Unit+3+To+Kill+a+Mockingbird+Scheme+of+Work

//Resources: Word doc //
 * __Pre-Reading (Background Information) __**
 * 1) Jigsaw activity: read background information about book and author

//Resources: Word doc //
 * __Hw: handout while reading chs. 1-4 __**


 * __Chs. 1-4 (Boo Radley) __**
 * 1) Creative Writing Task of at least 400 words
 * 2) Write a diary or blog entry from Boo Radley’s perspective
 * 3) Write a new scene from the story. It should include a prediction of what will happen in the story with Boo Radley.
 * 4) Write an interview with Boo Radley.

//Resources: PPT //
 * __Chs. 5- 8 (PPT; Summary of chapters through tableauxs) __**
 * 1) Show still pictures from TKM movie. Students answer questions to guess what characters could be feeling, saying, etc.
 * 2) Assign 4 groups 1 of 4 chapters (5, 6, 7, or 8). They create a tableau (frozen picture) to present to class that summarizes main action of chapter.
 * 3) Students guess what’s happening in group portraits and how characters feel, what they might be saying, etc. Then group tell students whether their guesses are correct or not
 * 4) Review chapter summaries as a whole class.

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: Word doc // //and PPT//
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Chs. 5-8 (Coming-of-age story w/focus on Jem) __**
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Show siblings picture. Students answer sibling questions
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Show coming-of-age picture with focus on Jem.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students create a mind map of Jem.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Read excerpt from TKM about Jem and his relationship with Scout (starting on p. 62 or 75, depending on which book edition). Ask students comprehension questions about excerpt.
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Give dialogue writing assignment about Jem and his relationship with Scout.

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: Word doc // //and PPT//
 * __Chs. 5 and 9 (Miss Maudie’s influence on Scout’s coming-of-age-story)__**
 * 1) Discuss coming-of-age picture in relationship to Scout. Identify main characters in book so far (Boo, Atticus, Jem, etc.) and discuss how must of them are men. Miss Maudie is one of few main female characters; she is role model for Scout.
 * 2) Jigsaw questions about Miss Maudie and her influence on Scout.
 * 3) Groups present to class.

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: ////PPT//
 * __Chs. 9-11 ( Atticus’s parenting) – //opportunity for IB oral evaluation//__**
 * 1) Introduce information about how groups will plan a talk show about Atticus’s skills as a parent from different characters’ perspectives.
 * 2) Groups plan talk show.
 * 3) Groups present talk shows. Audience guesses which character each student is representing based on information in talk show.
 * 4) Ask which of the 3 quotes at end of PPT represents the most important lesson that Atticus has taught his children.

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: Word doc // //and PPT//
 * __Chs. 9-11 (Symbolism)__**
 * 1) Play video of mockingbird singing. Explain that they will be looking at important symbols in TKM, including the mockingbird.
 * 2) Look at sample symbols. Pairs brainstorm what they could represent.
 * 3) Read passages about symbols from book.
 * 4) Mockingbird (p. 96 or 119 depending on book “When he gave us….”)
 * 5) Mad dog (p. 102 or 127 depending on book “The rifle cracked….”)
 * 6) Using word doc, half class brainstorms significance of mockingbird symbol and half class mad dog symbol, respectively.
 * 7) mockingbird = innocences and can be applied to Boo, Scout, Tom, Jem (innocent before case), or dog (was killed although it didn’t do anything inherently wrong)
 * 8) mad dog = foreshadowing of problems to com; represents Maycomb County and its madness, highlights Atticus as a protective figure for family and Maycomb County
 * 9) Pair share with someone who brainstormed other symbol.
 * 10) Review as class. Show class picture of finch, explain how it’s Atticus’ last name and ask how this bird name could be symbolic of him.

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: Word doc //
 * __Song Strange Fruit, version by Billie Holiday__**
 * 1) Show picture of apple tree, brainstorm what it could represent
 * 2) Show video of Strange Fruit song and students then write answers about what they think the message, purpose and audience is.
 * 3) Listen again and students complete lyrics. Check answers.
 * 4) Review vocabulary using pictures.
 * 5) Students answer literary analysis questions about lyrics at bottom of lyric page. Talk about concept of “irony.”

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: // //PPT// //Video #1 Ebonics Pyramid:// [] Video #2 Ebonics Documentary Excerpt: []
 * __Ch. 12 (Calpurnia and Ebonics)__**
 * 1) Write “ebonics” on board and indicate that it comes from two words. Ask students if they can guess what it comes from (“ebony” and “phonics”). Ask if anyone knows what ebonics means (black speech/dialect)
 * 2) Preview video questions. Watch video and give pairs time to discuss after. Whole class review.
 * 3) Read excerpts from TKM about Ebonics, as noted in PPT
 * 4) Depending on time, either give students time to research Ebonics and review information and/or
 * 5) Watch 2nd video with question about how one classroom is handling ebonics
 * 6) Class discussion about opinion questions in PPT.

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: ////PPT//
 * __Ch. 15 (Atticus and the Mob)__**
 * 1) Answer questions about still picture from movie scene of Atticus and mob (see PPT).
 * 2) Role play mob scene, in which half the class forms two lines and the other half the class walks between two lines as they yell things, imagining that they are members of Maycomb County yelling at Atticus. Give some think time for mob members to think of what they would yell. Switch roles.
 * 3) Play scene from movie. Students answer question from PPT.
 * 4) Divide class into two groups to answer one of two discussion questions from PPT (or give students choice of which question they want to answer). Give them brainstorming time to respond to question.
 * 5) Socratic circle discussion answer questions. (Group 1 example – modern day example is Edward Snowden; Group 2 example – tie theme back to theme from “The Lottery” short story that was previously studied).

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: Word doc //
 * __Chs. 16-19 (Courtroom Witness Activity)__**
 * 1) Groups act out role plays demonstrating results of cross-examination between Atticus and the following four witnesses: Heck Tate, Bob Ewell, Mayella Ewell, Tom Robinson (see Word doc).

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: Word doc //
 * __Homework (court case and post-court case)__**
 * 1) Students complete handout highlighting main events and ideas during court case and post-court case.

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: Word doc //
 * __Chs. 20-23 (Character Exploration)__**
 * 1) Look at PPT. Introduce 4 main characters that students can explore further.
 * 2) Students write answers to questions on PPT about chosen character. They then do a mingle cocktail activity in which they ask each other questions about likes/dislikes while in character.
 * 3) Two different characters sit down with each other and write questions about events in story.
 * 4) In pairs, characters interview each other about events in story while in characters.
 * 5) Review characters’ attitudes and opinions as whole class.
 * 6) Then they write questions for another character.

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: Word doc //
 * __Chs. 20-23 (Diary Entries--Homework)__**
 * 1) Introduce homework assignment to students (see Word doc). They will write two diary entries from the perspective of Atticus, Jem, Dill, or Scout. They should show the change in the character’s perspective from before and after the trial.
 * 2) In preparation for writing, students should find 7 quotes in total from their character’s perspective that illustrate their change before and after the trial. They should note the quote, the page number they find it on, and what the quote means. These notes should be turned in with the diary entries.

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: Word doc // //and PPT//
 * __Chs. 24-27 (Socratic Circle on Atticus and Mayella Ewell)__**
 * 1) Using PPT, introduce controversial questions about Atticus and Mayella Ewell.
 * 2) Give Word doc for students to brainstorm ideas; they can also look at selected quotes from Word doc to help with brainstorming.
 * 3) Students choose which character they want to discuss. Have a Socratic Circle for each respective character/question.
 * 4) Review ideas as whole class.

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: PPT//
 * __Chs. 24-27 (Tom Robinson, modern-day racism, and TOK)__**
 * 1) Using PPT, ask students questions about two young guys shown. Discuss their perceptions and their origins.
 * 2) Read excerpts from book about Tom Robinson’s death and Maycomb’s reaction to it.
 * 3) Look at video questions, then watch video excerpt from Bowling for Columbine, including part about Killer Bees and how Cops decides what to put on TV.
 * 4) Discuss questions as a class (The ideas is basically to discuss how we develop our knowledge and perceptions, in particular with regards to race. Who do we believe and why? Do we receive conflicting views or generally one type of view? Does this apply to issues of race in Mexico? Why or why not?)

Optional—Listen to NPR recording of One Book, One Chicago about TKM. //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: // //Audio recording Ch. 30 part 1:// [] //Audio recording Ch. 30 part 2:// [] //Audio recording Ch. 31 part 1:// [] //Audio recording Ch. 31 part 2:// []
 * __Chs. 30 and 31 (Conclusion of book)__**
 * 1) Listen to audio recordings of books. At pertinent points, stop to discuss ideas for comprehension. In particular, either at end of book or at end of movie, point out how Jem’s broken arm parallels Tom Robinson’s useless arm, highlighting their similarities and their shared innocence.
 * 2) Extension – Discuss question, “If your child committed a crime, what would you do and why? Would you cover it up and say he/she didn’t do it, blame someone else, or admit that he/she did it?”


 * __Sample movie review (Homework preparation)__**
 * 1) Give students sample movie review and analyze for format and content. Tell them they will be writing a movie review of TKM; this is a format they will need for IB. Make sure that students don’t write a review of the book or compare the book and movie; they should just write a movie review.


 * __Movie__**
 * 1) Students watch movie of TKM.
 * 2) Give homework assignment to write a movie review of at least 400 words.

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: Word doc //
 * __Final Literary Analysis__**
 * 1) Give students final analysis papers (see Word doc). They choose 1 question to answer.


 * __Oral Presentation Projects__**
 * 1) Tell students that in groups, they will do oral presentations about modern-day situations that are similar to what happened with Tom Robinson: Rodney King, Oscar Grant, Trayvon Martin, and interracial couples/biracial children (to give an option that offers a more positive and contemporary spin on racial issues in U.S.—and one that doesn’t get presented in the media that often.)
 * 2) Introduce 4 cases, students choose which one they want to research, then spend time in class researching it before presenting it to the class. Audience needs to write down basics of case (who, what, when, where, and why).
 * 3) //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: Word doc // //and PPT//