English Language Arts Grade 9 Inter-Relationships and Self-Reliance Unit 9.3 Contemporary Realistic Fiction, Novel To Kill a Mockingbird Harper Lee 1-31-09 DRAFT
DispositionsBig Ideas/Themes
Essential Questions / Literary Genre Focus/Anchor Texts / Linking Texts / Literature /Culture Characteristics / Reading, Listening/Viewing
Strategies and Activities / Writing, Speaking, Expressing
Strategies and Activities / On-Going Literacy Development
Narrative Text / Informational Text
Unit
Plan / Grade 9 Disposition
Inter-Relationships and
Self-Reliance
Big Ideas
· integrity
· truth
· courage
· relationships
· responsibility
· equality
· coming of age
Themes
· We can find truth through
knowledge and experience.
· Education is key to
overcoming prejudice.
· Real courage is not always readily seen.
Focus Questions
· What is equality? How can we work to achieve it?
· What is the difference between moral and physical courage?
· Why is it so difficult for people to stand up and do what is right?
· Do I have the courage to do what is right?
· Is it possible for one person to make a difference?
· What stereotypes and prejudices exist in our world?
· What influences gender roles in our society?
Essential Questions
· Who am I and how do I find my place in the world?
· How do I relate to my family, my community?
· How am I a reflection of my relationships?
· How do my relationships within and across groups affect others?
· What influence do class, religion, language, and culture have on my decisions?
· What can I contribute as an individual?
· What is my responsibility to society?
· How do I see my beliefs reflected in government policies and by politicians?
Quotations
I “Courage is resistance to fear, mastery of fear — not absence of fear.”
Mark Twain
II “The secret of Happiness is Freedom, And the secret of Freedom, Courage.”
Thucydides(460 BC-395 BC)
III "Entre los individuos, como entre las naciones, el respeto al derecho ajeno es la paz", meaning "Among individuals, as among nations, respect for the rights of others is peace". - Benito Juarez (1806-1872)
IV “Hating people because of their color is wrong. And it doesn't matter which color does the hating. It's just plain wrong.”
Muhammad Ali
V “Treat all men alike… give them all the same law. Give them all an even chance to live and grow.”
Chief Joseph
VI “The truth is found when men are free to pursue it.”
Franklin Delano Roosevelt
VII “To know what is right and not to do it is the worst cowardice.”
Confucius (551 BC-479 BC)
VIII “It's never too late to give up your prejudices.”
Henry David Thoreau
IX “Prejudice is an opinion without judgment.”
Francois Voltaire (1694-1778)
X “Prejudices, it is well known, are most difficult to eradicate from the heart whose soil has never been loosened or fertilized by education; they grow there, firm as weeds among stones.”
Charlotte Bronte
(1816-1855)
XI “I have a dream that my four children will one day live in a nation where
they will not be judged by the color of their skin but by the content of their
character.”
Martin Luther King, Jr.
XII “The truth is incontrovertible. Malice may attack it. Ignorance may deride it. But in the end, there it is.”
Sir Winston Churchill
XIII “We hold these truths to be self-evident: that all men are created equal; that they are endowed by their creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness.”
Thomas Jefferson –
XIV “The story of an old order, and the glimmers of humanity that would one day overtake it, was unforgettably told in a book by Miss Harper Lee….To Kill a Mockingbird has influenced the character of our country for the better. It’s been a gift to the entire world.”
President George W. Bush
To Kill a Mockingbird
A. “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.”
(Atticus) 30
B “Shoot all the blue jays you want, if you can hit ‘em, but remember it’s a sin to kill a mockingbird.” (Atticus) 90
C Real courage “is when you
know you’re licked before you begin but you begin anyway and you see it through no matter what.” (Atticus) 112
D “Most people are [nice],
Scout, when you finally see them.” (Atticus) 281
E “There's a lot of ugly things in this world, son. I wish I could keep 'em all away from you. That's never possible.”
Atticus-Screen Play
F "It was times like these when I thought my father, who hated guns and had never been to any wars, was the bravest man who ever lived."(Scout,, speaking of Atticus, Chapter 11) / Narrative Text
Realistic Contemporary Fiction, Novel
To Kill a Mockingbird, Harper Lee
Informational Text
Opinion/Editorial
“Jocks and Prejudice,” Nicholas D. Kristof, N.Y. Times, 6-11-06,
http://www.dukenews.duke.edu/mmedia/pdf/kristof611.pdf
“At Duke, a Scandal In Search of Meaning,” Anne Applebaum, The Washington Post, 4-26-06
http://www.washingtonpost.com/wp-dyn/content/article/2006/04/25/AR2006042501589.html
“Tough Questions in Durham,” Eugene Robinson, The Washington Post, 4-25-06
http://www.washingtonpost.com/wp-dyn/content/article/2006/04/24/AR2006042401395.html
“Keeping the Duke Scandal in Context,” letters to the editor, 5-2-06
http://www.washingtonpost.com/wp-dyn/content/article/2006/05/01/AR2006050101396.html
“Duke Men’s Lacrosse Team Is Reinstated, and Warned,” Viv Bernstein and Juliet Macur, The New York Times, 6-6-06, http://www.nytimes.com/2006/06/06/sports/sportsspecial1/06duke.html?_r=1&oref=slogin
“Duke Prosecutor Nifong Preps for His Own Trial”
http://abcnews.go.com/TheLaw/story?id=3100160&page=1&CMP=OTC-RSSFeeds0312
“Harper Lee, Gregarious for a Day”, Ginia Bellafante, The New York Times,1-30-06
http://www.nytimes.com/2006/01/30/books/30lee.html?_r=1&oref=slogin
“Bush honours Mockingbird legend” Michelle Pauli, Guardian Unlimited, 10-30-07
http://books.guardian.co.uk/news/articles/0,,2201816,00.html
“Harper Lee receives US honour” ABC News, 11-6-2007
http://www.abc.net.au/news/stories/2007/11/06/2082
“Medal of Freedom goes to state author Harper Lee”
Mary Orndorff, 11-06,07
http://blog.al.com/spotnews/2007/11/medal_of_freedom_goes_to_state.html
“Mockingbird’ still resonates with students”
Standing test of time
Knox News October 30, 2007
http://knoxnews.com/news/2007/oct/30/mockingbird-still-resonates-students/
Editorial Tribute
Alabama’s leading lady deserves the spotlight,al.com, 11-04-07
http://www.al.com/opinion/mobileregister/index.ssf?/base/opinion/1194171490227800.xml&coll=3
Speeches
Excerpt
President Bush Honors Medal of Freedom Recipients 11-5-07
http://blog.americasnewstoday.com/2007/11/05/president-bush-honors-medal-of-freedom-recipients-monday-november-5-2007.aspx
Historical Document
“Declaration of Independence”
http://libertyonline.hypermall.com/declaration.html / Media
Film
To Kill a Mockingbird
Gregory Peck, 1962, Universal
(2:10)
Documentary
Scottsboro: An American Tragedy
PBS Documentary
http://www.pbs.org/wgbh/amex/scottsboro /
Narrative Texts
Novels
Excerpts from
Mockingbird, Charles Shields(NF)
A Portrait of Harper Lee
Mississippi Trial, 1955, Chris Crow (F; 228 pages)
Getting Away with Murder, Chris
Crowe (NF; 127 pages)
Poetry
“Merry-Go-Round” (Media)
Langston Hughes
Favorite Poem Project Video
http://www.favoritepoem.org/videos.html
“I Too” (Media)
Voice of Langston Hughes
1955, by Folkways
http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=1552
“Freedom’s Plow”
Langston Hughes
http://www.poemhunter.com/poem/freedom-s-plow/
“Democracy “
Langston Hughes
http://www.poemhunter.com/poem/democracy/
“The Town of Scottsboro”
Langston Hughes
http://www.pbs.org/wgbh/amex/scottsboro/filmmore/ps_hughes.html
“The Hangman”
Holocaust Poem
Maurice Ogden
http://homepage.mac.com/steveklein/hangman.html
Song Lyrics
“The Death of Emmett Till,”
Bob Dylan
http://www.bobdylan.com/songs/emmetttill.html
Speeches/ Essays
“I Have a Dream”
Martin Luther King
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
Civil Rights Era Resources
· Civil Rights Era
Time Line and Photo Essay
http://www.chriscrowe.com/civilrights/index.html
“Jim Crow” Laws
Teacher Discretion
http://www.nps.gov/archive/malu/documents/jim_crow_laws.htm
· “What has Brown done for you?”
Student Exemplar
Feature News Article, 2007
http://write.teachingmatters.org/MS131
Teacher Instructional Resources
Listening Skills
http://www.infoplease.com/homework/listeningskills1.html
Jigsaw Instructional Strategy Sites
http://www.jigsaw.org/
http://olc.spsd.sk.ca/DE/PD/instr/strats/jigsaw/
To Kill A Mockingbird
Novel Anticipation Guide
http://www.blazer.ashland.k12.ky.us/Academics/English/Stepp/To%20Kill%20A%20Mockingbird%20%20Anticipation%20(printable).htm
“Create and Use Study Guides”
Reading Reminders
Jim Burke, Ch. 24
Study Guide Resource
Deeper Reading
Comprehending Challenging Text,4-12
Kelly Gallagher
Too Kill A Mockingbird
Pages. 19-20,49,83,87-91,117-18,159,160-62,165
What Does it Not Say?
Critical Reading Lesson
Deeper Reading, Chapter 5
Kelly Gallagher
Narrative Profundity Scale
http://www.readinglady.com/mosaic/tools/Profundity%20Scale-Narrative%20from%20Jeff.pdf
Student’s Survival Guide (Teacher Created)
Vocabulary , Allusions, Idioms Support
http://www.lausd.k12.ca.us/Belmont_HS/tkm/
Mockingbirds
http://www.holoweb.com/cannon/northergn.htm
http://www.sdcoe.k12.ca.us/score/tokil/bird3.htm
Film Study Guide for To Kill a Mockingbird - Seeing the Film Through the Lens of Media Literacy”
http://www.frankwbaker.com/INTRODUCTION.htm
To Kill a Mockingbird: Then and Now
A 35th Anniversary Celebration
Teacher Study Guide
http://library.thinkquest.org/12111/SG/SG1.html
Think Quest
Novel
http://library.thinkquest.org/12111/novel.html
Teaching Prejudice 1930’s Style
http://www.davidclaudon.com/Mockingbird/mockingbird.html
“Gangs of America”
Student Exemplar
Editorial 2007
http://write.teachingmatters.org/node/2095
ACT Persuasive Rubric
http://www.michigan.gov/documents/mde/ELA-ACT_Persuasive_Essay_Analytic_Rubric_173095_7.pdf
Expository Writing Rubric
http://www.neasc.org/cpss/seekonk_high_school.pdf
Writing News Articles
Heather Lattimer
http://writingmatters.org/about/feature#example1-1
Writing Editorials, Heather Lattimer http://writingmatters.org/about/editorials
Parts of an Editorial
http://pulse.pharmacy.arizona.edu/11th_grade/industrialization/language_arts/parts_of_editorial.html
Paraphrase-Write it in Your Own Words
http://owl.english.purdue.edu/owl/resource/619/01/
50 Essential Lessons, Jim Burke
Lesson 22, “Summarize”
Summary Notes
http://www.englishcompanion.com/pdfDocs/summarynotesbl.pdf
How to Read a Primary Document
Jim Burke
http://www.englishcompanion.com/room82/readprimarydocs.html
Background Information
“Declaration of Independence”
http://www.crf-usa.org/Foundation_docs/Foundation_lesson_declaration.htm
Poetic Form: Found Poem
http://www.poets.org/viewmedia.php/prmMID/5780
Found &Headline Poems
http://www.ncte.org/library/files/Store/Books/Sample/18488chap1.pdf
Blending Genre, Altering Style: Writing Multigenre Papers
Tom Romano
http://www.ahisd.net/campuses/ahhs/academics/eng/Chupp/Multi-genre_Research_Project.doc / Genre Study
Characteristics of
· Novel
· Film media
· Poetry/Lyrics as a political response
Author Study
· Harper Lee
Narrative Elements
· plot, setting, conflict (internal/external), theme character development
· mood, tone, style
· author’s purpose
· narration/point of view
· design and time management
Literary Devices
· figurative language, imagery, symbolism
· allusions
· foreshadowing
Film Media Literacy
Literary Aspects
· narrative genre characteristics/ elements
Elements of Film
· acting – interpretation of role
· camera work –
framing of events,
lighting
· set design – location of each scene, tone and atmosphere
· editing – separate shots combined into continuous sequence
· script – adaptation of novel
· sound – music, sound effects, voice-over, and dialogue
Adapted from
“Looking Closely at the Film”
http://library.thinkquest.org/12111/SG/SG*.html
Historical/Cultural Perspectives
· roles of women
· racial/gender equality
· stereotyping
· culture of the deep South in the 1930s
· urban legends (Boo Radley)
· racism through dialogue
· understanding human nature
Critical Perspectives
· time period
· geographical
(North vs. South)
· connections to self —own perspective on issues of inequality, racism, prejudgment / Genre Study
Characteristics of
· Expository essay
· Feature news article
· Editorial
· Persuasive essay
· Primary source documents
· Documentary
Expository Essay
· purpose: to explain, inform, analyze a subject
· thesis supported using factual details and examples (comparisons, quotations, expert opinions, facts, laws, and statistics)
· various organizational patterns
· expository text features (images, graphics, hotlinks, diagrams)
· may incorporate persuasive techniques
Organizational Patterns
· argumentation/ persuasion
· cause/effect
· theory/evidence
· chronological order
· compare/contrast
Feature News Article
· Provides a factual informational account of an issue or event
Elements/Features
· date, byline, attribution
· focus on big idea or larger understanding
· objective: to show all sides of an issue
· thesis, supporting ideas, and evidence
· structure (headline, lead, body, and conclusion)
· inverted pyramid organizational pattern
· multiple varied examples
· identified and reliable sources
· answers “reporter” questions (who, what…)
· text features (section headings, graphic content, bullets, symbols)
Persuasion News Editorial
· statement/essay represents view of paper
· purpose
- share opinions, influence readers
- force public officials to reconsider decisions
- bring current issues to the readers’ attention
- suggest alternatives
- evoke emotional response
· form and features
- factual information
- takes a stand
- employs persuasive techniques
- uses signal words and phrases
- anticipates counter arguments
- structure (introduction, background information, position, usually three arguments, a counter argument, and a conclusion)
Persuasive Essay
· Takes a position on controversial issue
· Shows clear understanding of the issue
· Thesis based on fact, value, or policy
· Consistently supports stand with specific, logical reasons and relevant information
· Support includes facts, examples, expert opinion, statistical evidence
· Responds to alternative arguments
· Evaluates implications and complications
· Uses
- clear and logical sequence of reasons and strong transitions
- effective lead and closing argument
- varied, precise language
Documentary Features
· Analyzers real-world events in depth
· Focuses strictly on facts of events as know
· Avoids commentary
· Avoids creator’s own point of view or beliefs
· Uses literary, narrative, and media techniques
Historical/Cultural Perspectives
· racial/gender equality
· stereotyping
· culture of the deep South in the 1930s
Critical Perspectives
· facts and opinions
· logic
· authenticity
· editorial perspective
· writer’s tone, bias
· media’s influence on public opinion / Reading
Comprehension Strategies
· Identify purpose
· Preview text
· Understand then analyze and reflect
· Identify thesis, evidence, structure, style, organization
· Summarize
· Ask questions, visualize, make connections, predict, determine importance, infer, synthesize, monitor comprehension
· Skim for pertinent information
Close and Critical Reading Strategies.
· Use graphic organizers before, during and after reading as a visual means of explaining and organizing information and ideas
· Use marginalia to describe the craft the author used.
· Use thinking notes and think aloud strategies.
· Annotate text.
· Take and organize notes (Cornell Notes and Double Entry Journals).
· Determine relevance/importance.
· Consider potential for bias.
· Consider perspectives not represented to avoid controversy.
· Look for evidence to support assumptions and beliefs.
· Evaluate depth of information.
· Evaluate validity of facts.
· Recognize influence of political/social climate when text was written.
Critical Reading Questions
· What does the text say?
(literal)
· How does it say it?
(figurative)
· What does it mean?
(interpretive)
· Why does it matter? (wisdom/allusion/ connections/relevance)
Reading Goals
· Learn to read like a writer.
· Recognize the narrative structure and characteristics of anchor genre through reading mentor text.
· Construct a clear definition of each genre answering these questions:
- What elements must it contain?
- Why would an author choose this genre?
- What makes it unique from other genre?
- What writing styles are appropriate?
- What is its structure?
Graphic Organizers
· Venn diagram
· KWL(R)
· chart/matrix
Theme Book Club
· Join a book club to read one of the following two texts using a study guide.
-Mississippi Trial
-Getting Away with Murder (including dedication)
Possible Study Guide Questions:
- How did this one event have an effect on American Society?
- How does age and context blind one from the truth?
- Selected focus questions
Culminating Activity
Theme Triangles
In book club, identify the central theme and write it in a complete sentence. Then
1. Analyze how the author developed the theme.
2. View a movie (other than a film of the novel) with the same theme; focus on the theme.
3. Find one additional current example of the theme in another genre; (poems, songs, speeches, news articles.)
4. Prepare a ten minute group presentation to present the importance of the theme to the novel and how it relates to the film and genre piece.
Deeper Reading, p.121-22
Kelly Gallagher
Instructional Activities
Expository Text
Direct Instruction
· Read and interpret the following quotation by using the four critical reading questions.
“Editorials reflect the essence of democratic society. Here is a form of writing that is entirely dedicated to civic discourse, to shaping opinions, changing minds, and effecting change.” by