Nick+Scalabrino

This is the content of my page...enjoy ** To Kill a Mockingbird ** Intro/Overview Harper Lee’s Pulitzer Prize winning novel To Kill a Mockingbird was first published in 1960. This novel quickly became very successful and over time grew into a classic of American literature. However as of recent years, the teaching of the classic novel has brought about a great deal of controversy. Due to a number of controversial issues, many libraries and schools have banned this novel from their shelves and classrooms. Racial epithets, sexual content, and the use of the word nigger are three main reasons the novel has been banned. My purpose in assigning this American classic to 10th grade A.P. English students is to engage their minds through critical thinking, classroom discussions, small groups, various assignments, and activities that affected daily life in American history and still today. The school district in which I hope to teach would have a large diverse population. Ethnic groups from all over the world converge into this one high school. Both wealthy and poor families live among the community. Deep financial and moral support for the public school enables the school system to have more than adequate educational and athletic facilities. Because the high school receives prestigious awards and continually passes all state educational requirements, the community is growing at an alarming rate. Students will be involved in fun and engaging classroom activities. One such activity entails all students participating in a mock trial, much like the trial that takes place in To Kill a Mockingbird. A majority of the student’s assignments center around writing essays answering questions that require students to think critically and involve no one true answer. Along with these activities classroom and small group discussions will take place on a daily basis. These conversations will be student lead with little management from the teacher. The To Kill a Mockingbird unit is one that takes 6 days of instruction. On the final day the students will participate in a classroom mock trial. Each student will have responsibilities with working in small groups and during the mock trial. At the conclusion of this unit, the students will be instructed to compose a 4 page essay. In this essay the students will address one of two topics. The first topic is, put yourself in Atticus’s shoes. The reader never hears his inner thoughts. How does he stay true to his beliefs when he his scrutinized residents of Maycomb county? The second topic is, using the text as support discuss what prejudices were involved in the novel, who they were against, and how the community responded to these individuals. Both of these topics will allow the students an opportunity to show they have learned to think critically. My goal in teaching this unit is to introduce, learn, and freely discuss real life issues addressed in the classic novel To Kill a Mockingbird. Students who actively engage themselves in my classroom will gain greater knowledge and understanding of life and English education.

Hand out books Relevance of the novel. Critical thinking. Class discussion Reading notes-questions, interests, character development. || ** Day 4 ** 10 min. writing prompt/Journal “Why does Atticus say it’s a sin to kill a mockingbird? Is there more to what he’s saying? Open class discussion about journal prompt. Prepare for class mock trial. Small group discussion- mock trial
 * ** Day 1 **
 * Warm Up ** : 10 minute writing prompt/journal “what does it mean to think critically?”
 * Lesson/ Concepts ** : Novel introduction-(history, background, significance, author, controversy)
 * Assignment ** : read chapters 1-10
 * Warm up ** : Quiz
 * Lesson/Concepts: **

“Is there anything you don’t understand in the novel? What are your thoughts on the main characters?” Class discussion- character development Small group discussion- assignment, character profiles Reading notes- questions, interests || ** Day 5 ** “Why did Lee choose Scout as the narrator?” Small group discussion-mock trial
 * Assignment: ** rough draft of duties during mock trial ||
 * ** Day 2 **
 * Warm Up: ** 10 minute writing prompt/ journal
 * Lesson/ Concepts: ** Review critical thinking
 * Assignment: ** Read chapters 11-21
 * Warm up: ** 10 min. writing prompt/journal
 * Lesson/Concepts: ** Open class discussion about narrator choice.

“Is racism alive today? If so how do you deal with it? If not then explain your reasoning.”
 * Assignment: ** Final draft of duties during mock trial ||
 * ** Day 3 **
 * Warm Up ** : 10 min. writing prompt/journal

Small groups discussion- assignment, racial issues. Open class discussion-racial issues Reading notes. || ** Day 6 Standards ** “What is your overall view of this novel?”
 * Lesson/ Concepts: ** Open class discussion about novel.
 * Assignment: ** Finish novel
 * Warm Up: ** 10 min writing prompt/journal
 * Lesson/Concepts: ** Perform mock trial
 * Assignment: ** Write a 4 page essay concerning racism in today’s society. Due 1 week from today.


 * FINAL DAY OF LESSON ** ||

**Lesson Plan Honors English**
 * Day 1**


 * Topic:** Critical thinking
 * Grade level:** 10th


 * Standards:**
 * CE 1.1.4**
 * CE 1.3.7**
 * CE 2.1.10**
 * CE 2.3.3**


 * Objective:**
 * Students will demonstrate their knowledge of critical thinking through an open classroom discussion and journal prompt.


 * Materials:** Paper, writing utensil, 1 book per student.


 * Anticipatory activity:** 10 minute journal prompt. Students will be asked to free write discussing the following question, “what does it mean to think critically?”


 * Lesson:**
 * **Time** || **Instruction** ||
 * 5 mins || Students will walk to the front of the class and take one copy of To Kill a Mockingbird. Each book has a number written on the inside of the cover. As the instructor calls roll, the students will give the number on the inside of their book. The instructor will write each students number next to their name on the attendance sheet. ||
 * 37 mins. || * Instructor prompted discussion/ lecture. As a class we will discuss events taking placing during the 1960’s in the U.S. such as the civil rights movement.
 * Discuss events and ideas during the 1930’s, the time in which the story takes place.
 * Discuss the significance and relevance of racism in the book in the 1930’s and present time. ||
 * 37 mins. || As a class we will discuss what it means to think critically and how we can apply that to reading To Kill a Mockingbird. Some students will be asked to share their journal prompt writing with the rest of the class. The instructor will model ways or concepts of thinking critically. ||


 * Closure: 1 min-** Students will be assigned reading chapters 1-10 before next class period. Because of block scheduling, students will have 2 nights to read. 5 chapters a night is appropriate for an Honors English class.
 * Assessments:** Students will be awarded 5 points if they were involved in class participation.

**Lesson Plan Honors English**
 * Day 2**


 * Topic:** Character Development
 * Grade level:** 10th


 * Standards:**
 * CE 1.1.4**
 * CE 1.3.7**
 * CE 2.1.10**
 * CE 3.3.2**
 * CE 3.2.4**


 * Objective:**
 * Students will actively participate in class and small group discussion concerning character development.


 * Materials:** Paper, writing utensil, 1 book per student.


 * Anticipatory activity:** 10 minute journal prompt. Students will be asked to free write discussing the following questions, “Is there anything you don’t understand in the novel? What are your thoughts on the main characters?”


 * Lesson:**
 * **Time** || **Instruction** ||
 * 20 mins || Review ideas and concepts about critical thinking. The students will be asked participate in a class discussion about how they used critical thinking while reading the first 10 chapters. Each student should have notes with questions they may have had while reading or anything that interested them about the reading. These notes will help fuel the class discussion. ||
 * 27 mins. || As a class we will discuss character development. The instructor will ask a number of open ended questions and monitor the class discussion not take charge of it.
 * What is Scout’s personality like?
 * Is Atticus a good father?
 * How do the views on racism differ between Atticus, Scout, and the community? ||
 * 5 mins. || Instructor will read off the list of small groups and their members. Students will be encouraged to sit anywhere in the room or bunch their desks together as they discuss. ||
 * 27 mins. || In small groups the students will further discuss character development and create character profiles. Each student will create an individual character profile of their choice between Atticus or Scout. This profile is written as if they were making a profile for an online dating site. They will list all the personal qualities of the character and must address beliefs, personality, favorite activities/hobbies, and just for fun what they think the character would do on a first date if they were around at the present time. ||


 * Closure: 1 min.-** Students will pass their character profiles to the front of the class to be collected by the instructor. Students will be assigned reading chapters 11-21 before next class period. Because of block scheduling, students will have 2 nights to read. 5 chapters a night is appropriate for an Honors English class. They must also take reading notes involving any questions they may have as they read or anything that interests them.
 * Assessments:**
 * 5pts. Class participation
 * 5pts. Reading notes
 * 5pts. Character profiles

**Lesson Plan Honors English**
 * Day 3**


 * Topic:** Racism
 * Grade level:** 10th


 * Standards:**


 * CE 1.1.4**
 * CE 1.3.7**
 * CE 2.1.10**
 * CE 3.3.2**
 * CE 3.2.4**


 * Objective:**
 * Students will actively and appropriately participate in classroom discussion on racism.


 * Materials:** Paper, writing utensil, 1 book per student.


 * Anticipatory activity:** 10 minute journal prompt. Students will be asked to free write discussing the following question, “Is racism alive today? If so how do you deal with it? If not then explain your reasoning.”


 * Lesson:**
 * **Time** || **Instruction** ||
 * 15 mins || Open class discussion over overall perspective of the novel. This can encompass any topic or issue concerning the novel. ||
 * 37 mins. || Small group discussion concerning chapters thus far and racial issues both in the novel and at present. By allowing the students to discuss a controversial topic in small groups before doing so in a full class discussion allows them to become more comfortable displaying their ideas. ||
 * 37 mins. || Open class discussion involving the topic of racism. The students will lead the discussion in an appropriate manner and monitored by the instructor. Some questions the instructor may ask to prompt discussion are as follows
 * What are societies views of blacks during the 1930’s?
 * Is racism alive today? Explain?
 * How must Atticus feel when society and his community continually put him down for his beliefs? ||


 * Closure: 1 min-** Students will be assigned to finish reading the novel before next class period. Because of block scheduling, students will have 2 nights to read. 5 chapters a night is appropriate for an Honors English class. Students will pass forward their reading notes to be collected by the instructor.


 * Assessments:**
 * 5pts. Class participation
 * 5pts. Reading notes

**Lesson Plan Honors English**
 * Day 4**


 * Topic:** Prepare for mock trial
 * Grade level:** 10th


 * Standards:**
 * CE 1.1.4**
 * CE 1.3.7**
 * CE 2.1.10**
 * CE 3.3.2**
 * CE 3.2.4**


 * Objective:**
 * Students will cooperate with their peers when in small groups.


 * Materials:** Paper, writing utensil, 1 book per student.

10 minute journal prompt. Students will be asked to free write discussing the following question, “ Why does Atticus say it’s a sin to kill a mockingbird? Is there more to what he’s saying? ”
 * Anticipatory activity:** Quiz. 20 min


 * Lesson:**
 * **Time** || **Instruction** ||
 * 10 mins || Open class discussion over the journal prompt. ||
 * 10 mins. || Large group discussion about jury trials and American government at the time of the novel.
 * Racism
 * Majority vote
 * Small town values incorporated in jury decision
 * Discuss duties during trial
 * Jury, Judge, prosecutor, defendant, defense attorney, bailiff. ||
 * 38 mins. || Small group discussion concerning the mock trial and handing out duties. Students will draw from a hat their duties during the trial. Within their small groups they discuss how they should play the role they received and help make small dialogue. The case at trial will be decided as a class. ||


 * Closure: 2 min-**Students will be assigned to writing a rough draft explaining their duties during the trial. Students will pass forward their reading notes to be collected by the instructor.


 * Assessments:**
 * 5pts. Class participation
 * 5pts. Reading notes
 * 20pts. Quiz

**Lesson Plan Honors English**
 * Day 5**


 * Topic:** Prepare for mock trial
 * Grade level:** 10th


 * Standards:**
 * CE 1.1.4**
 * CE 1.3.7**
 * CE 1.5.2**
 * CE 2.1.10**
 * CE 3.3.2**
 * CE 3.2.4**


 * Objective:**
 * Students will actively and appropriately participate in classroom discussion on racism.


 * Materials:** Paper, writing utensil, 1 book per student.


 * Anticipatory activity:** 10 minute journal prompt. Students will be asked to free write discussing the following question, “ “Why did Lee choose Scout as the narrator? Was it a good choice why or why not?”


 * Lesson:**
 * **Time** || **Instruction** ||
 * 10 mins || Open class discussion over the journal prompt. ||
 * 65 mins. || Small group discussions finishing up individual and group responsibilities during the mock trial. ||


 * Closure: 5 min-** Instructor will discuss how the trial will take place during the next class period. Students will be assigned to writing a final draft explaining their duties during the trial. Students will pass forward their rough draft to be collected by the instructor.


 * Assessments:**
 * 5pts. Class participation
 * 10pts. Rough Draft

** QUIZ **
 * To Kill a Mockingbird **

Read each question carefully and select the most appropriate answer. ** 1. ** What is Scout’s real name? a. Jean Louise Finch b. Louise Marie Finch c. Louise Scout Finch d. Lee Mae Finch
 * Multiple choice. **
 * 1pt each **

** 2. ** What is the verdict in the Tom Robinson case?
 * a. ** Innocent
 * b. ** Guilty
 * c. ** Hung Jury
 * d. ** Judge calls a mistrial

a. Aunt Alexandra’s b. Atticus’s c. Mr. Underwood’s d. Miss Maudie’s
 * 3. ** Whose house burns down?

** 4. ** Who is the editor of the local newspaper? a. Mr. Raymond b. Atticus c. Mr. Underwood d. Heck Tate

** 5. ** Who insists that Bob Ewell’s death is an accident? a. Heck Tate b. Atticus c. Scout d. Boo Radley

** 6. ** What is Boo’s real name? a. Hector b. Arthur c. Riley d. Rober

** 7. ** What does Scout first find in the knot-hole? a. Bird’s nest b. Gun c. Small bug d. Chewing gum

** 8. ** What does Dill find in Dolphus Raymond’s bottle? a. Wine b. Whiskey c. Coca-cola d. Water

** 9. ** Why does Atticus admire Mrs. Dubose? a. Because she has courage b. Because she is committed to racial equality c. Because she is beautiful d. Because she is a proud Confederate

** 10. ** Who founded Finch’s Landing? a. Atticus b. Simon Finch c. Uncle Jack d. Jasper Finch

** 11. ** How did Miss Caroline learn her educational techniques? a. From long experience b. From a magazine article c. From talking to other teachers d. From college courses

** 12. ** Who is the president of the United States at the time that the events in the story take place? a. Theodore Roosevelt b. Harry Truman c. Franklin D. Roosevelt d. John F. Kennedy

** 13. ** Who tells Jem that it is a sin to kill mockingbirds? a. Atticus b. Miss Maude and Aunt Alexandra c. Scout d. Dill

** 14. ** Where does Dill live during the school year? a. Arkansas b. Mississippi c. Georgia d. Boston

a. Aunt Alexandra b. Boo Radley c. Atticus d. Heck Tate
 * 15. ** Who tucks Scout in at the end of the novel?

** 16. ** Who beat Mayella Ewell? a. Bob Ewell b. Boo Radley c. Tom Robinson d. Heck Tate

** 17. ** Whose actions lead Mr. Cunningham to disperse the lynch mob? a. Atticus’s b. Scout’s c. Jem’s d. Mr. Underwood’s

** 18. ** How old is Jem when the novel starts? a. 8 b. 7 c. 10 d. 9

** 19. ** What are Jem and Scout shocked to discover about Atticus? a. He can play the fiddle b. He can swim faster than any man in Maycomb c. He is the best shot in Maycomb d. He is a prize winning author

** 20. ** Where does Boo leave presents for Scout and Jem? a. In a box on his porch b. In a hole in an oak tree c. In their mailbox d. On their windowsills

ESSAY 10pts Discuss racism as it pertains to the events leading to and during the trial of Tom Robinson. Use the text to support your answer. 21. Students will be graded on ability to link events and historical racial issues in detail using the text as support to define the Tom Robinson trial.

MC answer key 1. A 2. B 3. D 4. C 5. A 6. B 7. D 8. C 9. A 10. B 11. D 12. C 13. A 14. B 15. C 16. A 17. B 18. D 19. C 20. B

** GRADING RUBRIC ** This assignment is given to make sure all students participate in the small group discussions. This will also ensure that students stay on task by completing a rough copy of notes dedicated to their responsibilities during the class mock trial. Because this is a rough draft there is no particular structure. However, students will be deducted points if they do not state their overall responsibility.
 * Mock Trial Rough Draft **

TOTAL POINTS

_/5 Outlined responsibilities

_/5 Completed rough draft with adequate detail

** GRADING RUBRIC ** Mock Trial Final Draft

This assignment is designed to ensure that all students have a clear indication of their responsibilities during the mock trial.

TOATAL POINTS

/10 Clearly state purpose during the trial.

/5 All APPROPRIATE dialogue written out

/5 Discuss overall perspective of working in small groups

** RUBRIC **
 * Journal Prompts **

Students will use the journal prompts on the board to get their minds thinking about the day’s lesson. The only requirement to receive full credit is the written material must address the prompt. This can be done through one paragraph or an entire page. If the journal does not address the prompt 3 points will be deducted. /5

** RUBRIC **
 * Reading **** Notes **

The main purpose for the reading notes is so the students are able to better think critically when reading the assigned chapters. Reading notes may take many different forms, there is no right or wrong way to make notes. This will be graded solely on the students overall attempt to take notes.

__ TOTAL POINTS _____/5__

** My Unit Grading Rubric **

__/10 stated a clear purpose for teaching the Unit__

__/10 Creativity in classroom activities__

_/ 10 adequate assessments given to students

__20complete 5 day block plan__
 * ___/50 complete lesson plans with sufficient detail pertaining to each individual day__**

__/30 Proper grading rubrics for each assessment__

_/15 Overall quality of the unit


 * ___/15 Unit meets Michigan Content Expectations**