Digital Unit Plan Template

Unit Title: To Kill a Mockingbird Unit Plan Name: Brenda Reyes

Content Area: English Grade Level: 9th
CA Content Standard(s)/Common Core Standard(s):
CCSS.ELA.RL.9.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and
build on one another to produce a complex account; provide an objective summary of the text.

CCSS.ELA.W.9.6
Use technology, including the internet, to produce, publish, and update individual or shared writing products.

Big Ideas/Unit Goals:

1. Students will analyze literary texts to examine central themes and ideas.
2. Students will draw evidence from the text to support their analysis.
3. Students will work in groups to expand their knowledge of the text and present their findings through technology and oral communication.

Unit Summary:
In this unit we will read, analyze, and interpret the novel To Kill a Mockingbird by Harper Lee (1960). We will use evidence from the text to support critical
literature analysis and to interpret multiple themes. We will also be using important historical context clues to help understand setting, time, and place.

Assessment Plan:
Entry-Level: Students will complete an anticipation Formative: Students will complete a series of graphic Summative: Students will take a quiz to test their
guide to assess prior and background knowledge of organizers to demonstrate their understanding and understanding of the different themes
historical context during the 1930s in regards toward comprehension of the material and lesson followed by represented and the novel itself. Students will
Jim Crow and segregation laws in Alabama. This is to a short survey on their thoughts and progress toward also give a presentation on the chosen theme
help students understand the setting, time, and place of the unit. This will help the teacher know where the
the novel. students are at and if they need any additional
from the novel using a multimedia presentation
scaffolding or academic support. and oral communication skills.
Lesson 1 (Teacher Lecture)
Student Learning Objective: Acceptable Evidence Lesson Activities:
Students will complete an (Assessments): Students are asked to complete an anticipation guide to assess prior knowledge of the
anticipation guide to Anticipation guide graphic historical context of the novels setting, time, and place. This is important for this novel
assess prior knowledge of organizer in particular because the author uses real life experiences during that time period to
the historical context of influence her novel.
the novel.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective: Acceptable Evidence: Lesson Activities:
1. Students will 1. Students will create a mind map to scaffold their analysis of the text individually. This is
create a mind map 1. Mind map graphic used to solidify one theme in a discussion with their group members.
to scaffold their organizer 2. Students will complete a webercise activity to answer questions regarding different
2. Webercise activity themes and issues present in the novel and actual historical events that related to those
textual analysis of
questions
the text to help same issues from the time period. This is used to help students find parallels between
organize the themes from the novel and present day by understanding how these themes are played
different themes out in real life situations.
presented.
2. Students will
complete the
webercise activity
questions to find
parallels between
themes in the
novel and
historical events
from the same
time period.
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Concept wheel graphic 1. Students will use this to aid their group in drawing evidence from the text to focus on
Students will complete a organizer one theme. Then each group will create a concept wheel for their chosen theme to
concept wheel to connect ideas from the text to the central theme chosen. This is used to help students
demonstrate their analysis demonstrate their analysis of the theme using textual evidence. This is also used to help
of the theme using textual students in the group to organize their ideas and create a well thought out presentation.
evidence.

Unit Resources:
Historical resources for setting, time, and place
https://www.nytimes.com/2017/01/27/us/emmett-till-lynching-carolyn-bryant-donham.html
http://www.blackpast.org/aah/scottsboro-boys-trial-and-defense-campaign-1931-1937
http://www.teamjimmyjoe.com/wp-content/uploads/2013/08/Van-Heusen.jpg
http://www.teamjimmyjoe.com/wp-content/uploads/2013/08/Men-are-better.jpg
http://articles.latimes.com/1992-03-03/news/mn-2987_1_police-officers

Useful Websites:
Tutorial for mind meister https://www.youtube.com/watch?v=A9-uyxZRijw&list=PL7IGVRbeQlXIyhb2swLnB_gpmMYup0qXS
mindmeister.com
Crash Course TKAM Race, Gender, and Class https://www.youtube.com/watch?v=mDS32LEe1Ss
How to give a great presentation https://www.youtube.com/watch?v=MnIPpUiTcRc
Crash Course TKAM part 1 https://www.youtube.com/watch?v=3xM8hvEE2dI
Sparknotes video TKAM https://www.youtube.com/watch?v=uqkohqLvClI&t=358s
Quizlet TKAM https://quizlet.com/subject/to-kill-a-mockingbird/
Cliffnotes TKAM https://www.cliffsnotes.com/literature/t/to-kill-a-mockingbird/book-summary
Sparknotes TKAM http://www.sparknotes.com/lit/mocking/