In this lesson, students continue the novel, do a close read of the poem "Inside Out" and begin the routine of "QuickWrites."
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 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 plan the introductory and concluding paragraphs of their end of unit assessment analytical essay.
In this lesson, students pull together all of their graphic organizers and planning notes and draft their essay.
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.
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.
This lesson provides additional scaffolding for students as they learn how to take notes using the structured notes format while reading To Kill a Mockingbird.
In this lesson, students write the draft of their essay about Atticus’s decision to defend Tom Robinson.
In this lesson, students will work with vocabulary words, mostly adjectives, from all the previous chapters in the novel in an activity called I Have/Who Has. This activity enables students to practice listening skills and work with a full set of 25 words while being responsible for only one or two words to participate in the activity. Students will also answer text-dependent questions about Chapters 11 and 13 using Three Threes in a Row.
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 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 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.
Students perform their Readers Theaters in this lesson.
In this lesson, students finish reading Act 1, Scene 1 of A Midsummer Night’s Dream using the Drama Circle routine.
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.