Layered Curriculum
Unit Design for To Kill a Mockingbird
Level C
Benchmark: Use vocabulary strategies such as…context clues to discern the meanings of words
Concept: Vocabulary
Lesson Essential Question: How does learning new words enhance my comprehension?
Assignment Options: Choose one of the following:
A. Vocabulary Flashcards: Create flashcards for the novel’s vocabulary words. Be prepared to orally recite the definition when prompted. HANDOUT V-A
B. Illustrated Dictionary: Create an illustrated dictionary for the novel’s vocabulary words. Be prepared to explain illustrations when prompted. HANDOUT V-B
C. Crossword Puzzle: Create a crossword puzzle for the novel’s vocabulary words. Be prepared to provide the answers when prompted. HANDOUT V-C
Level C
Benchmark: Demonstrate comprehension of main idea and supporting details
Concept: Comprehension
Lesson Essential Question: How can I demonstrate comprehension of the main idea and details?
Assignment Options: Choose one of the following:
A. Questions & Answers: Answer the questions about each chapter of the book. HANDOUT C-A
B. Act it Out: Act out 5 scenes in the book, alone or with a partner. Be able to explain why you chose the specific scenes. HANDOUT C-B
C. Jem’s Diary: Write about 10 events from Jem’s perspective. HANDOUT C-C
D. Sing out Loud: Write and perform a song/rap about an event from the story or the novel as a whole. HANDOUT C-D
E. Draw it: Create a well-crafted illustration of one significant scene. Be able to explain why you chose that scene. HANDOUT C-E
Level B
Benchmark: Understand the importance of cultural and historical impact on literary text
Concept: Cultural/Historical Impact
Lesson Essential Question: How does the cultural/historical impact of the novel influence my understanding?
Assignment Options: Choose one of the following:
A. Connection Essay: Write an essay that addresses the impact of one of a cultural/historical event or movement on the novel (e.g. The Great Depression, Jim Crow laws, Reconstructionist South). HANDOUT I-A
B. Scottsboro Trial: Design a PowerPoint presentation that compares and contrasts the trial of Tom Robinson to the Scottsboro Trial. HANDOUT I-B
C. Soundtrack: Record an original soundtrack for the novel using music from the 1930’s. HANDOUT I-C
D. Movie Poster: Using glogster.com, create a movie poster that shows the period in which the novel takes place. HANDOUT I-D
E. Role Play: Pretend to be a citizen of Maycomb who witnessed the events of the novel. Write and perform a monologue re-telling the events, putting them in historical context. HANDOUT I-E
Level B
Benchmark: Determine a character’s traits from his/her actions, speech, appearance, or what others say about him or her
Concept: Characterization
Lesson Essential Question: How can learning about a character improve my understanding of a novel?
Assignment Options: Choose one of the following:
A. Character Essay: Write a character analysis of one of the main characters. HANDOUT CH-A
B. Talk Show: Conduct a talk show as various characters from the novel. HANDOUT CH-B
C. Scrapbook: Using quotes from the novel, create a scrapbook that encapsulates a character. HANDOUT CH-C
D. Theme Song: Write a theme song for a character using details from the novel. HANDOUT CH-D
Level A
Benchmark: Interpret literary devices such as…symbolism
Concept: Symbolism
Lesson Essential Question: How does symbolism impact the overall meaning of the novel?
Assignment Options: Choose one of the following:
Miss Maudie says, “Mockingbirds don’t do one thing but make music for us to enjoy….[T]hey don’t do one thing but sing their hearts out for us. That’s why it’s a sin to kill a mockingbird (p 90).” Throughout the novel, Scout learns many hard lessons, and several characters can pose as potential “mockingbirds” ripe for the real or symbolic killing. Your final task for this novel is to explore the identity of the mockingbird in the title. Who is the mockingbird?
I am looking for insightful, meaningful reflection, not trite, simplistic answers. Show me that you understood the lessons that Atticus was trying to teach Scout. Show me that you heard the lessons that I was trying to teach you. Show me what you have learned.
A. Essay: Write an essay answering the question “Who is the mockingbird?”. HANDOUT S-A
B. Poem: Write and perform a poem answering the question “Who is the mockingbird?”. HANDOUT S-B
C. Song/Rap: Write and perform a song/rap answering the question “Who is the mockingbird?”. HANDOUT S-C
D. Monologue: Write and perform a monologue answering the question “Who is the mockingbird?”. HANDOUT S-D
E. Symbolic Drawing. Draw a literal and symbolic representation answering the question “Who is the mockingbird?”. HANDOUT S-E