Digital Unit Plan Template

Unit Title: To Kill a Mockingbird Name: Cristina Martinez

Content Area: English Grade Level: 9th
CA Content Standard(s)/Common Core Standard(s):

CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.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.

CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.

CCSS.ELA-Literacy.SL.9-10.1.a
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.

Big Ideas/Unit Goals:

Big ideas/Essential questions

-We will explore and develop an understanding of the central issues in the book and relate them to current events.
- What causes differences between one persons justice and anothers injustice?

- How do beliefs, ethics and values influence different peoples behaviors?

Unit Goals:
-Students will have increased awareness of the central issues in the novel: Maturity & Coming of Age, Racism, etc. and will be able
to critically discuss those issues in the classroom.

-Students will make connections between issues in the book and current events that they will reflect in an expository essay/ poster.

-Students will be able to analyze themes and characters in the text; they will illustrate their understanding and ideas with a blog.

Unit Summary:

In this unit we will read and discuss To Kill a Mockingbird by Harper Lee. We will analyze the different issues that emerge in the
book (i.e. social inequality, racism, morality, etc.). We will evaluate how details and events from the story relate to the time period
and social custom. Furthermore, we will use oral, written and listening skills to examine how details and events in the story also
relate to current events. Activities that strengthen our research, critical thinking and analytical skills will be completed. We will
step into someone elses shoes, participate in cafe circles and create our own double bubble map! Ultimately, an expository
final project will illustrate our overall understanding.

Entry-Level: Formative: Summative:

-Quick Write (What was the Great Depression?)
-Ticket out the door (How would you define
prejudice?)
-Quizlet: Flashcards of themes and issues -Double Bubble Map: Comparing an issue in
-Caf Circle: Discuss Boo Radley and connect the novel and a current event.
his character to a real life situation -Time Line: When do themes/issues stand out
-Shoe Activity: Who do the shoes belong to? in the story and in the real world?
-Character blog: Taking on the persona of a
character, students must react to events in the
novel.
-TKAM Survey
Lesson 1 (Teacher Lecture)
Student Learning Acceptable Evidence Lesson Activities:
Objective: (Assessments): This lesson will serve as an introduction to the novels setting and themes.
Students demonstrate an Students will complete
understanding of the guided notes during the The class will begin with a quick write. Students will write for the first ten minutes of class
novels background and lecture. about what was the great depression. Tis entry level assessment will help tap into students
themes. prior knowledge.

After the quick write there will be a lecture. Students will watch/listen and participate with the
teacher lecture. Students will learn about the setting of the novel and the era it was set in.
Different themes will also be introduced in this lecture.

Students will also complete the guided notes provided during the lecture.

Shoe activity:
A picture of shoes will be presented to the classroom and students must hypothesize who the
shoes could possibly belong to. For each pair of shoes students will describe the person they
imagine walks in them.

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Acceptable Evidence: Lesson Activities:
Objective: Students can identify key Students will begin this lesson with a caf circle discussing Boo Radley and his role in the
Students analyze key events in the novel and novel.
events in the novel and from the 1930s in order
the 1930s. to illustrate them on a Quizlet: students will create flashcards that will help them better understand themes and
timeline. characters of the novel.

Pair-work: Students will then work with a partner to create a timeline. The time line will be
made online following specific instructions on their laptops. Once they have found all the
information they need, they will create a poster of the timeline they illustrated following the
webercise instructions.

TOD: Students will answer the following question as their ticket out the door: How would you
define prejudice?
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Students create a double This lesson will help demonstrate the understanding students have thus far.
Students illustrate the bubble map using The lesson will begin with a survey: https://www.surveymonkey.com/r/B7BGB9R
connections between Popplet.com
issues in the novel and Students will then contribute to each others perspectives and challenge one another by
current events. participating in a class blog. Each student will react to a different section of the novel by
taking on the persona of a character from TKAM.

Each student will individually work on an online project that will serves as a summative
assessment. Using http://popplet.com students will create a double bubble map comparing
and contrasting an issue that is represented by the novel with a current event. The following
rubric can serve as a guiding tool for students.
https://www.scribd.com/document/345317831/2rubric#from_embed
Unit Resources:
-TKAM Survey:
https://www.surveymonkey.com/r/B7BGB9R

-Double Bubble Map Example:

http://popplet.com/app/#/3992022

-Rubric for map:

https://www.scribd.com/document/345317831/2rubric#from_embed

-Teacher Lecture:
http://www.authorstream.com/Presentation/cristy42martinez-3079628-kill-mockingbird-lecture/

-Guided notes
https://www.scribd.com/document/342422003/final-guided-notes-12#from_embed

Timeline:
-http://americanhistory.si.edu/brown/history/1-segregated/separate-but-equal.html
-http://www.history.com/topics/great-depression
-http://www.crf-usa.org/black-history-month/a-brief-history-of-jim-crow
-http://www.livinghistoryfarm.org/farminginthe30s/water_02.html
-http://www.history.com/topics/1930s
-https://www.gilderlehrman.org/history-by-era/great-depression/essays/women-and-great-depression
-http://famous-trials.com/scottsboroboys
-http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/race/
Useful Websites:

https://quizlet.com/91108773/to-kill-a-mockingbird-context-flash-cards/
http://popplet.com/
https://owl.english.purdue.edu/owl/resource/747/01/
https://www.facinghistory.org/resource-library/video/understanding-jim-crow-setting-setting?backlink=1
https://www.youtube.com/watch?v=3xM8hvEE2dI
https://www.youtube.com/watch?v=mDS32LEe1Ss
http://www.sparknotes.com/lit/mocking/