Monday - SNOW DAY.
Tuesday - Post-reading activity on analyzing moral growth and moral development. Close look at Kohlberg's stages of moral development and connect those to the characters with the book. Reflections on what has shaped each of us. Discussion. Remind students that the unit test will be on Wednesday.
Wednesday - REVIEW DAY. Please bring any questions/concerns to today's class, as it will be the last chance to go over things as a group. Review and reconsider the plot, climax, themes, and symbols within the book. Review questions and compare the book to the movie.
Friday - UNIT TEST. Please come in during lunch or after school if you have any specific questions that you would like addressed.
Monday - Finish trial scene, if necessary. Post-trial reading questions with a partner. Reading articles on "the poor white woman" in connection to Mayella Ewell. Exit slip on moral growth as we move toward the end of the book. Continue with the movie, if time.
Tuesday - QUIZ on the trial scene and vocab. Read the incident of Tom Robinson at the jail as a close reading. Monuments and Memorials activity. Students will discuss the importance of monuments, what they mean, and then create one for a character that they deem worthy from the book. Share out designs and reasoning.
Wednesday - Time to read to begin class. "The Trouble I've Seen" video from Northeastern University. Post-viewing questions and discussion. Reading articles based on truth and reconciliation commissions as well as reparations for wrongly accused families, such as Tom Robinson. Continue with movie.
Friday - The end of the book will be due on Monday. The unit test will be next Wednesday. Today we will finish the film and then compare and contrast the movie to the book with post-reading/viewing questions. Class discussion. Exit slip.
Wednesday - Exploring justice opinionnaire. Share out. Close look at chapter 16 and Dolphus Raymond. Group questions. Discuss. Begin reading courtroom scene. Watch movie, if time.
Friday - DO NOW: Who do you think Harper Lee intended to be the hero of the story?
Who is the hero in the story from your point of view? Who or what is the
antagonist of the story? Continue reading courtroom scene as a class. Assign out parts and begin reading. Vocabulary work. Watch movie.
Monday - Review chapters 11-15. Close reading questions for small groups. Share out answers and discuss the major symbols, themes, and motifs that we are seeing. Students will receive new vocabulary words.
Tuesday - SNOW DAY.
Wednesday - Read for the first 15 minutes of class. Current events article on To Kill a Mockingbird. At the beginning of the book, the students were asked to consider whether or not this book should be as popular as it is as they read. We will look at an article that takes the view that there are better books to read today. No doubt, a thought-provoking discussion will ensue.
Friday - Chapter 16 due. DO NOW: How does bias limit our understanding of the world? What kind of experiences can widen our perspective? Discussion on how Scout and Jem start to confront "Maycomb's ways" in chapters 12-15 through the trip to Calpurnia's church, Aunt Alexandra's stay at the house, and the confrontation with the mob outside the courthouse. Rewrite courthouse scene. Share out. EXIT SLIP: Reflect on how we might expand our own perspectives, consider new points of view, and learn about people who are different from us. Make a list in journal.