In this lesson, students will read a portion of Chapter 16 that they did not read for homework. The scene involves Atticus’s conversation with Jem and Scout about the angry mob outside the jail the night before. Students will discuss a key quote from the reading and relate it to the Golden Rule.

This assessment provides an opportunity for students to independently complete a text to film comparison.

In this lesson, students will closely read to better understand Atticus as a character by comparing his and Mr. Gilmer’s approaches to cross-examination of witnesses.

In this lesson, students will analyze a key line from Atticus’s closing speech by studying the literal and figurative meanings of what Atticus says to the jury. Students will also analyze the line to understand the irony of what Atticus says. By doing this, students will synthesize and refer to the racial prejudice and tension that this trial represents.

In this lesson, students will use the Written Conversation protocol to synthesize the various reactions of characters to the verdict.

In this lesson, the class will complete a Frayer model for the word integrity, a key idea in the novel. Understanding integrity is integral to understanding Atticus’s character. It is also deeply connected to taking a stand and the Golden Rule.

In this lesson, students begin the writing process for the End of Unit 2 Assessment, an argument essay on To Kill a Mockingbird.

In this lesson, students complete an on-demand mid-unit assessment. The questions posed in the assessment have been discussed at length in previous lessons, so students should be able to answer them confidently. At the end of the lesson, students peer critique the script of another member of their Readers Theater group against the Readers Theater Criteria anchor chart.

In this lesson, groups write a conclusion for their script. Note that this may be challenging to do as a group, so first they review a model and then they orally rehearse a conclusion together before writing.

In this lesson, students complete an on-demand end of unit assessment. They are required to write a commentary to answer specific questions about the connections between their script and the novel To Kill a Mockingbird.

In this lesson, students finish reading Act 1, Scene 1 of A Midsummer Night’s Dream using the Drama Circle routine.

In this lesson, students reread Act 1, Scene 2, in which Shakespeare introduces Bottom the weaver and Peter Quince gives out roles for the tradesmen’s production of Pyramus and Thisbe. The focus during the Work Time becomes the text to film comparison. Students view a short segment of the film version of A Midsummer Night’s Dream.

In this lesson, students begin reading Act 2, Scene 1 of A Midsummer Night’s Dream. In the first half of the lesson, students participate in a full-class read-aloud designed to help them “feel” the rhythm of Shakespeare’s poetry in the play. In the second half of the lesson, students read the play using the Drama Circle routine they are familiar with from previous lessons.

Previous lessons have provided the necessary scaffolding for students to try answering text-dependent questions without as much guidance. Thus, in this lesson, after the Drama Circle, students move around and discuss text-dependent questions in a Three Threes in a Row activity.

In this lesson, students begin with the Drama Circle, as usual. Then discuss the scene that is read aloud independently. This time, they follow the World Café protocol in which they move from group to group to discuss key questions about the read-aloud.

In this lesson, students begin reading Act 3, Scene 1 of A Midsummer Night’s Dream using the Drama Circle routine used in previous lessons.

In this lesson, students read lines 76–208 of Act 3, Scene 1, in which Puck comes upon the tradesmen rehearsing their version of Pyramus and Thisbe in the woods.

This lesson is designed to provide cohesion to the important decisions and actions performed by the characters and reveal the consequences of these decisions and actions. Students learn how the plot is propelled by these important decisions and actions, and how characters are connected across groups.