Unit Plan - Mockingbird Unit PDF

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Inward and Outward Glances:

To Kill A Mockingbird Novel Study Unit
Grade: 10-1 ELA
Teacher Associate: Julie OFarrell
School: Brooks Composite High School
Duration: 5weeks (March 3~ April 7)
Lessons: 30 lessons (6 per week -67 mins per class)
Overview
This unit will be a novel study concentrated on Harper Lees novel To Kill a Mockingbird. The unit will
focus on the significance of setting and time, themes, symbols, perspective and character. The unit will
involve independent reading on behalf of the students, group discussion, viewing of complimentary
media, written/representative assignments, a critical essay, and a group assignment. All six elements of
language arts are including in the lessons and/or assignments. A variety of formative and summative
assessments will be collected throughout the reading of the novel and upon completion of the novel.
Rationale
This unit will be focused on different perspectives. Students will be provided the opportunities to reflect
on and experience a variety of perspectives during the reading, discussion, activity and assignment
processes. Making personal connections through reflections will help students gain a greater
understanding of how setting, time period, age, and other factors (such as race or gender) can affect
perspective. Students have previously completed a multi-media unit on Struggles. This unit will provide
opportunities to reflect on previously reviewed literature and texts in order to emphasis different
perspectives and the factors that influence their development and change.
To Kill a Mockingbird is a classic novel that provides students with the engaging point of view and
narration of a child. The novel, though older, addresses many societal issues we still face today, so of
them more disturbing than others. The novel is also a coming of age novel, which allows the reader to
encounter a variety of characters and their life experiences.
The activities and assignments in this unit are intended to further student understanding of both the
novel and its general themes. They also aim to review elements of a story such as: character, setting,
foreshadowing, and symbolism. The activities and assignments included in this unit are designed to
meet all five English Language Arts (ELA) general outcomes as well as the six elements of ELA. Students
will be provided opportunities to take on others perspectives through large and small group discussion,
as well as writing and role playing. Students will also be provided the opportunity to express their own
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perspectives and experiences through small and large group discussions, writing reflections and a
summative critical essay.
Outcomes/Objectives
GLO #1 Students will listen, speak, read, write, view and represent
to explore thoughts, ideas, feelings and experiences.
1.1.1
a. generate and experiment with strategies that contribute to forming

tentative understandings, interpretations and positions [for example,
posing questions, suspending prejudgement as appropriate, recognizing
that initial interpretations and positions may be inaccurate and
incomplete, and recognizing that texts may be inaccurate, misleading or
ambiguous]
b. form tentative understandings, interpretations and positions on ideas

and issues communicated in literature and other texts by expressing own
explorations and considering others' explorations
GLO #2 Students will listen, speak, read, write, view and represent to
comprehend literature and other texts in oral, print, visual and multimedia
forms, and respond personally, critically and creatively.
2.1.1
2.1.2
2.3.2
c. describe the relationship between text and context [for example, constraints of
time and space, issues of gender and culture, whether or not the audience is
present]
c. summarize the plot of a narrative, describe its setting and atmosphere,
describe development of conflict, and identify theme
d. describe the personality traits, motivations, attitudes, values and relationships
of characters developed/persons presented in literature and other texts; and
identify how the use of archetypes adds to an appreciation of text
f. assess the significance of a text's theme or controlling idea, and the adequacy,
relevance and effectiveness of its supporting details, examples or illustrations,
and content in general
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manage ideas and information.
3.1.2
3.2.2
3.2.3
e. identify and select potential strategies and technologies for gathering,

generating and recording information [for example, outlining, webbing, taking
notes in point form, recording sources accurately during information gathering,
writing direct quotations correctly and bookmarking Internet sites]
d. identify and describe possible biases of sources [such as possible biases of text
creators]
a. form generalizations by integrating new information with prior knowledge
b. draw conclusions that are appropriate to findings, reflect own understandings
and are consistent with the identified topic, purpose and situation
create oral, print, visual and multimedia texts, and enhance the clarity and
artistry of communication.
4.1.1
4.1.3
4.1.4
4.2.2
b. identify purpose and target audience for text creation, and select strategies to
accomplish purpose and engage audience [for example, plan a campaign - public
relations, advertising or lobbying - identifying the text forms to be used to
influence the attitudes of the audience with respect to the chosen issue]
c. establish a focus for text creation, and communicate scope by framing an
effective controlling idea or describing a strong unifying effect
d. develop supporting details, by using developmental aids appropriate to form
and purpose [for example, use charts to collect and assemble details in creating
character comparisons when developing a comparison and contrast essay, or use
a think-aloud reading strategy to make notes from informational text when
writing a summary]
e. develop content appropriate to purpose [for example, relate supporting
information and examples to conclusions when creating a written or oral report;
and relate imagery, figurative language and musical devices to purpose when
developing a poem]
a. meet particular production, publication and display requirements for print texts
[for example, adhere to a particular manuscript style when creating a research
paper]; and explain requirements in light of purpose, audience and situation
a. assess the beginning of a text in progress, and revise it as needed to establish
purpose [for example, the exposition of a narrative, the initial stanza or opening
lines of a poem, or the introduction of a written or oral report]
b. review the organizational components of a text in progress [such as
paragraphs, scenes or steps in a process], and revise them as needed to
strengthen their effectiveness as units of thought or experience
c. review the closing of a text in progress, and revise it as needed to strengthen
its relationship to purpose and to establish a sense of developed understanding
d. assess relationships among controlling idea, supporting ideas and supporting
details; and strengthen relationships as needed to enhance the unity of texts
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e. assess transitions and transitional devices, and revise them as needed to
strengthen coherence [for example, assess the use of repetition and balance in
an essay, or fade-outs and dissolves in a video production, to create smooth
transitions between elements in a text]
GLO #5 Students will listen, speak, read, write, view and represent
to respect, support and collaborate with others.
5.1.1
5.1.2
5.2.1
5.2.2
b. analyze and describe language and images used in literature and other texts
to convey respectful and considerate, or disrespectful and inconsiderate,
perspectives and attitudes [for example, stereotyping that contributes to
negative portrayals of characters in literature and persons in life]
c. analyze and describe positive or negative portrayals of characters in literature
and persons in life, and be sensitive to the feelings of others
a. appreciate diversity of thought and expression, select and monitor appropriate
strategies for appreciating diversity, and modify selected strategies as needed
c. identify the underlying assumptions reflected in the ideas and opinions
presented in a text
a. set appropriate personal goals for participation in a group; respect, be open
to, and be supportive of the thoughts, opinions and contributions of others in a
group; and share personal knowledge, expertise and perspectives with others, as
appropriate
c. ensure that a team's purpose and objectives are clear
a. develop and use criteria to monitor and assess group processes [such as
division of labour and time management]
Unit Learning Outcome: Students will comprehend the roles of different perspectives and the factors
influence and change them.
Resources and Materials
Harper Lee To Kill a Mockingbird

The Centre for Learning: Curriculum Unit: To Kill a Mockingbird
A Centre for Learning Publication Curriculum Unit: To Kill a Mockingbird (3rd edition)
Nyberg Consultants Ltd. Teaching Unit: To Kill a Mockingbird
To Kill a Mockingbird Unit Plan: http://education.library.ubc.ca/files/2011/06/10Chris-MurphyBrad-Dingler-Lisa-Yu-Unit-Plan-TKAM.pdf
http://sparknotes.com
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*RED indicates summative assessments, while ORANGE indicates formative assessments.
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Learning Activities and Instructional Strategies
Introductory
First, students will introduce themselves, an interest, and a favourite text. The teacher will then
introduce herself and provide some background information. Students will then be given a
syllabus and a brief overview of the unit.
Then, students will be introduced to the author Harper Lee and her experiences as a child that
heavily influenced the novel. The first chapter will then be read as a class (teacher reading,
students following along, unless management techniques are needed). This will make sure that
all students are starting from the same point and an understanding of character and setting can
be established as a group. With sensitivities to time, time period events of the 1930s will be
explained, so that students will have that base knowledge when analyzing events and
characters during reading.
-Introductory work booklet
- To Kill a Mockingbird text required
Developmental/On-Going
Below is a list of the primary activities and assignments included in the unit.
Reading Review Quizzes/Exam (20%): Students will complete four quizzes during the
reading process. These quizzes will be used to assess student understanding of the novel
as well as ensure that students are on track. After the novel is completed a final exam
will be administered.
Perspective Journals (20%): reflections on novel events in the form of a hand-written
personal response. Five written activities will be assigned during class time (with time
to work on it in class). Formats include: Diary entries, I Am Poem, Myth Creation,
Newspaper article.
Class Character Map (no mark): As characters are introduced in the book a new
character will be added to the board and students will create connections between the
characters. (string with notes attached)
Chapter Word Maps (no mark): Using an online program, students will use their mobile
devices to contribute words to a word cloud, based on events and impressions of the
chapters. These word clouds will then be posted on a bulletin board to map the class
impressions and understanding of the novel.
Book Cover Redesign (15%): Based on symbols and events in the text, students will
create a new book cover for the novel. They will also write a book synopsis, and may
include fake or real reviews. This cover will be accompanied by a written explanation of
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the images/colours/symbols used and their purpose or importance in the book (defense
paper). *HAD TO OMIT DUE TO TIME CONSTRAINTS AND STUDENT PACE.
Mock Trial (15%): Students will be separated into groups (randomly assigned) and will
research the case of Emmett Till focusing on the perspective of their assigned role (hand
out of case facts included). Each group will then write a short defence (1 page min) of
their perspective. The class will then convene in a mock trial. The trial will be followed
by a debrief session. Students will individually write a reflection about the research and
trial process and how they felt.
Board Game (15%): Students will work in small groups (4-5) and will create their own
board game based on a single event, chapter, or the entire novel. This will act as a
summarizing activity that will help the students review important events, concepts and
characters in the novel.
Critical Essay (30%): This essay will act as the final summative project in the unit. It will
take the place of a final exam. Students will be provided opportunities to work on the
written assignment in class, have it peer reviewed, and have their thesis and first draft
formally assessed by the teacher.
*A mind map of the unit activities is included above for further reference.
Culminating
Students will construct a written assignment that ties together elements of perspective and
other concepts covered in the duration unit. The written assignment will take the format of a
summative critical essay. There will be a number of check in dates during the unit to ensure
that students are on track and have formative feedback on their work.
The board game activity will be how unit will be pulled together. As stated before students will
work together in small groups to analyze and apply concepts learned throughout the unit. The
students will then be given time to showcase their creation as well as explore and play with
other board games created by different groups. This will act as both a culmination and
celebration of the unit end.
Assessment and Evaluation Plan
Student learning will be determined through both formative and summative assessment.
Formative assessments will take the form of class generated word cloud, self-evaluations,
group evaluation, class discussion, and teacher and peer review sessions. Summative
assessments will take the forms of: a critical essay, a class newspaper contribution, board game
project, book cover redesign project, and chapter check quizzes. The critical essay will act as
one of the major projects for the assessment of student evaluation. For further information
reference Appendix B: Lesson Plans.
Extension Enrichment/Special Considerations/Differentiated Instruction
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There are a number of students in my class that are ESL learner, so I plan to include a large
amount of complimentary visual elements during the reading process. I have also planned my
summative activities, aside from the critical essay assignment, to include hands-on or visual
elements, as well as some text or writing elements. The added visual elements will be beneficial
for both the students with ESL needs as well as all students in the class.
Connections to other Areas of Curriculum and/or Other Language Units
This unit will connect to the previous 10-1 unit Struggles. The writing assignments and concepts
may link to the current unit.
ICT outcomes will also be drawn from for projects involving technology such as computers and
mobile devices (Word Cloud, PowerPoint, Youtube and Typing).
Bulletin Boards/Display
I have access to a number of bulletin board spaces and plan to utilize them to further student
understanding of the novel and display completed work.
1. Word Cloud Display: Students create word webs at the beginning of every class. The
finished cloud will then be printed and posted on a bulletin board. This will act as a
formative assessment of student understanding and will track student impressions
throughout the novel.
2. Character Map: As a class, students will make connections between characters as they
develop and enter into the story. This will act as a reference for students throughout the
novel.
a. Connections will be represented by string with an attached paper describing the
relationship.
b. Characters will be added as they are introduced in the story.
Reflections
I think that this unit will be successful because I have included a variety of activities and
assignments, both individual and group based. I have also spent a large amount of time
reflecting on how to incorporate technology into my lessons (ICT outcomes will be elaborated
on in individual lesson plans). The novel being studied has many controversial elements and I
have anticipated for debriefing sessions and hope to spark some interesting and engaging class
discussions. Though this may cause some challenges teaching, I think it will be an enlightening
experience for both the students and I.
One possible short coming I foresee for my unit is that I may be trying to include too much in a
short period of time. I have consulted with my teacher associated and have been granted
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leeway, if I need to extend my unit. I am going to try to stay on task and stick to my calendar
plan, but the pace will solely be determined by student understanding.
Appendices
A. Calendar (will need to be adapted)

B. Lesson Plans
C. Teaching Resources
D. Syllabus
E. Assessment
a. Assessment Unit Plan
b. Rubrics
F. Exemplars
Unit Plan
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Appendix A
March 2014
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
1
16
23
30
3
Start
Read Ch.1(as a class)
-Intro
-Time period/setting
10
1.CH. 2-4
2.Work Block
11
CH. 5-8
12
CH. 9-11
13
CH. 12-14
14
15
-lynch mobs
CH. 15 (as a class)
1.CH. 16-17
2.Work Block
CH.18-20
CH.21-23
CH. 24-27
17
18
19
20
21
Assign Essay Topics

-Summary
Ch. 28-31
1.Film (129mins)
2.Discussion
24
25
Book Cover Intro

Workshop
cont./review
1.Book Cover
2.Symbolism
22
Lieu Day
Essay Workshop
26
Theme
Courage
31
Mock Trial Intro/
Research
10
27
28
Growing Up: Good &

Evil
Essay Draft Due

Prejudice
29
Unit Plan
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April 2014
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
1.Mock Trail
2.Peer Review
Board Game
Work Block
(Essay or BG)
Board Game
Critical Essay Due
10
11
12
17
18
19
24
25
26
Board Game Day!

Leeway
13
14
15
16
Last Day
20
21
22
23
27
28
29
30
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LESSON PLAN
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Lesson 1
Grade/Subject:Unit: `10-1/ELA
Lesson: Introduction
Lesson Duration: 67mins
OUTCOMES
GENERAL LEARNING OUTCOMES:
1. GLO#1
2. GLO#2
SPECIFIC LEARNING OUTCOMES:
1.1.1:
a. generate and experiment with strategies that contribute to forming tentative understandings, interpretations and
positions [for example, posing questions, suspending prejudgement as appropriate, recognizing that initial
interpretations and positions may be inaccurate and incomplete, and recognizing that texts may be inaccurate,
misleading or ambiguous]
b. form tentative understandings, interpretations and positions on ideas and issues communicated in literature and
other texts by expressing own explorations and considering others' explorations
2.1.1: c. describe the relationship between text and context [for example, constraints of time and space, issues of gender
and culture, whether or not the audience is present]
2.1.2:
d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in
literature and other texts; and identify how the use of archetypes adds to an appreciation of text
c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme
LEARNING OBJCTIVES
Students will:
1.
generate tentative knowledge about the 1930s
2. interpret the influence time period and setting have on position, perspective and values
ASSESSMENTS
Key Questions: (refer to in body procedure)
1. In what way can time period and setting influence values and perspective?
2. What are some of the major events that occurred in the 1930s?
3. How is setting and time period depicted in the first chapter?
LEARNING RESOURCES
1.
Unit Curriculum Planner: To Kill a Mockingbird
MATERIALS AND EQUIPMENT
Work Booklet
Time Period Fact Sheets
Unit Curriculum Planner
PROCEDURE
INTRODUCTION
Introduce self and reasons for practicum
Hand out reading schedule and syllabus
Introduce time period/setting

BODY
Read Chapter One as a class

Class discussion regarding perspective and setting
Work Booklet
CLOSUURE
Exit Slips: Name, Interesting thing, Favourite Text
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Review: setting and time period. Perspective and the role in the novel. Review expectations for class.
Preview: Read chapters 2-4 for next class.
Sponge Activity:
-Work booklet
REFLECTION:
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LESSON PLAN
Lesson 2
Lesson: Ch. 2-4
OUTCOMES
1. GLO#1
2. GLO#2
3. GLO#5
1.1.1:
2.1.2:
5.1.1:
c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings
of others
b. analyze and describe language and images used in literature and other texts to convey respectful and considerate, or disrespectful
and inconsiderate, perspectives and attitudes [for example, stereotyping that contributes to negative portrayals of characters in
literature and persons in life]
LEARNING OBJCTIVES
Students will:
1.
2.
3.
develop insight on character and character development

interpret the influence time period and setting have on position, perspective and values
represent character relationships, important events and emerging themes on the Character Map Board
ASSESSMENTS
Methods of Assessment:
-exit slips
-formative assessments
1. How have the characters been developed in the story so far?
2. In what ways are social class portrayed?
3. How are maturity differences portrayed in the chapters (does age play a major factor?)
4. How is perspective portrayed in these chapters?
LEARNING RESOURCES
1.
2.

Sparknotes
Work Booklet
To Kill a Mockingbird
PROCEDURE
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INTRODUCTION
Attendance: What you did on break?
Word Cloud
Image response
Character Map Additions

BODY
Review events of chapters

-Walter Cunningham
-Class differences
-School vs. Home
-Differences between Ewells and Cunninghams
-The Radley house & Boo Radley
-the knothole gifts
-Myths
-Fear and Panic
-The Boo Radley Game
LESSON PLAN
CLOSUURE
Exit Slips: One comment, One question

Review: Characters and events so far. Portrayals of class status
Preview: Read chapters 5-8 for next class.
Sponge Activity:
-Work booklet
-Readers theatre
REFLECTION:
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Lesson 3
Lesson: Ch. 5-8
OUTCOMES
3. GLO#1
4. GLO#2
5. GLO#5
1.1.1:
2.1.2:
5.1.1:
of others
LEARNING OBJCTIVES
Students will:
3.
5. represent character relationships, important events and emerging themes on the Character Map Board
6. identify theme development in the text
ASSESSMENTS
-Exit slips (formative)
-Class Discussion (formative
4. How have the characters been developed in the story so far?
5. In what ways are religion has been portrayed in the text?
6. How are maturity differences portrayed in the chapters (does age play a major factor?)
7. How does Boo Radley being portrayed as a victim impactful to the plot?
LEARNING RESOURCES
2.
3.

Sparknotes
Work Booklet
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PROCEDURE
INTRODUCTION
Attendance: What is a talent you have?
Word Cloud
Image response

BODY
Review events of chapters

Ch. 5
-Miss Maudies relationship to Boo and Scout
-Boo as a victim
-Atticus as the law (more ways than one?)
Ch.6
-Sneaking into Radleys yard
- Jems pants
-Why would Mr. Nathan shoot blindly into his yard?
-Why would playing cards be so alarming
- fixed pants. Who and Why?
Ch.7
-more gifts. Who is giving them? and Why?
- the hole was filled why? Why lie?
Ch. 8
-first winter-snow fall
-snowman as a symbol?
-the fire
-blanket on Scout and her reaction
-positives of the house burning down
CLOSUURE
Exit Slips: What symbol is most influential to you so far?

Review: religion, winter, victimization
Preview: Read chapters 9-11for next class.
Sponge Activity:
-Work booklet
-Readers theatre
REFLECTION:
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LESSON PLAN
Lesson 4
Lesson: Ch. 9-11
OUTCOMES
6. GLO#1
7. GLO#2
8. GLO#5
1.1.1:
2.1.2:
5.1.1:
of others
LEARNING OBJCTIVES
Students will:
7.
ASSESSMENTS
-Class Discussion (formative)
9. How does the book portray justice? Does it change with characters?
10. How did the fire change Scout? Has her childhood ceased?
11. How does the trial change Scout? How has the trial changed the towns people?
12. How is courage exemplified in these chapters?
14. Can good evil co-exist? Novel examples?
15. Which characters represent mockingbirds?
LEARNING RESOURCES
4.
5.

Sparknotes
Work Booklet
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PROCEDURE
INTRODUCTION
Attendance: What is your nickname?
Word Cloud
Image response (to kill a mockingbird is a sin quote)

BODY
Ch.9
-Atticus is assigned to Toms Case
-courage though he may lose
-justice and non-justice
-family traditions (Christmas times)
-Aunt Alexandra introduced
-ideas of a lady
-why does Scout curse?
-racism
Ch.10
-To kill a mockingbird is a sin (quote)
-Atticus is an embarrassment to his children
- mad dog instance
-past nickname
Ch. 11
-Mrs. Dubose
-good & evil
-courage
-heroin addict dies clean
-gift box
- significance?
-Jem does not understand
CLOSUURE
Exit Slips: Which characters are symbolized by a mockingbird?

Review: religion, winter, victimization
Preview: Read chapters 12-14for next class.
Sponge Activity:
-Work booklet
-Readers theatre
REFLECTION:
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LESSON PLAN
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Lesson 5
Lesson: Ch. 12-14
OUTCOMES
9. GLO#1
10. GLO#2
11. GLO#5
1.1.1:
2.1.2:
5.1.1:
of others
LEARNING OBJCTIVES
Students will:
11. develop insight on character and character development
ASSESSMENTS
-Class Discussion (formative)
16. How does the book portray justice? Does it change with characters?
17. How does the trial change Scout? How has the trial changed the towns people?
19. What is the hierarchy of social class? What role does this play in the novel?
20. What is the difference between ignorance and innocence?
LEARNING RESOURCES
6.
7.

Sparknotes
Work Booklet
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PROCEDURE
INTRODUCTION
Attendance:
Word Cloud
Image response (to kill a mockingbird is a sin quote)

BODY
Ch.12
-Jem turns 12 and wants Scout to grow up and act like a girl.
- no longer an insult. Why?
-Trip to coloured Church
-reactions of coloured and white people
-differences
-Ewells wordwhat is it worth?
-Arrival of Aunt Alexandra
CH.13
-feminine influence of Aunt Alexandra
-childrens reactions
-her influence in the household
-perspective? social life and pride
-family pride and tradition
-what it means to be a lady
Ch.14
-explanation of rape (she does not understand his complex definition but pretends to)
-Scout attacks Jem
-she is being told what to do constantly
-Jem is trying to act grown up
-Dill is discovered and takes Scouts side
-both are innocent and young minded
-Dill runs away because his new parents do not give him enough attention
-Dill and Scouts relationship
CLOSUURE
Exit Slips: What is Aunt Alexandras perspective in the novel?
Preview: Read Chapter 15 for next class.

Sponge Activity:
-Work booklet
-Readers theatre
REFLECTION:
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Unit Plan
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Alex Kathol
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Appendix C
Board Game Group Rubric
Category/Points
Content Accuracy
4=Excellent
3=Good
2=Satisfactory
1=Needs Improvement
All spaces (events, places),

information cards, tokens,
etc. made for the game are
correct; accurately depicts
the story and characters
Most of the spaces (events,

places), information cards,
tokens, etc. made for the
game are correct;
accurately depicts the story
and characters, with minor
mistakes.
Students somewhat
displayed a grasp of the
theme(s), symbols, and plot
of the story.
Several of the spaces

(events, places), information
cards, tokens, etc. made for
the game are incorrect or
inaccurate; accurately
depicts some of the story and
characters, with some mistakes.
Students struggled to
display a knowledge of the major
theme(s), symbols, and plot.
Most of the spaces (events,

places), information cards,
tokens, etc. made for the game
are incorrect or inaccurate;
inaccurately depicts the story
and characters, with major
mistakes.
Understanding of theme(s),
symbols, and plot were not
evident.
Knowledge Gained
Students displayed a grasp

of the theme(s), symbols,
and plot of the story.
Rules were written clearly

enough that all could easily
participate.
Rules were written, but one

part of the game needed
slightly more explanation.
Rules were written, but

players had some difficulty
figuring out the game.
The rules were not written.
Rules
The group made the game

interesting and fun to play
as shown by creative
questions, game pieces
and/or game board;
original thought was
evident.
The group worked well
together with all members
contributing significant
amounts of quality work.
The group made the game

somewhat interesting and
fun to play by using
creative
devices; some original
thought was evident.
The group tried to make the

game interesting and fun,
but some of the things made
it harder to understand/
enjoy the game; very little
original thought went into the
game.
The group worked fairly well
together with all members
contributing some work.
Little thought was put into

making the game
interesting or fun; very
little (if any) original
thought went into the project.
Creativity
Group
Collaboration
The group generally worked

well together with all
members contributing
some quality work.
22
The group often did not

work well together and the
game appeared to be the
work of only 1-2 students in
the group
TOTAL
YOUR SCORE
Unit Plan
C&I-C
Alex Kathol
PSII 2014
Appendix C: Teacher Resources

Websites:
To Kill a Mockingbird Unit Plan: http://education.library.ubc.ca/files/2011/06/10Chris-Murphy-Brad-Dingler-Lisa-Yu-Unit-Plan-TKAM.pdf
Images:
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Unit Plan
C&I-C
Alex Kathol
PSII 2014
hagj
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Appendix D: Syllabus
English 10-1
Inward & Outward Glances:
NOVEL STUDY UNIT: To Kill a Mockingbird by Harper Lee
Miss Kathol
2014
Overview
This unit will be a novel study concentrated on Harper Lees novel To Kill a Mockingbird. The unit will
focus on the significance of setting and time, themes, symbols, perspective and character. Students will
be expected to read assigned chapters independently on their own time in order to be prepared for
class discussion and activities. One work period will be set aside once a week for reading. Other work
periods will be determined based on projects later in the unit (reference calendar).
This unit will be focused on different perspectives. Students will be provided the opportunities to reflect
on and experience a variety of perspectives during the reading, discussion, activity and assignment
processes. Making personal connections through reflections will help students gain a greater
understanding of how setting, time period, age, and other factors (such as race or gender) can affect
perspective.
To Kill a Mockingbird is a classic novel that provides students with the engaging point of view and
narration of a child. The novel, though older, addresses many societal issues we still face today, some of
them more disturbing than others. The novel is also a coming of age novel, which allows the reader to
encounter a variety of characters and their life experiences.
Students will be provided with a workbook and worksheets during lectures. The workbook
includes a reading guide that can be used to help understand chapter concepts and/or be used
as review for the quizzes
*Students will require a copy of Harper Lee`s To Kill a

Mockingbird. This will be obtained through the library.
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Routine
1. Attendance: response will be announced before role call.
2. Each class there will be an image or quote on the smart board. Please take out a paper
and a writing utensil and reflect on the significance of the image/quote to the novel and
yourself. Be sure to put your name on it and place it in the Inbox on Miss Kathols Desk.
3. Class Word Cloud (see below for details). Please note that mobile devices will be used
with respect to everyone in the classroom (including responses). Once the activity is
completed mobile devices are to be put away or they will be taken away and handed
into the office, as per school policy.
4. Character Map (see below for details)
Assignments and Projects
Below is a list of the primary activities and assignments included in the unit.
Reading Review Quizzes (15%): Students will complete five quizzes during the reading
process. These quizzes will be used to assess student understanding of the novel as well
as ensure that students are on track.
Perspective Journals (10%): reflections on novel events in the form of a hand-written
diary entry or the creation of a FakeBook Profile for a character (including statuses for
reflections)
Class Character Map (no mark): As characters are introduced in the book a new
character will be added to the board and students will create connections between the
Chapter Word Maps (no mark): Using an online program, students will use their mobile
devices to contribute words to a word cloud, based on events and impressions of the
chapters. These word clouds will then be posted on a bulletin board to map the class
impressions and understanding of the novel.
Book Cover Redesign (15%): Based on symbols and events in the text, students will
create a new book cover for the novel. They will also write a book synopsis, and may
include fake or real reviews. This cover will be accompanied by a written explanation of
the images/colours/symbols used and their purpose or importance in the book (defense
paper). Illustrations (5%), Synopsis (5%), and Rationale (5%).
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Mock Trial (15%): Students will be separated into groups (randomly assigned) and will
research the case of Emmett Till focusing on the perspective of their assigned role (hand
out of case facts included). Each group will then write a short defence (1 page min) of
their perspective. The class will then convene in a mock trial. The trial will be followed
by a debrief session. Students will individually write a reflection about the research and
trial process and how they felt. Group paper (5%) and Individual Reflection (10%).
Board Game (15%): Students will work in small groups (4-5) and will create their own
board game based on a single event, chapter, or the entire novel. This will act as a
summarizing activity that will help the students review important events, concepts and
Critical Essay (30%): This essay will act as the final summative project in the unit. It will
take the place of a final exam. Students will be provided opportunities to work on the
written assignment in class, have it peer reviewed, and have their thesis and first draft
formally assessed by the teacher. Topics to be assigned during the Essay Workshop.
*Rubrics will be provided when projects are introduced.
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Appendix E: Assessment Plan

Stage 1 Desired Results
Established Goals:
Students will explore a variety of perspectives, and analyze factors that affect the development and change
of perspective. Using the novel and various media, students will explore setting/time period, age, race,
gender and other factors that may influence perspective.
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Understandings:
Essential Questions:
Students will understand that
Different factors influence an individuals

perspective.
Society is composed of multiple
perspectives with commonalities and
differences; each with its own beliefs and
values.
Time period and setting has a significant
impact on beliefs, values, and perspectives.
What impact do multiple perspectives have on

society?
How do the major themes of the novel mirror

themselves in contemporary society?
What personal connections can you make to the

theme of perspective in the novel?
In what way does personal perspective affect

our everyday lives?
Students will know
Students will be able to do
-the characters and events in the novel
-Create their own board game
- themes within the novel
-Work effectively and productively in a group
-what symbols are important in the novel
-Apply knowledge of the novels themes in a writing

assignment
- the importance of perspective and how it is

influenced
-Create a critical essay based on the novel
-the importance of time period (values, ideal, and -Create a book cover
morals) in literature
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Stage 2 Assessment Evidence

Performance Tasks, Projects
-Redesign the book cover
-Research and participate in a class mock trial
-Create a board game based on the novel
Quizzes, Tests, Assignments
-5 quizzes
-Critical Essay: written assignment
-5 Reflective journals :written assignment
Other Evidence (observations, work samples,

dialogues)
Student self-assessment
-reflections
-group discussions
-work booklet and worksheets
-character web
-exit slips
-word cloud
Assessments
Character
Title
Learning
Outcomes
Reflective
Journals (5
responses)
Type
(Formative/
Summative)
Weighting
10%
Word
Quizzes
Map
&Class
Disscussion
F/S
15%
Cloud and
Exit Slips
F
-
30
Book Cover
Critical
Essay
Mock
Board
Trial
Game
(rubric)
(rubric)
(rubric)
(rubric)
15%
30%
15%
15%
F
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General
Outcome #1:
Students will
listen, speak,
read, write, view 1.1
and represent to
explore thoughts,
ideas, feelings
and experiences.
General
Outcome #2:
Students will
listen, speak,
read, write, view
and represent to
comprehend and
respond
personally and
critically to oral,
print and other
media texts.
General
Outcome #3:
Students will
listen, speak,
read, write view
and represent to
manage ideas
and information.
2.1
2.3
3.1
3.2
X
X
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General
Outcome #4:
Students will
listen, speak,
read, write, view
and represent to
enhance the
clarity and
artistry of
communication.
General
Outcome #5:
Students will
listen, speak,
read, write, view
and represent to
respect, support
and collaborate
with others.
4.1
4.2
5.1
5.2
Knowledge/Comprehension: bottom levels

Taxonomic Levels
Application/Analysis/Synthesis/Evaluation: middle levels
All Levels (Creating): top level
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Assessment Tool Overview

Assessment
Tool Title
Assessment Assessment AS Assessment OF

FOR Learning Learning
Learning
Brief Description
-reflections on novel events in the form of a handwritten diary entry or the creation of a FakeBook Profile
for a character (including statuses for reflections)
Reflective
(perspective)
Journals
-worth 15% (3 marks each)
-Specific chapters will be assigned for reflections

-formative feedback when completed. Summatively
marked at the end of the unit.
-Students will complete five quizzes during the reading
process.
Reading
Quizzes
- These quizzes will be used to assess student

understanding of the novel as well as ensure that
students are on track.
-worth 10% (2 marks each)

-As characters are introduced in the book a new
character will be added to the board
Class Character
-students will create connections between the
Map
& Class
Discussion
-Class discussion will take place frequently.

-Prompts will be provided if discussion becomes
stagnant
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-Using an online program, students will use their mobile

devices to contribute words to a word cloud, based on
events and impressions of the chapters.
Chapter Word
- These word clouds will then be posted on a bulletin
Cloud and Exit
board to map the class impressions and understanding
Slips
of the novel.
-Exit slips will be questions or comments posed by the

students on post it notes.
-Based on symbols and events in the text, students will
create a new book cover for the novel.
-The cover will be accompanied by a book synopsis
written by the student, and may include fake or real
reviews.
Book Cover
Redesign
-This cover will also include a written explanation of the

images/colours/symbols used and their purpose or
importance in the book (defense paper).
-Worth 15%: 5% for design, 5% for synopsis, and 5% for
written response.
-Work periods and teacher consolation time will be
provided during regular class time (formative)
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-Students will be separated into groups (randomly

assigned) and will research the case of Emmett Till
focusing on the perspective of their assigned role (hand
out of case facts included).
-Each group will then write a short defense (1 page min)
of their perspective.
Mock Trial
-The class will then convene in a mock trial.
- The trial will be followed by a debrief session.

-Students will individually write a reflection about the
research and trial process and how they felt.
-Worth 15%: 5% for group defense, 10% for personal
reflection
-Students will work in small groups (4-5) and will create

their own board game based on a single event, chapter,
or the entire novel.
Board Game
-This will act as a summarizing activity that will help the
students review important events, concepts and
-Worth 15%- rubric
-This essay will act as the final summative project in the
unit.
Critical Essay
-It will take the place of a final exam. Students will be

provided opportunities to work on the written
assignment in class, have it peer reviewed, and have
their thesis and first draft formally assessed by the
teacher
-Worth 30%-rubric
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Unit Assessment Defence Paper

My unit plan for To Kill a Mockingbird has a variety of assessments that compliments of, as and for
learning. My only requirements for the development of this unit were to draw from all five General
Learner Outcomes, to create frequent reading quizzes, and to include a critical essay as a form of
summative assessment at the end of the unit. This allowed me to create my own activities and with that
choose assessment methods that collected evidence of student learning in a fair, accurate and efficient
manner. Many of my activities act as a means for both formative and summative assessment purposes.
Having a variety of assessment practices that hit on all the major assessment methods is how
assessment can be balanced. I will describe each assessment practice I have chosen to build this unit and
will expand on why each particular method was selected.
Class Character Map and Word Clouds
These activities are to be completed at the beginning of the class after students have done the required
readings. Both activities will be conducted daily as a group in order to formatively assess student
understand of characters and concepts in the novel. The word cloud will allow me to gauge where the
class is as a whole and the impressions they have of the novel so far. It will also allow me, as the teacher,
to adjust my focus as needed based on the interests or struggles the poll reveals. This activity will be
used for both for learning and as learning. The character map, will allow the class to analyze and record
the relationships and connections between characters. This activity is an outgoing development of the
characters in the novel and will be posted at the back of the room for reference at any time. The activity
was chosen mostly for the method of as learning, but I can also use the process to formally assess group
understanding and once again adjust my lessons as needed based on the information provided by the
map (for learning). These activities were based on the learner outcomes of GLO 2, 3, 4 and 5. The focus
was to help the students further comprehension, through organizing information and collaborating with
their classmates. These activities also further the development of communication and the ability to
make connections. Neither of these activities will be assigned a mark as they are solely means of
formative assessment (as well as means for metacognition).
Response and Perspective Journals
This activity focuses on developing the ability of students to take different perspectives of characters
and connect emotions and actions to plot events. To comprehend the perspectives of others is not only
a main theme in the novel but is a vital life lesson and comprehending strategy. This activity allows
students to manage and explore ideas and emotions within the confines of the book (GLO 1, 3 &4) and
response both personally and critically to these perspectives (GLO 2). These responses, five in total, will
be used to assess student comprehension of novel contexts as well as the ability to apply knowledge to
situations outside of the text. The reflections will be marked and handed back with formative feedback.
The students will then have the opportunity to revise/edit their response which will be marked as
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summative for the end of the unit (15% total). A rubric will be created for the reflections and provided
to the students for reference before completing the assignment. The reflective/perspective journals
allow for all 3 methods of assessment: as learning, for learning, and of learning. Formative comments on
student work will be recorded on a chart for reference (located in log book).
Reading Quizzes
Five quizzes will be used during the duration of reading the novel. These quizzes will focus on the
knowledge level of Blooms Taxonomy and are context knowledge based. These quizzes will be used to
assess student learning of knowledge in regards to novel content, but will also be used to format and
adapt instruction based on student understanding, interests and needs. The quizzes focus on thoughts
and ideas expressed by characters (GLO #1) as well as content connecting to themes. The quizzes will act
as a form of response to the novel content (GLO#2) with multiple choice, true/false, and short written
response questions. Each quiz is worth 5% for a total of 15%, This spreads the grading out and provides
a less stressful and more fair approach to test evaluation (less pressure as each test is weighted low).
Book Cover
The redesigning book cover project will be assigned and completed after the novel has been read. The
focus of this project will be on linking events, characters, themes, and/or symbols together, through the
medium of images, to represent the novel. The book cover project will be used to summative assess
student knowledge of novel themes and other plot concepts. I chose this project because it provides a
more than one area for assessment. For instance, the project will be assessed by a rubric in three parts:
Image (5%), Book synopsis (5%), and Rationale (5%). The breakdown of this assignment will provide a
more structured and fair assessment. Students will also be provided the rubric for this assessment, with
the breakdown, f or reference during completion. This project will draw from all GLOs in the ELA
curriculum with a focus on representing thoughts and ideas (GLO#1), comprehending literature in a
visual form to respond personally and critically (GLO#2), and enhancing clarity of communication
through written and visual elements (GLO#4). Students will be given class time and consultation time
with the teacher, to be used for formative assessment.
Mock Trial
There are a few elements of this project that will be assessed. The first will be a group perspective
defense paper (5%), outlining their role in the trial and supporting evidence for their position. This
defense paper will be marked with a rubric and grade will be assigned to all group members. Class time
will be given for research and consultation with the teacher (used for formative assessment). The
second element that will be assessed is an individual student reflection paper (10%) based on the trial
experience, research process, and personal feelings and emotions during the entire process. The
personal reflection will also be marked based on a redistributed rubric. This activity will used for
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summative and formative assessment practices. The outcomes for this project draw from all five GLOs
focusing on collaboration (GLO#5), communication (GLO#4), personal thoughts and emotions (GLO#1)
and analyzing and representing information of others perspective (GLO# 3).
Board Game
This activity is group based and will act as a fun culminating activity for the unit. I will formatively record
group participation for each student on my formative chart (included in log book). The summative
element of the board game as a product will be assessed based on a rubric and the same mark will be
given to each group member. This project will summarize concepts of the unit and the novel with a
focus on representing and analyzing information (GLO#2 &3), communication and clarity of ideas and
themes (GLO#4) and finally, collaboration ad cooperation as a group (GLO#5). Work periods and teacher
consolations will be made available during class time, and will also be used for formative assessment
and metacognition.
Critical Essay
This activity will be assessed in three different ways: peer assessment (formative), draft and thesis
formative assessments (based on rubric) returned with feedback, and lastly summative final draft (based
on rubric). This essay will act as the final summative project used to represent and tie together the
concepts addressed in the unit. Students will be provided class time for formative evaluations and peer
review. An essay workshop will take place to provide students with the rubric and skills needed for the
paper. This project will be worth 30% and will take the place of a final examination. The focus of this
project draw from: GLO1 & 2 (expressing and exploring thoughts, feelings and ideas and responding
critically), GLO 3&4 (managing information and enhancing clarity and communication through print),
GLO 5 (collaboration and support during peer editing).
Over all during this unit development, I tried to account for all different learning styles, needs and
interests of my students. I attempted to include a variety of responses and assessment types to provide
a fair and balanced assessment process for all projects and activities. Having a variety of projects and
activities enabled me to have a variety of assessment procedures and this helped me make my unit
more balanced in terms of assessment. I made sure to include activities that allowed for of learning, as
learning and for learning to provide students with the most fair and accurate assessment process.
38

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C&I-C

Inward and Outward Glances:

a. generate and experiment with strategies that contribute to forming

b. form tentative understandings, interpretations and positions on ideas

e. identify and select potential strategies and technologies for gathering,

Harper Lee To Kill a Mockingbird

*RED indicates summative assessments, while ORANGE indicates formative assessments.

Learning Activities and Instructional Strategies

A. Calendar (will need to be adapted)

Assign Essay Topics

Book Cover Intro

Growing Up: Good &

Essay Draft Due

Board Game Day!

Lesson Duration: 67mins

Unit Curriculum Planner: To Kill a Mockingbird

MATERIALS AND EQUIPMENT

Introduce self and reasons for practicum

Hand out reading schedule and syllabus

Introduce time period/setting

Read Chapter One as a class

Exit Slips: Name, Interesting thing, Favourite Text

Lesson: Ch. 2-4

Lesson Duration: 67mins

develop insight on character and character development

Unit Curriculum Planner: To Kill a Mockingbird

MATERIALS AND EQUIPMENT

Attendance: What you did on break?

Character Map Additions

Review events of chapters

Exit Slips: One comment, One question

Lesson: Ch. 5-8

Lesson Duration: 67mins

Unit Curriculum Planner: To Kill a Mockingbird

MATERIALS AND EQUIPMENT

Attendance: What is a talent you have?

Character Map Additions

Review events of chapters

Exit Slips: What symbol is most influential to you so far?

Lesson: Ch. 9-11

Lesson Duration: 67mins

Unit Curriculum Planner: To Kill a Mockingbird

MATERIALS AND EQUIPMENT

Attendance: What is your nickname?

Image response (to kill a mockingbird is a sin quote)

Character Map Additions

Exit Slips: Which characters are symbolized by a mockingbird?

Lesson: Ch. 12-14

Lesson Duration: 67mins

Unit Curriculum Planner: To Kill a Mockingbird

MATERIALS AND EQUIPMENT

Image response (to kill a mockingbird is a sin quote)

Character Map Additions

Exit Slips: What is Aunt Alexandras perspective in the novel?

Preview: Read Chapter 15 for next class.

All spaces (events, places),

Most of the spaces (events,

Several of the spaces

Most of the spaces (events,