Title: “To Kill a Mockingbird;” Examining Injustice Grade level: 9-10 Length of time: 3 Weeks

Stage 1 – Desired Results

Meaning

Enduring Understandings:

• What big ideas about your discipline or about life do you want students to come away with upon completion of this unit? (e.g., --Readers create meaning in the text --Literature can teach us about ourselves and the world --Novels such as “To Kill a Mockingbird,” present the reader with complex issues to inspire the reader to create change

Essential Questions:

• What provocative questions about life or about your discipline will guide student learning? --What is injustice? --Who decides laws or philosophical beliefs that promote racial prejudice? --How can novels such as “To Kill a Mockingbird” inform us to create change when we notice injustice? --How does character development change meaning in the novel?

Knowledge & Skills Acquisition

Students will know…

• What facts, concepts, and other types of knowledge will students learn in this unit? --Definitions of Figurative Language: Metaphor, and symbolism --Know definitions of: Prejudice, and discrimination --Be able to compare “To Kill a Mockingbird” to different multimodal texts found in articles on the internet, or in newspapers. --Be able to recognize symbolism in a text and other figurative language

Students will be able to…

• What skills or abilities will students acquire in this unit? --Argue a position more efficiently, whether written, visual, or oral

--Cite textual evidence to validate their argument --Interpret a theme --Interpret the theme of a text and support their interpretation with evidence from the text

Established Goals Common Core Standards

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RL. 9-10.1)

2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (RL. 9-10.2.)

3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of the text, interact with other characters, and advance the plot or develop the theme. (RL. 9-10.3)

4. Write arguments to support claims in an analysis of substantive topics or texts, using reasoning and relevant and sufficient evidence. a. Introduce precise claim(s) from an alternative or opposing claims, and create an organization that establishes clear

relationships among claim(s), counterclaims, reasons, and evidence. (w.9-10.1.)

Stage 2 – Evidence (Assessment)

Performance Tasks Students will apply their understandings by…

• What authentic learning tasks will you give to students to demonstrate their understanding in this unit? --A research paper. The purpose of this research paper will be graded and aligned to standards because students will be asked to cite their resources when they compare a case that they have found that is similar to Tom Robinson in “To Kill a Mockingbird.”

• When will you assign these tasks?

--At the end of the unit the paper will be due. At the end of the second week, the students will turn in a rough draft. I will scaffold this part of the assignment. The rough draft will be work shopped in class, and then turned into me for final suggestions. The paper will be given back, and the students will make final corrections to the paper.

• Will your performance assessment be formative or summative in nature? --This will be a summative assessment. The students will be equipped with basic events that happen in the book through keeping track in a double-entry journal. Students will write in this every time there is a discussion in class. They will be able to apply this information to an event that is in the present day when it is time to write the paper.

• What criteria will you use to evaluate student understanding?

--A rubric will be attached along with a student evaluation. The students will know how they will be graded and what is to be expected in terms of performance. Part of the evaluation will be: If the student cites textual evidence that relates to the topic that they are arguing, if they are able to argue a theme of injustice in the book, and if they analyzed how a character had analyzed the character and how it related to injustice.

Other Types of Assessment (Selected Response, Short Answer, Extended Response, Personal Communication) Students will additionally demonstrate their knowledge and skills by…

• What other learning tasks will you give to students to demonstrate their understanding in this unit --Students will have small group work almost every day. Students will be asked to dissect the text with question prompts given. I will make rounds to assess what the students are saying in the small groups to assess how well they are comprehending the material.

• When will you assign these tasks?

These tasks will be every day. It will be an ongoing process.

• Will these be formative or summative in nature? --This will be formative. The purpose of this is to see if the students are keeping up with the reading that is assigned.

• What criteria will you use to evaluate student understanding?

Stage 3 – Learning Plan Pre-assessment:

• How will you pre-assess student learning? --Entrance slips. Students will be asked to fill out entrance slips on certain days when we are discussing figurative language such as symbolism. Also students will fill out entrance slips to see if they know about a certain trial that the students will be asked to analyze

• What will you do if a student(s) has already acquired the knowledge or skills you plan to teach? --Then the student might be asked to lead a small group, or the student might be asked to explain to the class

Unit Sequencing:

• How many days will your unit last? --Approximately 21 days or 3 weeks.

• What activity or instructional strategy will you use to “hook” or engage students in your unit? How will you “hook” students on a daily basis? --In the beginning of a few of the classes, there will be thoughtful questions to give to allow the students to discuss. The students will also have a discrepant event. I will try to recruit a civil rights attorney to speak about the issue of injustice. I will also have role playing games in which students get the opportunity to act out an issue of injustice that will be provided for them. I will also post newspaper clippings on an overhead projector so that the students can talk about injustice in small groups and with the whole class. This will be done as a short activity to “Pique” the student’s interest, and then

• How will you ensure students know where the learning is headed in this unit? Will you use a daily agenda? Will you share your daily learning objectives with your students? Will you introduce the Enduring Understandings and Essential Questions at the beginning of the unit and post them in your classroom? When will you refer back to the EUs and EQs in the unit? How will you foster reflection and revision in this unit? --Students will be given an assignment sheet with the course outlines on it. The daily agenda will be given every day so the students know what to expect. The students will be introduced to the Enduring Understandings and Essential Questions in the beginning of the unit. There will also be a large poster in the class that will be posted with these questions on them. We will refer back to the Enduring Understandings and Essential Questions when we begin analyzing the text throughout the unit. I will foster classroom reflection and revision by class discussions.

• How will you sequence/organize learning in this unit, so that students will acquire the knowledge and skills you have previously identified?

• What active instructional strategies/learning activities might you use to engage students in learning? (You need to use at least 3 different types of instructional strategies) http://olc.spsd.sk.ca/DE/PD/instr/index.html --In a couple of the classes, case studies will be provided for students. Provide real cases for students that relate to the novel by being accused of a crime because of one’s race or religion. Have student’s engage in reflective discussion.

--Provide a lot of questioning every class. This will be a variety of low and higher-order thinking questions so that the students are able to synthesize the information in class. The purpose of this questioning will also be so that I am able to see if the students at least understand basic information that is happening in the text.

• How will you differentiate for individual student needs in this unit? What differentiated instructional strategies might

you use? (e.g., Student choice, flexible grouping, jigsaw, choice boards or menus, tiered assignments, etc.) --In a TIPS activity, students will be grouped in accordance with knowledge of the book once that is formally assessed through listening to the student responses. When doing the TIPS activities, attention to detail will be paid about grouping. This will serve the purpose of differentiating between the students, and also making sure that certain individuals who do not work together, are not always placed together if ever. This will also ensure that students that are not very social do not get left out. To begin the activity, students will number off 1-4. Students will then be asked to pair off one’s with two’s, three’s with four’s. When I get a better idea of classroom personalities from listening to students talk in their small groups, I will then have a better idea of how to group the students better. For example, if I find that a student does not participate well with one student, I will make note of that and then look for better grouping for the student. I will be able to gather data from other small group work in the class and see what students work best together. Ability level may also be considered. If a student might benefit from another student who is more skilled in a certain area, then that student might be paired with that student.

 September  

Sun     Mon     Tue     Wed     Thu     Fri     Sat                           1  

                         2     Introduction  

to  unit:    Pre-­‐Assessment  

given      Explanation  

of  DEJ..Students  

will  ask  students  to  

do  this  when  taking  notes  

  4  Show  Racial  statistics  of  

imprisonment  and  race  

 Small  group  discussion  

Explanation  of  

performance  assessment  

  5  Entrance  slip  

given    

Discussion  of  “To  Kill  a  

Mockingbird”  

  6  Trip  to  library  

 Explain  

MLA  citation  

  7  Figurative  Language  

lecture    

Character  Analysis  of  “To  Kill  a  

Mockingbird”        

  8  

                         9     10  

Trip  to  Library  

 Research  NY  

Times  Archives  

MLA  Citation  

  11  Discrepant  Event:    Civil  

Rights  attorney  speaking  

  12  Write  thank  you  

letter  to  Civil  Rights  attorney.  Model  how  to  

write  professional    

letter  

  13  Work  

shop  day  Work  on  

paper  

  14  Have  

students  turn  in  rough  

draft    

Discuss  “To  Kill  a  

  15  

Practice   Work  shop  day  on  Performance  

Assessment  

Mockingbird”  

                         16     17  

Role  Playing  Game  

Discuss  To  Kill  a  

Mockingbird  

  18  Anticipation  Guide  Given  

 Discuss  

chapters  20-­‐23  

  19  Workshop  Day  

 Final  Thoughts  

  20  Workshop  

Day  

  21  Turn  in  final  

draft    

Unit  reflections  

  22  

                         23     24     25     26     27     28     29  

                         30                          

Secondary Lesson Plan 1 Use the entire template (all fields) with appropriate spacing in a word processed document. All supplemental materials (e.g., activities, handouts, lecture notes, etc.) should accompany the lesson plan. Topic: Length of class: 45 minutes Who are your students and what are their specific learning needs?

• 10th grade students. These are students in an English Language Arts Classroom, in the general education classroom Standard(s) to be addressed: 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (RL. 9-10.2.) Enduring Understandings/Essential Questions targeted in this lesson (for units created using the Understanding By Design framework only): EU: “Literature can teach us about ourselves and the world.” EQ: “What is injustice?” Learning Objectives for this lesson (Written using verbs from Bloom’s Taxonomy): Apply knowledge of introduction activity to why there is racial injustice within the penal system.

Instructional method(s) chosen in this lesson (and why): --TIPS with students. Then whole group instruction. The students will get to analyze the data about the imbalance of minorities to whites in prison. They will then be given data that shows how young black men are more likely to be charged with more serious of a crime as opposed to a crime that a white person had committed. The purpose of the TIPS is to group students to confirm their beliefs, or have them challenged. This is a main component of education, to create cognitive dissonance in some students which allows for growth. Students that do not change their beliefs, may strengthen their belief and have it affirmed. It is basically a TPS, but instead the students will have to write down their answers as well. --Wait time. After asking questions, and also when in a discussion, sufficient wait time will be given. Research has shown that wait time allows for better developed answers. Materials/Resources: Overhead projector if available, otherwise use blackboard for introduction activity. Poster board for writing injustice definitions that will continue throughout the semester, a poster board for character analysis, and finally a poster board for figurative language. http://articles.chicagotribune.com/2011-01-31/news/ct-met-drug-report-20110131_1_low-level-drug-drug-crimes-drug-laws Have statistics from this website: “Blacks in Illinois were nearly five times more likely to be sentenced to prison for low-level drug crimes than whites, according to a state study released Monday. The disparity is even bigger in Cook County, where blacks charged with low-level drug possession were eight times more likely than whites to be sentenced to prison, according to the report from the Disproportionate Justice Impact Study Commission.” Lesson Sequence: (How will you organize your lesson?)

--Begin by asking the question of what injustice means. Write down on a poster board when students have definitions. Show the students the information about the statistics of minorities vs. whites in prison, and also when the crimes were the same, African-Americans got longer sentences statically. Ask students to discuss how this is an injustice. Break them off to do a TIPS. Explain how to do TIPS to the students if they are unfamiliar with this. Come back as a whole class to discuss this. Explain figurative language: Metaphor. Ask students if they know what a metaphor is. Then discuss the reading of “To Kill a Mockingbird.” Begin by asking what are the characteristics of a ghost? Now ask the students…do you think that Harper Lee wanted to create a metaphor out of “Boo Radley’s name?” Explain figurative language: Metaphor. Explain to students that Lee could have created Boo’s name as a metaphor because Boo is allusive, and we are afraid of something that we cannot understand. Explain to students that this is how bigotry, begins. Explain how Boo Radley’s character is white, however Lee hints at Boo as having a handicap or a mental illness. Explain to students that there are many types of stereotypes, and not just race. Finish discussion with students. End by giving an exit slip and ask students to define justice in their own words. Also assign two chapters: 2-3. Order Sequence:

1. Ask students question: What do you think Injustice is? Allow wait time. Allow whole group discussion. Write definitions on board. Allow students to change their answers as the semester progresses.

2. Show students Statistics of minorities in prison versus whites.

3. Number students off 1-4. Student 1 will be with student 2. Student 3 will be with student 4.

4. Ask students to do TIPS. Then discuss with the whole group.

5. Discuss “To Kill a Mockingbird.” Discuss character: “Boo Radley.” Ask students if they found anything strange about the

name: “Boo.” Assessment of learning (How will I know if students achieved my learning objectives?) Lesson Checklist ¾ Did I “hook” my students by getting them excited about the topic? Yes. ¾ Did I introduce my learning objectives to the students (even if I just posted them in the room)? Yes. ¾ Are my learning objectives aligned with my state standards? Yes. Character Analysis. ¾ Did I choose an instructional strategy/activity appropriate to the purpose(s) of the lesson? Yes. ¾ Did I organize my lesson clearly? Yes

¾ Did I account for any downtime and/or transitions? Yes, students could have independent reading time, but no downtime is expected. ¾ Did I model or provide guided practice (if necessary)? Yes, but there is not a lot of modeling, maybe just in the TIPS part. ¾ Did I scaffold student learning (if necessary)? Yes, I will be available when students are doing the TIPS activity. ¾ Did I assess my student’s learning (formative or summative)? Formative. I will be taking the exit slips to assess student knowledge, and also listening to their responses in the TIPS time. ¾ Did I successfully bring the lesson to a within the allotted time? Yes. Each section is planned to a time frame. ¾ Did I provide a bridge to the next lesson in my unit sequence? Yes. Students will have a grasp of prejudice and also character development. ¾ Did I provide anchor/enrichment activities for students who complete the lesson early (if necessary)? No. ¾ Did I differentiate for my individual students’ needs? Being available for questioning.

Supplemental Activity for TIPS Activity: Lesson One

These are statistics from: Prison Policy Initiative. They calculated the results from the Bureau of Justice Statistics, Correctional Population in the U.S. 2010 U.S. Census. --The numbers on the side represent increments of 1,000. For example: The Hispanic population had 966 people in prison per 100,000. 1 represents 1,000. --http://articles.chicagotribune.com/2011-01-31/news/ct-met-drug-report-20110131_1_low-level-drug-drug-crimes-drug-laws “Blacks in Illinois were nearly five times more likely to be sentenced to prison for low-level drug crimes than whites, according to a state study released Monday.

0  

0.5  

1  

1.5  

2  

2.5  

White   Hispanic   African-­‐American  

Series  1  

Column2  

Column1  

The disparity is even bigger in Cook County, where blacks charged with low-level drug possession were eight times more likely than whites to be sentenced to prison, according to the report from the Disproportionate Justice Impact Study Commission.”

Secondary Lesson Plan 2 Use the entire template (all fields) with appropriate spacing in a word processed document. All supplemental materials (e.g., activities, handouts, lecture notes, etc.) should accompany the lesson plan. Topic: Length of class: 45 Minutes Who are your students and what are their specific learning needs? --Students in the General Education classroom Standard(s) to be addressed: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RL. 9-10.1) Enduring Understandings/Essential Questions targeted in this lesson (for units created using the Understanding By Design framework only): --EU: Literature can inform us about societal problems --EQ: What is Justice Learning Objectives for this lesson (Written using verbs from Bloom’s Taxonomy): Understand how to navigate the library and electronic resources for research paper (Summative Assessment).

Instructional method(s) chosen in this lesson (and why): Interactive instruction. I will gain some more knowledge of how successful the grouping was from the TIPS grouping. I will pre-assign some groups. Why this is an effective strategy is because it is good from a classroom management point-of-view, because the student will be grouped with students who will be less likely to stray them off task. It is good preventative management. Materials/Resources: Handout to find sources on social sciences and civil rights cases. Students will be given website for Purdue Online Writing lab to practice MLA, APA citations. http://owl.english.purdue.edu/owl/section/2/10/ Lesson Sequence: (How will you organize your lesson?)

1. Explain to students the importance of research while working on paper. Post objectives on the board of going to library: To find a source, and learn MLA citations. Model how to look up websites and find sources to begin.

2. Break students up into small groups

3. Have students practice in the library looking up social science books relating to civil rights

4. Have students practice using APA citations.

5. Lesson overview for next time, assign chapter’s 4-6 in “To Kill a Mockingbird” Turn in findings.

Assessment of learning (How will I know if students achieved my learning objectives?) Lesson Checklist

¾ Did I “hook” my students by getting them excited about the topic? By allowing freedom to explore a topic ¾ Did I introduce my learning objectives to the students (even if I just posted them in the room)?Yes ¾ Are my learning objectives aligned with my state standards? Yes. Although nothing is cited from the text that we are reading, practice was given on MLA ¾ Did I choose an instructional strategy/activity appropriate to the purpose(s) of the lesson? Yes. Flexible Grouping ¾ Did I organize my lesson clearly? Yes ¾ Did I account for any downtime and/or transitions? Yes. To spend more time in the library if needed. ¾ Did I model or provide guided practice (if necessary)? Yes. ¾ Did I scaffold student learning (if necessary)? Yes. Modeled how to look for resources. ¾ Did I assess my student’s learning (formative or summative)? Formative. Research findings are given to me to analyze if they are correct. ¾ Did I successfully bring the lesson to a within the allotted time? Yes ¾ Did I provide a bridge to the next lesson in my unit sequence? Yes ¾ Did I provide anchor/enrichment activities for students who complete the lesson early (if necessary)? No. ¾ Did I differentiate for my individual students’ needs? Yes. I will be available for questioning.

Supplementary Material for Library Visit: Lesson Plan # 2 . Website for APA practice. http://owl.english.purdue.edu/owl/section/2/10/ Note: Also has MLA citation instruction Ideas to search for research practice: Civil Rights Injustice Prejudice Social Movements Sociology Social Science Civil Rights Law Women’s Rights LGTB Rights Social Stratification Social Norms Assimilation Conformity

Secondary Lesson Plan # 3 --Friday 9/7/13 Use the entire template (all fields) with appropriate spacing in a word processed document. All supplemental materials (e.g., activities, handouts, lecture notes, etc.) should accompany the lesson plan. Topic: Length of class: 45 Minutes Who are your students and what are their specific learning needs? --Students in the General Education Classroom Standard(s) to be addressed: -- Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of the text, interact with other characters, and advance the plot or develop the theme. (RL. 9-10.3) Enduring Understandings/Essential Questions targeted in this lesson (for units created using the Understanding By Design framework only): --EU: Literature informs us about the societal issues --EQ: How does character development represent change in a novel?

Learning Objectives for this lesson (Written using verbs from Bloom’s Taxonomy): --Identify figurative language in “To Kill a Mockingbird.” --Develop a character analysis of Boo Radley and Tom Robinson. Instructional method(s) chosen in this lesson (and why): --Flexible Grouping. Students are chosen in groups through listening to small group work, and from information that is received from exit slips. Students that “get” the material, that is if they are writing in depth responses on the exit slips, and participating in classroom discussions regularly, they will be grouped with students who are not participating as much, or are struggling with the material; those students will be grouped with the students that are participating more. Great diligence will be paid though to group students that work well with the students who are participating more. Students have to be able to be comfortable and work with the other students in order to learn. In other words, it is not the goal to pair students with better performing students and then shut down because they are nervous around their higher performing peers. --The purpose of Flexible grouping is to group students according to their needs, strengths, and preferences. Grouping changes regularly to match student needs. Materials/Resources: --No extra materials needed. A blackboard at the very least.

Lesson Sequence: (How will you organize your lesson?)

1. Ask students what symbolism is. Post on Figurative Language Board. Post objectives.

2. Discuss symbolism. Ask students what is symbolic about a Mockingbird. Break students up in groups according to the Flexible Grouping format.

3. Ask question: “Discuss with your group about how a Mockingbird is a symbol for a loss of innocence. How does Tom

Robinson and Boo Radley embody this loss of innocence?” Tell students to juxtapose between the two. Define juxtaposition for students.

4. Come together as a group: Do a sharing whip with the different responses.

5. Ask students how a loss of innocence relates to injustice. How does being wrongly accused of a crime deal with racism?

Assessment of learning (How will I know if students achieved my learning objectives?) Lesson Checklist ¾ Did I “hook” my students by getting them excited about the topic? Yes ¾ Did I introduce my learning objectives to the students (even if I just posted them in the room)? Yes ¾ Are my learning objectives aligned with my state standards? Yes ¾ Did I choose an instructional strategy/activity appropriate to the purpose(s) of the lesson? Yes ¾ Did I organize my lesson clearly? Yes ¾ Did I account for any downtime and/or transitions? Yes, group work ¾ Did I model or provide guided practice (if necessary)? Yes. ¾ Did I scaffold student learning (if necessary)? Yes ¾ Did I assess my student’s learning (formative or summative)? Yes. Student responses ¾ Did I successfully bring the lesson to a within the allotted time? Yes ¾ Did I provide a bridge to the next lesson in my unit sequence? Yes

¾ Did I provide anchor/enrichment activities for students who complete the lesson early (if necessary)? No ¾ Did I differentiate for my individual students’ needs? Yes. Available for questioning. Secondary Lesson Plan # 4: 11/10/13 Use the entire template (all fields) with appropriate spacing in a word processed document. All supplemental materials (e.g., activities, handouts, lecture notes, etc.) should accompany the lesson plan. Topic: Length of class: 45 Minutes Who are your students and what are their specific learning needs? --English Language Arts students in General Education classroom. Standard(s) to be addressed: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RL. 9-10.1) Enduring Understandings/Essential Questions targeted in this lesson (for units created using the Understanding By Design framework only): --EU: Who decides laws or philosophical beliefs that promote racial prejudice? EQ: --Readers create meaning in the text

Learning Objectives for this lesson (Written using verbs from Bloom’s Taxonomy): Apply research from New York Times website archive to analyze reported cases of prejudice and discrimination within the legal system. Evaluate articles found to apply to instances of discrimination found in text. Instructional method(s) chosen in this lesson (and why): --Flexible Grouping. Groups will be grouped with students who they have proven effective work habits with. Flexible grouping provides differentiation possibilities because you are able to group students with different levels. Materials/Resources: No resources except website for the NY Times website for archives, and the Purdue Writing Lab website for MLA citations. Lesson Sequence: (How will you organize your lesson?)

1. Introduce Lesson. Ask students to write down the website for NY Times Archives, and the Purdue Online Writing Lab. Post objectives.

2. Explain to students that a good paper will have an Introduction with a thesis statement, body, and conclusion. Model by

having past papers on an overhead projector. Highlight parts that exemplify this.

3. Have students work in the library with the NY Times archive site.

4. When students find an article of prejudice and discrimination in the justice system.

5. Work on MLA format retrieved from Purdue MLA website. Turn in work Assessment of learning (How will I know if students achieved my learning objectives?) Lesson Checklist ¾ Did I “hook” my students by getting them excited about the topic? Activity ¾ Did I introduce my learning objectives to the students (even if I just posted them in the room)? Yes ¾ Are my learning objectives aligned with my state standards? Yes ¾ Did I choose an instructional strategy/activity appropriate to the purpose(s) of the lesson? Flexible Grouping ¾ Did I organize my lesson clearly? Yes ¾ Did I account for any downtime and/or transitions? Yes ¾ Did I model or provide guided practice (if necessary)? Yes ¾ Did I scaffold student learning (if necessary)? Yes ¾ Did I assess my student’s learning (formative or summative)? Yes, work will be turned in to teacher ¾ Did I successfully bring the lesson to a within the allotted time? Yes ¾ Did I provide a bridge to the next lesson in my unit sequence? Yes ¾ Did I provide anchor/enrichment activities for students who complete the lesson early (if necessary)? Yes ¾ Did I differentiate for my individual students’ needs? Yes

Secondary Lesson Plan # 5: Use the entire template (all fields) with appropriate spacing in a word processed document. All supplemental materials (e.g., activities, handouts, lecture notes, etc.) should accompany the lesson plan. Topic: Length of class: 45 minutes Who are your students and what are their specific learning needs? --Students in the General Education classroom. Standard(s) to be addressed: Write arguments to support claims in an analysis of substantive topics or texts, using reasoning and relevant and sufficient evidence. a. Introduce precise claim(s) from an alternative or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. (w.9-10.1.)

2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (RL. 9-10.2.) Enduring Understandings/Essential Questions targeted in this lesson (for units created using the Understanding By Design framework only): --EU: Who decides laws or philosophical beliefs that promote racial prejudice? --EQ: --Readers create meaning in the text Learning Objectives for this lesson (Written using verbs from Bloom’s Taxonomy): --Analyze how Scout’s character develops over the course of the novel. --Use article to evaluate a part in the text that relates to prejudice and injustice to a NY Times article found in the library Instructional method(s) chosen in this lesson (and why): --Flexible Grouping. This will work well because there will be a workshop time to develop argument about the text. This is beneficial because students can be grouped according to ability level.

Materials/Resources: --No extra materials needed. Lesson Sequence: (How will you organize your lesson?)

1. Ask students to pull out their notes, and MLA citations of New York Times article about a prejudice unjust trial. learning objectives posted.

2. Explain to students how a paper needs a good introduction, body, which supports the argument, and a close which wraps up

the argument. Model specific thesis statement.

3. Break students off into groups.

4. Give students page numbers: 54, 217, 56, and 79. Students may choose their own pages. Have students analyze and compare sections of the book to their article. Have students work in small groups developing an argument about the connection of injustice between the article and the book.

5. Have students write a page with an intro, body, and close of their argument. Collect their paper to analyze if the students

are on the right track for developing an argument. Adjust instruction if more scaffolding is needed. Assessment of learning (How will I know if students achieved my learning objectives?) Lesson Checklist ¾ Did I “hook” my students by getting them excited about the topic? Yes, activity ¾ Did I introduce my learning objectives to the students (even if I just posted them in the room)? Yes ¾ Are my learning objectives aligned with my state standards? Yes

¾ Did I choose an instructional strategy/activity appropriate to the purpose(s) of the lesson? Yes ¾ Did I organize my lesson clearly? Yes ¾ Did I account for any downtime and/or transitions? Yes ¾ Did I model or provide guided practice (if necessary)? Yes ¾ Did I scaffold student learning (if necessary)? Yes ¾ Did I assess my student’s learning (formative or summative)? Formative, material worked on collected ¾ Did I successfully bring the lesson to a within the allotted time? Yes ¾ Did I provide a bridge to the next lesson in my unit sequence? Yes ¾ Did I provide anchor/enrichment activities for students who complete the lesson early (if necessary)? No ¾ Did I differentiate for my individual students’ needs? Yes. Available for questioning

Performance Assessment Part I: This assessment will be comprised of writing a 2-3 page paper of your choice on the issue of prejudice and injustice in today’s society. This paper is flexible and allows you to choose any section in the book in which you recognize injustice in “To Kill a Mockingbird.” You will be asked to relate this to a real life case that reflects prejudice and injustice. In addition to relating a part in the text to a real life situation, find a character that you can relate to that part of the text, and see how they develop as human beings. In other words, how does the author want the reader to perceive how the characters develop and change over time? Finally, if literature informs us of broad societal issues, how can this make us aware that we need to change as individuals and make a difference? Part II: This paper will be directed to a person in government that can create change. You will write a cover letter to a senator or state representative explaining your concerns of prejudice relates to injustice. Your goal will be to convince him or her of changing a law. Your role could be a concerned citizen, a researcher, or a teacher as an

example. Include in your letter how your findings in “To Kill a Mockingbird” along with your research has prompted you to write the letter for change to happen. Address this way: To Your Senator: The Honorable (full name) (Room #) (Name) Senate Office Building United States Senate Washington, DC 20510 Dear Senator: To Your Representative: The Honorable (full name) (Room #) (Name) House Office Building United States House of Representatives Washington, DC 20515 Dear Representative: The above addresses should be used in email messages, as well as those sent through the Postal Service. Essay Parts:

• Introduction, body, and close • 2-3 pages • Relate issue of prejudice and injustice with part in book to a real life situation • Include how a character develops with this Injustice in the book • How can literature inform us of these societal issues

• MLA format • Thesis clearly stated (position) •

Thesis:

• Your thesis needs to include somehow your main idea of what you are trying to argue. For example: You could find an article that relates to injustice as a result of prejudice, and relate it to some part of the book, and then come up with ideas about how the character develops and changes throughout the book and come up with a conclusion of how literature informs us about societal problems. Then you explain and show examples to argue your thesis.

Intro:

• The intro will serve to show the reader to develop your argument. It will include the thesis, and then you will

develop the thesis from this. You will need to provide an argument to “argue” in the rest of the paper

Body:

• The body of the paper will argue your position; you will need to provide arguments, and counterarguments.

To provide counterarguments, you will need to consult other texts. The purpose of this is to develop your argument.

Close:

• An effective close will wrap up the argument. You will revisit the body, and provide your final closing arguments.

Style: • Paper is to be double spaced and 12 point font used.

RUBRIC Excellent 4 Proficient 3 Developing 2 Needs Work 1

• MLA citation provided • Thesis is clear, concise,

and focused • The body includes

arguments, and opposing arguments

• The close wraps up ideas efficiently

• Correct use of MLA • Thesis is clear, might be

a little more focused • Body includes

arguments and counterarguments, but could use some development

• Errors in MLA use • Thesis unclear • Body provides few

arguments • Cover letter has some

errors • Many Grammatical

Errors

• No evidence of MLA citation

• No thesis • No Cover letter • Body does not include

arguments and counterarguments

• Many Grammatical

• Cover letter included, correctly addressed to a government official

• Paper is double spaced, and twelve point font is used

• Grammatical conventions are virtually flawless

• Cover letter included with minor errors

• Paper double spaced and twelve point font is used

• Few Grammatical errors

errors.

Teacher Comments

STUDENT REFLECTION Excellent 4 Proficient 3 Developing 2 Needs Work 1

• MLA citation provided • Thesis is clear, concise, and

focused • The body includes arguments,

and opposing arguments • The close wraps up ideas

efficiently • Cover letter included, correctly addressed to a

government official • Paper is double spaced, and

twelve point font is used • Grammatical conventions are

virtually flawless

• Correct use of MLA • Thesis is clear, might be a

little more focused • Body includes arguments and counterarguments, but could

use some development • Cover letter included with

minor errors • Paper double spaced and twelve point font is used

• Few Grammatical errors

• Errors in MLA use • Thesis unclear

• Body provides few arguments • Cover letter has some errors

• Many Grammatical Errors

• No evidence of MLA citation • No thesis

• No Cover letter • Body does not include

arguments and counterarguments

• Many Grammatical errors.

Student Reflection Comments

UbD Reflection

From working on the UbD assignment I have come to the realization just how difficult designing a unit can be. Not in the

sense that it is difficult to come up with ideas, but in the intricacies that come with making sure everything lines up. This was by far

my biggest challenge. I would constantly look at the lesson plans, calendar, standards, enduring understandings, and essential

questions to make sure that they line up completely. I have found out that this is a huge task.

I will more than likely use this template to create other units. I really like the idea that units can be created from the

intended purpose or goal, and stage II and stage III help the student get there. I realized that by doing it this way, you avoid creating

an unorganized mess. The teacher instead has a plan that will focus the unit, and narrow the scope of just what it is that is going to

be taught.

I felt that I had a really good grasp of where I wanted to go. However, I am still unsure that I have the best route to get

there. I only feel that this will come from years of teaching and practice to really understand how to best serve my students and

have them achieve their goals. In doing this assignment, I realized that it is very important to have a focused goal. Since beginning

this assignment, I somewhat changed my approach, but was able to keep the general idea of what I was going to do.

Another important realization that I had with this assignment, is to have very small goals. What I mean is that the goals and

intended outcomes need to be small enough so that you don’t stray off and get into unnecessary objectives and outcomes. Through

experience, the teacher can make evaluations of what the students will be able to achieve. This would be a good example of where

the enduring understandings and essential questions come into the argument. The teacher could have a focused goal, but through

the enduring understandings and essential questions is where the students are able to achieve meaning. The essential questions also

open the door to continued learning. This is the ultimate goal of educators anyway. Our purpose is to try and prepare students to

be critical thinkers in the world. It is the goal of essential questions and enduring understandings that allow the students to carry

this with them.

The last thing that I noticed when doing this assignment was how much more complex it got as the assignment progressed.

Typically this type of thing would happen over a much longer timeframe, and with the opportunity to devote much more time to it.

If planned, I would like to develop unit plans in the summer, and NOT during the school year. The unit plans just get too complex,

and requires extreme focus and attention to detail. Overall, it was a good learning experience. I plan on using the UbD.