Harper Lee’s To Kill a Mockingbird

Unit Plan
Title: Opening a Lens on Literary History and Culture Subject/Course: Sophomore English
Designer: Ben Wong Grade: 10
Desired Results
Learning Outcomes:  By the end of week one, students should perceive literacy as a perspective for
reading and understand that critical literacy transcends beyond the capacity to
read and write, including being cognizant of one’s subjectivity and how critical
literacy empowers one to engender reform.
 By the end of week two, students should be able to fathom the implications of
Atticus’ characterization apropos his subtle discrimination and unexamined
subjectivity, including the advantages and drawbacks to his pedagogical role in
developing Scout’s critical literacy.
 By the end of week three, students should be able to understand and recognize
how writers depict acts of social agency and the capacity of language in their
works, including interpreting Scout’s unconventional and dissenting actions and
attitudes as acts of social agency and perceiving its implications regarding
Scout’s critical literacy development.
 By the end of week four, students should be able to distinguish between Scout’s
two narrative voices in To Kill a Mockingbird and discern its relation to Scout’s
critical literacy, including comprehending how Scout contends with her social
settings to voice her perceptions while preventing the prevailing mindsets in
Maycomb from encompassing her criticisms.
 By the end of week five, students should synthesize insights for the texts read
during the unit and draw on their knowledge to participate in a Socratic seminar,
demonstrate comprehension through a unit exam, and begin developing their
essay examination.
 By the end of the unit, students should be able to evaluate the relationships
among language, literacy, and socially constructed concepts by juxtaposing their
comprehension of Harper Lee’s To Kill a Mockingbird against various historical
accounts in an essay examination.
Focus Standards:  Reading Standards for Literature
o 9-10.RL.1: Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text.
o 9-10.RL.2: Determine a theme or central idea of a text and analyze in
detail its development throughout the text, including how it emerges and
is shaped and refined by specific details; provide an objective summary of
the text.
o 9-10.RL.3: Analyze how complex characters develop throughout a text,
interact with other characters, and advance the plot or develop the theme.
o 9-10.RL.6: Analyze how points of view and/or cultural experiences are
reflected in works of literature, drawing from a variety of literary texts.

 Reading Standards for Informational Text

o 9-10.RI.1: Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text.
o 9-10.RI.3: Analyze how the author constructs an analysis or series of
ideas or events, including the order in which the points are made, how
they are introduced and developed, and the connections that are drawn
between them.
 o 9-10.RI.6: Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance that point of view or
purpose.
o 9-10.RI.9: Analyze seminal/primary documents of historical and literary
significance, including how they address related themes and concepts.

 Writing Standards
o 9-10.W.1a-e: Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
 a. Introduce precise claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
 b. Develop claim(s) and counterclaims fairly, supplying evidence
for each while pointing out the strengths and limitations of both in
a manner that anticipates the audience’s knowledge level and
concerns.
 c. Use words, phrases, and clauses to link the major sections of the
text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
 d. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which
they are writing.
 e. Provide a concluding statement or section that follows from and
supports the argument presented.
o 9-10.W.5: Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
o 9-10.W.6: Use technology, including the internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically.
o 9-10.W.8: …integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and following a standard format for
citation.
o 9-10.W.9: Draw evidence from literary or informational texts to support
analysis, reflection, and research.

 Speaking and Listening Standards:

o 9-10.SL.1a-d: Initiate and participate effectively in a range of
collaborative discussions with diverse partners on grades 9–10 topics,
texts, and issues, building on others' ideas and expressing their own
clearly and persuasively.
 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.
 b. Work with peers to set rules for collegial discussions and
decision‐making, clear goals and deadlines, and individual roles as
 needed.
 c. Propel conversations by posing and responding to questions that
relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify,
or challenge ideas and conclusions.
 d. Respond thoughtfully to diverse perspectives, summarize points
of agreement and disagreement, and, when warranted, qualify or
justify their views and understanding and make new connections
based on the evidence and reasoning presented.
o 9-10.SL.2: Integrate multiple sources of information presented in diverse
media and formats, evaluating the credibility and accuracy of each source.
o 9-10.SL.4: Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of reasoning
and the organization, development, substance, and style are appropriate to
purpose, audience, and task; use appropriate eye contact, adequate
volume, and clear pronunciation.

 Language Standards:
o 9-10.L.3: Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
o 9-10.L.5a-b: Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
 a. Interpret figures of speech in context and analyze their role in
the text.
 b. Analyze nuances in the meaning of words with similar
denotations.
o 9-10.L.6: Acquire and use accurately general academic and domain‐
specific words and phrases, sufficient for reading, 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.
Unit Theme: Among the reasons why literature is a satisfying subject to study is because it provides
students with a unique framework for exploring the disciplines of history and social
psychology. One could consider the formalistic literary analysis of various texts as an
approach to engaging with history and its sociological aspects, in that coming to terms
with the past is often more complicated than the types of accounts produced by
individuals who are less adept at discerning and comprehending the nuances of critical
literacy and the capacity of language.
Assessment Evidence
Assessments:  Reading comprehension questions (310 points)
o To measure accountability, students will take reading quizzes of one
question per chapter in To Kill a Mockingbird on the days the assigned
readings are due. (10 points per chapter)
o Prompts for the complementary texts will be provided to allow students to
formulate their responses before an upcoming discussion.

 Reflections on discussions and lectures (100 points)

o During weeks 1-4, students will reflect on their evolving comprehension
of the novel and/or the complementary texts by documenting their
newfound insights and understanding in 350-500 words per reflection.
 o To assess the students’ learning, the teacher will check for reflections
daily and return any submitted reflections with comments by the
following class. Students must compose at least three reflections per week
to be considered for a minimum passing grade for this assignment.
o Students should consider these reflections as opportunities to amplify (or
refute) their initial interpretations and ideas about the texts or accentuate
what topics and issues students would like to learn more about. All
reflections must reference passages from the readings and/or moments
from lectures and class discussions.
o In week five, students will evaluate their reflections and compose a self-
assessment addressing the quantity and quality of their reflections, the
students’ ability to integrate discussions and lectures and analyze passages
from the readings, how students have used their reflections to complement
their learning, and the strengths and weaknesses of their reflections.

 Unit assessment (100 points)

o In week five, students will take an examination consisting of objective
questions that assesses the students’ recognition of the texts and summon
their knowledge of the literary, cultural and historical information covered
throughout the unit. Subsequently, students will compose an extended
response arguing their insights about the novel and the supplementary
texts, together with the cultures from which they emerged.
 Students will elaborate on seven key terms from a list of ten
selections to demonstrate their knowledge of the core concepts
discussed throughout the unit. (35 points)
 Students will demonstrate their degree of literary knowledge by
providing information for seven excerpts from a choice of ten
noteworthy passages from To Kill a Mockingbird and the
complementary texts and readings covered during the unit. (35
points)
 Lastly, students will compose a brief narrative of an aspect of
literary history discussed during the unit by arranging at least two
authors of the unit’s complementary texts (along with Harper Lee)
and positioning each author as if responsive to a similar impulse,
theme or concern. The students’ narratives should cite passages
from the texts, paraphrase moments from lectures or discussions,
and include a concluding statement about the selected theme,
concern or circumstance that binds the group of selected authors
together. (30 points)

 Essay examination: To Kill a Mockingbird and the Byproducts of Literacy (100

points)
o Students will place Harper Lee’s To Kill a Mockingbird into conversation
with the complementary readings discussed throughout the unit. To
accomplish this task, students will identify an instance (a phrase, an
expression, a historical or literary reference, etc.) from To Kill a
Mockingbird and dissect their selected “moment” by positioning the
excerpt along with at least two other writers of the unit’s complementary
texts to assert an argument about how the novel communicates with the
other texts read in the unit.
o Depending on the class, incorporating and referencing primary and/or
 secondary sources may be required at the teacher’s discretion.
 Some students may find themselves engaging with historical
references that would be preferably complemented with additional
research on the historical period; these students should be
encouraged to act on their impulses to contextualize their
knowledge and convey an articulate, authoritative tone by further
investigating the nuances of the period.
o The essays will be assessed on the students’ ability to examine and
analyze the language of their referenced passages, along with how
convincing and justifiable their contentions are, claims that can be
measured alongside the textual evidence students supply.
 The students’ adherence to the formalities of academic writing will
also be evaluated, together with the specificity of claims,
utilization of clear and consistent reasoning, sophisticated
employment of available evidence, responsiveness to alternate
lines of thought, and coherence in the movement and organization
of the argument.
Performance Tasks:  Assigned readings:
o The reading load for this unit is heavy, and the students will be briskly
moving through a substantial amount of material delivered throughout the
six weeks.
o Students are recommended to carefully and meticulously read the
assigned texts, including engaging with the texts by taking notes and/or
annotating while reading and applying themselves to the involvement of
reading as if it were important enough to be the only task students are
occupied with.

 Reading accompaniments:
o To assist students with perusing the novel and the complementary texts,
students will receive handouts containing key vocabulary, contextual
information, prompts for brainstorming, and study questions.
o The teacher will review the study questions after administering the
reading quizzes for each assigned chapter and invite students to seek
clarification for any difficulties or confusion they may have encountered.
o Students are not required to submit their answers to the study questions;
the reading accompaniments are intended to help students meet the
potential challenges posed by the readings, should they wish to capitalize
on the resources.

 Written assignments
o Throughout the unit, students will complete various writing assignments
both in- and outside of class. Please refer to the columns on instructional
strategies for explanations of each writing assignment.

 Debate:
o In week two, students will participate in a debate discussing Scout’s
critical literacy development with Atticus, followed by a reflection on the
discussion.

 Socratic seminar and reflection (20 points)

o After completing the novel, students will participate in a Socratic seminar
 in week five discussing Scout’s development of her critical literacy.

 Review activities: (The amount of extra credit awarded is at the teacher’s

discretion)
o During weeks two and five, students will participate in a review activity
called “holding a live wire.” The students will each submit their name on
an index card to be entered into a shuffled deck, where the teacher will
draw from. The teacher will ask a question and draw an index card,
repeatedly asking the same review question at play until a student
responds correctly. Once five incorrect responses have elapsed, the
teacher will disclose the answer. Students who respond correctly will have
their correct responses tallied on their index card, where the teacher will
determine how many points to award.

 Essay proposal (5 points)

o At the end of week four, students will submit an essay proposal of 250-
300 words documenting the supplementary texts they will reference in
their assignment and explaining their approach for arguing the distinctive
case they will assert in their essay.
o The teacher will review the students’ pitches and return their proposals
with feedback the following week.


Peer critique assignments (10 points per essay workshop)
o During weeks five and six, students will participate in writing workshops
with their peers, utilizing peer feedback and criticism to guide the
development of their essays throughout the brainstorming, drafting,
revising and proofing stages of the writing process.
o Students will submit drafts of their essays to their peers during each
writing workshop and receive feedback letters highlighting the reviewers’
most relevant critiques by the end of each scheduled workshopping
session, where students will consider the comments and critique of their
classmates.
o To identify any potential issues among students, the students will also
submit a copy of each feedback letter they write to the teacher, where he
or she will randomly sample peer critique letters from students (in
addition to addressing expressed concerns) and monitor the progress of
students who are academically declined.
o Writing checklists, essay rubrics, peer critique prompts, and expectations
for peer feedback will be provided before the first workshopping session.
Learning Plan (Summary)
Week 1: Maycomb’s Pedagogical Philosophy (Days 1-5)
Standard(s): 9-10.RL.1, 6, 9-10.RI.6, 9, 9-10.W.9, 9-10.SL.1 & 9-10.L.6
Objective(s)  Students will justify their inferences and any claims they assert about the texts by
referencing and integrating textual evidence into their responses.
 Students will analyze three texts depicting circumstances and mindsets similar to
To Kill a Mockingbird and draw upon their insights to participate in a discussion
and complete a writing assignment.
 Supplemented by historical information about President Jackson’s discontent
with Indigenous Americans, students will analyze a primary document depicting
a cultural “trauma” in American history for its relation to the concepts of critical
literacy and the power of language, including how Boudinot utilizes rhetorical
 strategies to propel his intentions, by reading, discussing and writing about An
Address to the Whites.
 Students will cite excerpts from the complementary and supplemental texts when
composing a brief writeup comparing the nuances of critical literacy and the
capacity of language to support their responses with textual evidence.
 Students will coherently and effectively engage with their peers during classroom
conversations by arriving to class prepared to discuss the assignments and
utilizing conversational techniques to advance conversations about the
assignments and assigned readings.
 Students will independently decipher the definitions of unfamiliar words and
phrases in texts by consulting the reading accompaniment and other resources to
aid their comprehension and broaden their vernacular.
Instructional Plan
Materials Suggested Instructional Strategies CFU(s)/Assessment(s)
 Lesson slideshows  Day 1: Why have scholars of American literature  Assignment on
 Reading canonized Harper Lee’s To Kill a Mockingbird? questioning the
accompaniment for o Lecture on critical literacy: Thinking “Beyond reputation of
week 1 the Text” and Perceiving our Milieu as a Living To Kill a
 Handout Document Mockingbird
documenting the o Overview of how to use the weekly “reading  Quiz on the
expectations and accompaniment” fundamentals
requirements of o Overview of expectations and requirements for of critical
discussion and discussion and lecture reflections literacy
lecture reflections o Distribute unit schedule  Chapters 1- 8
 List of common o Due on day 2: reading quiz
approaches to  Students will survey at least three  Writeup
teaching To Kill a individuals who have previously read likening the
Mockingbird Lee’s novel and document their concepts of
 Schedule of interviews to gain insights into the critical literacy
assignments and novel’s prevalent social and scholarly in An Address
readings significance (5 points). Next, students to the Whites
 Critical literacy quiz will evaluate a list of popular avenues to and To Kill a
 Harper Lee’s To Kill teaching the novel and note what each Mockingbird
a Mockingbird, instructional perspective potentially  Discussion/lect
chaps. 1-8 overlooks (10 points). ure reflections
 Reflection on the lecture and/or the  Observations
 Complementary assigned readings on critical literacy—a gathered from
texts: response to the lecture and/or the implicit and
o “Critical assigned readings on critical literacy explicit student
Literacy as a must be the students’ first reflection. feedback
Way of  Assigned readings: “Critical Literacy as during
Being and a Way of Being and Doing” and discussions and
Doing” by “Introduction” to Literacy lectures
Vivian Maria o Looking ahead:
Vasquez,  Quiz on the fundamentals of critical
Hilary Janks literacy on day 2
and Barbara  Chapters 1-8 in To Kill a Mockingbird
Comber due on day 3
o “Introduction
” by Henry  Day 2:
A. Giroux, o In-class reading and discussion: “Entering Class
 selection Discussions” (if needed)
from Paulo  Depending on when this unit is
Freire and commenced, providing students with an
Donaldo overview of how to civilly and
Macedo’s constructively engage with their peers in
Literacy discussions may be necessary.
o Andrew o Brief discussion inviting students to share their
Jackson’s reflections on the lecture and readings about
letter to critical literacy, clarifying and/or reinforcing
David Haley concepts, if needed.
o Andrew o A short quiz on the fundamentals of critical
Jackson’s literacy (15 points)
Address to o Discussion about the students’ interviews and
Congress on analyses of platitudinous pedagogical
Indian approaches to To Kill a Mockingbird
Removal  Exit ticket:
o Elias At the end of the discussion, students
Boudinot’s will spend 5-7 minutes composing a
An Address reflection on the discussion.
to the Whites o Brief lecture before beginning the novel: The
Parochial and Disenchanting Repercussions of
 Supplemental Literary “Message Hunting”
readings: o Due on day 3:
o “On Closer  Assigned readings: “On Closer
Examination, Examination,” “Hidden Meaning,” and
” selection chapters 1-8 in To Kill a Mockingbird
from Gerald  If students need to be taught or refresh
Graff and their close-reading and annotation skills,
Cathy students may also be assigned to read
Birkenstein’s “How to Mark a Book” and “Reading –
They Say/I How to Stay on Top of It”
Say
o “Hidden  Day 3:
Meaning,” o Reading quiz on chapters 1-8 in To Kill a
selection Mockingbird
from Gerald o Review study questions on the slated chapters
Graff’s from To Kill a Mockingbird
Beyond the o Brief overview of John Dewey’s “learning-by-
Culture doing” theory and Melvil Dewey’s “Dewey
Wars Decimal System”
o Discussion and analysis of the instructional
 Discretionary methodologies in Maycomb’s schools:
readings: Juxtaposing the “learning-by-doing” theory and
o “Entering “Dewey Decimal System” against the critical
Class literacy perception of schools as a “living
Discussions, document”—comprehending and critiquing the
” selection social environment, followed by recognizing
from Gerald one’s subjectivity and their desire to instigate
Graff and reform
Cathy o Due on day 4:
Birkenstein’s  Assigned readings: Letter to David
 They Say/I Haley, Jackson’s Address to Congress,
Say and An Address to the Whites
o Mortimer
Adler’s  Day 4:
“How to o Continue reviewing study questions on the
Mark a slated chapters from To Kill a Mockingbird, if
Book” needed
o Keith o Brief lecture on Andrew Jackson vs. the
Hjortshoj’s Aboriginals: Neither Citizen nor Alien
“Reading – o Discussion of the Cherokee’s acts of mimicry as
How to Stay an advanced appeal and how their cultural
on Top of It” “sophistication” may unsettle presuppositions
Americans had about the “injuns”
o Due on day 5:
 Students should have written at least
three reflections on discussions and/or
lectures by day 5.
o Looking ahead: Chapters 9-16 in To Kill a
Mockingbird due on day 6

 Day 5:
o Discussion: Positioning An Address to the
Whites alongside To Kill a Mockingbird through
the lens of critical literacy
o In-class assignment:
 To assess the students’ understanding of
both texts after the discussion, students
will compose a succinct writeup
addressing at least two similar aspects of
critical literacy and/or the capacity of
language between An Address to the
Whites and To Kill a Mockingbird, citing
textual evidence and the students’
reasoning to support their claims (10
points).
o Due on day 6:
 Assigned reading: chapters 9-16 in To
Kill a Mockingbird
Week 2: Atticus the Pedagogue? (Days 6-10)
Standard(s): 9-10.RL.1, 3, 9-10.RI.9, 9-10.W.9, 9-10.SL.1, 4 & 9-10.L.3
Objectives(s):  Students will defend their perceptions and ideas about the text by referring to and
citing textual evidence to substantiate their responses.
 Students will analyze how Atticus’ characterization and attitude throughout the
assigned readings, including the contradictions lining Atticus’ speech, pertain to
the unit’s theme of critical literacy by participating in discussions and
transcribing their understanding.
 Students will analyze primary documents of historical and literary significance by
recalling the discrepancies between President Jackson’s intentions and
conveyances regarding indigenous tribes in a discussion.
 Students will draw evidence from To Kill a Mockingbird and the supplemental
readings by citing excerpts from the texts to validate their spoken and written
 assertions.
 Students will coherently and effectively engage with their peers during classroom
conversations by arriving to class prepared to discuss the assignments and
utilizing conversational techniques to advance conversations about the
assignments and assigned readings.
 Students will convey a professional impression in a debate by skillfully
conveying their viewpoints, corroborating their contentions with textual evidence
and/or reasoning, and eloquently articulating their arguments.
 When analyzing Atticus’ mixed messages, students will apply their knowledge of
language to assist their understanding of the implications of the discrepancies in
Atticus’ speech, evidenced by their ability to identify and expound on Atticus’
inconsistencies.
Instructional Plan
Materials Suggested Instructional Strategies CFU(s)/Assessment(s)
 Lesson slideshows  Day 6:  Chapters 9-16
 Reading o Reading quiz on chapters 9-16 in To Kill a reading quiz
accompaniment for Mockingbird  Exit ticket
week 2 o Review study questions on the slated chapters applying
 To Kill a from To Kill a Mockingbird knowledge
Mockingbird, chaps. o Discussion of juxtaposing the critical literacy from class
9-16 tenet of promoting change against the discussion
 Andrew Jackson’s implications associated with Atticus’ reluctance  Fastwrite on an
letter to David Haley and his reputation as an avid reader assigned
 Andrew Jackson’s o Exit ticket: reading
Address to Congress  Students will recall Jem and Scout  Discussion/lect
on Indian Removal claiming Atticus “can’t do anything” in ure reflections
 Index cards for chapter 10 and draw on their knowledge  Review activity
review activity from the discussion by agreeing with or  Observations
disputing the children’s claims, citing gathered from
 Supplemental textual evidence in their responses where implicit and
readings: necessary (5 points). explicit student
o “Teaching to o Due on day 7: feedback
Kill a  Assigned reading: “Teaching to Kill a during
Mockingbird Mockingbird Today: Coming to Terms discussions and
Today: with Race, Racism, and America’s lectures
Coming to Novel”
Terms with
Race,  Day 7:
Racism, and o Fastwrite:
America’s  Students will spend 3-5 minutes
Novel” by transcribing their thoughts on
Michael Macaluso’s article along with any
Macaluso connections made between the article
o Handout and the novel and/or insights gained
comparing from the reading. (2 points)
Jean Piaget’s o Continue reviewing study questions on the
to Lev slated chapters from To Kill a Mockingbird, if
Vygotsky’s needed
theories of o Brief discussion on the assigned reading,
cognitive segueing into a discussion and analysis of
development Atticus’ subjectivity and discrepancies lining his
 utterances, along with its implications (including
cognitive dissonance)
o Brief discussion: Recalling President Jackson’s
letter to David Haley and his address to
Congress – “actions speak louder than words”
o Due on day 8:
 To allow students to reflect on the
discussion and prepare students for an
upcoming discussion, students will write
a response to the following prompt:
From the discussion, recall the instances
depicting Atticus’ contradictions. Using
your knowledge of critical literacy, does
Atticus’ inconsistencies benefit or
hamper Scout’s literacy development?
Uphold your claims by citing textual
evidence, if necessary.
 This assignment may count toward the
student’s quantity of discussion
reflections.
 Assigned reading: Piaget vs. Vygotsky’s
theories of cognitive development

 Day 8:
o Brief discussion about the students’ responses to
the prompt
o Conclude lectures and/or discussions from day
7, if needed.
o Brief lecture on the contrasting constructivism
between Piaget and Vygotsky, emphasizing the
defining characteristics of each theory and the
roles of the student and teacher
o Discussion and analysis of Atticus’ role as a
teacher, along with his spoken and unspoken
means of developing Scout’s critical literacy
o Prepare students for a debate on Atticus’
effectiveness as an educator and his
contributions to Scout’s literacy development
o Looking ahead: Chapters 17-24 in To Kill a
Mockingbird due on day 11

 Day 9:
o Exercising a tenet of Vygotsky’s cognitive
development theory of learning through social
interactions, students will debate on which
constructivism approach Atticus practices on
Scout, whether Atticus is a pedagogue, and
whether Atticus’ conversations with Scout
further enhance Scout’s critical literacy.
 A question to interject in the debate,
when appropriate: Drawing on your
 knowledge of Atticus and his
characterization, does Atticus do what is
“morally sound,” or does he only
declare moral philosophies?
o Due on day 10:
 After the debate, students will reflect on
the understanding of the discussion by
composing a response to the following
prompt:
Harper Lee’s To Kill a Mockingbird is a
flawed text that renders laughable any
attempt at encapsulation à la
Sparknotes. Among the flaws are
Atticus’ shortcomings discussed during
the debate and in previous discussions.
Are Atticus’ inadequacies necessarily an
“imperfection” of the novel? Justify
your response with textual evidence. (5
points)
 This assignment may count toward the
student’s quantity of discussion
reflections.
 Students should have written at least
six reflections on discussions and/or
lectures by day 10.

 Day 10:
o Brief discussion about the students’ reflections
on the debate
o Surveying the students’ progress on their
discussion/lecture reflections, along with how
students are using the reflection assignment as a
learning tool
o Mid-unit review:
 Brief lecture covering the key concepts
and ideas covered to date
 Review any student-requested study
questions
 Clarify any misunderstandings about the
novel and/or the complementary texts
among students
 Review activity
o Due on day 11:
 Assigned readings: Chapters 17-24 in To
Kill a Mockingbird
Week 3: Steering Against the Curve (Days 11-15)
Standard(s): 9-10.RL.1, 6, 9-10.RI.1, 3, 6, 9, 9-10.W.9, 9-10.SL.1, & 9-10.L.5-6
Objective(s):  Students will support their insights about the texts by citing excerpts to justify
their perceptions.
 Students will analyze how perspectives held by different individuals are reflected
in other literary works by comparing Jem’s notions of literacy and social standing
 to Frederick Douglass’ narrative.
 Students will analyze the arrangement of events in Douglass’ narrative and
discuss their observations of how the organization of events creates thematic
significance.
 After reading Douglass’ narrative, students will compose responses identifying
instances of Douglass’ literary artistry, such as figurative language, rhetorical
strategies, and connotations among words and elaborating how Douglass’
linguistic adroitness advances his understandings of enslavement and relate to the
concepts of critical literacy.
 Students will cite excerpts from To Kill a Mockingbird and the complementary
text by referencing passages from the readings to uphold their assertions in
speaking and writing.
 Students will coherently and effectively engage with their peers during classroom
conversations by arriving to class prepared to discuss the assignments and
utilizing conversational techniques to advance conversations about the
assignments and assigned readings.
 Students will independently decipher the definitions of unfamiliar words and
phrases in texts by consulting the reading accompaniment and other resources to
aid their comprehension and broaden their vernacular.
Instructional Plan
Materials Suggested Instructional Strategies CFUs/Assessment(s)
 Lesson slideshows  Day 11:  Chapters 17-24
 Reading o Reading quiz on chapters 17-24 in To Kill a reading quiz
accompaniment for Mockingbird  Exit ticket on
week 3 o Review study questions on the slated chapters Frederick
 To Kill a from To Kill a Mockingbird Douglass’
Mockingbird, chaps. o Discussion of Jem’s belief that one’s social literary
17-24 standing is classified by literacy, followed by craftsmanship
 Handout explaining the implications of Scout’s dissent  Post-discussion
the expectations of o Brief lecture providing students with contextual writeups
the unit’s essay information on Douglass’ Narrative and on the  Exit ticket on
examination dichotomy between the antiquated and Scout’s
contemporary attitudes on race development of
 Complementary o Due on day 12: her critical
text:  Assigned readings: “On Racist literacy
o Frederick Assholes” and slated chapters from  Discussion/lect
Douglass’ Douglass’ Narrative ure reflections
Narrative of  Observations
the Life of  Day 12: gathered from
Frederick o Continue reviewing study questions on the implicit and
Douglass, slated chapters from To Kill a Mockingbird, if explicit student
An American needed feedback
Slave, o Discussion of slated chapters from Douglass’ during
Written by Narrative, from the angles of critical literacy discussions and
Himself, and the capacity of language concerning the lectures
Preface, notion of literacy and liberation; connection to
chaps. 1, 5, Jem’s belief of literacy and social status
6, 7, 9, 10 o Exit ticket:
 Students will identify an amusing or
 Supplemental humorous excerpt from Douglass’
reading:
o “On Racist Narrative and explain its significance,
Assholes” by along with any stylistic devices and/or
Dr. Chris narrative techniques exemplified in the
Hanlon students’ identified passage. (2 points)
o Due on day 13:
 Drawing on their understanding from the
discussion, students will respond to the
following prompt:
It appears the pivotal moments in
Douglass’ self-liberation are teaching
himself to become literate and mustering
the strength and courage to physically
resist Covey. Given Douglass’ history
with literacy and as a slave, what
inferences or insights could you draw
from his literary artisanship? (5 points)

 Day 13:
o Brief discussion on the students’ responses to
the prompt
o Discussion of mavericks in Maycomb and the
roots of Scout’s nonconformity, along with the
critical literacy implications of Scout’s
unorthodox actions
o Due on day 14:
 Students will respond to the following
prompt:
How does Atticus raise his children? Do
you suppose his parenting style
contributes to Scout’s “eccentricities”?
Recalling our discussions on Atticus as a
teacher to Scout, are you refuting any of
your initial apperceptions about Atticus?

 Day 14:
o Survey the class for the students’ responses to
the prompt
o Overview of upcoming essay examination
o Explain essay proposal assignment
o Discussion of Scout’s critical literacy and
cognitive development: concerning Mayella
Ewell and Scout’s friendship with Walter
Cunningham
o Due on day 15:
 Drawing on their understanding from the
discussion, students will respond to the
following prompts:
What can you infer about Scout’s
development of her critical literacy from
her pity for Mayella Ewell? Is Scout
critiquing the citizens of Maycomb?
 What can you infer about Scout’s
critical literacy development from her
adamant friendship with Walter
Cunningham? How does Scout contend
with Aunt Alexandra’s perception of the
Cunninghams?
 Students should have written at least
nine reflections on discussions and/or
lectures by day 15.
o Looking ahead:
 Chapters 25-31 in To Kill a Mockingbird
due on day 16
 Essay proposal due on day 20


Day 15:
o Surveying students for their responses to the
prompt and clarifying the salient concepts from
the previous day’s discussion, if needed
o Discussion of Scout’s attendance at Aunt
Alexandra’s missionary circle, including Scout’s
comprehension of femininity as a façade
o Exit ticket:
 Students will analyze Scout’s
participation in Aunt Alexandra’s
missionary circle and Scout’s uneasiness
with the gathering and explain how
Scout’s criticism and insights acquired
from her attendance imply Scout’s
expanding critical literacy
o Due on day 16:
 Assigned reading: Chapters 25-31 in To
Kill a Mockingbird
Week 4: Averting Subsumption (Days 16-20)
Standard(s): 9-10.RL.1-3, 6, 9-10.RI.9, 9-10.W.9, 9-10.SL.1 & 9-10.L.6
Objective(s):  Students will rationalize their statements and perceptions on the texts by citing
textual evidence to corroborate their claims.
 Students will reinforce their understanding of the unit’s theme of critical literacy
by examining Scout’s cognitive development and acquisition of critical literacy
throughout the text in discussions and in a timeline assignment.
 Students will analyze how other writers exercise critical literacy by reading a
transcendentalist essay and a modernist manifesto and discussing the parallels
drawn among each text, including To Kill a Mockingbird.
 Students will cite excerpts from To Kill a Mockingbird and the complementary
texts by referencing passages from the readings to bolster their allegations about
the texts.
 Students will coherently and effectively engage with their peers during classroom
conversations by arriving to class prepared to discuss the assignments and
utilizing conversational techniques to advance conversations about the
assignments and assigned readings.
 Students will independently decipher the definitions of unfamiliar words and
phrases in texts by consulting the reading accompaniment and other resources to
 aid their comprehension and broaden their vernacular.
Instructional Plan
Materials Suggested Instructional Strategies CFU(s)/Assessment(s)
 Lesson slideshows  Day 16:  Chapters 25-31
 Reading o Reading quiz on chapters 25-31 in To Kill a reading quiz
accompaniment for Mockingbird  Discussion/lect
week 4 o Review study questions on the slated chapters ure reflections
 To Kill a from To Kill a Mockingbird  Timeline
Mockingbird, chaps. o Discussion of Scout’s encounter with Boo assignment
25-31 Radley: Seeing the world through Boo’s eyes  Essay proposal
 Timeline assignment and recognizing the limitations of one’s  Observations
 Handout explaining viewpoint gathered from
the unit exam’s o Due on day 17: implicit and
extended response  Assigned reading: “How Reliable is this explicit student
prompt Narrator?” feedback
during
 Complementary  Day 17: discussions and
texts: o Continue reviewing study questions on the lectures
o Emerson’s slated chapters from To Kill a Mockingbird, if
“Self- needed
Reliance” o Brief lecture on dual narratives how point of
o Langston view affects a reader’s understanding of a story,
Hughes’ segueing into a discussion of reading To Kill a
“The Negro Mockingbird as a dual narrative
Artist and o Due on day 18:
the Racial  Reflecting on the students’
Mountain” understanding of the lecture and
discussion, students will compose a
 Supplemental response identifying at least three
reading: excerpts of Scout’s narration of her
o “How childhood that suggest a reflective
Reliable is recount of her past, including the
this implications of her accounts with regards
Narrator?”, to Scout’s continued development and
selection application of critical literacy
from Alice  This assignment may count toward the
LaPlante’s student’s quantity of discussion
Method and reflections.
Madness:
The Making  Day 18:
of a Story o Brief discussion and review of students’
reflection, segueing into a discussion of Scout’s
twofold narration as a critique of her
environment and a manifestation of her critical
literacy proficiency
o Due on day 19:
 Assigned reading: “Self-Reliance” and
“The Negro Artist and the Racial
Mountain”

 Day 19:
 o Brief lecture on transcendentalism and
contextual information on Langston Hughes and
his modernist manifesto
o Discussion of “Self-Reliance” and “The Negro
Artist and the Racial Mountain”: interpreting
one’s milieu as “living documents” and
criticisms of society, including how the writers’
critiques compare to Scout’s narration and acts
of agency
o Due on day 20:
 Timeline assignment:
Students will compose a timeline
depicting Scout’s critical literacy
development from its infancy to the
novel’s end, citing excerpts from the text
to support pivotal plot points indicating
her growth in critical literacy (30 points)
 Essay proposal
 Students should have written at least
12 reflections on discussions and/or
lectures by day 20.
o Looking ahead: Unit examination on day 23

 Day 20:
o Conclude discussion from day 19, if needed
o Overview of the students’ self-assessment of
their discussion/lecture reflections
o Overview of the upcoming Socratic seminar:
“Reading” Maycomb as a “living text” and its
facilitation of Scout’s critical literacy
development
o Explain the unit exam’s extended response
prompt
o Due on day 21: Students’ preparations for
Socratic seminar
 Students must complete all assigned
readings to date by day 21
 For each principle of critical literacy
discussed throughout the unit, each
student will identify three topics for
discussion, whether it may be a question,
an inference, or a passage that students
would like to further analyze (5 points)
o Looking ahead:
 Self-assessment of discussion and lecture
reflections due on day 23
 Essay examination due day 30
Week 5: Entering the Conversation (Days 21-25)
Standard(s): 9-10.SL.1, 4, 9-10.L.6, 9-10.W.1, 5, 6 & 9
Objectives(s):  Students will coherently and effectively engage with their peers in a Socratic
seminar by arriving to class prepared to discuss the novel, including utilizing
 conversational techniques to advance conversations about topics being discussed.
 Students will convey a knowledgeable and professional impression in a debate by
skillfully conveying their viewpoints, referring to the texts and/or logic and
reasoning, and coherently articulating their insights.
 Students will demonstrate their ongoing efforts in independently acquiring new
vocabulary by utilizing terminology discussed throughout the unit in their
utterances during the Socratic seminar.
 Students will begin composing their thesis-driven essay exam by placing an
instance from To Kill a Mockingbird into conversation with the complementary
texts developing a contention about the juxtaposition for readers to arrange the
students’ observations and referenced excerpts around.
 Students will utilize word-processing software and various technologies to
develop, share and refine their drafts by participating in the social and
collaborative processes involved in writing workshops.
 Students will sustain the assertions made in their essay by making telling and
convincing use of textual evidence to support their ideas and perceptions, in
addition to employing clear and consistent reasoning.
Instructional Plan
Materials Suggested Instructional Strategies CFU(s)/Assessment(s)
 Lesson slideshows  Day 21:  Socratic
 To Kill a o Return students’ essay proposals with feedback seminar and
Mockingbird and o Socratic seminar: reflection on
complementary texts  Drawing on their preparations for the the discussion
 Index cards for discussion, students will exchange  Review activity
review activity perceptions with their peers regarding  Unit
 A duplicate handout “reading” Maycomb as a “living text” examination
explaining the and how its inhabitants facilitated  Self-assessment
expectations of the Scout’s critical literacy development of discussion
unit’s essay  A question to interject in case of a lull: and lecture
examination Does Maycomb change at the end of the reflections
 Writing checklist novel, or does it remain mostly the  Workshopping/
and essay exam same? Consider Scout’s criticisms of her peer critique
rubric environment throughout the novel; what assignments
 Laptops and/or inferences can you draw about  Observations
tablets with Maycomb’s future? gathered from
keyboards o Due on day 22: implicit and
 Students will reflect on the Socratic explicit student
 Assigned readings: seminar and write about any new feedback
o “Shitty First insights they have gained from the during
Drafts,” discussion, along with how the discussions and
selection discussion helped students solidify, lectures
from Anne disprove or reconsider their initial
Lamott’s understandings of the novel.
Bird by Bird o Looking ahead:
o “Saying Why  Zero draft of essay due on day 24
it Matters,”  Essay examination due on day 30
selection
from They  Day 22:
Say/I Say o Review for the unit exam:
o “Kinds of  Brief lecture reviewing the key concepts
and ideas covered to date
 Writing: 
Review any student-requested study
Arguments,” questions
selection  Clarify any misunderstandings about the
from Richard novel and/or the complementary texts
Bullock, among students
Michal  Review activity
Brody and o Due on day 23:
Francine  Self-assessment of discussion and lecture
Weinberg’s reflections
The Little
Seagull  Day 23:
Handbook o Unit examination
o “Integrating o Distribute handout explaining the essay
Sources, examination, writing checklist and essay exam
Avoiding rubric
Plagiarism,” o Assign essay workshop groups
selection o Due on day 24:
from The  Assigned readings: “Shitty First Drafts,”
Little “Saying Why it Matters” and “Kinds of
Seagull Writing: Arguments”
Handbook  A printed copy of the SFD/Zero draft or
a detailed outline of the essay

 Day 24:
o Review essay examination expectations and
requirements
o Brief lecture/review on the elements of thesis-
driven essays, structure, and argument goals
o Overview of essay workshop expectations and
peer critique assignments
o Discussions of zero drafts among workshop
group members
 Students will exchange their zero drafts
or detailed outlines of their essays with
their workshop members for peer
feedback and evaluation
 Reviewers should assess the arguability
and clarity of the essay’s thesis
o Due on day 25:
 After considering the feedback of their
peers, students will refine their zero
drafts or develop their essay outlines for
an essay workshop the following day.
 A printed copy of the essay’s full draft
o Looking ahead: Essay examination due on day
30

 Day 25:
o Essay workshop: Full draft (10 points)
 Students will exchange their full drafts
of their essays with their workshop
 members for peer feedback and
evaluation via letter.
 Reviewers should evaluate the
cohesiveness and coherence in reasoning
and evidence used to support the writer’s
arguments, together with the essay’s
organizational flow
o Due on day 26:
 After considering the feedback of their
peers, students will refine their full drafts
for an upcoming essay workshop.
 A printed copy of the essay’s revised
draft
 Assigned reading: “Integrating Sources,
Avoiding Plagiarism”
Week 6: Putting it all Together (Days 26-30)
Standard(s): 9-10.W.1, 5, 6, 8, 9, 9-10.SL.1, 2 & 9-10.L.6
Objective(s):  Students will continue composing their thesis-driven essay exam asking students
to develop a contention about the juxtaposition between To Kill a Mockingbird
and the unit’s complementary texts for readers to arrange the students’
observations and referenced excerpts around.
 Students will continue utilizing word-processing software and various
applications of technology to develop, share and refine their drafts repeatedly
throughout the writing process by participating in and reaping the didactic
benefits associated with the social and collaborative processes involved in writing
workshops.
 Students will seamlessly sustain the assertions made in their essay by cautiously
making telling and convincing use of textual evidence to support their ideas and
perceptions, together with employing clear and consistent reasoning, being
responsive to alternative lines of thought, and justly attributing original thoughts
to their respective owners.
 Students will coherently and effectively engage with their peers during classroom
conversations by attentively watching the film adaptation for To Kill a
Mockingbird and utilizing conversational techniques to advance conversations
about the novel’s translation from text to film, including discussing the possible
reasons behind any similarities and differences between both mediums.
 Students will demonstrate their continual efforts in independently acquiring new
vocabulary by displaying knowledge of the literary-historical terminology
covered in the unit through utilization in their essay examination.
Instructional Plan
Materials Suggested Instructional Strategies CFUs/Assessment(s)
 Lesson slideshows  Day 26:  Workshopping/
 To Kill a o Lecture and demonstration: APA peer critique
Mockingbird and formatting/documentation and integrating assignments
complementary texts sources; avoiding plagiarism  Essay
 Laptops and/or o Address any prevalent concerns among students examination
tablets with communicated in the workshopping feedback  Observations
keyboards letters, if necessary gathered from
 To Kill a o Essay workshop: Revised draft (10 points) implicit and
Mockingbird (1962),  Students will exchange their revised explicit student
directed by Robert drafts of their essays with their workshop feedback
 Mulligan members for peer feedback and during
evaluation via letter. discussions,
 Assigned readings:  Reviewers should verify the evidence lectures and
o “Documentat referenced in the essay is correctly cited workshopping
ion: APA and appropriately embedded into the sessions
Style,” paragraphs, along with any unaddressed
selection higher-order concerns, such as the
from The development of ideas, adequacy of
Little support, intelligibility of reasoning, etc.
Seagull o Due on day 27:
Handbook  After considering the feedback of their
o “Learning to peers, students will refine their revised
Fail Better: drafts for an upcoming essay workshop.
On  A printed copy of the essay’s style and
Revision,” usage draft
selection  Assigned readings: “Documentation:
from Alice APA Style” and “Learning to Fail Better:
LaPlante’s On Revision”
Method and
Madness:  Day 27:
The Making o Lecture and demonstration: Revising for style,
of a Story usage, and the conventions of standard written
o “Editing the English
Errors that o Address any prevalent concerns among students
Matter,” communicated in the workshopping feedback
selection letters, if necessary
from The o Essay workshop: Style and usage draft (10
Little points)
Seagull  Students will exchange their style and
Handbook usage drafts of their essays with their
o “Novels and workshop members for peer feedback
Novellas into and evaluation via letter.
Film and an  Reviewers should address instances of
Aesthetic punctuation errors, spelling, grammar,
Rubric for awkward phrasing, typos, etc., along
Film with any unaddressed higher-order
Translations concerns
of o Due on day 28:
Literature,”  After considering the feedback of their
selection peers, students will refine their style and
from Linda usage drafts for an upcoming essay
Costanzo workshop.
Cahir’s  A printed copy of the essay’s proofing
Literature draft
into Film  Assigned reading: Review
“Documentation: APA Style” and read
“Editing the Errors that Matter”

 Day 28:
o Address any prevalent concerns among students
communicated in the workshopping feedback
 letters, if necessary
o Essay workshop: Proofing draft (10 points)
 Students will exchange their proofing
drafts of their essays with their workshop
members for peer feedback and
evaluation via letter.
 Reviewers should utilize the writing
checklist and essay’s evaluation rubric
for a final assessment of the writer’s
essay, addressing any potentially
overlooked concerns during the
workshopping sequence
 Reviewers should evaluate the essay’s
reference page and issue the essay a
provisionary grade by juxtaposing the
essay against the assignment’s rubric,
offering explanations and examples for
the grade assigned
o Begin watching To Kill a Mockingbird film

 Day 29:
o Continue watching To Kill a Mockingbird
o Due on day 30:
 A printed copy of the essay’s final copy
 Assigned reading: “Novels and Novellas
into Film and an Aesthetic Rubric for
Film Translations of Literature”

 Day 30:
o Essay submissions
o Finish watching To Kill a Mockingbird
o Discussion on the novel’s translation from text
to film:
 Examining the revelation of the film’s
theme, through the depiction of its
characterization, visual imagery, etc.
 The relevance of the film’s theme to its
intended audiences
 Effects of various cinematic elements,
such as production design, the
relationship between color (or lack
thereof) and mood, camera placement
and movement, editing, etc.
 Intentions of the movie and whether the
film achieved the goals it set out to
accomplish