1. No category

To Kill a Mockingbird
Essential Question
Standards
Activating Strategy
Teaching Strategies
Summarizer/Assessment
(Objective of lesson)
(Common Core standards
addressed in the session)
(Specific info about a graphic
organizer, vocabulary intro, story,
video clip, music etc. to be used)
(Specifically what and how content/skills will be taught)
(formal and/or informal; formative
and/or summative)
1. How does
prejudice and
racism affect an
individual and/or a
society?
RI.9-10.1. Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text.
First encounters with prejudice
The novel begins with the narrator
as a young child. Scout has not
experienced racism and prejudice
in her young, sheltered life. The
events that follow expose her to
the harsh reality of Alabama in the
1930s. Think back to your first
encounters with prejudice and
racism. Write about one of them
in your journal. How did you feel
then? Do you feel the same
today? If your attitude changed,
what changed it?
(1.5 days)
RI.9-10.2. Determine a central
idea of a text and analyze 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.
RI.9-10.6. Determine an
author’s point of view or
purpose in a text and analyze
how an author uses rhetoric to
advance that point of view or
purpose.
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Share with a learning partner.
SL.9-10.1c. Propel
conversations by posing and
responding to questions that
relate the current discussion to
broader themes or larger ideas;
actively incorporate others into
the discussion; and clarify,
verify, or challenge ideas and
conclusions.
SL.9-10.1d. Respond
thoughtfully to diverse
perspectives, summarize points
of agreement and
disagreement, and, when
warranted, qualify or justify
their own views and
understanding and make new
connections in light of the
evidence and reasoning
presented.
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2. How does Lee
develop her voice
RL.9-10.4. Determine the
meaning of words and phrases
What does it mean to be a
southerner? What does it mean to
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Complete anticipation guide
Teacher “Book Talk” about the novel.
Provide students with information about
setting, key characters, and themes –
but don’t give specific details about the
plot away.
Who or What was Jim Crow?
◦ Informational text reading “Say
Something” Engagement
◦ Socratic Seminar/Fish Bowl
discussing then and now
▪ What do you think the total
effect of Jim Crow laws was
meant to be?
▪ Are there circumstances under
which you could justify joining a
sorority, fraternity, or social club
that openly discouraged
membership by blacks, Jews,
or any other group?
▪ How would you respond to the
argument that segregation
created more opportunities for
blacks than integration,
because separate black
institutions employed more
principals and teachers, for
example, in schools set aside
for blacks, than did racially
mixed schools?
▪ Does the display of the
Confederate battle flag bother
you? Construct an argument in
favor of taking the flag down or
leaving it up on the dome of a
state capitol building.
▪ What passages from the books
of your religious tradition would
you cite to support your
position on the role that race
should play in modern life?
HW: Read chapters 1-2 before moving
to Lesson 2
Elements of the southern style (mention
Southern Gothic)
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3-2-1
Three interesting facts
you learned about the
Jim Crow laws that
you did not know
before.
Two questions you'd
like answered
The big picture
Informal teacher
observation
Essential Question
Standards
Activating Strategy
Teaching Strategies
Summarizer/Assessment
(Objective of lesson)
(Common Core standards
addressed in the session)
(Specific info about a graphic
organizer, vocabulary intro, story,
video clip, music etc. to be used)
(Specifically what and how content/skills will be taught)
(formal and/or informal; formative
and/or summative)
as they are used in the text,
including figurative and
connotative meanings; analyze
the cumulative impact of
specific word choices on
meaning and tone (e.g., how
the language evokes a sense
of time and place; how it sets a
formal or informal tone).
talk like a southerner? To write like
one? Are these three things
related? If so, how.
in the opening
pages of TKM?
(1.5 days)
RL.9-10.5. Analyze how an
author’s choices concerning
how to structure a text, order
events within it (e.g., parallel
plots), and manipulate time
(e.g., pacing, flashbacks)
create such effects as mystery,
tension, or surprise.
3. How does the
narrator’s point of
view influence the
reader’s
perspective of the
text?
(2 days)
RL.9-10.3. Analyze how
complex characters (e.g., those
with multiple or conflicting
motivations) develop over the
course of a text, interact with
other characters, and advance
the plot or develop the theme.
SL.9-10.1c. Propel
conversations by posing and
responding to questions that
relate the current discussion to
broader themes or larger ideas;
actively incorporate others into
the discussion; and clarify,
verify, or challenge ideas and
conclusions.
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What do they have to do with
each other?
One way to check understanding
of the reading is to ask questions
that require a level of analysis
about what you read. Explain what
the following pairs have to do with
each other. It may take you more
than one sentence to discuss the
relationship. Encourage students
to really think about your answers
– look beyond the obvious for
more significance to their
relationship.
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Miss Caroline and Atticus
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Dill and Jem
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Walter Cunningham and
Boo
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Close reading: Opening pages of TKM
◦ Scaffolded work on “Establishing
Voice and Tone in To Kill a
Mockingbird” handout
(handout_voice_tone_openingpages.odt)
◦ Analyze text for style issues (Long
sentences, Diversions, Dated
language, Folksy-sounding
language) and style (Importance of
family, Sense of community,
Importance of religion, Importance
of time, of place, and of the past)
Read chapters 3 and 4 before moving to
Lesson 3
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“Establishing Voice”
handout
Review point of view
Identify point of view used in novel
Brainstorm ideas when a narrator can
be considered reliable and when they
should not
Guide students to think about a
narrator’s age, place in history, social
culture, and other factors that might bias
his/her perspective.
Reliability of Scout
◦ The story is told from Scout's
viewpoint. It is written in the first
person. This means that Scout uses
the pronouns I, me and the
possessives my, mine to refer to
herself. She does not confine the
narrative to things that she has
directly experienced - for example
she recounts stories from the
history of Simon Finch and repeats
what other people tell her.
◦ Later in the novel, she will make
comments about how reliable other
people's accounts are. How reliable
is she as a narrator? With your
learning partner, discuss how
reliable she is as a narrator. Is she
believable? Justify your response
with a good explanation about why
she is or is not reliable. On a
notecard write a response.
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3-2-1
3 things you learned
about Scout
2 reasons why she is
or is not reliable.
1 point of view used in
the novel
Informal teacher
observation
Note card writing
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Essential Question
Standards
Activating Strategy
Teaching Strategies
Summarizer/Assessment
(Objective of lesson)
(Common Core standards
addressed in the session)
(Specific info about a graphic
organizer, vocabulary intro, story,
video clip, music etc. to be used)
(Specifically what and how content/skills will be taught)
(formal and/or informal; formative
and/or summative)
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4. How have other
tragedies in
African American
history been
represented in
other media?
RL.9-10.7. Analyze the
representation of a subject or a
key scene in two different
artistic mediums, including
what is emphasized or absent
in each treatment (e.g.,
Auden’s “Musée des Beaux
Arts” and Breughel’s W.9-10.7.
Conduct short as well as more
sustained research projects to
answer a question (including a
self-generated question) or
solve a problem; narrow or
broaden the inquiry when
appropriate; synthesize
multiple sources on the subject,
demonstrating understanding
of the subject under
investigation.
RI.9-10.3. Analyze how the
author unfolds an analysis or
series of ideas or events,
including the order in which the
points are made, how they are
introduced and developed, and
the connections that are drawn
between them.
W.9-10.1. Write arguments to
support claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.
W.9-10.1a. Introduce precise
claim(s), distinguish the
claim(s) from alternate or
opposing claims, and create an
organization that establishes
clear relationships among
What are some of the events that
you know led to the Civil Rights
movement becoming a national
movement? Discuss with a
partner.
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Climbing inside another person’s skin:
Atticus says that you never really
understand a person “until you climb into
his skin and walk around in it.”
Summarize the events in the novel that
lead to this quote. In a separate
paragraph, explain why you think
climbing inside someone else’s skin may
be a difficult task for Scout.
Read chapters 5-8 before moving to
Lesson 4
Comparison/completion of Emmett Till
case from three sources:
◦ Before death:
infotext_emmett_till_part1.odt
Pages 9 through 12
◦ Immediate aftermath from the
documentary:
http://youtu.be/r9E7aWLq30Y?
t=27m28s
Hide video from description of body;
go to 33:40
◦ “Death of Emmett Till” by Bob Dylan
Use graphic organizer to compare the
three and make time-line
Use the researched information to make
an argument about the importance of
Emmett Till in the Civil Rights Movement
HW: Read chapters 9-11 before moving
to Lesson 5
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Graphic organizer
Informal teacher
observation
Online argument
planning forum
Final product:
argument
Essential Question
Standards
Activating Strategy
Teaching Strategies
Summarizer/Assessment
(Objective of lesson)
(Common Core standards
addressed in the session)
(Specific info about a graphic
organizer, vocabulary intro, story,
video clip, music etc. to be used)
(Specifically what and how content/skills will be taught)
(formal and/or informal; formative
and/or summative)
Thoughts on the “n-word”
Day 1
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claim(s), counterclaims,
reasons, and evidence.
5. How does
understanding the
historical and
social connotation
of a word impact
the meaning for
the reader?
Three days
SL.9-10.1a. Come to
discussions prepared, having
read and researched material
under study; explicitly draw on
that preparation by referring to
evidence from texts and other
research on the topic or issue
to stimulate a thoughtful, wellreasoned exchange of ideas.
SL.9-10.1b. Work with peers to
set rules for collegial
discussions and decisionmaking (e.g., informal
consensus, taking votes on key
issues, presentation of
alternate views), clear goals
and deadlines, and individual
roles as needed.
W.9-10.1. Write arguments to
support claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.
W.9-10.1a. Introduce precise
claim(s), distinguish the
claim(s) from alternate or
opposing claims, and create an
organization that establishes
clear relationships among
claim(s), counterclaims,
reasons, and evidence.
W.9-10.1b. Develop claim(s)
and counterclaims fairly,
supplying evidence for each
while pointing out the strengths
and limitations of both in a
manner that anticipates the
audience’s knowledge level
and concerns.
Read the opening two pages of chapter
9
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Socratic Seminar
In the novel, language is a powerful tool.
The language of the children, the
eloquence of Atticus, and the language
of the townspeople reflect their attitudes
and often their prejudices. The most
disturbing use of language, however,
comes from the use of the word “nigger,”
used more than 300 times in the novel.
When Scout innocently asks her father,
“Do you defend niggers, Atticus?” he
responds by telling her, “Don’t say
nigger, Scout. That’s common.” Turn to
a learning partner and discuss the
following questions.
◦ What does he mean when he says,
“That’s common”?
◦ Do you agree or disagree with his
reason for not using offensive
language? Explain.
◦ If Harper Lee knew the term was
offensive, why do you think she
used the word “nigger” over 300
times in the novel? (Think about
this – who did she intend the
audience for her novel to be?
Would that audience have
influenced her decision?)
(The above is based on district-provided lesson
plan)
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HW: Read chapters 9-11 before moving
to day 2
Day 2
Mini-lesson: sentence variety
And if that Mockingbird don’t sing…
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Miss Maudie explains to Scout why her
father told her it was a sin to kill a
mockingbird. Find the passage and
copy Miss Maudie’s explanation into a
Word document. Let’s just assume the
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Socratic Seminar
Online writing
Informal teacher
observation
Essential Question
Standards
Activating Strategy
Teaching Strategies
Summarizer/Assessment
(Objective of lesson)
(Common Core standards
addressed in the session)
(Specific info about a graphic
organizer, vocabulary intro, story,
video clip, music etc. to be used)
(Specifically what and how content/skills will be taught)
(formal and/or informal; formative
and/or summative)
•
6. How do
characters in a
novel assist the
reader in
understanding the
social and political
issues of a time
period?
4 days
Tuesday through
Friday
RI.9-10.1. Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text.
W.9-10.1. Write arguments to
support claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.
W.9-10.1a. Introduce precise
claim(s), distinguish the
claim(s) from alternate or
opposing claims, and create an
organization that establishes
clear relationships among
claim(s), counterclaims,
reasons, and evidence.
W.9-10.1b. Develop claim(s)
and counterclaims fairly,
supplying evidence for each
while pointing out the strengths
and limitations of both in a
manner that anticipates the
audience’s knowledge level
and concerns.
L.9-10.1. Initiate and participate
effectively in a range of
collaborative discussions (oneon-one, in groups, and teacherled) with diverse partners on
grades 9–10 topics, texts, and
issues, building on others’
ideas and expressing their own
clearly and persuasively.
SL.9-10.1a. Come to
discussions prepared, having
Preparing to Group
As students come through the
door, hand them an index card
with a 1, 2, or 3 on the card and
the topic sheet (could be pasted
on the back of the card). This will
divide them into topic groups.
mockingbird is a metaphor for
something. What is the metaphor
representing? Try to explain what
Atticus and Miss Maudie mean when
they say it is a sin to kill one.
This assignment will not be assessed for
a correct interpretation, but it will be
assessed for the effort displayed in your
attempt to support your opinion.
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Read chapters 12-15 before moving to
Lesson 6
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Group preparation: Review discussion
guidelines and have students set goals
a la Socratic Seminar
Prepare arguments
Calpurnia and the First Purchase African
M.E. Church
What is Calpurnia’s purpose in the
novel? In order to answer that question,
you need to think about the attitudes the
townspeople of Maycomb express about
Negroes. Then ask yourself why Harper
Lee places a Negro inside the Finch
home. Her role there is traditional – she
is a servant. But what else is
Calpurnia? What is the significance of
her taking the children to her church?
Share your thoughts about Harper Lee’s
purpose in creating Calpurnia for the
novel. Include quotes from the text to
support your points. During the
presentation, the group should guide
other class members to
Lady Is as Lady Does
Aunt Alexandra represents another
segment of Southern society in the
1930s. Read the interview with three
women who “grew up white in the
South” during the ‘30s. Fill in the
Southern Behavior – Interview concept
map with things they were taught to do
as a young girl – compare the list with
what Aunty is trying to teach Scout and
Jem (complete the Southern Genteel
Behavior concept map). Is there an
overlap? Create a third Concept map
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Have students pre-write thoughts
on the questions.
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Graphic organizers for
presentations
Self-assessment for
collegial
Essential Question
Standards
Activating Strategy
Teaching Strategies
Summarizer/Assessment
(Objective of lesson)
(Common Core standards
addressed in the session)
(Specific info about a graphic
organizer, vocabulary intro, story,
video clip, music etc. to be used)
(Specifically what and how content/skills will be taught)
(formal and/or informal; formative
and/or summative)
read and researched material
under study; explicitly draw on
that preparation by referring to
evidence from texts and other
research on the topic or issue
to stimulate a thoughtful, wellreasoned exchange of ideas.
SL.9-10.1b. Work with peers to
set rules for collegial
discussions and decisionmaking (e.g., informal
consensus, taking votes on key
issues, presentation of
alternate views), clear goals
and deadlines, and individual
roles as needed.
•
SL.9-10.1c. Propel
conversations by posing and
responding to questions that
relate the current discussion to
broader themes or larger ideas;
actively incorporate others into
the discussion; and clarify,
verify, or challenge ideas and
conclusions.
•
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7. How does justice
come into conflict
with morality?
2 days
RL.9-10.1. Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text.
W.9-10.1. Write arguments to
support claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.
W.9-10.1a. Introduce precise
claim(s), distinguish the
claim(s) from alternate or
opposing claims, and create an
organization that establishes
clear relationships among
claim(s), counterclaims,
reasons, and evidence.
W.9-10.1b. Develop claim(s)
Five minutes of reading
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showing the similarities between the
interview and the novel. Only fill the
boxes in the third concept map with the
lessons they have in common (Lessons
in Common concept map).
http://library.thinkquest.org/12111/girl.ht
ml
Draw this concept map on the board to
use as a reference during your
discussion.
No Man is an Island
Atticus’s decision to represent Tom in
court begins to have a negative impact
on his family. In other words, his
decision to represent a black man
angered the entire community, and his
children suffer from the racial unrest
generated by the trial. Did Atticus make
a poor decision to represent Tom in such
an emotionally charged trial? Was it the
right decision? In your oral
presentation, support your position on
whether Atticus made a right or a wrong
decision when he agreed to represent
Tom Robinson. What does his decision
reveal about the society he lived in?
Presentations on Day #2
Read chapters 16-18 before moving to
Lesson 7
Small Towns – Small Minds
Small towns thrive on gossip. A
sensational trial like Tom Robinson’s will
only add to the talk. Several of the older
women in the novel categorize other
citizens by social standing, heritage,
etiquette and manners, yet they rarely
mention true moral or ethical values as a
criteria for judging someone’s character.
As a way to evaluate your own feelings
about these characters, place them in
rank order from the most moral to the
least moral. Then write a paragraph
explanation of why you placed him/her
in the two extreme positions.
◦ Mr. Dolphus Raymond
◦ Miss Maudie
◦ Aunt Alexandra
◦ Reverend Sykes
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Crafting the argument
GO
Informal teacher
observation
Essential Question
Standards
Activating Strategy
Teaching Strategies
Summarizer/Assessment
(Objective of lesson)
(Common Core standards
addressed in the session)
(Specific info about a graphic
organizer, vocabulary intro, story,
video clip, music etc. to be used)
(Specifically what and how content/skills will be taught)
(formal and/or informal; formative
and/or summative)
and counterclaims fairly,
supplying evidence for each
while pointing out the strengths
and limitations of both in a
manner that anticipates the
audience’s knowledge level
and concerns.
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W.9-10.1c. Use words,
phrases, and clauses to link the
major sections of the text,
create cohesion, and clarify the
relationships between claim(s)
and reasons, between reasons
and evidence, and between
claim(s) and counterclaims.
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◦ Judge Taylor
◦ Bob Ewell
◦ Mayella Ewell
◦ Heck Tate
Turn to a learning partner and explain
why you made the decisions you made.
Fill out a “Crafting the Argument” GO to
create your argument
Create a class consensus ranking the
morality of characters in the novel.
Read chapters 19- 23 before moving to Lesson 9
W.9-10.1d. Establish and
maintain a formal style and
objective tone while attending
to the norms and conventions
of the discipline in which they
are writing.
W.9-10.1e. Provide a
concluding statement or
section that follows from and
supports the argument
presented.
8. How do directors
re-see works of
fiction when
adapting books?
(Optional)
RL.9-10.7. Analyze the
representation of a subject or a
key scene in two different
artistic mediums, including
what is emphasized or absent
in each treatment (e.g.,
Auden’s “Musée des Beaux
Arts” and Breughel’s
Landscape with the Fall of
Icarus).
What movies have you seen after
having read the book? Hunger
Games? Percy Jackson? What
did you think? Which did you like
more, and why?
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9. How does an
author create
tension in a text?
(2 days)
RL.9-10.1. Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text.
What is tension? What makes a
situation tense?
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Go over basics of comparing/contrasting
(us graphic organizer as guide)
Show Mockingbird opening scenes (up
to encounter with Ms. Dubose); solicit
comments about changes
Show three scenes
◦ Syrup scene
◦ Mad dog scene (41:00)
◦ Attempted lynching scene
Three groups, one per scene; students
decide which scene they want to work
on
Share with class
Back to groups to determine three
reasons why directors change story
◦ Difficulty showing some things as
written
◦ Time constraints
◦ Cultural sensitivities.
Intro to tension: “How to Create Tension”
◦ marking the text
◦ note-taking
Close-reading scaffolding
◦ Tom's testimony as class
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Compare/contrast
graphic organizer
Informal teacher
observation
Marked texts
Essential Question
Standards
Activating Strategy
Teaching Strategies
Summarizer/Assessment
(Objective of lesson)
(Common Core standards
addressed in the session)
(Specific info about a graphic
organizer, vocabulary intro, story,
video clip, music etc. to be used)
(Specifically what and how content/skills will be taught)
(formal and/or informal; formative
and/or summative)
RL.9-10.5. Analyze how an
author’s choices concerning
how to structure a text, order
events within it (e.g., parallel
plots), and manipulate time
(e.g., pacing, flashbacks)
create such effects as mystery,
tension, or surprise.
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◦ Tom's cross-examination in pairs
HW: Read chapter 24 twice
W.9-10.10. 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 tasks,
purposes, and audiences.
10. How does Harper
Lee use irony to
create indirect
commentary
about the Jim
Crow Christian
south?
RL.9-10.4. Determine the
meaning of words and phrases
as they are used in the text,
including figurative and
connotative meanings; analyze
the cumulative impact of
specific word choices on
meaning and tone (e.g., how
the language evokes a sense
of time and place; how it sets a
formal or informal tone).
What is your view of Aunt
Alexandria? Write a short
paragraph describe her in your
view.
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Close reading: Chapter 24
Group discussion to analyze the The
Missionary Circle’s discussion of the
African Mrunas tribe and its role in the
novel as a whole.
Discussion questions
Homework: Read chapters 25-28
RL.9-10.5. Analyze how an
author’s choices concerning
how to structure a text, order
events within it (e.g., parallel
plots), and manipulate time
(e.g., pacing, flashbacks)
create such effects as mystery,
tension, or surprise.
11. What details in
the Scottsboro
Boys’ Trial are
similar to events
in the novel To Kill
a Mockingbird?
1-2 days
RI.9-10.1. Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text.
RI.9-10.2. Determine a central
idea of a text and analyze 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.
RI.9-10.5. Analyze in detail how
an author’s ideas or claims are
developed and refined by
particular sentences,
Go to computer lab
Making Connections to History
Read information on the Making
Connections for the Essay
document
As you prepare to write your final essay for this
unit, a comparison between the Scottsboro Boys’
Trial and To Kill a Mockingbird, visit the sites
below to begin your research on the Scottsboro
case. You are not limited to these two sites –
they are merely a place to begin. Feel free to
surf the net for additional sources or access
information through nonfiction texts in your local
library.
http://www.law.umkc.edu/faculty/projects/FTrials/s
cottsboro/scottsb.htm
•
Marked texts
Essential Question
Standards
Activating Strategy
Teaching Strategies
Summarizer/Assessment
(Objective of lesson)
(Common Core standards
addressed in the session)
(Specific info about a graphic
organizer, vocabulary intro, story,
video clip, music etc. to be used)
(Specifically what and how content/skills will be taught)
(formal and/or informal; formative
and/or summative)
http://www.pbs.org/wgbh/amex/scottsboro/index.h
tml
paragraphs, or larger portions
of a text (e.g., a section or
chapter).
RI.9-10.7. Analyze various
accounts of a subject told in
different mediums (e.g., a
person’s life story in both print
and multimedia), determining
which details are emphasized
in each account.
RI.9-10.8. Delineate and
evaluate the argument and
specific claims in a text,
assessing whether the
reasoning is valid and the
evidence is relevant and
sufficient; identify false
statements and fallacious
reasoning
W.9-10.7. Conduct short as
well as more sustained
research projects to answer a
question (including a selfgenerated question) or solve a
problem; narrow or broaden the
inquiry when appropriate;
synthesize multiple sources on
the subject, demonstrating
understanding of the subject
under investigation.
W.9-10.8. Gather relevant
information from multiple
authoritative print and digital
sources, using advanced
searches effectively; assess
the usefulness of each source
in answering the research
question; integrate information
into the text selectively to
maintain the flow of ideas,
avoiding plagiarism and
following a standard format for
citation..
12. What steps do I
use to write a
comparison
contrast essay?
RI.9-10.1. Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text.
Culminating
Product
W.9-10.1. Write arguments to
support claims in an analysis of
substantive topics or texts,
using valid reasoning and
Organize notes taken from
research on Scottsboro Boy’s Trial
Comparison-Contrast essay assignment
Essay Topic: How does Harper Lee’s American
classic To Kill a Mockingbird demonstrate the
practice of literature becoming a reflection of
history?
The essay will be multi-paragraph with no less
than three points of comparison between the
Summary each day will be to
turn in the writing goal for the
day (i.e.: the goal for day #1
might be a brainstorming chart
making connections between
the novel and the historical
accounts. Day #2 might be an
outline or rough draft of
Essential Question
Standards
Activating Strategy
Teaching Strategies
Summarizer/Assessment
(Objective of lesson)
(Common Core standards
addressed in the session)
(Specific info about a graphic
organizer, vocabulary intro, story,
video clip, music etc. to be used)
(Specifically what and how content/skills will be taught)
(formal and/or informal; formative
and/or summative)
novel and the historical account. Each point of
comparison needs support from the novel and the
Scottsboro case. Some suggestions are:
•
the charges
•
the accused
•
the defense
•
the prosecution
•
the community response
•
the outcome
•
media coverage
paper…)
relevant and sufficient
evidence.
W.9-10.1a. Introduce precise
claim(s), distinguish the
claim(s) from alternate or
opposing claims, and create an
organization that establishes
clear relationships among
claim(s), counterclaims,
reasons, and evidence.
W.9-10.1b. Develop claim(s)
and counterclaims fairly,
supplying evidence for each
while pointing out the strengths
and limitations of both in a
manner that anticipates the
audience’s knowledge level
and concerns.
W.9-10.1c. Use words,
phrases, and clauses to link the
major sections of the text,
create cohesion, and clarify the
relationships between claim(s)
and reasons, between reasons
and evidence, and between
claim(s) and counterclaims.
W.9-10.1d. Establish and
maintain a formal style and
objective tone while attending
to the norms and conventions
of the discipline in which they
are writing.
W.9-10.1e. Provide a
concluding statement or
section that follows from and
supports the argument
presented.
W.9-10.4. Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
(Grade-specific expectations
for writing types are defined in
standards 1–3 above.)
W.9-10.9. Draw evidence from
literary or informational texts to
support analysis, reflection,
and research
L.9-10.1. Demonstrate
command of the conventions of
Getting Started
Look over my suggestions about the Process for
Gathering Information. Then just get going.
Essential Question
Standards
Activating Strategy
Teaching Strategies
Summarizer/Assessment
(Objective of lesson)
(Common Core standards
addressed in the session)
(Specific info about a graphic
organizer, vocabulary intro, story,
video clip, music etc. to be used)
(Specifically what and how content/skills will be taught)
(formal and/or informal; formative
and/or summative)
standard English grammar and
usage when writing or
speaking.