Unit Plan- Mockingbird Unit Pdf 735p45

C&I-C PSII 2014

Inward and Outward Glances: To Kill A Mockingbird Novel Study Unit Grade: 10-1 ELA Teacher Associate: Julie O’Farrell School: Brooks Composite High School Duration: 5weeks (March 3~ April 7) Lessons: 30 lessons (6 per week -67 mins per class) Overview This unit will be a novel study concentrated on Harper Lee’s novel To Kill a Mockingbird. The unit will focus on the significance of setting and time, themes, symbols, perspective and character. The unit will involve independent reading on behalf of the students, group discussion, viewing of complimentary media, written/representative assignments, a critical essay, and a group assignment. All six elements of language arts are including in the lessons and/or assignments. A variety of formative and summative assessments will be collected throughout the reading of the novel and upon completion of the novel. Rationale This unit will be focused on different perspectives. Students will be provided the opportunities to reflect on and experience a variety of perspectives during the reading, discussion, activity and assignment processes. Making personal connections through reflections will help students gain a greater understanding of how setting, time period, age, and other factors (such as race or gender) can affect perspective. Students have previously completed a multi-media unit on Struggles. This unit will provide opportunities to reflect on previously reviewed literature and texts in order to emphasis different perspectives and the factors that influence their development and change. To Kill a Mockingbird is a classic novel that provides students with the engaging point of view and narration of a child. The novel, though older, addresses many societal issues we still face today, so of them more disturbing than others. The novel is also a coming of age novel, which allows the reader to encounter a variety of characters and their life experiences. The activities and assignments in this unit are intended to further student understanding of both the novel and its general themes. They also aim to review elements of a story such as: character, setting, foreshadowing, and symbolism. The activities and assignments included in this unit are designed to meet all five English Language Arts (ELA) general outcomes as well as the six elements of ELA. Students will be provided opportunities to take on others perspectives through large and small group discussion, as well as writing and role playing. Students will also be provided the opportunity to express their own

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C&I-C PSII 2014 perspectives and experiences through small and large group discussions, writing reflections and a summative critical essay. Outcomes/Objectives

GLO #1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 1.1.1

a. generate and experiment with strategies that contribute to forming tentative understandings, interpretations and positions [for example, posing questions, suspending prejudgement as appropriate, recognizing that initial interpretations and positions may be inaccurate and incomplete, and recognizing that texts may be inaccurate, misleading or ambiguous]

b. form tentative understandings, interpretations and positions on ideas and issues communicated in literature and other texts by expressing own explorations and considering others' explorations

GLO #2 Students will listen, speak, read, write, view and represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively. 2.1.1 2.1.2

2.3.2

c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present] c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text f. assess the significance of a text's theme or controlling idea, and the adequacy, relevance and effectiveness of its ing details, examples or illustrations, and content in general

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C&I-C PSII 2014 GLO #3 Students will listen, speak, read, write, view and represent to manage ideas and information. 3.1.2

3.2.2 3.2.3

e. identify and select potential strategies and technologies for gathering, generating and recording information [for example, outlining, webbing, taking notes in point form, recording sources accurately during information gathering, writing direct quotations correctly and bookmarking Internet sites] d. identify and describe possible biases of sources [such as possible biases of text creators] a. form generalizations by integrating new information with prior knowledge b. draw conclusions that are appropriate to findings, reflect own understandings and are consistent with the identified topic, purpose and situation

GLO #4 Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication. 4.1.1

4.1.3

4.1.4 4.2.2

b. identify purpose and target audience for text creation, and select strategies to accomplish purpose and engage audience [for example, plan a campaign - public relations, advertising or lobbying - identifying the text forms to be used to influence the attitudes of the audience with respect to the chosen issue] c. establish a focus for text creation, and communicate scope by framing an effective controlling idea or describing a strong unifying effect d. develop ing details, by using developmental aids appropriate to form and purpose [for example, use charts to collect and assemble details in creating character comparisons when developing a comparison and contrast essay, or use a think-aloud reading strategy to make notes from informational text when writing a summary] e. develop content appropriate to purpose [for example, relate ing information and examples to conclusions when creating a written or oral report; and relate imagery, figurative language and musical devices to purpose when developing a poem] a. meet particular production, publication and display requirements for print texts [for example, adhere to a particular manuscript style when creating a research paper]; and explain requirements in light of purpose, audience and situation a. assess the beginning of a text in progress, and revise it as needed to establish purpose [for example, the exposition of a narrative, the initial stanza or opening lines of a poem, or the introduction of a written or oral report] b. review the organizational components of a text in progress [such as paragraphs, scenes or steps in a process], and revise them as needed to strengthen their effectiveness as units of thought or experience c. review the closing of a text in progress, and revise it as needed to strengthen its relationship to purpose and to establish a sense of developed understanding d. assess relationships among controlling idea, ing ideas and ing details; and strengthen relationships as needed to enhance the unity of texts

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C&I-C PSII 2014 e. assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade-outs and dissolves in a video production, to create smooth transitions between elements in a text]

GLO #5 Students will listen, speak, read, write, view and represent to respect, and collaborate with others. 5.1.1

5.1.2

5.2.1

5.2.2

b. analyze and describe language and images used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example, stereotyping that contributes to negative portrayals of characters in literature and persons in life] c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others a. appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed c. identify the underlying assumptions reflected in the ideas and opinions presented in a text a. set appropriate personal goals for participation in a group; respect, be open to, and be ive of the thoughts, opinions and contributions of others in a group; and share personal knowledge, expertise and perspectives with others, as appropriate c. ensure that a team's purpose and objectives are clear a. develop and use criteria to monitor and assess group processes [such as division of labour and time management]

Unit Learning Outcome: Students will comprehend the roles of different perspectives and the factors influence and change them. Resources and Materials      

Harper Lee – To Kill a Mockingbird The Centre for Learning: Curriculum Unit: To Kill a Mockingbird A Centre for Learning Publication Curriculum Unit: To Kill a Mockingbird (3rd edition) Nyberg Consultants Ltd. Teaching Unit: To Kill a Mockingbird To Kill a Mockingbird Unit Plan: http://education.library.ubc.ca/files/2011/06/10Chris-MurphyBrad-Dingler-Lisa-Yu-Unit-Plan-TKAM.pdf http://sparknotes.com

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*RED indicates summative assessments, while ORANGE indicates formative assessments.

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Learning Activities and Instructional Strategies 

Introductory

First, students will introduce themselves, an interest, and a favourite text. The teacher will then introduce herself and provide some background information. Students will then be given a syllabus and a brief overview of the unit. Then, students will be introduced to the author Harper Lee and her experiences as a child that heavily influenced the novel. The first chapter will then be read as a class (teacher reading, students following along, unless management techniques are needed). This will make sure that all students are starting from the same point and an understanding of character and setting can be established as a group. With sensitivities to time, time period events of the 1930’s will be explained, so that students will have that base knowledge when analyzing events and characters during reading. -Introductory work booklet - To Kill a Mockingbird text –required  Developmental/On-Going Below is a list of the primary activities and assignments included in the unit.  Reading Review Quizzes/Exam (20%): Students will complete four quizzes during the reading process. These quizzes will be used to assess student understanding of the novel as well as ensure that students are on track. After the novel is completed a final exam will be istered.  Perspective Journals (20%): reflections on novel events in the form of a hand-written personal response. Five written activities will be assigned during class time (with time to work on it in class). Formats include: Diary entries, “I Am Poem”, Myth Creation, Newspaper article.  Class Character Map (no mark): As characters are introduced in the book a new character will be added to the board and students will create connections between the characters. (string with notes attached)  Chapter Word Maps (no mark): Using an online program, students will use their mobile devices to contribute words to a word cloud, based on events and impressions of the chapters. These word clouds will then be posted on a bulletin board to map the class impressions and understanding of the novel.  Book Cover Redesign (15%): Based on symbols and events in the text, students will create a new book cover for the novel. They will also write a book synopsis, and may include fake or real reviews. This cover will be accompanied by a written explanation of

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the images/colours/symbols used and their purpose or importance in the book (defense paper). *HAD TO OMIT DUE TO TIME CONSTRAINTS AND STUDENT PACE.  Mock Trial (15%): Students will be separated into groups (randomly assigned) and will research the case of Emmett Till focusing on the perspective of their assigned role (hand out of case facts included). Each group will then write a short defence (1 page min) of their perspective. The class will then convene in a mock trial. The trial will be followed by a debrief session. Students will individually write a reflection about the research and trial process and how they felt.  Board Game (15%): Students will work in small groups (4-5) and will create their own board game based on a single event, chapter, or the entire novel. This will act as a summarizing activity that will help the students review important events, concepts and characters in the novel.  Critical Essay (30%): This essay will act as the final summative project in the unit. It will take the place of a final exam. Students will be provided opportunities to work on the written assignment in class, have it peer reviewed, and have their thesis and first draft formally assessed by the teacher. *A mind map of the unit activities is included above for further reference.  Culminating Students will construct a written assignment that ties together elements of perspective and other concepts covered in the duration unit. The written assignment will take the format of a summative critical essay. There will be a number of check in dates during the unit to ensure that students are on track and have formative on their work. The board game activity will be how unit will be pulled together. As stated before students will work together in small groups to analyze and apply concepts learned throughout the unit. The students will then be given time to showcase their creation as well as explore and play with other board games created by different groups. This will act as both a culmination and celebration of the unit end. Assessment and Evaluation Plan Student learning will be determined through both formative and summative assessment. Formative assessments will take the form of class generated word cloud, self-evaluations, group evaluation, class discussion, and teacher and peer review sessions. Summative assessments will take the forms of: a critical essay, a class newspaper contribution, board game project, book cover redesign project, and chapter check quizzes. The critical essay will act as one of the major projects for the assessment of student evaluation. For further information reference Appendix B: Lesson Plans. Extension Enrichment/Special Considerations/Differentiated Instruction 7

C&I-C PSII 2014

There are a number of students in my class that are ESL learner, so I plan to include a large amount of complimentary visual elements during the reading process. I have also planned my summative activities, aside from the critical essay assignment, to include hands-on or visual elements, as well as some text or writing elements. The added visual elements will be beneficial for both the students with ESL needs as well as all students in the class. Connections to other Areas of Curriculum and/or Other Language Units This unit will connect to the previous 10-1 unit Struggles. The writing assignments and concepts may link to the current unit. ICT outcomes will also be drawn from for projects involving technology such as computers and mobile devices (Word Cloud, PowerPoint, Youtube and Typing). Bulletin Boards/Display I have access to a number of bulletin board spaces and plan to utilize them to further student understanding of the novel and display completed work. 1. Word Cloud Display: Students create word webs at the beginning of every class. The finished cloud will then be printed and posted on a bulletin board. This will act as a formative assessment of student understanding and will track student impressions throughout the novel. 2. Character Map: As a class, students will make connections between characters as they develop and enter into the story. This will act as a reference for students throughout the novel. a. Connections will be represented by string with an attached paper describing the relationship. b. Characters will be added as they are introduced in the story.

Reflections I think that this unit will be successful because I have included a variety of activities and assignments, both individual and group based. I have also spent a large amount of time reflecting on how to incorporate technology into my lessons (ICT outcomes will be elaborated on in individual lesson plans). The novel being studied has many controversial elements and I have anticipated for debriefing sessions and hope to spark some interesting and engaging class discussions. Though this may cause some challenges teaching, I think it will be an enlightening experience for both the students and I. One possible short coming I foresee for my unit is that I may be trying to include too much in a short period of time. I have consulted with my teacher associated and have been granted 8

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leeway, if I need to extend my unit. I am going to try to stay on task and stick to my calendar plan, but the pace will solely be determined by student understanding.

Appendices

A. Calendar (will need to be adapted) B. Lesson Plans C. Teaching Resources D. Syllabus E. Assessment a. Assessment Unit Plan b. Rubrics F. Exemplars

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Unit Plan C&I-C Alex Kathol PSII 2014

Appendix A

March 2014 SUNDAY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY 1

2

9

16

23

30

3 Start Read Ch.1(as a class) -Intro -Time period/setting 10

4

5

6

7

8

1.CH. 2-4 2.Work Block 11

CH. 5-8 12

CH. 9-11 13

CH. 12-14 14

15

-lynch mobs CH. 15 (as a class)

1.CH. 16-17 2.Work Block

CH.18-20

CH.21-23

CH. 24-27

17

18

19

20

21

Assign Essay Topics -Summary Ch. 28-31

1.Film (129mins) 2.Discussion

24

25

Book Cover Intro Workshop cont./review

1.Book Cover 2.Symbolism

22 Lieu Day

Essay Workshop 26 Theme

Courage

31 Mock Trial Intro/ Research

10

27

28

Growing Up: Good & Evil

Essay Draft Due Prejudice

29


April 2014 SUNDAY

6

MONDAY

7

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

1

2

3

4

5

1.Mock Trail 2.Peer Review

Board Game

Work Block (Essay or BG)

Board Game Critical Essay Due

8

9

10

11

12

17

18

19

24

25

26

Board Game Day! Leeway 13

14

15

16

Last Day 20

21

22

23

27

28

29

30

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LESSON PLAN

PSII 2014

Lesson 1 Grade/Subject:Unit: `10-1/ELA

Lesson: Introduction

Lesson Duration: 67mins

OUTCOMES GENERAL LEARNING OUTCOMES: 1. GLO#1 2. GLO#2 SPECIFIC LEARNING OUTCOMES: 

1.1.1:



a. generate and experiment with strategies that contribute to forming tentative understandings, interpretations and positions [for example, posing questions, suspending prejudgement as appropriate, recognizing that initial interpretations and positions may be inaccurate and incomplete, and recognizing that texts may be inaccurate, misleading or ambiguous] b. form tentative understandings, interpretations and positions on ideas and issues communicated in literature and other texts by expressing own explorations and considering others' explorations 2.1.1: c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present]



2.1.2: d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme

LEARNING OBJCTIVES Students will: 1. generate tentative knowledge about the 1930’s 2. interpret the influence time period and setting have on position, perspective and values

ASSESSMENTS Key Questions: (refer to in body procedure) 1. In what way can time period and setting influence values and perspective? 2. What are some of the major events that occurred in the 1930’s? 3. How is setting and time period depicted in the first chapter?

LEARNING RESOURCES 1.

Unit Curriculum Planner: To Kill a Mockingbird

MATERIALS AND EQUIPMENT   

Work Booklet Time Period Fact Sheets Unit Curriculum Planner

PROCEDURE INTRODUCTION  Introduce self and reasons for practicum  Hand out reading schedule and syllabus  Introduce time period/setting BODY   

Read Chapter One as a class Class discussion regarding perspective and setting Work Booklet

CLOSUURE 

Exit Slips: Name, Interesting thing, Favourite Text

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C&I-C PSII 2014 Review: setting and time period. Perspective and the role in the novel. Review expectations for class. Preview: Read chapters 2-4 for next class. Sponge Activity: -Work booklet

REFLECTION:

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LESSON PLAN Lesson 2 Grade/Subject:Unit: `10-1/ELA

Lesson: Ch. 2-4


OUTCOMES GENERAL LEARNING OUTCOMES: 1. GLO#1 2. GLO#2 3. GLO#5 SPECIFIC LEARNING OUTCOMES: 

1.1.1:








2.1.2: d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme 5.1.1: c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others b. analyze and describe language and images used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example, stereotyping that contributes to negative portrayals of characters in literature and persons in life]

LEARNING OBJCTIVES Students will: 1. 2. 3.

develop insight on character and character development interpret the influence time period and setting have on position, perspective and values represent character relationships, important events and emerging themes on the Character Map Board

ASSESSMENTS Methods of Assessment: -exit slips -formative assessments Key Questions: (refer to in body procedure) 1. How have the characters been developed in the story so far? 2. In what ways are social class portrayed? 3. How are maturity differences portrayed in the chapters (does age play a major factor?) 4. How is perspective portrayed in these chapters?

LEARNING RESOURCES 1. 2.

Unit Curriculum Planner: To Kill a Mockingbird Sparknotes


Work Booklet To Kill a Mockingbird Unit Curriculum Planner

PROCEDURE 14

C&I-C PSII 2014 INTRODUCTION  Attendance: What you did on break?  Word Cloud  Image response  Character Map Additions BODY  Review events of chapters -Walter Cunningham -Class differences -School vs. Home -Differences between Ewells and Cunninghams -The Radley house & Boo Radley -the knothole gifts -Myths -Fear and Panic -The Boo Radley Game

LESSON PLAN

CLOSUURE  Exit Slips: One comment, One question Review: Characters and events so far. Portrayals of class status Preview: Read chapters 5-8 for next class. Sponge Activity: -Work booklet -Reader’s theatre

REFLECTION:

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Lesson: Ch. 5-8



1.1.1:








2.1.2: d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme 5.1.1: c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others b. analyze and describe language and images used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example, stereotyping that contributes to negative portrayals of characters in literature and persons in life]



LEARNING OBJCTIVES Students will: 3. develop insight on character and character development 4. interpret the influence time period and setting have on position, perspective and values 5. represent character relationships, important events and emerging themes on the Character Map Board 6. identify theme development in the text

ASSESSMENTS Methods of Assessment: -Exit slips (formative) -Class Discussion (formative Key Questions: (refer to in body procedure) 4. How have the characters been developed in the story so far? 5. In what ways are religion has been portrayed in the text? 6. How are maturity differences portrayed in the chapters (does age play a major factor?) 7. How does Boo Radley being portrayed as a victim impactful to the plot? 8. How is perspective portrayed in these chapters?





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C&I-C PSII 2014 PROCEDURE INTRODUCTION  Attendance: What is a talent you have?  Word Cloud  Image response  Character Map Additions BODY  Review events of chapters Ch. 5 -Miss Maudie’s relationship to Boo and Scout -Boo as a victim -Atticus as the law (more ways than one?) Ch.6 -Sneaking into Radley’s yard - Jem’s pants -Why would Mr. Nathan shoot blindly into his yard? -Why would playing cards be so alarming - fixed pants. Who and Why? Ch.7 -more gifts. Who is giving them? and Why? - the hole was filled why? Why lie? Ch. 8 -first winter-snow fall -snowman as a symbol? -the fire -blanket on Scout and her reaction -positives of the house burning down…

CLOSUURE  Exit Slips: What symbol is most influential to you so far? Review: religion, winter, victimization Preview: Read chapters 9-11for next class. Sponge Activity: -Work booklet -Reader’s theatre

REFLECTION:

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LESSON PLAN Lesson 4 Grade/Subject:Unit: `10-1/ELA

Lesson: Ch. 9-11



1.1.1:








2.1.2: d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme 5.1.1: b. analyze and describe language and images used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example, stereotyping that contributes to negative portrayals of characters in literature and persons in life] c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others


ASSESSMENTS Methods of Assessment: -Exit slips (formative) -Class Discussion (formative) Key Questions: (refer to in body procedure) 9. How does the book portray justice? Does it change with characters? 10. How did the fire change Scout? Has her childhood ceased? 11. How does the trial change Scout? How has the trial changed the towns people? 12. How is courage exemplified in these chapters? 13. How is perspective portrayed in these chapters? 14. Can good evil co-exist? Novel examples? 15. Which characters represent mockingbirds?



MATERIALS AND EQUIPMENT 

Work Booklet

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C&I-C PSII 2014  

To Kill a Mockingbird Unit Curriculum Planner

PROCEDURE INTRODUCTION  Attendance: What is your nickname?  Word Cloud  Image response (to kill a mockingbird is a sin quote)  Character Map Additions BODY Ch.9 -Atticus is assigned to Tom’s Case -courage though he may lose -justice and non-justice -family traditions (Christmas times) -Aunt Alexandra introduced -ideas of a lady -why does Scout curse? -racism Ch.10 -To kill a mockingbird is a sin (quote) -Atticus is an embarrassment to his children - mad dog instance -past nickname Ch. 11 -Mrs. Dubose -good & evil -courage -heroin addict dies clean -gift box - significance? -Jem does not understand

CLOSUURE  Exit Slips: Which characters are symbolized by a mockingbird? Review: religion, winter, victimization Preview: Read chapters 12-14for next class. Sponge Activity: -Work booklet -Reader’s theatre

REFLECTION:

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LESSON PLAN

PSII 2014


Lesson: Ch. 12-14



1.1.1:








2.1.2: d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme 5.1.1: b. analyze and describe language and images used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example, stereotyping that contributes to negative portrayals of characters in literature and persons in life] c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others


ASSESSMENTS Methods of Assessment: -Exit slips (formative) -Class Discussion (formative) Key Questions: (refer to in body procedure) 16. How does the book portray justice? Does it change with characters? 17. How does the trial change Scout? How has the trial changed the towns’ people? 18. How is perspective portrayed in these chapters? 19. What is the hierarchy of social class? What role does this play in the novel? 20. What is the difference between ignorance and innocence?





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C&I-C PSII 2014 PROCEDURE INTRODUCTION  Attendance:  Word Cloud  Image response (to kill a mockingbird is a sin quote)  Character Map Additions BODY Ch.12 -Jem turns 12 and wants Scout to “grow up” and act like a girl. - no longer an insult. Why? -Trip to “coloured” Church -reactions of “coloured “and white people -differences -Ewells word…what is it worth? -Arrival of Aunt Alexandra… CH.13 -feminine influence of Aunt Alexandra -children’s reactions -her influence in the household -perspective? social life and pride -family pride and tradition -what it means to be a lady Ch.14 -explanation of rape (she does not understand his complex definition but pretends to) -Scout attacks Jem -she is being told what to do constantly -Jem is trying to act grown up -Dill is discovered and takes Scout’s side -both are innocent and young minded -Dill runs away because his new parents do not give him enough attention -Dill and Scout’s relationship

CLOSUURE  Exit Slips: What is Aunt Alexandra’s perspective in the novel?  Preview: Read Chapter 15 for next class. Sponge Activity: -Work booklet -Reader’s theatre

REFLECTION:

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Appendix C Board Game Group Rubric

Category/Points

Content Accuracy

4=Excellent

3=Good

2=Satisfactory

1=Needs Improvement

All spaces (events, places), information cards, tokens, etc. made for the game are correct; accurately depicts the story and characters

Most of the spaces (events, places), information cards, tokens, etc. made for the game are correct; accurately depicts the story and characters, with minor mistakes. Students somewhat displayed a grasp of the theme(s), symbols, and plot of the story.

Several of the spaces (events, places), information cards, tokens, etc. made for the game are incorrect or inaccurate; accurately depicts some of the story and characters, with some mistakes. Students struggled to display a knowledge of the major theme(s), symbols, and plot.

Most of the spaces (events, places), information cards, tokens, etc. made for the game are incorrect or inaccurate; inaccurately depicts the story and characters, with major mistakes. Understanding of theme(s), symbols, and plot were not evident.

Knowledge Gained

Students displayed a grasp of the theme(s), symbols, and plot of the story.

Rules were written clearly enough that all could easily participate.

Rules were written, but one part of the game needed slightly more explanation.

Rules were written, but players had some difficulty figuring out the game.

The rules were not written.

Rules

The group made the game interesting and fun to play as shown by creative questions, game pieces and/or game board; original thought was evident. The group worked well together with all contributing significant amounts of quality work.

The group made the game somewhat interesting and fun to play by using creative devices; some original thought was evident.

The group tried to make the game interesting and fun, but some of the things made it harder to understand/ enjoy the game; very little original thought went into the game. The group worked fairly well together with all contributing some work.

Little thought was put into making the game interesting or fun; very little (if any) original thought went into the project.

Creativity

Group Collaboration

The group generally worked well together with all contributing some quality work.

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The group often did not work well together and the game appeared to be the work of only 1-2 students in the group TOTAL

YOUR SCORE


Appendix C: Teacher Resources Websites: 

To Kill a Mockingbird Unit Plan: http://education.library.ubc.ca/files/2011/06/10Chris-Murphy-Brad-Dingler-Lisa-Yu-Unit-Plan-TKAM.pdf

Images:

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hagj

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Appendix D: Syllabus

English 10-1 Inward & Outward Glances: NOVEL STUDY UNIT: To Kill a Mockingbird by Harper Lee Miss Kathol 2014

Overview This unit will be a novel study concentrated on Harper Lee’s novel To Kill a Mockingbird. The unit will focus on the significance of setting and time, themes, symbols, perspective and character. Students will be expected to read assigned chapters independently on their own time in order to be prepared for class discussion and activities. One work period will be set aside once a week for reading. Other work periods will be determined based on projects later in the unit (reference calendar). This unit will be focused on different perspectives. Students will be provided the opportunities to reflect on and experience a variety of perspectives during the reading, discussion, activity and assignment processes. Making personal connections through reflections will help students gain a greater understanding of how setting, time period, age, and other factors (such as race or gender) can affect perspective. To Kill a Mockingbird is a classic novel that provides students with the engaging point of view and narration of a child. The novel, though older, addresses many societal issues we still face today, some of them more disturbing than others. The novel is also a coming of age novel, which allows the reader to encounter a variety of characters and their life experiences. 

Students will be provided with a workbook and worksheets during lectures. The workbook includes a reading guide that can be used to help understand chapter concepts and/or be used as review for the quizzes

*Students will require a copy of Harper Lee`s To Kill a Mockingbird. This will be obtained through the library.

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C&I-C PSII 2014

Routine 1. Attendance: response will be announced before role call. 2. Each class there will be an image or quote on the smart board. Please take out a paper and a writing utensil and reflect on the significance of the image/quote to the novel and yourself. Be sure to put your name on it and place it in the Inbox on Miss Kathol’s Desk. 3. Class Word Cloud (see below for details). Please note that mobile devices will be used with respect to everyone in the classroom (including responses). Once the activity is completed mobile devices are to be put away or they will be taken away and handed into the office, as per school policy. 4. Character Map (see below for details) Assignments and Projects Below is a list of the primary activities and assignments included in the unit.  Reading Review Quizzes (15%): Students will complete five quizzes during the reading process. These quizzes will be used to assess student understanding of the novel as well as ensure that students are on track.  Perspective Journals (10%): reflections on novel events in the form of a hand-written diary entry or the creation of a FakeBook Profile for a character (including statuses for reflections)  Class Character Map (no mark): As characters are introduced in the book a new character will be added to the board and students will create connections between the characters. (string with notes attached)  Chapter Word Maps (no mark): Using an online program, students will use their mobile devices to contribute words to a word cloud, based on events and impressions of the chapters. These word clouds will then be posted on a bulletin board to map the class impressions and understanding of the novel.  Book Cover Redesign (15%): Based on symbols and events in the text, students will create a new book cover for the novel. They will also write a book synopsis, and may include fake or real reviews. This cover will be accompanied by a written explanation of the images/colours/symbols used and their purpose or importance in the book (defense paper). Illustrations (5%), Synopsis (5%), and Rationale (5%).

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C&I-C PSII 2014

 Mock Trial (15%): Students will be separated into groups (randomly assigned) and will research the case of Emmett Till focusing on the perspective of their assigned role (hand out of case facts included). Each group will then write a short defence (1 page min) of their perspective. The class will then convene in a mock trial. The trial will be followed by a debrief session. Students will individually write a reflection about the research and trial process and how they felt. Group paper (5%) and Individual Reflection (10%).  Board Game (15%): Students will work in small groups (4-5) and will create their own board game based on a single event, chapter, or the entire novel. This will act as a summarizing activity that will help the students review important events, concepts and characters in the novel.  Critical Essay (30%): This essay will act as the final summative project in the unit. It will take the place of a final exam. Students will be provided opportunities to work on the written assignment in class, have it peer reviewed, and have their thesis and first draft formally assessed by the teacher. Topics to be assigned during the Essay Workshop. *Rubrics will be provided when projects are introduced.

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C&I-C PSII 2014

Appendix E: Assessment Plan Stage 1 – Desired Results Established Goals:

Students will explore a variety of perspectives, and analyze factors that affect the development and change of perspective. Using the novel and various media, students will explore setting/time period, age, race, gender and other factors that may influence perspective.

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C&I-C PSII 2014

Understandings:

Essential Questions:

Students will understand that…

 



Different factors influence an individual’s perspective. Society is composed of multiple perspectives with commonalities and differences; each with its own beliefs and values. Time period and setting has a significant impact on beliefs, values, and perspectives.



What impact do multiple perspectives have on society?



How do the major themes of the novel mirror themselves in contemporary society?



What personal connections can you make to the theme of perspective in the novel?



In what way does personal perspective affect our everyday lives?

Students will know…

Students will be able to do…

-the characters and events in the novel

-Create their own board game

- themes within the novel

-Work effectively and productively in a group

-what symbols are important in the novel

-Apply knowledge of the novels themes in a writing assignment

- the importance of perspective and how it is influenced

-Create a critical essay based on the novel

-the importance of time period (values, ideal, and -Create a book cover morals) in literature

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Stage 2 – Assessment Evidence Performance Tasks, Projects -Redesign the book cover -Research and participate in a class mock trial -Create a board game based on the novel Quizzes, Tests, Assignments -5 quizzes -Critical Essay: written assignment -5 Reflective journals :written assignment

Other Evidence (observations, work samples, dialogues)

Student self-assessment -reflections

-group discussions

-work booklet and worksheets

-character web

-exit slips

-word cloud Assessments Character

Title

Learning Outcomes

Reflective Journals (5 responses)

Type (Formative/ Summative)

F

Weighting

10%

Word Quizzes

Map &Class Disscussion

F/S 15%

Cloud and Exit Slips

F -

30

Book Cover

Critical Essay

Mock

Board

Trial

Game

S

S

S

S

(rubric)

(rubric)

(rubric)

(rubric)

15%

30%

15%

15%

F -

C&I-C PSII 2014

General Outcome #1: Students will listen, speak, read, write, view 1.1 and represent to explore thoughts, ideas, feelings and experiences. General Outcome #2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.

General Outcome #3: Students will listen, speak, read, write view and represent to manage ideas and information.

2.1

X

X

X

X

X

X

2.3

3.1

X

X

3.2

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X X

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X

C&I-C PSII 2014

General Outcome #4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. General Outcome #5: Students will listen, speak, read, write, view and represent to respect, and collaborate with others.

4.1

4.2

5.1

X

X

X

X

X

X

X

X

X

X

5.2

X

X

X

Knowledge/Comprehension: bottom levels Taxonomic Levels Application/Analysis/Synthesis/Evaluation: middle levels

All Levels (Creating): top level

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X

X

C&I-C PSII 2014

Assessment Tool Overview Assessment Tool Title

Assessment Assessment AS Assessment OF FOR Learning Learning Learning

Brief Description -reflections on novel events in the form of a handwritten diary entry or the creation of a FakeBook Profile for a character (including statuses for reflections)

Reflective (perspective) Journals

-worth 15% (3 marks each)

X

X

X

-Specific chapters will be assigned for reflections -formative when completed. Summatively marked at the end of the unit. -Students will complete five quizzes during the reading process.

Reading Quizzes

- These quizzes will be used to assess student understanding of the novel as well as ensure that students are on track.

X

-worth 10% (2 marks each) -As characters are introduced in the book a new character will be added to the board Class Character -students will create connections between the Map characters. (string with notes attached) & Class Discussion

-Class discussion will take place frequently. -Prompts will be provided if discussion becomes stagnant

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X

X

C&I-C PSII 2014

-Using an online program, students will use their mobile devices to contribute words to a word cloud, based on events and impressions of the chapters. Chapter Word - These word clouds will then be posted on a bulletin Cloud and Exit board to map the class impressions and understanding Slips of the novel.

X

X

-Exit slips will be questions or comments posed by the students on post it notes. -Based on symbols and events in the text, students will create a new book cover for the novel. -The cover will be accompanied by a book synopsis written by the student, and may include fake or real reviews. Book Cover Redesign

-This cover will also include a written explanation of the images/colours/symbols used and their purpose or importance in the book (defense paper). -Worth 15%: 5% for design, 5% for synopsis, and 5% for written response. -Work periods and teacher consolation time will be provided during regular class time (formative)

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X

X

C&I-C PSII 2014

-Students will be separated into groups (randomly assigned) and will research the case of Emmett Till focusing on the perspective of their assigned role (hand out of case facts included). -Each group will then write a short defense (1 page min) of their perspective. Mock Trial

-The class will then convene in a mock trial.

X

X

X

X

- The trial will be followed by a debrief session. -Students will individually write a reflection about the research and trial process and how they felt. -Worth 15%: 5% for group defense, 10% for personal reflection

-Students will work in small groups (4-5) and will create their own board game based on a single event, chapter, or the entire novel. Board Game -This will act as a summarizing activity that will help the students review important events, concepts and characters in the novel. -Worth 15%- rubric -This essay will act as the final summative project in the unit.

Critical Essay

-It will take the place of a final exam. Students will be provided opportunities to work on the written assignment in class, have it peer reviewed, and have their thesis and first draft formally assessed by the teacher -Worth 30%-rubric

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X

X

X

C&I-C PSII 2014

Unit Assessment Defence Paper My unit plan for To Kill a Mockingbird has a variety of assessments that compliments of, as and for learning. My only requirements for the development of this unit were to draw from all five General Learner Outcomes, to create frequent reading quizzes, and to include a critical essay as a form of summative assessment at the end of the unit. This allowed me to create my own activities and with that choose assessment methods that collected evidence of student learning in a fair, accurate and efficient manner. Many of my activities act as a means for both formative and summative assessment purposes. Having a variety of assessment practices that hit on all the major assessment methods is how assessment can be balanced. I will describe each assessment practice I have chosen to build this unit and will expand on why each particular method was selected. Class Character Map and Word Clouds These activities are to be completed at the beginning of the class after students have done the required readings. Both activities will be conducted daily as a group in order to formatively assess student understand of characters and concepts in the novel. The word cloud will allow me to gauge where the class is as a whole and the impressions they have of the novel so far. It will also allow me, as the teacher, to adjust my focus as needed based on the interests or struggles the poll reveals. This activity will be used for both for learning and as learning. The character map, will allow the class to analyze and record the relationships and connections between characters. This activity is an outgoing development of the characters in the novel and will be posted at the back of the room for reference at any time. The activity was chosen mostly for the method of as learning, but I can also use the process to formally assess group understanding and once again adjust my lessons as needed based on the information provided by the map (for learning). These activities were based on the learner outcomes of GLO 2, 3, 4 and 5. The focus was to help the students further comprehension, through organizing information and collaborating with their classmates. These activities also further the development of communication and the ability to make connections. Neither of these activities will be assigned a mark as they are solely means of formative assessment (as well as means for metacognition). Response and Perspective Journals This activity focuses on developing the ability of students to take different perspectives of characters and connect emotions and actions to plot events. To comprehend the perspectives of others is not only a main theme in the novel but is a vital life lesson and comprehending strategy. This activity allows students to manage and explore ideas and emotions within the confines of the book (GLO 1, 3 &4) and response both personally and critically to these perspectives (GLO 2). These responses, five in total, will be used to assess student comprehension of novel contexts as well as the ability to apply knowledge to situations outside of the text. The reflections will be marked and handed back with formative . The students will then have the opportunity to revise/edit their response which will be marked as 36

C&I-C PSII 2014 summative for the end of the unit (15% total). A rubric will be created for the reflections and provided to the students for reference before completing the assignment. The reflective/perspective journals allow for all 3 methods of assessment: as learning, for learning, and of learning. Formative comments on student work will be recorded on a chart for reference (located in log book). Reading Quizzes Five quizzes will be used during the duration of reading the novel. These quizzes will focus on the knowledge level of Bloom’s Taxonomy and are context knowledge based. These quizzes will be used to assess student learning of knowledge in regards to novel content, but will also be used to format and adapt instruction based on student understanding, interests and needs. The quizzes focus on thoughts and ideas expressed by characters (GLO #1) as well as content connecting to themes. The quizzes will act as a form of response to the novel content (GLO#2) with multiple choice, true/false, and short written response questions. Each quiz is worth 5% for a total of 15%, This spreads the grading out and provides a less stressful and more fair approach to test evaluation (less pressure as each test is weighted low). Book Cover The redeg book cover project will be assigned and completed after the novel has been read. The focus of this project will be on linking events, characters, themes, and/or symbols together, through the medium of images, to represent the novel. The book cover project will be used to summative assess student knowledge of novel themes and other plot concepts. I chose this project because it provides a more than one area for assessment. For instance, the project will be assessed by a rubric in three parts: Image (5%), Book synopsis (5%), and Rationale (5%). The breakdown of this assignment will provide a more structured and fair assessment. Students will also be provided the rubric for this assessment, with the breakdown, f or reference during completion. This project will draw from all GLO’s in the ELA curriculum with a focus on representing thoughts and ideas (GLO#1), comprehending literature in a visual form to respond personally and critically (GLO#2), and enhancing clarity of communication through written and visual elements (GLO#4). Students will be given class time and consultation time with the teacher, to be used for formative assessment.

Mock Trial There are a few elements of this project that will be assessed. The first will be a group perspective defense paper (5%), outlining their role in the trial and ing evidence for their position. This defense paper will be marked with a rubric and grade will be assigned to all group . Class time will be given for research and consultation with the teacher (used for formative assessment). The second element that will be assessed is an individual student reflection paper (10%) based on the trial experience, research process, and personal feelings and emotions during the entire process. The personal reflection will also be marked based on a redistributed rubric. This activity will used for 37

C&I-C PSII 2014 summative and formative assessment practices. The outcomes for this project draw from all five GLO’s focusing on collaboration (GLO#5), communication (GLO#4), personal thoughts and emotions (GLO#1) and analyzing and representing information of others perspective (GLO# 3). Board Game This activity is group based and will act as a fun culminating activity for the unit. I will formatively record group participation for each student on my formative chart (included in log book). The summative element of the board game as a product will be assessed based on a rubric and the same mark will be given to each group member. This project will summarize concepts of the unit and the novel with a focus on representing and analyzing information (GLO#2 &3), communication and clarity of ideas and themes (GLO#4) and finally, collaboration ad cooperation as a group (GLO#5). Work periods and teacher consolations will be made available during class time, and will also be used for formative assessment and metacognition. Critical Essay This activity will be assessed in three different ways: peer assessment (formative), draft and thesis formative assessments (based on rubric) returned with , and lastly summative final draft (based on rubric). This essay will act as the final summative project used to represent and tie together the concepts addressed in the unit. Students will be provided class time for formative evaluations and peer review. An essay workshop will take place to provide students with the rubric and skills needed for the paper. This project will be worth 30% and will take the place of a final examination. The focus of this project draw from: GLO1 & 2 (expressing and exploring thoughts, feelings and ideas and responding critically), GLO 3&4 (managing information and enhancing clarity and communication through print), GLO 5 (collaboration and during peer editing). Over all during this unit development, I tried to for all different learning styles, needs and interests of my students. I attempted to include a variety of responses and assessment types to provide a fair and balanced assessment process for all projects and activities. Having a variety of projects and activities enabled me to have a variety of assessment procedures and this helped me make my unit more balanced in of assessment. I made sure to include activities that allowed for of learning, as learning and for learning to provide students with the most fair and accurate assessment process.

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