Unit 3 - Arthurian Lit + Chaucer (Tentative)

English I| Lesson Plan, Unit 2 To Kill a Mockingbird Jolly/Richardson, LISA Academy, 2013-2014 Page 1 of 4 English I, Unit 2

Unit Title: To Kill a Mockingbird

Common Core Standards - Major Focus for this Unit: Assessments: L.9-10.1.b. Use various types of phrases (noun, verb, worksheet adjectival, adverbial, participial, prepositional, absolute) journals and clauses (independent, dependent; noun, relative, revision of open responses adverbial) to convey specific meanings and add variety and interest to writing or presentations. L.9-10.2. Demonstrate command of the conventions of final revision argumentative essay standard English capitalization, punctuation, and spelling when writing.

L.9-10.2c Spell correctly. open response revision

L.9-10.3. Apply knowledge of language to understand how revision two of arguementative language functions in different contexts, to make effective essay (small group workshop) choices for meaning or style, and to comprehend more fully when reading or listening.

L.9-10.3a Write and edit work so that it conforms to the argumentative essay MLA guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. L.9-10.4.a. Use context (e.g., the overall meaning of a teacher lead discussion sentence, paragraph, or text; a word's position or function think, write, pair, share in a sentence) as a clue to the meaning of a word or phrase.

L.9-10.5 Demonstrate understanding of figurative teacher lead discussions language, word relationships, and nuances in word think, write & annotate, pair, share meanings. L.9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

L.9-10.6. Acquire and use accurately general academic and teacher lead discussion domain-specific words and phrases, sufficient for reading, think, write & annotate, pair, share writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. texts, using valid reasoning and relevant and sufficient evidence. English I| Lesson Plan, Unit 2 To Kill a Mockingbird Jolly/Richardson, LISA Academy, 2013-2014 Page 2 of 4 RI.9-10.1 Cite strong and thorough textual evidence to rhetorical precise support analysis of what the text says explicitly as well as graphic organizers inferences drawn from the text. open responses

RI.9-10.2 Determine a central idea of a text and analyze its open response development over the course of the text, including how it summary emerges and is shaped and refined by specific details; provide an objective summary of the text. W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. RI.9-10.3 Analyze how the author unfolds an analysis or rhetorical precise series of ideas or events, including the order in which the graphic organizers points are made, how they are introduced and developed, open responses and the connections that are drawn between them. RI.9-10.7 Analyze various accounts of a subject told in Graphic organizer different mediums (e.g., a person’s life story in both print Open response and multimedia), determining which details are emphasized in each account. RL.9-10.10 By the end of grade 9, read and comprehend To Kill a Mockingbird literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RL.9-10.2 Determine a theme or central idea of a text and thematic statement analyze in detail its development over the course of the graphic organizers text, including how it emerges and is shaped and refined by teacher lead discussion specific details; provide an objective summary of the text. RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.4 Determine the meaning of words and phrases as teacher lead discussion they are used in the text, including figurative and three step interview connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone English I| Lesson Plan, Unit 2 To Kill a Mockingbird Jolly/Richardson, LISA Academy, 2013-2014 Page 3 of 4 RL.9-10.5 Analyze how an author’s choices concerning how three step interview to structure a text, order events within it (e.g., parallel graphic organizer plots), and manipulate time (e.g., pacing, flashbacks) create rally table such effects as mystery, tension, or surprise. journal RL.9-10.6 Analyze a particular point of view or cultural open response experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. SL.9-10.1 Initiate and participate effectively in a range of Fishbowl discussion collaborative discussions (one-on-one, in groups, and Socratic discussion teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

W.9-10.1.b. Develop claim(s) and counterclaims fairly, first draft of argumentative essay supplying evidence for each while pointing out the (body only) strengths and limitations of both in a manner that small group revision workshop anticipates the audience's knowledge level and concerns.

W.9-10.1.c. Use words, phrases, and clauses to link the first draft argumentative essay major sections of the text, create cohesion, and clarify the small group revision workshop relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

W.9-10.1.d. Establish and maintain a formal style and rally bowl objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.9-10.1a Introduce precise claim(s), distinguish the Thesis and outline for claim(s) from alternate or opposing claims, and create an argumentative essay organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

W.9-10.1e Provide a concluding statement or section that second draft of argumentative essay follows from and supports the argument presented small group revision workshop

Purpose: English I| Lesson Plan, Unit 2 To Kill a Mockingbird Jolly/Richardson, LISA Academy, 2013-2014 Page 4 of 4 This unit is designed to teach students to analyze a text for point of view, style, and author's purpose. Students will also gain an understanding of what intolerance means and how it impacts society. This unit is anchored by two texts: To Kill a Mockingbird (fiction) and "Intolerance" (scholarly article). Students will use these texts to understand the meaning and impact of intolerance as presented by the authors of the two anchor texts, and students will advance their own theories on intolerance and its impact on modern society.

Fiction

Essay topics (1, 2 & 4): http://www.paperstarter.com/mockingbird.htm TKAM (PDF of the novel): http://tecfaetu.unige.ch/etu-maltt/R2D2/dacostj7/stic- 2/ex14/epub/ex14.pdf

Poetry: "The Whitehouse" by Claude McKay "On Being Brought from Africa to America" by Phillis Wheatley "If We Must Die" Claude McKay

Films: Stories of the Great Depression

TKAM Historical Context Video

Non-Fiction Intolerance Essay Intergration Jim Crow Urban League Article on Apartheid. Digital Divide (divide the article) Government document - students summarize read last