To Kill A Mockingbird - SEE

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To Kill a MockingbirdA unit of study for Harper Lee’s American classic with a focus on developingan appreciation for how ethical principles or laws of life can help people livesuccessfully.September 2009Milford, CT 06461

September 2009Dear Educator,Welcome to The School for Ethical Education‘s (SEE) unit to teach Harper Lee‘s Americanclassic, To Kill a Mockingbird. SEE is a non-profit teaching organization based in Milford,Connecticut, with the mission to provide learning experiences that advance ethics and character.The following To Kill a Mockingbird (TKAM) unit is designed to be taught to students in middleor high school. The teaching objectives of this unit will enable students to: Complete the reading of TKAM with an understanding of the setting and cultural factorsimpacting the characters, Recognize how ethical principles, values or laws of life can help a person live ameaningful and successful life, Learn to evaluate characters and situations by applying laws of life, Complete a writing process to identify laws of life demonstrated by a TKAM characterand reflect on the importance of that law of life to them personally, Discuss their law of life with peers, parents and other adults.While our TKAM unit provides you with activities to complete throughout the reading of thenovel, you can choose to make individual selections of some or all the activities as it fits yourtime and schedule. Our main goal is for students to be given the opportunity to think, reflect andwrite about ethical principles and values that are found in the characters of TKAM and allowyour students to use a full writing process that includes peer editing to complete a Laws of Lifeessay. At a minimum, we would encourage the use of Activities 2, 6, 7 and 8 to complete thisprocess.SEE‘s Laws of Life essay writing program and this TKAM unit specifically helps students―develop criteria for making informed judgments and decisions, and uphold their beliefs in orderto conduct themselves in a moral, ethical and legal manner;‖ as stated in Connecticut‘s CommonCore of Learning for Aspects of Character.This teaching unit also provides students the opportunity to master multiple Connecticut StateTeaching Standards that include:CTStandard1.11.2Description of Standard from 2006CT English Language ArtsCurriculum FrameworkStudents use appropriate strategiesbefore, during, and after reading inorder to construct meaningStudents interpret, analyze, andevaluate text in order to extendunderstanding and appreciationSEE‘s TKAM Unit SupportsPre and post reading activities to helpconstruction of meaningThe opportunity for students to think atincreasing levels of cognitive complexity bygaining knowledge, seeking understanding,making application, performing analysis,2The School for Ethical Education

1.4Students communicate with others tocreate interpretations of written texts2.2Students explore multiple responsesto literature2.32.43.1Students recognize and appreciatethat contemporary and classicalliterature has shaped human thoughtStudents recognize that readers andauthors are influenced by individual,social, cultural and historical contextsStudents use descriptive, narrative,expository, persuasive and poeticmodes3.2Students prepare, publish, and/orpresent work appropriate to theaudience, purpose, and task4.3Students use standard English forcomposing and revising written textand evaluationRespectful dialogue between students,teacher and others to analyze TKAMcharacters and their laws of lifeStudent identification and analysis ofthemes with support from text and activityresourcesConnection of themes of TKAM to laws oflife and present day experienceMeaningful connections to TKAM unit withlaws of life analysisAll modes of written expression asacceptable formats to write a laws of lifeessayImplementation of a writing process thatincludes peer editing to help students reflecton personal applications of laws of life fromthe text and to publish their essay in astatewide writing programPeer and adult editing process for proofreading and exchange of ideasThank you for your consideration to use this TKAM unit to help students understand andcultivate their own laws of life. We welcome your comments and feedback as you supportstudents in their reading, reflecting and writing.All the best,David B. Wangaard, Ed.D.Executive DirectorShannon RomagnoloProject Assistant3The School for Ethical Education

TKAM Table of ContentsPageNumbersActivity NumberDescription*5Activity Index andSuggested Scoring6,7Activity 18,9Activity 210,11Activity 312,13Activity 413Activity 513,14Activity 614,15Activity 715,16Activity 816Activity 9List of worksheets, brief description, and suggestedpoints for assignment scoring for in-classparticipation and homework(90 mins) Students will be able to identify importantelements of the U.S Great Depression to acquirebackground knowledge that pertains to Harper Lee‘snovel To Kill A Mockingbird (TKAM)Students will be able to understand the term laws oflife and begin recognizing the application of values,positive character and ethical principles in TKAM andin their own lives.Students will be able to apply a law of life byrecognizing what Atticus values in a selected quote,―You never really understand a person until youconsider things from his point of view [ ] until youclimb into his skin and walk around in it‖p.33Students will be able to define the law of life couragethrough a class discussion. This discussion will reviewhow courage exists both in TKAM and how students‘experience it in their own lives.Students will become familiar with the values thatexisted in the culture during the Scottsboro Trials as away for them to understand the time period duringTKAM.Students will be able to recognize what law of life ismost important to them as demonstrated by a TKAMcharacter and begin outlining an essay to describe theirlaw of life.Students will use their outline and begin drafting a lawof life Essay in a letter format while using TKAM as aresource.Students will edit their letter (essay) with the help oftheir peers and a scoring rubric. Students willrecognize alterations that need to be made and discusswith one another the laws of life they believe helppeople live successfully.Students will be able to reflect and discuss their law oflife by sharing their letters and discuss the importanceof laws of life in TKAM and in life today.Worksheets and resource notes are provided for mostof the activities as per the outline on the next page.Worksheets*Except for Activity 1, all activities are designed to be completed in 45 minutes.4The School for Ethical Education

TKAM Worksheets and Suggested Assignment 2c2.1 AtticusTitleKWL Warm-upIntro to GreatDepressionIntro to GreatDepressionCauses of GreatDepressionCauses of GreatDepressionLife During the GreatDepressionLife During the GreatDepressionCharacter Map forAtticus Finch2.1 DillCharacter Map for Dill2.1 JemCharacter Map for Jem2.1 ScoutCharacter Map for Scout2.3Laws of Life in TKAM3. into SomeoneElse‘s ShoesThink-Pair-ShareFamily MaximConcept Map forCourageQuick WriteScottsboro NotesSuggestedPointsDescriptionSeek students‘ prior knowledge and engagement inTKAMTeacher notes to provide student research group withbackground on US Great DepressionStudent worksheet to collect notes on introduction toUS Great Depression during research timeTeacher notes to provide student research group withbackground on causes of US Great DepressionStudent worksheet to collect notes on causes of USGreat Depression during research timeTeacher notes to provide student research group withbackground on life in the US during the GreatDepressionStudent worksheet to collect notes on life in the USduring the Great Depression during research timeStudent worksheet to record observations of AtticusFinch during reading of TKAMStudent worksheet to record observations of Dillduring reading of TKAMStudent worksheet to record observations of Jemduring reading of TKAMStudent worksheet to record observations of Scoutduring reading of TKAMQuestions to seek student understanding, application,and evaluation using laws of life in TKAMDrawing activity to help students reflect beyondoutside appearancesCollaborative reflection on TKAM quoteInterview activity to seek maxims outside of TKAMAnalysis of TKAM examples and definitions ofcourageWriting prompt to personally identify and evaluateexamples of courageWorksheet background notes for Scottsboro BoystrialResearch activity for students to understandhistorical context of TKAM and to analyze with lawsof lifeWorksheet to begin laws of life essay outline5.1Trials of the ScottsboroBoys6.2Outlining Your Essay7.2Drafting a Letter7.3Editing RubricWorksheet to begin laws of life essay as a letterwritten during TKAMRubric for writing, peer editing, and final gradingFinal EssayStudents‘ final essay21011010102101010533105103510320Total Points per Individual Student13100Individual students only complete 1 of 3worksheets in Activity 1Individual students only complete 1 of 4 worksheets in Activity 25The School for Ethical Education

Activity 1Warm up for To Kill A MockingbirdMain Objective: Students will be able to identify important elements of the U.S Great Depression to acquirebackground knowledge that pertains to Harper Lee‘s novel To Kill A Mockingbird (TKAM)Activity/TimeActivity 1.1Supplies/ Activity DirectionsSupplies: Worksheet 1.1- KWL5 Mins Opening (Do Now): Students should fill out the K (What They Know) and W (What They Wantto Know) columns of the KWL worksheet on the U.S Great Depression.Suggested Teacher Script:We are beginning a new unit today. We will spend the next days reading and discussing the lessons fromHarper Lee’s famous novel To Kill a Mockingbird. This American classic was published in 1960, but was written todescribe life in the south during the Great Depression. This great book has many lessons for us today. From yourhistory classes; remind me what years were included in the US Great Depression? (1929-mid 1940s). One of yoursmall groups today will be able to give us an answer to that question. I would like to help you learn about this timeperiod as it sets the background for To Kill A Mockingbird. To begin, please fill out the KWL sheet that was handedto you. On this sheet you will fill out the K portion and W portion regarding what you know and want to know aboutthe U.S. Great Depression. By the end of the activity you will be able to complete the L portion based on what welearn in class today. You have 5 minutes to complete this worksheet.Activity/TimeActivity 1.2Supplies/ Activity DirectionsSupplies:For Teacher: Teacher Worksheets: Intro to Great Depression T1.2a, Causes of Great DepressionT1.2b, and Life During the Great Depression T1.2c These worksheets are based on threedifferent sets of Encarta notes that need to be copied in advance to provide one set for each―research group‖ of three students.For students: Worksheet 1.2a, 1.2b, 1.2c need to be copied and one sheet provided to eachstudent to participate in research groups of three students. Thus, a third of the class will receiveworksheet 1.2a, a third will receive 1.2b, and the last third will receive 1.2c.5 Mins Jigsaw Puzzle Activity :1). Arrange students in groups of 3 that we will call ―Presentation Groups‖. Then, go to eachgroup and assign students a number 1, 2, or 3 and have students leave their Presentation Groupand join a research group.Each Research Group One should have one copy of the Encarta notes for Depression Intro andthree student worksheets 1.2a.Each Research Group Two should have one copy of the Encarta notes for Depression Causes andthree student worksheets 1.2b.Each Research Group Three should have one copy of Encarta notes for Depression Impacts andthree student worksheets 1.2c.Each research group will have 20 minutes to complete their worksheet and return to theirPresentation Group.20 Mins 2). While in their research groups, students should refer to Worksheet 1.2 a, b, or c and answerthe questions regarding their topic. Each student will record the information they‘ve learned.Suggested Teacher Script:1). Today, we will be doing a jigsaw cooperative-learning activity in which you will learn some basic backgroundinformation about the Great Depression. This information will give you background knowledge of the time perioddescribed in Harper Lee’s To Kill A Mocking Bird. Before we begin, I am going to assign you to a presentation group.Once you receive your assignment please go to your presentation group and wait until I assign you a number. Onceyou receive that number, either a 1, 2, or 3, I want you to join a research group that shares your number and followthe directions on the papers I hand you.2). (You can take time to read directions to the class and answer any questions or allow the students to read thedirections quietly and then ask any questions). Once you get into your research groups you have 15 minutes tocomplete the assignment. It is : (time) right now, please finish by : and rejoin your Presentation Groups.6The School for Ethical Education

Activity/TimeActivity 1.2(cont)Supplies/ Activity DirectionsSupplies: None3). Students will return to their Presentation Groups. While in these groups each student willteach their other group members about their research topic. Students are required to record thisinformation on their worksheets to insert in their notebooks.Suggested Teacher Script:Please finish what you are writing and rejoin your Presentation Group. During this time your group has 15 minutes,about 5 minutes a student, to teach the other members of your Presentation Group your research topic. EachPresentation Group will then be called upon to help us summarize what we have learned about the time period of theGreat Depression. When you are not presenting to your peers you should be recording the information on your ownworksheets, which will be graded and then placed in your notebook.15 Mins Activity/TimeActivity 1.2(cont)Supplies/ Activity DirectionsSupplies: Flip chart and markerLead a discussion to illustrate student knowledge of facts and comprehension of their research onthe Great Depression. Summarize their points on the flip chart paper for questions you selectfrom the student worksheets.Suggested Teacher Script:Thank you for contributing to your research and presentation groups. Let’s summarize what we have learned fromour research. You can volunteer or I will call on Presentation groups to help us summarize some of the main pointswe’ve learned. [depending on your time, select questions from the worksheets that you want to summarize]35 Mins Activity/TimeActivity 1.3Supplies/ Activity DirectionsSupplies: Worksheet 1.1- KWL Worksheet5 Mins Closure: Students should finish the KWL by having them fill out the L (What They learned)portion so both you and the students can assess what they‘ve learned about the U.S GreatDepressionSuggested Teacher Script:Now that we’ve briefly researched the U.S. Great Depression, let’s complete your KWL worksheet. You will only needto complete the What You Learned portion of the sheet. This will allow you to see what you learned about the U.S.Great Depression and helps us have some historical background to begin Harper Lee’s To Kill A MockingbirdBefore you leave class, please turn in your KWL and TKAM worksheets and make sure your name is on each.Activity/TimeActivity 2.1HWSupplies/ Activity DirectionsSupplies: Worksheet 2.1 There are four different character maps, each student should receiveonly one.5 Mins Homework: Hand out character maps (worksheet 2.1) for students to fill out about the maincharacters introduced in the book: Scout, Dill, Jem, and Atticus and have students bring theircompleted character map to the next class. Students will be assigned only one character map.The assigning of the characters can be done randomly. Students should also read Chapters 1-5 inTo Kill A Mocking Bird (TKAM)Suggested Teacher Script:For homework I am going to hand you a Character Map with a character’s name from TKAM. Each of you shouldreceive one worksheet, with one character’s name. You will be following that character closely in tonight’s readingassignment. Tonight you should read chapters 1- 5 in TKAM. When reading these chapters fill out the character mapappropriately and include page numbers where you find your information.7The School for Ethical Education

Activity 2Introducing Laws of LifeMain Objective: Students will be able to understand the term Laws of Life and begin recognizing the application ofvalues, positive character, and ethical principles in TKAM and in their own lives.Activity/TimeActivity 2.2Supplies/ Activity DirectionsSupplies: Board space, overhead or flip chart10 Mins (Opening) Do Now:1). Write out the following statement to prompt student discussion and response.―Interpret and describe what you think defines a person‘s ‗Laws of Life’.‖2). Have students pair up and share their interpretation or description of ―Laws of Life.‖ Givestudents 5 minutes to discuss in pairs and then call on them to share with the class.3). You or a student should record responses from the class that describe or define ―Laws of Life.‖After students share their interpretations, provide and compare to this definition—Laws of life are ethical principles, core values, positive character traits that help people live lifesuccessfully. Laws of Life are typically defined by – love, service, perseverance, honesty, respect,responsibility and courage. These values are recognized to be life affirming, support positivecitizenship, and transcend religion, culture and national borders.Encourage student comparison between their interpretations and this definition.** (Option) It is not essential that you explain the Laws of Life Essay program to students. If youchoose to tell students about the program, explain that the TKAM unit will conclude with anessay in which you will choose the top essay, 1essay per 100 students, and then you‘ll notify thatstudent that he/she will have the opportunity (with their permission) to be entered into the statewriting contest.Suggested Teacher Script:1). For today’s opening please pair up with a neighbor and discuss the following statement that is written on theboard (overhead, flip chart). (See preceding statement). Let me give you five minutes and then we will discuss this asa class.2). Thank you for participating; let’s hear what you and your partner discussed, who can give me one interpretationand their description of a Law of Life? (Take responses and summarize main points).Let’s compare your ideas to a formal definition-- Laws of life are ethical principles, core values, positive charactertraits that help people live life successfully. Laws of Life are typically defined by – love, service, perseverance,honesty, respect, responsibility and courage. These values are recognized to be life affirming, support positivecitizenship, and transcend religion, culture and national borders.How does your interpretation and description compare to this definition? [encourage student response]Throughoutour TKAM unit, we will be discussing how ethical principles or laws of life are demonstrated by the characters inTKAM. Our goal will be to think deeply about how laws of life helped characters in TKAM and how laws of life mayhelp us live successfully today.Activity/TimeActivity 2.1(Continuation ofhomework fromnight before)10 Mins Supplies/ Activity DirectionsSupplies: Student Character Map HW sheets, Flipchart paper and markers for four groupsAnalyzing Character Maps:1) Have students create four groups based on the character they were assigned for the CharacterMap. While in their small groups, have students summarize their Character Map on flip-chartpaper to present

classic, To Kill a Mockingbird. SEE is a non-profit teaching organization based in Milford, Connecticut, with the mission to provide learning experiences that advance ethics and character. The following To Kill a Mockingbird (TKAM) unit is designed to be taught to students in middle or high school.

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