TKMB Lesson Plan Honors English I

Mrs.
Tota Daily Lesson Plans

English I Honors Lesson Indicators: 1.1.1 (pre-reading), 1.1.2 (During), 1.1.3 (after),
1.2.1 (plot)
Period 7 Date: Tuesday, November 3
Essential Question:
1. What is Courage?
2. Who are the main characters in the novel?
3. What is the description of the setting of the novel?
Objective: English HSA
 SWBAT making predictions about the novel
 SWBAT read/analyze a novel
 SWBAT identify mood/tone/point of view of the novel
 SWBAT collaborate in groups to create a list of good humor through out chapter 1
 SWBAT create a web about courage
Materials:
chalk/chalkboard, overhead projector, paper, and pen
Active reading questions
“To Kill a Mocking Bird” by Harper Lee
Warm-up:
Reader Response question from To Kill a Mockingbird Teacher journal
Focus Lesson: (Exploration, Direct Instruction, Guided Practice).
Exploration:
 Web
 Predictions about the novel
 Reading Chapter One
 Drawing a picture of the setting
Direct Instruction:
 Review notes on the novel and Harper Lee—making predictions using the front cover of the novel
 Model reading the chapter aloud—looking for mood/tone—how to take notes in our books—what’s important
Guided Practice:
 Begin reading chapter one—aloud with discussion of point of view and mood
 Annotation of the novelRemind students to bring post-it notes if they do not want to write in their book.
 Students will be divided into groups of three—they will be given individual roles/jobs—they will use chapters 1 and 2 to
create a visual representation of Maycomb County as it is described in the novel
Independent Practice:
 Students will read chapter one, annotating as they read
 Students will work in their groups according to small group rules and standards
 Present their visual aids
Differentiation:
Re-teaching On Grade Acceleration
How to look for key phrases and words that Continue reading the chapter n/a
identify mood/tone/point of view and annotating
Closure:
o Students will be in groups of three to create a list of Scout’s good sense of humor—students will have to site specific quotes
from the novel that suggest the sense of humor of the author and to be able to explain them as well.
o Questions/Comments/Suggestions…
Homework:
Read chapters 1-3 and answer active reading questions
Assessment:
 Answer active reading questions using complete sentences and text support; grade will be based on the following:
Answers are in complete sentences 10
Text support provided 10
Answers are correct and relevant 10
*Total 30 points
 The writing assignment will be graded based on the following:
creativity/originality-10
relativity to the story-10
grammar/mechanics-10
organization/structure-10
*Total 40 points
NOTES:
Group Members: ________________________ “To Kill a Mockingbird
________________________ Group Activity #1
________________________
With the members of your group you will search through chapter one to create a
visual representation of the setting, including the characters.
Divide your group members into the following job/roles:

Locators—two members of the group will find the information needed to create the
visual. You will be called upon to give specific page and line numbers of the text
support.
Illustrator—this person physically draws the visual representation, but should also help
his/her group with finding information as well.
**Remember to always do your very best and to remain on task!
Group Members ____________________ “To Kill a Mockingbird”

____________________ Group Activity #2
____________________
With the members of your group you will search through chapters One and Two for
examples of Scout’s good sense of humor.
Divide your group members into the following job/roles:

Locators—all members of the group will be responsible for locating specific text. You
will need to write the quote along with the page number and line number.
Recorder—as your group members locate the information needed to answer the
question, you will write down the information neatly and in order.
Speaker—you will be the group that reports to the class what your group found, make
sure that you know where to find this information
Mrs. Tota Daily Lesson Plans
English I Honors Lesson Indicators: Unit Two: TKMB
Period 1A Date: November 11
Essential Question:
“To Kill a Mocking Bird” By Harper Lee
 What is annotation? How can it be helpful to me?
 How is courage defined in the novel?
 SWBAT annotate important elements of the novel
 SWBAT collaborate in small groups to discuss the outcome characterization/tolerance/lessons learned
Materials:
Warm-up:
Define the following quote in your own words “Atticus: "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." This will be a think-pair-share activity
Exploration:
 Think-Pair-Share activity
 Discussions of Chapters 5-6
 Small group activity
Direct Instruction:
 Lead discussion and annotation of novel—model annotating for the students (many of them use post-it notes,
etc. for note taking) Students should have notes already written in their books to contribute to discussion
 Read parts of the novel aloud for students
 Inform students why they should annotate

Guided Practice:
 Annotating the novel
 Small group modeling
 Complete questions on chapters 5-7
 Working in small groups annotating the novel and discussing the topics provided by the teacher
Differentiation:
How to look for key phrases and words Continue reading the chapter Various research based projects will be
that identify mood/tone/point of view and annotating assigned
Timed writing
MSDE grading rubric
Closure:
o Students will be in groups of three to create a visual aid of Maycomb County—students will have to site specific
quotes from the novel that suggest the what this area/setting looked like in 1930 and to be able to explain them as
well.
Homework:
Read chapter 6 and answer active reading questions
Assessment:
 Multiple Choice quiz on notes to check for understanding of facts covered in today’s lesson
*Total 30 points
NOTES:

Essential Question:
 What is annotation? How can it be helpful to me?
 Characterization: What kind of person is Miss Maudie? How she contrast with some of the other characters in the
book?
Materials:
Warm-up:
Read over chapters 1-6—QUIZ after announcements
Exploration:
 Quiz on chapters 1-5
 Discussions of Chapters 5-6 (student led)
Direct Instruction:

Guided Practice:
 Students will read aloud their important parts from chapters 5-6
 Fill in the blank quiz
 Small group activity to finish visual representation of Maycomb County and key characters in the novel
Differentiation:
Timed writing
MSDE grading rubric
Closure:
o Share visual aids and explain key quotations from the novel surrounding the descriptions of the setting and
characters: Students were assigned to groups of three to create a visual aid of Maycomb County—students will
have to site specific quotes from the novel that suggest the what this area/setting looked like in 1930 and to be
able to explain them as well.
Homework:
Read chapters 7-8 and continue to annotate
Assessment:
*Total 30 points
NOTES:
Name__________________________ To Kill a Mockingbird

Period__________________________ Reading check quiz chapters 1-5
Fill in the blanks without using your book or notes.

1. ________________ place where the novel takes place
2. ________________ the narrator
3. ________________ There are rumors spread about this person and what he/she has done in the past
4. ________________ she is the meanest old lady in Maycomb County
5. ________________ The two reasons Scout decides to not play the game anymore.
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6. ________________ this character can tell the “biggest ones” and is an instigator
7. ________________touches Boo Radley’s house
8. ________________ what does Scout hear from inside the Radley house when she rolls into their yard?
9. ________________ How does Jem lose his pants?
10. ________________ How does Dill almost get in trouble for the reason he tells how Jem lost his pants?

Period__________________________ Reading check quiz chapters 1-5
Fill in the blanks without using your book or notes.

1. ________________ place where the novel takes place
2. ________________ the narrator
3. ________________ There are rumors spread about this person and what he/she has done in the past
4. ________________ she is the meanest old lady in Maycomb County
5. ________________ The two reasons Scout decides to not play the game anymore.
________________
6. ________________ this character can tell the “biggest ones” and is an instigator
7. ________________touches Boo Radley’s house
8. ________________ what does Scout hear from inside the Radley house when she rolls into their yard?
9. ________________ How does Jem lose his pants?
10. ________________ How does Dill almost get in trouble for the reason he tells how Jem lost his pants?

Essential Question:
 Analyzing the characters of TKMB: How do the children view tolerance in the novel?
 What kind of person is Miss Maudie? How she contrast with some of the other characters in the book?
 What kind of person is Mr. Avery? Is he someone you would like to have dinner with? Why or why not?
Materials:
Warm-up:
1. What are some lessons Scout has learned in the novel so far?
2. How have Scout and Jem tested their courage so far?
Exploration:
Direct Instruction:
 Introduce students to “Quotations Clarified” they will use this activity to help them with their
discussions of the novel
Guided Practice:
 Students will be given a number of different topics to look up in the novel through chapter 8: they will need to find
quotations from the characters and the narration to support these topics and discuss them with the class
 Completing quotations clarified chart
Differentiation:
Timed writing
MSDE grading rubric
Closure:
o Students will present their discussions
o Answer the EQs
Homework:
Read chapters 8-11 and complete questions—due Friday
Assessment:
*Total 30 points
To Kill A Mockingbird
Today’s discussion topics: Chapters 1-7 Review of Characters and lessons
Listed below are a number of topics presented in the novel, specifically chapters 1-7. It is your job to find
text support that clarifies these topics. Use the space provided to write down thoughts, ideas, and
reflections of these topics to be shared with your group and with the class.
1. Scout’s sense of humor:

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2. The layout and make up of Maycomb County. In other words, describe Maycomb County.
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3. Lessons Scout has learned in the novel so far.

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4. See Calpurnia’s comments regarding Walter Cunningham and define what she means.
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5. Atticus: "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." How does Scout show an understanding of this
regarding Miss Caroline?
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6. What kind of person is Miss Maudie? How she contrast with some of the other characters in the
book?
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Name__________________ TKMB
Period__________________ Quotations Clarified
Writing about quotes from a text requires practice. When doing the following assignment, keep in
mind the need to support your thinking with examples from the text. Please use the back when you
run out of room on the front of this page. Find ONE quote from each chapter (8-11) and explain that
quote using the following examples.
Quotations Clarified Qualities of a Good Quote
 A quote is only word, sentence, or passage  It is meaningful, to you, the author, or the
taken from a written text characters
 The words can be but are not necessarily  It is about something important: an event,
spoken. person, or idea
 Whatever appears between quotation marks  You know you can write about it
should be exactly what the text/person  It invites/helps you make connections
wrote or said between the book and yourself
Examples: Chapter 16
Phase ONE
Quote Questions Response
Write down the quote here List 3-5 questions that will help Use the questions to help you write
“So it took an eight year-old you write well about the quote. about the quote here.
child to bring ‘em to their  Who brought them to This is an important moment in the
senses, didn’t it…that proves their senses? novel because Scout has used her
something…they’re still human”  How did an eight year- power of naivety and general child-
(page 157, “Atticus”) old bring them to their curiosity to make grown men realize
senses? their place. She has also shown a
 Why did they need to be touch of intolerance here to the fact
brought to their senses? that she wasn’t going to let the mob
 What is meant by get away with interfering with
“they’re still human”? Atticus’s job. Even though the group
of grown men was out to lynch Tom
Robinson and possibly hurt Atticus to
do it, Scout’s bravery showed that
these men still had a heart.
Phase TWO
What it says What it Means Explanation
“Mr. Cunningham’s basically a Atticus is telling Scout, Jem, Dill, The important thing here is to show
good man, he just has his blind Aunt Alexandra, and Calpurnia the reader that Atticus is truly the
spots along with the rest of us” that even though Mr. courageous one in the novel. He sees
(page 157, “Atticus”) Cunningham was with the mob people for who they are, but is able
the night before, not to judge to see beyond their “blind spots” or
him. Just like everyone else, he their faults. It shows the reader that
has his own faults and “blind in this time of intolerance for people
spots”. Atticus tells them that and racism, there are people out
one day when they are older there who are able to step outside of
they will understand people that and move forward.
better; adults are a little more
forgiving of each other than
children are. This could be
because they are more apt to
put themselves in someone
else’s shoes for a while.
Chapter 8
 A quote is only word, sentence, or passage  It is meaningful, to you, the author, or the
taken from a written text characters
 The words can be but are not necessarily  It is about something important: an event,
spoken. person, or idea
 Whatever appears between quotation marks  You know you can write about it
should be exactly what the text/person  It invites/helps you make connections
wrote or said between the book and yourself
Phase ONE
Phase TWO
Chapter 10
Phase ONE
Phase TWO
Chapter 11
Phase ONE
Phase TWO
To Kill a Mockingbird
Project #2
Maycomb News
You will be creating a newspaper. This newspaper will be created on poster board that
will be provided for you. Your paper must be written as if it were the 1930s and as if the
events were happening in the present tense, not the past (just like a newspaper). It maybe
a good idea to look at a few newspapers to get some ideas for your own, you will earn
more points for authenticity.
Your paper must include the following:

 Title/Logo—give your newspaper a name, for example, The Maycomb Times
 One main headline and three to four smaller bylines
 Four articles about the trial, Costume pageant, various activities/happenings in

the town—These are some examples of various articles, feel free to think of some
of your own, be creative, but remember to stick to the time period and the setting
 Editorial about the trial and Tom Robinson’s death. We are given quite a lot of
information about Mr. Underwood's editorial in the Maycomb Tribune, following
Tom's death. For example, that he “likened it to the senseless slaughter of
songbirds by hunters and children”. An editorial is a section in a newspaper which
does not give news, but comments on it and interprets it. Using all the clues you
can find, try to write the editorial as you think Mr. Underwood might have done.
Important Information:
 Your headlining article should be about 300-400 words in length
 The Editorial should also be about 300-400 words
 The smaller articles should be about 150-200 words in length
 All articles MUST be typed—FONT: Times New Roman 12 point and all articles
should be single spaced
 Use ALL areas of your posterboard
This project is worth 100 points—TRY YOUR BEST!!
DUE DATE:
Warm-up:
1.What are some lessons Scout has learned in
the novel so far?
2.How have Scout and Jem tested their
courage so far?

Essential Question:
 Analyzing the characters of TKMB: How do the children view tolerance in the novel?
 Determine the meaning to key quotations from the novel.

Materials:
Warm-up:
1. Read the following quote from chapter 11:
“They’re certainly entitled to think that, and they’re entitled to full respect for their opinions…but before I
can live with other folks I’ve got to live with myself. The one thing that doesn’t abide by majority rule is a
person’s conscience.” (Lee, Chapter 11, spoken by Atticus)
2. Do you agree or disagree with Atticus’ statement? Why or why not? What exactly do you think he
means in the underline parts of this quotation? Write your answer in a clear and concise paragraph, be
ready to share your answer with the class.

Exploration:
Direct Instruction:
Guided Practice:
 Students will be given a number of different topics to look up in the novel through chapter 8: they will need to find
quotations from the characters and the narration to support these topics and discuss them with the class
Differentiation:
Timed writing
MSDE grading rubric
Closure:
o Answer the EQs
Homework:
Read chapters 8-11 and complete questions—due Friday
Review poetry terms for tomorrow’s lesson on poetry related to TKMB
Assessment:
*Total 30 points
Warm-up:
1. Read the following quote from chapter 11:
“They’re certainly entitled to think that, and they’re
entitled to full respect for their opinions…but before I
can live with other folks I’ve got to live with myself.
The one thing that doesn’t abide by majority rule is a
person’s conscience.” (Lee, Chapter 11, spoken by
Atticus)
2. Do you agree or disagree with Atticus’ statement?
Why or why not? What exactly do you think he
means in the underline parts of this quotation? Write
your answer in a clear and concise paragraph, be
ready to share your answer with the class.
Name_______________________ To Kill a Mockingbird

Period______________________ Reading Quiz Chapters 5-6
Fill in the spaces with the correct answers. You may NOT use your book or notes.
1. List the reasons Scout gives for Dill and Jem waiting until now (chapter 6) to peep in Boo Radley’s
window. _____________________________________
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2. What phrase does Jem say that finally makes Scout joint Jem and Dill?
3. How does Jem lose his pants?
4. What does Jem and Dill tell Atticus about what happened to Jem’s pants?
5. How does Jem find his pants?
6. How was the second grade for Scout?

window. _____________________________________
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window. _____________________________________
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Warm-up:
1. Create a list of the main events of the story so far.
2. Explain a couple of sentences what you think the

mockingbird symbolizes in the novel (it has now been
mentioned twice in Part I).
Today’s Groups:
Group #1 Group #2 Group #3

Brooke Brittany Rahman
Jonathan Tony Jabree
Javonte Amanda Jackilynn
Kenny

Period 7 Date: November 20
Essential Question:
 Analyzing the characters of TKMB: What is Atticus’ definition of courage?
Materials:
Warm-up:
1. Collect warm-ups and question packets
2. Read the following lines from Chapter 10: How might these lines be significant? What lesson is Atticus
trying to teach Scout?
"Atticus, are we going to win it?"

"No, honey."
"Then why-"
"Simply because we were licked a hundred years before we started is no reason for us not to try to win," Atticus
said (84).

Exploration:
 Discussions of Part I
 Quotations Clarified activity
 Small group activity (if time permits
Direct Instruction:
Guided Practice:
 Students will be given a number of different topics to look up in the novel through chapter 11: they will need to
find quotations from the characters and the narration to support these topics and discuss them with the class
 Small group discussions: Students will be able to work with a partner for quotations clarified task, only after they
have completed at least one quotation independently
 Small group activity (if time permits: Atticus says that courage is, “when you know you’re licked before you begin
but you begin anyway and you see it through no matter what.” As a group they will write a few paragraphs
analyzing the character of Atticus, focusing on how his definition of courage is displayed through his actions and
behavior.
Differentiation:
Timed writing
MSDE grading rubric
Closure:
o Answer the EQs
Homework:
Finish reading part I
Review Monday; TEST Tuesday
Assessment:
*Total 30 points
Warm-up:
1.Collect warm-ups and question packets
2.Read the following lines from Chapter 10:
How might these lines be significant? What
lesson is Atticus trying to teach Scout?
"Atticus, are we going to win it?"
"No, honey."
"Then why-"
"Simply because we were licked a hundred
years before we started is no reason for us
not to try to win," Atticus said (84).
Essential Question:
Materials:
Warm-up:
1. Review all notes from the novel
2. Questions or thoughts about the novel, the characters, the time and place, etc. Make a list for
discussion.
Exploration:
 Discussions of Part I/Review using power point
 Small group activity (if time permits)
Direct Instruction:
 Introduce Jeopardy Game for Review—rules and conduct for playing
Guided Practice:
 Students will complete handout on synthesis notes about the novel
 Collaborating with a team to study for PART I TEST
 Review game for bonus points—students will be divided into two groups and may work together to play game
Differentiation:
Timed writing
MSDE grading rubric
Closure:
o Answer the EQs
Homework:
Finish reading part I
TEST Tuesday
Assessment:
*Total 30 points
Warm-up:
1.Review all notes from the novel
2.Questions or thoughts about the novel, the

characters, the time and place, etc. Make a
list for discussion.
Essential Question:
Materials:
Warm-up:
1. Journal Reflection of chapters 12-15
Exploration:
 Discussions of Part II/Review chapters 12-15
 Quiz (reading check quiz)
 Small group activity (if time permits) Literature Group assignments
Direct Instruction:
 Distribute reading check quiz (self check)
 Introduce Literature Circles
 Divide students into groups of five, within each group members will choose a role. Groups will be
assigned chapters to read, they will meet with these groups periodically to discuss components of
the novel. Each group member will turn in their own work as stated by the directions of their role.
Guided Practice:
 Writing a reflection of chapters 12-15
 Completing active reading questions
 Students will complete handout on quotations
 Collaboration with a small group to discuss the novel
 Model for students literature circles and how they will be graded
Differentiation:
Timed writing
MSDE grading rubric
Closure:
o Answer the EQs
Homework:
Read chapters 15-17
Project assignments tomorrow
Assessment:
*Total 30 points
 Literature Circle Rubric
 Timed Writing exercises
 Reading comprehension check quizzes
 Individual newspaper project
 End of novel cumulative test
Period 7 Date: December 1
Essential Question:
 What defines courage in a character?
 Locating and identifying mood, tone, and other important elements of the novel.
Materials:
Warm-up:
Exploration:
 Small group activity Literature Group assignments
Direct Instruction:
 Introduce Literature Circles
Guided Practice:
 Writing a reflection of chapters 12-15
 Completing active reading questions
Differentiation:
Timed writing
MSDE grading rubric
Closure:
o Answer the EQs
Homework:
Read chapters 15-17
Projects due December 11 (tentative)
Assessment:
*Total 30 points
Period_________________________ Timed Writing Task
Read the following quote, and then explain how this quote could be related to any of the possible themes
of the novel. What is the underlying meaning behind this quote? What does she mean by “a police force
of children”?
“So it took an eight-year old child to bring ‘em to their senses…That proves something—that a gang of wild
animals can be stopped, simply because they’re still human. Hmph, maybe we need a police force of
children.” Chapter 16
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Period_________________________ Timed Writing Task
Read the following quote, and then explain how this quote could be related to any of the possible themes
of the novel. What is the underlying meaning behind this quote? What does she mean by “a police force
of children”?
“So it took an eight-year old child to bring ‘em to their senses…That proves something—that a gang of wild
animals can be stopped, simply because they’re still human. Hmph, maybe we need a police force of
children.” Chapter 16
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Due Friday To Kill a Mockingbird
Reaction Summary: Courage
Cowardice and Courage both play big roles in the novel. Explain who you think is the courageous
one in the novel and who might be the coward in the novel. Be sure to support your answer with
adequate text support.
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Due Friday To Kill a Mockingbird
Reaction Summary: Courage
Cowardice and Courage both play big roles in the novel. Explain who you think is the courageous
one in the novel and who might be the coward in the novel. Be sure to support your answer with
adequate text support.
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Essential Question:
 Discussion of major ideas/components of the novel.
Materials:
Warm-up:
Exploration:
 Literature Group meeting
 Quotations Clarified activity (started yesterday in class, review at the beginning of class before groups meet)
Direct Instruction:
 Literature Circles
Guided Practice:
 Working in small groups annotating the novel and discussing the topics provided by the teacher and literature
group packet as well as “discussion director”
 Completing active reading questions (this will be independently)
 Each role is completed individually, each member of the group will be graded accordingly
Differentiation:
Timed writing
MSDE grading rubric
Closure:
o Answer the EQs
Homework:
Read chapters 15-17
Projects due December 11 (tentative)
Assessment:
*Total 30 points
Essential Question:
Materials:
Warm-up:
Describe on paper an everyday situation in which one person might judge another incorrectly.
What things can interfere with making a fair judgment?
Exploration:
Direct Instruction:
Guided Practice:
Differentiation:
Timed writing
MSDE grading rubric
Closure:
o Answer the EQs
Homework:
Read chapters 18-21
Projects due December 18
Assessment:
*Total 30 points
Warm-up:
Describe on paper an everyday situation in

which one person might judge another
incorrectly. What things can interfere with
making a fair judgment?
WARM-UP
Define Internal and External Conflict.

Give at least one example for each.
Essential Question:
 What defines courage/cowardice in a character?
 Locating and identifying internal and external conflict.
Materials:
Warm-up:

Exploration:
Direct Instruction:
Guided Practice:
Differentiation:
Timed writing
MSDE grading rubric
Closure:
o Answer the EQs
Homework:
Read chapters 22-24
Question packets due Friday
Projects due December 18 Media Center on Friday
Assessment:
*Total 30 points
Essential Question:
 What defines courage/cowardice in a character?
 Locating and identifying internal and external conflict.
Materials:
Warm-up:
Reading check quiz
Exploration:
Direct Instruction:
Guided Practice:
Differentiation:
Timed writing
MSDE grading rubric
Closure:
o Answer the EQs
Homework:
Read chapters 24-27
Question packets due Tuesday
Projects due December 18 Media Center on Friday
Assessment:
*Total 30 points
Period 3B Date: Tuesday, October 16
Essential Question:
What defines courage in a person?
Materials:
Warm-up:
Define quote from TKMB: page 90 at the beginning of chapter 10 “Mockingbirds…” how might this quote be significant to the theme of
tolerance and courage?
Exploration:
 Reading check quiz
Direct Instruction:
 Lead discussion and annotation of novel—model annotating for the students (many of them use post-it notes, etc. for note
taking) Students should have notes already written in their books to contribute to discussion
Guided Practice:
 Complete questions on chapters 8-10
Differentiation:
Closure:
o Students will be in groups of three to create a list of Scout’s good sense of humor—students will have to site specific quotes
from the novel that suggest the sense of humor of the author and to be able to explain them as well.
Homework:
Vocabulary TEST and Novel TEST on (Thursday end part one)
Assessment:  Students will be assessed through teacher observations.
 Students will be assessed through completion of warm-up.
 Students will be assessed through participation in class discussion.
NOTES:
Movie Chart
The Novel The Movie Similarities
Scout
Jem
Dill
Atticus
Boo Radley
Miss Maudie
Other Characters and

Situations
***Be sure to take good notes, you will be using this chart to write a short essay comparing and
contrasting the novel and to the movie.
**This chart will be turned in with your writing assignment
Period 3B Date: Thursday, October 25
Essential Question:
Materials:
Warm-up:
Review quiz
Exploration:
 Review warm-up
 Review Game
 Discussion of question packets
Direct Instruction:
 TKMB Jeopardy! Students will participate in a review game for TKMB TEST on Monday next week. The game will review
characters, vocabulary, quotes, and important events from Part One of the novel
 Lead discussion and annotation of novel—model annotating for the students (many of them use post-it notes, etc. for note
taking) Students should have notes already written in their books to contribute to discussion
Guided Practice:
 Small group review game
Differentiation:
Closure:
o Students will be in groups of 6 to play the review game, each member of the group will be awarded points for the correct
answers, but each member of the group must participate, if not that person will not earn any points for their group
Homework:
Vocabulary TEST and Novel TEST on Monday (end part one)
NOTES:
Period 3B Date: Monday, October 29
Essential Question:
Objective: SWBAT
 Comprehend a story about courage and tolerance
 Identify examples of theme, motif, figurative language
 Identify author’s purpose
 Make connections with Scout’s childhood and their own
Materials:
Warm-up:
Focus question from PDF file
Exploration:
 Review warm-up
 Questions/comments about the book
 TEST PART ONE
 Literature group activity
Direct Instruction:
 TKMB PART I TEST—give specific instructions, be sure students understand each section of the test
 Model literature group activity: This activity will help students make connections with the novel as well as learn how to
discuss the novel with others—students will be put into groups of four—each person will be responsible for a critical
role in their group
Guided Practice:
 Literature group
 TEST
Differentiation:
Closure:
o Groups will share their discussions with the whole class
Homework:
Read chapter 15-17 and answer active reading questions

NOTES:
Period 3B Date: Wednesday, October 31
Essential Question:
Objective: SWBAT
 Annotate important elements of the novel
Materials:
Warm-up:
Quote from the novel—give an explanation of significance
Exploration:
 Review warm-up
 Reader Response questions
Direct Instruction:
 Teacher led discussion of chapters read—any important questions/comments to discuss before group break off
role in their group
Guided Practice:
Differentiation:
Closure:
Homework:
Read chapter 18-21 and answer active reading questions

NOTES:
Period 7 Date: January 5
Essential Question:
1. Give insight to crucial information from the novel’s last part.
2. Which of all of these (e.g., characters) makes the biggest difference in the story?
Objective: SWBAT
Materials:
Warm-up:
Sentence combining exercise
Exploration:
 Review warm-up
 Reader Response questions
 Synthesis Notes
Direct Instruction:
 Teacher led discussion of chapters read—any important questions/comments to discuss before group break off
role in their group
 Discussion Topics (students will have a copy of each topic)
o Why does Aunt Alexandra accept that the Cunninghams may be good but are not “our kind of folks”? Do you think that people
should mix only with others of the same social class? Are class-divisions good or bad for societies?
o Explain the contrast Scout draws between the court where Tom was tried and “the secret courts of men's hearts”. In what way are
hearts like courts?
o Why did Jem not want Scout to tell Atticus about Bob Ewell's comment? Was this a wise thing to ask her to do?
o In her lesson on Hitler, Miss Gates says that “we (American people) don't believe in persecuting anyone”. What seems odd to the
reader about this claim?
o Why does Scout's question upset Jem? Is there a simple answer, or any answer, to the question (“How can you hate Hitler an’ then
turn around an be ugly about folks right at home?”
o Comment on the way this chapter reminds the reader of earlier events in the novel.
o Why does Jem say that Boo Radley must not be at home? What is ironic about this? (Is it true? Does he really mean it? Why might
it be important for him and Scout that Boo should not be at home?)
 Review key themes from the novel
Guided Practice:
 Synthesis notes
Differentiation:
Closure:
Homework:
Review on Wednesday—Test Thursday
Assessment
*Total 30 points
end of novel cumulative test
NOTES:
Name______________________ TKMB
Period_____________________ Reading Check Quiz Chapters 12-15
Complete each question without using your book.
10 Points
1. List the conflicts Aunt Alexandra has brought to the novel
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________________
2. Where do Jem and Scout find Dill?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________________
3. Why did Dill runaway?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________________
4. What is Heck Tate worried about on a Sunday afternoon?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________________
5. Explain what happened at the jail between Mr. Cunnigham, Atticus, Jem, and Scout.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________________
Chapters 13-14
Quiz on Chapters 13-14
1. Why does Scout feel it wouldn't make much of a difference if Uncle Jimmy had come with Aunt
Alexandra?
2. What best describes Aunt Alexandra's figure? (a) diminutive, (b) formidable, (c) wispy, (d)
Maycomb, (e) none of the above
3. What is not true about Aunt Alexandra? (a) she joined many groups, (b) she is concerned with her
heritage, (c) she gossips, (d) she admires Calpurnia, (e) she feels Atticus is too easy on the
children
4. Fill in the correct word for this idea from Aunt Alexandra: "Everybody in Maycomb, it seemed had
a __: a Drinking ___, a Gambling ___, a Mean ___, a Funny ___"
5. In the discussion of the history of Maycomb, who was responsible for the formation of the town:
(a) Abner (b) Maycomb, (c) Sinkfield, (d) Cunningham, (e) Ewell
6. What had Cousin Joshua done?
7. What does Atticus come to talk with the children about that Scout feels he really doesn't want to
talk about?
8. What story about Calpurnia does Scout tell which creates an argument between Atticus and
Alexandra?
9. Why do Scout and Jem fight?
10. What do they think is under Scout's bed?
11. What is under her bed?
12. How does Jem "break the remaining code of childhood"?
13. How does Atticus show he has sympathy for Dill?
14. Why does Dill say he ran away?
15. Where does Dill think he and Scout can get a baby?
16. Where does Scout think they can get a baby?
Characterization
 Compare and contract Atticus and his sister Alexandra.
What qualities of Dill's would serve him well as a writer?

Essential Question:
1. What are the themes of the novel?
2. How are each of the poems related to the theme of the novel?
3. How was TP-CASTT helpful to you in this assignment?
Objective: SWBAT
 Read/analyze poetry related to the courage theme
 Identify figurative language and imagery
 Gather/organize information about the novel.
Materials:
Warm-up:
Chapter 21—At this point, if you could have asked anyone in the courthouse (Atticus, Jem, the jury, Judge Taylor, the
prosecutor, Mr. Gilmer, or Tom Robinson) a question, what question would you have asked? What possible answers might
have you received. Write a short paragraph about your question and possible answers.
Exploration:
 Review warm-up
 Reading quiz on chapters 20-22
 Questions/comments about the book--discussion
 Synthesis notes
 Project assignments
Direct Instruction:
 Teacher led discussion of chapters read—any important questions/comments to discuss
 Model synthesis notes activity
 Reading poetry associated with courage Model how to read a poem
 Review rhyme, rhythm, alliteration, metaphor, simile, etc.
 Read “The Road Not Taken” by Robert Frost—relation to the novel—using guided questions for the poem
 Inform students they will using the TPCASTT analyst for understanding and analyzing the poems
 Model for students Courage by Dunbar using TPCASTT
Guided Practice:
 Students will read poems by Dunbar, Sexton, Cullen, Tennyson, Kipling
 Use TPCASTT to understand the poems
 Individual TPCASTT charts will be completed
 Identify the tone, mood, figurative language, and connections to the novel
 Determine figurative language from the literal
Differentiation:
Modeling how to read a poem—review Reading the poems looking n/a
poetry terms for specific connections
between the poems and the
novel
Closure:
o Review essential questions
o Teacher will summarize the lesson
Homework:
Read chapters 23-25—complete questions
Next Literature Group meeting will be Tuesday for chapters 22-24
Assessment:
*Total 30 points
 end of novel cumulative test
TP-CASTT: A Method for Poetry Analysis

Title of Poem_____________________________________________
Analysis Step Your Response
TITLE
PARAPHRASE
CONNOTATION
ATTITUDE
SHIFTS
TITLE
THEME
TP-CASTT: A Method for Poetry Analysis

Title of Poem_____________________________________________
Analysis Step Your Response
TITLE
PARAPHRASE
CONNOTATION
ATTITUDE
SHIFTS
TITLE
THEME
What is TP-CASTT??
TITLE—Examine the title before reading the poem. Consider all possible meanings or
connotations; write down synonyms for key words.
PARAPHRASE—Translate the poem line by line into your own words (literal/denotation).
Stop at sentences rather than just the ends of lines (some authors use enjambment vs.
end-stopped lines). Resist the urge to jump to interpretation; just write what happens
literally at this point.
CONNOTATION—Examine the poem for meaning beyond the literal level.

Look for: Diction (formal/informal, positive/negative word choices)
Imagery
Figurative language (symbols, metaphor, simile, personification)
Irony—paradox, understatement, hyperbole (exaggeration), oxymoron
Effect of sound devices (alliteration, onomatopoeia, rhythm, rhyme)
ATTITUDE—tone; Examine both the speaker’s and the poet’s attitudes. Remember,
don’t confuse the author with the person that he or she creates in the poem.
Look for: Speaker’s attitude toward self, other characters, and the subject of the poem
Attitudes of characters other than the poem’s speaker
Poet’s attitude toward speaker, other characters, subject, and finally, toward
the reader
SHIFTS—Note shifts in speaker (or point of view), attitudes (tone), or mood
Look for: Occasion of poem (time and place)

Key words (e.g. but, yet, although, for)
Punctuation (dashes, periods, colons. . .)
Stanza divisions
Changes in line and/or stanza length
TITLE—Examine the title again, this time on an interpretative level. What does it mean
and how does it relate to or deepen your understanding of the poem's content?
THEME—First list what the poem is about (subject or subjects); then determine what
the poet is saying about each of those subjects (theme). Remember, the theme must be
expressed as a complete sentence.

Period 3B Date: Friday, December 11
Essential Question:
1. What big events have taken place in chapters 16-20
2. What is an editorial? Write your own.
3. Create your own “Maycomb Times”
Objective: SWBAT
Materials:
Warm-up:
Media Center:
What is the theme of The Road Not Taken?
Do you have all materials you need to type a portion of your project today; i.e. your book?
Do you have your questions almost completed for chapters 12-20?
On your way out today, take the questions for chapters 21-31 with you, due after break.

Exploration:
 Review warm-up
 Questions/comments about the book and the newspaper project
Direct Instruction:
Teacher will:
 Review with students guidelines of the media, the project, and the use of the computers/internet
 Inform students what an editorial page is, refer to The Dorchester Star and The Star Democrat for examples
 Model for students how an editorial piece is written (their project calls for one to be written about Tom
Robinson’s trial)
 Inform students how to use Microsoft Word and other components that may be helpful to them in creating their
own newspaper, i.e. Microsoft Publisher
 Circulate around the room and help students individually with their projects and getting started.
Students will:
 Create their own newspaper for Maycomb county outlining major events of chapters 16-20
 Create their own editorial for the newspaper discussing their opinion of Tom Robinson’s trial (they may use Mr.
Underwood’s editorial in the novel as an example)
Differentiation:
How to look for key phrases and words Continue reading the chapter n/a
that identify mood/tone/point of view and annotating
Closure:
Homework:
Read chapters 22-25 for Monday
Question packets for chapters 12-20 due Tuesday!
Next literature circle meeting Wednesday, chapters 23-25
Assessment
*Total 30 points
NOTES:
WARM-UP
Media Center
 What is the theme of The Road Not Taken?
IMPORTANT INFORMATION!
1. Do you have all materials you need to type a portion of your project
today; i.e. your book?
2. Do you have your questions almost completed for chapters 12-20?
They are due Tuesday!
3. Homework: READ chapters 22-25 for Monday
4. On your way out today, take the questions for chapters 21-31 with
you, due after break. **Subject to change**
5. Next Literature Group meeting will be Tuesday—have your role
completed for your group—chapters 23-25 (the assigned chapters)
6. Unit Test will be after break. **subject to change**
WARM-UP
Media Center
 What is the theme of The Road Not Taken?
IMPORTANT INFORMATION!
1. Do you have all materials you need to type a portion of your project
today; i.e. your book?
2. Do you have your questions almost completed for chapters 12-20?
They are due Tuesday!
3. Homework: READ chapters 22-25 for Monday
4. On your way out today, take the questions for chapters 21-31 with
you, due after break. **Subject to change**
5. Next Literature Group meeting will be Tuesday—have your role
completed for your group—chapters 23-25 (the assigned chapters)
6. Unit Test will be after break. **subject to change**

Period 3B Date: December 16
Essential Question:
1. What big events have taken place in chapters 16-20
2. What is an editorial? Write your own.
3. Create your own “Maycomb Times”
Objective: SWBAT
Materials:
Mobile Lab Cart
Microsoft Word and Publisher will be used
Warm-up:
Reading check quiz for chapters 23-25
Exploration:
 Review warm-up
 Questions/comments about the book and the newspaper project
Direct Instruction:
Teacher will:
 Review with students guidelines of the media, the project, and the use of the computers/internet
 Inform students what an editorial page is, refer to The Dorchester Star and The Star Democrat for examples
 Model for students how an editorial piece is written (their project calls for one to be written about Tom
Robinson’s trial)
 Inform students how to use Microsoft Word and other components that may be helpful to them in creating their
own newspaper, i.e. Microsoft Publisher
 Circulate around the room and help students individually with their projects and getting started.
Students will:
 Create their own newspaper for Maycomb county outlining major events of chapters 16-20
 Create their own editorial for the newspaper discussing their opinion of Tom Robinson’s trial (they may use Mr.
Underwood’s editorial in the novel as an example)
Differentiation:
How to look for key phrases and words Continue reading the chapter n/a
that identify mood/tone/point of view and annotating
Closure:
Homework:
Read chapters 22-25 for Monday
Question packets for chapters 12-20 due Tuesday!
Next literature circle meeting Wednesday, chapters 23-25
Assessment
*Total 30 points
Name__________________________ TKMB Chapters 23-25

Period_________________________ Reading check quiz
Fill in the blanks; and yes, you may use your book.
1. ____________________ dies in chapter 24.

2. ____________________ spits on Atticus’ shoe and threatens the others who supported Atticus.
3. ____________________ Jem’s new theory as to why Boo Radley has never left the house in
years.
**Topics of discussion for Thursday** You need to read chapters 23-28
 Why does Aunt Alexandra accept that the Cunninghams may be good but are not “our kind of
folks”? Do you think that people should mix only with others of the same social class? Are
class-divisions good or bad for societies?
 Explain the contrast Scout draws between the court where Tom was tried and “the secret courts
of men's hearts”. In what way are hearts like courts?
 Why did Jem not want Scout to tell Atticus about Bob Ewell's comment? Was this a wise thing to
ask her to do?
 In her lesson on Hitler, Miss Gates says that “we (American people) don't believe in persecuting
anyone”. What seems odd to the reader about this claim?
 Why does Scout's question upset Jem? Is there a simple answer, or any answer, to the question
(“How can you hate Hitler an’ then turn around an be ugly about folks right at home?”
 Comment on the way this chapter reminds the reader of earlier events in the novel.
 Why does Jem say that Boo Radley must not be at home? What is ironic about this? (Is it true?
Does he really mean it? Why might it be important for him and Scout that Boo should not be
at home?)
Name____________________ Synthesis Notes

Period___________________ TKMB
Synthesis Notes
Directions: Use this page to gather and organize the crucial information about the story. Use the right hand column
to identify one aspect or character that seems vital to the story. You might determine what is most crucial by
asking, “Which of all these (e.g., characters) makes the biggest difference in the story?” Some sections might be
empty when you finish.
 Story Title (and possible meanings) Most important aspect (explain)
 Characters (names, descriptions, roles) Most important aspect (explain)
 Setting (where, when , atmosphere) Most important aspect (explain)
 Theme (idea(s) central to the story; include examples) Most important aspect (explain)
 Plot (what happens) Most important aspect (explain)
 Style (use of language, imagery, symbolism, dialogue) Most important aspect (explain)
 Point of view (tense, reliability, focus, narrator, in time) Most important aspect (explain)
 Design (linear, episodic; use of special form—e.g., letter, journal) Most important aspect (explain)
 Tone (what the story sounds like) Most important aspect (explain)
TKMB Character Analysis: Atticus
DUE MONDAY
Total points: 20—spelling/grammar, word choices, organization, text support
Atticus says that courage is, “when you know you’re licked but you begin anyway and you see it through no
matter what.” Write a clear and concise essay analyzing the character of Atticus, focusing on how his
definition of courage is displayed through his actions and behavior. You must provide text support in your
essay.
**This essay may be typed or handwritten. If it is typed follow the format—11 or 12 point font, Times New
Roman or Calibri, 1” margins, double-space.

DUE MONDAY
essay.

DUE MONDAY
essay.
Name_______________________ TKMB
Period_______________________ Poetry related to TKMB
Directions: Each of the poems is related to the novel via theme, key elements, or time period. Answer the following
questions about the poems to understand their connection with the novel.
“The Road Not Taken” by Robert Frost
1. Describe the speaker of the poem.

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
2. Give examples of alliteration.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
3. What is the rhyme scheme of the poem?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
4. This poem is usually interpreted as an assertion of individualism, what evidence from the poem can you
find to support this statement?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
5. In reference to question #4, how can you relate your answer to the novel? Who in the novel or what in
the novel may be asserting individuality?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
“IF” by Rudyard Kipling
1. What major theme is present throughout this poem?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
2. Give examples of alliteration from the text. Why might the poet do this?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
3. What major theme is presented in this poem?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
“The Haunted Oak” by Paul Dunbar
1. What is the significance of the repetition in this poem?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
3. How might it relate to the novel?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
4. What is the rhyme scheme of this poem?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
“We Wear the Mask” by Paul Dunbar
1. Who might be wearing the mask in the poem? Who is the poet referring to?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
2. Who in the novel “wears a mask”?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
“Sympathy” by Paul Dunbar
1. What is the rhyme scheme of this poem?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
2. Give examples of alliteration.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
3. Label the rhyme scheme of the poem.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
4. List the metaphors and similes in the poem.

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
6. How or who might be related to this poem in the novel?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
“Courage” by Anne Sexton
1. How is the title of this poem relevant to the poem?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
2. How might the title be related to the novel?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
4. Give examples of imagery presented in the poem. What kinds of things come to mind?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
5. Rhyme scheme? Alliteration? Metaphor? Simile? Other poetic devices?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________________
Period 3B Date: Tuesday, November 13
Essential Question:
Discussion of Courage
Project Assignments
Objective: SWBAT
Materials:
Warm-up:
Chapter 21—At this point, if you could have asked anyone in the courthouse (Atticus, Jem, the jury, Judge Taylor, the prosecutor, Mr.
Gilmer, or Tom Robinson) a question, what question would you have asked? What possible answers might have you received. Write a
short paragraph about your question and possible answers.
Exploration:
 Review warm-up
 Synthesis notes
Direct Instruction:
 Project assignments—model objective and outcome
Guided Practice:
 Complete guided questions to help understand the poems
 Synthesis notes will be completed individually then discussed as a whole group
 Make connections between the novel and the poetry
Differentiation:
Modeling how to read a poem—review poetry Reading the poems looking for n/a
terms specific connections between
the poems and the novel
Closure:
Homework:
Three topics of discussion using Discussion Director handout for Tuesday
Name__________________ TKMB
Period__________________ Quotations Clarified
Writing about quotes from a text requires practice. When doing the following assignment, keep in mind the
need to support your thinking with examples from the text. Please use the back when you run out of room on
the front of this page. Find ONE quote from each chapter (20-24) and explain that quote using the following
examples.
 A quote is only word, sentence, or passage taken  It is meaningful, to you, the author, or the
from a written text characters
 The words can be but are not necessarily spoken.  It is about something important: an event,
 Whatever appears between quotation marks person, or idea
should be exactly what the text/person wrote or  You know you can write about it
said  It invites/helps you make connections between
the book and yourself
Examples: Chapter 16
Phase ONE
Write down the quote here List 3-5 questions that will help Use the questions to help you write
“So it took an eight year-old child to bring you write well about the quote. about the quote here.
‘em to their senses, didn’t it…that proves  Who brought them to their This is an important moment in the novel because
something…they’re still human” (page 157, senses? Scout has used her power of naivety and general
“Atticus”)  How did an eight year-old bring child-curiosity to make grown men realize their
them to their senses? place. She has also shown a touch of intolerance
 Why did they need to be brought here to the fact that she wasn’t going to let the
to their senses? mob get away with interfering with Atticus’s job.
 What is meant by “they’re still Even though the group of grown men was out to
human”? lynch Tom Robinson and possibly hurt Atticus to do
it, Scout’s bravery showed that these men still had a
heart.
Phase TWO
“Mr. Cunningham’s basically a good man, he Atticus is telling Scout, Jem, Dill, Aunt The important thing here is to show the reader that
just has his blind spots along with the rest of Alexandra, and Calpurnia that even though Atticus is truly the courageous one in the novel. He
us” (page 157, “Atticus”) Mr. Cunningham was with the mob the night sees people for who they are, but is able to see
before, not to judge him. Just like everyone beyond their “blind spots” or their faults. It shows
else, he has his own faults and “blind spots”. the reader that in this time of intolerance for
Atticus tells them that one day when they people and racism, there are people out there who
are older they will understand people better; are able to step outside of that and move forward.
adults are a little more forgiving of each
other than children are. This could be
because they are more apt to put
themselves in someone else’s shoes for a
while.
Chapter 20
 A quote is only word, sentence, or passage taken  It is meaningful, to you, the author, or the
from a written text characters
 The words can be but are not necessarily spoken.  It is about something important: an event,
 Whatever appears between quotation marks person, or idea
should be exactly what the text/person wrote or  You know you can write about it
said  It invites/helps you make connections between
the book and yourself
Phase ONE
Phase TWO
Chapter 21
Phase ONE
Phase TWO
Chapter 22
Phase ONE
Phase TWO
Chapter 23
Phase ONE
Phase TWO
Chapter 24
Phase ONE
Phase TWO
Chapter 25
Phase ONE
Phase TWO
Period 3B Date: Thursday, November 15
Essential Question:
Discussion of Courage
Project Assignments
Objective: SWBAT
Materials:
Warm-up:
Chapter 21—At this point, if you could have asked anyone in the courthouse (Atticus, Jem, the jury, Judge Taylor, the prosecutor, Mr.
Gilmer, or Tom Robinson) a question, what question would you have asked? What possible answers might have you received. Write a
short paragraph about your question and possible answers.
Exploration:
 Review warm-up
 Synthesis notes
Direct Instruction:
 Project assignments—model objective and outcome
Guided Practice:
 Complete guided questions to help understand the poems
 Make connections between the novel and the poetry
Differentiation:
Modeling how to read a poem—review poetry Reading the poems looking for n/a
terms specific connections between
the poems and the novel
Closure:
Homework:
Three topics of discussion using Discussion Director handout for Tuesday

Period 3B Date: Monday, November 19
Essential Question:
Making inferences
Project Presentations
Objective: SWBAT
 Write about the novel using text support/specific quotations
Materials:
Warm-up:
Chapter 25 Reader Response
Exploration:
 Review warm-up
 Finishing touches on projects
 Questions/comments about the book—discussion of quotes assignment
 Synthesis notes
 Project Presentations
Direct Instruction:
 Quotations assignment to lead discussion of chapters read
 Model inferences—how to make an inference—show two images following the inference questions
 Project Presentations—model objective and outcome
Guided Practice:
 Discussion of Quotations—writing about the quotes
 Inference questions for two more pictures—students will answer
 Making inferences related to TKMB—students will be placed in groups of three to make inferences about their respective
pictures (if time allows)
Differentiation:
Modeling how write using text support Write BCR/ECRs using text Finding more quotations to use
support
Closure:
Homework:
Newspaper or magazine picture—make an inference about the image—write a short paragraph explaining your inference
Finish the novel and complete all questions
Project #2
Maycomb News
You will be creating a newspaper. This newspaper will be created on poster board that
will be provided for you. Your paper must be written as if it were the 1930s and as if the
events were happening in the present tense, not the past (just like a newspaper).
Your paper must include the following:
 Title/Logo—give your newspaper a name, for example, The Maycomb Times
 One main headline and three to four smaller bylines
 Four articles about the trial, Costume pageant, various activities/happenings in

the town—These are some examples of various articles, feel free to think of
some of your own, be creative, but remember to stick to the time period and the
setting
 Editorial about the trial and Tom Robinson’s death. We are given quite a lot of
information about Mr. Underwood's editorial in the Maycomb Tribune, following
Tom's death. For example, that he “likened it to the senseless slaughter of
songbirds by hunters and children”. An editorial is a section in a newspaper
which does not give news, but comments on it and interprets it. Using all the
clues you can find, try to write the editorial as you think Mr. Underwood might
have done.
Important Information:
 Your headlining article should be about 300-400 words in length
 The Editorial should also be about 300-400 words
 The smaller articles should be about 150-200 words in length
 All articles MUST be typed—FONT: Times New Roman 12 point and all articles
should be single spaced
This project is worth 100 points—TRY YOUR BEST!!
DUE DATE: Thursday, December 6th
Warm-up
Sentence combining practice:
Combine the following sentences into one sentence. Be sure to keep the same meaning;
however, you can add or take out some words for clarity.
1. Komunyakaa was born James Willie Brown Jr., in 1947.

2. Komunyakaa was the oldest of five children.
3. Komunyakaa was the son of a carpenter.
Combined:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Warm-up

Combined:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Warm-up

Combined:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
\
Warm-up:
Define the following quote in your own
words
“Atticus: "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."
This will be a think-pair-share activity

TKMB Lesson Plan Honors English I

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Mrs.

Tota Daily Lesson Plans

Divide your group members into the following job/roles:

Group Members ____________________ “To Kill a Mockingbird”

Divide your group members into the following job/roles:

Mrs. Tota Daily Lesson Plans

Name__________________________ To Kill a Mockingbird

Fill in the blanks without using your book or notes.

Name__________________________ To Kill a Mockingbird

Fill in the blanks without using your book or notes.

Mrs. Tota Daily Lesson Plans

1. Scout’s sense of humor:

3. Lessons Scout has learned in the novel so far.

Your paper must include the following:

 One main headline and three to four smaller bylines

 Four articles about the trial, Costume pageant, various activities/happenings in

 Your headlining article should be about 300-400 words in length

 The Editorial should also be about 300-400 words

 The smaller articles should be about 150-200 words in length

 Use ALL areas of your posterboard

This project is worth 100 points—TRY YOUR BEST!!

Mrs. Tota Daily Lesson Plans

Objective: English HSA

Focus Lesson: (Exploration, Direct Instruction, Guided Practice).

Name_______________________ To Kill a Mockingbird

Name_______________________ To Kill a Mockingbird

Name_______________________ To Kill a Mockingbird

2. Explain a couple of sentences what you think the

Group #1 Group #2 Group #3

Mrs. Tota Daily Lesson Plans

"Atticus, are we going to win it?"

Focus Lesson: (Exploration, Direct Instruction, Guided Practice).

2.Questions or thoughts about the novel, the

Name__________________________ To Kill a Mockingbird

Reaction Summary: Courage

Due Friday To Kill a Mockingbird

Reaction Summary: Courage

Describe on paper an everyday situation in

Define Internal and External Conflict.

Focus Lesson: (Exploration, Direct Instruction, Guided Practice).

The Novel The Movie Similarities

Other Characters and

Assessment:  Students will be assessed through teacher observations.

Assessment:  Students will be assessed through teacher observations.

3. Why did Dill runaway?

4. What is Heck Tate worried about on a Sunday afternoon?

Quiz on Chapters 13-14

6. What had Cousin Joshua done?

9. Why do Scout and Jem fight?

10. What do they think is under Scout's bed?

11. What is under her bed?

12. How does Jem "break the remaining code of childhood"?

13. How does Atticus show he has sympathy for Dill?

14. Why does Dill say he ran away?

16. Where does Scout think they can get a baby?

 Compare and contract Atticus and his sister Alexandra.

What qualities of Dill's would serve him well as a writer?

Mrs. Tota Daily Lesson Plans

TP-CASTT: A Method for Poetry Analysis

TP-CASTT: A Method for Poetry Analysis

CONNOTATION—Examine the poem for meaning beyond the literal level.

SHIFTS—Note shifts in speaker (or point of view), attitudes (tone), or mood

Look for: Occasion of poem (time and place)

Topics of discussion for Thursday You need to read chapters 23-28