To Kill a Mockingbird by h0Ly71Qb

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									To Kill a Mockingbird
Conceptual Unit




                  Elizabeth Simon

                  Email:
                  Elizabeth523@missouristate.edu

                  Phone:
                  314.583.1611
5/5/2008
Essential Questions:
    What is courage?
    When are people considered “grown up?”
    How do prejudices/stereotypes impact one’s perspective?

Text(s):
    Harper Lee’s To Kill a Mockingbird
    Various selections of poetry (i.e. Theodore Roethke’s My Papa’s Waltz, Robert
      Hayden’s Those Winter Sundays, and selected African American poetry).

Rationale:
        This conceptual unit revolves around Harper Lee’s novel, To Kill a Mockingbird, a
text that is required for high school freshman. I chose this text as my focus for this
conceptual unit because it has been one of my favorite and most memorable reads. Even as
I have re-read the novel, its significance is relevant to high school students today. Harper
Lee’s novel should be integrated into the classroom because of the variety of literary
techniques, essential themes, historical background, and modern day relevance the novel
contains.
        To Kill a Mockingbird is an essential text to teach in the classroom because the
themes of discrimination, innocence, courage and prejudices, which are presented in
Harper Lee’s novel, can be relevant issues that students still find and apply to their world
today. It is essential that students learn the significance of these themes because these
same motifs can be found within in their own lives, whether it be within themselves, their
families, peers, community, country, or humankind. By exposing students to Harper Lee’s
novel, To Kill a Mockingbird, they will be challenged to consider the role that innocence and
prejudices play in their lives. Harper Lee writes, “The book to read is not the one which
thinks for you, but the one which makes you think.” Students will be encouraged expand
their outlooks of the world and investigate their own opinions and beliefs about other
groups of people, social groups, and races found within their community, society, nation,
and world through their reading of To Kill a Mockingbird. Each person faces their own
prejudices and it is essential for him/her to consider that, “You never really understand a
person until you consider things from his point of view…until you climb into his skin and
walk around it in” (Lee 33). Through the discovery of each of these themes, students will
be lead to consider the essential questions: “What is courage?” and “How do prejudices
impact one’s perspective?”
        Harper Lee’s novel, To Kill a Mockingbird can be surrounded by multiple issues of
concern. Great consideration needs to be present when considering teaching To Kill a
Mockingbird. The particular language found within Harper Lee’s novel can present
problems within the classroom if the specific racial language is not addressed
appropriately. It is important to bring sensitivity to the language in Harper Lee’s novel and
consider the needs of each student when reading To Kill a Mockingbird. In order to
appropriately address this concern, I have planned to adjoin outside writings of poetry to
To Kill a Mockingbird that present a wide variety of perspectives from writers of different
races and backgrounds. In addition, supplying proper historical background about Jim
Crow Laws and The Scottsboro trails will allow students to connect the historical aspects of
our world to the significance of the themes that Harper Lee introduces in her novel and the
literary devices she uses to convey these ideas.
        By providing historical background and connecting the themes to our nation’s
history, students will be able to gain a greater appreciation for the techniques of plot,
characterization, theme development, and setting that Harper Lee uses in her novel, To Kill
a Mockingbird. Through class discussions, culminating activities, and deeper reading,
students will be able to draw personal connections to the text, be challenged in their own
thinking and perspectives, and students will be able to draw connections between the
themes in To Kill a Mockingbird to their own lives, communities, nation, and world.
        By the end of the conceptual unit, I hope that students will be able to consider what
courage is and how prejudices can impact one’s perspective. Students should be able to
draw larger connections between the themes found in To Kill a Mockingbird to the history
of the world and to their world today. Furthermore, I hope that students will be challenged
to consider the prejudices and stereotypes that are still prevalent within our society and
take steps to consider the perspectives of others – to step into the shoes of individuals who
are different from themselves.

Grade Level Expectations:
Students will be able to:
    Develop and apply skills and strategies to the reading process by comparing,
      contrasting, analyzing, and evaluating connections between text ideas and the word
      by analyzing and evaluating the relationship between literature and its historical
      period and culture (Reading 1,I).
    Write effectively in various forms and types of writing to interpret, evaluate, or
      persuade (Writing 3,C).
    Develop and apply effective listening skills and strategies using active-listening
      behaviors (Listening and Speaking 1,B).
    Develop and apply effective speaking skills and strategies for various audiences and
      purposes in discussions and presentations (Listening and Speaking 2,A).
    Develop and apply effective research process skills to gather, analyze, and evaluate
      information and develop and appropriate research to guide investigation and
      research of focus questions (Information Literary 1,A).

Culminating Activities:
These culminating activities will be the main form of assessment. Because there is a
literary analysis due at the end of the conceptual unit, many of the activities found in the
Literary Portfolio will be assigned throughout the reading of To Kill a Mockingbird,
discussed thoroughly in class, and will be given time to be completed in class.
    1. Literary Portfolio: The Literary Portfolio is a compilation of various activities that
        can be completed. The Literary Portfolio allows creative freedom for students in a
        structured manner. There are four components of the Literary Portfolio, which are
        listed below and each has a particular number of activities that must be completed
        for full credit. All activities can be expanded or adjusted to your own particular
        interests with permission. This is a time for you to take creative freedom and
        liberties.
   Part I – Characterization of at least 3 characters in the novel (complete
    2 of the 5):
    - Complete a Metaphor Graphic Organizer for a character of your choice.
      This includes creating your own metaphors to depict the “seen” and
      “unseen” characterization of a particular character. The metaphor
      responses should be accompanied by an explanation chart that will be
      provided by the teacher.
    - Chose two characters and write a “personal ad” that describes their
      appearance, interests, social status, personality traits. Each personal ad
      should be at least 5 sentences.
    - Write a letter from one character to another. The content should be
      relevant to the novel whether it addresses the themes found in the novel, a
      particular situation that the characters encounter, etc.
    - Find or write a poem or song that you feel relates or describes a character
      in To Kill a Mockingbird. Write a 5 sentence paragraph describing why you
      feel the poem reflects the character that you chose. (If you need direction
      in finding a poem, feel free to ask the teacher for help).
    - Draw a picture of a character in To Kill a Mockingbird. Include two quotes
      from the book that describes or represents the character. Write a 3-5
      sentence paragraph for each quote that explains why you believe the quote
      is significant to the character you have focused on.
   Part II – A Look at History (complete 1 of the 3):
    - From our study of Jim Crow Laws, The Scottsboro Trials and the time
      period of when To Kill a Mockingbird was written, obtain/use the timeline
      (given at the beginning of the unit) of important historical events and
      connect these important dates in history to characters, plot, or events
      found in Harper Lee’s novel. Each connection needs to contain a specific
      quote from To Kill a Mockingbird with the correct page number, and a
      minimum of 3 sentences explaining how the particular passage from the
      book and the time in history relate.
    - Make a Chart that compares/contrasts the trial of Tom Robinson to the
      Scottsboro trials. Be sure to cite passages from To Kill a Mockingbird and
      use factual details from the history of the Scottsboro trials to support your
      comparison/contrast.
    - From our study of the time period in which Harper Lee’s novel, To Kill a
      Mockingbird, takes place, draw comparisons between the town of
      Maycomb and the historical conditions of our nation. Be sure to cite
      specific historical moments in our history and specific passages from the
      novel.
   Part III – Themes/Symbols (complete 1 of the 3):
    - Create a collage that depicts aspects of courage. Write a 1 ½ - 2 page paper
      that explains your collage and why you chose particular quotes, pictures,
      etc., in your collage.
    - Interview a peer or classmate who you know very little about. This
      interview can include questions: What are your interests? What is one
               thing that you hope to achieve in your lifetime? If you could change one
               thing in the world what would it be and why? After the interview is
               complete, write a 1 ½ - 2 page paper about the person that you
               interviewed.
           Part IV – Connecting to our Community, Nation, and World (complete 2
             of the 3)
             - Complete a “Most Valuable Idea” chart. Write what you think is the single
               most important idea found in To Kill a Mockingbird. Find an example in the
               real world that illustrates this idea, and explain the connection between
               your most valuable idea and the real-world connection that you found.
               (Your real-world example can include a newspaper or magazine article,
               song lyrics, etc. and it must be cut and pasted on the chart).
             - If you were to cast the characters found in Harper Lee’s novel, who would
               you have represent these characters? Compile a list of the people (famous,
               such as Brad Pitt, or relatively unknown, such as Uncle Benny) and write a
               6-8 sentence explanation why the person you chose to play a particular
               character is qualified for that particular role. The people chosen for your
               cast should not be selected based on their looks or because they are your
               favorite person. Consider the connections that your “actors” have to the
               characters that you have chosen them to represent. You need to cast at
               least 6 characters.
             - Find a children’s story, 2 songs, 2 photographs, or 2 television programs
               that address the central ideas/themes that are found in Harper Lee’s novel.
               Provide a summary of the children’s story or television program and write
               how either of these modern day examples connect to To Kill a Mockingbird.
               Or provide two print-outs or copies of the lyrics and music or print-outs of
               the two photographs with a written example (1 page each) of how these
               modern day examples connect to the central ideas found in the novel.
   2. Literary Analysis
           After reading the novel To Kill a Mockingbird, write a paper that addresses
             the theme of courage, prejudices, or growing up. You should be able to
             connect a character, from To Kill a Mockingbird, with a particular theme and
             use specific passages and quotes to support your thesis statement.
             - Students will practice incorporating quotes from the novel into their
               writing, with attention paid to appropriate use of quotes for support and
               smooth integration of quotes.
             - Students will work to master strong verb usage. They will learn to avoid
               over-used terminology and clichés and first-person and second-person
               references in formal academic writing.

Lesson Plans (50 minute class periods):
Day 1:
    5 minutes of journaling:
          When are people considered “grown up?”
          What is courage?
            How do prejudices/stereotypes impact someone’s perspective of another?
      Introduce Harper Lee’s novel, To Kill a Mockingbird and explain the significance of
       reading Harper Lee’s novel with attention to the historical background of when the
       novel was written. Provide visuals, such as “white only” signs, that reflect Jim Crow
       Laws and provide examples of literacy tests that were used to discriminate blacks
       (15 minutes).
      Address the language and sensitivity that needs to be taken when reading and
       discussing To Kill a Mockingbird, through Countee Cullen’s poem, “Incident” (10
       minutes).
      Read the essential questions and explain that students should be able to address
       these questions when completing the reading of Lee’s novel, To Kill a Mockingbird,
       and through the completion of the culminating activities (5 minutes).
      Introduce culminating activities/reading schedule (10 minutes).
      Exit pass (5 minutes): Have students reflect on the historical background of To Kill a
       Mockingbird and write what their reactions are to beginning Harper Lee’s novel.
      Assign Chp. 1 for homework, which will be due for Day 3. Have students write at
       least 3 Question Slips. These slips should contain any question the student may
       have while reading the first chapter.

Day 2:
    5 minutes of journaling:
           - This will be a time for free-writing.
    Have students complete an opinionaire introduction activity where they respond to
       statements by rating their opinions on a scale from 1 (disagree) to 10 (agree) – (5
       minutes).
    Students will find a partner and discuss their responses to each other. They will
       choose a question that they would like to focus on (10 minutes).
    Partners will then find another pair-share group and discuss the question that each
       pair has previously selected (10 minutes).
    Enter Socratic Seminar and have the whole class converse about the statements that
       they want to discuss further (15 minutes).
    Exit Pass: Have students reflect on how the discussion went, something new that
       they learned, or what insights someone else mentioned that was impactful to them
       (5 minutes).
    If extra time, allow for them to read Chapter 1.


Day 3:
    5 minutes of journaling:
        - Consider Chapter 1 and write any questions that you may have after reading
            the first chapter.
        - What particular character did you connect with or what aspect of Chapter 1
            did you most enjoy?
    Divide students into groups and assign each person a specific role (20 minutes).
        - Summarizer: Prepares a brief summary of the chapter.
          -   Questioner: Asks questions about what has been read in the text so far.
          -   Literary Luminary: Locates passages that align with the group’s discussion.
          -   Recorder: Records the group’s thinking, unanswered questions, and page
              numbers of passages that have been highlighted in discussion.
          - ALL: should be prepared to present group’s findings/discussion/questions.
      Open the class to a large group discussion and have each group present one
       question they discussed and answers they found. Answer any questions that
       students may have over the first chapter. Direct students to important
       details/quotes found in the chapter (20 minutes).
      Exit Pass: Write about the first chapter and write any questions that you want
       answers for.

Day 4:
    5 minute journaling:
          - How does education extend beyond the classroom?
          - Atticus states in Chapter 3, “You never really understand a person until you
               consider things from his point of view – until you climb into his skin and walk
               around in it” (33). What is your interpretation or reaction to this quote?
    Read Chapters 2 and 3 as a class (30 minutes).
    Introduce the Metaphoric Graphic Organizer “Shoes,” and explain that students will
       depict a character found within Chapters 2 and 3 by comparing them to a shoe that
       they feel best represents their character. They must provide textual support for
       their reasoning (5 minutes).
    Allow students time to create/draw/paste pictures of shoes and find quotes that can
       be used to complete one of the requirements for Part I of their Literary Profile (10
       minutes).
    Assign Chapters 4 and 5 for the next class period.

Day 5:
    5 minute journaling:
           - Chose a character (Jem, Scout, Dill, Miss Maudie, or Boo Radley) and write
              your reaction them and their actions.
    Introduce and explain Hotseating (5 minutes).
    Arrange the classroom into five groups and assign each group a character to be put
       in the Hotseat. At this time, they should choose someone to represent their
       character and create two questions to ask their character based from Chapters 4 and
       5 (10 minutes).
    Begin Hotseating (25 minutes).
    End with an exit pass asking students to consider and write about a perspective that
       was presented in the Hotseat that they thought was interesting. Students who were
       in the Hotseat will be given asked to consider what they were feeling or thinking as
       the character they were representing (5 minutes).

Day 6:
    5 minutes of Journaling:
          -   Describe aspects of your own neighborhood or surrounding communities or
              describe the city that you live in. What particular events or typical
              associations made when you think about your area?
      Explain and hand out reflection logs for students to fill out during the in-class
       reading, which will be turned in at the end of class for a completion grade. When
       reading the text in class students should be able to draw conclusions about the town
       of Maycomb, recognize literary details that author uses to describe the town/setting
       of Maycomb, and make judgments about the actions or behaviors of the characters
       through the setting (5 minutes).
      Read Chapters 6, 7, and 8 in class (35-40 minutes).
      Assign Chapter 9 for the next class period.

Day 7:
    5 minutes of journaling:
          - Why are people prone to disregard or ignore the lessons that they can learn
             from children?
          - What kind of lessons can we learn from people that are younger than us?
    Discuss the essential question, “How do prejudices/stereotypes impact one’s
       perspective?” in relation to Uncle Jack’s prejudices towards children and Aunt
       Alexandra’s prejudices towards Scout (15 minutes).
    Maycomb’s prejudices towards blacks visited through Maya Angulo’s poem, “I know
       why the caged bird sings” (15 minutes).
    Any time left over is dedicated towards reading for the next class period (15
       minutes).
    Assign Chapter 10 and 11 for the next class period.

Day 8:
    5 minutes of journaling:
           - What kind of father do you hope to be?
           - What kind of dad do you hope the father of your children will be?
           - What is a father to you?
    Introduce Round Robin Monologues and give students the prompt “A father is…”,
       and have students create a sentence that summarizes their feelings and completes
       the statement presented (5 minutes).
    Once students have completed their sentences, move around the circle and have
       students read out loud the sentence that they wrote while everyone else writes the
       sentences. Repeat the Round Robin Monologue without students writing each
       other’s sentences (10 minutes).
    Have students write a poem that incorporates the sentences that were used in the
       Round Robin Monologue (10 minutes).
    Have students share their poems with a partner and discuss the different
       perspectives that were presented in the Round Robin Monologue (5 minutes).
    Have students write a poem about Atticus incorporating the different views found
       among Aunt Alexandra, Scout, Jem, and the class (10 minutes).
      Exit Pass: Take a sentence that was presented in class and relate Atticus to the
       sentence? How does he accurately fit that description or how is he different from
       the sentence that you have chosen?

Day 9:
    5 minutes of journaling:
          - How do prejudices/stereotypes encourage discrimination?
          - How do peoples’ prejudices/stereotypes of others change their attitude?
    Hand out a slip of paper for students to write a question they have at the end of the
       reading.
    Explain and hand out reflection logs for students to fill out during the in-class
       reading, which will be turned in at the end of class for a completion grade. Each
       group member will have a different set of questions to ensure that she/he
       contributes to the discussion and reading (5 minutes).
    Read Chapters 12-14 in groups (35-40 minutes).
    Turn in reflection logs.

Day 10:
    Hand out group worksheet.
    5 minutes of journaling:
          - Has there ever been a time in your life where you have been misunderstood,
             stereotyped or judged by others?
          - How are groups of people misunderstood or discriminated in your own
             community, nation, or world?
    Review Jim Crow Laws and the Scottsboro trials (10 minutes).
    Have students enter groups and give each group two Mystery Envelopes containing
      questions related to each chapter. As students read through Chapters 15 and 16,
      have them answer the Mystery Envelope questions and write their answers on a
      handout given to them at the beginning of class (30 minutes).
    Exit Pass: Write about an event, character, etc. from Chapter 15 or 16 that impacted
      or interested you (5 minutes).

Day 11:
    5 minutes of journaling:
          - Predict what is going to happen at Tom Robinson’s trial based on what we
              have read already.
          - What makes a person courageous?
   Read Chapters 17, 18, and 19 in class and chose students to “Read n’ Act” the roles of
      the characters and trail scene (40 minutes).
   Exit Pass: Have students chose one passage from Chapters 17, 18, or 19 and write on
      why they chose the passage and the significance it holds to the essential questions
      or to the novel (5 minutes).
   Assign Chapters 20-22 for the next class period and have students prepare, for each
      chapter, one question they have – whether it is for clarification or whether it is to
      assess the motives of a character or the author’s intent, etc.
Day 12:
   5 minutes of journaling:
         - When we consider other peoples’ perspectives, what do we learn about those
             people?
         - Write about a character in To Kill a Mockingbird and how your opinion of
             them has changed since when we first met them. Why do you think you have
             a different perspective of them?
    Show students the scene of Atticus’ final statement in the movie, To Kill a
      Mockingbird (7 minutes).
    Have students enter into groups to discuss their prepared questions with one
      another. Each student needs to turn in a sheet of paper that has at least two things
      that everybody said during their group discussion (20 minutes).
    Allow students to work on Part II of their Literary Portfolio (15 minutes).

Day 13:
   5 minutes of journaling:
         - How can our prejudices of others impact our words and actions?
         - How does one’s background or upbringing influence their life?
         - What makes a courageous person weak?
   Read Chapters 23 and 24 in class while incorporating hotseating throughout.
      Specifically focus on the different views that the women of the Missionary Society
      may have had during these two chapters (Scout, Aunt Alexandra, Calpurnia, Miss
      Maudie) – (35 minutes).
   Exit Pass: Hotseating debrief worksheets will be distributed and students will
      describe how they interpreted characters, setting, and plot (5 minutes).
   If there is time left over, allow students to read Chapters 25, 26 and 27, which are
      due for the next class period.

Day 14:
   5 minutes of journaling:
         - Who or what are we prejudice towards in our own lives?
         - Respond to what Scout’s says in Chapter 26: “How can you hate Hitler so bad
             an’ then turn around and be ugly about folks right at home” (283).
   Introduce Phillis Wheatley’s poem, “To a Lady and Her Children,” Langston Hughes’
      poem “I, too, Sing America,” and Theodore Roethke’s “My Papa’s Waltz” to discuss
      characters Helen, Miss Gates, and Bob Ewell.
   Have students connect passages to in To Kill a Mockingbird to the poems to create
      deeper meaning and connections between the characters and the plot. What can
      these poems reveal to us about the characters? What perspective can they give us?

Day 15:
   5 minutes of journaling:
        - Describe a person who you think is courageous.
      Read Chapters 28-29 and discuss and incorporate reflective writing while reading
       (25 minutes).
      Allow students to work on their Literary Analysis – Provide brainstorming
       techniques, concept maps, and an outline map (20 minutes).
      Outline maps should be assigned for homework.

Day 16:
   5 minutes of journaling:
          - What does this book mean in terms of my family? (“Family” can extend
             beyond your parents and siblings to include your close friends and those you
             care for).
   Read Chapters 30-31 as a class (20 minutes).
   Revisit Opinionaire completed at the beginning of the conceptual unit. Discuss how
      opinions have evolved or changed. Have students choose one statement and
      consider how someone may view it differently from themselves (20 minutes).
   Address culminating activities: Students should bring any materials needed to work
      on Part IV of their Literary Portfolio for the next class period. Students will also be
      required to turn in a rough draft of their Introduction and 1 body paragraph of their
      Literary Analysis.

Day 17:
    5 minutes of journaling:
          - Why should people your age be concerned with the issues presented in this
             book?
    Students will be given time in class to work on Part IV and any other Parts of the
      Literary Portfolio, which should be near completion (40 minutes).
    Students will receive their rough drafts back with written feedback (5 minutes).
      They must bring a near completed rough draft of their Literary Analysis.
    http://readwritethink.org/lessons/lesson_view.asp?id=1003

Day 18:
    5 minutes of journaling:
         - How do the ideas in this book affect both your community and others?
    Mini-Lesson on integrating quotes into a paper (10 minutes).
    Peer response groups and mini-conferences with the teacher throughout the class
      period. During this time students will be reflecting on the content of the Literary
      Analysis and the textual support from To Kill a Mockingbird (30 minutes).

Day 19:
    5 minutes of journaling:
         - What does this book mean in terms of thinking about my country?
         - What can we learn about humanity from reading this text?
    Literary Portfolio due.
      Peer editing groups will focus on the use of strong verbs, punctuation, grammar and
       MLA documentation. Any conferencing that was not completed last period will
       continue (30 minutes).
      Begin presentations of the Literary Portfolios. Students will present one activity
       they completed by presenting it to the class. Each student will write a sentence
       response to each presentation (15 minutes).

Day 20:
    5 minutes of journaling:
         - What is your overall opinion about your experience with Harper Lee’s novel,
            To Kill a Mockingbird?
    Literary Analysis due.
    Complete presentations of the Literary Portfolios (40 minutes).
    Exit Pass: Students will write what they have learned most from reading To Kill a
      Mockingbird and why people their age should read Lee’s novel (5 minutes).
                                          Scoring Guide:
                                         Literary Portfolio

   Parts of the             Excellent                    Good                         Average
Literary Portfolio        (A Portfolio)               (B Portfolio)                 (C Portfolio)
   Emphasized
  Organization/    The Literary Portfolio is     The Literary Portfolio       The Literary Portfolio
    Neatness       correctly organized with      contains Parts I, II, III,   is not organized with
                   Parts 1, II, and III, IV      and IV but is not in the     Parts I, II, III, and IV in
                   following in order and        correct order and            the correct order and/or
                   free of grammar and           contains grammar and         Parts are missing and
                   punctuation errors.           punctuation errors.          contains many
                                                                              punctuation and
                   There is a Table of           The Table of Contents        grammar errors.
                   Contents.                     is not complete or
                                                 does not follow the          The Literary Portfolio
                   There is an introductory      specific requirements        does not have a Table
                   letter describing how         outlined.                    of Contents.
                   your activities have
                   impacted you in your                                       There is no
                   reading of To Kill a                                       introductory letter.
                   Mockingbird.


 Requirements      The Literary Portfolio        The Literary Portfolio       The Literary Portfolio
                   contains Parts I, II, III,    contains Parts I, II, III,   is missing more than
                   and IV with each Part         and IV with no more          one activity from Part I,
                   containing the required       than 1 requirement           II, III, or IV.
                   amount of completed           missing from all the
                   activities.                   Parts combined.

   Literary        Student shows a deeper        Student shows a              Student makes simple
 Understanding     understanding of              deeper understanding         connections in the
                   characters, historical        of characters,               novel To Kill a
                   background, themes, and       historical background,       Mockingbird. The
                   cultural relevance.           and themes. Student          student does not use
                   Student connects To Kill      makes connections in         specific examples from
                   a Mockingbird to specific     To Kill a Mockingbird,       Lee’s novel to connect
                   characters, historical        but they are not             to the historical
                   information, and themes.      specific in providing        background, themes, or
                   Student is able to express    examples from the            culture surrounding
                   what Lee’s novel implies      novel to specific            them.
                   about human nature and        events/subject in their
                   relate specific details       culture/world.
                   from the novel to current
                   cultural events/subjects.
                                                     Scoring Guide:
                                                    Literary Anaylsis

Support for Thesis Relevant, telling,            Supporting details and       Supporting details and      Supporting details and
                      quality details give the   information are relevant,    information are             information are
                      reader important           but one key issue or         relevant, but several       typically unclear or
                      information that goes      portion of the analysis is   key issues or portions      not related to the
                      beyond the obvious or      unsupported.                 of the storyline are        topic.
                      predictable.                                            unsupported.


Integrating           Quotes and examples        Most quotes are              Many quotes are not         Almost all quotes are
Quotes                support the topic and      integrated smoothly and      integrated smoothly in      not integrated smoothy
                      are integrated and         refrain from "plop and       the Literary Analysis.      into the Literary
                      flow smoothy within        drop." Most quotes and       Examples and quotes         Anaylsis. Quotes and
                      the Literary Anaylsis.     examples from the            from the source do not      example from the
                                                 source support the topic.    clearly connect to the      source do not
                                                                              topic.                      accurately support the
                                                                                                          topic.
MLA                   All in-text citations      Most in-text citations       A Few in-text citations     Many in-text citations
documentation         are cited correctly.       are cited correctly.         are cited correctly.        are not cited correctly.
                      Works Cited is             Works Cited is included      Works Cited Page            There is no Works
                      included and is            and contains few errors.     contains errors. Page       Cited Page. Page
                      without mistakes.          Page Setup is correct        Setup contains              Setup is incorrect and
                      Page Setup is correct      and contains few errrors     multiple errors.            contains many errors.
                      and consistent.

Organization          Details are placed in a    Details are placed in a      Some details are not in     Many details are not in
                      logical order and the      logical order, but the       a logical or expected       a logical or expected
                      way they are               way in which they are        order, and this distracts   order. There is little
                      presented effectively      presented/introduced         the reader.                 sense that the writing
                      keeps the interest of      sometimes makes the                                      is organized.
                      the reader.                writing less interesting.


Verb Usage            Writer uses strong         Writer uses mostly           Writing has many            Student makes no
                      verbs and avoids using     strong verbs, avoids         "weak" verbs, may           effort to use strong
                      first and second           using first and second       make first or second        verbs in their writing.
                      person within their        person references, and       person references, or       First and second
                      formal writing             uses very little over-       contains many over-         person references are
                      assignment.                used terminology.            used terminologies.         used all throughout the
                                                                                                          Literary Anaylsis.
                                                                                                          Writing contains over-
                                                                                                          used terminology.
Spelling and          Writer makes no            Writer makes a few           Writer makes a              Writer makes many
Grammar               errors in grammar or       errors in grammar or         substainial amount of       errors in grammar or
                      spelling that distract     spelling that distract the   errors in grammar or        spelling that distract
                      the reader from the        reader from the content.     spelling that distract      the reader from the
                      content.                                                the reader from the         content.
                                                                              content.
                          Reading Schedule and Assignment Calender

Day 1: Introduction to Harper Lee’s novel, To Kill a Mockingbird. Read Chapter 1 by Day 3
Day 2: In-class Opinionaire;
    Homework: Read Chapter 1 for next class period.
Day 3: Group work;
    Homework: Review Literary Portfolio, Part I.
Day 4: Chapters 2-3 read in class; Work on an activity found in Part I of Literary Portfolio.
    Homework: Read Chapter 4-5 for next class period.
Day 5: Hotseating
Day 6: Chapters 6-8 read in class
    Homework: Chapter 9 due next class period.
Day 7: Discuss Chapter 9 in class.
    Homework: Read Chapters 10-11 for next class period.
Day 8: Round Robin Monologue
    Homework: You should consider spending the next few nights working on your
       Literary Portfolio.
Day 9: Read Chapters 12-14 in class.
Day 10: Read Chapters 15-16 in class.
Day 11: Read Chapters 17-19 in class.
    Homework: Read Chapters 20-22 for next class period.
Day 12: Discuss Chapters 20-22
Day 13: Read Chapter 23-24 in class
    Homework: Read Chapters 25-27
Day 14: Discuss Chpaters 25-27
Day 15: Read Chapters 28-29 in class
    Homework: Literary Analysis Outlines due next class period.
    Continue working on Literary Portfolio
Day 16: Read Chapters 30-31 in class
    Homework: 1st Rough Draft of Literary Analysis due next class period.
Day 17: Students will be given time to work on Literary Portfolios
    Homework: Bring revised Rough Draft of Literary Analysis for the next class
       period.
Day 18: Peer-responding to Literary Analysis/Conferencing with teacher.
    Homework: Literary Portfolio due (be ready to provide a 3-4 minute presentation
       on one activity that you completed).
Day 19: Peer-editing Literary Analysis/Conferencing with teacher.
    Homework: Literary Analysis due next class period.
Day 20: Presentations; Closing remarks on TKAM.
To a Lady and Her Children
By Phillis Wheatley

O'erwhelming sorrow now demands my song:
From death the overwhelming sorrow sprung.
What flowing tears? What hearts with grief opprest?
What sighs on sighs heave the fond parent's breast?
The brother weeps, the hapless sisters join
Th' increasing woe, and swell the crystal brine;
The poor, who once his gen'rous bounty fed,
Droop, and bewail their benefactor dead.
In death the friend, the kind companion lies,
And in one death what various comfort dies!
Th' unhappy mother sees the sanguine rill
Forget to flow, and nature's wheels stand still,
But see from earth his spirit far remov'd,
And know no grief recalls your best-belov'd:
He, upon pinions swifter than the wind,
Has left mortality's sad scenes behind
For joys to this terrestrial state unknown,
And glories richer than the monarch's crown.
Of virtue's steady course the prize behold!

What blissful wonders to his mind unfold!
But of celestial joys I sing in vain:
Attempt not, muse, the too advent'rous strain.

No more in briny show'rs, ye friends around,
Or bathe his clay, or waste them on the ground:
Still do you weep, still wish for his return?
How cruel thus to wish, and thus to mourn?
No more for him the streams of sorrow pour,
But haste to join him on the heav'nly shore,
On harps of gold to tune immortal lays,
And to your God immortal anthems raise.
I, Too, Sing America
By Langston Hughes

I, too, sing America.

I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.

Tomorrow,
I'll be at the table
When company comes.
Nobody'll dare
Say to me,
"Eat in the kitchen,"
Then.

Besides,
They'll see how beautiful I am
And be ashamed--

I, too, am America.


Incident
By Countee Cullen

Once riding in old Baltimore,
Heart-filled, head-filled with glee;
I saw a Baltimorean
Keep looking straight at me.

Now I was eight and very small,
And he was no whit bigger,
And so I smiled, but he poked out
His tongue, and called me, "Nigger."

I saw the whole of Balimore
From May until December;
Of all the things that happened there
That's all that I remember.
I know why the caged bird sings
By Maya Angelou

A free bird leaps on the back
Of the wind and floats downstream
Till the current ends and dips his wing
In the orange suns rays
And dares to claim the sky.

But a BIRD that stalks down his narrow cage
Can seldom see through his bars of rage
His wings are clipped and his feet are tied
So he opens his throat to sing.

The caged bird sings with a fearful trill
Of things unknown but longed for still
And his tune is heard on the distant hill for
The caged bird sings of freedom.

The free bird thinks of another breeze
And the trade winds soft through
The sighing trees
And the fat worms waiting on a dawn-bright
Lawn and he names the sky his own.

But a caged BIRD stands on the grave of dreams
His shadow shouts on a nightmare scream
His wings are clipped and his feet are tied
So he opens his throat to sing.

The caged bird sings with
A fearful trill of things unknown
But longed for still and his
Tune is heard on the distant hill
For the caged bird sings of freedom.
  My Papa's Waltz
  By Theodore Roethke

  The whiskey on your breath
  Could make a small boy dizzy;
  But I hung on like death:
  Such waltzing was not easy.

  We romped until the pans
  Slid from the kitchen shelf;
  My mother's countenance
  Could not unfrown itself.

  The hand that held my wrist
  Was battered on one knuckle;
  At every step you missed
  My right ear scraped a buckle.

  You beat time on my head
  With a palm caked hard by dirt,
  Then waltzed me off to bed
  Still clinging to your shirt.




Those Winter Sundays
By Robert Hayden

Sundays too my father got up early
and put his clothes on in the blueblack cold,
then with cracked hands that ached
from labor in the weekday weather made
banked fires blaze. No one ever thanked him.

I’d wake and hear the cold splintering, breaking.
When the rooms were warm, he’d call,
and slowly I would rise and dress,
fearing the chronic angers of that house,

Speaking indifferently to him,
who had driven out the cold
and polished my good shoes as well.
What did I know, what did I know
of love’s austere and lonely offices?

								
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