: A. The bacon was sizzling in the frying pan.B. Some students would rather eat dirt and die than have to sit down and read a book.C. Spring dresses the trees in new colorful clothes.D. The flowers laughed and wiggled as the wind ran through and tickled them.

Directions: Circle the letter next to the sentence or phrase that explains the hyperbole.

5. I am so tired I could sleep for ten years.A. This person has been working hard at physical labor.B. This person has taken a pill to help him sleep.

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C. This person is extremely tired and sleepy.D. This person is trying to make a joke.

6. This lamp must weigh a ton!A. The lamp weighs close to 100 pounds.B. The lamp is very heavy.C. The word lamp stands for something else.D. The person carrying the lamp is very weak.

7. I was so angry I could have spit fire.A. This person is extremely angry.B. This person has a very sore throat.C. This person has swallowed something very hot.D. This person emits fire when he speaks.

8. James is about as tall as the Empire State Building.A. James has a growth abnormality.B. James is really very short and his being mocked.C. James is probably just normal height.D. James is a very tall person.

Hyperbole I Answers: 1)C 2)A 3)D 4)D

Answers: 5)C 6)B 7)D 8)A

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Hyberbole IIAnswers: 1)B 2)A 3)C 4)B

Answers: 5)C 6)B 7)A 8)D

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Imagery Benchmark Assessment I

I can identify imagery and determine its meaning in a piece of text.

Directions: Circle the letter next to the passage that demonstrates imagery.

Group 1: A. “The back of the Radley house was less inviting than the front: a ramshackle porch ran the

width of the house; there were two doors and two dark windows between the doors. Instead of a column, a rough two-by-four supported one end of the roof. An old Franklin stove sat in a corner of the porch; above it a hat-rack mirror caught the moon and shone eerily.”

B. “We said good-bye, and Dill went inside the house. He evidently remembered he was engaged to me, for he ran back out and sassed me swiftly in front of Jem. “Yawl write, hear?” he bawled after us.

C. “Jem and I had considerable faith in Miss Maudie. She had never told on us, ad never played cat-and mouse with us, she was not a t all interested in our private lives. She was our friend.”

Group 2: A. “Jem, having survived Boo Radley, a mad dog and other terrors, had concluded that it was

cowardly to stop at Miss Rachel’s front steps and wait, and had decreed that we must run as far as the post office corner each evening to meet Atticus coming from work.”

B. “My nagging got the better Jem eventually, as I knew it would, and to my relief we slowed down the game for a while. He still maintained, however, that Atticus hadn’t said we couldn’t, therefore we could; and if Atticus ever said we couldn’t, Jem had thought of a way around it.”

C. “In the frosty December dusk, their cabins looked neat, doorways glowing amber from the fires inside. There were delicious smells about: chicken, bacon frying crisp as the twilight air.”

Group 3: A. “Mr. Tate blinked again, as if something had suddenly been made plain to him. Then he

turned his head and looked around at Tom Robinson.”

B. “With one phrase, he had turned happy picnickers into a sulky tense, murmuring crowd, being slowly hypnotized by gavel taps, lessening in intensity until the only sound in the courtroom was a dim pink-pink-pink: the judge might have been rapping the bench with a pencil.”

C. “Since things appeared to have worked out pretty well, Dill and I decided to be civil to Jem. Besides, Dill had to sleep with him, so we might as well speak to him.”

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Group 4: A. “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; grass grew on the sidewalks, the courthouse sagged in the square.”

B. “When my father was admitted to the bar, he returned to Maycomb and began his practice. Maycomb, some twenty miles east of Finch’s Landing, was the county seat of Maycomb County.”

C. “During his first five years in Maycob, Atticus practiced economy more than anything; for several years thereafter, he invested his earnings in his brother’s education.”

Directions: Circle the letter next to the sentence that best explains the imagery in the poem below.

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I Hear America SingingBy Walt Whitman

I hear America singing, the varied carols I hear,Those of mechanics, each one singing his as it should be blithe and strong,The carpenter singing his as he measures his plank or beam,The mason singing his as he makes ready for work, or leaves off work,The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat

deck,The shoemaker singing as he sits on his bench, the hatter singing as he stands,The woodcutter’s song, the plowboy’s on his way in the morning, or at noon intermission or at

sundown,The delicious singing of the mother, or of the young wife at work, or of the girl sewing or

washing,Each singing what belongs to him or her and to none else,The day what belongs to the day – at night the party of young fellows, robust, friendly,Singing with open mouths their strong melodious songs.

5. The imagery in this poem suggest:A. Almost all Americans love to sing.B. Different kinds of workers sing their won joyful songs.C. America is a musical country.D. The boatman sings about his boat.

6. To which senses does Whitman appeal?A. sound and touchB. smell and sightC. sound and sightD. sound and smell

Excerpt from Mark Twain’s Autobiography“It was a heavenly place for a boy, that farm of my uncle John’s. The house was a double

log one, with a spacious floor (roofed in) connecting it with the kitchen. In the summer the table was set in the middle of that shady and breezy floor, and the sumptuous meals – well it makes me cry to think of them. Fried chicken, roast pig; wild and tame turkeys, ducks, and geese; venison just killed; squirrels, rabbits, pheasants, partridges, prairie-chickens; biscuits, hot batter cakes, sweet potatoes; buttermilk, watermelons, cantaloupes – all fresh from the garden; apple pie, peach pie, - I can’t remember the rest.”

7. The imagery in this narrative suggests:A. The narrator is comparing the farm to heaven.B. The narrator likes food fresh from the farm.C. the narrator is using a visual to describe a farm house.D. The narrator is describing a place and time that made him very happy.

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8. The narrator appeals mainly to the senses of:A. sight and tasteB. sight and soundC. smell and touchD. smell and sound

Imagery Benchmark Assessment II

I can identify imagery and determine its meaning in a piece of text.

Directions: Circle the letter next to the passage that demonstrates imagery.

Group 1:

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A. “This first summer of their separation, Dad chose August for his visitation rights. He picked us up early Friday evening. Us means Ginger and me. Ginger is my dog.”

From The View from Saturday by E.L. Konigsburg

B. “I guess it’s true that the government of Japan doesn’t like us at the moment,” Mr. Ramos said, “But the real reason – the reason at the bottom of all the wars in this history of human life – is power.”

From Under the Blood-Red Sun by Graham Salisbury

C. “In a single file they began to pick their way down the long, dark, echoing tunnel. Brewster’s bobbing pink light led the way, casting a faint pinkish sheen on the ancient barrel-vaulted ceiling and the mossy stones underfoot.”

From The Trolley to Yesterday by John Bellairs

Group 2: A. “He didn’t care for the Alice stories, really. Never had. He was too much of a boy to be fascinated by rabbit holes. Rabbit holes held rabbits. Nothing more.”

From Face to Face by Marion Dane Bauer

B. “Suddenly, Sirah felt an intense pull towards the screen. He was being sucked inside the game! He threw down the controller. He was caught in a swirling vortex.

From Amazon Adventure by Cheryl Block

C. Jonas nodded. “My little brother,” he began, and then corrected himself. No, that’s inaccurate. He’s not my brother, not really.”

From The Giver by Lois Lowry

Group 3: A. “A large new car raced toward her, blaring its horn. She walked slower, forcing the car to swerve abruptly. A smug smile creased her lips. As it passed she turned and stuck out her tongue.

From Sparrow Hawk Red by Ben Milkaelsen

B. “He was resentful that they had reminded him of the village. Why was he so bent on following them when all he wanted was to forget that other world?”

From The Bronze Bow by Elizabeth George Speare

C. “Stop right there, brother!” Moesha shouted as nine squealing girls chased after him.From He Said, She Said by Carrie Beckwith

Group 4:A. “When you have identified the major steps to reach your goal, break them into smaller ones that you can begin taking now.”

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From Goalsetting by Margaret Hockett

B. “None of these early clocks were very reliable, and none of them told you exacty what time of day it was. They simply kept track of how much time had passed since the bowl was filled with water or the candle was lit.”

From Measuring Time by Cheryl Block

C. “The boy could see the silver-gray terraces of olive trees splashed with burgeoning thickets of oleander. He remembered that in the brown, mud-roofed town every clump of earth would have burst into springtime flower.”

From The Bronze Bow by Elizabeth George Speare

Directions: Circle the letter that best explains the answer to the question about the following poem.

Bandaids and Five Dollar Billsby Sharon Draper

My students wrote essays for homework this week,The usual stuff for grade ten.I asked them to write how they’d change the worldIf the changing was left up to them.

His name was Rick Johnson; he was surly and shy,A student who’s always ignored.He’d slouch in his seat with a Malcolm X cap,Half-sleep, making sure he looked bored.

His essay was late – just before I went home, It was wrinkled and scribbled and thin,I thought to reject it…(Why do teachers do that?)But I thanked him for turning it in.

“You can’t cure the world,” his essay began,“Of the millions of evils and ills,But to clean up my world so I could survive,I’d cut bandaids and five dollar bills.”

“Now bandaids are beige – says right on the box“Skin tone’ is the color inside.Whose skin tone? Not mine! Been lookin’ for yearsFor someone with that color hide.”

“Cause bandaids show up, looking pasty and pale,It’s hard to pretend they’re not there,When the old man has beat me and I gotta get stitches,Them bandaids don’t cover or care.”

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“And now, you may ask, why would anyone wantTo get rid of five dollar bills?Cause for just that much cash, a dude’s mama can buyA crack rock, or whiskey, or pills.”

“She smokes it or drinks it, and screams at her kids,Then passes out cold on the floor,By morn she remembers no pain, just the void,And her kids wish the world had a door.”

“So my magical dream not out of reach,Like curing cancer or AIDS, or huge ills,All I ask from my life is a little respect,And no bandaids or five dollar bills.”

5. What imagery does the reader first get of Rick Johnson in stanza number two?A. Rick is in class trying to look interested in the lesson.B. Rick is hoping the teacher will not notice him.C. Rick is a Malcom-X fan.D. Rick doesn’t want to appear to be interested in the lesson.

6. What imagery does the reader get from stanza number three?A. Rick worked long and hard on his homework.B. Rick first threw away his homework and then changed his mind.C. His homework looks messy as if he hasn’t spent much time with it.D. He probably copied someone’s homework.

7. What imagery should the reader see in stanza number five?A. The color of the bandaid and the color of Rick’s skin.B. The size and shapes of various bandaids.C. The reasons for needing a bandaid.D. Think about all the different colors of bandaids.

8. After reading the entire poem, what image is the reader likely to have?A. Rick’s homework is good, but needs to be neater when turned in.B. Rick is good at expressing the hurts and disappointments in his life.C. Rick is especially angry with his mother. D. Rick does not want to be in school.

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Imagery I

Answers: 1)A 2)C 3)B 4)A

5)B 6)C 7)D 8)A

Answers: 1)C 2)B 3)A 4)C 5)D 6)D 7)A 8)B

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Exit SlipCreate your own examples of personification, hyperbole or imagery related to Chapter Three.

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Time Frame:

55 minutes To Kill a MockingbirdQuarter 3– 8th Grade

Chapter 4 - Lesson 4Simile

Content Objective(s) Practiced:The learner will identify and determine the meaning of similes in text.The learner will identify and determine the meaning of metaphor in text.The learner will identify and determine the meaning of idiom in text.The learner will identify and explain the author’s use of foreshadowing in text.

Language Objective(s):I can read chapters four through six of To Kill a Mockingbird.I can read to find examples of similes the text.I can speak to explain the meaning of similes found in text.

WALLS THAT TEACH:simile

Teacher Notes/ Accommodations:

Activating and Assessing Prior Knowledge (20%):Bellwork: Paraphrase the following paragraph from chapter 3. “Atticus said the Ewells had been the disgrace of Maycomb for three generations. None of them had done an honest day’s work in his recollection. He said that some Christmas, when he was getting rid of the tree, he would take me with him but they lived like animals. “They can go to school any time they want to, when they show the faintest symptom of wanting an education,” said Atticus. “There are ways of keeping them in school by force, but it’s silly to force people like the Ewells into anew environment__.”(paragraph follows to be made into overhead)Student Active Participation (SAP) /Teacher Input:

Have students share their paraphrases through Think-Pair-Share.

Students use Cornell Note-taking page to define simile. Provide definitions and examples of simile for the

students: A simile is a comparison using the words like or as. By comparing two unlike things, the writer can create a strong, memorable image."

“…her hand was wide as a bed slat and twice as hard.”“Ladies bathed before noon, after their three-o’clock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum.”“The Radley place fascinated Dill. In spite of our warnings and explanations it drew him as the moon draws water, but drew him no nearer than the light-

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poleon the corner, a safe distance from the Radley gate.”“They were people, but they lived like animals.”(overhead master provided)

Ask students to think of examples of similes they may already know. Share with a neighbor one of these similes. Record several of these on chart paper, the overhead, or chalkboard

Read chapter 4, pages 32-41. Discuss chapter 4 with students.

What does Scout think of current fashions in education? What superstitions do the children have in connection with the Radley house? 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? What might be the cause of the laughter from inside the house?

Identifying Student Success (15%): Working in groups of two, students are to find three

examples of simile in chapters 1-4. Share these with classmates. Record the similes on the

overhead, chalkboard, or poster paper.

Exit Slip: Write a simile that you found in the text or one you already know.

Paraphrase the following paragraph from chapter 3.

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“Atticus said the Ewells had been the disgrace of Maycomb for three generations. None of them had done an honest day’s work in his recollection. He said that some Christmas, when he was getting rid of the tree, he would take me with him but they lived like animals. “They can go to school any time they want to, when they show the faintest symptom of wanting an education,” said Atticus. “There are ways of keeping them in school by force, but it’s silly to force people like the Ewells into a new environment.”

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A simile is a comparison using the words like or as. By comparing two unlike things, it allows the writer to create a strong, memorable image."

“…her hand was wide as a bed slat and twice as hard.”compares:

“Ladies bathed before noon, after their three-o’clock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum.”compares:

“The Radley place fascinated Dill. In spite of our warnings and explanations it drew him as the moon draws water, but drew him no nearer than the light-pole on the corner, a safe distance from the Radley gate.”compares:

“They were people, but they lived like animals.”compares:

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Time Frame:

55 minutes

To Kill a MockingbirdQuarter 3– 8th Grade

Chapter 5 – Lesson 5Metaphor

Content Objective(s) Practiced:I can identify and determine the meaning of similes in text.I can identify and determine the meaning of metaphor in text..

Language Objective(s):I can read chapter five of To Kill a Mockingbird.I can read to find examples of similes and metaphors in text.I can write the meaning of similes found in text.

WALLS THAT TEACH:metaphor

Teacher Notes/ Accommodations:

Activating and Assessing Prior Knowledge (20%):Bellwork: Please write the meaning of the following similes: “My father has a mind like a computer.” "Don't eat Jessica's cooking. It's as deadly as radioactive waste." "Bobby didn't like it when his mother told him that his room smelled like an old running shoe."

Student Active Participation (SAP) /Teacher Input: Place students in groups of three, with students numbering

themselves in the group. Call out numbers, ask student to share their explanation of the meaning for a simile. Repeat till all three members of group have done so.

Students use Cornell Note-taking page to define metaphor.

Provide definitions and examples of simile for the students: (overhead master follows)

A metaphor is a comparison between two unlike things that does not use the words like or as. “Summer was on the way; Jem and I awaited it with impatience. Summer was our best season; it was sleeping on the back screened porch in cots, or trying to sleep in the treehouse; summer was everything good to eat; it was a thousand colors in a parched landscape; but most of all summer was Dill.” “An avalanche of books covered the stairs.” “The sheep were dense, dancing clouds scuttling across the

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road.” Ask students to think of examples of metaphors they may

already know. Share with a neighbor one of these metaphors. Record several of these on chart paper, the overhead, or chalkboard

Read chapter 5, pages 41-50. Discuss chapter 5 with students.

Describe Miss Maudie Atkinson. How typical is she of Maycomb’s women? What do the children think of her? What does Miss Maudie tell Scout about Boo? How does this compare with what Scout already believes? Scout claims that “Dill could tell the biggest ones” (lies) she has ever heard. Why might Dill have told such lies? What reasons does Atticus give for the children not to play the Boo Radley game? Do you think he is right? Why?

Identifying Student Success (15%): Ask students to do a “thumbs up” or “thumbs down” if one of the following is a metaphor. The air felt as thick as a blanket. (no) The raindrops came as single hoofbeats. (yes) I heard the drums of distant thunder. (yes) Because I could not stop for Death, he kindly stopped for me. (no) The fog comes on little cat feet. (yes) The leaves on nearby trees began to whisper. (no No one wants to tangle with Joey, who is actually a small truck. (yes)

Exit Slip: What is the difference between a simile and a metaphor?

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Bellwork:

Please tell what is being compared and then write the meaning of the following similes:

“My father has a mind like a computer.”

"Don't eat Jessica's cooking. It's as deadly as radioactive waste."

"Bobby didn't like it when his mother told him that his room smelled like an old running shoe."

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A metaphor is a comparison between two unlike things that does not use the words like or as.

“Summer was on the way; Jem and I awaited it with impatience. Summer was our best season; it was sleeping on the back screened porch in cots, or trying to sleep in the treehouse; summer was everything good to eat; it was a thousand colors in a parched landscape; but most of all summer was Dill.”compares:

“An avalanche of books covered the stairs.”compares:

“The sheep were dense, dancing clouds scuttling across the road.”compares:

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Time Frame:

55 minutes

To Kill a MockingbirdQuarter 3– 8th Grade

Chapter 6 – Lesson 6Idioms and Foreshadowing

Content Objective(s) Practiced:I can identify and determine the meaning of an idiom in text.I can identify and explain the author’s use of foreshadowing in text.I can identify and explain similes and metaphors.

Language Objective(s):I can read chapter 6 of To Kill a Mockingbird.I can discuss chapter 6 of To Kill a Mockingbird.I can find and explain examples of foreshadowing found in text..I can write examples of idioms found in text.

WALLS THAT TEACH:idiomforeshadowing

Teacher Notes/ Accommodations:

ESL students may find idioms especially difficult because of the lack of literal meaning.

Activating and Assessing Prior Knowledge (20%)Bellwork: When watching a television show or movie, have you ever known what was going to happen before it occurred? Write about one of those times and list the clues that warned you what was to happen.Simile and Metaphor Assessment #1

Student Active Participation (SAP) /Teacher Input:Teacher Modeling of Paraphrasing and Summarizing:

Students use Cornell Note-taking page to define idiom and foreshadowing.

An idiom is a word, phrase, or expression that has meaning beyond the literal meaning of the words.We should bury the hatchet.Why do you fly off the handle when I tell you to clean your room?He apparently go up on the wrong side of the bed.We thought the coach had a bad attitude, but no one wanted to push his buttons.

Foreshadowing occurs when the author gives the reader hints about what is going to happen later in the story.Are the clues you wrote during bellwork foreshadowing?

“As Mai explained why she had to break their date, she noticed Luke looking past her. Turning, she saw Meg smiling—at Luke.”

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pg. 38-“See there? Jem was scowling triumphantly. “Nothin’ to it. I swear, Scout, sometimes you act so much like a girl it’s mortifyin’.” There was more to it than he knew, but I decided not to tell him.foreshadowing for: Atticus’s arrival was the second reason I wanted to quit the game. The first reason happened the day I rolled into the Radley front yard. Through all the head-shaking, quelling of nausea and Jem-yelling, I had heard another sound, so low I could not have heard it from the sidewalk. Someone inside the house was laughing.

Students are to read chapter 6, pages 50 – 57. Discuss chapter 6 with students.

Why does Scout disapprove of Jem’s and Dill’s plan of looking in at one of the Radley’s windows? What does Mr. Nathan Radley know about the intruders in his garden? Why does Miss Stephanie refer to a “negro” over whose head Mr. Nathan has fired? Why does Dill’s explanation of Jem’s state of dress almost land him in trouble?

Identifying Student Success (15%): Students are to write the definition for 5 of the following on their slates and share:

1. catch a cold _________________________

2. see eye to eye________________________

3. under the weather_____________________

4. stuffed to the gills_____________________

5. out of the frying pan and into the fire________

6. slow boat to China_____________________

7. nose to the grindstone___________________

8. on pins and needles_____________________

9. fly off the handle_______________________

10. toot your own horn_____________________

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Exit Slip:

Write an example of foreshadowing that you remember from the first six chapters of To Kill a Mockingbird.

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An idiom is a word, phrase, or expression that has meaning beyond the literal meaning of the words.

We should bury the hatchet.

Why do you fly off the handle when I tell you to clean your room?

He apparently go up on the wrong side of the bed.

We thought the coach had a bad attitude, but no one wanted to push his buttons.

Foreshadowing occurs when the author gives the reader hints about what is going to happen later in the story.

Are the clues you wrote during bellwork foreshadowing?

“As Mai explained why she had to break their date, she noticed Luke looking past her. Turning, she saw Meg smiling—at Luke.”

pg. 38-“See there? Jem was scowling triumphantly. “Nothin’ to it. I swear, Scout, sometimes you act so much like a girl it’s mortifyin’.” There was more to it than he knew, but I decided not to tell him.

is foreshadowing for:

Atticus’s arrival was the second reason I wanted to quit the game. The first reason happened the day I rolled into the Radley front yard. Through all the head-shaking, quelling of nausea and Jem-yelling, I had heard another sound, so low I

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could not have heard it from the sidewalk. Someone inside the house was laughing.

Please write the definition for five of the following on their slates and be ready to share:

1. catch a cold _________________________

2. see eye to eye________________________

3. under the weather_____________________

4. stuffed to the gills_____________________

5. out of the frying pan and into the fire________

6. slow boat to China_____________________

7. nose to the grindstone___________________

8. on pins and needles_____________________

9. fly off the handle_______________________

10. toot your own horn_____________________

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To Kill a MockingbirdQuarter 3– 8th Grade

Chapter Seven – Lesson 7WALLS THAT TEACH:IronyVerbal IronySituational IronyDramatic IronyTeacher Notes/ Accommodations:

Activating and Assessing Prior Knowledge / Bellwork (20%): Instruct the students to complete the following tasks.

1. Identify a time in which you said the opposite of what you actually meant. Example: You lose a soccer game and you say, “That was the best game I have ever played.”

2. Describe an event from a television show, movie or book in which a character or characters did not realize they were in danger of being harmed, but the viewer or reader knew. Example: You know someone is hiding behind the door, but the character does not know.

3. Describe a time in which the opposite of what is normally desired or expected to happen, happens. Example: A doctor continually fights illnesses.

When students finish and have had an opportunity to share responses, tell them they have just created examples of three different types of irony.

Student Active Participation (SAP) /Teacher Input (65%): Direct students to take Cornell Notes, recording the types of irony

and their definitions.

Verbal Irony: the use of words to convey a meaning that is the opposite of its literal meaning

Example: After I slipped and fell on the ice, my friend said, “You are a picture of grace.”

Situational Irony: an outcome of events contrary to what was, or might

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have been, expectedExample: A greedy millionaire buys a lottery ticket and wins an

additional million.Example: You tell your girlfriend you must cancel your date

because you are sick, but you are really going to a ball game with the guys. At the ball game concession stand, you happen to bump into your girlfriend who is with another guy.

Dramatic Irony: the reader knows something about the character’s situation that the character does not know

Example: The potential victim is walking around in her dark house, while a murderer is hiding behind the door. The viewer/reader knows the murderer is there, but the character does not.

Complete the Irony Practice Sheet individually, with a partner, in small groups or as a class. Review the answers in class.

Read Chapter Seven, pages 57 - 63.

Identifying Student Success (15%):

Exit Slip: Instruct students to record the Chapter Seven example/s of irony on their exit slips and explain why the author includes the ironic example.

Jem returns to fetch his pants and expects them to be caught and possibly torn. Instead they are mended and laying neatly across the fence. Situational

It is Boo who most likely mended the pants and placed items in the tree, and it is Boo whom the children have feared in the past. Dramatic Harper Lee includes these examples to reveal Boo’s true character and demonstrate how people misjudge one another.

Bellwork

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Complete the following tasks.1. Identify a time in which you said the opposite of

what you actually meant. Example: You lose a soccer game and you say, “That was the best game I have ever played.”

2. Describe an event from a television show, movie or book in which a character or characters did not realize they were in danger of being harmed, but the viewer or reader knew. Example: You know someone is hiding behind the door, but the character does not know.

3. Describe a time in which the opposite of what is normally desired or expected to happen, happens. Example: A doctor continually fights illnesses.

Irony Practice Sheets

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Directions: In the space provided, record the irony in each passage and circle the type of irony that is presented.

1. In Oedipus the audience knows that he is the one guilty of the crime he seeks to punish but the other characters do not know

Verbal Situational Dramatic

2. Mother comes into the TV room and discovers her 11-year-old watching South Park instead of doing his homework, as he was set to do a dozen minutes ago.  Pointing to the screen she says, "Don't let me tempt you from your duties, kiddo, but when you're finished with your serious studies there, maybe we could take some time out for recreation and do a little math."

Verbal Situational Dramatic

3. Dad is finally out of patience with picking up after his son, who can't seem to be trained to put his dirty clothes in the hamper instead of letting them drop wherever he happens to be when he takes them off.  "Would Milord please let me know when it pleases him to have his humble servant pick up after him?"

Verbal Situational Dramatic

4. In Hawthorne's "The Scarlet Letter," when Hester is in the governor's garden to see to it that Pearl is not taken away from her, she asks the Reverend Dimmesdale to support her position. The reader knows that Dimmesdale and Hester are partners in sin, but the characters do not.

Verbal Situational Dramatic

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5. The president of Microsoft, Bill Gates, won a contest whose grand prize was a computer system.

Verbal Situational Dramatic

6. "My, you've certainly made a mess of things!" said in congratulations to someone who's just graduated summa cum laude, or to a hostess who presents a spectacular dish prepared with obvious care and skill.

Verbal Situational Dramatic

7. When John Hinckley attempted to assassinate President Ronald Reagan, all of his shots initially missed the President; however a bullet ricocheted off the bullet-proof windows of the Presidential limousine and struck Reagan in the chest.

Verbal Situational Dramatic

8. In The Crucible, Abigail Williams wants to get rid of John Proctor's wife, so she can be with him. Her actions, however, lead to John's death, not Elizabeth's.

Verbal Situational Dramatic

9. A person steps in big puddle of water by mistake, and his/her friend smiles kindly, starts to help the friend up and remarks, "Well now, don't you have all the luck!"

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Verbal Situational Dramatic

10. In Greasy Lake, the girls in the third section ask where Al is, the reader knows that Al is the owner of the chopper and the corpse in the lake, but the girls do not realize this fact. They are totally unaware.

Verbal Situational Dramatic

11. The boogeyman is hiding in the attic, but the hero of the movie doesn't know that.

Verbal Situational Dramatic

12. A person sprays shaving cream in his own face when he was trying to spray his best friend.

Verbal Situational Dramatic

Irony Practice Sheet Answer Guide

1. Audience knows Oedipus is guilty, but the other characters do not. Dramatic2. Mother calls watching South Park serious studies and refers to math as recreation.

Verbal3. Dad refers to himself as Milord’s humble servant and is sarcastically saying that he will

pick up after him. Verbal

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4. The reader knows that Dimmesdale and Hester are partners in sin, but the characters do not. Dramatic

5. Bill Gates doesn’t need a computer, yet he gets one. Situational6. It is stated that someone made a mess of things when the person actually did something

quite successfully. Verbal7. The bullet-proof windows made to protect President Reagan from gunfire were partially

responsible for his being shot. Situational8. Williams’ actions lead to John’s death of the very man with whom she want to live.

Situational 9. The friend says the person has all the luck when in actuality the person has no luck in the

given situation. Verbal10. The reader knows the girls are in danger, but the girls do not realize this. Dramatic11. The audience knows the hero is in danger, but the hero does not know this. Dramatic12. The person intends to prank a friend and the prank backfires, causing the person to be the

one covered in shaving cream. Situational

Exit SlipRecord the Chapter Seven example/s of irony and explain why the author includes the ironic examples.

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To Kill a Mockingbird

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Quarter 3– 8th Grade

Chapter Eight – Lesson 8

WALLS THAT TEACH:IronyVerbal IronySituational IronyDramatic IronyTeacher Notes/ Accommodations:

Time Frame:

55 minutes

Content Objective(s) Practiced:I can identify irony within a piece of text and explain the author’s purpose for including the irony.

Language Objective(s):I can write examples of irony located in a given piece of text. I can write an explanation for the author including the example of irony.

Student Active Participation (SAP) /Teacher Input (65%): Read pages 63-68 of Chapter Eight. Stop reading on page 68 after

the following paragraph. Before I went to sleep Atticus put more coal on the fire in my room. He said the thermometer registered sixteen, that it was the coldest night in his memory, and that our snowman outside was frozen solid.

Instruct students to record the irony within this section. (snow in Alabama, a place that usually skips Winter)

Allow students to journal about or voice an experience they have had with snow. Allow students to share their responses with a partner, small group or the whole class.

Read pages 68-74 of Chapter Eight.Identifying Student Success (15%):

Exit Slip: Instruct students to record other examples of irony presented in Chapter Eight.

Miss Maudie’s house burns down, yet she remains upbeat and positive instead of sad and angry. Situational/Verbal

The gentleman who the children and neighborhood fear is the one who wraps a blanket around Scout to keep her warm. Situational There is a blazing hot fire when it is freezing outside. Situational

BellworkIdentify the type of irony exemplified in each of the following passages.

1. You, and the rest of the audience, know that the star-crossed teenagers should not go walking in the woods late at night because a perpetrator awaits them, but they think a midnight stroll would be

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romantic. Needless to say, the teens become the next victims. 2. You stay up all night studying for a test. When you go to class, you discover the test is not until the next day. 3. Your boyfriend shows up in ripped up jeans and a stained t-shirt. With a smirk, you say, "Oh! I see you dressed up for our date. We must be going to a posh restaurant."

Exit SlipRecord other examples of irony presented in Chapter Eight.

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To Kill a MockingbirdQuarter 3– 8th Grade

Chapter Nine – Lesson 9Time Frame:

55 minutes

Content Objective(s) Practiced:I can identify irony within a piece of text and explain the author’s purpose for including the irony.

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I can identify conflict within a piece of text and explain the author’s use of the conflict.

Language Objective(s):I can write answers to benchmark assessments identifying examples of irony and explaining the author’s use of irony. I can write and orally voice descriptions of conflicts and explain why the author includes those conflicts.

WALLS THAT TEACH:Conflict

Teacher Notes/ Accommodations:

**Activating and Assessing Prior Knowledge / Bellwork will take significantly longer than 20% of your time today.

**Irony will be tested again near the end of the novel, so you only need to administer one of the assessments. If you choose The Frog Prince Continued, assign parts and read the play as a class. Then students will answer the questions individually.

**You need to cut and hang signs for the bellwork.

Activating and Assessing Prior Knowledge / Bellwork (20%): Review the answers to yesterday’s exit slips. Administer one of the Irony Benchmark Assessments. Irony will be

tested again near the end of the novel. If you choose The Frog Prince Continued, assign parts and read the play as a class. Then students will answer the questions individually.

Then instruct students to participate in the following activity. Hang signs around the classroom labeled: Friends, Family, Self, Classmates, Strangers. Instruct students to stand under/next to the sign that indicates the group of people with whom they have the greatest difficulty getting along. Each group member needs to audibly describe one conflict s/he has had with a friend, family member, him/herself, a classmate or stranger, depending under which sign s/he stands and explain what s/he learned from that conflict.

When students finish and return to their seats tell them to draft a definition for the term “conflict”.

- A state of open, often prolonged fighting; a battle or war.- A state of disharmony between incompatible or antithetical

persons, ideas, or interests; a clash.- A psychic struggle, often unconscious, resulting from the

opposition or simultaneous functioning of mutually exclusive impulses, desires, or tendencies.

- Opposition between characters or forces in a work of drama or fiction, especially opposition that motivates or shapes the action of the plot.

Student Active Participation (SAP) /Teacher Input (65%): Hand out the Chapter Nine Conflict Graphic Organizer. Inform

students that the Chapter Nine reading will include a variety of conflicts. Instruct students to record the conflicts on the conflict graphic organizer as they read. Then begin reading Chapter Nine starting on page 74. Stop throughout the chapter to allow students time to discuss and record the conflicts.

Upon reading Chapter Nine, Discuss the reasons the author includes the conflicts. What ultimately, does the reader learn as a result of the author including the conflicts? (understand the character, develop the plot, understand the setting, etc.)

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Inform students that they will be studying conflict in greater detail and taking Conflict Benchmark Assessments during the reading of Chapters 12-15.

Irony Benchmark Assessment

I can identify and explain the author’s use of irony in text.

Directions: Read the following play as a class. Individually answer the questions by circling the letter that corresponds with the correct answer.

THE FROG PRINCE CONTINUED

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By Jon Scieszka

Parts(12): Narrator 1 Narrator 2 Narrator 3 Narrator 4 Narrator 5 Prince Princess Witch 1 Witch 2 Witch 3 Fairy Godmother <><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><

Narrator 1: THE FROG PRINCE CONTINUED

Narrator 2: The Princess kissed the frog. He turned into a prince. And they lived happily ever after... Narrator 3: Well, let's just say they lived sort of happily for a long time. Okay, so they weren't so happy. In fact, they were miserable. Princess: "Stop sticking your tongue out like that," Narrator 4: nagged the Princess. Prince: "How come you never want to go down to the pond anymore?" Narrator 5: whined the Prince. Narrator 1: The Prince and Princess were so unhappy. They didn't know what to do. Princess: "I would prefer that you not hop around on the furniture," Narrator 2: said the Princess. Princess: "And it might be nice if you got out of the castle once in a while to slay a dragon or giant or whatever." Narrator 3: The Prince didn't feel like going out and slaying anything. He just felt like running away. But then he reread his book. And it said right there at the end of the story: "They lived happily ever after. The End." So he stayed in the castle and drove the Princess crazy. Narrator 4: Then one day, the Princess threw a perfectly awful fit. Princess: "First you keep me awake all night with your horrible, croaking snore. Now I find a lily pad in your pocket. I can't believe I actually kissed your slimy frog lips.

Sometimes I think we would both be better off if you were still a frog." Narrator 5: That's when the idea hit him. The Prince thought. Prince: "Still a frog...Yes! That's it!" Narrator 1: And he ran off into the forest, looking for a witch who could turn him back into a

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frog. The Prince hadn't gone far when he ran into just the person he was looking for. Prince: "Miss Witch, Miss Witch. Excuse me, Miss Witch. I wonder if you could help me?" Witch 1: "Say, you're not looking for a princess to kiss are you?" Narrator 2: asked the witch. Prince: "Oh, no. I've already been kissed. I'm the Frog Prince. Actually, I was hoping you could turn me back into a frog." Witch 1: "Are you sure you're not looking for a beautiful sleeping princess to kiss and wake up?" Prince: "No, no- I'm the Frog Prince." Witch 1: "That's funny. You don't look like a frog. Well no matter. If you're a prince, you're a prince. And I'll have to cast a nasty spell on you. I can't have any princes waking up Sleeping Beauty before the hundred years are up. Narrator 3: The Prince didn't stick around to see which nasty spell the witch had in mind. He ran deeper into the forest until he came to a tiny cottage where he saw another lady who might help him. Prince: "Miss Witch, Miss Witch. Excuse me, Miss Witch. I wonder if you could help me. I'm a prince and…" Witch 2: "Eh? What did you say? Prince?" Narrator 4: croaked the witch. Prince: "No. I mean, yes. I mean, no, I'm not the prince looking for Sleeping Beauty. But, yes, I'm the Frog Prince. And I'm looking for a member of your profession who can turn me back into a frog so I can live happily ever after." Witch 2: "Frog Prince, you say? That's funny. I thought frogs were little green guys with webbed feet. Well, no matter. If you're a prince, you're a prince. And I can't have any princes rescuing Snow White. Here- eat the rest of this apple." Narrator 5: The Prince, who knew his fairy tales (and knew a poisoned apple when he saw

one), didn't even stay to say, "No, thank you." He turned and ran deeper into the forest. Soon he came to a strange-looking house with a witch outside. Prince: "Ahem. Miss Witch, Miss Witch. Excuse me, Miss Witch. I wonder if you could

help me? I'm the Frog- " Witch 3: "If you're a frog, I'm the King of France,"

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Narrator 1: said the witch. Prince: "No, I'm not a frog. I'm the Frog Prince. But I need a witch to turn me back into a frog so I can live happily ever after can you do it?" Narrator 2: said the Prince in one long breath. The witch eyed the Prince and licked her rather plump lips. Witch 3: "Why, of course, dearie. Come right in. Maybe I can fit you in for lunch." Narrator 3: The Prince stopped on the slightly gummy steps. Something about this house

seemed very familiar. He broke off a corner of the windowsill and tasted it. Gingerbread.

Prince: "I hope you don't mind my asking, Miss Witch. But do you happen to know any

children by the name of Hansel and Gretel?" Witch 3: "Why yes, Prince darling, I do. I'm expecting them for dinner." Narrator 4: The Prince, who, as we said before, knew his fairy tales, ran as fast as he could deeper into the forest. Soon he was completely lost. Narrator 5: He saw someone standing next to a tree. The Prince walked up to her, hoping she wasn't a witch, for he'd quite had his fill of witches. Prince: "Madam. I am the Frog Prince. Could you help me?" Fairy Godmother: "Gosh, do you need it!" Narrator 1: said the Fairy Godmother. Fairy Godmother: "You are the worst-looking frog I've ever seen." Prince: "I am not a frog. I am the Frog Prince," Narrator 2: said the Prince, getting a little annoyed. Prince: "And I need someone to turn me back into a frog so I can live happily ever after." Fairy Godmother: "Well, I'm on my way to see a girl in the village about going to a ball, but I suppose I could give it a try. I've never done frogs before, you know." Narrator 3: And with that the Fairy Godmother waved her magic wand, and turned the Prince

into a beautiful...carriage. The Prince couldn't believe his rotten luck. The sun went down. The forest got spookier. And the Prince became more and more frightened. Prince: "Oh what an idiot I've been. I could be sitting at home with the Princess, living happily ever after. But instead, I'm stuck here in the middle of this stupid forest,

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turned into a stupid carriage. Now I'll probably just rot and fall apart and live unhappily ever after." Narrator 4: The Prince thought these terrible, frightening kinds of thoughts (and a few worse- too awful to tell), until far away in the village, the clock struck midnight. The carriage instantly turned back into his former Prince self, and ran by the light of the moon until he was safe inside his own castle. Princess: "Where have you been? I've been worried sick. You're seven hours late. Your

dinner is cold. Your clothes are a mess." Narrator 5: The Prince looked at the Princess who had believed him when no one else in the

world had, the Princess who had actually kissed his slimy frog lips. The Princess wholoved him.

Narrator 1: The Prince kissed the Princess. Narrator 2: They both turned into frogs. Narrator 3: And they hopped off happily ever after.

Princess: Then End.Scripted by Jill Jauquet

Irony Benchmark Assessment I

I can identify and explain the author’s use of irony in text.

Directions: Answer each question by circling the letter that corresponds with the correct answer. Then answer question five in the space provided.

1. Which of the following statements includes an example of irony?A. The witches and fairy godmother were in other fairy tales.B. The Princess expected the Prince to leave the castle to slay a dragon or giant.C. The first witch did not recognize him as a frog.D. The frog received his wish to be a prince, but no longer wanted that for which he

wished.

2. Which of the following statements includes an example of irony?A. The Prince did not stick around to see which nasty spell the witch had.B. The Prince seeks assistance from the witches that usually harm beings.

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C. The Prince did not take the apple that was offered to him.D. The Prince asks the third witch if she knows Hansel and Gretel.

3. Which of the following statements includes an example of irony?A. Although the prince has wanted the witches to believe that he is a frog, when the

fairy godmother recognizes that the prince is a frog, the prince is frustrated.B. The fairy godmother is helping a girl go to the ball. C. The fairy godmother is willing to help the frog prince.D. After seeking assistance from three witches, it is the fairy godmother that chooses

to help the frog prince.

4. Which of the following statements includes an example of irony?A. After the frog prince is turned into a carriage, the forest grows spookier as the

night progresses.B. After attempting to obtain happiness, the frog prince realizes he could find

happiness in the very place that he left.C. The princess is worried about the frog prince.D. The prince kisses the princess.

5. What is the purpose of the irony in the Frog Prince Continued?

Irony Benchmark Assessment II

I can identify and explain the author’s use of irony in text.

Directions: Answer each question by circling the letter that corresponds with the correct answer. Then answer each question in the space provided.

1. Which of the following statements contains an example of irony?A. Miss Maudie kept a fire going in the kitchen to keep her potted plants warm and

the flue ignited a fire that destroyed her house as well as the potted plants. B. Miss Maudie allowed Jem and Scout to use the snow in her yard to make a

snowman. C. Atticus informed Jem and Scout that they could not go around making caricatures

of the neighbors. D. Atticus put more coal on the fire because it was one of the coldest nights in

history.

What is the author’s purpose for including this example of irony?

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2. Which of the following statements contains an example of irony?A. Fire trucks from neighboring towns came to assist in putting out the fire in Miss

Maudie’s house.B. The Finches drank hot chocolate to keep them warm. C. Atticus agreed with Jem that they should not return the blanket that was wrapped

around Scout. D. With most of Miss Maudie’s possessions gone and her beloved yard a shambles,

she still took a lively interest in the children’s affairs.

What is the author’s purpose for including this example of irony?

3. Which of the following statements contains an example of irony?A. The men fighting the fire worked in pajama tops and nightshirts stuffed into their

pants.B. Boo Radley, whom the children have feared, placed a blanket around Scout to

keep her warm.C. Jem tells Atticus all of their secrets: knot-hole, pants and all.D. Atticus did not make the children go to school the day after the fire because they

had stayed up late.

What is the author’s purpose for including this example of irony?

4. Which of the following statements contains an example of irony?

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A. Miss Maudie refused to give Stephanie Crawford her cake recipe even though she was staying with her.

B. On the coldest night in years when the thermometer read sixteen, a fire destroyed Miss Maudie’s house.

C. Atticus told Jem and Scout to stay at the house the night of the fire, but they went and watched it anyway.

D. The men had to tell Mr. Avery that he needed to get out of Miss Maudie’s house as the fire was about to cause it to collapse.

What is the author’s purpose for including this example of irony?

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Answer I Answers: 1)D 2)B 3)A 4)B 5)To teach a moral lesson: we often possess that which will make us happy.

Answers II: 1)A To teach a lesson: what is perceived to be bad can also be good 2)D To reveal Miss Maudie’s character: even in personally tough times she is kind 3)B To reveal Boo’s character: he actually is a kind man, not someone to

fear 4)B To teach a lesson and foreshadow upcoming events: unusual things happen

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Bellwork

Define Conflict.

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Chapter 9 Conflict / Purpose Graphic Organizer

Conflict __Purpose___________

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Chapter 9 Conflict / Purpose Graphic Organizer Answers

Conflict __Purpose___________

Scout grows angry with Cecil Jacobs because he To show how Scout is able to better control announced in the school yard that Scout Finch’s her temper and to expose her innocence as daddy defended niggers. she does not even know what Cecil Jacobs

means

Atticus chooses to defend Tom Robinson, a To demonstrate that Atticus is a man of negro, when many Maycomb citizens think he integrity who attempts to do what he thinks should not do this. is morally right

Uncle Jack does not like to hear Scout To reveal the family’s desire for Scout to actcussing. like a lady and Scout’s lack of concern for

acting like a lady

Aunt Alexandra tells Atticus that Scout should Also, to reveal the family’s desire for Scout not be wearing overalls. In the past, she told to act like a lady and their disapproval of Scout that she should not be engaging in how Atticus is raising the childrenactivities that required pants.

Francis says bad things about Dill and Atticus that make Scout infuriated. Then Francis lies To reveal Francis’ mean spirited commentsabout Scout trapping him in the kitchen. After and behavior as well as how unfairly aunty scolds Scout, Francis says nigger-lover Scout is being treated and Uncle Jack’s and Scout hits Francis. Francis lies again and tendency to assume things.says that Scout called him names. Scout gets introuble with Uncle Jack.

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Scout does not want to talk to Uncle Jack, but To show how upset Scout is and to showwhen he persists, she wants to tell her side of how Uncle Jack too quickly jumped to the story regarding what happened with conclusions without understanding bothFrancis as Uncle Jack only listened to Francis’s sides of the situationside.

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Exit SlipWrite a paragraph explaining your thoughts and

feelings about one of the conflicts presented in Chapter Nine. What about the conflict makes you irritated, angry, understanding or sympathetic? Do you agree with the actions of the characters in conflict? How might the characters in the conflict have responded differently?

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To Kill a Mockingbird

Chapter 10 – Lesson 10Character and Personification

Time Frame:

55 minutes

Content Objective(s) Practiced:I can identify and determine the meaning of personification in text. I can describe the different aspects of major and minor characters in a piece of text.

Language Objective(s):I can read chapter 10 of To Kill a Mockingbird.I can discuss chapter 10 of To Kill a Mockingbird.I can cite examples of personification found in text..I can create a graphical description of character.

WALLS THAT TEACH:personification

Teacher Notes/ Accommodations:

Activating and Assessing Prior Knowledge (20%)Bellwork:Please write the letter of the correct answer: 1. Choose the idiom similar in meaning to: the very best. a. heart to heart b. cream of the crop c. sweet tooth d. baker’s dozen 2. Choose the idiom similar in meaning to: basic or most important parts a. first hand b. for keeps c. snake in the grass d. nuts and bolts 3. Choose the idiom similar in meaning to: start too early a. up and around b. jump the gun c. cry wolf d. talk turkey Student Active Participation (SAP) /Teacher Input:

Students use Cornell Note-taking page to define personification.

Personification is giving human characteristics to something not human. “The computer spit out my disk.” “The misery of that house began any years before Jem and I were born.” “Molasses buckets appeared from nowhere, and the ceiling danced with metallic light.”

Students are to read chapter 10, pages 89 – 99. Discuss chapter 10 with students or give groups of students the

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following questions for their discussion groups.. Scout says the “Atticus was feeble.” Do you think that this is her view as she tells the story or her view when she was younger? Does she still think this after the events recorded in this chapter? In this chapter Atticus tells his children that “it’s a sin to kill a mockingbird.” What reason does he give for saying this? Why does Heck Tate not want to shoot Tim Johnson? Near the end of this chapter Atticus cuts off Heck Tate as he is speaking to Jem. What might Heck have been about to say, and why would Atticus want to stop him from saying it? Jem and Scout have different views about telling people at school how well Atticus can shoot. Explain the difference. Which view is closer to your own?

Review the different attributes of what is called “character.”

how the character looks how the character interacts with others how others feel about the character how the characters acts, feels, and talks

Put students into groups of four to create life-sized versions of the main characters on butcher paper. Students should use the attributes listed above to guide the comments they add to the characters' bodies.

Identifying Student Success (15%):

Check students’ work on their life-sized characters.

Exit Slip:

Create a sample of personification or find one in the text.

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Bellwork:

Please write the letter of the correct answer: 1. Choose the idiom similar in meaning to: the very best. a. heart to heart b. cream of the crop c. sweet tooth d. baker’s dozen

2. Choose the idiom similar in meaning to: basic or most important parts a. first hand b. for keeps c. snake in the grass d. nuts and bolts

3. Choose the idiom similar in meaning to: start too early a. up and around b. jump the gun c. cry wolf d. talk turkey

4. Choose the idiom similar in meaning to: immediately a. read between the lines b. down to earth c. right off the bat d. down to earth

5. Choose the idiom similar in meaning to: die a. give up the ghost b. crocodile tears c. all thumbs d. in a nutshell

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Personification is giving human characteristics to something not human.

“The computer spit out my disk.”What is being given human characteristics?

“The misery of that house began any years before Jem and I were born.”What is being given human characteristics?

“Molasses buckets appeared from nowhere, and the ceiling danced with metallic light.”What is being given human characteristics?

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To Kill a MockingbirdQuarter 3– 8th Grade

Chapter 11 – Lesson 11Time Frame:

55 minutes

Content Objective(s) Practiced:I can identify and determine the meaning of imagery in a piece of text.I can identify and determine the meaning of hyperbole in a piece of text.

Language Objective(s):I can read chapter 11 of To Kill a Mockingbird.I can discuss what I have read.I can read to find examples of hyperbole and imagery.I can explain what hyperbole and imagery mean.

WALLS THAT TEACH:imageryhyperbole

Teacher Notes/ Accommodations:

Activating and Assessing Prior Knowledge (20%)

Bellwork:Describe the irony in each of the following:1. The smashed hulk of metal, twisted and shaped into awkward, unlikely angles, lay on its side; one rear wheel spun slowly. Ruefully, the man said to his companion, "I'll bet I finally got rid of that squeak in the dashboard."2. Watching it rain, he said, "Lovely day for a picnic."3. A woman came home to find her husband in the kitchen, shaking frantically with what looked like a wire running from his waist towards the electric kettle. Intending to jolt him away from the deadly current she whacked him with a handy plank of wood by the back door, breaking his arm in two places. Until that moment he had been happily listening to his Walkman.

Student Active Participation (SAP) /Teacher Input: Students use Cornell Note-taking to define imagery and hyperbole

Imagery is language that appeals to the five senses--touch, taste, smell, hearing, and sight. Two examples found in the text: "Dill was a curiosity. He wore blue linen shorts that buttoned to his shirt, his hair was snow white and stuck to his head like duckfluff; he was a year my senior but I towered over him. As he told us the old take his blue eyes would lighten and darken; his laugh was sudden and happy; he habitually pulled at a cowlick in the center of his forehead." "Nothing is more deadly than a deserted, waiting street. The trees were still, the mockingbirds were silent, the carpenters at Miss Maudie's house had vanished. I heard Mr. Tate sniff and then blow his nose. I saw him shift his gun to the crook of his arm." Hyperbole is an exaggerated statement used to make a point. An example from the text: "People moved slowly then. There was no hurry, for there was nowhere to go, nothing to buy and no money to buy it with, nothing to

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see outside the boundaries of Maycomb County."

Mrs. Dubose "was vicious. Once she heard Jem refer to our father as "Atticus" and her reaction was apoplectic. Besides being the sassiest, most disrespectful mutts who ever passed her way…"

Students look through book to find other examples of hyperbole and imagery.

Read chapter 11, pages 99-112 Discuss chapter with students:

1. How does Atticus advise Jem to react to Mrs. Dubose's taunts?2. What request does Mrs. Dubose make of Jem? Is this a fair punishment for his "crime'?3. Why, in Atticus's view, was Mrs. Dubose a "great lady?"4. Atticus says tht 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?

Identifying Student Success (15%):

Exit Slip: Using pages 103 and 104 from chapter 11, find one example for hyperbole and imagery.

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Bellwork:

Describe the irony in each of the following:

1. The smashed hulk of metal, twisted and shaped into awkward, unlikely angles, lay on its side; one rear wheel spun slowly. Ruefully, the man said to his companion, "I'll bet I finally got rid of that squeak in the dashboard."

2. Watching it rain, he said, "Lovely day for a picnic."

3. A woman came home to find her husband in the kitchen, shaking frantically with what looked like a wire running from his waist towards the electric kettle. Intending to jolt him away from the deadly current she whacked him with a handy plank of wood by the back door, breaking his arm in two places. Until that moment he had been happily listening to his Walkman.

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To Kill a MockingbirdQuarter 3– 8th Grade

Chapter Twelve – Lesson 12Time Frame:

55 minutes

Content Objective(s) Practiced:I can explain how a character changes throughout a piece of text.

Language Objective(s):I can voice how Jem and Scout’s characters have developed and changed over the course of the novel. WALLS THAT

TEACH:TransitionChange

Teacher Notes/ Accommodations:

Activating and Assessing Prior Knowledge / Bellwork (20%): Ask students to define “transition” and describe a time when they

had to transition. (transition: a passing from one condition or place to another) Perhaps you, the teacher, can provide a model for the students by explaining a time in which you had to make a transition.

Once students have written or voiced their transitions, explain that the beginning of Chapter Twelve marks a transition point in the novel. Harper Lee transitions from focusing on character and setting to the Tom Robinson trial in which race will play a more dominant role than simply causing people to live separately. It also marks a transition for both Scout and Jem as they mature and begin to understand the complexity of people: no one being all good or bad, but a mixture of both.

Student Active Participation (SAP) /Teacher Input (65%): Read page 115, and finish the paragraph at the top of 116 in Chapter

12. Discuss with students how Jem has changed from the beginning of the novel until this point.

Read the remainder of Chapter 12. As a class, discuss new insights Scout is coming to as a result of

attending church with Calpurnia. Chapter 12 ends with Calpurnia and the children spotting Aunt

Alexandra sitting on their front porch as they walk home from church. Ask the students to predict how life might change for the Finch family if Aunt Alexandra decides to stay.

Identifying Student Success (15%):

Exit Slip: Instruct students to voice their opinion regarding how Jem and Scout are changing. Do they like the changes? Are the changes

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believable given the characters’ ages and stages of development? Finally, ask students to predict how these changes will continue to affect their interactions with the people of Maycomb.

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BellworkDefine the term “transition” and describe a time when you have had to make a transition.

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Exit SlipWrite your opinion about the changes that Jem and

Scout have made over the course of the novel. Do you like the changes? Are the changes believable given the characters’ ages and stages of development?

Finally, predict how these changes will continue to affect Scout and Jem’s interactions with the people of Maycomb.

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Imagery is language that appeals to the five senses--touch, taste, smell, hearing, and sight.

Two examples found in the text: "Dill was a curiosity. He wore blue linen shorts that buttoned to his shirt, his hair was snow white and stuck to his head like duckfluff; he was a year my senior but I towered over him. As he told us the old take his blue eyes would lighten and darken; his laugh was sudden and happy; he habitually pulled at a cowlick in the center of his forehead." "Nothing is more deadly than a deserted, waiting street. The trees were still, the mockingbirds were silent, the carpenters at Miss Maudie's house had vanished. I heard Mr. Tate sniff and then blow his nose. I saw him shift his gun to the crook of his arm."Hyperbole is an exaggerated statement used to make a point.

Two examples from the text: "People moved slowly then. 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." Mrs. Dubose "was vicious. Once she heard Jem refer to our father as "Atticus" and her reaction was apoplectic. Besides being the sassiest, most disrespectful mutts who ever passed her way…"

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To Kill a MockingbirdQuarter 3– 8th Grade

Chapter Thirteen – Lesson 13Time Frame:

55 minutes

Content Objective(s) Practiced:I can identify types of conflict within a piece of text.

Language Objective(s):I can write answers in a conflict graphic organizer identifying types of conflict and the impact they have on characters.WALLS THAT

TEACH:Internal ConflictExternal Conflict

Teacher Notes/ Accommodations:

**BELLWORK CHANGES: You need to give verbal instructions when you hand out the Internal/External slips. **You will also need to copy and cut these slips so that each student has one.

** You will need to make copies of the directions/ options sheet as well as the graphic organizer for each student.

Activating and Assessing Prior Knowledge / Bellwork (20%): Hand each student an Internal/External slip. You will need to copy

the slips. There are four slips per page. Allow the students to brainstorm a definition for these words with a partner or in groups. (Internal: of or on the inside; inner; to be taken inside the body External: on the outside; outer material; existing apart from the mind; coming from without) Then instruct students to list synonyms for these words in the allotted space on the slip. (Internal: inner, inside, inward, within, etc. / External: outer, outward, outside, exterior, etc.)

Student Active Participation (SAP) /Teacher Input (65%): Once this is complete, ask students if they know the difference

between internal and external conflict. Instruct students to record descriptions of internal and external conflicts on their Cornell Note Taking pages.

Conflict may be either internal or external. When characters struggle against some force within themselves, the conflict in internal. Examples of internal conflicts include resolving a moral problem or overcoming a fear.

If the force against which characters struggle is outside themselves, the conflict is external. External conflicts may be with other people, nature, fate or deities, or society.

Conflict makes the plot interesting and the characters believable. Moreover, in To Kill a Mockingbird, Lee uses conflict to establish themes within the novel.

Instruct students to read Chapter 13 beginning on page 127 and complete the Chapter 13 graphic organizer as they read and after they read. See “Directions” on the page that accompanies the graphic organizer. You will need to make copies of the directions/

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options sheet as well as the graphic organizer for each student.Identifying Student Success (15%):

Exit Slip: Instruct students to identify one internal conflict and one external conflict that they have experienced in their lives.

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Internal ExternalDefinition: Definition:

Synonyms: Synonyms:

Internal ExternalDefinition: Definition:

Synonyms: Synonyms:

Internal ExternalDefinition: Definition:

Synonyms: Synonyms:

Internal ExternalDefinition: Definition:

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Synonyms: Synonyms: Directions: On your graphic organizer, write in the conflicts listed below as you come across them while reading Chapter 13. After reading Chapter 13, identify the conflict type by writing Internal or External above the arrow labeled “Type.” Then utilize the Author’s Purpose list below to complete the “Purpose” sections of the graphic organizer. They are currently not listed in the correct order. It is your job to match the appropriate purpose with the right conflict.

Chapter 13

Conflicts

Scout feels gloomy because Aunt Alexandra has come to visit.

Scout must decide what makes people Fine Folks.

Aunt Alexandra is appalled that Jem and Scout know so little about their family history.

Atticus must decide what to teach his children about their family.

Atticus scolds Scout for running the edge of Jem’s comb along the dresser.

Scout feels upset because her father is not acting like himself.

Type

Label each conflict as internal or external. You may use your Cornell Notes to assist you.

Author’s Purpose

To show how Atticus wants his children to appreciate all people and not view their family as greater than any other family

To demonstrate how uncomfortable Scout is with her own family as she has been raised differently

To show that even Atticus struggles and grows frustrated at times

To demonstrate that Scout can think for herself and does not automatically believe what she is told

To indicate how incredibly different Atticus is acting, according to Scout

To demonstrate what Aunt Alexandra values

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To demonstrate how uncomfortable Scout is with her own family as she has been raised differently

Scout feels gloomy because Aunt Alexandra has come to visit. Internal

Internal

Aunt Alexandra is appalled that Jem and Scout know so little about their family history.

To demonstrate what Aunt Alexandra values

Internal

To demonstrate that Scout can think for herself and does not automatically believe what she is told

To show how Atticus wants his children to appreciate all people and not view their family as greater than any other family

Atticus must decide what to teach his children about their family.

Scout must decide what makes people Fine Folks.

Internal

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To show that even Atticus struggles and grows frustrated at times

Atticus scolds Scout for running the edge of Jem’s comb along the dresser.

Internal

Scout feels upset because her father is not acting like himself.

To indicate how incredibly different Atticus is acting, according to Scout

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Exit SlipIdentify one internal conflict and one external conflict that you have experienced in your life.

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To Kill a MockingbirdQuarter 3– 8th Grade

Chapter Fourteen – Lesson 14Time Frame:

55 minutes

Content Objective(s) Practiced:I can identify types of conflict within a piece of text.

Language Objective(s):I can write answers in a conflict graphic organizer identifying the type of conflict and noting the importance of the conflict in the novel.WALLS THAT

TEACH:GenderInternal ConflictExternal ConflictTeacher Notes/ Accommodations:

**You need to make copies of the “Conflict/Purpose” graphic organizer.

Activating and Assessing Prior Knowledge / Bellwork (20%): Instruct students to create a T-Chart on a piece of paper. Label one

side of the chart “Characteristics of a Boy/Man.” Label the other side of the T-Chart “Characteristics of a Girl/Woman.”

Once students have written in characteristics of each on the T-Chart, discuss their responses and ask if there are certain tasks or activities that they associate with only one gender. Are there things that only men or only women can/should do?

After the discussion, inform students that as Aunt Alexandra plays a more prominent role in the life of Jem and Scout, they will be confronted by familial and societal rules tied to gender that dictate the children’s behavior.

Student Active Participation (SAP) /Teacher Input (65%): Read Chapter 14 beginning on page 135. Upon reading Chapter 14, instruct students to complete the

“Conflict/Purpose” graphic organizer. This may be done individually as a small group or as a whole class.

Identifying Student Success (15%):

Exit Slip: Instruct students to record a conflict presented in any chapter prior to Chapter 14. Ask them to identify the type of conflict and explain the purpose of the conflict.

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BellworkCreate a T-Chart on a piece of paper. Label one side of the chart “Characteristics of a Boy/Man.” Label the other side of the T-Chart “Characteristics of a Girl/Woman.”

Then write in characteristics of boys/men and girls/women in the appropriate section of the chart.

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Directions: In the spaces provided below record conflicts presented in Chapter 14. Identify whether the conflict is internal or external. In each “Purpose” box, explain the importance of the conflict in the novel.

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Answer Guide

To show the town’s growing animosity toward Atticus for defending Tom Robinson

Maycomb citizens say rude comments to Jem and Scout. (page 135) External

External

Aunt Alexandra and Atticus disagree about what is appropriate behavior and activities for Scout. (page 136)

To show that Aunt Alexandra and Atticus possess different viewpointsExternal

Aunt Alexander tells Scout that she is not to visit Calpurnia or go to church with Calpurnia. (page 136)

To reveal Aunt Alexandra’s prejudice and Scout’s desire to befriend people of all races

To reveal that Aunt Alexandra disapproves of the choices that Atticus is making

Aunt Alexandra feels frustrated with Atticus. (page 137)

Internal

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To show how Jem is changing and beginning to view himself as superior to ScoutTo show that Scout is determined to remain Jem’s equal

Jem tells Scout not to antagonize Aunt Alexandra. (page 137)

External

Internal

Jem must decide whether or not to tell Atticus that Dill is at their house. (page 141)

To show how Jem is growing older and seeing things from an adult perspectiveTo reveal the extent to which Atticus trusts Jem

Internal

Dill must decide whether or not to runaway from his family. (page 140)

To show how unloved Dill feels at his house

To show how loving, attentive and kind Atticus is compared to Dill’s parents.

Dill feels unwanted by his parents even though they buy him almost everything he wants. (page 143)

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Exit Slip1. Record a conflict presented in any chapter prior to

Chapter 14. 2. Identify the type of conflict.3. Explain the purpose of the conflict.

Internal

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Time Frame:

55 minutesTo Kill a MockingbirdQuarter 3– 8th Grade

Chapter Fifteen – Lesson 15Content Objective(s) Practiced:I can identify types of conflict in a piece of text.I can demonstrate appropriate voice in my writing.

Language Objective(s):I can write answers to Conflict Benchmark Assessments, identifying different types of conflict within a piece of text.I can write a narrative piece demonstrating appropriate voice.

WALLS THAT TEACH:Voice

Teacher Notes/ Accommodations:

**Make copies of a Conflict Benchmark Assessment.

Activating and Assessing Prior Knowledge / Bellwork (20%): Direct students to reflect on someone’s voice. What makes the

person’s voice unique? Why does it stand out? Is it the way the person pronounces words, the speed of the person’s speech, the types of words the person uses, or the pitch of the person’s voice? What makes you like or dislike the person’s voice?

Read excerpts from Harris and Me by Gary Paulsen and then discuss the personality of the characters speaking. See attached document entitled “Excerpts from Harris and Me.”

After reading and responding to the excerpts, inform the students that the words a character says, how something is phrased, and the manner in which it is said tells us about the personality of the character. The personality is revealed through the character’s voice.

Inform students that it is a child’s voice in Chapter 15 of To Kill a Mockingbird that puts an end to a conflict. It is a child’s innocent voice that stops grown men from harming another grown man. Instruct students to pay particular attention to that voice.

Student Active Participation (SAP) /Teacher Input (65%): Read Chapter 15, beginning on page 144. Give Conflict Benchmark Assessment I (Assessments II and III are

for students who do not pass I. The second Conflict Benchmark Assessment that students must take to pass the benchmark will

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occur after Chapter 22.) Discuss the irony in the chapter’s contents. (It is the voice of a little

girl, not weapons or force that stops grown men in their tracts.) Discuss Scout’s voice in this chapter. (friendly, innocent, wanting to

connect, happy-go-lucky: “Hey. This is our friend. There is no need to be afraid.” Scout also talks about friends and neighbors helping one another out. Her voice is positive and upbeat. She does not show fear when speaking to Mr. Cunningham.)

Inform students that they will ultimately be writing a personal narrative in which they focus on their “voice.” Prior to determining a topic about which to write and actually developing their voice in a piece of writing, they will read information about voice and personal narratives, and take Cornell Notes recording the characteristics and attributes of both. Today they will focus on voice. See attached document entitled, “Voice.” to utilize in the Cornell Note Taking.

Identifying Student Success (15%):

Exit Slip: Instruct students to write one paragraph about an event in their lives that occurred in the dark of night, as Scout confronted the mob of men at night. Encourage them to allow their personalities to shine through. Encourage them to focus on their voice. Do tell students that their paragraphs will be read aloud to the class the following day.

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BellworkReflect on someone’s voice. What makes the person’s voice unique? Why does it stand out? Is it the way the person pronounces words, the speed of the person’s speech, the types of words the person uses, or the pitch of the person’s voice? What makes you like or dislike the person’s voice?

Listen to the excerpts from Harris and Me by Gary Paulsen. Then respond to the following statements.

From this excerpt, describe the deputy’s personality based on his comments.

From this excerpt, describe Harris and Glennis’ personalities based on their dialogue.

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Excerpts from Harris and Me

Excerpt 1The deputy I was with spit constantly out the side window while extolling the virtues of

the car – a 1949 Ford.“It’s got the V-eight,” he told me. “Gets you a lot of power, the V-eight.” Spit. “You need

power for catching criminals while in hot pursuit.” Spit.“You want to be able to move this thing when you go into a hot pursuit situation.” Spit. “People live here?” I asked finally.“Sure.” Spit. “must be two, three hundred of ‘em scattered around. You know, back in a

ways.” Page 3

From this excerpt, describe the deputy’s personality based on his comments.(Possible Response: The deputy is a good-old-boy, a country man who is straight to the point and has a tendency to appear more important or skilled than he really is.)

Excerpt 2“Hi.” ….“Hi.” (I nodded.)“We heard your folks was puke drunks, is that right?”“Harris!” Glennis was walking on the other side of me and her voice snapped. “That’s not

polite, to talk that way.”“Well you can just blow it out your butt, you old cow. You ain’t no grown-up to tell me

what to do. How the hell am I supposed to know things if I don’t go ahead and ask them?” ….“You watch your tongue with all that swearing – I’ll tell the folks and Pa will take a

board to you.” Page 7-8

From this excerpt, describe Harris and Glennis’ personalities based on their dialogue.(Possible Response: Harris is mischief and lacks understanding of proper etiquette. He is to the point and very country in his speech – cussing, using “ain’t.” Glennis understands proper etiquette, but is a blunt person who attempts to control with threats and physical force.)

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Conflict Benchmark Assessment I

I can describe and analyze conflict in a piece of text.

Directions: Read the statements below and fill in the blanks next to the “A” and “B.”

Example: When Francis Hancock calls Atticus a “nigger-lover,” Scout hits him.A. People of forces in conflict ______Francis vs. Scout _____________________________B. Type of Conflict _____External______________________________________________

1. Aunt Alexandra is irritated that Scout and Jem know so little about their own family’s history.A. People or forces in conflict __________________________________________________B. Type of conflict ___________________________________________________________

2. After first trying to impress the children with their heritage of “gentle breeding,” Atticus tells them to forget what he said.

A. People or forces in conflict __________________________________________________B. Type of conflict ___________________________________________________________

3. The people of Maycomb criticize the Finch family when Jem and Scout pass by on the street.A. People or forces in conflict __________________________________________________B. Type of conflict ___________________________________________________________

4. When Scout asks to visit Cal, Alexandra forbids it before Atticus has a chance to say anything.A. People or forces in conflict __________________________________________________B. Type of conflict ___________________________________________________________

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Conflict Benchmark Assessment II

I can describe and analyze conflict in a piece of text.

Directions: Read the statements below and fill in the blanks next to the “A” and “B.”

Example: When Francis Hancock calls Atticus a “nigger-lover,” Scout hits him.A. People of forces in conflict ______Francis vs. Scout _____________________________

B. Type of Conflict _____External______________________________________________

1. Atticus scolds Scout for speaking disrespectfully to Aunt Alexandra.A. People or forces in conflict __________________________________________________B. Type of conflict ___________________________________________________________

2. Scout understand Atticus’ lecture about obeying Aunt Alexandra but feels so embarrassed that, in order to make a dignified exit, she pretends she has to go to the bathroom.

A. People or forces in conflict __________________________________________________B. Type of conflict ___________________________________________________________

3. Jem infuriates Scout when he asks her to stop antagonizing their aunt.A. People or forces in conflict __________________________________________________B. Type of conflict ___________________________________________________________

4. Jem decides to tell Atticus that Dill has run away from home.A. People or forces in conflict __________________________________________________B. Type of conflict ___________________________________________________________

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Conflict Benchmark Assessment III

I can describe and analyze conflict in a piece of text.

Directions: Read the statements below and fill in the blanks next to the “A” and “B.”

Example: When Francis Hancock calls Atticus a “nigger-lover,” Scout hits him.A. People of forces in conflict ______Francis vs. Scout _____________________________

B. Type of Conflict _____External______________________________________________

1. Dill decided to run away from home.A. People of forces in conflict ____________________ _____________________________B. Type of Conflict __________________________________________________________

2. The crowd outside the Finch house grows angry when Atticus says he means to let the truth be heard at Tom’s trial – a truth they already know.

A. People of forces in conflict ____________________ _____________________________B. Type of Conflict __________________________________________________________

3. The night before Tom’s trial, Jem sneaks out of the house to follow Atticus though he worries that Atticus will disapprove.

A. People of forces in conflict ____________________ _____________________________B. Type of Conflict __________________________________________________________

4. Atticus becomes frightened when the children suddenly appear in front of the Old Sarum crowd at the jail.

A. People of forces in conflict ____________________ _____________________________B. Type of Conflict __________________________________________________________

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VoiceThe following adapted information was taken from Looking for Quality in Student Writing – Learning to See the Things Kids Can Do So We Can Teach Them to Do the Things They Can’t by Steve Peha.

Teacher Directions: Read the information below to the class. You may decide whether or not to make copies of the material for the entire class. The passages highlighted in bold reflect material that students should record in their Cornell Notes.

Individual and Appropriate Voice

Writing is different from other school subjects. In math, reading, social studies, and science, every student is supposed to study the same things and come up with the same answers. But in writing, if everyone writes exactly the same thing, that’s no good — that’s copying, not writing.

Everyone's writing needs to be different from everyone else’s. And the only way that happens is if writers make different choices when they write, choices about the topics they pick, the words they use, the details they include, different beginning and ending strategies, and so on. The set of all the different choices a writer makes, and the collective effect they have on the reader, is what is often called the “voice” in a piece of writing. Voice tells the reader about the writer’s personality in a piece of text.

Because each of us has a unique personality, each of us has a unique voice in writing, and that is what makes our writing unique. The trick is in letting that voice come through. In order to make our voices come through, we must make different choices in our writing than other writers make in theirs, choices that reflect who we are inside — our original thoughts and feelings, our particular way of seeing things and interpreting them — and writing it all down.

Expressing our individual personalities has a lot to do with expressing our feelings. Think about it: if everyone felt the same way about everything, we’d all tend to do, say and think the same things; there wouldn’t be much difference between one person and another, and our writing wouldn’t be very different either. Our feelings about things are what tend to make us unique. If we want the voice of our writing to be unique, we have to communicate strong feelings.

To develop a strong voice, we also must be original and authentic. When I read something by one of my favorite writers, I often have the feeling that no one else could have written it. In most good writing, the individuality of the writer comes through. When we sense this individuality, we’re picking up on the writer’s voice. Writing that could not be written by anyone else demonstrates an original voice.

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Another important quality to look for in a writer’s voice is authenticity. Does the writing sound real? Does it sound as though it was written by a real person, or does it sound phony, stilted, awkward? An authentic voice in writing sounds real; it sounds honest. An authentic voice is consistent. Consistent writing is void of contradictions. When writers write with an authentic voice, the same voice resounds throughout the entire piece of text.

Whenever I read something that has a lot of voice, I get the feeling that I’m getting to know the person who wrote it just as if we were hanging out as friends. That isn’t true, of course. I’m not getting to know the person, I’m getting to know the personality that person is presenting through his or her words.

The voice you choose for your writing must match the purpose for which you are writing and the people to whom you are writing. If you wrote a letter to your grandma thanking her for a birthday present, you probably wouldn’t want to sound like an angry, frustrated person. If you wrote an article for your school paper about someone on your high school’s football team who had suffered a serious injury, you probably wouldn’t want to seem silly, as though you were making a joke out of it. If you wrote a research paper about global warming, you probably wouldn’t want to sound as casual as you do when you’re talking to your friends.

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Exit Slip

Write one paragraph about an event in your life that occurred in the dark of night, as Scout confronted the mob of men at night. Allow your personality to shine through. Focus on your voice.

Your paragraphs will be read aloud to the class tomorrow.

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Time Frame:

55 minutesTo Kill a MockingbirdQuarter 3– 8th Grade

Chapter Fifteen – Lesson 16

Content Objective(s) Practiced:I can demonstrate appropriate voice in my writing.

Language Objective(s):I can write a narrative piece demonstrating appropriate voice.

WALLS THAT TEACH:VoiceNarrative

Teacher Notes/ Accommodations:

**For the Bellwork, you will need the students’ Exit Slip paragraphs from the previous day.

** You may want to make copies of the passage titled “Departure.”

**Make copies of the Voice and Narrative rubrics for students.

**Review and write comments on their exit slips before tomorrow’s class.

Activating and Assessing Prior Knowledge / Bellwork (20%): Read aloud several of the class members’ exit slip paragraphs from

the previous day. Do not tell the class who wrote the paragraph. After reading each paragraph, ask students to identify the person who wrote the paragraph based on the voice of the writing. Authors of the paragraphs are not to say they wrote the paragraphs. The class must guess.

Remind students that they will be developing their voice in a personal narrative, but they must first take a few more Cornell Notes. Yesterday they took notes on voice and today they will take notes on the characteristics of a personal narrative.

Student Active Participation (SAP) /Teacher Input (65%): Refer to the attached document entitled “Personal Narratives” to

review and take notes over the characteristics of a personal narrative.

After taking the Cornell Notes, read the attached passage entitled “Departure.” Instruct students to identify the attributes that make it a personal narrative. Discuss the students’ identifications.

Refer back to the Cornell Notes the students just took about selecting a good subject. Remind students that To Kill a Mockingbird is a narrative, some of which is based on Harper Lee’s personal experiences. Harper Lee’s work focuses on daily life in Maycomb County, highlighting the events of the Finch family and how each member changes and grows.

Inform students that they must now select a topic on which to write.

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The topic must reflect people and events of their lives. Instruct students to use the questions under selecting a good subject in their Cornell Notes. Perhaps they can list answers to those questions.

1. Who are the important people in my life? (Think about your experiences with them.)

2. Where have I been? (There is a story behind every place you visit.)

3. What unforgettable things have happened to me? (Think of experiences that have changed you in some way.)

Provide students sufficient time to brainstorm a topic. You, as the teacher must establish definite perimeters for your class regarding the topic and length of the assignment.

Share with students the “Voice” and “Personal Narrative” rubrics by which their writing will be graded. You must make copies of the rubrics to distribute to students. The rubrics will help students determine an appropriate topic.

Identifying Student Success (15%):

Exit Slip: Instruct students to write a brief description of their topic.

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Personal Narratives

The following information was taken from All Write by Kemper / Sebranek / Meyer.

Teacher Directions: Read the information below to the class. You may decide whether or not to make copies of the material for the entire class. The passages highlighted in bold reflect material that students should record in their Cornell Notes.

NarrativesNarrating simply means to tell about something that happened. For example: making a mistake, showing your friendship, learning to ________, moving to a new place, getting hurt, doing something funny, learning a lesson, earning money, losing something (or someone) important.

Personal NarrativesA personal narrative is a true story about some part of the writer’s life. When you

write a personal narrative, you 1. get to relive an important time in your life,2. learn about yourself through your writing, and3. establish your special place in the world. (“Hey, listen to me. I have a story to tell.”)

What makes a narrative “personal”?All forms of personal writing – personal journals, friendly letters, and personal narratives

– are alike in two important ways:1. Subjects for all forms of personal writing come from the writer’s own thoughts

and experiences.2. All three forms are written in a personal style, almost as if the writer were having a

conversation with a friend.

What makes it special?The personal narrative also has a few special qualities that make it different from a

journal entry or a friendly letter. A personal narrative must…1. focus on one specific subject,2. include a clear beginning, middle, and ending, 3. hold the reader’s interest throughout, and 4. be written in first person point of view.

What makes a good subject?It’s enjoyable to write narratives (as well as other personal forms) because you are

exploring subjects that interest you, subjects that come from your own experiences. To think of subjects for personal narratives, ask yourself the following questions:

1. Who are the important people in my life? (Think about your experiences with them.)

2. Where have I been? (There is a story behind every place you visit.)3. What unforgettable things have happened to me? (Think of experiences that have

changed you in some way.)

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Improving Your NarrativeAdding specific details, dialogue, and reflections can help make your narrative more

interesting and enjoyable. Add specific details to help readers see (and hear) the action in your narrative. Dialogue helps make your writing come alive for readers. Reflections help readers understand how you think and feel about your experience.

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Directions: Read the following passage and list the characteristics that make this a personal narrative. Look for specific details, dialogue, and reflections. Also, identify the beginning, middle and end of the passage.

“Departure”My brother and I were watching TV when my dad called, “Anna Patrick, we’re going to

have a family meeting. Go to the dining room.”My brother’s eyes met mine. Family meeting? We never had one before. And that gave

me a very odd feeling. As soon as we arrived, my dad started, “We’ve stayed in this country – I mean house – our whole life. And there are times that we have to leave and go on.”

I really didn’t understand what my dad was saying – country and leave?“What your dad is saying is that his company is transferring him to the United States,”

my mom clearly explained.“What!” I stood and exclaimed.“Anna, sit down. You’re the oldest, and you should understand. We’re all going to leave.

Tomorrow we’re going to the embassy for the papers and that’s final,” my dad said in anger and left.

We were approved at the embassy and granted visas, and we were leaving June 10. We spent our last ten days packing up things and selling some of our appliances. We also found someone who would rent our house.

On June 10, my mom woke me up early. She said, “We have to leave early, or we might get caught in traffic.”

“Well, I hope we do,” I told myself.We placed all our baggage on top of the van and headed for the airport. I was the last one

in the car. As we moved farther along, I could see my home fading away. And in that moment, I felt a part of me would still be there.

We arrived at the airport at 8. As I passed the metal detector, it went off because I was wearing a jumper with a metal buckle. At that time, I wished the police would take me and not let me on the plane. I didn’t get bored while waiting for our flight to be called because I was watching the Bulls playing the Supersonics.

“Flight 800 is now boarding. Flight 800 is now boarding,” announced the lady. That was our flight.

Wee gave the tickets to the flight attendant. We were accompanied by another lady who showed us to our seats, watched as I left my country. My body might be going to the U.S. in this journey in my life, but my heart would stay in the Philippines.

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VOICE RUBRIC

Rating of 5 (Strong):

The paper shows the writer's personality. The writer has written the paper to be read, not just as an assignment. There is a connection between the writer and the reader.

The paper is honest and sincere; it is written from the heart.

The language helps the reader "see" what is happening in the writing.

The writer shows his feelings and emotions in the paper.

The writer cares about the topic.

The reader gets a real sense of humor, sadness, happiness, suspense, excitement, etc. from the writing.

Rating of 3 (Developing):

The paper has some personality, but the reader has a hard time connecting with the writer. The writing may sound familiar, not really new or unique.

The paper has some moments of honesty and sincerity.

The voice may be strong on occasion, then hide behind general language that isn't very specific.The writing hides as much of the writer's personality as it shows.

The writer seems afraid to show how he really feels.

The reader only sometimes gets a sense of humor, sadness, happiness, suspense, excitement, etc. from the writing.

Rating of 1 (Weak):

The paper has no personality. It sounds like an encyclopedia article, with only the facts. The writer seems to have no feelings about the topic.

The reader cannot sense any sincerity or honesty in the paper. The reader has no connection to the writer.The writing is not very exciting throughout most of the paper. There are no highs or lows.

The writing is factual and does not cause the reader to feel anything about the topic.

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The writer doesn't seem to care about the topic at all.

NARRATIVE RUBRIC

Rating of 5 (Strong):

The paper focuses on one specific subject about the writer’s life: the writer’s thoughts and experiences. The paper includes a clear beginning, middle and end. The specific details, dialogue and/or reflections hold the reader’s attention throughout the entire story.

The writer remains focused on one specific event of his/her life.

The writer organizes the paper well: clear beginning, middle and end.

The writer includes numerous and specific details which may include dialogue or reflection.

The writer’s details are appropriate for the audience.

The writer consistently uses the first-person point of view.

Rating of 3 (Developing):

For the most part, the paper focuses on one specific subject about the writer’s life: the writer’s thoughts and experiences. The paper lacks clear transitions between the beginning, middle and end. Specific details, dialogue and/or reflections are limited and do not always hold the reader’s attention throughout the entire story.

The writer sometimes strays from focusing one specific event of his/her life.

The writer lacks clear transitions between the beginning, middle and end.

The writer includes limited details, dialogue or reflection.

The writer’s details are sometimes appropriate for the audience and sometimes inappropriate.

The writer usually uses first-person point of view, but sometimes switches viewpoints.

Rating of 1 (Weak):

The paper fails to focus on one specific subject about the writer’s life: the writer’s thoughts and experiences. A clear beginning, middle and end fail to exist in the paper. Specific details, dialogue and/or reflections do not exist and the reader’s mind wanders constantly.

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The writer fails to remain focused on one specific subject of his/her life.

The writer fails to include a clear beginning, middle and end.

The writer fails to include specific details, dialogue and/or reflections.

The writer’s details are not appropriate for the audience.

The writer does not write in first-person point of view.

Voice / Narrative Benchmark Writing Assessment

I can write narrative text using standard conventions.I can demonstrate appropriate voice in my narrative writing.

Student’s Name: ________________________________ Topic: _______________________

Rating: 5 4 3 2 1NarrativeVoice

Students must have a “3” or higher to pass the benchmark.

Voice / Narrative Benchmark Writing Assessment

I can write narrative text using standard conventions.I can demonstrate appropriate voice in my narrative writing.

Student’s Name: ________________________________ Topic: _______________________

Rating: 5 4 3 2 1NarrativeVoice

Students must have a “3” or higher to pass the benchmark.

Voice / Narrative Benchmark Writing Assessment

I can write narrative text using standard conventions.

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I can demonstrate appropriate voice in my narrative writing.

Student’s Name: ________________________________ Topic: _______________________

Rating: 5 4 3 2 1NarrativeVoice

Students must have a “3” or higher to pass the benchmark.

Exit SlipWrite a brief description of your topic.

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To Kill a MockingbirdQuarter 3– 8th Grade

Chapter Fifteen – Lesson 17Time Frame:

55 minutes

Content Objective(s) Practiced:I can demonstrate appropriate voice in my writing.

Language Objective(s):I can write a narrative piece demonstrating appropriate voice.

WALLS THAT TEACH:VoicePersonal Narrative

Teacher Notes/ Accommodations:

Activating and Assessing Prior Knowledge / Bellwork (20%): Direct students to review the “Voice” and “Personal Narrative”

rubrics for their narrative writing assignment. As students review the rubrics, hand back their exit slips from the previous day with your comments as to how they might revise or change their topic.

Allow students time to make changes to their topics.

Student Active Participation (SAP) /Teacher Input (65%): Instruct students to draft their narratives. Allow the students to write

the remainder of the period. If students finish early, direct them to

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utilize the rubric to check their work and then make changes. When they finish checking their papers with the rubrics, suggest that they write about another topic or direct them to read independently. You, as the teacher must edit the student papers and instruct them to write a final copy. WHEN DO THEY WRITE FINAL COPIES?????

Write final copies of personal narratives focused on voice. You, as the teacher, must copy the “Voice / Narrative Benchmark Writing Assessment” grading rubric page. There are three grading rubric slips per page. You will need to cut the pages so that each student has only one grading rubric slip attached to his/her paper. The “Narrative Rubric” and the “Voice Rubric” list the criteria to consider when assigning a score to the “Voice / Narrative Benchmark Assessment” grading rubric slip.

Identifying Student Success (15%):

Exit Slip: Direct students to list the characteristics of writing that contains a strong voice. Then instruct students to list the characteristics of a personal narrative.

Exit Slip

List the characteristics of writing that contains a strong voice. Then list the characteristics of a personal narrative.

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To Kill a MockingbirdQuarter 3– 8th Grade

Chapter 16—Lesson 18Time Frame:

55 minutes

Content Objective(s) Practiced: I can paraphrase and summarize in my own words for all text types.

Language Objective(s):I can read chapter 16 of To Kill a Mockingbird.I can discuss the events of To Kill a Mockingbird.WALLS THAT

TEACH:

Teacher Notes/ Accommodations:

Activating and Assessing Prior Knowledge (20%)Bellwork:Describe the conflict in chapter 15. What type of conflict was found in this chapter? Was the author effective in the resolution of this incident? Why?

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Student Active Participation (SAP) /Teacher Input: Review paraphrasing and summarizing from previous Cornell notes. Using the news article attached from Time for Kids, students work in pairs to summarize. TARGETS or DSK could be reviewed to assist with this. Read chapter 16, pages 155-166 Discuss chapter 16 by providing students with copies of the questions, placing them in groups for the discussion. Using a spinner to promote active engagement, have students from each group report out their responses to the questions.:

1. What sort of person is Dolphus Raymond?2. Comment on Judge Taylor's attitude to his job. Does he take the trial seriously or not?3. How does Reverend Sykes help the children see and hear the trial? Is he right to do so?4. What will Aunt Alexandra's reaction be when she finds out the Jem, Dill, and Scout went to the trial?

Identifying Student Success (15%):

Exit Slip: Write a three (3) sentence summary of this chapter.

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Justice in AlabamaJury convicts racist church bomber for killing four girls in 1963

Thomas Blanton is led out of the courtroom in handcuffs.

BY DINA MAASARANI

On September 15, 1963, a bomb went off at the Sixteenth Street Baptist Church in Birmingham, Alabama, killing four African American girls. Thirty-eight years later, 62 year-old Thomas Blanton was finally put on trial for that crime and was convicted on Tuesday.

Too Late for a Trial?The jury of eight white people and four black people discussed the case for about 2 ½ hours before deciding Thomas Blanton was guilty of killing all four girls in the bombing. The jury sentenced Blanton to life in prison. His lawyers plan to appeal, or fight, the jury's decision. They say it has taken too long to bring the case to trial. But Doug Jones, the lawyer who made the case against Blanton, disagrees. "It's never too late for the truth to be told, it's never to late for wounds to heal, it's never too late for a man to be held accountable for his crimes," Jones said.

Important Evidence Helps Make the CaseBlanton is the second man to be convicted, or found guilty, in the bombing. Both Blanton and the other man, Robert Chambliss, are former members of a racist group that believes white people are superior to black people. Chambliss was found guilty of the bombing in 1977. One of the most important pieces of evidence used in Blanton's trial was a series of secretly-recorded FBI tapes. On those tapes, Blanton was heard talking about making the bomb.

A Historic Civil Right TragedyDuring the trial, lawyers argued that Blanton and others focused on the Sixteenth Street Baptist Church because it was the headquarters of the civil rights movement in Birmingham at the time. The bombing outraged many black and white people and is considered one of the most horrible and deadly acts of the civil rights movement. It led to the passage of The Civil Rights Act of 1964 and the Voting Rights Act of 1965.

The trial, which began April 24, reopened old wounds in Birmingham as the court heard from family members of the girls who were killed. Denise McNair, 11, and Addie Mae Collins, Cynthia Wesley, and Carole Robertson, all 14, died in the blast. "It's an emotional experience," said Estelle Boyd, a member of the church now as well as back in 1963. Boyd said she is a friend of relatives of the four girls. "This means a great deal to the families

These four girls were killed in the church bombing.

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To Kill a MockingbirdGrade 8 -3rd Quarter

Chapter 17 - Lesson 19Time Frame:

55 minutes

Content Objective(s) Practiced:I can paraphrase in my own words from a paragraph found in text.I can identify main idea, topic, theme, and supporting details in text.I can infer and draw conclusions based upon evidence from text.

Language Objective(s):I can read chapter 17 of To Kill a Mockingbird.I can discuss chapter 17 of To Kill a Mockingbird.I can write the main idea of a passage.

WALLS THAT TEACH:

Teacher Notes/ Accommodations:

Activating and Assessing Prior Knowledge (20%Bellwork:Please paraphrase the following in your own words: “I was beginning to notice a subtle change in my father these days, that came out when he talked with Aunt Alexandra. It was a quiet digging in, never outright irritation. There was a faint starchiness in his voice when he said, “Anything fit to say at the table’s fit to say in front of Calpurnia. She knows what she means to this family.”

Student Active Participation (SAP) /Teacher Input: Students are to read chapter 17 Discuss chapter 17 with students.

1. What are the main points in Heck Tate’s evidence? What does Atticus show in his cross-examination of Sheriff Tate?

2. What do you learn from Bob Ewell’s evidence?3. Why does Atticus ask Bob Ewell to write out his name? What

does the jury see when he does this? Direct students to page 170 in chapter 17. Ask students to reread the

paragraphs that begin with:“Every town the size of Maycomb had families like the Ewells.” to the chapter that ends with:“…old shoes, worn-out table radios, picture frames, and fruit jars, under which scrawny orange chickens pecked hopefully.”

Using Think-Pair-Share, students are to identify the main idea of these three paragraphs.

During the “Share” portions of this activity, make sure students explain their reasoning behind their selection of the main idea.

Identifying Student Success (15%):

Exit Slip: Describe the ‘voice’ used by the author in Mr. Ewell’s testimony.

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Bellwork:Please paraphrase the following in your own words: “I was beginning to notice a subtle change in my father these days, that came out when he talked with Aunt Alexandra. It was a quiet digging in, never outright irritation. There was a faint starchiness in his voice when he said, “Anything fit to say at the table’s fit to say in front of Calpurnia. She knows what she means to this family.”

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To Kill a MockingbirdQuarter 3– 8th Grade

Chapter 18Time Frame:

55 minutes

Content Objective(s):I can paraphrase and summarize in my own words for all text types. (assessment)I can identify main idea, theme, topic, and supporting details in text.

Language Objective(s):I can write a summary.I can read chapter 18 of To Kill a Mockingbird.I can discuss chapter 18 of To Kill a Mockingbird.

WALLS THAT TEACH:Testimony

Teacher Notes/ Accommodations:

Activating and Assessing Prior Knowledge (20%Bellwork:Read the following paragraph and identify the main idea and the supporting details: “Aunt Alexandra was fanatical on the subject of my attire. I could not possibly hope to be a lady if I wore breeches; when I said I could do nothing in a dress, she said I wasn’t supposed to be doing things that required pants. Aunt Alexandra’s vision of my deportment involved playing with small stoves, tea sets, and wearing the Add-A-Pearl necklace she gave me when I was born; furthermore, I should be a ray of sunshine in my father’s lonely life. I suggested that one could be a ray of sunshine in pants just as well, but Aunty said that one had to behave like a sunbeam, that I was born good but had grown progressively worse every year. She hurt my feelings and set my teeth permanently on edge, but when I asked Atticus about it, he said there were already enough sunbeams in the family and to go on about my business, he didn’t mind me much the way I was.

Student Active Participation (SAP) /Teacher Input: Students who need to can take the paraphrase and summarize

assessment. Students read chapter 18, pages 178 – 189. Put students in groups to discuss the following questions. After the

group discussion, use the spinner to select students from each group to answer for whole group:1. Is Mayella like her father or different from him? In what ways?2. What might be the reason for Mayella’s crying in the court?3. How does Mayella react to Atticus’s politeness? Is she used to

people being polite?4. How well does Mr. Gilmer prove Tom’s guilt in the eyes of the

reader (you) and in the eyes of the jury? Can you suggest why these might be different?

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Identifying Student Success (15%): Read the following passage. Identify the main idea and supporting details. By 1932, at least 12 million people were out of work. That was one in four of all those who normally would work. Count your friends: pretend that the parents of every fourth person are unemployed. Start with yourself. Suddenly, your family has no income. What are you going to do? American had had depressions before. They were supposed to be a kind of self-regulating part of capitalism. All the early depressions had something in common: it was the poorest workers who were hurt. They lost their jobs. They went hungry. The wealthy and the middle class suffered only slightly.

Exit Slip: Write three higher-order thinking questions about Mayella's testimony in the trial.

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Read the following paragraph and identify the main idea and the supporting details: “Aunt Alexandra was fanatical on the subject of my attire. I could not possibly hope to be a lady if I wore breeches; when I said I could do nothing in a dress, she said I wasn’t supposed to be doing things that required pants. Aunt Alexandra’s vision of my deportment involved playing with small stoves, tea sets, and wearing the Add-A-Pearl necklace she gave me when I was born; furthermore, I should be a ray of sunshine in my father’s lonely life. I suggested that one could be a ray of sunshine in pants just as well, but Aunty said that one had to behave like a sunbeam, that I was born good but had grown progressively worse every year. She hurt my feelings and set my teeth permanently on edge, but when I asked Atticus about it, he said there were already enough sunbeams in the family and to go on about my business, he didn’t mind me much the way I was.

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_____________________________Name

Main Idea and Supporting Details Assessment

Read the following paragraphs focusing on the main idea and supporting details.

American had had depressions before. They were supposed to be a kind of self-regulating part of capitalism. All the early depressions had something in common: it was the poorest workers who were hurt. They lost their jobs. They went hungry. The wealthy and the middle class suffered only slightly.

By 1932, at least 12 million people were out of work. That was one in four of all those who normally would work. Count your friends: pretend that the parents of every fourth person are unemployed. Start with yourself. Suddenly, your family has no income. What are you going to do?

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To Kill a MockingbirdQuarter 3– 8th Grade

Chapter Nineteen Time Frame:

55 minutes

Content Objective(s) Practiced:I can infer and draw conclusions based on evidence from text.

Language Objective(s):I can voice and write answers to practice inference questions.

WALLS THAT TEACH:Infer

Teacher Notes/ Accommodations:

**The beginning of the bellwork requires acting on your part. You could also draft a student to do this if you are not comfortable doing so.

**Copy the Chapter 19 Inference Practice page.

Activating and Assessing Prior Knowledge / Bellwork (20%): Come into class and act tired (yawn, go over to the reading area and

get a pillow, stretch, slowly open and close your eyes.) Then have the students guess how you’re feeling. Once students have guessed, mention that you did not say anything about being tired; you did not even say one word. They inferred that you felt tired from your actions. Good readers do the same thing when they read. They take small clues and add them up to make meaning. This is called inferring. Direct students to write a definition for the term “infer” in their Cornell Notes.

Read the following statements or post them for students to read. Instruct students to infer information from the text in order to make meaning and identify the response that belongs in the blank.1. While we roared down the tracks, we could feel the bounce and

sway. _____________________________ LOCATION

2. With clipper in one hand and scissors in the other, Chris was ready to begin the task._____________________________ AGENT (occupation or

pastime)3. When the porch light burned out, the darkness was total.

_____________________________ TIME4. Carol dribbled down the court and then passed the ball to Ann.

_____________________________ ACTION5. With a steady hand, she put the buzzing device on the tooth.

_____________________________ INSTRUMENT (Tool or Device)6. In the morning, we noticed that the trees were uprooted and

homes were missing their rooftops. ____________________________ CAUSE

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7. The broad wings were swept back in a “v,” and each held two powerful engines._____________________________ OBJECT

8. The Saab and Volvo were in the garage, and the Audi was out front. _____________________________ CATEGORY

9. The side of his face was swollen, and his tooth ached._____________________________ PROBLEM

10. While I marched past in the junior high band, my dad cheered and his eyes filled with tears. ______________________________ FEELING-ATTITUDE

Inform students that as they read the next chapter in To Kill a Mockingbird, they will be asked to infer information based on the text.

Student Active Participation (SAP) /Teacher Input (65%): Read Chapter 19, pages 190-199 of To Kill a Mockingbird and

complete the inference practice sheet as you read.

Identifying Student Success (15%):

Exit Slip: Instruct students to write a paragraph explaining what Atticus should say in his closing arguments.

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BellworkInfer information from the text in order to make meaning and identify the response that belongs in the blank.

1. While we roared down the tracks, we could feel the bounce and sway. _____________________________ LOCATION

2. With clipper in one hand and scissors in the other, Chris was ready to begin the task._____________________________ AGENT

(occupation or pastime)

3. When the porch light burned out, the darkness was total._____________________________ TIME

4. Carol dribbled down the court and then passed the ball to Ann._____________________________ ACTION

5. With a steady hand, she put the buzzing device on the tooth._____________________________

INSTRUMENT (Tool or Device)

6. In the morning, we noticed that the trees were uprooted and homes were missing their rooftops. ____________________________ CAUSE

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7. The broad wings were swept back in “v,” and each held two powerful engines._____________________________ OBJECT

8. The Saab and Volvo were in the garage, and the Audi was out front. _____________________________ CATEGORY

9. The side of his face was swollen, and his tooth ached._____________________________ PROBLEM

10. While I marched past in the junior high band, my dad cheered and his eyes filled with tears. ______________________________ FEELING-ATTITUDE

Answers: 1)train 2)hairstylist 3)night 4)playing basketball 5)plaque remover 6)tornado 7)plane 8)cars 9)cavity 10)love and pride

Chapter 19 Inference Practice

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1. What can you infer about Tom Robinson’s character based on his willingness to assist Mayella Ewell?

2. What can you infer regarding Maycomb citizens’ view of the Ewells based on the following statement? “Maycomb gave the Ewells Christmas baskets, welfare money, and the back of its hand.”

3. On page 194, Tom responds to a question asked by Atticus, with the following words, “Mr. Finch, I got down offa that chair an’ turned around an’ she sorta jumped on

me.”“Jumped on you? Violently?”“No suh, she – she hugged me round the waist.”This time Judge Taylor’s gavel came down with a bang and as it did the

overhead lights went on in the courtroom. Darkness had not come, but the afternoonsun had left the windows. Judge Taylor quickly restored order. What can the reader infer about the people watching the trial?

4. According to Tom’s testimony, Mr. Ewell sees Mayella coming on to Tom and says, “You goddamn whore, I’ll kill ya.” What can you infer about Mr. Ewell’s character from this statement.

5. When Mr. Gilmer cross examines Tom, he questions why Tom is so willing to help Mayella? Finally, Tom responds by saying that he felt sorry for her. In turn, Mr. Gilmer who is ready to rise to the ceiling says, “You felt sorry for her, you felt sorry for her?” What can we infer about Mr. Gilmer’s thoughts and feelings from his statement and scenerio?

6. Near the end of Mr. Gilmer’s cross-examination Dill starts crying. What conclusion can you draw as to why Dill started crying?

7. What can you infer about Atticus’ character from the following statement? “Atticus is the same in the courtroom as he is on the public streets.”

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Chapter 19 Inference Practice Answers

1. What can you infer about Tom Robinson’s character based on his willingness to assist Mayella Ewell?He is a good hearted man who wants to help others in need.

2. What can you infer regarding Maycomb citizens’ view of the Ewells based on the following statement? “Maycomb gave the Ewells Christmas baskets, welfare money, and the back of its hand.”Maycomb citizens do not really care for the well-being of the Ewells. They extendcharity to the Ewells, but not a relationship.

3. On page 194, Tom responds to a question asked by Atticus, with the following words, “Mr. Finch, I got down offa that chair an’ turned around an’ she sorta jumped on

me.”“Jumped on you? Violently?”“No suh, she – she hugged me round the waist.”This time Judge Taylor’s gavel came down with a bang and as it did the

overhead lights went on in the courtroom. Darkness had not come, but the afternoonsun had left the windows. Judge Taylor quickly restored order. What can the reader infer about the people watching the trial?The people in the courtroom started whispering and commenting on what TomRobinson said.

4. According to Tom’s testimony, Mr. Ewell sees Mayella coming on to Tom and says, “You goddamn whore, I’ll kill ya.” What can you infer about Mr. Ewell’s character from this statement. He does not respect his daughter and he disapproves of her advances toward Tom.

5. When Mr. Gilmer cross examines Tom, he questions why Tom is so willing to help Mayella? Finally, Tom responds by saying that he felt sorry for her. In turn, Mr. Gilmer who is ready to rise to the ceiling says, “You felt sorry for her, you felt sorry for her?” What can we infer about Mr. Gilmer’s thoughts and feelings from his statement and scenario?He believes that a black man should not feel sorry for a white woman.

6. Near the end of Mr. Gilmer’s cross-examination Dill starts crying. What conclusion can you draw as to why Dill started crying?Dill realizes how mean/disrespectful Mr. Gilmer is being to Tom.

7. What can you infer about Atticus’ character from the following statement? “Atticus is the same in the courtroom as he is on the public streets.”He acts the same no matter where he is.

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Exit Slip

Write a paragraph explaining what Atticus should say in his closing arguments.

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To Kill a MockingbirdQuarter 3– 8th Grade

Chapter Twenty and Twenty-One Time Frame:

55 minutes

Content Objective(s) Practiced:I can infer and draw conclusions based on evidence from the text.

Language Objective(s):I can voice and write answers to practice and benchmark assessment inference questions.WALLS THAT

TEACH:Infer

Teacher Notes/ Accommodations:

**You may want to select cartoons from the newspaper to share with the class.

**You will need to copy an Inference Benchmark Assessment and a Conflict Benchmark Assessment.

Activating and Assessing Prior Knowledge / Bellwork (20%): Divide the class into groups of three or four students. ****Select

cartoons for each group to analyze. Some cartoons have been provided, but feel free to substitute them with your own cartoons. Ask students to generate a list of the inferences they make in order to understand the cartoon’s humor. Once students have been given a sufficient amount of time, ask them to share with the class.

Inform the students that they will be taking inference benchmark assessments after reading the next passage in To Kill a Mockingbird.

Student Active Participation (SAP) /Teacher Input (65%): Read Chapter 20, page 199 – Chapter 21, page 208, ending after the

second paragraph. Take Inference Benchmark Assessment I or II. Read Chapter 21, pages 208 (starting with the third paragraph) – 211. Elicit student responses to the jury’s verdict and entire courtroom

trial. Classroom discussion is the suggested format for such elicitations.

Upon completing the discussion, remind students that the entire novel is rich in conflict, not just the courtroom scene. Ask the students to review the difference between internal and external conflict. They may refer back to their Cornell Notes. Explain to students that internal and external conflicts throughout the novel can be labeled more specifically.

Require students to take Cornell Notes over the five specific types of internal and external conflict.

1. Character vs. Self : The character faces a physical or emotional problem or struggle.

2. Character vs. Character : The character faces a problem with one or more other characters in the story.

3. Character vs. Society : The character faces a problem with a part of society (government, school, tradition, etc.).

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4. Character vs. Nature : The character faces a problem with the cold, a storm, a tornado etc.

5. Character vs. Fate : The character faces a problem with a force such as fate, God, or luck.

Inform the students that they will be taking the second round of Conflict Benchmark Assessments, and they may use the notes they have just taken to assist them in analyzing conflicts throughout the novel.

Identifying Student Success (15%):

Exit Slip: Based on the information presented in the chapters covering the trial, predict how Jem and Scout will respond to the Jury’s verdict.

Bellwork

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Generate a list of the inferences you make in order to understand the humor in the cartoons below.

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Inference Benchmark Assessment I

I can infer and draw conclusions based on evidence from text.

Directions: Read the following questions and select the appropriate answer by circling the letter that corresponds to that answer.

1. The top of page 200 reads, “As Mr. Dolphus Raymond was an evil man, I accepted his invitation reluctantly, but I followed Dill.” Based on information previously presented about Mr. Dolphus Raymond, why is he considered an evil man?

A. He is known to beat his children.B. He is known to live with negro people.C. He is known to drink too much alcohol.D. He is known to take advantage of others.

2. On page 201, it states Atticus is known to say that cheating a colored man is ten times worse than cheating a white man. Why does Atticus say this?

A. Most people believe black men are better than white men.B. White men already have more power than black men.C. It is always worse to cheat someone of another color.D. White men are smarter than black men.

3. Read the bottom half of page 202 and answer the following question. Why does Atticus remove his watch and chain, unbutton his vest and collar, loosen his tie, and take off his coat?

A. He is nervous about the trial.B. He is trying to distract the jury.C. He is too hot in the courtroom.D. He wants to surprise his children.

4. What can the reader infer from Calpurnia bursting into the courtroom to tell Atticus that the children are missing.

A. Calpurnia cares deeply for the well-being of the children.B. Calpurnia is a neglectful caretaker.C. Calpurnia and Atticus failed to communicate about whom was to care for the

children.D. Calpurnia needed Jem and Scout to help her prepare supper.

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Answers: 1)C, 2)B, 3)C, 4)AInference Benchmark Assessment II

I can infer and draw conclusions based on evidence from text.

Directions: Complete the following task in the spaces provided.

Based on the text of the trial scene, write an explanation as to why the identified individuals would or would not convict Tom Robinson of raping Mayella Ewell.

1. Link Deas

2. Reverend Sykes

3. Maycomb Citizen Watching the Trial

4. Dill Harris

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Conflict Benchmark Assessment IV

I can describe and analyze conflict in a piece of text.

Directions: Read the statements below and fill in the blanks next to the “A” and “B.”

Example: Atticus defends Tom Robinson on charges of rape. A. Type of Conflict: ____Character vs. Character and Character vs. Society_________________B. Who is Involved in the Conflict: Atticus or Tom vs. the Ewells; Atticus or Tom vs. the______

prejudiced community of Maycomb____________________

1. Scout is condemned for learning how to read before she enters school. A. Type of Conflict: ___________________________________________________________ B. Who is Involved in the Conflict: _______________________________________________

2. Miss Maudie’s house is destroyed by fire. A. Type of Conflict: ___________________________________________________________ B. Who is Involved in the Conflict: _______________________________________________

3. Scout wants to attack Cecil Jacobs but remembers Atticus’ warning. A. Type of Conflict: ___________________________________________________________ B. Who is Involved in the Conflict: _______________________________________________

4. Atticus had hoped to never face a case like Tom Robinson’s, but he finds he can’t avoid it. A. Type of Conflict: ___________________________________________________________ B. Who is Involved in the Conflict: _______________________________________________

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Conflict Benchmark Assessment V

I can describe and analyze conflict in a piece of text.

Directions: Read the statements below and fill in the blanks next to the “A” and “B.”

Example: Atticus defends Tom Robinson on charges of rape. A. Type of Conflict: ____Character vs. Character and Character vs. Society_________________B. Who is Involved in the Conflict: Atticus or Tom vs. the Ewells; Atticus or Tom vs. the______

prejudiced community of Maycomb____________________

1. Scout feels ashamed of having a father who is so old. A. Type of Conflict: ___________________________________________________________ B. Who is Involved in the Conflict: _______________________________________________

2. Jem ruins Mrs. Dubose’s camellias. A. Type of Conflict: ___________________________________________________________ B. Who is Involved in the Conflict: _______________________________________________

3. Mrs. Dubose fights to overcome her morphine addiction. A. Type of Conflict: ___________________________________________________________ B. Who is Involved in the Conflict: _______________________________________________

4. Scout resents being asked to act like a lady and a Finch. A. Type of Conflict: ___________________________________________________________ B. Who is Involved in the Conflict: _______________________________________________

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Conflict Benchmark Assessment VI

I can describe and analyze conflict in a piece of text.

Directions: Read the statements below and fill in the blanks next to the “A” and “B.”

Example: Atticus defends Tom Robinson on charges of rape. A. Type of Conflict: ____Character vs. Character and Character vs. Society_________________B. Who is Involved in the Conflict: Atticus or Tom vs. the Ewells; Atticus or Tom vs. the______

prejudiced community of Maycomb____________________

1. Atticus refuses to let the men from Old Sarum take Tom from the jail. A. Type of Conflict: ___________________________________________________________ B. Who is Involved in the Conflict: _______________________________________________

2. Scout suddenly feels embarrassed when she realizes that everyone in the crowd in front of the jail is staring at her. A. Type of Conflict: ___________________________________________________________ B. Who is Involved in the Conflict: _______________________________________________

3. Atticus is criticized for doing his best to defend Tom. A. Type of Conflict: ___________________________________________________________ B. Who is Involved in the Conflict: _______________________________________________

4. Because of her family background, Mayella faces a lonely, grim life. A. Type of Conflict: ___________________________________________________________ B. Who is Involved in the Conflict: _______________________________________________

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Conflict Benchmark Assessment VII

I can describe and analyze conflict in a piece of text.

Directions: Read the statements below and fill in the blanks next to the “A” and “B.”

Example: Atticus defends Tom Robinson on charges of rape. A. Type of Conflict: ____Character vs. Character and Character vs. Society_________________B. Who is Involved in the Conflict: Atticus or Tom vs. the Ewells; Atticus or Tom vs. the______

prejudiced community of Maycomb____________________

1. Dill cries during Tom’s cross-examination. A. Type of Conflict: ___________________________________________________________ B. Who is Involved in the Conflict: _______________________________________________

2. Dolphus Raymond is criticized because he chooses to live among blacks and act like a drunk. A. Type of Conflict: ___________________________________________________________ B. Who is Involved in the Conflict: _______________________________________________

3. The jury deliberates for several hours before returning a guilty verdict. A. Type of Conflict: ___________________________________________________________ B. Who is Involved in the Conflict: _______________________________________________

4. Bob Ewell threatens to get even with Atticus. A. Type of Conflict: ___________________________________________________________ B. Who is Involved in the Conflict: _______________________________________________

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Conflict Benchmark Assessment VIII

I can describe and analyze conflict in a piece of text.

Directions: Pick one major character from the book and analyze the conflicts he or she faces. Begin by filling in the chart below. Note your character’s name, and then list some specific conflicts in each category the character faces. If a character does not face any conflicts in a particular category, write “None.”

Character’s Name: ______________________________________________

Vs. Character

Vs. Self

Vs. Society

Vs. Nature

Vs. Fate/God/Luck

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**On the back of this paper, identify which conflict is the toughest for the character to face. Also identify which conflict will prove most challenging in the future. Provide reasoning for both of your selections.

Exit SlipBased on the information presented in the chapters covering the trial, predict how Jem and Scout will respond to the Jury’s verdict.

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To Kill a MockingbirdQuarter 3– 8th Grade

Chapter 22 Time Frame:

55 minutes

Content Objective(s) Practiced:I can infer and draw conclusions based on evidence from text.I can identify analogies in a piece of text.

Language Objective(s):I can voice and write answers to benchmark assessment inference questions.I can write answers to analogy benchmark assessment questions.

WALLS THAT TEACH:AnalogyAnalogous

Teacher Notes/ Accommodations:

**Copy the Inferences Practice Sheet to distribute to students during bellwork time.

**You must copy one of the Inference Benchmark assessments.

**Grade Exit Slips prior to tomorrow’s lesson.

Activating and Assessing Prior Knowledge / Bellwork (20%): Hand out the Inference Practice Sheet to students and allow them to work

independently. When sufficient time has been allotted, review the correct answers.

Student Active Participation (SAP) /Teacher Input (65%): Read Chapter 22, pages 212-217. Take Inference Benchmark Assessment III or IV Transition into a Lesson on analogies.

According to Dill Harris, the citizens of Maycomb are analogous to witches on broomsticks, more specifically harmful witches on broomsticks. What does that mean? What does analogous mean? Analogous means similar in some way. Generate a list of ways in which witches and Maycomb citizens are alike. 1. both desire power and control: Maycomb citizens want to

remain superior to blacks, witches caste spells on those who do not follow their desires

2. both are willing to be harmful in order to maintain control: witches change and end lives with their spells, Maycomb citizens alter the lives of Tom and his family

3. both attempt to commit harmful acts at night: witches known to fly by the moonlight, Maycomb citizens come to the jail at night to get Tom

4. both cause people to lose hope: Tom does not see any hope of an appeal (to read in future), with the casting of a witch’s spell, the person or being does not know how he/she/it will ever live a normal life again

5. etc…….Remind students that they have just explained an analogy. Direct the

students to review their Cornell Notes on analogies from previous quarters or record the definitions for an analogy once again.

Analogy:

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-- the comparison of two things, which are alike in several respects, for the purpose of explaining or clarifying some unfamiliar or difficult idea or object by showing how the idea or object is similar to some familiar one. ...-- a resemblance of relations; an agreement or likeness between things in some circumstances or effects, when the things are otherwise entirely different. Thus, learning enlightens the mind, because it is to the mind what light is to the eye, enabling it to discover things before hidden.-- drawing a comparison in order to show a similarity in some way between things that are otherwise dissimilar

Identifying Student Success (15%):

Exit Slip: Instruct students to attempt to write an analogy comparing one of the characters in To Kill a Mockingbird to another person, a thing, a being, etc… Grade their work prior to the next day’s lesson.

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Inference Practice Sheet

Directions: Read each statement below and circle the letter that corresponds with the correct answer. In the space provided, explain how you came to your conclusion.

1. Wooden stands shaded by red and yellow striped awnings are everywhere. People push and shove to get near the cotton candy stand. Others wait patiently for a turn on the Ferris wheel. Perhaps the most popular ride is the giant slide.The place being described is a

A. carnival.B. junior Olympics.C. school yard.

Explanation:

2. Our little sloop glided in and out of the coves with ease. The best part of each summer, we felt, was sailing around the inlets. As long as any of us can remember, my brothers and I have wanted to explore Cabot’s Cove. The place being described is a/an

A. river, bay or lake.B. island.C. skating rink.

Explanation:

3. Mason felt around in the dark, pushed his seat down, and tried to squirm out of his coat. He was juggling a soda, a tub of popcorn, and a box of licorice. If the line in the lobby had not been so long, Mason probably would not have found himself in this predicament.Mason is in a

A. busB. cafeteriaC. movie theatre

Explanation:

4. Spring is the best time of year to visit here. Wildflowers cover every hillside. The view is lovely. The peaks, which always seem to reach the sky, appear even taller against the clear blue sky. The one drawback is trying to scale the rocks to get to the top. The place being described is a

A. mountainB. libraryC. seashore park

Explanation:

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Answers: 1)A 2)A 3)C 4)AInference Benchmark Assessment III

I can infer and draw conclusions based on evidence from text.

Directions: Read the following questions and circle the letter that corresponds with the correct answer.

1. Jem asks Atticus how the jury could convict Tom Robinson. Atticus responds by saying, “I don’t know, but they did it. They’ve done it before and they did it tonight and they’ll do it again and when they do it – seems that only children weep.”From this statement the reader can infer that Atticus

A. believes all Maycomb citizens see the injustice of convicting an innocent man.B. wishes more children were like his children.C. wishes Jem did not care so much about the outcome of the trial.D. believes that adults do not see or feel the injustice of convicting an innocent man.

2. Atticus leaves the plethora of food brought to him by friends and family of Tom Robinson and goes into town. As the children eat, Dill tells Miss Rachel’s reaction to the jury’s verdict, which was: if a man like Atticus Finch wants to bang his head against a stone wall it’s his head.From this passage the reader can infer that Miss Rachel

A. believes Atticus is ridiculous for continuing to fight when no matter what he does, he will lose.

B. believes Atticus should continue to stand up for what he believes in so that Tom Robinson’s life will be spared.

C. admires Atticus for working diligently for justice in the Tom Robinson case.D. thinks that if Atticus works a little harder, he will win the Tom Robinson case.

3. On page 215, Jem tells Miss Maudie that he used to think that Maycomb folks were the best folks in the world, at least that’s what they seemed like. Miss Maudie responds by saying that Maycomb citizens are the safest folks in the world.From these statements the reader can infer that

A. Maycomb citizens stand up for what is right even when it is difficult.B. Maycomb citizens are willing to take risks if they feel strongly about something.C. Maycomb citizens fear change and find comfort in familiar routines or circumstances.D. Maycomb citizens are actually mean spirited and will do anything to save themselves.

4. On page 216, Dill and Jem engage in the following conversation.“I think I’ll be a clown when I get grown,” said Dill. “Yes sir, a clown. There ain’t

one thing in this world I can do about folks except laugh, so I’m gonna join thecircus and laugh my head off,” he said.

“You got it backward, Dill,” said Jem. “Clowns are sad, it’s folks that laugh at them.”

“Well I’m gonna be a new kind of clown. I’m gonna stand in the middle of thering and laugh at the folks. Just looka yonder,” he pointed. Every one of ‘em oughta beridin’ broomsticks. Aunt Rachel already does.”From these statements the reader can infer that

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A. Dill feels obligated to change how people view clowns.B. Dill believes he has what it takes to change people’s hearts and minds.C. Dill thinks the Maycomb citizens are somewhat evil and he can not change them.D. Dill wants to become a clown in order to help people laugh and become better people.

Answers: 1)D 2)A 3)C 4)CInference Benchmark Assessment IV

I can infer and draw conclusions based on evidence from text.

Directions: Complete the following task in the spaces provided.

1. When Atticus and the children return home from the trial, Aunt Alexandra is waiting up for them. She looks at them and murmurs, “I’m sorry, brother.” Scout is surprised because she has never heard Aunt Alexander call Atticus “brother.” What can you, the reader, infer about Aunt Alexander from this scene?

2. Upon seeing the abundance of food left by friends and family of Tom Robinson, Atticus’ eyes fill with tears. At first Atticus does not speak, but then he asks Calpurnia to tell the people he is grateful for their gifts and that they should never do this again as times are too hard. From this scene, what can you, the reader, infer about the character (personalities) of Tom’s friends and family?

3. At the bottom of page 214 and top of page 215 it reads, “There was a big cake and two little ones on Miss Maudie’s kitchen table. There should have been three little ones. It was not like Miss Maudie to forget Dill, and we must have shown it. But we understood it when she cut from the big cake and gave the slice to Jem.” From this selection, what can you as the reader infer regarding how Miss Maudie views the children and in particular Jem?

4. Although most court appointed defenses were usually given to Maxwell Green , Maycomb’s latest addition to the bar, who needed the experience, Judge Taylor appointed Atticus to defend

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Tom Robinson. Miss Maudie says this was no mistake. Based on this scenario, what can you as the reader infer about Judge Taylor?

Exit SlipAttempt to write an analogy comparing one of the characters in To Kill a Mockingbird to another person, a thing, a being, etc…

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To Kill a Mockingbird

Chapter 23 Time Frame:

55 minutes

Content Objective(s) Practiced:I can identify and explain the author's use of irony in text.

Language Objective(s):I can read to find examples of irony.I can share orally an example of irony.I can explain irony.

WALLS THAT TEACH:IRONYVerbal Irony

Teacher Notes/ Accommodations:

**Copy or make an overhead of "Richard Cory"

Activating and Assessing Prior Knowledge (20%):Bellwork:Read both passages below. Choose one of them to write two or more sentences regarding what you inferred from the passage. (see passages on separate page)

Student Active Participation (SAP) /Teacher Input:

Review the definition of irony with the students. Use the sheet provided with the definition and examples to guide the discussion. Students should make notes of the definitions. Make sure that students are providing the answers to the statements.

Put the poem "Richard Cory" on the overhead. Do a shared reading of the poem with the students.

Ask to students to share with shoulder partners what was the irony of Richard Cory's life?

Students are to read chapter 23 of To Kill a Mockingbird. As students read, ask them to mark with a post-it any irony they find.

After reading, students share with shoulder partners the irony they found while reading.

Identifying Student Success (15%):

Exit Slip: Students are to record an example of irony found in the text and to explain what makes the piece ironic.

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BELLWORK

Read both passages below. Choose one of them to write two or more sentences regarding what you inferred from the passage.

Passage 1:“I think I’ll be a clown when I get grown,” said Dill. Jem and I

stopped in our tracks.“Yes sir, a clown,” he said. “There ain’t one thing in this world

I can do about folks except laugh, so I’m gonna join the circus and laugh my head off.”

“You got it backwards, Dill,” said Jem. “Clown are sad, it’s folks that laugh at them.”

“Well I’m gonna be a new kind of clown. I’m gonna stand in the middle of the ring and laugh at the folks. Just looks yonder,” he pointed. “Every one of ‘em oughta be ridin’ broomsticks. Aunt Rachel already does.”

Passage 2:Something was wrong. Mr. Avery was red in the face from a

sneezing spell and nearly blew us off the sidewalk when we came up. Miss Stephanie was trembling with excitement and Miss Rachel caught Dill’s shoulder. “You get on in the back yard and stay there,” she said. “There’s danger a comin’.”

“’s matter?” I asked.“Ain’t you heard yet? It’s all over town—.”At that moment Aunt Alexandra came to the door and called

us, but she was too late. It was Miss Stephanie’s pleasure to tell us: this morning Mr. Bob Ewell stopped Atticus on the post office corner, spat in his face, and told him he’d get him if it took the rest of his life.

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Irony - the contrast between what appears to be and what really is, or between what is expected and what actually happens.

Verbal irony is when a character or person says one thing but means something entirely different.ex: On an extremely hot day, "Chilly enough for you?" That was a stupid thing to do, "Oh, brilliantly done."

After reading this sentence from the book, identify the irony: (pg. 17) "Now tell your father not to teach you any more. It's best to begin reading with a fresh mind."

Instead of praising Scout's ability to read so well in first grade, she advises Scout to stop being so advanced.

Identify the irony here: (pg. 18) "I was bored, so I began a letter to Dill. Miss Caroline caught me writing and told me to tell my father to stop teaching. "Besides," she said. "We don't learn to write in the first grade, we print. You won't learn to write until you're in the third grade."

Once again, Miss Caroline has missed the irony of her statement. Scout does not need to learn to write in third grade, so does so now.

What is the irony in the following situation? (pg. 151) "We were taking a short cut across the square when four dusty cars came in from

the Meridian highway, moving slowly in a line. They went around the square, passed the bank building, and stopped in front of the jail.

Nobody got out. We saw Atticus look up from his newspaper. He closed it, folded it deliberately, dropped it in his lap, and pushed his hat to the back of his head. He seemed to be expecting them.

"Come on," whispered Jem. We streaked across the square, across the street, until we were in the shelter of the Jitney Jungle door. Jem peeked up the sidewalk. "We can get closer," he said. We ran to Tyndal's Hardware door--near enough, at the same time discreet.

In ones and twos, men got out of their cars. Shadows became substance as lights revealed solid shapes moving toward the jail door. Atticus remained where he was. The men hid him from view.

"He in there, Mr. Finch?" a man said."He is," we heard Atticus answer, "and he's asleep. Don't wake him up."In obedience to my father, there followed what I later realized was a sickeningly

comic aspect of an unfunny situation: the men talked in near whispers."

Men who have come to kill Tom in prison, talk in whispers so he can continue to sleep.

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Richard CoryEdward Arlington Robinson

Whenever Richard Cory went down town,We people on the pavement looked at him.He was a gentleman from sole to crown,Clean favored, and imperially slim.

And he was always quietly arrayed,And he was always human when he talked;But still he fluttered pulse when he said,"Good-morning," and he glittered when he walked.

And he was rich--yes, richer than a king,And admirably schooled in every grace:In fine, we thought that he was everythingTo make us wish we were in his place.

So on we worked, and waited for the light,And went without the meat, and cursed the bread;And Richard Cory, one calm summer night,Went home and put a bullet through his head.

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To Kill a Mockingbird

Chapter 24 Time Frame:

55 minutes

Content Objective(s) Practiced:I can identify and explain the author's use of irony in text.

Language Objective(s):I can read to find examples of irony.I can share orally an example of irony.I can explain irony.

WALLS THAT TEACH:IronyVerbal ironyDramatic ironySituational ironyTeacher Notes/ Accommodations:

Activating and Assessing Prior Knowledge (20%):Bellwork:Read the poem and write a sentence explaining the irony.

Student Active Participation (SAP) /Teacher Input:

Review yesterday's definition of irony. Have students refer to the notes taken yesterday.

Add definitions for Dramatic irony and Situational Irony for the students. Require students to take notes.

Guided Instruction- Use the Concept/Definition Mapping: Irony on the overhead to help students create other examples of irony.

Put students into groups of four. Give the groups the attached passages from the text, and ask the groups to identify the irony, and which type if possible.

Have students read chapter 24, locating the irony of the Ladies' Missionary Society.

Identifying Student Success (15%):

Exit Slip:Write three types of irony.

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BELLWORK

Read the following poem. After finishing your reading, write two or more sentences explaining the irony.

Almost PerfectShel Silverstein

"Almost perfect…but not quite."Those were the words of Mary HumeAt her seventh birthday party,Looking 'round the ribboned room."This tablecloth is pink not white--Almost perfect… but not quite."

"Almost perfect … but not quite."Those were the words of grown-up MaryTalking about her handsome beau,The one she wasn't gonna marry."Squeezes me a bit too tight--Almost perfect … but not quite."

"Almost perfect … but not quite."Those were the words of ol' Miss HumeTeaching in the seventh grade,Grading papers in the gloomLate at night up in her room."They never cross their t's just right--Almost perfect … but not quite."

Ninety-eight the day she diedComplainin' 'bout the spotless floor.People shook their heads and sighed,"Guess that she'll like heaven more."Up went her soul on feathered wings,Out the door, up out of sight.Another voice from heaven came--"Almost perfect …but not quite."

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Concept/Definition Mapping: Irony

What is it?The Literary

Device ofIRONY

Word:Verbal Irony

You've just spilled spaghetti sauce on your shirt and someone at the table announces in a loud voice, "That's a nice shirt! How did you find one that color?"

What is it like?

What are some examples?

You rush into class after running to school through the pouring rain and the student that sits next to you says, "I'm so glad you decided to take a shower."

Saying something in a mocking tone of voice.

Laughing after you say it.

Feeling embarrassed.

Feeling people stare.

A young man is looking at a beautiful woman as he walks down the street. While staring at her, he walks right into a parking meter. He hears someone yell, "Next time wear your glasses."

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Working together in your group, identify the irony from the following sections of our novel.

1. Chapter 12, page 122

Setting: Scout and Jem have accompanied Calpurnia to church. Scout is relating her thoughts on Reverend Sykes' preaching to the congregation.as the other One hand g

"His sermon was a forthright denunciation of sin, an austere declaration of the motto on the wall behind him: he warned his flock against the evils of heady brews, gambling, and strange women. Bootleggers caused enough trouble in the Quarter, but women were worse.

2. Chapter 16, page 164 and 165

Setting: The trial for Tom Robinson is beginning and there aren't any seats available downstairs."The club began its stiff-jointed climb and ran into Dill and Jem on their way down looking for

me. They squeezed past and Jem called, "Scout, come on, there ain't a set left. We'll hafta stand up.""Looka there now," he said irritable, as the black people surged upstairs. The old men ahead

of them would take most of the standing room. We were out of luck and it was my fault, Jem informed me. We stood miserably by the wall.

"Can't you all get in?"Reverend Sykes was looking down at us, black hat in had. "Hey, Reverend," said Jem. "Naw, Scout here messed us up.""Well, let's see what we can do."Reverend Sykes edged his way upstairs. In a few moments he was back. "There's not a seat

downstairs. Do you all reckon it'll be all right if you came to the balcony with me?""Gosh yes," said Jem. Happily, we sped ahead of Reverend Sykes to the courtroom floor.

There, we went up a covered staircase and waited at the door. Reverend Sykes came puffing behind us, and steered us gently through the black people in the balcony. Four Negroes rose and gave us their front-row seats.

The Colored balcony ran along three walls of the courtroom like a second-story veranda, and from it we could see everything."

3. Chapter 17 (page 178)

Setting: The trial for Tom Robinson, with Mr. Ewell on the witness stand.

"Mr. Gilmer asked him one more question. "About your writing with your left hand, are you ambidextrous, Mr. Ewell?"

"I most positively am no, I can use one hand good as the other. One hand good as the other," he added."

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4. Chapter 19 (page 197)

Setting: The trial with Tom Robinson being questions by the prosecuting attorney, Mr. Gilmer.

"Tried to help her I says."Mr. Gilmer smiled grimly at the jury. "You're a might good fellow. It seems-did all this for not

one penny?""Yes, suh. I felt right sorry fo her, she seemed to try more'n the rest of 'em.""You felt sorry for her, you felt sorry for her? Mr. Gilmer seemed ready to rise to the ceiling.

The witness realized his mistake and shifted uncomfortably in the chair. But the damage was done."

Answers

1. The Reverend is preaching about the evils women bring into the world. Much of his congregation was women. Also, for Scout, Calpurnia and others have been trying to get her to be more ladylike. Would that make her evil?

2. Scout, Jem, and Dill happily accept the invitation to sit in the "Colored" section of the courtroom unaware they are breaking a cultural no-no that whites do not sit with colored. The irony is that Scout feels they have the best seats in the house. Sitting in the balcony, everyone is able to see much more than those crowded on the first floor.

3. Mr. Ewell did not know the meaning of ambidextrous is the ability to use both hands equally well.

4. The irony of Tom's testimony is that his act of kindness to Mayella resulted in his being arrested.

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To Kill a Mockingbird

Chapter 25Time Frame:

55 minutes

Content Objective(s) Practiced:I can identify and explain the author's use of irony in text.I can empathize with a character. (not a tested objective)I can demonstrate appropriate voice in my writing.

Language Objective(s):I can read chapter 25 I can role play a character.I can read to find specific information about a character.I can write diary entry as that character.

WALLS THAT TEACH:VOICEPOINT OF VIEW

Teacher Notes/ Accommodations:

Copy "Pig Pickin" directions for students

Copy Character Names for students to draw

Post-it Notes

Activating and Assessing Prior Knowledge (20%):Bellwork:Explain the following statement in your own words:"Mockingbirds don't do one thing but make music for us to enjoy. They don't eat up people's gardens, they don't nest in corncribs, they don't do one thing but sing their hearts out for us. That's why it's a sin to kill a mockingbird."

Student Active Participation (SAP) /Teacher Input:

1. Have students record the following definitions. Voice - the character or perspective that is taken by a writer. This is

usually made clear by the choice of subject or words selected. Point of view - the vantage point from which a story is told.2. Introduce the "Pig Pickin'" project for students. Explain that a pig pickin' would be a gathering of townspeople. The

meat prepared for the gathering would be a whole hog roasted. While in attendance at a Pig Pickin' townspeople would be polite to

each other, much the same as the women were at Aunt Alexandra's missionary meeting.

Let students know this work will take several days, but should be of high quality.

3. Do a Think-Aloud/Demonstration to give students an opportunity to picture the work needed to be done with their books (post-its).

4. Have students begin identifying places in the book for their characters. This is a good opportunity to allow students to collaborate as they locate passages and paraphrase/summarize.

5. Read chapter 25

Identifying Student Success (15%): Students should take first assessment of Irony.

Exit Slip: Completed benchmark assessment

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BELLWORK

Explain the following statement in your own words:

"Mockingbirds don't do one thing but make music for us to enjoy. They don't eat up people's gardens, they don't next in corncribs, they don't do one thing but sing their hearts out for us. That's why it's a sin to kill a mockingbird."

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To Kill a Mockingbird

Pig Pickin'

Welcome to a Maycomb County Pig Pickin'! Throughout this novel we only hear Scout's voice. The trial affects so many others, but Harper Lee only has one narrator. Today we will hear from the rest.

Preparation

You have drawn a character to get to know especially well.

1. Search through the book and place at least 7 post-it notes on pages that highlight different aspects of your character.

On that post-it write a sentence explaining what this passage teaches you about this character.

2. Write two diary entries from this character (100 words each). One diary entry should come from any part of the novel before the trial. The other diary entry should be written after the trial verdict.

3. Prepare a series of questions that you would like to ask other characters of the novel. If you had a chance to talk one on one with these people, what would you want to know? You should create at least 10 different questions.

The Pig Pickin'These are the ground rules:

1. You should only have one-on-one conversations.2. When I say "mingle" you should shift to speak to another person at the pig pickin'.3. You must ALWAYS stay in character.4. Keep in mind basic Southern rules of politeness; even moral enemies wouldn't make a big

scene at a pig pickin'.5. Have fun--it's a pig pickin'.

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Aunt Alexandra Mr. Cunningham

Dolphus Raymond Miss Maudie

Mr. Underwood Calpurnia

Mayella Ewell Reverend Sykes

Tom Robinson Boo Radley

Atticus Bob Ewell

Jem Dill

Miss Caroline Scout

Sheriff Tate Judge Taylor

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Irony Benchmark Assessment I

I can identify irony in text.

Name:_________________________________________ Date:__________________

Circle the letter next to the situation that is an example of irony.

Group 1:A. Tanya is constantly talking about other people. She goes on and on, gossiping about people's personal

problems.B. A very shy young girl asks a boy she admires to go on a date with her.C. I'm so graceful," said the girl when she tripped and fell.D. A boy who is afraid of dogs screams as he is being chased by a collie.

Group 2:A. A crabby old man tells a stranger to avoid walking on his grass.B. A man and woman receive the exact amount of money they had been wishing for, but the money came

as a result of their son's death.C. John couldn't shake the terrible feeling that came over him when he entered the old, abandoned house.D. A very proper music teacher tells her class she is not pleased with their singing.

Group 3:A. A goofy teenage girl asks her friend to repeat something she doesn't understand.B. Upon seeing her son graduate from college, Lynne though back to all the problems her son

overcame in high school.C. Terry Molina wrote a letter which appeared in the camp's advertisement for campers. His letter

expressed what a great place the camp is.D. Sarah was late for work already, when on the way there, she was rear-ended by another car.

When she got to work, she said, "This is going to be a perfect day."

Group 4:A. Tony gave Michelle a bouquet of red roses hoping she would get over her ex-boyfriend and like him

instead. When he gave her the roses, Michelle cried because her ex-boyfriend used to give her red roses.

B. I was walking through the department store when a pair of jeans reached out begging me to buy them.C. The sneer is gone from Casey's lips. His teeth are clenched in hate. He pounds with cruel vengeance

his bat upon the plate.D. The students studied, prepared, and studied some more for the math relays. They wanted to make

themselves and their school proud. The team won first place.

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Answers Irony Benchmark Assessment I

1. C2. B3. D4. A

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Irony Benchmark Assessment III can explain the author’s use of irony in text.NAME:___________________________________________DATE:________________Circle the letter next to the sentences that best explain the author’s use of irony.

1. With Salk’s vaccine the incidence of polio was reduced by 60-70%, causing Salk to become an instant hero. Children were lined up to receive the inoculation because Polio in past years had killed thousands of Americans. Many who did survive were permanently physically disabled. Then tragedy struck again as some 200 cases of polio turned up in children who had been inoculated. The cause was found. A company that produced the vaccine hadn’t been careful and a live polio vaccine was used on the children.

The irony in this situation is:A. Drug companies learned not to use a live virus to inoculate childrenB. Jonas Salk was no longer a hero in America.C. After working so hard to develop an effective vaccine, many died because of a

“bad batch” of vaccine.D. Americans have learned that it is never a good idea to trust a company that makes

vaccines.

2. Phillip sat next to Todd in math class. He was the smartest kid in class and Phillip needed a good grade in math to overcome some of the Fs he had made earlier. He didn’t bother to study for the next math test because he decided he would just copy Todd’s answers. After all, the test answers were multiple choices and you didn’t have to show your work. “How easy can it be?” thought Phillip. Phillip copied every answer that Todd wrote. Phillip was surprised when the tests were handed back. Todd made an A, but he had an F. The math teacher explained that he had handed out similar but different tests.

What is the irony?A. Todd is still the smartest math student in class and Phillip didn’t copy his answers

correctly.B. Phillip didn’t know they were being given different tests. He thought they were all

alike and was surprised when he had an F.C. After class, Phillip probably got mad at Todd and told him the next time, he’d

better let Phillip know if the tests were different.D. After this, Phillip learned that it is important to study for a test.

3. Darcy was excited about the costume party. All of her friends were invited. Her mom came home with a bunny costume for Darcy to wear at the party. She thought the costume looked pretty stupid and she would be laughed at; but due to lack of time, she had to wear the costume to the party. She felt embarrassed much of the evening at the party. Imagine her surprise when her bunny costume won the grand prize at the party for being the most original.

Irony is used her to:A. Show the reader that mother usually knows best.B. Show the reader that most of the other costumes were probably worse than

Darcy’s.

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C. Show the reader that sometimes what we think is bad can turn out to be good.

D. Show the reader that parties are to be fun and not taken seriously.

4. Jan’s dad was always playing practical jokes on her and almost everyone else. She got a little tired of his jokes and wished her dad would act more his age. One night when she had a friend over, Jan’s dad put a plastic, fake replica of dog poop on her pillow. He thought it was funny when he put the fake poop in his mouth and Jan’s friend screamed. Jan decided to get him back, so she placed some real dog poop on her pillow and asked her dad to come back. “Oh, you can’t fool me,” he said and plopped the poop in his mouth. Jan and her friend screamed hysterically this time when Jan’s dad made an awful face and threw up.

The author uses iron her to:A. Show how a practical joke can backfire.B. Teach Jan and her friend how to become practical jokers.C. Show the reader how not to act as a dad.D. Teach Jan’s friend never to come back to Jan’s house.

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Irony Benchmark Assessment II Answers

1. C

2. B

3. C

4. A

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Irony Benchmark Assessment IIII can identify irony in text.

NAME:__________________________________________DATE:_______________Circle the letter next to the situation that is an example of irony.

Group 1:A. A weapon found in a desk drawer later turns out to be the murder weapon in a

crime.B. A snobby girl turns down a date from a popular boy.C. The criminal thanked the judge for sending him on a three month all expense paid

vacation to the county jail.D. The conductor on the train called out to the passengers. His voice was a bass

drum echoing throughout the car.Group 2:

A. A poet carefully chooses the words in a poem so their meaning and sound convey his or her thoughts and feelings.

B. Because last year’s picnic was not well attended, we need to restore our sense of school spirit by participating in school-sponsored activities.

C. The closing of Orchard Avenue between Edgar Road and Moore Drive will create a huge traffic problem on adjacent streets.

D. Pearl was disgusted with the wa her hair looked. She went to the beautician to have something wonderful done to her hair and came out wearing a bag over her head.

Group 3:A. The creature had snakes for hair and was so hideous that anyone who looked at

her turned to stone.B. Little Red Riding Hood’s grandmother has been ill; so Little Red Riding Hood is

bringing her food.C. In the woods, a man strays from the rest of his camping group. It becomes dark,

and he finds himself alone with a grizzly bear.D. The Harold family donated some food items to the food bank. A few days later

they found a box of food on their porch because they were chosen to receive a food donation.

Group 4:A. A boy on the soccer team practices goal kicking every day. During the first game

of the season, he kicked the ball into the goal.B. A singing contest for a spot in a band is won by someone who already has a band.C. A girl in a race cries when she falls and scrapes her knees.D. After working in the garden all day, a family is too tired to eat supper.

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Irony Benchmark Assessment III

Answers

1. C

2. D

3. D

4. B

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Irony Benchmark Assessment IV

I can identify irony in text.

Read the poem by Roald Dahl that follows.

The Pig

In England once there lived a bigA wonderfully clever pig.To everybody it was plainThat Piggy had a massive brain.He worked out sums inside his head,There was no book he hadn't read.He knew what made an airplane fly,He knew how engines worked and why.He knew all this, but in the endOne question drove him round the bend:He simply couldn't puzzle outWhat LIFE was really all about.

What was the reason for his birth?Why was he placed upon this earth?His giant brain went round and round.Alas, no answer could be found.Till suddenly one wondrous night.All in a flash he saw the light.He jumped up like a ballet dancerAnd yelled, "By gum, I've got the answer!""They want my bacon slice by slice"To sell at a tremendous price!"They want my tender juicy chops"To put in all the butcher's shops!"They want my pork to make a roast"And that's the part'll cost the most!"They want my sausages in strings!"They even want my chitterlings!"The butcher's shop! The carving knife!"That is the reason for my life!"

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Such thoughts as these are not designedTo give a pig great peace of mind.Next morning, in comes Farmer Bland,A pail of pigswill in his hand,And piggy with a mighty roar,Bashes the farmer to the floor…Now comes the rather grizzly bitSo let's not make too much of it,Except that you must understandThat Piggy did eat Farmer Bland,He ate him up from head to toe,Chewing the pieces nice and slow.It took an hour to reach the feet,Because there was so much to eat,And when he finished, Pig, of course,Felt absolutely no remorse.

Slowly he scratched his brainy headAnd with a little smile he said,"I had a fairly powerful hunch"That he might have me for his lunch."And so, because I feared the worst,"I thought I'd better eat him first."

Write a paragraph of five or more sentences that identifies and explains the irony found in this poem.

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To Kill a Mockingbird

Chapter 26

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Time Frame:

55 minutes

Content Objective(s) Practiced:I can identify and explain the author's use of irony in text.I can empathize with a character. (not a tested objective)I can demonstrate appropriate voice in my writing.

Language Objective(s):I can read chapter 26 I can discuss key ideas from chapters 23-26I can role play a character.I can read to find specific information about a character.I can write diary entry as that character.

WALLS THAT TEACH:VOICEPOINT of VIEW

Teacher Notes/ Accommodations:

Activating and Assessing Prior Knowledge (20%):Bellwork:Choose one of the following questions below to fully answer. A complete answer restates part of the question, gives your answer, and provides support from the novel.

1. Why did Jem not want Scout to tell Atticus about Bob Ewell’s comment? Was that a wise thing to do?2. Do you think the missionary ladies are sincere in worrying about the “Mrunas” (a tribe in Africa)? Give reasons for your answer.3. At the end of chapter 23, Jem forms a new theory about why Boo Radley has never left his house in years. What is this idea? How likely is it to be true, in your opinion? Student Active Participation (SAP) /Teacher Input:

Students should take their second Irony Benchmark Assessment Read chapter 26 with students, using a variety of shared and

independent reading with students. Be sure to pause with regularity to discuss the following questions

with students. Each student should be required to respond with either a shoulder partner or in groups of four, using spinners or popsicle sticks to make sure all students are engaged.

Questions: 1. In her lesson on Hitler, Miss gates says that “we (American people) don’t believe in persecuting anyone.” What seems odd about this claim? 2. Why is Scout puzzled by Miss Gates’ disapproval of Hitler? 3. Why does Scout’s question upset Jem? Is there a simple answer, or any answer, to the question (“How can you hate Hitler an’ then turn around and be ugly about folks right at home?”) Model for students a few of the character selections that you made

with post-its from the novel. Start a diary entry on the overhead with students providing

assistance as you take the point of view of your selected character. Share rubric for self-assessment with students. Students are to work on their diary entries today.

Identifying Student Success (15%): Move about room as students write their diary entries asking

students to share their post-it selections and the beginning of their diary entries.

Exit Slip: Students are to write a summary of their personal learning

today.

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BELLWORK:

Choose one of the following questions below to fully answer. A complete answer restates part of the question, gives your answer, and provides support from the novel.

1. Why did Jem not want Scout to tell Atticus about Bob Ewell’s comment? Was that a wise thing to do?

2. Do you think the missionary ladies are sincere in worrying about the “Mrunas” (a tribe in Africa)? Give reasons for your answer.

3. At the end of chapter 23, Jem forms a new theory about why Boo Radley has never left his house in years. What is this idea? How likely is it to be true, in your opinion?

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Assessment Rubricfor

Pig Pickin’

_____/15 points-Did your post-its and comments focus on key developments in character?

_____/15 points- Were your diary entries realistic representations of what that character was thinking?

_____/10 points – Did you accurately represent your character?

_____/10 points – Did you stay in character throughout the pig-pickin’?

_____/50 points TOTAL

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To Kill a MockingbirdQuarter 3– 8th Grade

Chapter Twenty-Seven

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Time Frame:

55 minutes

Content Objective(s) Practiced:I can identify foreshadowing in a piece of text.I can identify analogies in a piece of text.

Language Objective(s):I can orally identify examples of foreshadowing in Chapter 27 and predict what they might foreshadow. I can write analogies for characters in the novel and answer questions on an Analogy Benchmark Assessment.

WALLS THAT TEACH:AnalogyForeshadowing

Teacher Notes/ Accommodations:

**Copy Analogy Benchmark Assessment III.

Activating and Assessing Prior Knowledge / Bellwork (20%): Instruct the students to describe three characteristics of or activities/events

associated with the month of October. (Examples: Halloween, leave changing color and falling off trees, football games, wearing sweaters and jeans, carnivals/festivals, etc…)

After the allotment of sufficient writing time, ask the students to share some of their responses either with a small group or the entire class.

Then inform students that they will be reading about three “out of the ordinary” events that occurred in Maycomb by the middle of October. Instruct students to mentally note the events as they read.

Student Active Participation (SAP) /Teacher Input (65%): Read Chapter 27, pages 247 through part of 250, ending a little below half

the page after “Atticus chuckled.” Review the three “out of the ordinary” events that occurred by mid-

October in Maycomb.1. Bob Ewell acquired and lost a job in a matter of days. He

blames Atticus for losing his job.2. It appeared that someone tried to break into Judge Taylor’s

house.3. The Ewell family harassed Helen Robinson on her way to work

until Link Deas put a stop to it. Scout prefaces telling about these events with “and they did not directly

concern us – the Finches – but in a way they did.” Speculate with students what Scout meant by this. How might these events concern the Finches? What might these events foreshadow? (The Finches are Bob Ewell’s next target.)

Read pages 250, starting with “By the end of October” through the end of the chapter on page 254.

As a class create analogies for the following characters: Miss Tutti and Frutti, Mrs. Merriweather and Judge Taylor. Starter examples are listed below.

1. Miss Tutti and Frutti’s desire to track down the thieves resembled….

2. Mrs. Merriweather’s perfectionist nature is that of…3. Judge Taylor calmly holding his shotgun was similar to…

Take the second round of Analogy Benchmark Assessments. Give assessment III first. The students who do not pass assessment III should take assessment IV after reading Chapter 28.

Identifying Student Success (15%):

Exit Slip: Near the end of Chapter 27, Aunt Alexandra opens her mouth to say something, but no words come out. Then she says nothing is wrong, but somebody just walked over her grave. What could this “pinprick of apprehension” foreshadow?

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BellworkDescribe three characteristics of or activities/events associated with the month of October.

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Analogy Benchmark Assessment III

I can identify analogies in a piece of text.

Directions: Read the following groupings of statements. Circle the letter next to the statement that contains an analogy.

Group 1A. Atticus was a radical.B. Mr. Ewell’s brief burst of fame brought on a briefer burst of industry.C. Link Deas stared intently at Mr. Ewell.D. Judge Taylor looked at Mr. Ewell as if he were a three-legged chicken or a square egg.

Group 2A. The National Recovery Act (NRA) was dead.B. Miss Frutti’s ear trumpet was so enormous that Jem declared it a loudspeaker from one of those dog

Victrolas.C. Mrs. Merriweather’s organization of and expectations for the pageant were that of someone planning the

presidential inauguration. D. Aunt Alexander said that nothing was the matter except someone just walked over her grave.

Group 3A. Cecil Jacobs leapt at Jem and Scout through the darkness as if he were an academy award winner of a

horror film.B. The streetlight on the corner caste sharp shadows on the Radley house.C. Haints, Hot Steams and secret signs had vanished with our years as mist with sunrise.D. High above us in the darkness a solitary mocker poured out his repertoire in blissful unawareness of

whose tree he sat in.

Group 4A. The circle of light burst in our faces.B. The bass drum went boom with every sentence Mrs. Merriweather uttered.C. Cecil Jacobs is a big wet hen!D. Scout’s fat streaks on her ham costume glowed in the dark as if they were a casino sign in Las Vegas

attempting to grab everyone’s attention.

Analogy Benchmark Assessment IV

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I can identify analogies in a piece of text.

Directions: Create analogies for the characters listed below. Underline the comparison words used in each analogy.

Jem Finch

Scout Finch

Heck Tate

Boo Radley

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Analogy Benchmark Assessment IIIAnswers: 1)D 2)C 3)A 4)D

Analogy Benchmark Assessment IVAnswers will vary

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Exit SlipNear the end of Chapter 27, Aunt Alexandra opens her mouth to say something, but no words come out. Then she says nothing is wrong, but somebody just walked over her grave. What could this “pinprick of apprehension” foreshadow?

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To Kill a Mockingbird

Chapter 28

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.

Time Frame:

55 minutes

Content Objective(s) Practiced:I can explain how a character changes throughout a piece of text.I can identify analogies in a piece of text.

Language Objective(s):I can write characters’ thoughts and actions at the beginning of the novel and their thoughts and actions now to demonstrate how the characters have changed over the course of the novel.

WALLS THAT TEACH:Character ChangesAnalogy

Teacher Notes/ Accommodations:

**Copy the Scout and Jem Then and Now Graphic Organizers for the students.

Activating and Assessing Prior Knowledge / Bellwork (20%): Instruct students to recall how they acted and felt at the beginning of the

school year or even at the beginning of their sixth grade year. Tell them to think about with whom they felt comfortable and whom they feared, what made them nervous, in what subject they felt the most successful, their likes and dislikes. Then direct students to look at themselves now. In what ways are they the same? In what ways have they changed? Provide an opportunity for students to share with the class.

Inform the students that just as we change over time, so do characters in a story. They can change how they act, what they value, or who they trust. Characters develop new opinions and ideas as they interact with one another and experience events with the passing of time. Inform students that the first page of Chapter 28 includes two examples of how Jem and Scout have changed over the course of the novel. Instruct students to make a mental note of that as they read.

Student Active Participation (SAP) /Teacher Input (65%): Read page 254 through the top of page 255 in Chapter 28. Discuss with students the two ways identified on page 254 that Jem and

Scout have changed over the course of the novel.1. Jem and Scout no longer talked about or feared Haints, Hot Steams,

and secret signs. They used to spend quality time in discussion of such things.

2. Scout acknowledges that Boo Radley doesn’t mean anybody any harm. Both Jem and Scout used to fear Boo Radley.

Read the remainder of Chapter 28, pages 255 – 266. During the reading stop and discuss ways that Jem and/or Scout has/have changed throughout the course of the novel.

1. Page 256: Jem is glad Scout is with Cecil so he can be with people his own age. Throughout the course of the novel, Jem and Scout spend less time with one another.

2. Page 256: Scout used to fight Cecil and now they are carousing the carnival together.

Hand out the Scout and Jem, Then and Now graphic organizers. On the “Then” side instruct students to list the character’s traits/ways at the beginning of the novel. On the “Now” side, instruct students to list the character’s current traits/ways.

Identifying Student Success (15%):

Exit Slip: Generate a list of general ways that characters can change throughout a piece of text.

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BellworkRecall how you acted and felt at the beginning of the school year or at the beginning of your sixth grade year. Think about with whom you felt comfortable and whom you feared, what made you nervous, in what subject you felt the most successful, your likes and dislikes. Look at yourself now. In what ways are you the same? In what ways have you changed?

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SCOUT FINCH THEN NOW

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JEM FINCH – THEN THEN NOW

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THEN/NOW ANSWER KEYScout – Then Scout - Now

1. Scout takes Atticus for granted and doesn’t respect his talents or character. She thinks Atticus is old and not able to engage in physical activities like other fathers can.

2. Scout resents Calpurnia’s interference in her life. She sees Calpurnia merely in her role as housekeeper.

3. Scout dislikes Aunt Alexandra and is uncomfortable in her presence. She also feels her aunt dislikes her.

4. Scout considers Jem her playmate, companion, and equal.

5. Scout is hot-tempered and quick to fight.

6. Scout does not understand contradictions and hypocrisy and reacts to them with anger and puzzlement.

7. Scout sees things only from her own viewpoint. She thinks Boo Radley is someone to fear.

1. Scout realizes that Atticus is talented. He is the best shot in Maycomb County and he stands up for his convictions by defending Tom Robinson.

2. Scout realizes that she cares for Calpurnia, as Calpurnia gives her companionship as Jem grows older. Going to church with Calpurnia also shows Scout that Calpurnia has a full life of her own outside the Finch household.

3. Scout appreciates her aunt’s strength of character and realizes that Aunt Alexandra loves her. At the missionary society tea, Scout sees her aunt’s concern for Atticus and her determination to carry on. After Ewell’s attack, Scout also receives her aunt’s loving concern and care.

4. Scout realizes that Jem is growing up and developing attitudes and interests different from hers. Jem tells Atticus that Dill ran away. Jem reacts to Tom’s trial with bitterness and anger. He leaves Scout at the carnival.

5. Scout, at Atticus’ request and by modeling Atticus’ behavior learns to control her temper and back down from fights. She becomes more mature.

6. Scout realizes that life is not always logical, consistent, or fair. Scout witnesses Tom’s trial; she hears the missionary circle and Miss Gate’s hypocritical remarks; she is saved by Boo, who in turn is spared by Mr. Tate.

7. Scout can see things as others might. Scout stands on Boo’s porch and looks at the neighborhood as Boo does. Scout sees how Atticus continually tries to imagine how he would feel in another’s shoes.

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Jem – Then

1. Jem views Atticus as weak compared to other fathers. He thinks Atticus is old and wishes Atticus could play games with him like other fathers do.

2. Jem thinks Boo Radley is creepy and wants to make Boo come out of his house.

3. Jem enjoys playing with Scout and Dill. He views them as his partners/equals.

4. Jem stays calm and is not easily angered.

5. Jem sees things from his point of view.

6. Jem believes people will objectively review evidence and come to conclusions based on the evidence presented.

Jem - Now

1. Jem realizes that Atticus is talented. Atticus is the best shot in Maycomb, and he is a gentleman. Atticus treats people with respect and stands up for his convictions as he defends Tom Robinson.

2. Jem realizes that Boo Radley is a kind man who leaves things for them in the tree, places a blanket around Scout to keep her warm and ultimately saves his life. He no longer has to make Boo come out.

3. Jem matures. He wants read magazines instead of play. He tells Atticus that Dill ran away. Miss Maudie gives Jem a piece of cake from the big cake. Jem leaves Scout with Cecil at the carnival.

4. Jem destroys Mrs. Dubose’s Camilla plants. He can not believe that the jury convicted Tom Robinson and he expresses his anger.

5. Jem understands why the Ewells and Cunninghams act the way they do.

6. Jem realizes that people are corrupt and that they sometimes make decisions based on their beliefs and not on evidence.

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Exit Slip

Generate a list of general ways that characters can change throughout a piece of text.

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To Kill a Mockingbird

Chapters 29 - 31Time Frame:Three or four days of 55 minutes each day.

Content Objective(s) Practiced:I can identify important events in a novel in sequential orderI can empathize with a character.I can use voice in my writing.I can read Scout's account of the evening's walk home to determine how she and Jem were saved. Language Objective(s):I can speak with my classmates expressing a character's point of view.I can read for a purpose.I can draw pictures that illustrate important events in the novel.I can write a brief summary of important events.

WALLS THAT TEACH:

Teacher Notes/ Accommodations: Students will need their diary entries from chapters 25 and 26 the Pig Pickin'

Copy of directions for "The Wheel."

You will need a sheet of white paper, 18 x 24 inches for each child.

12-15 post-its for each student

Activating and Assessing Prior Knowledge (20%):Bellwork:Mr. Tate sat in Jem's desk chair. He waited until Atticus returned and settled himself. I wondered why Atticus had not brought a chair for the man in the corner, but Atticus knew the ways of country people far better than I. Some of his rural clients would park their long-eared steeds under the chinaberry trees in the back yard, and Atticus would often keep appointments on the back steps. This one was probably more comfortable where he was. (page 266)

Write a paragraph explaining who you believe is the man in the corner and why Atticus was being less courteous than usual.

Student Active Participation (SAP) /Teacher Input: A Maycomb Pig Pickin'Go over directions with students. They should have their completed diary entries to help with this activity from chapters 25-26

1. Brainstorm together on the board topics of conversation beyond the trial that might come up at this event — what is Maycomb talking about these days?

2. Go over the ground rules for the pig pickin’:3. You should only have one-on-one conversations.4. When I say “mingle” you should shift to speak to another person

at the pig pickin’.5. You must ALWAYS stay in character.6. Keep in mind basic Southern rules of politeness; even mortal

enemies wouldn’t make a big scene at a pig-pickin’.7. Have fun — it’s a pig pickin’!8. Let them go at it! Two to three minutes for each “mingle” is fine,

and you can let it go as long as you’d like. Fifteen–20 minutes should be sufficient time for mingling..

9. Debrief the experience with the kids. You can ask questions like these:

Whose characters were most difficult to play?

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Were there tense moments between certain characters? Were there any surprises today? Who played their character with the most accuracy?

Students are to begin reading chapters 29-31. The purpose for their reading is to identify how Mr. Ewell actually died.

At the end of chapter 30, ask students to discuss with each other the following passage:

Atticus sat looking at the floor for a long time. Finally he raised his head. "Scout," he said, "Mr. Ewell fell on his knife. Can you possibly understand?"

"Atticus looked like he needed cheering up. I ran to him and hugged him and kissed him with all my might. "Yes sir, I understand," I reassured him. "Mr. Tate was right."

Atticus disengaged himself and looked at me. "What do you mean?"

"Well, it'd be sort of like shootin' a mockingbird, wouldn't it?"

By now, student post-its from their character study should be removed.

Go over directions for "The Wheel" with students. It is possible that students can demonstrate their skill with summary and/or plot elements if you tweak the assignment to include those benchmarks.

Identifying Student Success (15%): Move about room as students are selecting their events for the wheel

graphic. Periodically ask a student to explain the major events they have chosen and how they will summarize the event.

Exit Slip: How did Bob Ewell die?

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BELLWORK:

Mr. Tate sat in Jem's desk chair. He waited until Atticus returned and settled himself. I wondered why Atticus had not brought a chair for the man in the corner, but Atticus knew the ways of country people far better than I. Some of his rural clients would park their long-eared steeds under the chinaberry trees in the back yard, and Atticus would often keep appointments on the back steps. This one was probably more comfortable where he was. (page 266)

Write a paragraph explaining who you believe is the man in the corner and why Atticus was being less courteous than usual.

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The Wheel

"When he was nearly thirteen, my brother Jem got his arm badly broken at the elbow."This is the very first sentence of To Kill a Mockingbird by Harper Lee. Throughout the novel, we are given the events that led up to Jem's broken arm, taking us full circle.

Your task today is to create a wheel of important events in this novel.

1. Go through the novel and select 12 to 15 scenes that you believe are critical to the story.

2. Mark these scenes with the post-it notes provided by your teacher.3. Write a two to three sentence summary for each of these events. 4. Take a sheet of 18 x 24 inch white paper and draw a large circle on it. 5. Divide this circle into 10 - 12 even sections. Your circle should now

resemble a pie graph.

6. Determine your starting wedge of the wheel. 7. Draw an illustration of the first scene (or event) selected as important by you

from the novel.8. Leave space on the outside edge for your short summary.9. Continue filling your wheel with scenes or events from the story in the order

they appear. Make sure that each illustration has a written summary.10.Be prepared to share your completed project with a partner, in your group, or

with the whole class.11.As always, please take pride in your work---Quality Counts.