to kill a mockingbird - wikispacesk kill a... · web viewin this chapter atticus tells his...

Download To Kill a Mockingbird - Wikispacesk Kill a... · Web viewIn this chapter Atticus tells his children…

Post on 05-Jul-2018

217 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

To Kill a Mockingbird

To Kill a Mockingbird

Quarter 3 8th Grade

Chapter One Lesson 1

Time Frame:

55 minutes

Content Objective(s) Practiced:

I can describe the setting in a piece of text.

Language Objective(s):

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

WALLS THAT TEACH:

Setting

Era

Moral

Custom

Teacher Notes/ Accommodations:

Activating and Assessing Prior Knowledge / Bellwork (20%):

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

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

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

Student Active Participation (SAP) /Teacher Input (65%):

Guide students through Cornell Note Taking over the following material.

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

literature. Setting also includes all cultural aspects of a

particular place during a specific time period.

List and describe the elements of setting.

Time: historical era, years covered in the narrative, season, period in main characters life

Geographical Location: area of the world, climate, landscape, buildings, or landmarks

Environment: personality, occupation, and lifestyle of characters as dictated by environment, morals/religion, customs, family life, and education.

Mood: a predominate feeling or spirit

Provide students with examples of identified components, etg.

era time period marked by specific historical events;

morals what one considers to be right and wrong.

Instruct students to start filling out the Setting Graphic Organizer as they read Chapter One of To Kill a Mockingbird. Allow students to make additions and changes upon reading Chapter One and to complete by the end of Chapter Three.

Identifying Student Success (15%):

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

Bellwork

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

Setting Graphic Organizer

Setting Element

Description

Time

------------------------------------------------------------------------------------

Era

Season

Period of Life for

Main Character

Geography

------------------------------------------------------------------------------------

Area of the World

Climate

Landscape, Buildings, Landmarks

Environment

------------------------------------------------------------------------------------

Occupations

Lifestyle / Customs

Moral / Religion

Family Life

Setting Graphic Organizer Answer Key

Setting Element

Description

Time

------------------------------------------------------------------------------------

Era

depression era, mid 1930s

Season

end of summer; school is starting

Period of Life for

Main Character

Scout is almost six; Jem is almost 10; Atticus is a middle-aged man

Geography

------------------------------------------------------------------------------------

Area of the World

southern part of the United States; Maycomb Alabama

Climate

hot and humid

Landscape, Buildings, Landmarks

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

Environment

------------------------------------------------------------------------------------

Occupations

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

Lifestyle / Customs

slow paced, dull, little money, much poverty

The depression made it so there was not much to buy or do.

It was common to visit in others homes on Sundays and spit in the hand to seal a deal/contract. A closed door means someone is ill.

Moral / Religion

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

Family Life

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

Education

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

Exit Slip

Explain the purpose and value of setting in a novel.

WALLS THAT TEACH:

Main Idea

Supporting Detail

Paraphrase

Summary

To Kill a Mockingbird

Quarter 3 8th Grade

Chapter Two Lesson Two

Time Frame:

55 minutes

Content Objective(s) Practiced:

I can identify the main idea and supporting details in a piece of text.

I can paraphrase and summarize in my own words.

I can describe the setting of a piece of text.

Language Objective(s):

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

I can write answers to a Setting Benchmark Assessment.

Teacher Notes/ Accommodations:

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

Activating and Assessing Prior Knowledge / Bellwork (20%):

Direct students to respond to one of the following journal prompts.

1. Write about your first day of school. What happened? How were you feeling? Who befriended you? What did your classroom look like? What did you think of your teacher?

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

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

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

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

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

Student Active Participation (SAP) /Teacher Input (65%):

Read Chapter Two, pages 15-22.

Continue to add details to the Setting Graphic Organizer.

Take one of the Setting Benchmark Assessments

Refresh students memories as to what it means to paraphrase and summarize.

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

Identifying Student Success (15%):

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

Bellwork

Respond to one of the following journal prompts.

1. Write about your first day of school. What happened? How were you feeling? Who befriended you? What did your classroom look like? What did you think of your teacher?

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

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

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

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

Setting Benchmark Assessment I

I can describe the setting in a piece of text.

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

1. Which of the following statements best describes the setting of Maycomb, Alabama?

A. Maycomb is a bustling town with many shops and a lively night life.

B. Maycomb is a quiet town with little to do or buy.

C. Maycomb is a snooty town where neighbors rarely speak to one another.

D. Maycomb is a wealthy town in which a

Recommended

View more >