Project Narrative

For day one, students will “Cite strong and thorough textual evidence to support analysis

of what the text says explicitly as well as inferences are drawn from the text” (az.gov). Students

will explore racial discrimination and injustices that occurred during the 1960s in which Harper

Lee wrote, ​To Kill A Mockingbird. ​Throughout the learning activities, students will make sure to

address “How a time period affects an author’s writing decisions?” As for the learning activities,

students will view digital images that relate to racial discrimination and injustices that occurred

during the 1960s. Students will need to establish the relationships between the images and each

other. That way students will be able to make predictions and provide their own background

knowledge of the images. For the assessment, students will be submitting observations or

discoveries they encountered during the activity by posting on Jamboard. Students will also have

the opportunity to share their written pieces with the class if needed. Technology that will be

used is the Chromebooks to access Jamboard.

For day two, students will “Conduct short as well as more sustained research projects to

answer a question (including a self-generated question) or solve a problem; narrow or broaden

the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation” (az.gov). Students will be doing their own

independent research while gathering information that relates to similar events that occurred in

the novel and relate to the essential question to broaden their knowledge on the research they

discover. The essential question of the day is “How can injustices in society affect more than just

an individual but a group of individuals? For the learning activity, it is through word

front-loading, students will be introduced to vocabulary terms. Students will then fill out their
own vocab definitions and draw a picture of the word from the Vocabulary Map. This will allow

both the students and teacher to engage in a small discussion about the findings. For the

assessment of the day, students will then fill out their own vocab definitions and draw a picture

of the word from the Vocabulary Map. The technology that will be used is Google slides for the

vocabulary activity and a Vocab Map to fill out online.

Day three will have students “Conduct short as well as more sustained research projects

to answer a question (including a self-generated question) or solve a problem; narrow or broaden

the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation” (az.gov). Essentially, students will synthesize

the multiple sources that they gathered and analyze how the historical perceptions and injustices

influence individuals in societies. The essential question is “How does society influence

individuals?” For the learning activities, students will be filling out a Synthesizing Chart.

Students will be given two sources during the 1960s. The assessment will focus on students

finding a quote from the text and drawing a picture of the discoveries that the students made. The

K.I.M chart will be accessible online.

Day four content standards focus on “[presenting] 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” (az.gov). Students

will share their research information by gathering and introducing it to their peers while using

strategy identification and complex reasoning as they develop a broader understanding of words

and phrases from the evaluation and revision of their peers. The essential question of the day is

“What type of research information have I learned?” For the learning activity, students will write
down something they learned from the sources and express their opinions with their peers; and

for the assessment, students will be divided into groups of three​, ​sharing with peers and creating

meaningful conversations​. ​The technology that students will use is Chromebooks, specifically,

accessing Jamboard. Moreover, for day five students will “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”

(az.gov). For the learning objective of the day, students will demonstrate knowledge of racial

discrimination and injustices connected to their independent research by creating and delivering

a Poster-Board Presentation to the class. The essential question of the day is “How can

perceptions of individuals create a bias towards a person or thing?” The learning that students

will be doing is to demonstrate knowledge of racial discrimination and injustices in the 1960s by

creating and delivering a Poster Board presentation. Lastly, students will answer an exit-ticket

explaining what they learned, using Chromebooks as their only piece of technology for the day.

For days six through ten, students will be sharing their presentations with students that are not in

their groups, collecting comments and feedback from their peers, so that they can make solutions

from the feedback. The students will collect the feedback from their peers if they present, and

those who are watching the presentations will explain what they learned from the presentations

of their peers and turn those in. Towards the end, students will present their poster board filled

with all of the sources they discovered and what their solution to racial discrimination and

prejudice is in society/the community. Students will share what they have learned from such a

significant time period, and what their perspective is about the issue.