Digital Unit Plan

Unit Title: To Kill a Mockingbird and Its Effect on the Past, Present Name: Nataly Casillas
and Future
Content Area: English Grade Level: 10
CA Content Standard(s)/Common Core Standard(s):
L.4. Present information, findings, and supporting evidence clearly, concisely, and logically (using appropriate eye contact, adequate volume, and
clear pronunciation) such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate
to purpose (e.g., argument, narrative, informative, response to literature presentations), audience, and task.
SL 2. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing
their own clearly and persuasively.
W.S.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the
effective concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. selection,
organization, and analysis of content.
W.S.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.

Big Ideas/Unit Goals:

Students will analyze the events from the novel in order to understand the environment and problems raised during that specific time in history.
By becoming analytical of the context, students will be able to formulate comparisons and contrasts between past and present day U.S. Students
will participate in various activities that will help them grasp understanding of the units themes and novel. Ultimately students will leave knowing
about how inequality is found throughout the novel, what inequality is and what it looks like, and also how inequality is present in todays society.

Unit Summary:
In this unit students are asked to critically read the novel To Kill a Mockingbird in order to gather information about literary devices found in the
text, character analysis, and universal themes. This will allow students to connect their findings to the concept of Time, and how cultural, social
and political situations that rose in the time of the novel have affected contemporary time, and how these situations can affect our future.
Students will think outside of the world of the novel in order to make connections between different times in history, and different environments.
Students will also collect their interpretations and findings of the novel and discuss them in both small and big group discussion on order to
effectively communicate their ideas with others. As a result, students will finish the unit with a greater confidence in their communication,
analytical, and writing skills and use those skills to analyze and make connections with past and contemporary society.

Assessment Plan:
Entry-Level: Students will write a weekly journal Formative: Students will have four different Summative: To capture the overall
entry and brainstorm with one another the types of formative assignments which will understanding of students, towards the end
questions presented such as: What is inequality range from a Venn diagram which they will be of the unit they will be asked to write a
to you? Does the past affect the present? Can the asked to compare/contrast characters, a letter to a character and explain to them
past be seen in the present? How? vocabulary quiz on the unit terms, a quick how the present is different from their time,
write which will ask them to write from the while incorporating terms weve learned in
opposite gender and pointing out their the unit. The second assessment will be a
limitations or freedom, and a debate where poster presentation which will highlight how
students will see whether Tom Robinson was inequality, racism and injustice is presented
guilty or not. in the novel.
Lesson 1 (Teacher Lecture)
Student Learning Acceptable Evidence Lesson Activities: Students will be actively listening and participating throughout the
Objective: (Assessments): Activities introductory lecture by completing the appropriate activities found within the lecture
within the lecture notes notes. Students will have a variety of ways to start understanding the unit and novel,
while also working together to answer and create questions found in the notes.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Evidence: Lesson Activities: Students will each choose one of the characters found within the
Objective: Creation of a character with novel and create the characters through an iPad application and write a paragraph
the appropriate app, and explaining the pictures theyve gathered to create a character. The pictures should
explanation represent the characters qualities and how their qualities play a role throughout the
novel.
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Evidence: Lesson Activities: Students will pair up with a partner and create a concept map on one
Objective: Creation of a concept map of the branches of inequality that were covered throughout the unit. They will have the
with a partner option of choosing between three different forms of inequality and find instances
throughout the novel to support their claims.
Unit Resources:

- To Kill a Mockingbird by Harper Lee

Information regarding extra links/games to help you understand background knowledge of the novel/themes discussed throughout the
unit:
- https://jeopardylabs.com/play/to-kill-a9
- http://ic.galegroup.com/ic/suic/ReferenceDetailsPage/DocumentToolsPortletWindow?
displayGroupName=Reference&jsid=33042ef9c97c4376152f73a9c525a41a&action=2&catId=&documentId=GALE
%7CEJ2111500100&u=sand55832&zid=d38154aecb62a745bd37d4c6433b1d80
- http://www.funtrivia.com/playquiz/quiz411184b7f18.html
- http://www.biography.com/people/harper-lee-9377021#aspiring-writer
- http://resources.mhs.vic.edu.au/mockingbird/setting.htm
- http://www.history.com/topics/1930s
- https://youtu.be/3xM8hvEE2dI
- https://youtu.be/mDS32LEe1Ss
- https://www.youtube.com/watch?v=sgC09oMIwLc
- https://youtu.be/cAL02MMxnP4
Useful Websites:

Informational links for the unit:

- https://www.theguardian.com/teacher-network/2015/jul/20/how-to-teach-to-kill-a-mockingbird
- https://www.webanywhere.co.uk/blog/2011/10/teaching-resource-kill-mockingbird/
Links for app to create diagrams, and collages:
- https://picsart.com/
Link for creating online PowerPoint presentations:
- www.authorstream.com/
Link for creating flashcards, and self-quizzes:
- https://quizlet.com/