CALENDARS
Unit 4: Race and Justice in "To Kill a Mockingbird"
Essential Questions
-Why does justice sometimes vary from person to person and group to group?
-Why does racism exist?
-How do people advocate for social change?
-How does the community in which one lives affect one’s worldview and beliefs?
Knowledge and Skills:
Students will know-
-Literary terms/devices: theme, conflict, irony, symbolism, and methods of characterization
-Important historical information from the South in the 1930s including segregation and Jim Crow laws
-Key characters, events and concepts from the novel
-The Seven Analytical Reading Levels
-Key vocabulary from the reading
-The roles necessary to lead effective literature circles
-Sentence Patters 1-4 in “The Art of Styling Sentences”
Students will be able to-
-Use the ladder of inference and iceberg model to analyze their own and others’ thinking and apply to argumentative texts
-Write a constructed response using Analytical Reading Levels
-Identify and analyze key themes and symbols in their reading
-Lead their own small group discussions using literature circles
-Use context clues and word structure to determine the meaning of unknown words
-Write sentences that include a variety of forms and structures
-Use close reading skills to analyze select passages
Texts:
"To Kill a Mockingbird" by Harper Lee
-Why does justice sometimes vary from person to person and group to group?
-Why does racism exist?
-How do people advocate for social change?
-How does the community in which one lives affect one’s worldview and beliefs?
Knowledge and Skills:
Students will know-
-Literary terms/devices: theme, conflict, irony, symbolism, and methods of characterization
-Important historical information from the South in the 1930s including segregation and Jim Crow laws
-Key characters, events and concepts from the novel
-The Seven Analytical Reading Levels
-Key vocabulary from the reading
-The roles necessary to lead effective literature circles
-Sentence Patters 1-4 in “The Art of Styling Sentences”
Students will be able to-
-Use the ladder of inference and iceberg model to analyze their own and others’ thinking and apply to argumentative texts
-Write a constructed response using Analytical Reading Levels
-Identify and analyze key themes and symbols in their reading
-Lead their own small group discussions using literature circles
-Use context clues and word structure to determine the meaning of unknown words
-Write sentences that include a variety of forms and structures
-Use close reading skills to analyze select passages
Texts:
"To Kill a Mockingbird" by Harper Lee