In this lesson, students continue the novel, analyze Ha's character in contrast to her brothers, and use a "Chalkboard Splash" protocol to make some of their analysis visual.

In this lesson, students complete the mid-unit assessment, analyzing how critical incidents in the novel reveal aspects of Ha’s character, and also participate in a Gallery Walk protocol.

In this lesson, students return to the novel, analyzing plot development in the days leading up to the fall of Saigon.

In this lesson, students continue to work with Paragraph 1 of the section “Refugee and Immigrant Children: A Comparison” in the informational text “Refugee Children in Canada: Searching for Identity.” They reread and answer additional text-dependent questions that relate directly to poems in the novel.

In this lesson, students continue to work with Paragraphs 2 and 3 of the section “Refugee and Immigrant Children: A Comparison” in the informational text “Refugee Children in Canada: Searching for Identity.” They reread and answer additional text-dependent questions that relate directly to poems in the novel.

This lesson follows the pattern of Lessons 10 and 12. Students continue to work with Paragraph 4 of the section “Refugee and Immigrant Children: A Comparison” in the informational text “Refugee Children in Canada: Searching for Identity.” They reread and answer additional text-dependent questions that relate directly to poems in the novel.

In this lesson, students transition to formally planning their end of unit assessment essay. Throughout the unit, they have read informational texts about refugee experiences and the novel Inside Out & Back Again, gathering details from the text that show how refugees turn “inside out” and then come “back again.”

In this lesson, students pull together all of their graphic organizers and planning notes and draft their essay.

This lesson's performance task prompt sets students up to revisit several poems from the novel with the focus on identifying the specific factual details Thanhha Lai has included in her poems about Vietnam at the time and why she has included them. This increases students’ awareness of the purpose for researching specific factual details (about a specific time and place in history when refugees fled) to use later when writing their own poems.

This lesson introduces the Odell Education resource Reading Closely: Guiding Questions handout. Students will refer to this document regularly as a way of understanding and connecting their learning targets. The opening introduces students to the concept of a dynamic character and includes a general example of how people are complicated and change over time.

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.

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.

This lesson focuses on characterization of Atticus in particular. The goal is for students to understand more fully why Atticus would take a stand for Tom Robinson. Understanding Atticus is key to writing the argument essay for the End of Unit 2 Assessment.

This lesson launches students’ study of To Kill a Mockingbird. Students first encounter the novel through Story Impressions, a pre-reading activity in which students make predictions about a piece of literature through reading phrases from the novel or connected to the novel and then developing an “impression” of the text.