1kowelman socialjusticeandinjustice: tokillamockingbird · 6"kowelman"...

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Social Justice and Injustice: To Kill a Mockingbird

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Table of Contents Cover Letter ............................................................................................................................... 3

Social Injustice Unit Calendar: To Kill a Mockingbird ................................................. 7 Essential Questions ................................................................................................................. 8

Detailed Calendar .................................................................................................................... 9

Lesson Plan Day 1: Introduction to Social Justice and Injustice ........................... 17 Lesson Plan Day 2: Elements of a Story ......................................................................... 31

Lesson Plan Day 3: Importance of Point of View ........................................................ 37 Lesson Plan Day 4: Characters in a Novel ..................................................................... 42

Lesson Plan Day 5: Atticus Finch as a Model of Social Justice ................................ 53

Resources/Texts ................................................................................................................... 65 MO-‐SPE Standards ................................................................................................................ 68

Diversity Proficiencies: ....................................................................................................... 70

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Cover Letter Creating a unit plan on social justice and injustice was a learning experience in itself. Not only did I spend tireless hours pouring my knowledge and creativity into this unit plan, I also gained an experience that is the first for many. Creating this document took a lot of time, persistence, and dedication. I was stressed and overwhelmed, like the average college. I came to the realization that this assignment would consume a major part of my life, and it did just that.

Even though this unit plan was stressful and time-‐consuming, the end result was quite rewarding. Although finding twenty sources for the unit sounded unimaginable, I conquered the task one step at a time, and found that many sources made my lessons more appealing and effective. I did not realize that the amount of time I put into this unit plan would grow to be something that could actually be utilized in my future as an educator. Although it was packed with challenges, the reward was beneficial because I created something I am proud of and could use in a classroom setting.

I found myself staring at my computer for hours, pouring my knowledge onto a computer screen, trying to convince myself that it may have been better if it was done a different way. Viewing the end result became an unreal experience because I achieved what seemed impossible at times. After doubting my abilities and drinking several cups of black coffee, I was successful. The part of my unit that I am most proud of was my integration of a topic addressing the local community of a classroom. Teachers who try to make learning more relevant to students through community integration is important, but not something I had personally experienced in unit planning. I am proud that I was able to devise a unit plan that addresses an important topic, social injustice, and tie it into an American classic novel, To Kill a Mockingbird. I am proud of myself for incorporating a work of literature that greatly affected me during middle school because I hope to recreate the same experience, if not better, for my potential students. I am curious as to how my potential students would react to my lesson. I hope that they would be interested in the topic and found the same love that I found for To Kill a Mockingbird. I am worried that if I do end up teaching this unit to my students, they will not have the same appreciation. I hope that I will be able to inspire students to be engaged in something that I am proud of and the designer of. The best part of my unit is implementation of classic literature that addresses a controversial example of social injustice in a community. As it has been mentioned before, reading is an incredibly important part of education. Unfortunately, it is frequently overlooked by the general education curriculum because it can be time consuming and requires extra work for both students and teachers. I believe that reading during my middle school career made me a better student today. I want to make reading a habit for my students. One of my reasons for becoming an educator is my love for books, and I felt successful because I incorporated reading into my teaching. Implementation of a classic work of literature in a classroom setting gives

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students the opportunity to read a book, and teach them a valuable lesson simultaneously. If I had more time, I would go into detail and plan more lessons so I can have a better idea of how each lesson in my unit will play out. I would like to be able to imagine how the lessons would relate to each other and also be able to be more prepared to use it in a classroom setting. Because this is a unit that I believe would apply to the lives of students, I want to be certain that it flows day-‐to-‐day and has lessons that are effective. Unfortunately, this would take a great amount of time. I also think that, with more time, I could have developed even more focus on the trial of Tom Robinson. Students are faced with controversial trials that are addressed in the media, and I think that students should be aware of I believe that my students will react when they are prefaced To Kill a Mockingbird because it tells the story of an African American man who is on trial for rape, which he did not commit. Because a controversial topic is brought up, I believe that students, as well as parents, will be wary of the material addressed. Although it is rather mature content, I believe that it is a subject that middle school students, more specifically the older students, are able to digest the material in a mature fashion. Also, because controversial trials have made appearances in the media, addressing them through literature can help students understand and cope with events happening around them. The controversial text will bring up discussion based on controversial events that students are fronted or will be fronted with in their lifetime. Introducing it to them for it before it happens is the best way to prepare them crossing paths with it in the media. I would like specific feedback about my differentiation, long-‐term plans, and integration of the text and unit theme. Although I was able to incorporate differentiation into my lessons, I think that I could benefit from feedback about how to incorporate more variations of differentiation. I would like to know how I did long-‐term planning wise because it is something that I will have to do for the rest of my career. Although I feel like I have a hold on long-‐term planning, I would like to perfect my skills in it because it is something that I will be doing a lot of. Finally, I would like more feedback on my integration of To Kill a Mockingbird and the theme of social injustice. Because I love reading, I was determined to write a unit plan that would include reading a classic novel. When I thought about topics, this book came to mind because there are many lessons that students can learn from this book. The novel definitely affected my life when I was in 6th grade, and I hope that I can have a similar affect on my students. I want to learn how to write units, such as this one, with the end goal of reaching students on a local level. To meet the needs of my diverse student population, I integrated a think, pair, share learning structure, and also included differentiation in assessment. Throughout my lesson plans, students are repeatedly asked to individually reflect on their thoughts, work with a partner or small group, and then I bring the activity to the entire class to conclude the activities. After my experience in classrooms, I have noticed that this method works very well because students are first given the opportunity to gather and organize their thoughts on their own, discuss them with a partner or small group to collaborate meaning and understanding, and third, share the learning among a whole-‐class discussion.

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I also incorporated differentiation in my assessment by allowing students to decide whether or not they would like to work in groups, as well as allowed them to choose their project. Although I required students to implement technology for the majority of their assessment, I gave them the opportunity to let each student decide how to use their knowledge with technology to demonstrate their understanding of social injustice in their world with their diverse learning style in mind.

More importantly, students were allowed to pick any social injustice topic they were interested in addressing. Each student is allowed to pick an appropriate topic that is both relevant to life in his or her community and personally ignites interests. This freedom gives students the opportunity to research and present a topic that is current, relevant, and engaging. They will be interested in their topic and more likely to put forth more effort because the topic is relevant to their life.

Social injustice is related to students’ past and present experiences, background knowledge, and heritage in several ways. The topic is related to past and present experiences of students because all of the students have witnessed some instance of social injustice in the world. By encouraging students to look at sources that are around them, for example a newspaper, they are encouraged to look at events that are currently happening in their world. Students in the present may also relate to Harper Lee’s To Kill a Mockingbird because it is told from the point of view of a young girl who still has a slight grasp of her innocence and a young boy who is progressing toward young adulthood. Both young characters are relatable. Past experiences may include those that they have experienced or have been informed of by a trusted older adult, such as a grandparent, who was alive during this time. By working through this unit, students will be able to relate to a significant past event in history and apply it to their current lives in their community.

Social injustice is related to background knowledge because it is a topic that they have all had at least a minimal education in by middle school. Most students, if not all, in middle school have been introduced to the inequalities that African Americans have faced. Students in this class may have a heritage that correlates to the heritage that students may be a part of.

My topic of social injustice relates to human issues and human well-‐being because they are surrounded with issues dealing with social injustice throughout their lives. Whether they read a news article or watch television, there is bound to be an example of social injustice in it.

To remind myself to remain aware of my students’ interests, ideas, disagreements, and confusions through inquiry through reading their works and taking note of their comments in discussions during class time. I will work to remain aware of student thoughts and feelings throughout discussions because it is important to bring topics to focus to keep students interested and engaged in the content. I have done this in my unit plan through giving students several opportunities to write about the knowledge that they have gained during activities and to include their ideas with them. This is important because it encourages them to have an opinion about what they are learning. I have planned for students to share work with each other in small groups, as well as encouragement to share with the class. It is important for students to share thinking with each other because it

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makes learning collaborative and students learn significantly from listening to each other.

I have learned several things about long-‐term planning from the texts from class. From experts, I have learned about how the real world of education works. Students do not like to learn about topics that are not relevant to their lives because there is no engagement. This project is a real world example because good teachers aim to plan lessons that are engaging and relevant to their students. They want to plan a curriculum that their students will want to learn, not feel like they are required to learn it. I have implemented Wilhelm’s backwards-‐planning strategy, which called for beginning with assessment. When I was planning my unit, I began by thinking about what I wanted my students to know, planned an assessment, and then l planned lessons to prepare my students to master the steps to in order to reach the summative assessment. Sincerely, Alexandra Kowelman

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Social Injustice Unit Calendar: To Kill a Mockingbird

Monday Tuesday Wednesday Thursday Friday

Day 1 Day 2 Day 3 Day 4 Day 5 Introduce Social Justice and Injustice in our community. HW: read chapters 1-‐5.

Discuss the elements of a story with To Kill a Mockingbird.

HW: Read Chapters 6-‐13.

Address the importance of point of view. Assign project. HW: read chapters 14-‐17.

Address the importance of minor characters. HW: read chapters 18-‐22.

Discuss Atticus as a model for social justice. HW: read chapters 23-‐27.

Day 6 Day 7 Day 8 Day 9 Day 10 Day 10 Address and reflect upon the conversation between Jem and Atticus about Tom’s trial. HW: read chapters 28-‐31.

Social Injustice project workday. HW: project

Did the class enjoy the novel? Analyze characters with jig-‐saw activity HW: project

Discussion about the lessons Scout learns about her community. HW: project

Project Workday HW: project

Day 11 Day 12 Day 13 Day 14 Day 15 Project Workday HW: project

Begin watching To Kill a Mockingbird. HW: project

Watch To Kill a Mockingbird. HW: project

Finish watching To Kill a Mockingbird. Work on projects if time remains. HW: write 1 page to compare/contrast the book and movie.


Day 16 Day 17 Day 18 Day 19 Day 20 Project Workday HW: project


Present projects and provide feedback to each other.

Present projects and provide feedback to each other

Present projects and provide feedback to each other.

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Essential Questions 1. How do we define Social Justice? 2. Do we all have different definitions? Why may that be so? 3. How are Social Justice and Social Injustice different? 4. How are Social Justice and Social Injustice alike? 5. Does Social Justice or Social Injustice surround us in our community? Where

are these examples in our community? 6. How has Social Justice and Injustice affected communities from our history? 7. How does Social Injustice in To Kill a Mockingbird in Scout’s community

apply to Social Injustice in our community? 8. What is our perspective of social justice and injustice in our community? 9. Why is knowledge of our personal story important in telling our story of

social injustice in our world?

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Detailed Calendar Day 1 Day 2 Day 3 Objectives: Students will make predictions about the text and will become familiar with social injustice in the media. Anticipatory Set: Students will look at the opening credits of To Kill a Mockingbird and make predictions based on what they see. Activities: Students will look through current newspapers for social injustice in the media. Closure: will be asked to write what they think will happen throughout the book and support their claim with evidence from the text on the Padlet wall. Homework: read chapters 1-‐5 and reading quiz. Introduce Social Justice and Injustice in our community. Students will also be asked to read the biography of Harper Lee.

Objectives: Students will explore significance of the parts of a story. Anticipatory Set: Students will take a quiz on Socrative based on what they were supposed to have read. Activities: Students will work in groups to define an element of a story and display it for the class. Closure: On an exit slip, students will choose the element that they believe is most important and defend their answer briefly. Homework: Read Chapters 6-‐13 and reading quiz. Discuss the elements of a story with To Kill a Mockingbird.

Objectives: Students will understand the significance of point of view Anticipatory Set: Students will write a short paragraph about their morning routine from their point of view. Activities: Students will rewrite their story in another point of view and discuss the importance and support their claims with evidence. Closure: Students will tell their neighbor two things that they learned about point of view today and one example of point of view from what they read last night. Homework: Assign Social justice project. HW: read chapters 14-‐17 and reading quiz. Address the importance of point of view. What are the benefits of an adolescent narrator?

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Day 4 Day 5 Notes/Changes to Make Objectives: Students will work on reading comprehension and importance of characters. Anticipatory Set: Students will write about what they think of Boo Radley so far and write down any questions that they have about him. Activities: Students will read aloud in small groups. Closure: The teacher will go over and assign the Twitter Post assignment and importance of reading comprehension. Homework: Twitter Post assignment and read chapters 18-‐22 and read Malcolm X and write a half page reflection.

Objectives: Students will clarify their own understandings of social justice and adapt them to the text. Anticipatory Set: Students will write their own definition of social justice. Activities: The teacher and students will discuss the significance of the Tom Robinson trial and how Atticus is a model of social justice. Closure: Students will be asked to write 5-‐7 sentence reflection based on the in-‐class discussion. Homework: Read chapters 28-‐31.

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Day 6 Day 7 Day 8 Objectives: Address and reflect upon the conversation between Jem and Atticus about Tom’s trial. Do we agree with Jem? Anticipatory Set: Students will be asked to post a 5-‐7 sentence paragraph about their reaction to the conversation between Jem and Atticus. Activities: Students will script a conversation between Atticus and Jem that applies to a current example of social injustice. The scripts will be read in front of the class. Closure: The teacher will address the severity of the trial of Tom Robinson. Homework: read chapters 28-‐31 and reading quiz

Objectives: Students will be given an opportunity to research possible subjects for their end of unit projects. Anticipatory Set: The teacher will go over the assignment sheet and grading rubric with students. Activities: Students will be allowed to use computers to begin their research to think of possible topics. Closure: The teacher will remind students to shut down their computers and pack up for dismissal. Homework: Students will be asked to work on their project and have a research subject in mind.

Objectives: Students will be asked to reflect and comment on their likes and dislikes of the novel. Anticipatory Set: Students will be asked to write two things that they liked about the novel and two things that they disliked about the novel. Activities: Students will analyze characters, such as Bob Ewell, Boo Radley, Jem, and Dill through jig-‐saw activity. Closure: Students will be asked to write one thing that they learned about each of the four characters. Homework: Students will be asked to work on their projects and remember that they will have to turn in their topic of research by next class.

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Day 9 Day 10 Notes/Changes to Make Objectives: Students will discuss the lessons that Scout has learned throughout the book. Anticipatory Set: Students will post lessons that they recall from the novel. Activities: The teacher will split them up into small groups to discuss them, and then present them to the rest of the class. Closure: Students will be asked to post one thing that they learned from the discussion and how it could be applied to their life. Homework: Students will be asked to continue working on their projects.

Introduction: Students will work on their summative assessment for the entire class period. Anticipatory Set: The teacher will walk around the room and students will be required to inform the teacher of where they are headed with their project. Lesson: Students have a workday, where they are encouraged to ask the teacher questions and utilize technology in the classroom. Closure: Students will be asked to shut down technology and pack up before dismissal.

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Day 11 Day 12 Day 13 Introduction: Students will work on their summative assessment for the entire class period. Anticipatory Set: The teacher will walk around the room and students will be required to inform the teacher of where they are headed with their project. Lesson: Students have a workday, where they are encouraged to ask the teacher questions and utilize technology in the classroom. Closure: Students will be asked to shut down technology and pack up before dismissal.

Objectives: Students will watch To Kill a Mockingbird. Anticipatory Set: Students will be asked to write a 2-‐3 sentences informing the teacher of their status on their projects. Activities: Students will watch the movie and take notes. They will asked to be prepared to compare and contrast the movie. Closure: The teacher will informally ask students to point out things that they notice to be different between the movie and the book. Homework: Students will be asked to continue working on their projects.

Objectives: Students will watch To Kill a Mockingbird. Anticipatory Set: Students will be asked to post 2-‐3 comparisons or contrasts from what they remember from the film and what they remember from the novel. Activities: Students will watch the movie and take notes. They will asked to be prepared to compare and contrast the movie. Closure: The teacher will informally ask students to point out things that they notice to be different between the movie and the book. Homework: Students will be asked to continue working on their projects.

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Day 14 Day 15 Notes/Changes to Make Objectives: Students will watch To Kill a Mockingbird. Anticipatory Set: Students will be asked to post whether or not if they are enjoying the movie, and to explain their thoughts in 2-‐3 sentences. Activities: Students will watch the movie and take notes. They will be asked to prepare to compare and contrast the movie. Closure: The teacher will informally ask students to point out things that they notice to be different between the movie and the book. Homework: write 1 page to compare and contrast the book and movie.


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Day 16 Day 17 Day 18 Introduction: Students will work on their summative assessment for the entire class period. Anticipatory Set: The teacher will walk around the room and students will be required to inform the teacher of where they are headed with their project. Lesson: Students have a workday, where they are encouraged to ask the teacher questions and utilize technology in the classroom. Closure: Students will be asked to shut down technology and pack up before dismissal.


Objectives: Students will share their knowledge with the rest of the class. Anticipatory Set: Activities: Students will present their projects to the class. Closure: Students will be asked to fill out the comment section of the rubric. Homework: none

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Day 19 Day 20 Notes/Changes to Make Objectives: Students will share their knowledge with the rest of the class. Anticipatory Set: Activities: Students will present their projects to the class. Closure: Students will be asked to fill out the comment section of the rubric. Homework: none

Objectives: Students will share their knowledge with the rest of the class. Anticipatory Set: Activities: Students will present their projects to the class. Closure: Students will be asked to fill out the comment section of the rubric. Homework: none

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Lesson Plan Day 1: Introduction to Social Justice and

Injustice Goals:

• Make inferences and predictions based on the opening credits of the film, To Kill a Mockingbird.

• Identify examples of social justice in the media through current newspapers. • Support their claims with evidence.

Rationale: Students should be able to look at a short clip and make prediction s based on what is presented in front of them. Students should also be encouraged to reflect on current events that have occurred in their world. Reading a newspaper is also an important form of communication that students tend to overlook with all of the arising technology in our world. Students should learn to appreciate and understand all forms of communication in their community. Questions:

1. What is social justice and social injustice? 2. What do you think the significance is behind these objects that appear in the

opening credits? 3. Can you make predictions based on the items that you see in the video? 4. Why do you think the director chose to introduce the film this way? 5. What tone do the opening credits set for the rest of the film? Why? 6. Why should we revise and edit what we write? 7. Do we read the newspaper? If not, why don’t we? How might we include

reading the newspaper into our daily routine? Should we get into the habit of reading a newspaper?

8. What sort stories do we notice in the media, specifically the newspapers? Do we notice a general audience that newspapers are aimed at?

9. Why is it important to write with the audience in mind?

Anticipatory Set: (8 minutes) The teacher will play a video clip of To Kill A Mockingbird. The students will be asked to listen and watch the video and be prepared to write about it. The teacher will provide the students with a writing prompt based on the video that they just watched. The prompt will be “What do you think will happen throughout the rest of the book? Please support your evidence. The clip lasts exactly 3:06 minutes and the

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students will have the rest of the time to make inferences about the pictures and to predict. The teacher will ask if students would like to watch the video again to help them remember the items that appear. Today’s Activities: (37 minutes)

1. (5 minutes) The students will be asked to read over what they have written during the writing prompt, displayed on the Evernote iPad app. The teacher will review the importance of revising and editing with students, briefly. Then, students will be asked to revise and edit their work because it is a good habit to get into. After reading over what they have wrote, the students will be asked to briefly share their ideas with their neighbor. The teacher will demonstrate appropriate sharing with a neighbor by asking them to share something important from the writing with each other and then reflecting on what each other have said in a conversation. Then, students will be asked to volunteer to share their ideas with the rest of the class. The teacher will decide by either picking volunteers or calling randomly on students. This will depend on the amount of student volunteers and if the volunteers are ones who frequently vocalize during class.

2. (10 minutes) The teacher will lead a class discussion about making predictions, and why it is so important. Students will be asked to volunteer their experiences in making predictions. The teacher will ask a series of questions. Were they right? How well did they support their predictions with evidence? The students will be able to participate in the conversation by raising their hands and the teacher will call on them to share their experiences in making the predictions.

3. (10 minutes) The teacher will lead another class discussion to introduce Harper Lee’s To Kill A Mockingbird and explain its relevance in this classroom. The teacher will also address the mature content that is in the novel, but how it relates to the topic of social justice by asking students to write their own examples on Bamboo Paper iPad app. The students will be asked to hold any questions they have and write them on their exit slip, along with the prediction requirement of the exit slip.

4. (8 minutes) The teacher will pass out sections of a current newspaper. The students will be asked to read through their individual sections, pick out an article that they think applies to them, and highlight, jot down notes, etc. to informally record information pertaining to themselves and social media in general. They will be warned that they will discuss what they have found with their shoulder partners after they have read over their section. The teacher will ask students whether or not they understand the difference

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between social justice and social justice. After the short discussion, the teacher will define social justice and social injustice. These two definitions will be written out on the whiteboard for all students to see.

5. (5 minutes) The teacher will ask students to turn to their shoulder partners and briefly summarize what they read and how it applies to their life. Then, the students will be asked to decide whether or not their news article is an example of social justice or injustice. The discussion will aim to address current events and who the general audience of a newspaper is and why that may be.

Materials Needed: • Extra loose leaf paper and pencils for students without them • Evernote app • YouTube video of opening credit scene of To Kill a Mockingbird • Bamboo Paper app • Padlet • Current newspaper • Anne Hart’s “The Friday that Changed Everything”

Closure: (5 minutes) The teacher will ask students to write an exit slip on Padlet. On Padlet, students will be asked to write what they think will happen throughout the book and support their claim with evidence from the text. The teacher will be able to see how well the students make predictions. Assessment:

Guided Practice: The students brainstorm their predictions from the opening credits scene of To Kill A Mockingbird and share them with their neighbor and the rest of the class. Students will be informally assessed as the teacher walks around and listens in on group conversations. Informal assessment will also occur when the teacher asks students to share from their conversations.

Independent Practice: Students will be asked to reflect on the writing prompt, post an exit slip on Padlet, and read chapter 1-‐5 of To Kill A Mockingbird for homework and be prepared for a quiz the next class period. Students will also be asked to read Anne Hart’s “The Friday that Changed Everything” for the next class period. Students will also be asked to read the biography of Harper Lee for next class.

Differentiation:

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This lesson supports differentiation in the following ways; audio and visual centered learning and working individually versus working with a partner. The class begins with a video to introduce the unit that is meant to spark questions among the students. This video gives audio and visual learners to excel. Students will also be encouraged to devise their individual note taking preference that is favorable to their learning. The activities also offer the opportunity for students to work individually, in pairs, and with the entire class. This differentiation allows all students to succeed during this lesson. Resources 00devilangel. “To Kill A Mockingbird (1962) -‐ Opening Title” Youtube. 16 Mar 2014.

A E, . N.p.. Web. 17 Mar 2014. <http://www.biography.com/people/harper-‐lee-‐

9377021>.

Apple. "Apple -‐ Pages for IOS." Apple -‐ Pages for IOS. Apple, 1 Sept. 2013. Web. 16

Mar. 2014. http://www.apple.com/ios/pages

Fisher, Douglas, William G. Brozo, Nancy Frey, and Gay Ivey. 50 Instructional

Routines to Develop Content Literacy. N.p.: n.p., n.d. Print.

Christensen, Linda. Teaching for Joy and Justice: Re-‐imagining the Language Arts

Classroom. Milwaukee: Rethinking Schools Publication, 2009. Print.

Christensen, Linda. Reading, Writing, and Rising Up: Teaching about Social Justice

and the Power of the Written Word. Milwaukee, WI: Rethinking Schools, 2000.

Print.



Hart, Anne. “The Friday that Changed Everything.”

Lee, Harper. To Kill a Mockingbird. New York: Warner Books, 1982.

Nixon, Sarah. RDG 474 Critical Thinking Strategies. Springfield, MO: Missouri State

University, 2012. Print.

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Olson, Carol Booth. The Reading/writing Connection: Strategies for Teaching and

Learning in the Secondary Classroom. Boston: Allyn and Bacon, 2003. Print.

"Paper for the Web | Padlet." Paper for the Web | Padlet. N.p., n.d. Web. 16 Mar. 2014.

Silvers, Penny, and Mary C. Shorey. Many Texts, Many Voices: Teaching Literacy and

Social Justice to Young Learners in the Digital Age. Portland, Me.: Stenhouse,

2012. Print.

Wilhelm, Jeffrey D. Engaging Readers & Writers with Inquiry: Promoting Deep

Understandings in Language Arts and the Content Areas with Guiding

Questions. New York: Scholastic, 2007. Print.

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Common Core State Standards (Speaking and Listening standards are met through discussions about inferences from text)

• SL.8.1c Pose questions that connect the ideas of several speakers and

respond to others’ questions and comments with relevant evidence, observations, and ideas.

• SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

• SL.8.2Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

• SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-‐chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

• SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

(Reading Informational Text is met through reading and analyzing newspapers)

• RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

(Writing standard is met through recording information from newspapers)

• W.8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

• W.8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

(Reading standard is met through citing text in reasoning) • RL.8.1 Cite the textual evidence that most strongly supports an analysis of

what the text says explicitly as well as inferences drawn from the text.

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Diversity Proficiencies DP 1 Awareness: demonstrates understanding of neural language, activities, and gestures sensitive to diverse learners, based on historical perspectives and contemporary knowledge. DP 2 Communication: demonstrates verbal and nonverbal techniques useful for interacting with diverse learners, school personnel, families, and community members. DP 3 Curriculum and Instruction: demonstrates development and use of unbiased learning outcomes and instructional strategies designed to facilitate student growth for all diverse learners including differentiated instruction. DP 4 Respect: demonstrates acceptance and appreciation of diverse learners of varied backgrounds, ideas, and perspectives for an inclusive environment. DP 5 Resources: demonstrates identification and utilization of professional, school, and community resources and information to enhance the learning process for all diverse learners as well as meet the needs of their families DP 6 Social Justice: demonstrates the ability to recognize and address in self and others issues of quality, human rights, socio-‐economic status: including bias, discrimination, and aggression o prevent and reduce oppression, including aggression, bullying, harassment, and intimidation.

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The Friday Everything Changed

Anne Hart

Tradition. In Miss Ralston's class the boys have always carried the water bucket. Until one day, the girls decide it's time to challenge the rule. ..

The last hour of school on Friday afternoons was for Junior Red Cross. The little kids would get out their Junior Red Cross pins and put them on and us big kids would start elbowing down the aisles to the book cupboard at the back to see who would get the interesting magazines. There was a big pile of them and they were of two kinds: the National Geographic and the Junior Red Cross News. Because the boys were stronger and sat near the back they usually got the National Geographics first, which meant they could spend the rest of Red Cross looking at African ladies wearing nothing on top, while us girls had to be satisfied with the Junior Red Cross News, which showed little African kids wearing lots of clothes and learning how to read. Apart from the magazines for the big kids and maybe the teacher reading a story to the little kids, about the only other thing that happened regularly during Red Cross was picking the two boys who would carry water the next week.

In our school the water bucket always stood on a shelf at the front of the room just behind the teacher's desk. First you'd make a paper cup out of a piece of scribbler paper, then you'd grab the teacher's attention from wherever it happened to be and then up you'd go to the front of the room for a drink from the water bucket.

I t was kind of interesting to stand at the front of the room behind the teacher's desk and drink water. The school looked different from up there and sometimes you could get just a glimpse of an idea of what the teacher thought she was all about. I mean, from the front, looking down on those rows of kids with their heads bent over their desks and the sun coming in the windows and the blackboards and all that stuff on the walls, you might almost think, at first glance, that you were looking at one of those real city schools -like in the health books-where the kids were all so neat and all the same size. But after the first strange moment it just became our school again, because you had to start adding in things like the coal stove and the scarred old double desks and the kids themselves. I mean, we just didn't look like the kids in those pictures. Maybe it was because we were so many different sizes-from the kids snuffling in the front rows over their Nan and Dan readers to the big boys hunched over their desks at the back-maybe it was because we wore so many heavy clothes all the time, or maybe it was because of something that wasn't even there at all but seemed to be on the faces of the kids in those city pictures: a look as if they liked being where they were.

But all that's a long way from Junior Red Cross and who would carry the water .

The water for our school came from a pump at the railway station, which was about a quarter of a mile away. One day long ago a health inspector had come around and had

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announced that water must be made available to the school. For a while there had been some talk of digging a well but in the end we got a big, shiny, galvanized water bucket and permission to use the railway station pump. And from that day on-for all the boys-the most important thing that happened at school, even more important than softball, was who would get to carry the water.

If you were a boy it was something you started dreaming about in Grade I, even though there was not the remotest chance it could ever happen to you before at least Grade 5, and only then if the teacher thought you were big and strong enough. You dreamed about it partly because carrying the water meant you were one of the big guys, and carrying the water meant you could get away from school for maybe half an hour at a time. But mostly you dreamed about it because carrying the water was something real, and had absolutely nothing whatever to do with Nan and Dan and all that stuff.

So every Friday afternoon toward the end of Red Cross, when it got to be time for the teacher to pick the two boys who would go for water the next week, all the National Geographics came to rest like huge butterflies folding up their yellow wings and a big hush fell all over the back rows. And that's the

way it had always been until one extraordinary afternoon when, right out of the blue, just after the teacher had picked Ernie Chapman and Garnet Dixon to carry the water, my seatmate, Alma Niles, put up her hand and said: "Why can't girls go for the water, too?"

If one of those German planes, like in the war movies, had suddenly appeared over the school and dropped a bomb, we all couldn't have been more surprised. A silence fell over the room and in that silence everyone looked at the teacher .

Now our teacher that year was named Miss Ralston and even though she came from River Hibbert we all liked her quite a lot. She was strict but she was never really mean like some of the teachers we'd had. Because she was young (she'd just finished Grade 11 the year before herself-River Hibbert had fancy things like Grade 11) she'd had quite a rough time the first week of school with the bigger boys. But she was pretty big herself and after she'd strapped most of them up at the front of the room before our very eyes (and even the little kids could see that it really hurt) things had settled down. The boys kind of admired Miss Ralston for strapping so hard, and us girls admired her because she was so pretty and wore nylon stockings and loafers all the time. But the really unusual thing about Miss Ralston was the way she sometimes stopped in the middle of a lesson and looked at us as if we were real people, instead of just a lot of kids who had to be pushed through to their next grades. And that was why, on that Friday afternoon when Alma Niles put up her hand and said: "Why can't girls go for the water, too?" we all turned and looked at Miss Ralston first instead of just bursting out laughing at Alma right away.

And Miss Ralston, instead of saying, "Whoever heard of girls going for the water?" or, " Are you trying to be saucy, Alma?" like any other teacher would, said nothing at all for a

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moment but just looked very hard at Alma, who had gone quite white with the shock of dropping such a bombshell.

After a long moment, when she finally spoke, Miss Ralston, instead of saying, "Why that's out of the question, Alma," threw a bombshell of her own: "I'll think about that," she said-as if, you know, she would-"and I'll let you know next Friday."

The trouble started right away as soon as we got into the school yard, because all the boys knew, from the moment Miss Ralston had spoken, that something of theirs was being threatened and that, as long as there was the remotest chance that any girl might get to carry the water, they had to do everything in their power to stop it. Like driving a tractor or playing hockey for the Toronto Maple Leafs, carrying water was real, and because it was real it belonged to them.

So they went right for Alma as soon as she came out of school and that was when another funny thing happened. Instead of just standing back and watching Alma get beaten up, as we usually did when the boys were after someone, the girls rushed right in to try and help her. In the first place we all liked Alma, and in the second place we all had seen, as clearly as the boys, what our carrying the water might mean; that, incredibly, we, too, might get to skip school for half an hour at a time, that we, too, might get to sneak into Rowsell's store on the way back and, most dizzying thought of all, that we too might get to do something real.

And, because we were so intoxicated by the whole idea, and took the boys so much by surprise by standing up to them, we somehow managed to get Alma and ourselves out of the schoolyard with only a few bruises and torn stockings, leaving the boys in possession of the schoolyard where, as we could glimpse over our shoulders as we ran down the hill, they had begun to gather together in a single ominous knot.

And for the rest of that weekend, though of course we never talked about it in front of our parents, all we could think of, both boys and girls, was what was going to happen at school that coming week.

The first thing, clearly evident by recess on Monday morning, was that the boys had decided not to let us girls field at softball any more.

Softball at our school used to go like this: every Monday morning at recess two of the bigger boys-that year it was usually Ernie Chapman and Junior LeBlanc-used to pick their teams for the week.

Whoever came out on top in laddering hands up the softball bat got to pick first and the loser second and so it went-back and forth-until all the boys who were considered good enough to be on a team had been picked. Then Ernie and Junior laddered the bat again to see which side would get up first and the losing side took to the field to be joined by the little boys who hadn't been picked and us older girls who were allowed to act as sort of permanent supplementary fielders. And for the rest of the week the teams remained

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locked, at every recess and lunchtime, in one long softball game which had, as we discovered to our surprise several years later when the television came through, some strange rules.

The way we played, for example, every single boy had to get out before the other team could come in. And any boy hitting a home run not only had the right to bat straight away again but also to bring back into the game any boy who had got out. Which led to kids who couldn't remember their six- times table properly being able to announce-say, by noon on Thursday-"The score's now 46 to 39 because, in the last inning starting Tuesday lunchtime, Junior's team was all out except for Irving Snell, who hit three homers in a row off of Lorne Ripley, and brought in Ira and Jim and Elton who brought in the rest except for Austin who got out for the second time on Wednesday with a foul ball one of the girls caught behind third base. .."

Some days it got so exciting that at noon we couldn't wait to eat our lunches but would rush straight into the schoolyard, gobbling our sandwiches as we ran, toward that aching moment when the ball, snaking across the yellow grass or arching toward us from the marsh sky, might meet our open, eager hands.

So it was a hard blow, Monday morning recess, when Ernie Chapman whirled the bat around his head, slammed it down as hard as he could on home base and announced. "The first girl that goes out to field, we break her neck." We clustered forlornly around the girls' entry door knowing there was nothing we could really do.

"Oh Alma," mourned Minnie Halliday, biting the ends of her long, brown braids, "why couldn't you just have kept your mouth shut?" It was a bad moment. If we'd tried to go out to field they'd have picked us off one by one. We couldn't even play softball on our own. None of us owned a bat and ball.

If it hadn't been for Doris Pomeroy, we might have broken rank right there and then. Doris, who was in Grade 9 and had had a home permanent and sometimes wore nail polish and had even, it was rumored, gone swimming in the quarry all alone with Elton Lawrence, flicked a rock against the schoolhouse wall in the silence following Minnie's remark and steadied us all by saying: "Don't be foolish, Minnie. All we have to do is wait. They need us to field and, besides, they kind of like to have us out there looking at them when they get up to bat."

But it was a long, hard week. Besides not letting us field, the boys picked on us whenever they got the chance. I guess they figured that if they made things bad enough for us, sooner or later we'd go to Miss Ralston and ask her to forget the whole thing. But all their picking on and bullying did was to keep us together. Whenever one of us was tripped going down the aisle or got an ink ball in her hair or got trapped in the outhouse by a bunch of boys it was as if it was happening to all of us. And looking back on that week-when there were so many bad feelings and so many new feelings in the air-it was kind of nice, too, because for the first time us girls found ourselves telling each other our troubles

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and even our thoughts without worrying about being laughed at. And that was something new at our school.

As for Alma, who kept getting notes thrown on her desk promising her everything from a bloody nose to having her pants pulled down, we stuck to her like burrs. But maybe Alma's hardest moment had nothing to do with bullying at all. It was when her cousin Arnold came over to see her Wednesday after school and asked her to drop the whole idea of girls going for the water .

"If they find out about it, Alma," said Arnold. "they'll probably take away the water bucket."

"Who's they?" asked Alma. She and Arnold had played a lot together when they were little kids and she was used to listening to his opinions on most things.

"Well, the health inspector," said Arnold, "and guys like that." "They'll never take away that water bucket," said Alma, though she wasn't all that sure. "They

don't care who carries the water as long as it gets carried." " Alma," said Arnold earnestly, "the other guys would kill me if they ever found out I told you

this but sometimes carrying the water isn't that much fun. On cold days it's real hard work. You're better off in the warm school."

Alma knew what it cost Arnold to tell her this but she stood firm. "I'm sorry, Arnold," she said. "but I'm used to cold weather. In winter I walk to school the same as you." So Arnold went away.

If Miss Ralston, as the week wore on, noticed anything unusual going on in her school, she gave little sign of it. She passed out the usual punishments for ink balls, she intercepted threatening notes and tore them up unread, she looked at Alma's white face, and all she asked about were the principal rivers of Europe. Nor were we surprised. Nothing in our experience had led us to believe the grown-ups had the slightest inkling-or interest-in what really went on with kids.

Only Doris Pomeroy thought differently. "Miss Ralston looks real mad," said Doris as we trailed in thankfully from Friday morning recess.

" Mad?" a couple of us asked.

"Yeah. Like when she comes out to ring the bell and we're all hanging around the entry door like a lot of scared chickens. She rings that old handbell as if she wished all those yelling boy's heads were under it. Of course they do things differently in River Hibbert. I know for a fact that girls there get to play on softball teams just like the boys."

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"On teams? Just like the boys?" But it was all too much for us to take in at that moment, so preoccupied were we with that afternoon's decision on the water. All that long, hard week it was as if Friday afternoon and Junior Red Cross would never come again. Now that it was almost upon us most of us forgot, in our excitement, at least for the time being, Doris' heady remark about softball.

So at lunchtime, just as the boys were winding up their week's game ("And real great, eh? Without the girls?" Ernie Chapman was gloating loudly from the pitcher's mound), when Miss Ralston, without her bell, leaped through our clustered huddles at the entry door and headed straight toward the softball field, she took us all completely by surprise. Crunch, crunch, crunch went Miss Ralston's bright red loafers against the cinders and the next thing we knew she'd grabbed the bat from Irving Snell and, squinting against the sun, was twirling and lining it before our astonished eyes.

"Come on! Come on!" cried Miss Ralston impatiently to Ernie who stood transfixed before her on the pitcher's mound. "Come on! Come on!" she cried again and she banged the bat against the ground.

"Come on! Come on!" cried Doris Pomeroy and we rushed after her across the cinders. The first ball Ernie threw was pretty wobbly and Miss Ralston hit it at an angle so that it fell sideways, a foul ball, toward George Fowler's outstretched hands. " Ah-h-h-h-h," we moaned from the sidelines and some of us closed our eyes so we wouldn't have to look. But George jumped too eagerly for such an easy ball and it fell right through his fingers and rolled harmlessly along the ground.

Ernie took a lot more time over his second pitch. He was getting over the first shock of finding Miss Ralston opposite him at bat and by this time he was receiving shouts of encouragement from all over the field.

"Get her! Get her!" the boys yelled recklessly at Ernie and they all fanned out behind the bases. Ernie took aim slowly. None of us had ever seen the pirouettings of professional pitchers but there was a certain awesome ceremony, nevertheless, as Ernie spat savagely on the ball, glared hard at Miss Ralston, slowly swung back his big right arm and, poised for one long moment, his whole body outstretched, threw the ball as hard as he could toward home base where Miss Ralston waited, her body rocking with the bat.

For a fleeting moment we had a glimpse of what life might be like in River Hibbert and then Miss Ralston hit the ball.

"Ah-h-h-h-h-h," we cried as it rose high in the air, borne by the marsh wind, and flew like a bird against the sun, across the road and out of sight, into the ox pasture on the other side.

" Ah-h-h-h-h-h ..."

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We all stared at Miss Ralston. "School's in," she announced over her shoulder, walking away. Hitting the ball into the ox pasture happened maybe once a year .

That afternoon, toward the end of Red Cross, there was a big hush all over the room.

"Next week," said Miss Ralston, closing the school register, tidying her books, "next week Alma Niles and Joyce Shipley will go for the water ."

She swept her hand over the top of her desk and tiny dust motes danced in the slanting sun.

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Lesson Plan Day 2: Elements of a Story Goals:

• Provide an example to support elements of each story. • Recall information that they read from To Kill a Mockingbird. • Compare and contrast two different children’s books. • Defend an assigned element of a story. • Identify the elements of a story using Anne Hart’s “The Friday that

Everything Changed” • Display information from a text in an organized manner. • Relate Anne Hart’s “The Friday that Changed Everything” to Social Justice.

Rationale: Students should be able to understand the different parts of a story and what each element adds to the story so that they are able to look at it in depth. They should also be able to use examples from past texts that they have read to support examples of elements of a story to make their learning more meaningful. Students should also be asked to recall information that they were asked to read to reinforce the importance of reading comprehension or paying attention to what they read. Questions:

1. What are the parts of a story? 2. How do we determine the parts of a story as we read? 3. Why should we be able to identify the parts of a story? 4. What would we, as readers, do if some of the parts of the story were missing? 5. Is there an element of a story that is more important than another? Which

one? Why? 6. Does a missing element of a story affect the overall theme of the story?

Anticipatory Set: (5 minutes). Students will be asked to take a 5 question quiz on Socrative. The teacher will model how to do this by completing the first question with them. While they are taking the rest of the quiz, the teacher will hand out folded up pieces of paper with elements of a story written on them. Students will be grouped by the element of a story written on paper that they pick from a cup. Theme will not be one of the elements in the cup because it will be addressed at the end. Today’s Activities: (40 minutes)

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1. (5 minutes). The teacher will verbally explain the directions and post them on the Elmo so that students know what is expected of them. There will be a group for each element of a story.

2. (10 minutes). The teacher will designate the scribe of each group by saying that it will be the person in the group with the longest hair. He or she will write how their designated element is portrayed in “The Friday that Changed Everything” a medium size sticky poster notepaper in an aesthetically pleasing way. The teacher will circulate around the room from group to group to ensure accuracy in each group’s poster and to be sure each group is on tasks. He or she will ask students to pick out a sheet of paper out of a cup. Each sheet of paper will have an element of a story, such as character, plot, setting, etc. on it. Students will be required to exclude this element from their poster. When they are finished, they will post it on the wall for others to look at.

3. (5 minutes). The students will participate in a gallery walk with their group. They will walk from poster to poster and write down questions that they had about the missing element of the story. Students may take a picture of the gallery posters with their phone or tablet, or they may write the information that they notice.

4. (10 minutes). Students will be asked to return to their groups after the gallery walk. They will be asked to compare and contrast questions that they had about the story and devise an argument for the importance of the element that they were assigned and whether or not it alters the theme. Each group will pick one person to present their claim.

5. (10 minutes). Once each group has presented their claim, there will be a discussion based on which element of a story is the most important. Students will be required to defend the element of plot that they addressed with their group. The groups will be encouraged to sit near each other during the discussion to encourage teamwork.

Materials Needed:

• Extra pencils and paper • Evernote • Socrative 5 question quiz • Elmo to display directions • Pages app to write directions in • Computer/personal technology device/smartphone for students to post • 30 copies of Anne Hart’s “The Friday Everything Changed”

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Closure: (5 minutes) Students will be asked to write an exit slip on a half sheet of paper. The question will be to write the most important element of a story that supports theme, specifically social justice, in one or two sentences. They will be asked to add, if they have time, whether or not they think this applies to every story or not, and to provide evidence from their experience. They will also be asked to write a sentence or two defining the example of social justice or injustice in Anne Hart’s “The Friday that Changed Everything.” Assessment:

Guided Practice: Students will work in groups to define and provide an example of their assigned element of a story from Anne Hart’s “The Friday that Changed Everything.” Students will be informally assessed by how well they portray and organize information on their posters for the gallery walk. Students will also be informally assessed by how well they define their element of a story. Independent Practice: Students will write what they remember from their assigned reading and the teacher will view results to see how well each student read To Kill a Mockingbird. Students will also be assigned chapters 6-‐13 of To Kill A Mockingbird and should prepare for a quiz. Students will fill out an exit slip to show their understanding of the lesson.

Differentiation: Product and process differentiation are present in this lesson. Students who have an artistic side are able to let that shine because they are encouraged to make their gallery posters legible for all students to either take a picture of or take note. Students will be encouraged to draw something from their story to make the poster both informational and artistic purposes, which is an example of product differentiation. Process differentiation is also present because the teacher will post the directions on the board and read them aloud so that students will have the opportunity to see and hear what is expected of them. Resources: Apple. "Apple -‐ Pages for IOS." Apple -‐ Pages for IOS. Apple, 1 Sept. 2013. Web. 16

Mar. 2014.



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Christensen, Linda. Reading, Writing, and Rising Up: Teaching about Social Justice and the Power of the Written Word. Milwaukee, WI: Rethinking Schools, 2000. Print.

Evernote. Evernote. Productivity. Apple App Store. Vers. 7.3.1. Evernote, 24 Feb. 2014. Web. 16 March 2014. https://itunes.apple.com/us/app/evernote/id281796108?mt=8

Hart, Anne. “The Friday that Changed Everything.”




"Engage the Class." Socrative. N.p., n.d. Web. 16 Mar. 2014.



2012. Print.




Common Core Standards: (Literacy standard is met through reading children’s books)

• RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

• L.8.2c Spell correctly.

(Speaking and Listening standards are met thorough small group discussion and teacher instruction)

• SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence,

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observations, and ideas.

• SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

• SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

(Writing standards are met with creating the posters for the gallery walk)

• W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

• W.8.1d Establish and maintain a formal style.

• W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.

Diversity Proficiencies: DP 2 Communication: demonstrates verbal and nonverbal techniques useful for interacting with diverse learners, school personnel, families, and community members. DP 3 Curriculum and Instruction: demonstrates development and use of unbiased learning outcomes and instructional strategies designed to facilitate student growth for all diverse learners including differentiated instruction. DP 4 Respect: demonstrates acceptance and appreciation of diverse learners of varied backgrounds, ideas, and perspectives for an inclusive environment. DP 5 Resources: demonstrates identification and utilization of professional, school, and community resources and information to enhance the learning process for all diverse learners as well as meet the needs of their families

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Chapters 1-‐5 Quiz (On Socrative) 1. Name at least 5 of the main characters that have been introduced during the first five chapters.

Answer: Jean Louise Scout, Jem, Atticus, Dill, Boo Radley, Miss Caroline

Fisher, Miss Atkinson, and Calpurnia,

2. What season of the year does this story take place?

Answer: The season that the story takes place in is summer.

3. Who is the man that the children fear? Why do they fear him?

Answer: The children fear Boo Radley. They fear him because they have

heard rumors about him.

4. What game do the children invent and play that is offensive.

Answer: The children invent the “Boo Radley game.”

5. Who is the lady that Scout identifies with after she feels left out by the boys? Why

do we think she identifies with this lady?

Answer: Scout identifies with Miss Atkinson because she is a young woman

that takes the place of a mother figure because she has no mother.

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Lesson Plan Day 3: Importance of Point of View Goals:

• Demonstrate the importance of Point of View in To Kill a Mockingbird • Display the same event through different points of view

Rationale:

This lesson serves as a demonstration of how point of view is a critical part of writing and can effect the telling of a story. It is important that students understand the effectiveness of telling your story through eyes and how the same story may appear different through someone else’s eyes.

Questions:

1. How does point of view change our personal story? 2. How does point of view change the way we read To Kill a Mockingbird? 3. How do we determine point of view? 4. Can different points of view tell a different story? 5. Can we read different stories if the point of view changes characters?

Anticipatory Set: (10 minutes)

Students will be asked to write one short paragraph about the events of this morning from their point of view on Paper by FiftyThree App. Then, the teacher will ask them to write the same story, but in a different point of view of a significantly different age, and offer suggestions to write in, such as their parent or guardian. After that, the students will be asked to read the paragraphs silently to themselves and see how each point of view told the story in a different way. Their parent or guardian would have explained the same thing in a different point of view because they are a different person. The students will be asked to send what they have written to the teacher by taking a screen shot of the writing and then sending the picture to the teacher to his or her email.

Today’s Activities: (25 minutes)

1. (10 minutes). With a neighbor, students will share what they wrote and talk about how they think point of view affected their story of their morning routines. The teacher will model this by briefly sharing his or her thoughts with the students about point of view. Then, he or she will ask students to

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converse as she shared. The teacher will ask some of the students to volunteer to share what was discussed after students have had time to discuss.

2. (5 minutes). The teacher will ask the students to think about their reading assignment from the previous night. They will be asked to imagine how the story would be different if it were written from another character’s point of view, such as Atticus or Cal. They will be asked to write the story from the point of view of their parent, guardian, pet, neighbor, etc. If the students have not read the assigned chapters, those students will have to refer to other texts that they have read. The students must answer the question alone.

3. (5 minutes). As the students are thinking and writing, the teacher will split them in groups of 4 by allowing them to pick Jolly Ranchers out of a cup that they cannot see through. They will have an unknown choice of four colors of candy, which will split them up into their small discussion groups. The teacher will walk around the room and listen in on conversations to be sure that students are staying on tasks and will interject to either add to the conversation or to get the students back on track.

4. (5 minutes). Students will discuss their claims for point of view in small groups. They will each share their reasoning for why point of view is an important part of the elements of a story while the teacher walks around and listens in and interjects to add to the conversation or to bring students back to the conversation that they are supposed to be having.

Materials Needed:

• Extra paper and pencils • To Kill a Mockingbird text • Paper by FiftyThree App • Jolly Ranchers • Anne Hart’s “The Friday that Changed Everything”

Closure: (5 minutes)

Students will turn to a neighbor and take turns telling them two things they learned about point of view today and one example that they remember from their assigned reading from the previous night. They may either alternate telling each other things, or each share their ideas after the other is finished.

Assessment:

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Guided Practice: As the students discuss during the class, they will be assessed on how they focus on the tasks. The teacher will also walk around the classroom and listen in on small group conversations during the second activity.

Independent Practice: Students will write their own versions of their morning routines to emphasize point of view. Students will share their ideas of point of view before the instruction, during the anticipatory set, as well as email the anticipatory set that they completed to the teacher. Students will be asked to read chapters 14-‐20 for homework and for next class and to expect a brief reading quiz. Finally, a student, spokesperson elected by the group, who shares their group’s reasoning the importance of point of view in a story.

Differentiation:

Differentiation is incorporated into this lesson through process and product. Process differentiation is present by student working individually, sharing their information in small groups, and then presenting their information as a whole. Product differentiation is present by allowing students in groups to complete tasks that better suit their learning profiles. Students in groups who favor oral presentations are given the opportunity to show their strengths in front of their classmates and those who are better at writing the information are given the opportunity to do that as well.

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Resources:

53 Inc. Paper by FiftyThree. Productivity. Apple App Store. Vers. 1.6.1. FiftyThree, 12

Mar 2014. Web. 16 March 2014.





Print.







2012. Print.




Common Core Standards:

(Reading Literacy standards are met through students reading and analyzing To Kill a Mockingbird)

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• RL.8.6Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

(Speaking and Listening standards are met through students having read the assigned text for homework and posing questions working individually, in groups, and as a class)

• SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

• SL.8.1b Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas

Diversity Proficiencies: DP 2 Communication: demonstrates verbal and nonverbal techniques useful for interacting with diverse learners, school personnel, families, and community members. DP 4 Respect: demonstrates acceptance and appreciation of diverse learners of varied backgrounds, ideas, and perspectives for an inclusive environment. DP 5 Resources: demonstrates identification and utilization of professional, school, and community resources and information to enhance the learning process for all diverse learners as well as meet the needs of their families DP 6 Social Justice: demonstrates the ability to recognize and address in self and others issues of quality, human rights, socio-‐economic status: including bias, discrimination, and aggression o prevent and reduce oppression, including aggression, bullying, harassment, and intimidation.

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Lesson Plan Day 4: Characters in a Novel Goals:

• Form an opinion of Boo Radley based on the information that they have been asked to read for class.

• Improve reading comprehension • Understand the importance of characters in a story

Rationale:

Students should have a deeper understanding of characters in books that they read. They should be encouraged to seek the motives or reasoning behind their actions in a story. By seeking motives of characters, students are learning to make inferences based on what they have read. Students should also be able to summarize what they have read because it helps them make it meaningful information to be comprehended.

Questions:

1. What do you think of Boo Radley so far? 2. Why do you think he is important in To Kill a Mockingbird? 3. Why is his character necessary in the story? Is it? 4. Do you think that Boo’s importance in the story will grow, remain static, or

shrink throughout the rest of the story? 5. What do characters, in general, add to a story? Can you use examples from

previous texts you have read?

Anticipatory Set: (5 minutes)

Students will write about the role of Boo Radley in the story. The writing prompt, which will be displayed on Evernote iPad app, will say “What do you think of Boo Radley so far? Why do you think he is important to the story? Why do you think Lee has added him into the story? Do you think his importance will grow, remain static, or shrink throughout the rest of the story? Why do you think so?” This will serve as a reading assessment and the students will not have a reading quiz because they will have needed to read up to chapter 6 to fully answer the question about Boo Radley’s significance in the first half of the book (formal, formative).

During the anticipatory set, the teacher will prepare the students for Activity 1. To do this, each student will be given either a pink, yellow, orange, or red Starburst.

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Today’s Activities: (35 minutes)

1. (15 minutes). Students will participate in a guided reading procedure. They will be asked to read chapter 7 in class within small groups. The teacher will split students up into groups of four by picking numbers on notecards or small pieces of paper. Students with the same numbers are in a group. Students will popcorn read, which will be regulated by the teacher. The student who has color Starburst that is picked will read for 5 minutes aloud to the group first. The students will turn their books over and summarize what has been read in a hash tag. The teacher will wait for five minutes and notify the students when time is up, and pick a different color and the students with that color picked will read for the next five minutes. This will be repeated until chapter 7 is read. Students in the group who are not reading will be asked to follow along with their text. The teacher will demonstrate how to properly hash tag the text by reading the text aloud with students, and then summarizing it with one hash tag on the Whiteboard.

2. (5 minutes). Students will compare their hash tags about what they have read with their groups. They will look for ideas that are similar and different within their small groups. They will compare their findings with each other and discuss why they chose certain things to be important.

3. (10 minutes). With the hash tags, they will create a fake twitter feed based on the chapter. The posts can be no longer than 140 characters. They will be given a handout based on the requirement for this assignment. It will be due two class periods from now. Students will also have the option to either write their twitter posts on the handout from the teacher, or on WordCount app. The teacher demonstrate this activity by using the hash tag that he or she created at the beginning of class during the reading strategy demonstration, come up with a 140 character (roughly, for demonstrational purposes) summary as a class, and Tweet at an appropriate To Kill a Mockingbird character with an appropriate made up Twitter name.

4. Students may begin working on their twitter feeds if time is remaining after closure.

Materials:

• Extra paper and pencils • Extra copies of To Kill a Mockingbird • Evernote app • Computers or tablets • 30 Twitter directions sheets

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• 60 Twitter post sheets • WordCount app • 30 copies of the Malcolm X Biography

Closure: (5 minutes)

Then, the teacher will end class by a brief reminder of importance of comprehension and listening skills. The teacher will ask students whether or not they liked the activity and if they found that listening to the text helped them read. The teacher will also ask students if listening to each other read was more challenging.

The importance of characters in a novel will be addressed. Why do we have characters? How do they play an important role in stories? Why do we bother having multiple characters? Do we think that Boo Radley will play an important role throughout the rest of the novel? How did we conclude our claim?

Assessment:

Guided Practice: The students will turn in their sheets from the guided reading activity for the teacher to look at. The teacher will check for comprehension based on what the students wrote about what was read in their small groups.

Independent Practice: Students will popcorn read To Kill a Mockingbird and be tested on assessment skills through documentation of comprehension skills. Students individually write their posts from the hash tags that they made during class. Students will be assigned chapters 18-‐22 of To Kill a Mockingbird, to be read by next class. Students will also be asked to read about Malcolm X and decide if he is or is not a model of social justice. Students must support their claim using the biography of Malcolm X that they read, as well as their current knowledge in half a page.

Differentiation:

Differentiation in product, process, and instruction are present in this lesson. During the lesson activities, students will read aloud, listen, and follow along with the text in small groups. Product differentiation is present in the assignment because students can either handwrite their posts or use the WordCount app to complete their assignment. Differentiation in instruction is present because the teacher will read the directions out loud, show the students how to fill out the Twitter sheet, and the students will be able to follow along with the directions sheet and Twitter sheet at their seats.

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Name: __________________________________ Date: ____________

Twitter Newsfeed

Directions: Create two Twitter posts based on the chapter that you read today as a class. Your username will be a made up, appropriate, twitter name, and you can tweet at any of the characters in To Kill a Mockingbird that the tweet applies to. You may tweet at two different characters for each tweet. Create a post that aligns with that hash tag. Fill out the Twitter post. Your post must be no more than 140 characters, but must be at least 130 characters.

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Resources:




Estate of Malcolm X, . N.p.. Web. 17 Mar 2014. <http://www.malcolmx.com/about/bio.html>.

Evernote. Evernote. Productivity. App Store. Vers. 7.3.1. Evernote, 24 Feb. 2014. Web. 16 March 2014. Web. https://itunes.apple.com/us/app/evernote/id281796108?mt=8

Olson, Carol Booth. The Reading/writing Connection: Strategies for Teaching and Learning in the Secondary Classroom. Boston: Allyn and Bacon, 2003. Print.




2012. Print.

SLOBrewer.com. WordCount. Productivity. App Store. Vers. 1.3. David Louw. 4 Dec

2013. Web. 16 March 2014. Evernote. Evernote. Productivity. App Store. Vers.

7.3.1. Evernote, 24 Feb. 2014. 16 March 2014. Web.

https://itunes.apple.com/us/app/evernote/id281796108?mt=8




Common Core State Standards:

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(Writing standards are met through the hashtagging activity and assignment)


• W.8.2e Establish and maintain a formal style. (Speaking and Listening standards are addressed during the guided reading activity)


• SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.


(Reading literature text is met through the guided reading activity)

• RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

• RL.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

• RL.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Diversity Proficiencies: DP 1 Awareness: demonstrates understanding of neural language, activities, and gestures sensitive to diverse learners, based on historical perspectives and contemporary knowledge.

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DP 2 Communication: demonstrates verbal and nonverbal techniques useful for interacting with diverse learners, school personnel, families, and community members. DP 3 Curriculum and Instruction: demonstrates development and use of unbiased learning outcomes and instructional strategies designed to facilitate student growth for all diverse learners including differentiated instruction. DP 4 Respect: demonstrates acceptance and appreciation of diverse learners of varied backgrounds, ideas, and perspectives for an inclusive environment. DP 6 Social Justice: demonstrates the ability to recognize and address in self and others issues of quality, human rights, socio-‐economic status: including bias, discrimination, and aggression o prevent and reduce oppression, including aggression, bullying, harassment, and intimidation.

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Lesson Plan Day 5: Atticus Finch as a Model of Social

Justice Goals:

• Clarify personal understandings of social justice by relating to their own examples from previous experience.

• Use information from previous experiences and adapt them to what they will learn from each other in class.

• Make inferences based on a photograph of Elizabeth Eckfort. • Reflect on a short video clip of the 1963 March on Washington

Anticipatory Set: (10 minutes).

Students will watch the 1963 March on Washington video and write 5-‐7 sentences about the video.

Rationale:

Students should have an understanding of the basics of social justice and injustice in their world. They should be able to identify examples in their own world so that they become encouraged to make a difference in their communities.

Questions:

1. What do you think social justice is? Can you provide and example of it in your community?

2. What do you think social injustice is? Can you also provide an example of it in your community?

3. How do you plan to stop social injustice and promote social justice in your world?

4. Do you find an imbalance in fairness in society? Where? Why do you think that is so?

5. Why do you think that people are on trial for something that they did not do? 6. Do we think he Tom guilty from what the teacher has told us? Does the town

think that he is guilty? Why is Atticus representing Tom Robinson so equally? Do we commend Atticus for doing so? Do we think the town is treating him fairly? Why or why not?

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7. Does the way that society acts as a whole upset us? Why do we act the way that we do in situations similar to Tom Robinson’s?

Materials:

• Paper and pencils • Padlet • Rubric handout • Project expectations handout • Social Justice picture of Elizabeth Eckfort • 1963 March on Washington video • 30 copies of Emmet Till Biography

Today’s Activities (40 minutes):

1. (5 minutes). The teacher will tie in To Kill a Mockingbird to the idea of social justice. The teacher will address the character, Tom Robinson, and ask the students why he is on trial? They will discuss the reason, which is because Eula May lied about the elicit rape. The teacher will remind students that they need to treat this with a mature attitude and realize that they are dealing with a serious piece of historic fiction, something that has likely happened in the world. The students will be prepared to handle a serious topic that unfortunately happens in our society. Then the teacher will ask students if the town’s reasoning for prosecuting Tom Robinson. The students will watch the YouTube clip of the Tom Robinson trial from the movie.

2. (10 minutes). Students will be asked to infer the outcome of the Tom Robinson trial and decide, individually, how Atticus, Jem, Scout, and Bob Ewell will react to that. Students will be asked to cite their reasoning for their claims.

3. (10 minutes). Students will get into groups and discuss the severity of the trial, and infer its outcome together. They will be asked to compare notes and ideas to come to a group conclusion. How is this a model of social justice or injustice?

4. (10 minutes). The teacher will hand out the rubric and expectation for the final project. The teacher will verbally explain a copy of the handout on a Smart Board and the students will follow along on their handouts.

5. (5 minutes). Students will reflect on the picture of Elizabeth Eckfort in groups.

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Comprehension Check:

Guided Practice: The teacher will check for understanding as students respond to the group discussion. Students will be asked to answer questions pertaining to the topic that the teacher asks or students pose.

Independent Practice: Students will be informally assessed through their posts or written papers. Students will also be asked to read chapters 28-‐31, finishing the book, for homework.

Closure: Students will be asked to write 5-‐7 sentences about the class discussion that affected, hurt, surprised, etc. them. They will submit this to the Padlet wall or handwrite the assignment and turn it in. Students will be asked to read a copy of the Emmet Till Biography and write a half page reflection on it.

Differentiation:

This lesson supports differentiation in methods that students work. Students will work individually and in groups to form opinions. Because this is a serious topic, only students who feel comfortable sharing their ideas will be asked to share. The teacher will not demand students to answer questions based on a serious topic.

Students are also given the opportunity to choose through modality of submitting the assignment. For those who are uncomfortable with technology have the option to submit their closure assignment through Padlet or may handwrite their assignment.

Resources:

1963 March on Washington. CSPAN, 1963. Film. 17 Mar 2014. <http://www.c-‐

span.org/video/?10928-‐1/1963-‐march-‐washington>.




Elizabeth Eckford Is Met with Jeers as She Enters High School in Little Rock, Arkansas. 1957. National Park Service, Little Rock, AR.

"Emmett Till Biography." Bio.com. A&E Networks Television, n.d. Web. 16 Mar. 2014.

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Evernote. Evernote. Productivity. App Store. Vers. 7.3.1. Evernote, 24 Feb. 2014. 16

March 2014. Web.


"IIP Digital | U.S. Department of State." Elizabeth Eckford. N.p., 30 Aug. 2007. Web. 16 Mar. 2014.

Movieclips. “All Men are Created Equal—To Kill a Mockingbird (6/10) MOVIECLIP (1962) HD.” YouTube. 16 June 2011. 16 March 2014.

Olson, Carol Booth. The Reading/writing Connection: Strategies for Teaching and Learning in the Secondary Classroom. Boston: Allyn and Bacon, 2003. Print.




2012. Print.

Wilhelm, Jeffrey D. Engaging Readers & Writers with Inquiry: Promoting Deep Understandings in Language Arts and the Content Areas with Guiding Questions. New York: Scholastic, 2007. Print.

Standards:

(Speaking and Listening Standards are met with small group and whole class discussions)

• SL.8.1 Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

• SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

(Reading for Literature standard is met with reading To Kill a Mockingbird and citing evidence)

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• RL 8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

(Writing for Literature standards are met with writing reflections from the class discussion)


• W.8.3bUse narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

• W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

• W.8.10 Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.

Diversity Proficiencies: DP 2 Communication: demonstrates verbal and nonverbal techniques useful for interacting with diverse learners, school personnel, families, and community members. DP 3 Curriculum and Instruction: demonstrates development and use of unbiased learning outcomes and instructional strategies designed to facilitate student growth for all diverse learners including differentiated instruction. DP 4 Respect: demonstrates acceptance and appreciation of diverse learners of varied backgrounds, ideas, and perspectives for an inclusive environment. DP 5 Resources: demonstrates identification and utilization of professional, school, and community resources and information to enhance the learning process for all diverse learners as well as meet the needs of their families DP 6 Social Justice: demonstrates the ability to recognize and address in self and others issues of quality, human rights, socio-‐economic status: including bias,

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discrimination, and aggression o prevent and reduce oppression, including aggression, bullying, harassment, and intimidation.

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Social Injustice Unit Final Project Name: _________________________________________ Class: ______________ Due Date: Directions: You will create a presentation of Social Injustice in your world, from your point of view, like Harper Lee did in To Kill a Mockingbird. I want to see your model of social injustice in your world, and how you plan to correct it, presented to the class in a creative way. Guidelines: We have learned that point of view is a powerful tool to express social injustice in our world. Those who view your presentation should understand how you interpret social injustice in your world. More importantly, I want you to show the class how you (and your group) decide to correct the social injustice. You may use any source of media that you would like, as long as it is told from your point of view. Because we are tech savvy students, I expect you to use technology throughout your project. You may make your own digital story on an app of your choice, you may record a skit, compose a rap and record it, design a blog and walk the class through the tabs, or propose an idea to me (I am open to suggestions)! Your way to present AND topic must be approved at the beginning of our first in class workday (Day 7 on the calendar). I suggest you bring at least three ideas to class, and rank them from most to least interested. You may work in groups (I encourage it)! No groups may be larger than 4. You may also work alone if you choose. I would like to see your creative minds shine through this project!

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Social Injustice Project Rubric TOTAL: _________ Name: ______________________________ Class: ________ Please turn your rubric in with your project. I suggest you use the rubric and “grade yourself/yourselves” before you present. Professionalism The

presenter(s) was/were prepared with materials and dressed professionally.

The presenter(s) forgot part of their presentation at home.

The presenter(s) did not finish the presentation at the expected due date.

The presenter(s) did not have any material prepared for the presentation.

Use of Point of View

The presenter(s) demonstrated an engaging presentation that demonstrated the presenter(s) point(s) of view.

The presenter(s) demonstrated a somewhat engaging presentation from his/her/their point(s) of view.

The presenter(s) demonstrated an unexciting demonstration that did not come from his/her/their point(s) of view.

The presenter(s) neglected to engage their audience and did not use his/her/their point(s) of view.

Relevant Topic Social Justice was included and a realistic solution was offered

The presenter(s) informed the audience of social injustice in their community, but did not offer a realistic solution.

The presenter(s) informed the audience about social injustice, but on a national level, not within their local community.

The presenter(s) neglected to inform the audience on a topic involving social injustice.

Use of Technology

The presenter(s) integrated technology in a professional manner.

The presenter(s) integrated technology, but did so in a distracting way.

The presenter(s) used technology, but not as the basis for presentation.

The presenter(s) neglected to use technology in his/her/their presentation.

Knowledge of Topic

The presenter(s) demonstrated a genuine knowledge understanding of his/her/their topic.

The presenter(s) demonstrated a basic knowledge and understanding of his/her/their topic.

The presenter(s) demonstrated minimal knowledge and understanding of his/her/their topic.

The presenter(s) did not show any knowledge or understanding of his/her/their project.

Points earned (each worth 15)

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Name(s) of student(s) being assessed: _______________________________________________________________ Class: ______________ Your name: Please use this comments sheet to explain your critiques. Please offer two things that the presenter(s) did well on and name two things the presenter(s) could improve on. Professionalism:

Use of Point of View:

Relevant Topic:

Use of Technology:

Knowledge of Topic:

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Resources/Texts 1963 March on Washington. CSPAN, 1963. Film. 17 Mar 2014. <http://www.c-‐

span.org/video/?10928-‐1/1963-‐march-‐washington>.

A E, . N.p.. Web. 17 Mar 2014. <http://www.biography.com/people/harper-‐lee-‐

9377021>.

Apple. "Apple -‐ Pages for IOS." Apple -‐ Pages for IOS. Apple, 1 Sept. 2013. Web. 16

Mar. 2014. http://www.apple.com/ios/pages

Anne Hart. “The Friday that Changed Everything.”

Bigelow, Bill, and Bob Peterson. Rethinking Globalization: Teaching for Justice in an

Unjust World. Milwaukee, WI: Rethinking Schools, 2002. Print.



Print.



Elizabeth Eckford Is Met with Jeers as She Enters High School in Little Rock, Arkansas.

1957. National Park Service, Little Rock, AR.

"Emmett Till Biography." Bio.com. A&E Networks Television, n.d. Web. 16 Mar. 2014.

"Engage the Class." Socrative. N.p., n.d. Web. 16 Mar. 2014.

Estate of Malcolm X, . N.p.. Web. 17 Mar 2014.

<http://www.malcolmx.com/about/bio.html>.

Evernote. Evernote. Productivity. Apple App Store. Vers. 7.3.1. Evernote, 24 Feb.

2014. Web. 16 March 2014.

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https://itunes.apple.com/us/app/evernote/id281796108?mt=8https://itun

es.apple.com/us/app/evernote/id281796108?mt=8



"IIP Digital | U.S. Department of State." Elizabeth Eckford. N.p., 30 Aug. 2007. Web.

16 Mar. 2014.


Lee, Harper. To Kill a Mockingbird. Screenplay by Horton Foote. Dir. Robert Mulligan.

Perfs. Gregory Peck, Brock Peters, Mary Badham. 1962. DVD. Universal, 2005.

Movieclips. “All Men are Created Equal—To Kill a Mockingbird (6/10) MOVIECLIP

(1962) HD.” YouTube. 16 June 2011. 16 March 2014.

Nixon, Sarah. RDG 474 Critical Thinking Strategies. Springfield, MO: Missouri State

University, 2012. Print.






2012. Print.

SLOBrewer.com. WordCount. Productivity. App Store. Vers. 1.3. David Louw. 4 Dec

2013. Web. 16 March 2014. Evernote. Evernote. Productivity. App Store. Vers.

7.3.1. Evernote, 24 Feb. 2014. 16 March 2014. Web.


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Wacom. Bamboo Paper Notebook. Productivity. App Store. Vers. 2.2. Wacom 18 Dec

2013. Web. 16 March 2014. https://itunes.apple.com/us/app/bamboo-‐

paper-‐notebook/id443131313?mt=8




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MO-‐SPE Standards (Speaking and Listening Standards)

• SL.8.1 Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

• SL.8.1a Come to discussions prepared, having read or researched material

under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

• SL.8.1b Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas

• SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.


• SL.8.2Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

• SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

• SL.8.4 Present claims and findings, emphasizing salient points in a focused,

coherent manner with relevant evidence, sound valid reasoning, and well-‐chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

• SL.8.5Integrate multimedia and visual displays into presentations to clarify

information, strengthen claims and evidence, and add interest.

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(Reading and Listening Standards) • RL.8.6Analyze how differences in the points of view of the characters and the

audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

• RL.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

(Reading Textual Information Standards) • RI.8.7 Evaluate the advantages and disadvantages of using different mediums

(e.g., print or digital text, video, multimedia) to present a particular topic or idea.

(Reading Literature Standards)

• RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

• RL.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

• RL.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

(Writing Standards) • W.8.1d Establish and maintain a formal style.


• W.8.2e Establish and maintain a formal style.

• W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.

(Reading for Literature Standard)

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• RL 8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Diversity Proficiencies: DP 1 Awareness: demonstrates understanding of neural language, activities, and gestures sensitive to diverse learners, based on historical perspectives and contemporary knowledge. DP 2 Communication: demonstrates verbal and nonverbal techniques useful for interacting with diverse learners, school personnel, families, and community members. DP 3 Curriculum and Instruction: demonstrates development and use of unbiased learning outcomes and instructional strategies designed to facilitate student growth for all diverse learners including differentiated instruction. DP 4 Respect: demonstrates acceptance and appreciation of diverse learners of varied backgrounds, ideas, and perspectives for an inclusive environment. DP 6 Social Justice: demonstrates the ability to recognize and address in self and others issues of quality, human rights, socio-‐economic status: including bias, discrimination, and aggression o prevent and reduce oppression, including aggression, bullying, harassment, and intimidation.

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