This lesson introduces a new opening routine that students will follow throughout Unit 2. This routine allows 10 to 15 minutes for students to work with the portion of the novel they read for homework. Students share their structured notes homework and are encouraged to add to their notes based on this discussion.

Lessons 3–6 focus on informational texts that help students to explore the refugee experience in preparation for the mid-unit assessment. Students are at a logical point in the novel (as Ha travels to America) to read informational texts to build more knowledge about the world—specifically to broaden their understanding of common refugee experiences.

In this lesson, students read an interview with four refugees and answer questions similar to those they answered in Lessons 3–5.

During today’s assessment, students independently read an unfamiliar informational text about a refugee experience and answer literal and inferential text-dependent questions, as well as questions that assess students’ ability to determine word meaning based on context clues. Students also answer three constructed-response questions that require evidence from the text to support their answers.

In this lesson, students are introduced to the end of unit assessment prompt. From the assessment prompt they then begin to transition from the idea of how refugees flee and find a new home to a focus on the more psychological and emotional aspects of being turned “inside out.”

This lesson introduces students to one section of the article “Refugee Children in Canada: Searching for Identity.” The section is entitled “Refugee and Immigrant Children: A Comparison,” which describes the similarities in the adaptation process of refugees and immigrants.

This is the first lesson in Unit 3. However, students began their research for the performance task in Unit 2, Lessons 18 and 19. Students are work on finishing their research and begin planning their free verse narrative poem.

This lesson signals the transition from students’ very short research project to the writing of their poems. Students analyze two poems from the novel using the same note-catcher they used in Unit 1 to analyze word choice in order to make them aware of the use of language in an effective poem.

In this lesson, students draft their “Inside Out” poems as the mid-unit assessment.

This lesson follows a similar format as Lesson 3. Students draft their “Back Again” poems for the end of unit assessment.

In this lesson, students peer critique the first drafts of their “Inside Out” and “Back Again” poems using the Stars and Steps process. Students then use this feedback to revise their poems.

In this lesson, students begin by reviewing teacher feedback on their “Inside Out” and “Back Again” poems (from the mid-unit assessment and the end of unit assessment). They then use the relevant parts of this feedback to guide their revisions to both poems.

Summary writing of To Kill a Mockingbird is introduced in this lesson, but it not assessed until the Mid-Unit 2 Assessment.

In this lesson, students continue to work with Chapter 2. This is done intentionally to allow more time for students to get into the novel as well as to establish the reading and writing routines they will use throughout Units 1 and 2.

This lesson introduces an important theme in the novel, the Golden Rule. The Gallery Walk introduction of this theme incorporates a wide variety of worldviews, philosophies, and religions. Students also view a short segment of the film version of To Kill a Mockingbird.

In this lesson, students practice writing a summary of a literary work. These summaries are useful formative assessment data. Review student writing, provide meaningful feedback, and inform instruction on summary writing in future lessons.

In this lesson, students do a close read of Chapter 5 to practice analyzing figurative language, as well as making inferences about the text.

In the opening of this lesson, students focus on Chapter 6, even though they read both Chapters 6 and 7 for homework. This is intentional, since Chapter 6 is more integral to the work of the module, and since during Work Time, students will compare Chapter 6 with the poem “Those Winter Sundays” by Robert Hayden. Poem text structure analysis is introduced in this lesson.

The beginning of this lesson builds in more practice for students to analyze the meaning and structure of a poem, a skill introduced in Lesson 15. However, in this lesson, the analysis does not go as in-depth with questions pertaining to word choice or perspective, since this text is more accessible.

In this lesson, students will practice the comparing and contrasting that they have learned in this unit: comparing and contrasting text structures, as well as comparing and contrasting the text and film versions of To Kill a Mockingbird.