Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Introduction
The teaching plans that follow for High School Thematic Unit 9.3, Inter-Relationships and SelfReliance - Truth: Changing Attitudes Through Knowledge were designed and written by
Michigan educators to meet the English Language Arts High School Content Expectations. The
plan is meant as a model or example of how teachers might help students meet the Michigan
Merit Curriculum Course Credit Requirements for Grade 9. Coding in the left column of each
page of the plan refers to the English Language Arts High School Expectations (4/06).
The selections in this unit include:
• To Kill a Mockingbird, Harper Lee, 1960, Harper & Row. (Realistic Fiction, Novel) (S)
• To Kill a Mockingbird, Gregory Peck, 1962, Universal (Movie, 2:10) (T)
• To Kill a Mockingbird from Three Screenplays by Horton Foote, 1989, Grove Press (T)
• Mockingbird, Charles Shields, 2006, Henry Holt and Company. (Biography) (T)
• “Jocks and Prejudice,” Nicholas D. Kristof, N.Y. Times, 6-11-06, (Editorial, A)
//select.nytimes.com/2006/06/11/opinion/kristof.html?th=&emc=th&pagewanted
• “At Duke, a Scandal In Search of Meaning,” Anne Applebaum, The Washington Post, 426-06, www.washingtonpost.com/wp-dyn/content/article/2006/04/25 (Editorial, A)
• “Tough Questions in Durham,” Eugene Robinson, The Washington Post, 4-25-06,
www.washingtonpost.com (Editorial) (A)
• “Keeping the Duke Scandal in Context,” letters to the editor, 5-2-06,
www.washingtonpost.com/wp-dyn/content/article/2006/05/01 (A)
• “Duke Men’s Lacrosse Team Is Reinstated, and Warned,” Viv Bernstein and Juliet
Macur, The New York Times, 6-6-06, www.nytimes.com (News Article) (A)
• Scottsboro: An American Tragedy, Barak Goodman, 2001, WBGH Educational
Foundation, Movie, 1:30) (T)
• Freedom’s Children, Ellen Levine, 2000, Penquin. (T, optional)
• “A Christmas Memory” Truman Capote (T, A)
• Poetry: “Freedom,” Langston Hughes; “The Hidden Songs of a Secret Soul,” Bob
Greene (T, optional)
• “The Death of Emmett Till,” Bob Dylan-song lyrics (T, A)
• articles related to Brown vs. Board of Education (T, optional)
• Freedom Summer, Deborah Wiles, 2001, Aladdin (Realistic Fiction) (T, optional)
• Mississippi Trial, 1955, Chris Crowe, 2002, (Realistic Fiction, Novel) (S)
• Getting Away With Murder, Chris Crowe, 2003, (Picture Essay, Informational) (S, 8
copies for Jigsaw activity)
• Internet links to resources: http://english.byu.edu/novelinks (T, A)
T = One copy needed for teacher read aloud
S = Provide a copy for each student
A= In unit Appendix
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
A critical literacy skill developed through the lessons in each genre unit, is fluent oral reading.
Many activities are included which help teachers and students become increasingly more
proficient in oral reading for an audience. The inclusion of the reader’s theater, choral reading
and paired reading are intentional; it is expected that time will be spent practicing and perfecting
oral reading skills. Students need opportunities to read text like the author intended it to be read.
They should be taught to pay close attention to punctuatio n, dialogue, sentence rhythm, etc. so
they can read with proper intonation, pace, and emphasis. Students should also hear oral reading
only when it has been practiced and reflects the author’s message. For all of these reasons,
teachers and students should practice reading any text before reading to an audience. Cold reads
for either students or teachers are not appropriate.
These plans were written by a group of grade level educators who all know that as teachers we
take lesson plans like these and add our own special touches to make them better and better
suited to our students. The reading selections and writing assignments were chosen by grade
level educators for their appeal to students’ interests. The times given are suggestions, as is
everything else in these lesson plans.
In accordance with the Michigan Merit Curriculum, the educators who have contributed to these
units have as their goal engaging and effective units of instruction which include:
• appropriate content expectations
• student goal setting and monitoring of progress
• a focus on big ideas that have great transfer value
• focus and essential questions that stimulate inquiry and connections
• valid and relevant skills and processes
• purposeful real-world applications
• relevant learning experiences
• varied and flexible instruction for diverse learners
• research-based instructional strategies
• explicit and systematic instruction
• adequate teacher modeling and guided practice
• review and application of new knowledge
• opportunities for revision of work based on feedback
• student evaluation of units
• culminating celebrations
Instruction must be relevant to today’s rapidly changing world and must spark student interest
through engaging texts and activities, as well as, real- world learning experiences. The over-all
goal of the units is:
Students will develop effective communication and literacy skills through rigorous
and relevant units of instruction and engaging learning experiences by focusing on
four key dispositions:
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
o Inter-Relationships and Self-Reliance
o Critical Response and Stance
o Transformational Thinking
o Leadership Qualities
The Michigan Merit Curriculum features essential questions to accompany each of these four
key dispositions. Each unit features some or all of the essential questions for the featured
disposition as each essential question relates to the unit selections. The plan was deve loped to
take advantage of what each unit text offers for meeting the Michigan English Language Arts
High School Content Expectations, including opportunities for direct instruction of text
characteristics and features, reading and writing strategies, and on- going literacy development
including vocabulary and grammar.
Permission is granted only to teachers in the district purchasing these documents to reproduce
pages from this teaching plan and appendix for classroom use.
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 1
Writing
(55 minutes)
CE1.1.1-1.1.8,
1.2.3, 1.3.1, 4.1.1,
4.1.4, 4.1.5
CE2.1.3, 4.1.2
To introduce students to the premise of the unit, say something like,
“We are going to be talking, reading, and writing about how having knowledge
about and experience with people and issues can change our attitudes – just like
lack of knowledge can lead to prejudice. Our attitudes come from our parents, our
friends, our religion, our education, as well as from our experiences. In this unit,
we’re going to deal with issues like:
• Truth
• Integrity
• Courage
We are going to read, view, and hear about situations in which prejudice can be
deadly. We are going to talk about education – knowledge and experience – as a
way to ove rcome this kind of prejudice. You are going to begin by writing about
your own attitudes:
• We all have attitudes – often based on ignorance or lack of knowledge.
These attitudes are sometimes called prejudice. Prejudice literally means
prejudging before you know all of the information. (Word Study)
• Prejudice is often based on social codes. (You believe something because
others, sometimes adults, tell you to believe that.)
• Strongly or widely held prejudice often leads to injustice. (Jim Crow Laws
were unjust laws that came about historically because of prejudicial social
codes.)”
CE2.2.2
Ask students to think about and discuss ideas they have had or attitudes they have
held. Later, maybe they have had an experience like getting to know someone
they thought was different or strange or wrong. After getting to know that person,
they may have changed their attitude or prejudice.
CE3.2.4
Have a discussion of attitudes or prejudice. Examples might include:
• “This group/crowd is good; that one is bad.” or
• “Dressing or acting like that is not cool.” or
• “People who go to that church or are from that ethnic group are different,
so they are not good or right.”
When students have had substantial time to discuss personal examples of
prejudice (and the teacher has recorded their ideas on the board or overhead), go
over the following prompt and ask students to write to one of the topics from the
prompt. Before students begin writing, remind them of the steps of the writing
process using the notes following the prompt: (See Appendix #1.)
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Directions
People sometimes form opinions or have attitudes against others based on lack of
knowledge or on social codes (You believe something because others, sometimes
adults, tell you to believe that.). These attitudes based on lack of knowledge and
lack of personal experience are sometimes referred to as prejudice. Prejudice
means forming an opinion without looking at the facts carefully. Prejudice is
often directed at different races (black and white), different social classes (rich
and poor) and/or different religions (Catholic, Protestant, Jewish, Muslim, etc.).
But often negative attitudes or prejudice can be combated through learning more
about and experiencing unfamiliar people, situations and/or ideas. Think about an
attitude you have had that you changed after you learned more about the person,
situation, or idea.
Write about the theme: Changing Attitudes through Knowledge
Do one of the following:
Ø Write about a time, when you changed a negative attitude toward a person or
idea after you learned more about that person or idea.
OR
Ø Tell how a person you admire changed a negative attitude toward a person or
idea after s/he learned more about that person or idea.
OR
Ø Persuade readers of the importance of basing attitudes on wide knowledge and
experience. (Give specific examples).
Ø Write about the theme in your own way.
Use examples from real life, from what you have read or watched, or from your
imagination. Your writing will be read by interested adults.
Use the paper provided for notes, freewriting, outlining, clustering, or writing
your rough draft. If you need to make a correction, cross out the error and write
the correction above or next to it.
You should give careful thought to revision (rethinking ideas) and proofreading
(correcting spelling, capitalization, and punctuation). Use the checklist and rubric
to help improve your writing.
(Optional: You may use a dictionary, thesaurus, spelling book and/or grammar
book.)
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
CE 1.1.1
Remind students that when we write, we go through steps known as the writing
process:
CE1.1.2
Brainstorming
Brainstorming is thinking and talking about the topic or theme of the
writing and relating it to your own personal life. Brainstorming is asking
questions like: “When have I changed a negative attitude because I got to
know that other person or learned more about the idea? Which incident or
situation could I write about? What did I learn? What interesting details
can I choose to tell about the situation or incident? How should I organize
my writing? (outline, list, graphic organizer, and/or sequencing by
chronology or by importance.)
CE1.1.3, 1.1.4,
1.2.3, 1.3.1
Drafting
Drafting is getting ideas down on paper and trying to organize them.
Drafting is asking questions like: “How will I start my writing to get my
reader to want to read it? What details, examples, anecdotes, and/or
explanations should I write to show my reader how I have changed a
negative attitude through experience or knowledge? How shall I end my
writing?”
CE1.1.5, 1.1.6,
1.1.7, 4.1.1
Revising
Revising is the real work of writing and begins when the writer makes sure
that the writing has everything it should have, that it will appeal to the
reader (audience) and tell or prove what it is supposed to do (accomplish
the purpose). Revising is asking questions like: “Will my reader
(audience) know what my point (purpose) is? Is my point or central idea
clear and connected to the theme or topic? Have I given important and
relevant details, examples, and/or anecdotes to support my point? Is my
writing well organized with a beginning that makes my audience want to
read on, a middle that makes and supports my point, and an end that
satisfies my audience? Have I used interesting words and a variety of
sentence lengths and types to engage my reader?”
CE1.1.8, 4.1.5
Proofreading and Editing
Proofreading and editing include making sure that the audience can read
and understand the words and the point. Proofreading and editing involves
asking questions like: “Have I checked and corrected my spelling,
punctuation, and capitalization to help my audience understand what I
have written? Have I read my work to a friend or myself to make sure it
sounds good? Have I looked my writing over to make sure that it’s neat
and it invites my audience to read it?”
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Publishing
Publishing is putting writing in its final form for an audience. Publishing
involves asking: “Is my final copy just the way I want my audience to see
it?”
As you guide students through each step of the writing process, remind them of
the steps and the questions to ask.
If time permits in this session and students have had enough brainstorming time,
have students begin their drafts. Go over the writing prompt (See Appendix #1.)
emphasizing the introduction and emphasizing that after brainstorming, students
should choose one part of the prompt to write to. Encourage students to make
notes on the prompt page and circle or underline the part of the prompt they have
chosen.
Circulate and encourage students as they draft.
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 2
Speaking /
Listening
(20 minutes)
CE1.1.7, 1.3.7
Give students the opportunity to peer-edit their “Changing Attitudes through
Knowledge” papers with a partner. Set this activity up by briefly modeling with a
student a procedure for peer-editing: Each partner will read aloud his/her draft to
the other who will listen carefully thinking of the following questions (See
Appendix #4.):
•
•
•
•
•
•
Is the central idea or point of the writing clear?
Is the central idea or point supported by important and relevant details,
examples, and/or anecdotes?
Does the writing begin with an interesting and engaging lead, continue with a
middle that supports and develops the point, and conclude with an ending that
summarizes the point?
Is the writing interesting with engaging words and different sentence lengths
and types?
What do I as the listener, think is good about the writing?
Do I have questions and/or suggestions for the writer?
Have the student read aloud his/her draft, then model posing the above questions
and answering them with the student. Then tell students that the other student
would read his/her writing aloud and the process will repeat. Give students the
opportunity to peer-edit in partners for the remainder of the time. Tell them they
will have more time in the next session.
Writing
(35 minutes)
CE1.1.5, 1.1.6,
1.1.7, 4.1.1, 1.1.8,
4.1.5, 2.3.8
Students who have successfully finished peer-editing, should make revision
changes to drafts and edit and proofread. Have students use the rubric (See
Appendix #3.) and the checklist: “Review of Writing: Publishing Final Copy.”
(See Appendix #2.)
During this session students should make a final copy and proofread again using
the “Review of Writing” Checklist. (See Appendix #2.)
CE1.2.4, 1.1.5,
2.3.2, 2.3.5, 2.3.6,
2.3.7
Reflecting on Reading and Writing: An important goal of this unit is for
students to reflect on their growth as readers and writers. As readers, listeners and
viewers, students should be encouraged to engage in self-assessment while
monitoring their comprehension and using a variety of strategies to overcome
difficulties when constructing and conveying meaning. Students should be
encouraged to keep a log of what they read and view independently based on their
own interests. Provide opportunities for students to participate and reflect on their
participation in book talks, literature circles and film clubs. Also, have students
start keeping a portfolio or collection of the writing they do during this unit by
8
ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
including the writing to this prompt in their portfolio. They should keep all
writing – Quick Writes, answers to Focus Questions, Think-Write-Pair-Share
notes. etc. – so that they can periodically look over their writing to assess
strengths, weaknesses and development as a writer.
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 3
Speaking/
Listening/
Reading
(55 minutes)
CE2.1.1, 2.1.2,
2.1.4, 1.2.4, 1.1.5
CE3.1.7, 3.1.8,
3.1.9
Introduce the rest of the unit by saying something like, “You have just written
about changing attitudes through knowledge. We are going to be talking, reading,
and writing about how having knowledge about and experience with people and
issues can change our attitudes. We are going to pose some essential questions,
like: (See Appendix #8.)
• What stereotypes and prejudices exist in our world? (Word Study Note:
You defined prejudice with students on Day 1; now remind them that
stereotyping is similar: an unvarying conception of a person, group or
idea held by many people with no room for individuality nor critical
judgment)
• What influences gender roles in our society?
• What is equality? How can we work to achieve it?
• What is the difference between moral and physical courage?
• Why is it so difficult for people to stand up and do what is right?
• Would I have the courage to do what is right?
• Is it possible for one person to make a difference?
• Who am I and how do I find my place in the world?
We will search texts and the media for the answers to these questions; we’ll look
through the eyes of newspaper writers, characters in novels and movies,
nonfiction writers, and biographers. We will begin looking for our answers in
newspaper editorials, articles and letters to the editor.”
NOTE TO TEACHERS: You will now be sharing linking text(s) with students.
The linking text or texts reflect one or more of the characteristics below and lead
to the identified disposition of the unit – Truth:
• discrepant text that results in seeing the big idea from a totally different
perspective,
• different genre or medium that mirrors the theme or big idea of the anchor
text in another form.
• supporting text that extends or embellishes the big ideas or themes in the
anchor text, and/or
• text connected to the anchor text at an abstract level.
After students have reflected on and written from their own perspective about
seeking truth or “Changing Attitudes through Knowledge,” they will further
explore the themes and essential questions of the unit through reading, discussing
and reflecting on text of a different genre that mirrors the theme of the anchor text
in another form. The editorials, news article, and letters to the editor highlight the
themes and issues that will be brought up in the longer pieces in the unit,
Mississippi Trial, 1955 and To Kill a Mockingbird.
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
CE3.2.1
Before sharing with them the editorials, news article, and letters to the editor
concerning the Duke scandal, briefly review with students what they might expect
from these genres:
• Editorials – expresses the opinion of the owners of the newspaper
• News article – gives factual information answering who, what, where,
when, and sometimes, how
• Letters to the editor – from a member of the public to express an opinion,
correct misinformation, and/or give further information
You might use Appendices #5a-b, #6a-b, and #7a-b to briefly introduce or
review editorials, news articles, and letters to the editor. Students would benefit
from recording information on the student bookmarks as the y read the editorials,
news articles, and letters to the editor. (See Appendices #5b, #6b, and #7b.)
Either share with students or have them read “Jocks and Prejudice” (Access from
internet or see Appendix #9a-b.) using the Focus for Reading below.
CE2.1.1
Focus for Reading/Listening: While reading, discussing and writing about the
editorials, news article, and letters to the editor, think about the essential questions
we have just discussed. (See Appendix #8.)
CE3.2.4, 2.1.11,
2.1.4, 2.1.2, 3.4.2,
2.1.5, 2.1.6, 2.2.1,
3.1.1, 2.1.3, 4.1.2,
4.2.4
Discuss “Jocks and Prejudice” focusing on some or all of the following teaching
points: (Before beginning the discussion, remind students of the importance of
being attentive and civil, gaining the floor politely, posing appropriate questions,
and tolerating difference of opinion and lack of consensus.)
• Author’s purpose/thesis: Finding the truth comes from knowing the facts.
OR Don’t jump to conclusions (based on stereotypes) before you look at
the facts.
• Structure: theory/evidence; thesis, supporting ideas, and statistical
evidence – Facts are related and statistics like exact times are given. Point
these out or have students find and discuss them.
• Point out the use of imagery in the second paragraph, “…simply glimpsed
through the prisms of race and class.”
• You may need to talk about the use of “de facto” (existing but not legal) in
the third paragraph. What is the author’s point here? (Racism exists.)
• The author uses culturally charged words that could be viewed as gender
and racial epithets, “hooligans,” “white male privilege,” “black hobos,”
and “white jocks.” Discuss the author’s purpose here.
You also might choose to have students reflect on and discuss the essential
questions as they relate to this editorial:
• What stereotypes and prejudices exist in our world? (“white men
brutalizing black woma n,” out-of-control jocks, etc.)
• What influences gender roles in our society? (traditional superiority of
male gender)
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
• What is equality? How can we work to achieve it? (What specific
inequalities are brought up in this editorial? What can we do to insure that
races and genders are viewed and treated equally?)
• What is the difference between moral and physical courage? (It took
moral courage for the author of this editorial to ask important questions
about the scandal since there had been a rush to judgment.)
• Why is it so difficult for people to stand up and do what is right? (the
“political motive” of the district attorney)
• Would I have the courage to do what is right? (student reflection and
discussion)
• Is it possible for one person to make a difference? (student reflection and
discussion)
• Who am I and how do I find my place in the world? (student reflection
and discussion)
CE2.1.7
You might assign as homework the reading of the following news article,
editorials, and letters to the editor. Remind students to think about the essential
questions as they read (See Appendix #8.), as well as, the purpose of each genre.
One third of the students could be assigned to summarize the news article, one
third could summarize the major points of the two editorials, and one third could
be responsible for the thesis of each of the letters to the editor. (See Appendix
#10a-h.)
•
•
•
•
“Duke Men’s Lacrosse Team Is Reinstated, and Warned,” news article
“Tough Questions in Durham,” editorial
“At Duke, a Scandal In Search of Meaning,” editorial
“Keeping the Duke Scandal in Context,” letters to the editor
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 4
Writing
(5 minutes)
CE2.1.4, 2.1.6,
1.1.1, 1.1.3, 1.1.4,
1.2.1, 1.2.3
Speaking/
Listening/
Reading
(40 minutes)
CE1.2.1, 1.2.3,
2.1.11, 2.1.10,
2.1.12, 2.1.3,
4.1.2, 3.1.4, 2.1.5,
4.2.2, 4.2.4
In a Quick Write (See Appendix #11.), have students briefly give their reactions
to the news article, editorials, or letters to the editor that they read for homework.
This will remind them of and help them focus on the text and will give you a short
informal assessment to read and grade for content if appropriate. (See Appendix
#12 for a rubric.)
Before students share their assignments, remind students of the importance of
being attentive and civil, gaining the floor politely, posing appropriate questions,
and tolerating difference of opinion and lack of consensus and remind them how
they might enha nce their own listening comprehension: (See Appendix #13.)
• monitor message for clarity and understanding,
• ask relevant questions,
• provide verbal and nonverbal feedback,
• notice cues such as change of pace and emphasis that indicate a new point
is about to be made, and
• take notes to organize essential information.
Begin by having students briefly share their reactions to the news article,
editorials, and letters to the editor. Then have students present their summaries
with other students adding points and/or critiquing. Students’ summaries and
points might include:
•
•
•
“Duke Men’s Lacrosse Team Is Reinstated, and Warned,” news article
(gives factual information answering who, what, where, when, and
sometimes, how)
o Author’s purpose was to update by giving the history and adding
new information.
o You might want to discuss the following meanings in context of
the following words: reinstated, stipulations, and probationary.
“Tough Questions in Durham,” editorial (expresses the opinion of the
owners of the newspaper)
o Author’s purpose ostensibly was to give historical perspective, but
it comes off in favor of Duke.
o You might want to discuss the following meaning in context of the
following word: droit du seigneur (the right of the master).
o You might want to point out the racial and gender references
(epithets): “bunch of jocks,” “privileged white kids,” “hired help,”
“master-slave,” etc., as well as the stronger tone of this editorial in
comparison with the others.
“At Duke, a Scandal In Search of Meaning,” editorial (expresses the
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
opinion of the owners of the newspaper)
o Author’s purpose is to point out that the media coverage of the
Duke scandal has given the public something they can all wonder
and talk about because it deals with issues that are important to
most everyone.
o You might want to discuss the following meaning of the following
phrase/idiom: “Back in the day” (when I was in college).
o You might want to point out the comparison with the O.J. Simpson
case as an example of author’s craft.
• “Keeping the Duke Scandal in Context,” letters to the editor (from
members of the public to express an opinion, correct misinformation,
and/or give further information)
o Skelton’s point was that neither editorial got it right; the Duke
scandal had nothing to do with Southern culture.
o Barber’s point was that Eugene Robinson was blaming the victim.
o Hoffman’s point was that Eugene Robinson’s column was “…full
of unsubstantiated and insulting generalizations.”
Writing
(10 minutes)
CE1.1.4, 1.2.1,
1.2.2, 1.2.3, 3.1.5,
3.2.1
In a Quick Write (See Appendix #11.) or journal entry, have students reflect on
one or more of the news article, editorials, and/or letters to the editor in light of
one of the essential questions. (See Appendix #8.)
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Optional Day 1
Reading/
Speaking/
Listening/
Writing
(55 minutes)
CE2.1.1, 2.1.7,
2.1.12, 2.2.3,
3.1.2, 3.1.3, 3.2.1,
3.2.4
To further deal with the theme of the unit through a short but powerful piece of
text, as well as to introduce or review realistic fiction, comprehension strategies,
and retelling you might choose to use this plan.
Before reading aloud Freedom Summer by Deborah Wiles, use “A Note About the
Text” at the beginning of the book to give students background on the setting (the
historical time and place) and on the author’s purpose for writing the book.
Remind students of the theme: Changing Attitudes Through Knowledge, and ask
them to listen for examples of attitudes or prejudice based on lack of knowledge
as you read the selection aloud. Also point out to students that this selection is
realistic fiction, and although it is not all factually true, the author has to convince
the reader that it could happen.
Read Freedom Summer aloud with expression, stopping to show the illustrations.
After reading aloud Freedom Summer by Deborah Wiles ask students for their
reactions to the story. Have a discussion of what happened and what the author
was trying to point out by writing the story. Ask them to cite examples of
negative attitudes based on lack of knowledge (John Henry was not allowed in the
store, and the swimming pool was filled in to avoid letting African Americans
swim there.)
Use the following to introduce or review the genre: Realistic Fiction: (See
Appendix #14a-b.)
Genre: Realistic Fiction
Realistic fiction is not a true story but it has to be believable or to seem possible.
Realistic Fiction
Definition:
• A story that attempts to portray characters and events as they actually are
(from Harris, et al. The Literacy Dictionary, IRA, 1995)
• Realistic fiction includes “…stories that could happen in the real world, in
a time and setting that is possible, with characters that are true to life.”
(Kathleen Buss and Lee Karnowski. Reading and Writing Literary Genres,
IRA, 2000)
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Purpose:
• To entertain
• To involve the reader in the lives of people who seem to be real and are in
real life situations
Form and Features:
• The beginning introduces characters in a setting, conflict, problem or goal.
• The middle of realistic fiction develops the plot including the story’s
events, the characters’ reactions to these events, and the roadblocks the
characters encounter.
• Realistic fiction ends with a resolution to the conflict or problem or a
conclusion.
• Conflict, the tension that exists between the forces in the character’s life, is
important in realistic fiction and can be in four forms:
- Person – against – self
- Person – against – person
- Person – against – nature
- Person – against – society
• Plot: The main character’s problem makes up the plot and is the source of
the conflict.
• Characters in realistic fiction are fictional, but they behave in realistic
ways.
• The story takes place in the present time in a recognizable place.
• Places, events and characters are often vividly described.
• The character’s words or dialogue show their personalities.
Ask students if they think Freedom Summer by Deborah Wiles fits into the
category of realistic fiction. Have a discussion; you might include:
•
•
•
•
Freedom Summer by Deborah Wiles could have happened in the real
world.
The author involves the reader in the lives of the two families and in their
attitudes.
There are examples of conflict:
• Person-against-society: John Henry wanted to be able to do everything
that Joe could do, but the rules of society or social codes kept him from
doing so.
• Person-against-self: Joe wanted to believe that other people were not
trying to separate the races, but he knew it was happening.
• Person-against-person; John Henry’s brother was angry at his boss and
at the situation.
Places, events and characters are vividly described and illustrated.
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
•
The words or dialogue of Joe, his parents, and John Henry show their
attitudes and personalities.
Note: This lesson could also be presented as a Think Aloud (See Appendix #15.)
using the above.
Model how someone might go through Freedom Summer by Deborah Wiles using
strategies from Strategies That Work by Stephanie Harvey and Ann Goudvis.
You might say something like: “As we go through the unit, we will be learning
and using the strategies good readers use. You probably use many of these
strategies, sometimes even without thinking about it, but we will pay attentio n and
talk about them often. These strategies include:
• asking questions
• visualizing
• determining importance
• synthesizing
• inferring
• making connections
I will explain each of these strategies and show how I would use the strategies as I
read or listen to Freedom Summer:
• Asking questions means stopping while reading to ask questions like, ‘What
will happen next?’ or ‘Why did that person do that?’ I might ask, ‘I wonder
why the author used the title, Freedom Summer. Is it because the two boys on
the cover ge t to do whatever they want to during that summer? One is white
and one is black; so, does it have to do with integration?’
• Inferring means ‘reading between the lines’ or filling in ideas and meaning that
the author leaves out. It is using what you know to figure out what the author
does not come right out and tell you. From the way that he describes John
Henry’s ability as a swimmer, I think that Joe wishes he could swim as well as
John Henry.
• Visualizing means to make pictures in your mind about what’s going on in the
story so you can understand the story better. As I was reading, I was saying to
myself, ‘I can see them filling in the pool with tar. I can hear the hiss of the
steam and smell the acrid tar.’
• Making connections means putting things together from what I know, other
stories I have read and/or what I have experienced and know about the world,
to help me understand what I read better. I said to myself, ‘I know how John
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Henry feels. I also get angry when something happens that I know is not fair.
For example, I get angry when I see people speeding and endangering others
and not getting caught.’
• Determining importance is asking what is most important in a story as opposed
to the details. I might ask myself, ‘What are the three most important events in
the selection?’ I would reply,
- ‘Joe and John Henry are friends and love to do everything together,
especially going swimming.’
- ‘The boys try to go swimming in the town pool on the first day of the new
rules, but the pool is being filled in with tar.’
- ‘The boys go for ice cream, as usual, but this time John Henry goes into the
store to buy his own ice cream. This is breaking a social code.’
• Synthesizing means combining new ideas from what I have read with what I
already know to learn something that will help me understand a story or my
own life better. I think that the book is about a clearly unfair and prejudicial
situation. Joe and John Henry are treated differently because of their skin
color. This book is about prejudice. I think what Joe and John Henry did by
going into the store was the beginning of things to come. I think people have to
do brave things like that to help the world become a better place.”
Let students know that you will continue to remind them to use these strategies
as they read and listen. Tell them that you expect they will use these strategies
to improve their comprehension.
Option: As time permits, ask students to share with a partner (Think-Write-PairShare) (See Appendix #16.) then whole group about how they used the six
strategies or could have, as they listened.
Teacher models a retelling of Freedom Summer (See Appendix #17.). Remind
students briefly that a retelling should include:
•
•
•
Basic selection elements of who, what, where, when, how, and why,
logical order or organization, and
your own words and maybe words from the selection to show you
understand the selection.
Freedom Summer is a story about two boys, one white and one black, who are
best friends. Joe and John Henry love to do everything together, especially
going swimming. The boys try to go swimming in the town pool on the first
day of the new rules, but the pool is being filled in with tar to make sure blacks
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
and whites do not swim together. Instead of go ing swimming, the boys go for
ice cream, as usual, but this time John Henry goes into the store to buy his own
ice cream. This is breaking a social code.’
See Appendix #18a-b for a retelling procedure and a scoring rubric.
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 5
Reading
(40 minutes)
CE2.1.1, 3.1.2,
3.2.1
NOTE TO TEACHERS: You could choose to use the following plans for Days
5-26 to introduce and teach an excellent novel dealing with finding truth
through knowledge and experience. The main character, Hiram, in Mississippi
Trial, 1955 is sixteen years old, and although the setting is 1955, the problems
Hiram deals with are similar to many of the problems today’s high school students
deal with. Hiram can not get along with his dad, “I first started butting heads with
my dad in 1948-I was only nine….” Hiram finds himself personally involved in a
dangerous situation involving racial prejudice and murder. He has to decide who
he is and whether he should “…do the right thing.” If you choose not to teach
Mississippi Trial, 1955 and Getting Away With Murder (both about the Emmett
Till murder case), go ahead to Day 27 (movie version) or Day 34 and begin To
Kill a Mockingbird.
Introduce Mississippi Trial, 1955 as a novel in which the main character changes
his attitudes through gaining knowledge. Have students read the blurb on the
back cover with you. You might say something like the following: “Blurbs or
promotional descriptions on back covers of books can be useful to readers; they
may:
•
•
•
•
hint about the plot (‘A brutal murder rocks a sleepy southern community.’
Also, Hiram likes visiting Mississippi, but this time things seem different.
There is a suspicious drowning that Hiram has to investigate.),
give indications about the setting (Mississippi) and characters (Hiram, his
grandfather, and Emmett Till from Chicago, whose body is found floating
in a river) (You might ask students what they know, if anything, about the
Emmett Till murder.),
may include reviews ((‘Gripping’)-BCCB and (‘Will get readers
thinking.’)-PW) or recommendations such as ALA (American Library
Association) Best Book for Young Adults, and
may indicate to the reader why the author wrote the book. (See the front
cover: (Based on the true story of a tragic murder that helped spark the
Civil Rights movement.)
From this blurb we learn the who, where and what of the novel. (See parenthesis
above for details.)”
Mississippi Trial, 1955 is a piece of Realistic Fiction as well as a novel. Review
Realistic Fiction with students. (See Appendix #14a.) Show students how they
will be using the Student Bookmark (See Appendix #14b.) to record traits of
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realistic fiction as they read Mississippi Trial, 1955. OR Introduce or review the
characteristics of a novel by using Appendix #19a-b:
Genre: Novel
An extended fictional prose narrative
Definition:
• “an extended fictional prose narrative that allows the author to provide
fuller character and plot development than in the short story” (from Harris,
et al. The Literacy Dictionary, IRA, 1995)
• The novel “…permits authors to develop one or more characters, to
establish their motivation, and to construct intricate plots.” (Murfin and
Ray, The Bedford Glossary of Critical and Literary Terms, Bedford, 2003)
Purpose:
• To engage, entertain and evoke emotion
• To cause the reader to reflect on his/her life
• To give the reader the opportunity to live vicariously
Form and Features:
• Although fictional, the author presents the characters, settings, incidents
and conflicts as realistically as possible.
CE2.1.11, 3.1.2
•
Relationships and their changing nature are usually essential elements.
•
Novels have a definite plot structure with character(s) in a setting, conflict,
problem or goal.
•
Conflict, the tension that exists between a force(s) in the character’s life,
can be in four forms:
- Person – against – self
- Person – against – person
- Person – against – nature
- Person – against – society
•
There is complexity of character development. The character’s words or
dialogue show their personalities.
•
There is often a point of view or perspective from which the novel is told.
Teacher reads aloud Chapters 1 and 2, pp. 1-25 stopping to introduce Elements of
Story: setting, characters, problem. (See Appendix #20 for a template on which
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
to record elements of story as you read.)
Characters : Hiram (p. 1); his father, Harlan (p. 1); Gramma (Florence) and
Grandpa (Earl) Hillburn (p. 2); Mr. Paul (p. 4); R.C. Rydell (p. 12);
Ralph and Ronnie Remington (p. 14); Naomi Rydell (p. 18)
Setting : 1955 in old home, the Mississippi Delta (p. 1) and new home, Arizona
(p. 2)
Problem/Goal:
Hiram has been “butting heads” (p. 2) with his father over
things about Mississippi for 7 years. It seems like Hiram is on
his grandfather’s side against his father, but things might have
changed. Go over the third paragraph on page 2 with students,
“That happened to me when I was back in Greenwood,
Mississippi, last summer. Some awful things happened to a
Negro kid named Emmett Till, and I was right in the middle of
it, smack in the heart of crazy, senseless hatred. And you know
what? When it was over, I started seeing Dad-and lots of
people-a whole lot different than ever before.” Talk to students
about how the author uses a flash forward to help readers
predict what might happen in the novel.
Focus for Listening: Listen for examples of Grandpa’s attitudes/prejudice.
Character Charting : Discuss students’ reactions to the chapters. Together with
students, record their ideas about Hiram’s grandfather and his attitudes in the
appropriate box of the character charts. (See Appendix #21a-b.) Then, in
preparation for Focus Question #1, discuss examples of Grandpa’s
attitudes/prejudice. You might include:
• p. 5 – “work watching” from Mr. Paul’s perspective
• pp. 6-7 – Hiram tries to help a field hand and is told to stop.
• p. 8 – Grandpa tells Hiram that Negroes were created to work the land, and
he, Hiram, is “…meant to be the boss, not the worker.”
• p. 11 – Grandpa tells Hiram that Americans should not be fighting other
peoples’ wars and that Yankees are trying to tell them how to run the
South.
Writing/
Listening
(15 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 2.3.3
See Appendix #22a for Focus Question guidelines for teachers. Teacher models
answering Focus Question #1 using the following: (See Appendix #22b and
Appendix #15 for Think Aloud Procedure.) (If you wish to introduce students to
the scoring rubric for focus questions, see Appendix #23.)
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Focus Question #1
What do we learn in these chapters about Hiram’s grandfather’s
attitudes/prejudices? Do you think these attitudes are based on ignorance or
lack of knowledge? Explain your opinion.
Answer Plan
1. Restate the question to begin the answer.
2. Cite examples of Grandfather’s attitudes/prejudices.
3. Conclude by giving your opinion as to whether or not his attitudes might
be based on lack of knowledge.
Possible Answer
[1] Hiram’s grandfather has strong negative attitudes toward African Americans
and toward everything that is not done in the “southern” way. [2] According to
Mr. Paul, Grandpa views work as watching others, especially African Americans,
working. Grandpa is angry when he sees Hiram trying to help, because field work
is for Negroes while Hiram is meant to be the boss. Grandpa is angered by
Americans fighting other peoples’ wars and by northerners trying to tell
southerners wha t to do. [3] I think Grandpa bases his attitudes or prejudices on a
lack of experience or knowledge. He knows how things have always been done in
the south, and he thinks these things must be right because that’s the way it has
always been. He is sure his way of life is right, and he doesn’t seem open to any
other ideas or opinions.
CE3.2.4
Discuss students’ reactions to the question and answer.
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 6
Reading
(20 minutes)
CE2.1.1, 3.1.2,
3.2.1
Teacher reads aloud or have students read Chapter 3, pp. 26-38.
CE2.1.3, 4.1.2
Word Study Suggestion
Use Vocabulary Strategy in Appendix #24 to develop the following vocabulary
words: bib overalls (p. 27); tragedy (p. 29); champion (p. 29); condolences
(p. 30); demise (p. 31); moped (p. 36); immaculate (pp. 36-37).
Writing
(35 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 3.1.3, 2.3.3,
2.3.8
Teacher models answering Focus Question #2 using the following: (See
Appendix #25.) (See Appendix #23 for Focus Question Scoring Rubric.)
Focus for Listening/Reading : Listen for Harlan’s attitudes about Mississippi
and for examples of people not being treated equally.
Focus Question #2
On page 35, Hiram’s dad, Harlan, tells him that he (Harlan) can’t live in
Greenwood, because, “… there are some things you can’t understand that
keep it from being a good place for us right now.” Hiram replies that he likes
Greenwood, and that it’s good enough for him. But some things have already
occurred that foreshadow (hint at before it happens) Hiram’s learning that this
town is not everything he believes it to be. What are those things and what is
your prediction about what will happen to Hiram when he returns to
Greenwood?
Answer Plan
1. In one or two sentences, restate the question.
2. Write several sentences that give examples of what Hiram is learning
about attitudes in Greenwood that are making him question his opinion of
the town.
3. Conclude with a prediction about what might happen to Hiram.
Possible Answer
[1] As Hiram’s father, Harlan, infers, Greenwood is a place in a time where all
men are not treated equally. The author provides several examples that
foreshadow that this absence of equality will lead to tragedy. [2] In Chapter 1, the
“little business” Grampa does at the Leflore County Courthouse concerned the
“committees” that were trying to keep the schools segregated. Mr. Paul
commented on Grampa’s work ethic, pointing out that to him, watching others
work was working. Grampa reacted negatively to Hiram’s doing field work; that
was for blacks to do. In Chapter 2, Grampa pointed out that the southern way of
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ELA High School Unit-Teaching Plan 9.3
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
life was precious, and it was going to stay that way if he has anything to say about
it. Grampa commented that the Remington boys were not fit to fight in a war
because they were not manly enough. Hiram did not stop R.C. from throwing a
rock at the Remington‘s window, but he had a bad taste in his mouth after
watching R.C. doing it. In Chapter 3, Ronnie Remington commented that
Gramma was their best friend, and that other people were so hard-hearted. [3] A
reader could speculate from the previously stated events that Hiram will probably
be in a situation in which someone gets hurt, and he might have done something
to avoid it. A reader might also speculate that R.C. and/or Grampa will be
involved (in a negative way) as well.
CE3.1.3
NOTE TO TEACHERS: There are a number of examples of foreshadowing in
the book; you will find more opportunities to point out examples on the following
pages: 44, 46, 55, 90, 96, 105, 108, and 163.
CE3.2.4, 3.2.1
Discuss students’ reactions to the question and answer. Have them fill in
information they have gleaned about Hiram’s father’s attitude toward living in
Mississippi from the chapter, in the appropriate box in the Character Chart. (See
Appendix #21a-b.)
CE3.2.5
NOTE: If you plan to use the Reader’s Theater from Chapter 5 (See Appendix
#27a-b.) on Day 7, assign parts and give students scripts to practice for
homework.
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ELA High School Unit-Teaching Plan 9.3
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 7
Reading
(35 minutes)
CE2.1.1, 3.1.2,
3.2.1
Students read silently Chapters 4 and 5, pp. 39-54.
Focus for Reading: How is Hiram feeling now about his father and about being
back in Mississippi?
Character Charting: Discuss students’ reactions to the chapters. Ask them to
detail what they have learned about Hiram’s attitudes toward his father and
grandfather and to being back in Mississippi. Have them fill in information they
have gleaned about Hiram’s attitudes in the appropriate box in the Character
Chart. (See Appendix #21a-b.) Work with students to begin to complete the
Venn Diagram in Appendix #26. This will help students see the differences in
the attitudes of Hiram, his dad and his grandfather, as well as the possible
intersections of their attitudes.
CE3.2.5
OPTION: Reader’s Theater: Chapter 5, pp. 47-51 (See Appendix #27a-b.)
Tell the students that they are going to do a Reader’s Theater, a form of a play,
with part of Mississippi Trial, 1955. A Readers’ Theater is a presentation of text
read aloud expressively and dramatically by two or more readers (Young &
Vardell, 1993). The message is expressed primarily through reader’s expressive
and interpretive readings rather than through actions, costumes or props. Reader’s
Theater performances add enjoyment to reading and help build fluency. Read
several of the parts from the Reader’s Theater modeling good expression,
prosody, and intonation.
CE3.1.1
Author’s Craft Option: Introduce students to or review similes, a form of
imagery in which two unlike things are compared using the words “like” or “as.”
Use Appendix #28 to show students a few similes from Chapter 3. Show them
what two unlike things are being compared. Then have them on their own or with
partners, find a simile in Chapter 4. As they read, have students look for other
similes and for how the author uses them. (See Appendix #28.)
CE2.1.3, 4.1.2
Word Study Suggestion
Use Vocabulary Strategy in Appendix #24 to develop the following vocabulary
words: ironic (p. 40); stowed (p. 45); porters (p. 47); sauntered (p. 48); smirked
(p. 48); glared (p. 49); savoring (p. 54).
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Writing
Have student s work with partners using the Answer Plan to answer Focus
(20 minutes)
Question #3. (See Appendix #29.) (See Appendix #23 for a scoring rubric.)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2, Focus Question #3
1.3.2, 2.3.3, 2.3.8 At the end of Chapter 5, Hiram says “It was good to be back in Greenwood.
I had come back home, and I was free.” What do you think he means when
he says he’s “free”?
Answer Plan
1. Restate the question and begin to answer it.
2. Give details to prove your point.
3. Predict whether or not you think Grampa and Greenwood will live up to
Hiram’s idealized recollection of them.
Possible Answer
[1] Hiram feels “free” back in Greenwood because he is apart from his father,
whom he doesn’t understand, and is finally able to return to a place that he still
wishes were his home. [2] For the remainder of the summer, Hiram doesn’t have
to deal with his father, and he can spend time with Grampa, a man whom Hiram
considers more of a father than his own. Hiram states that he “couldn’t wait to get
back home to Grampa and Mississippi” (45) and that he’s happy “to be away from
Dad and back where I belonged” (47). He adds, “I wasn’t like my father. I was
my grampa’s boy, always had been, always will be” (53). [3] Now that Hiram is
older, he will most likely notice things that had escaped him as a child, things that
his father foreshadows that Hiram will come to realize. His father warns Hiram,
“There are some things, Hiram, you just can’t understand. Maybe when you’re
older, you will” (42) and “You’re going to find out that I know some things you
don’t. Greenwood’s not going to be what you expect, Hiram. You’re older now,
you’ll see. And I’m sorry for what you’ll see” (44).
CE3.2.4
As time permits, have students share and discuss their answers.
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 8
Reading
(30 minutes)
CE2.1.1, 3.1.2,
3.2.1
Students listen as teacher reads aloud Chapters 6 (pp. 55-67).
CE1.1.3, 1.3.3.
1.5.1
Author’s Craft: As you read this chapter aloud, stop to point out how Chris
Crowe, the author, has used craft techniques to help the reader picture and feel the
rescue scene on pages 61-62. Barry Lane calls these techniques snapshots
(showing the reader what is happening as if taking a snapshot – “Show not tell”),
thoughtshots (telling the reader what the writer is thinking at that moment in
time), and explode a moment (describing a short but important moment in time in
great detail so that the reader can feel, hear, see and maybe even taste what is
happening and what the writer or character is thinking. It’s combining the use of
snapshots and thoughtshots to “explode” a short moment, like a kernel explodes
into a piece of popcorn.) “Unwrap” the passage for students by pointing out:
•
Explode a Moment begins on page 61 wit h, “Hey, hey you!” and
continues for three paragraphs to page 62, “…then got up on his hands
and knees and puked river water.”
•
Thoughtshots include, “…finally he did exactly what our lifesaving
merit badge instructor had said drowning victims always do…” and
“That’s when I panicked. I knew we’d both be dead…”
•
Snapshots are used throughout the Explode a Moment passage:
o
“…kicked off my shoes…”
o
“…five or six strokes to reach him…”
o
“…he crashed both arms…”
o
“…punched him in the face….”
o
“A burst of air bubbles…”
o
“He floated up a moment later…”
CE2.1.3, 4.1.2
Word Study Suggestion
Use Vocabulary Strategy in Appendix #24 to develop the following vocabulary
words: thrashed (p. 61); reputation (p. 63); adrenaline (p. 65); desegregation
(p. 66); rabble-rousing (p. 66); integration (p. 67); agitated (p. 67).
Have students answer Focus Question #4 independently with or without the
Answer Plan. (See Appendix #30) Remind students of the Author’s Craft lesson
from earlier on Day 8. (See Appendix #23 for a scoring rubric.)
Writing
(25 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.3, 1.5.1,
2.3.8, 2.3.3
Focus for Listening : How do the interactions Hiram has with Ralph and Emmett
reflect his father’s beliefs, and how do they collide with beliefs of his grandfather?
Focus Question #4
Utilizing the Explode a Moment technique from Barry Lane. Have each
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
student expand on Emmett’s description of his fall into the water on page 64,
“I slipped and the old stream started pushing me downstream. It was a heck
of a lot deeper than I thought.” Create additional action in the story where
the author didn’t.
Answer Plan
1. Start with the quote from the book.
2. Continue writing about what you think would have happened next. This
should be between 6-12 sentences. Be creative, but stay close to what you
already know about the characters, setting, and time.
3. Conclude by mentioning the rescue and with the next line on page 64, “For a
while I figured I was never going to see Chicago again. Dang glad you heard
me.”
Possible Answer
[1] I slipped and the old stream started pushing me downstream. It was a heck of a
lot deeper than I thought. [2] I started flailing my arms about trying to grab on to
something. A rock, a branch, even that old snapping turtle would have worked. I
should have drowned right there, but the current was strong and kept moving me
along. It seemed like forever, but I finally hit a rock. It messed up my knee, but
that rock was my life saver. I climbed on top of it and finally was able to look
around. I noticed at the edge of the river, just down a ways, there was a tree with
branches dipping low to the water. I figured if I jumped back in, kept my arms
up, and prayed to God I didn’t drown, that the river would push me towards those
branches. Then I could grab onto them and climb out of that retched water. So, I
jumped back in. The river had plans of its own, though. It dragged me straight
into the middle. I knew then my plan wasn’t going to work, and I just started
hollering. [3] I was lucky; some kid rescued me. With a shaky breath, I thanked
him, “For a while I figured I was never going to see Chicago again. Dang glad
you heard me.”
CE3.2.4
As time permits, have students share and discuss their answers.
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 9
Reading
(35 minutes)
CE2.1.1, 3.1.2,
3.2.1
Students listen as teacher reads aloud Chapter 7 pp. 68-76.
CE3.1.2
To help students better understand Hiram’s changing attitudes, guide students as
they begin to build an “influence diagram” (See Appendix #31.) responding to the
following prompt:
Focus for Listening : What has changed since Hiram left? What has stayed the
same? What evidence do we see that Hiram’s view of life in Greenwood is
changing?
On page 76, Hiram states, “Maybe—and this was a surprising thought—Dad’s
ideas weren’t so crazy after all.” It seems as if Hiram is changing his mind/views.
What are the factors that influence this change?
Answer Plan
1. Draw an “influence diagram” to show which factors have influenced
Hiram’s budding change of mind/views. Draw circles that orbit the center
circle of the diagram (which represents Hiram) to represent each factor
that influences Hiram’s change of mind/views. Then connect lines from
each circle to Hiram’s circle.
2. Discuss your “influence diagram” with a partner.
Possible Answer
Circles that orbit Hiram’s circle might include:
1. HIRAM LIES TO GRANDPA ABOUT EMMETT—Hiram felt like he
had to lie about saving Emmett from drowning due to “Grampa’s feelings
about Negroes.”
2. WHITE CITIZENS’ COUNCIL FIGHTS DESEGREGATION
RULING—Hiram has recently found out that the White Citizens’ Council,
to which his Grampa belongs, intends to fight the Supreme Court’s school
desegregation ruling.
3. EXISTENCE OF JIM CROW LAWS—Hiram has also discovered that the
White Citizens’ Council also supports something called Jim Crow laws,
which keep everything separate but not equal between Whites and
Negroes.
4. COUNTY’S NEGLECT OF COLORED SCHOOLS—Mr. Paul describes
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
the county’s neglect of colored schools and the terrible conditions there; he
also states that colored schools in the South see ten cents of every school
tax dollar.
5. GOD’S PURPOSE FOR DIVERSITY—Mr. Paul suggests that God put
different kinds of people on earth so we could all learn to get along.
6. SEGREGATION PERVADES MORE THAN JUST SCHOOLS—Hiram
reflects that it wasn’t just the schools that were segregated in
Mississippi—so were restaurants, movie theaters, stores, and
neighborhoods. Moreover, the white places were “a hundred times nicer.”
7. HIRAM EMPATHIZES WITH NEGROES—Hiram begins to empathize
with Negroes when he thinks about Emmett, a boy much like himself
except for his skin color. He hopes things are different for Emmett in the
North. He realizes that Jim Crow laws keep Negroes stuck where they are
with no hope of things ever getting better. He surmises that the Negroes
must feel utterly hopeless.
CE2.2.2
OPTION: Providing background on Jim Crow laws
There are a number of references in Chapter 7 to Jim Crow laws. Mr. Paul is
trying to explain to Hiram how things are in the South and why, “Jim Crow laws
keep things separate not equal, and if those White Citizens’ Councils have
anything to say about it, Jim Crow will rule the South until doomsday.” (p. 74)
AND “The Jim Crow laws kept Negroes pretty much stuck where they were-with
no hope of things getting better. Their future must have seemed hopeless.”
(Hiram thinking to himself after his conversation with Mr. Paul, p. 75).
CE1.4.1, 1.4.2,
1.4.3, 1.4.4. 1.4.5,
1.4.6, 1.4.7
If you feel students need more information about Jim Crow laws, Wikipedia is a
good reference: http://en.wikipedia.org/wiki/Jim_Crow_laws . You may also
wish to have students do further research. Students, on their own or in groups,
could gather and share information relevant to the situation in Mississippi Trial,
1955. This information will also be useful as students read To Kill a
Mockingbird. Review research methods with students.
Writing
(20 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 2.3.8, 2.3.3
Have students work in partners using the ans wer plan to answer Focus Question
#5. (See Appendix #31.) (See Appendix #23 for a scoring rubric.)
Focus Question #5
What evidence do we see that Hiram’s view of life in Greenwood is changing?
Answer Plan
1. Write a sentence in which you restate the question.
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ELA High School Unit-Teaching Plan 9.3
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
2. Provide several sentences that detail how Hiram is rethinking his views.
3. Conclude with a sentence or two that expresses your opinion about what
Hiram is thinking. Do you agree or disagree and why?
Possible Answer
[1] Hiram is beginning to question the injustice of life in Greenwood. [2] There is
evidence of this after he talks to Mr. Paul about the poor conditions of the
colored schools and the issue of segregation. At first Hiram defends the present
system. Mr. Paul then challenges him to cons ider the possibility that people
need to be together so that they can learn from each other. Later that night,
Hiram ponders what Mr. Paul had said. He thinks about how divided Greenwood
is, and how the Jim Crow laws and social codes have been detrimental to the
colored community. He then considers Emmett, and how he seems no different
from himself. It saddens Hiram to think that Emmett has not been afforded the
same educational opportunities that he has. For the first time in his life, Hiram
considers the idea that his father is right about the injustice of segregation. [3]
Regarding Hiram’s comment that he doesn’t understand what his dad and Mr.
Paul were getting all worked up about (p. 76), I don't agree. If people like them
didn’t get worked up, then who would?
CE3.2.4
As time permits, have students share and discuss their answers.
CE3.2.5
NOTE: If you plan to use the Reader’s Theaters from Chapter 8 (See Appendix
#33a-b.) on Day 10, assign parts and give students scripts to practice for
homework.
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 10
Reading
(35 minutes)
CE2.1.1, 3.1.2,
3.2.1
CE1.1.1, 3.1.4,
3.2.1, 4.1.1, 4.1.5
Have students silently read Chapter 8 (pp. 77-93)
Focus for Reading: Have students focus on the experience that the characters are
going through and the contrast in their backgrounds and beliefs. Note the rule that
blacks and whites do not mix and how it applies.
Authors Craft:
The author writes in short choppy sentences for effect, especially toward the end
of the chapter.
•
•
•
•
•
•
•
•
•
“Trouble?” Emmett waved a hand at them. – p. 88
“Unfortunately, R.C. didn’t.” – p. 90
“Too bad it’s a trash fish. You’ll have to throw him back.” – p. 90
“Don’t you hear, boy, or are you just tired of breathing?” – p. 91
“Get off me.” – p. 91
“He gagged and yelled for help, but R.C. held him.” – p. 92
“You’re going to kill him!” – p. 92
“I felt dirty and weak.” – p. 93
“And ashamed.” – p. 93
CE3.1.2
Character Charting: Discuss students’ reactions to the chapter. Ask them to
detail what they have learned about the character R.C. Rydell. Have them fill in
information they have gleaned about R. C. in the appropriate box in the Character
Chart. (See Appendix #21a-b.)
CE3.2.5
OPTION: Reader’s Theater: Chapter 8, pp. 47-51 (See Appendix #33a-b.)
Tell the students that they are going to do a Reader’s Theater, a form of a play,
with part of Mississippi Trial, 1955. A Readers’ Theater is a presentation of text
read aloud expressively and dramatically by two or more readers (Young &
Vardell, 1993). The message is expressed primarily through reader’s expressive
and interpretive readings rather than through actions, costumes or props. Readers’
Theater performances add enjoyment to reading and help build fluency. Read
several of the parts from the Reader’s Theater modeling good expression,
prosody, and intonation.
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Writing/
Discuss as a class how, in this chapter, there is a distinctive theme of teasing,
Speaking
bullying and torture. What are the character differences between R.C., Hiram and
(20 minutes)
Emmett and how does the rule of blacks and whites not mixing apply?
CE3.2.4, 3.1.2,
1.1.1, 1.1.3, 1.1.4, Teasing and bullying happen today in many schools. It may just seem like fun to
1.2.1, 1.2.2
the person who is doing the ridiculing, but being deliberately hateful to someone
can be very hurtful to the person.
Have the students do a Quick Write (See Appendix 11.) on the concept, “It can
happen here.” using the areas teasing, bullying and torture.
CE2.1.3, 4.1.2
CE3.2.5
Word Study Suggestion Then create a continuum for the class starting with
“playing around” and allow students to place ideas in the continuum in the order
of severity.
Possible Answer: Answers to be added to the continuum may include teasing,
bullying, personal attacks, torture and hate crimes.
NOTE: If you plan to use the Reader’s Theater from Chapter 9 (See Appendix
#34a-c.) on Day 11, assign parts and give students scripts to practice for
homework.
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 11
Reading
(35 minutes)
CE2.1.1, 3.1.2,
3.2.1
Students will silently read Chapter 9. (pp. 94-107)
CE3.2.4
OPTION: Reader’s Theaters: Chapter 9, pp. 94-96 and pp. 99-102 (See
Appendix #34a-c.) Tell the students that they are going to do a Reader’s Theater,
a form of a play, with part of Mississippi Trial, 1955 called a Readers’ Theater. A
Reader’s Theater is a presentation of text read aloud expressively and dramatically
by two or more readers (Young & Vardell, 1993). The message is expressed
primarily through reader’s expressive and interpretive readings rather than
through actions, costumes or props. Reader’s Theater performances add
enjoyment to reading and help build fluency. Read several of the parts from the
Reader’s Theater modeling good expression, prosody, and intonation.
CE2.1.3, 4.1.2
Word Study Suggestion
Use Vocabulary Strategy in Appendix #24 to develop the following vocabulary
words: gory (p. 94); torturing (p. 95); bullying (p. 95); gumption (p. 95).
Writing/
Speaking/
Listening
(20 minutes)
CE3.2.4, 1.2.1,
1.2.2. 1.1.4
Discussion question: For what other crimes in society are the victims blamed?
(hate crimes) How did the deputy respond to the call that Hiram made about
R.C.? (The deputy puts Hiram off and ends up guaranteeing that there will be no
serious trouble.) How would you feel if you were the caller in today’s times?
(Answers will vary.)
Focus for Reading: What are the differences in Hiram’s thinking compared to
grandpa’s thinking?
Have students do a Quick Write (See Appendix #11.) on the last question from
the discussion:
How would you feel if you were the caller in today’s times? (Answers will
vary.)
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ELA High School Unit-Teaching Plan 9.3
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 12
Reading
(35 minutes)
CE1.3.7, 1.5.1,
1.5.2, 3.1.2, 3.2.3,
3.2.5, 1.2.4, 1.1.5
Ask students to think about how they might have responded to Grandpa’s remarks
and about the concept of “blaming the victim.” What does “blaming the victim”
mean? (Instead of helping the victim of wrongdoing or of a crime, you say that it
was his/her fault. Word Study) Then ask them, “Individually, or with a partner,
create a script which provides new dialogue between Hiram and his grandfather
reflecting your own beliefs and attitudes.” Give students copy of the Reader’s
Theater version of this conversation to use as they write their own scripts. (See
Appendix 34a.)
Writing
(20 minutes)
CE3.2.3, 3.2.5,
2.1.11, 2.1.2
Sharing/Discussion of Student Authored Scripts
•
•
Divide students into groups of four and have them share their scripts with
their group. (See Appendix #35a for a script format and Appendix #35b
for format with examples.)
Request volunt eers to share scripts with the entire class.
Discuss the following:
•
•
•
CE3.2.5
the main ideas put forth in the new dialogue,
the commonalities between the student authored scripts, and
the differences between the original text and the new ones.
NOTE: If you plan to use the Reader’s Theater from Chapter 10 (See Appendix
#37.) on Day 13, assign parts and give students scripts to practice for homework.
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 13
Reading
(45 minutes)
CE2.1.11, 2.1.12,
2.1.1, 2.1.2
Teacher reads aloud Chapter 10. (pp. 108-117).
CE3.1.2
Character Charting: Discuss students’ reactions to the chapter and the Focus
for Listening. Have them fill in information they have gleaned about Hiram’s
attitudes in the appropriate box in the Character Chart. (See Appendix #21a-b.)
CE2.2.1, 3.1.4,
4.2.4, 1.2.4, 1.1.5
Focusing on Propaganda: Have students read the editorial on pages 127 to 129,
“A Just Appraisal.” Read the first paragraph and identify what you think is the
focus of the editorial (major concern). This will set the stage for the following
activity. (See Appendix #36.)
Focus for Listening: Have student’s notice how Hiram’s feelings are changing
toward his father. How is he feeling toward Emmett?
Together you and the students will find examples of the following elements of
propaganda. Begin by modeling your thinking while finding examples for the
first element. Either with students in groups or with you leading the discussion,
continue through the other elements. Step by step, ask the students to find
examples for each element and together negotiate the responses.
Propaganda
The aim of propaganda is to influence people's opinions actively, rather than to
merely communicate the facts about something. (Word Study)
Examples from the editorial, “A Just Appraisal,” on pages 127 to 129:
Set up Question:
What in the opening paragraph sets this up as propaganda?
1. What separates propaganda from "normal" communication is in the subtle,
often, threatening, ways that the message attempts to shape opinion. For example,
propaganda is often presented in a way that attempts to deliberately evoke a
strong emotion.
Examples from the editorial, “A Just Appraisal” on pages 127 to 129:
Page 127 “made our section the target of unjustifiable criticism,
thoughtless accusations, and avenging threats.”
“…evidence of the poison selfish men have planted in the minds of people
outside the south”
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Page 128 “NAACP…revealed aga in its blindness and injustice.
…greatest enemies of this justice are the outside groups and individuals
who chill the flames of indignation aroused by such
crimes…indiscriminate accusations”
Page 128 to 129 “…law-abiding and justice- loving people of our state”
2. A message does not have to be untrue to qualify as propaganda. In fact, the
message in modern propaganda is often not blatantly untrue. But even if the
message conveys only "true" information, it will generally contain supporter
prejudice and fail to present a complete and balanced version of the issue.
Examples from the editorial, “A Just Appraisal” on pages 127 to 129
Page 127 “…Mississippi is going to pay for this.” (quote out of context)
“…charging the whole state with this”
Page 128 “From its headquarters in New York it (NAACP) has charged
every citizen of the state of being an accomplice in the crime.”
Compares the murder of Emmett Till to the saving from drowning in the
river by a white boy of a black woman.
Page 129 “…if the NAACP and other groups want justice, then let them
cease throwing stones at the prosecution, judge and jury.”
3. The propagandist seeks to change the way people understand an issue or
situation for the purpose of changing their actions and views in ways that are
desirable to the interest group. Propaganda, in this sense, serves as censorship in
which the same purpose is achieved, not by filling people's minds with approved
information, but by preventing people from being confronted with opposing points
of view.
The focus of the editorial was clearing the name and reputation of the state of
Mississippi and justifying how they are handling the murder. The focus that was
not represented was the murder of an innocent person and the potential for an
unfair trial because of the fact that it was a Negro boy in a southern state.
1. What sets propaganda apart from other forms of advocacy is the willingness
of the propagandist to change people's understanding through deception and
confusion rather than persuasion and understanding. Some people may know
the information to be one sided or untrue, but this may not be true for the rank
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
and file members who help to distribute the propaganda.
The rank and file people of this community were governed by the Jim Crow laws
which were starting to be questioned because of the civil rights movement in the
North. For the majority, this editorial had the proper focus - save the reputation of
the South rather than seek truth or justice for an innocent boy’s death.
1. What subtle or threatening ways does the message attempt to shape
opinion?
• Adjectives: "made our section the target of unjustifiable
criticism, thoughtless accusations, and avenging threats"
"selfish men" "poison" planted in the minds of people...
• Taking quotes out of context: "Mississippi is going to pay for
this."
2. How does this editorial change the way people understand an issue in
ways that are desirable to the interest group? (The use of deception and
confusion rather than persuasion and understanding.)
•
Putting into the context of Mississippi's reputation the story of
the white girl saving the Negro woman and the murder of a
young man.
CE3.2.5
OPTION: Reader’s Theater: Chapter 10, pp. 112-114. (See Appendix #37.)
Tell the students that they are going to do a Reader’s Theater, a form of a play,
with part of Mississippi Trial, 1955. A Readers’ Theater is a presentation of text
read aloud expressively and dramatically by two or more readers (Young &
Vardell, 1993). The message is expressed primarily through reader’s expressive
and interpretive readings rather than through actions, costumes or props. Reader’s
Theater performances add enjoyment to reading and help build fluency. Read
several of the parts from the Reader’s Theater modeling good expression,
prosody, and intonation.
Writing
(10 minutes)
CE1.1.1, 1.1.4,
1.2.1, 1.2.2
Have the students do a Quick Write (See Appendix #11.) to the following
prompt: Give examples of advice you have given but did not follow or advice
someone else gave and did not follow.
Possible Answer: Answers will vary, as each person’s advice will be different.
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 14
Reading
(25 minutes)
CE2.1.11, 2.1.12,
2.1.1, 2.1.2
Teacher reads aloud Chapter 11. (pp. 118-130)
Focus for Listening: Have student’s notice the tone and information given in the
two newspaper pieces, article and editorial.
Use the Choral Readings of the article (See Appendix 38.) and the editorial (See
Appendix 39.) to emphasize the differences between the two.
Point out to students that newspaper articles are very different from editorials. Ask
students’ opinion on the differences, then use Appendix #40. (See also
Appendices #5a-b and 6a-b.)
Writing
(30 minutes)
CE1.1.1, 1.1.2,
1.1.4, 1.2.1, 1.2.3,
1.3.2, 1.5.3, 3.4.2,
3.4.3, 3.4.4
Discuss a current issue of interest/importance with students. Then have students
write either a newspaper article or an editorial about the issue. (Social Action)
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 15
Reading
(15 minutes)
CE2.1.11, 2.1.12,
2.1.1, 2.1.2
Teacher reads aloud Chapter 12. (pp. 131-144)
CE2.1.3, 4.1.2
Word Study Suggestion
Use Vocabulary Strategy in Appendix #24 to develop the following vocabulary
words: outside agitators (p. 134); rabble-rousers (p. 134); rednecks (p. 134);
wrong-headed (p. 134); public condemnation (p. 138); fugitive (p. 142); coldblooded (p. 143).
Writing
(40 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
2.1.11, 2.1.12,
3.2.4, 2.3.3, 2.3.8
Have students work with partners to complete the activity in Focus Question #6.
(See Appendix #41.) (See Appendix #23 for a scoring rubric.)
Focus for Listening: Listen for how Hiram is struggling with his dilemma:
whether or not to testify.
Focus Question #6
R.C. told Hiram that “he was going to Money with a couple of men and that
they were going to teach a Northern Negro a lesson. Emmett disappeared the
next night.” Hiram must decide whether or not to tell a jury what R.C. told
him or to withhold the truth and deny knowing anything about R.C.’s
possible role in the murder. He can think of plenty of reasons why he should
implicate R.C. and plenty of reasons why he should keep his mouth shut.
Weigh the pro’s and con’s of Hiram implicating R.C. in Emmett’s murder in
court.
Answer Plan
1. Make two columns on a sheet of paper: one labeled “pro’s” and the other
“con’s.”
2. With a partner list as many pro’s and con’s as you can think of relating to
Hiram’s decision whether or not to implicate R.C. in Emmett’s death.
3. One person take the “pro’s” column and the other the “con’s” column, and
present your conclusions to the class. *
Possible Answer to 2
Answers under the “pro’s” column (testifying - telling the truth) might include:
• Telling the truth is the right thing to do. Hiram wonders, “R.C. scared me,
for sure, but shouldn’t I tell all the truth, even if I was afraid?” (p. 134)
• Emmett’s death will be vindicated if the men who did it are caught. Hiram
tells Grampa, “But Emmett Till is dead, Grampa, for no good reason. He
had as much right to be here in Leflore County as I do. He was just a kid,
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ELA High School Unit-Teaching Plan 9.3
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
a kid like me.” (p. 135)
• Hiram’s conscience will be clear if he testifies against R.C. Hiram states,
“Maybe I could have stopped R.C. that night, made him stay here. Maybe
if I had followed him. . .” (p. 137) “Don’t I owe Emmett something? Isn’t
it my duty to do something about it?” (p. 136)
• Emmett owes it to Ruthanne to tell the truth. He tells Ruthanne, “But
maybe I could have done something. Maybe I can now.” (p. 140)
Answers under the “con’s” column (avoiding testifying) might include:
• R.C. might hurt or kill Hiram. Hiram laments, “I knew R.C. was worse
than mean. For the first time in my life, I worried about dying.” (p. 131)
• Hiram can return to Arizona unharmed. If Hiram keeps what R.C. told
him to himself, he can walk away from everything. Hiram says, “I wanted
to forget the sheriff’s orders, pack up my things, and jump on the next
train out of Greenwood.” (p. 131)
• Local white men might hurt Hiram if he testifies. Grampa warns him: “No
jury down here would even dream of punishing white boys for putting a
Negro in his place. Sure, they got carried away something awful, but
they’re local men, white men. The only thing you’ll do by speaking up in
that trial is to get yourself hurt, maybe hurt bad.” (p. 136)
• There is no hard-and-fast proof that R.C. was involved in Emmett’s kidnap
and killing. Grampa asks Hiram: “Are you willing to accuse a boy [R.C.]
everybody knows is a big talker of kidnapping and murder based on a
conversation you had with him one night?” (p. 137)
• Grampa will be embarrassed. “You get in court and talk against white
folks, Hiram, and people around here’ll see your daddy in you . . . I don’t
think I could take it again. That public condemnation. Friends gossiping.
Feeling shame because of what my boy did and said.” (p. 138)
• R.C. and/or his friends might harm Grampa. Naomi says to Hiram, “And
even if you get back to Arizona, do you know wha t they’ll do to your
grampa?” (p. 144)
• Naomi’s relationship with Hiram may also put her safety in jeopardy.
Hiram’s statement that he wants ‘to protect Naomi’ implies that he knows
she could be in danger if he testifies against her brother.
CE1.2.1, 1.2.2,
2.1.11, 2.1.12
CE3.2.5
*Option: Classroom debate
NOTE: If you plan to use the Reader’s Theater from Chapter 13 (See Appendix
#42a-b.) on Day 16, assign parts and give students scripts to practice for
homework.
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 16
Reading
(35 minutes)
CE2.1.11, 2.1.12,
2.1.1, 2.1.2
Students will silently read Chapter 13. (pp. 145-154)
CE3.2.5
OPTION: Reader’s Theater: Chapter 13, pp. 149-152 (See Appendix #42a-b.)
Tell the students that they are going to do a Reader’s Theater, a form of a play,
with part of Mississippi Trial, 1955. A Reader’s Theater is a presentation of text
read aloud expressively and dramatically by two or more readers (Young &
Vardell, 1993). The message is expressed primarily through reader’s expressive
and interpretive readings rather than through actions, costumes or props. Reader’s
Theater performances add enjoyment to reading and help build fluency. Read
several of the parts from the Reader’s Theater modeling good expression,
prosody, and intonation.
CE2.1.3, 4.1.2
Word Study Suggestion
Use Vocabulary Strategy in Appendix #24 to develop the following vocabulary
words: ultimately (p. 147); Jim Crow (p. 147); stir-crazy (p. 148); conscience
(p. 153); positives and negatives (p. 153).
Writing
(20 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 2.3.8, 2.3.3
Have students work with partners to build an answer plan then write a
collaborative answer to Focus Question #7. (See Appendix #43.) (See Appendix
#23 for a scoring rubric.)
Focus for Reading: Based on what’s in this chapter and what you know already,
what decision do you think Hiram will make about testifying?
Focus Question #7
Considering Hiram’s convers ations with Naomi and Mr. Paul and
considering what Hiram has been thinking about in this chapter, what do you
think he means when he says, “I was going to do the right thing.”
Answer Plan
1. Tell what you think Hiram will do.
2. Support your opinion with specific details from the selection.
3. Conclude with a prediction as to what will happen next.
Possible Answer
[1] I think Hiram will testify telling all he knows that might implicate R.C. in the
murder. [2] Even though Naomi counseled Hiram against testifying, Hiram knows
he must do the right thing. Hiram seems to respect Mr. Paul’s opinions, and the
conversation encouraged Hiram further to do the right thing. Hiram thought of his
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
mother’s advice to remember who he was and to “…do what’s right.” Finally,
Hiram thought about Emmett and knew that he had to try to make life better for
African Americans in the South. Besides, only telling/testifying would make him
feel better. [3] I think things will work out for Hiram, and he may not even be
called to testify.
CE3.2.4
As time permits, have students share and discuss their answers.
44
ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 17
Reading
(35 minutes)
CE2.1.1, 2.1.2,
3.1.2, 3.2.1
CE2.1.3, 4.1.2
Students will silently read Chapter 14. (pp. 155-185)
Writing
(20 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 2.3.8, 2.3.3
Have students work together with you to answer Focus Question #8. (See
Appendix #45.)
Focus for Reading: What are the most important events in the trial?
Word Study Suggestion
Use Vocabulary Strategy in Appendix #23 to develop the following vocabulary
words associated with trials and courtrooms: subpoenaed (p. 153); witnesses
(p. 153); trial (p. 159); testify (p. 159); hostile courtroom (p. 160); impartial jury
(p. 160); bailiff (p. 160); prospective jurors (p. 161); prejudiced because of race
(p. 161); alleged (p. 161); reasonable doubt (p. 161); questioning (p. 161);
interview white men for the jury (p. 162); jury selection (p. 163); “You’ve been
served.” (p. 164); potential witness list (p. 165); judge (p. 165); defendants
(p. 166); evidence (p. 166); beyond a shadow of a doubt (p. 166); kidnapped and
murdered (p. 166); spectators (p. 166); “Lynch him.” (p. 167); unsubstantiated
testimony (p. 167); overruled (p. 168); cross-examine (p. 168); identify the body
(p. 169); Your Honor (p. 169); eyewitness (p. 171); relevance (p. 172); convened
(p. 172); disallowed (p. 172); criminal homicide (p. 172); positive identification
(p. 174); gavel (p. 176); corpse (p. 176); Objection (p. 180); dismissed (p. 184);
deliberations (p. 184). (See Appendix #44a-b.)
Students are to reread Chapter 14 concentrating on the important parts of the trial
which would determine the outcome of the proceedings. Have students list those
things that determined the outcome of the trial. Now contrast those to what would
happen today because of the advances in technology and just because of the
difference in how people think today and how they thought back in 1955.
List the important parts of the trial in one column, in the next column tell how it
was in 1955 and the last column tell how it would be now.
Focus Question #8 – Determining Importance
It has been fifty plus years since the trial of the people involved in the death
of Emmett Till. Consider what would be different in the trial today because
of being in a different time and because of advances in forensics?
45
ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Elements of Trial
1955
Now
The body
only a ring
the body could be
positively identified
with DNA
Location of trial
controlled media
coverage
open to all media
Witnesses
no great value placed
on black witnesses
all witnesses are of
equal value
Jury
no blacks or women
all citizens expected
to serve on jury
Jim Crow Laws
influenced the outcome
if they exist, they are
underground
Sympathy for
accused killers
collection jar in restaurant
probably not open
and would not
influence trial
46
ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 18
Reading
(25 minutes)
CE2.1.1, 2.1.2,
3.2.1
Students will silently read Chapters 15 and 16. (pp. 186-214)
Writing
(30 minutes)
CE3.2.4, 2.1.11
Discuss examples of unfairness, inequity, and injustice in these chapters related to
the sheriff, Grampa, R.C., and Naomi. Discussion might include the following:
• The sheriff’s threat to the reporter/media, (pp. 192-193)
• Grampa’s involvement in the murder, (p. 214)
• R.C.’s beating up his dad, (pp. 198-200)
• Naomi’s having to live the way she did, (pp. 200-202)
CE1.1.1, 1.1.4,
1.2.1, 1.2.2
After a substantive discussion, ask students to choose one of the above examples
and write a Quick Write (See Appendix #11.) in reaction to it. Have them give
their own reactions, but also support their reaction(s) with specific references to
the novel.
Focus for Reading: There are a number of examples of unfairness, inequity, and
injustice in these chapters. Read to find examples relating to the sheriff, Grampa,
R.C., and Naomi.
47
ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 19
Reading
(25 minutes)
CE2.1.1, 3.1.2,
3.2.1
Students will silently read Chapter 17. (pp. 215-229)
CE3.2.4, 2.1.11
Discuss the above Focus for Reading with students. What did Mr. Paul mean?
Could he have been referring to Hiram’s grandfather along with Roy Bryant and
J. W. Milam? Before beginning the whole group discussion, ask students to work
with partners using the Think-Write-Pair-Share procedure to answer the above
questions. (See Appendix #16.) Then share each partnership’s responses with the
total group.
Writing
(30 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 2.3.8, 2.3.3
Have students work independently to build an answer plan then answer Focus
Question #9. (See Appendix #46.) (See Appendix #23 for a scoring rubric.)
Focus for Reading: On page 221, Mr. Paul says, “A lot of good folks just make
stupid decisions or get themselves in the wrong places at the wrong time.” To
whom is he referring?
Focus Question #9
How do you think Hiram now feels about his father and his grandfather?
Has there been a change since the be ginning of the book?
Answer Plan
1. Restate the question and state your opinion.
2. Give relevant and specific support for your opinion.
3. Conclude by predicting what Hiram’s relationships with these two men
might be in the future.
Possible Answer
[1] Since the beginning of the novel, Hiram has changed his feelings toward his
father and his grandfather. [2] Hiram is seeing some of the same negative things
about Mississippi that his father was trying to show him. As he said to his father,
some of the people in Greenwood “…seemed to have a meanness in them.”
Hiram has seen the unfair treatment of African Americans through the events
surrounding Emmett Till’s murder and trial. He has worried a great deal about the
unfairness of Emmett’s death. On the other hand, a distance has developed
between Hiram and his grandfather. Hiram was mature enough to see and hear
prejudice in his grandfather’s actions and comments about the northerners trying
to tell the southerners what to do and about Hiram’s involvement in the Emmett
Till case. His grandfather did not want him to testify. Finally, Hiram pieced
together evidence from overheard conversations, comments, observations, and
Ronnie Remington’s “ promise” that his grandfather was actually there while
48
ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Emmett Till was being tortured, and he condoned it. [3] I think that Hiram will
grow closer and closer to his father and become more estranged from his
grandfather because of the events during his trip to Greenwood. But I also think
that Hiram will continue to try to understand and deal with the differences
between these two men who have been so important in his life.
CE3.2.4
As time permits, have students share and discuss their answers.
49
ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 20
Reading/
Speaking/
Listening
(35 minutes)
CE2.1.1, 2.1.2,
2.1.6, 2.1.12,
2.2.1, 2.3.1, 3.1.5,
3.1.6, 3.1.7, 3.1.8,
3.1.9. 3.1.10,
3.2.4, 3.3.3, 3.4.2
To bring some closure to Mississippi Trial, 1955 and to transition into Getting
Away With Murder and To Kill a Mockingbird, return with students to a
discussion of the essential questions of the unit in relation to the focus of “Jocks
and Prejudice” and the other Duke pieces and to what students have learned about
courage and changing attitudes through knowledge from the novel. First, ask
students to reflect on the novel by thinking about and discussing the following
questions: (use the Think-Write-Pair-Share procedure in Appendix #16.)
• How did Hiram’s attitude toward his father, his grandfather and life in
Greensboro change because of the events of the novel? (Briefly, Hiram
came to the realization that his father was right and his grandfather was
wrong about racism and inequality in Greensboro – basically about what
was right and wrong.)
• What kind of courage did Hiram show in the novel – physical or moral?
(Both – Hiram showed physical courage in saving Emmett from
drowning and by agreeing to testify at the trial even though he was afraid
of the repercussions. Hiram showed moral courage – he did “the right
thing” – by agreeing to testify at the trial. )
Then remind students of the essential questions of the unit (See Appendix #8.)
and ask them to reflect on the Duke pieces (See Days 3 and 4.) and on the novel in
relation to these questions through discussion or Think-Pair-Share (See Appendix
#16.) and then whole group discussion. Use the information from Days 3 and 4
and from the novel in parenthesis as appropriate to the discussion.
•
•
•
•
•
•
What stereotypes and prejudices exist in our world? (Whites are superior;
blacks are inferior. The Southern way is always right and those
northerners should stay out of it.)
What influences gender/racial roles in our society? (The “Southern way,”
also “mob mentality”)
What is equality? How can we work to achieve it? Equality is not Jim
Crow laws or “Citizen Councils;” it is everyone being treated the same
socially, politically and in the eyes of the court system.)
What is the difference between moral and physical courage? (eg. R.C.’s
physical courage to torture Emmett at the river and Hiram’s physical
courage to save him AND Hiram’s moral courage to do the right thing and
agree to testify)
Why is it so difficult for people to stand up and do what is right? (Hiram
did have a difficult time deciding to testify. See information in Day 15.)
Would I have the courage to do what is right? (Students will have
50
ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
differing answers.)
• Is it possible for one person to make a difference? (Hiram might have.)
• Who am I and how do I find my place in the world? (Students will have
differing answers.)
Let students know that you will continue to ask these essential questions as you
read and discuss Getting Away With Murder and To Kill a Mockingbird.
Writing
(10 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
2.3.8
In a Quick Write ask students to address the last of the essential questions by
reflecting on what they have learned through reading and discussing the Duke
pieces and Mississippi Trial, 1955:
Who am I and how do I find my place in the world?
You might collect these reflections and score them using the generic rubric in
Appendix #12.
Reading/
Listening
(10 minutes)
CE2.1.2
As time permits, introduce the informational features of Getting Away With
Murder:
• Preface/Introduction – p. 11, gives the author’s reasons for writing the
book
• Appendix – beginning on page 123 with time line
• Illustrations – show a few that will remind students of Mississippi Trial,
1955: pp. 14, 23, 24, 51, 53, 78, 85, 99, 105, and even, 45, McDonald’s to
show students relationship to today’s world
• Bibliography – p. 125-8
• Author’s Page – dust cover, back flap
• Footnotes – p. 118
• Map – p. 10
• Timeline – p. 123
This may peak students’ interest in reading the book.
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 21 - 26
Reading/
Speaking/
Listening
(55 minutes per
session)
CE2.1.4, 2.1.1,
2.1.2, 2.1.12,
3.1.9. 3.1.10,
3.2.4, 3.3.3
Introduce Getting Away With Murder by reading aloud the dedication: (See
Appendix #47.)
“I have a dream that my four children will one day live in a nation where
they will not be judged by the color of their skin but by the content of their
character.”
-Rev. Martin Luther King, Jr., August 28, 1963
I have the same dream for my four children for my four children and for
all children who live in our land of the free. I dedicate this book to them.
Discuss with students the dedication as Chris Crowe’s telling readers his reason
for writing this book. Relate this dedication/reason to the following essential
questions: (See Appendix #8.)
• What is equality? How can we work to achieve it? (Both are asking for
equality.)
• What is the difference between moral and physical courage? (One would
have to have moral and physical courage to fight for equality.)
• Why is it so difficult for people to stand up and do what is right? (because
sometime doing the right thing goes against society)
• Would I have the courage to do what is right? (Students will have
differing answers.)
• Is it possible for one person to make a difference? (Rev. Martin Luther
King, Jr. did make a difference, and Chris Crowe would like to work
toward equality.)
• Who am I and how do I find my place in the world? (Students will have
differing answers.)
CE3.2.2, 3.1.7,
2.1.4
Poetry Option: Introduce students to and discuss “The Death of Emmett Till” by
Bob Dylan. Pose the question: What was Bob Dylan’s reason or reasons for
writing this song?
CE2.1.1, 2.1.6,
2.1.11, 3.2.4
Jigsaw with Getting Away With Murder: You and your students will be
spending the next six or more days reading, sharing and thinking about Chris
Crowe’s Getting Away with Murder through a process called jigsawing that
encourages a group of students to become experts on one section of text then
share their expertise with the rest of the group so that all comprehend the text.
You will be dividing your class into seven groups - one for each chapter – and you
will be modeling the process by sharing the Introduction with students.
52
ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Teacher reads aloud Introduction to Getting Away with Murder (pp. 11-13).
CE2.1.12, 2.1.1,
2.1.6
Focus for Listening:
1. Note reactions of people about the murder.
2. Observe the way southern whites felt about the murder and trial.
3. Could this be considered the true launching point of the modern Civil
Rights movement?
CE2.1.6
Focus Question for class discussion and consideration throughout the jigsaw
process: How did this one event have an effect on American Society?
CE2.2.2
Review: Jim Crow laws from Day 9 or see
http://en.wikipedia.org/wiki/Jim_Crow_laws ; geography of Mississippi.
CE3.2.4
Break class into 7 groups. Each group will be assigned a chapter. They will
answer the focus questions and prepare a presentation on the assigned chapter to
teach the class. They will also be given two other topics to research from each
chapter that will be included in the presentation. Presentations can/should be in
the form of a radio or TV report, either a news or special report format.
Students should be given three days (more time may need to be provided) to
prepare their presentations and at least two days should be planned for
presentations and discussion.
The plans for each of the seven groups follow. The plans are also included in the
appendix.
53
ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
CE3.2.4, 2.1.1,
Chapter 1 “The Boy Who Triggered the Civil Rights Movement” (pp. 15-26)
2.1.2, 2.1.6, 1.1.1, (See Appendix #48 for Focus Question #10.)
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.7, 2.3.3 Focus Question #10
1. Who were Emmett Till, Roy Bryant, and J.W. Milam?
2. How did these three people show Americans the bad things happening
in the South in the 1950’s?
Answer Plan
1. Write a sentence telling who Emmett Till, Roy Bryant, and J.W. Milam
were.
2. Write several sentences detailing how these three men brought to light the
issues in the South during the 1950’s.
3. Conclude with one sentence summarizing your answer.
Possible Answer
[1] Emmett Till was a boy from Chicago who went to Mississippi to visit his
relatives, and was killed for whistling at a white woman. Roy Bryant and J.W.
Milam were the two white me n who killed Emmett Till. [2] These three men
brought to the forefront the injustices that were occurring in everyday life in the
South toward African Americans. Emmett Till’s kidnapping and murder became
one of the biggest news stories of 1955. The open-casket photo in Jet magazine of
his disfigured body angered people across the country. There was intense media
coverage of the murder and trial. Milam and Bryant were set free, causing
aftershocks around the world. [3] People in the North finally became aware of the
situation because of the publicity from the media; they had a personal stake in the
situation because it was one of their own.
Students will be including much more detail in their presentations, but each
student in each group should be required to write and turn in for scoring, an
answer to each of the seven focus questions for scoring with the rubric after the
presentations have taken place. (See Appendix #23 for a scoring rubric.)
CE1.4.1-1.4.7
Outside Research Topics:
Medger Evers
NAACP
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
CE3.2.4, 2.1.1,
Chapter 2 “Kicking the Hornets Nest” (pp. 27-36)
2.1.2, 2.1.6, 1.1.1, (See Appendix #49 for Focus Question #11.)
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.7, 2.3.3 Focus Question #11
1. Compare and contrast the lives of African Americans from the North
and the South.
2. Did Emmett have an opinion or strong feeling about segregation in the
South?
3. How did white Southerners feel towards segregation?
Answer Plan
1. Write several sentences showing the similarities and differences of African
Americans from the South and the North.
2. Write a few sentences that expresses Emmett’s opinions about segregation
in the South.
3. Write one to two sentences to describe the feeling of white Southerners
toward segregation.
Possible Answer
[1] The lives of African Americans in the North were different from those that
lived in the South. In the North, African Americans had the opportunity for goodpaying jobs, a good education, as well as, entertainment, social opportunities,
churches, newspapers, and businesses that catered to African Americans. Racial
violence was rare in the North. Southern African Americans did not enjoy the
same things that Northern African Americans enjoyed, and there was racial
violence. The two were similar in that both encountered different forms of
segregation. [2] Emmett had heard about segregation and racist troubles, but they
had little effect on him. He had no opinion on the matters because it did not affect
him. [3] Southern whites felt segregation was a way of life and were bitter that
law makers were trying to change their way of life.
Students will be including much more detail in their presentations, but each
student in each group should be required to write and turn in for scoring, an
answer to each of the seven focus questions for scoring with the rubric after the
presentations have taken place. (See Appendix #23 for a scoring rubric.)
CE1.4.1-1.4.7
Outside Research:
John Bell Williams
James O. Eastland
55
ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
CE3.2.4, 2.1.1,
Chapter 3 “The Boy From Chicago” (pp 37-49)
2.1.2, 2.1.6, 1.1.1, (See Appendix #50 for Focus Question #12.)
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.7, 2.3.3 Focus Question #12
How would you compare and contrast Emmett’s life in 1950’s Chicago to
your own? Discuss the similarities and differences.
Answer Plan
1. Write one sentence restating and answering whether you think Emmett’s
life was more similar to or different from yours.
2. Write several sentences discussing the similarities and differences between
life now and in the 1950’s.
3. Write one sentence summarizing your answer on the differences and
similarities.
Possible Answer
Answers will vary. [1] May say that life is similar in the things they did, but
different because of segregation. [2] Similarities were pro sports, restaurants
(McDonalds) and hanging out with friends. Differences may include technology,
hobbies and interests.
Students will be including much more detail in their presentations, but each
student in each group should be required to write and turn in for scoring, an
answer to each of the seven focus questions for scoring with the rubric after the
presentations have taken place. (See Appendix #23 for a scoring rubric.)
CE1.4.1-1.4.7
Outside Research:
Minnie Minoso
Richard Daley
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
CE3.2.4, 2.1.1,
Chapter 4 “Wolf Whistle” (pp. 50-69)
2.1.2, 2.1.6, 1.1.1, (See Appendix #51 for Focus Question #13.)
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.7, 2.3.3 Focus Question #13
1. How would you have handled the situation differently if you were
Emmett, Uncle Mose, or his cousins?
2. What was your reaction to how the sheriff handled the case?
3. Do you think he will continue this behavior?
Answer Plan
1. Write two to three sentences about how you would have handled the
situation.
2. Write two to three sentences on personal reactions about the sheriff.
3. Write one to two sentences predicting how the sheriff will continue to run
the investigation.
Possible Answer
Answers will vary [2] Students should show some surprise that the Sheriff is
handling the case swiftly and justly.
Student swill be including much more detail in their presentations, but each
student in each group should be required to write and turn in for scoring, an
answer toe ach of the seven focus questions for scoring with the rubric after the
presentations have taken place. (See Appendix #23 for a scoring rubric.)
CE1.4.1-1.4.7
Outside Research:
JET Magazine
Tallahatchie River
57
ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
CE3.2.4, 2.1.1,
Chapter 5 “Setting the Stage” (pp. 70-83)
2.1.2, 2.1.6, 1.1.1, (See Appendix #52 for Focus Question #14.)
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.7, 2.3.3 Focus Question #14
1. Do you think the pressure to prosecute from Northerners helped or
hurt the case against the two men?
2. What do you think the outcome will be and why?
Answer Plan
1. Write several sentences stating your personal opinion based on the
information in the book whether you think northerners helped or hurt the
case against the men.
2. Write one to two sentences predicting the outcome of the case and telling
why you think it will happen that way.
Possible Answer
Answers will vary [1] Many people from the northern states were pushing for the
prosecution of these two men. Many media outlets condemned the two men and
the state of Mississippi for these atrocities. The people of Mississippi were also
outraged at the two men, but took even more offense that the rest of the country
was accusing them all of condoning this crime. Southerners were also upset that
outsiders were trying to interfere with their way of life. [2] I think that the men
will be found “not guilty” because the people of Mississippi were upset because
the rest of the country thought all people in that state acted this way.
Students will be including much more detail in their presentations, but each
student in each group should be required to write and turn in for scoring, an
answer to each of the seven focus questions for scoring with the rubric after the
presentations have taken place. (See Appendix #23 for a scoring rubric.)
CE1.4.1-1.4.7
Outside Research:
Roy Wilkins
Judge Curtis Savango
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CE3.2.4, 2.1.1,
Chapter 6 “Getting Away with Murder” (pp 84-107)
2.1.2, 2.1.6, 1.1.1, (See Appendix #53 for Focus Question #15.)
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.7, 2.3.3 Focus Question #15
1. Did the prosecution do all it could to present evidence beyond a
reasonable doubt?
2. Why did the trial turn out the way it did?
Answer Plan
1. Write several sentences supporting your opinion whether the prosecution
did all it could in this case or not.
2. Write several sentences discussing your opinion on why the trial was
decided the way it happened.
Possible Answer
Answers will vary [1] Students should demonstrate some opinion that the
prosecution did a very good job to prosecute this case and back the support the
opinion with some facts. [2] Students should demonstrate the knowledge of
racism and prejudice that was involved in the decision.
Students will be including much more detail in their presentations, but each
student in each group should be required to write and turn in for scoring, an
answer to each of the seven focus questions for scoring with the rubric after the
presentations have taken place. (See Appendix #23 for a scoring rubric.)
CE1.4.1-1.4.7
Outside Research:
Gerald Chatham
Charles Diggs Jr.
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
CE3.2.4, 2.1.1,
Chapter 7 “Aftershocks” (pp 107-121)
2.1.2, 2.1.6, 1.1.1, (See Appendix #54 for Focus Question #16.)
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.7, 2.3.3 Focus Question #16
1. How could a person argue that this was the start of the modern Civil
Rights Movement?
2. How did people feel after the “not guilty” verdict?
Answer Plan
1. Write two to three sentences supporting or refuting the claim that this was
the start to the modern Civil Rights Movement.
2. Write two to three sentences describing the feelings of Americans after the
verdict were handed down.
Possible Answer
[1] Answers will vary. The publicity of the case brought the atrocities in the South
into every American home. Many African Americans were angered by this case
and many organizations were formed to stop the segregation in the South. Rosa
Parks said that she was thinking of Emmett Till when she did not give up her seat
on the bus. [2] Many African Americans described their fears based on this
decision and were afraid of the precedent it might set. Whites in the South were
glad of the decision because it did not affect their way of life, and it showed that
people from around the country could not run their lives. Southern Whites were
also disturbed about the severity of the crime and sickened at what both men had
done in response to the accusations. Northerners were sickened that two men who
committed such a horrible crime could be acquitted of the crime.
Students will be including much more detail in their presentations, but each
student in each group should be required to write and turn in for scoring, an
answer to each of the seven focus questions for scoring with the rubric after the
presentations have taken place. (See Appendix #23 for a scoring rubric.)
CE1.4.1-1.4.7
Outside Research:
John H. Johnson
SNCC (Student Nonviolent Coordinating Committee)
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 27
Listening/
Viewing/
Speaking
(50 minutes)
NOTE TO TEACHERS: At this point, you can decide whether to teach To Kill
a Mockingbird through the movie, To Kill a Mockingbird, Gregory Peck, 1962,
Universal, or through sharing the book with the students. If you decide to use the
book, please go to Day 34. If you wish to view the movie with the students, the
plan begins below.
CE 2.1.1, 2.1.4,
2.1.8, 2.1.10,
2.1.11, 2.1.12,
2.2.2, 2.2.3, 3.1.9,
3.1.2, 3.4.1, 3.4.2,
3.4.3
To Kill a Mockingbird, Gregory Peck, 1962, Universal is approximately 130
minutes long (2 hours and 10 minutes) and has been divided into four
approximately 30+ minute segments (four days). The brief outline that follows is
intended to help in making both instructional and scheduling decisions. The DVD
is divided into 39 tracks. The title and a brief description (if appropriate) of each
track follow:
1. Main Titles
2. A Tired Old Town – Exposition: set during the Great Depression
3. Dill – comes to spend summer with his aunt and becomes friends with
Scout and Jem
4. The Tale of Boo Radley – a mysterious neighbor about whom “stories”
abound
5. Five O’Clock – Jem and Scout always meet Atticus as he comes home
from the office/courthouse
6. Atticus’ Watch – Jem is to inherit Atticus’ watch, while Scout will receive
her mother’s pearls.
7. The Robinson Case – The judge asks Atticus to defend Tom Robinson (an
African American) against a rape charge. Atticus agrees.
8. Boo Radley’s House – Mood is suspense- filled. (You might call students’
attention to music and lighting.)
9. The Colored Man
10. A Look at Boo
11. The “Prowler” – It was really the children.
12. Her First Day of School – Scout’s first day at school does not go well.
13. The Dinner Guest – Scout invites Walter Cunningham to lunch and then
reacts to his lack of manners. Atticus told Scout that it is a sin to kill a
mockingbird.
14. A Compromise – Scout and Atticus will still read at home. Atticus tells
Scout that there are times when we have to “climb inside” another’s skin
and “walk in his shoes.”
15. The Best Shot in This County – It turns out that Atticus is a good shot. He
had to shoot a mad dog.
16. At the Robinson’s – Tom Ewell is drunk and threatens the children.
Atticus says Tom Ewell is “all bluff.”
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
17. A Sound in the Night – suspense, hole in tree, watch fob
18. Some High Talk – Scout gets in a fight with Cecil Jacobs because he said
that Atticus defends Negros. When Scout asks Atticus about this, Atticus
replies that he is defending Tom Robinson because if he didn’t, he could
not hold his head up.
19. In the Hollow of That Tree – The children find two figures that looked
like themselves in the hollow of the tree (where they had found other
treasures). Boo’s brother fills in the hole in the tree. Jem gets his torn
pants back mended.
20. The Night Before the Trial – Atticus is trying to protect Tom Robinson.
21. The Lynch Mob – Scout’s talking to Mr. Cunningham disperses a lynch
mob that has gathered.
22. Trial Day – Everyone comes into town for the trial. The children find
seats up in the balcony of the courtroom (the Negro section).
23. The Sheriff’s Testimony – The sheriff gives his account of the Ewell
“rape.” Atticus asks if a doctor was called and asks questions about
Mayella’s injuries.
CE3.1.1
24. Ewell’s Version – (Robert E. Lee Ewell – You might discuss the symbolic
significance of the full name.) Atticus asks Ewell to write his name to
show that he is left-handed. (He could have inflicted the beating on
Mayella.) – a hint or foreshadowing of what actually happened
25. Mayella – Mayella gives her version (sounds rehearsed). She hesitates
when Atticus asks her if her father is good to her.
26. The Other Hand – Atticus proves that Tom could not have been
responsible for Mayella’s injuries as he can not use his left hand.
27. Tom’s Truth – Tom swears he did not rape nor beat Mayella. He reveals
that he helped her because he felt sorry for her.
28. The Broken Code – A black man in the South at that time could not kiss a
white woman nor feel sorry for her. (Southern assumptions: All Negroes
lie. AND No Negro can be trusted with a white woman.) “The defendant
is not guilty, but someone in this courtroom is.”
29. The Verdict – guilty
30. Stand Up, Your Father’s Passing
31. The Lost Heart – Atticus told Tom not to lose heart, but he did.
32. A Death in the Family – Atticus goes to tell Helen Robinson about Tom.
Ewell comes along and spits in Atticus’ face.
CE2.1.8
33. Our Longest Journey – Halloween and ham performance, lonely, dark and
filled with suspense on the way home – they hear someone
34. Death in the Dark – Scout and Jem are attacked (by Ewell) and are saved
(by Boo).
35. Out of the Woods – Jem is unconscious; Ewell has been stabbed.
36. Mr. Arthur Radley – Boo has saved the children by killing Ewell.
37. Let the Dead Bury the Dead – Sheriff Tate wants to settle things by telling
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
people that Ewell fell on his knife because accusing Boo would be…
38. Like Shooting a Mockingbird
39. The Little Things in Between – “Neighbors bring food with death…”
Scout felt like she had stood in Boo’s shoes.
Begin viewing the movie, tracks 1-12, approximately 33 minutes.
As students begin to view the movie, have them continue to focus on the essential
questions of the unit (See Appendix #8.):
• What stereotypes and prejudices exist in our world?
• What influences gender roles in our society?
• What is equality? How can we work to achieve it?
• What is the difference between moral and physical courage?
• Why is it so difficult for people to stand up and do what is right?
• Would I have the courage to do what is right?
• Is it possible for one person to make a difference?
• Who am I and how do I find my place in the world?
Focus for Viewing: Learn as much as possible about the characters and the
conflict.
CE1.3.7, 3.2.4,
3.4.3
Writing
(5 minutes)
CE1.1.1, 1.1.2,
1.1.3, 1.1.4, 1.2.1,
1.2.2, 3.1.2, 3.1.3,
3.1.9, 3.4.3
Have a brief discussion concerning what students have learned in the exposition
part of this movie about the characters, the setting in time and place, and the
conflict.
Have students respond in a Quick Write (See Appendix #11.) to the following:
What do we learn in at the beginning the movie about the characters and the
conflict.
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 28
Listening/
Viewing/
Speaking
(45 minutes)
CE 2.1.1, 2.1.4,
2.1.10, 2.1.11,
2.1.12, 2.2.2,
2.2.3, 3.1.9, 3.1.2,
3.4.1, 3.4.2, 3.4.3
Continue viewing the movie, tracks 12-21, approximately 35 minutes.
CE1.3.7, 3.2.4
Have a brief discussion about the meaning of the quote from Atticus. (See above
and/or page 33 of To Kill a Mockingbird.) Ask students how some people say the
same thing in different words. (“Walk in another’s shoes to understand him or
her.”)
Have students respond in a Quick Write (See Appendix #11.) to the following:
Writing
(10 minutes)
CE1.3.1, 1.3.2,
1.1.1, 1.1.2, 1.1.3,
1.1.4, 1.1.6, 1.1.8,
1.2.1, 1.2.2, 1.2.3,
2.2.1
Focus for Viewing: What is the importance of Atticus’ saying that we need to
“climb inside his [another person’s] skin and walk around in it?”
What does Atticus mean when he tells Scout that we need to “climb inside his
[another person’s] skin and walk around in it?”
CE1.3.7, 3.2.4
As time permits, have students share and discuss their writing.
CE3.2.5
NOTE: If you plan to use the Choral Reading of Atticus’ trial summation (See
Appendix #55.) on Day 29, give students copies of the speech to practice for
homework.
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 29
Listening/
Viewing/
Speaking
(30 minutes)
CE 2.1.1, 2.1.4,
2.1.10, 2.1.11,
2.1.12, 2.2.2,
2.2.3, 3.1.9, 3.1.2,
3.4.1, 3.4.2, 3.4.3
Continue viewing the movie, tracks 22-28, approximately 33 minutes.
CE3.2.5, 2.1.10,
2.1.11, 2.1.12
Choral Reading Option: In a choral reading, students read a selection
expressively in unison. After practicing for homework and hearing Atticus
deliver his summation, students will gain even more understanding of the power
and importance of this speech as they read it chorally. (See Appendix #55.) You
might vary this activity by having groups of students read the speech chorally with
the rest of the class as the audience.
Writing
(5 minutes)
CE1.3.1, 1.3.2,
1.1.1, 1.1.2, 1.1.3,
1.1.4, 1.1.6, 1.1.8,
1.2.1, 1.2.2, 1.2.3,
2.2.1
Have students respond in a Quick Write (See Appendix #11.) to the following:
CE1.3.7, 3.2.4
As time permits, have students share and discuss their writing.
Focus for Viewing: What happens during the trial?
What does Atticus mean when he says, “The defendant is not guilty, but
somebody in this courtroom is.”?
Optional Writing: Have students write a journal entry describing the trial as they
have seen it in the movie.
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ELA High School Unit-Teaching Plan 9.3
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 30
Listening/
Viewing/
Speaking
(30 minutes)
CE 2.1.1, 2.1.4,
2.1.10, 2.1.11,
2.1.12, 2.2.2,
2.2.3, 3.1.9, 3.1.2,
3.4.1, 3.4.2
Continue viewing the movie, tracks 29-39, approximately 31 minutes.
CE1.3.7, 3.2.4
Have a brief discussion of the events of this segment of the movie.
Writing
(30 minutes)
CE1.3.1, 1.3.2,
1.1.1, 1.1.2, 1.1.3,
1.1.4, 1.1.6, 1.1.8,
1.2.1, 1.2.2, 1.2.3,
2.2.1
Have students respond in a Quick Write (See Appendix #11.) to the following:
CE3.2.5, 1.5.1,
1.5.2, 1.5.3
Speaking Option – Debate: Have students take sides and debate the above issue.
CE1.1.1, 1.1.2,
1.1.3, 1.1.4, 1.2.1,
1.2.2, 1.5.1, 3.4.3
Writing Option – Newspaper Feature Article: Have students write a feature
article about Boo Radley’s rescue of Scout and Jem. Review Feature Articles
using Appendix #56a-b.
Focus for Viewing: What happens to Tom? Why? What happens on
Halloween?
Is Sheriff Tate morally right or wrong in his proposal?
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Days 31 and 32
Writing
(50 minutes x2)
CE1.1.1, 1.1.2,
1.1.3, 1.1.4, 1.1.5,
1.1.6, 1.1.7, 1.1.8,
1.2.1, 1.2.2, 3.1.5,
3.1.6, 1.2.4
Bring closure to the unit by bringing students back to the Essential Questions of
the unit and discuss these in relation to To Kill a Mockingbird. (See Appendix
#8.)
• What stereotypes and prejudices exist in our world? (The stereotypes and
prejudices in To Kill a Mockingbird include the inequality of women as
compared with men and of blacks when compared to whites.)
• What influences gender roles in our society? (The social codes reflected in
To Kill a Mockingbird include that women are to act like women and be
men’s servants.)
• What is equality? How can we work to achieve it? (To Kill a
Mockingbird brings up the issue of inequality in highlighting the
differences in the rights, privileges and protections given to whites over
blacks, especially in the court system.)
• What is the difference between moral and physical courage? (Atticus had
both moral courage in defending Tom Robinson in court against all odds
and physical courage in defending Tom Robinson against a possible mob
scene.)
• Why is it so difficult for people to stand up and do what is right? (Atticus
is the best example of this. He did what was right in defending Tom even
though public opinion and social codes were solidly against his doing so.
He told Scout that he could not hold his head up if he did not defend Tom.
Atticus knew that there was no chance that a white jury would see the
truth.)
• Would I have the courage to do what is right? (Answers will vary.)
• Is it possible for one person to make a difference? (It takes people like
Atticus to “begin the ball rolling” toward equality.)
• Who am I and how do I find my place in the world? (Answers will vary.)
Use these two days for students to think about, draft, revise and share their
answers to the following culminating question. The question (See Appendix
#57.), checklist (See Appendix #57.) and rubric (See Appendix#58 and
Appendix #59.) are also included on separate sheets for your convenience.
Think about how your attitudes toward racial, ethnic, or gender equality
issues have changed as you were exposed to the characters and ideas fro m
selections in this unit, the Duke selections, Mississippi Trial, 1955, Getting
Away With Murder, and To Kill a Mockingbird. Think about how a
character’s actions or event(s) or facts or opinions (from Duke pieces) have
made you think differently and change a racial or gender attitude you have
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
held for a long time. Identify your change in attitude and tell what, from the
selection(s), contributed to the change.
Use specific details and examples from the Duke selections, Mississippi Trial,
1955, Getting Away With Murder, and To Kill a Mockingbird to support your
answer.
Use the following rubric and checklist as you write and review your response:
CHECKLIST FOR REVISION:
_____ Do I take a position and clearly answer the question I was asked?
_____ Do I support my answer with examples and details from both of the
selections?
_____ Is my writing organized and complete?
Save at least a portion of Day 32 for student sharing of their answers.
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 33
Reading/
Writing
CE1.2.4, 1.1.5,
2.3.2, 2.3.5, 2.3.6
Reflecting on Reading and Writing: An important goal of this unit is for
students to reflect on their growth as readers and writers. As readers, listeners and
viewers, students have been encouraged to engage in self-assessment while
monitoring their comprehension and using a variety of strategies to overcome
difficulties when constructing and conveying meaning. Have students return to
their reading/viewing logs to reflect on the variety and diversity of their reading
and viewing habits. Have them answer the following question, “What have I
learned about myself from what I have chosen to read and view on my own during
this unit?” Also have students return to their portfolios or collections of writing –
prompt writing, Quick Writes, answers to Focus Questions, Think-Write-PairShare notes, Response to Literature, etc. – to assess strengths, weaknesses and
development as a writer. Have students reflect on two pieces of unit writing that
represent best effort.
Culminating Multimedia Presentation:
CE1.1.1-1.1.8,
1.2.1, 1.2.2, 1.2.3,
1.3.1, 1.3.5, 1.3.6,
1.3.9, 1.4.1-1.4.7,
1.5.1-1.5.5, 4.1.4
Explain, through the use of various media, how you have had a change of
attitude on race issues after reading, viewing, discussing and writing about
the Duke selections, Mississippi Trial, 1955, Getting Away With Murder, and
To Kill a Mockingbird. Your presentation could include modernday examples that you connect to these readings. Regardless of how you
choose to demonstrate your change of attitude, you must have five different
sources for your presentation.
OR
CE2.1.7
CE3.1.2
CE1.3.1, 1.3.4
CE1.4.1 – 1.4.7
CE1.4.1 – 1.4.7
Choose from the following extension activities:
1. Write a summary of one of the selection’s from another character’s
perspective.
2. Write a journal entry from Tom Robinson’s, Scout’s, Jem’s, Dill’s or
Boo’s point of view.
3. Persuasive writings: Write an essay to persuade another person to stand up
for what is right or to look at Duke situation from another perspective or
an essay to prove social action is still necessary.
4. Research and report on Harper Lee’s life. Research, think and write about
how Harper Lee changed or might have changed her attitudes based on her
life experiences.
5. Research historical elements from To Kill a Mockingbird and explain how
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
they apply in novel.
CE1.1.1-1.1.8,
6. Multi- genre project: Defend a position on a social injustice and present to
1.2.1, 1.2.2, 1.2.3,
class in a multimedia presentation.
1.3.1, 1.3.5, 1.3.6,
1.3.9, 1.4.1-1.4.7,
1.5.1-1.5.5
CE1.3.1-1.3.6
CE1.5.1 – 1.5.4
CE1.1.1-1.1.8,
3.1.5, 2.1.8
CE3.3.1, 3.3.2,
3.3.6
CE3.3.3, 3.1.8,
3.1.7
CE1.1.1-1.1.8,
3.1.5, 2.1.9, 3.4.3
7. Essays answering questions: What themes are represented across texts?
What does information from texts tell us about societal beliefs? How do
these texts inform you about your prejudices?
8. Debate the outcome of the To Kill a Mockingbird and/or the, Mississippi
Trial, 1955 trials.
9. Compare/contrast the movie screenplay with the novel, To Kill a
Mockingbird.
10. Read “A Christmas Memory” by Truman Capote and reflect in writing
what you might learn about Harper Lee and about what from her
childhood she has included in To Kill a Mockingbird. (See Appendix
#60a-h.)
11. View Scottsboro: An American Tragedy (Barak Goodman, 2001, WBGH
Educational Foundation, Movie, 1:30) and write an essay answering the
question, How might Harper Lee have been influenced by the Scottsboro
Boys trial as she wrote To Kill a Mockingbird?
12. Compare/contrast the movie with the novel, To Kill a Mockingbird.
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 34
Reading
(40 minutes)
CE2.1.1, 3.1.2,
3.2.1
Introduce To Kill a Mockingbird as a novel in which the young main characters
gain knowledge about the real world around them through experience (courage,
fairness and equality). Have students read the blurb on the back cover with you.
You might say something like the following: “Blurbs or promotional descriptions
on back covers of books can be useful to readers; they may:
•
•
•
•
CE3.3.1, 3.3.2,
3.3.4
hint about the plot (‘Harper Lee’s classic novel of a lawyer in the deep
South defending a black man charged with the rape of a white girl.’),
give indications about the setting (the American South) and characters (a
black man and a white woman),
may include reviews
o ‘A first novel of such rare excellence that it will no doubt make a great
many readers slow down to relish more fully its simple
distinction…..A novel of strong contemporary significance.’ Chicago
Tribune
o ‘The rare literary phenomenon, a southern novel with no mildew on its
magnolia leaves. Funny, happy, and written with unspectacular
precision.’ Vogue
o ‘Novelist Lee’s prose has an edge that cuts through cant, and she
teaches the reader an astonishing number of useful truths about little
girls and about Southern life.’ Time, and
may give award information about the book (Pulitzer Price and ‘best novel
of the century’)”
OPTION – Biographical Information on Harper Lee: In Mockingbird, Charles
Shields (2006, Henry Holt and Company) gives many examples of the parallels
between Harper Lee and Scout. See Appendix #61a-b for a summary of these
parallels for your reference and use while teaching To Kill a Mockingbird.
To Kill a Mockingbird is a piece of Realistic Fiction as well as a novel. Review
Realistic Fiction with students. (See Appendix #14a.) Show students how they
will be using the Student Bookmark (See Appendix #14b.) to record traits of
realistic fiction as they read To Kill a Mockingbird. OR Review the
characteristics of a novel by using Appendix #19a-b
Teacher reads aloud Chapter 1, pp. 3-16 stopping to introduce Elements of Story:
setting, characters, problem. (See Appendix #20 for a template on which to
record elements of story as you read.)
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Characters : Scout as narrator (p. 3), Jem, Scout' brother (p. 3), Dill, their friend
(p. 3), Atticus, Scout and Jem’s father (p. 4), Calpurnia, their
cook (p. 4), Mrs. Dubose, a neighbor (p. 7), the Radleys (Boo
Radley), neighbors (p. 7), Miss Rachel, Dill’s aunt (p. 8), and
Miss Stephanie Crawford, (p. 11)
Setting : Maycomb (p. 9)
Conflict: The only conflict that is introduced is that Dill is encouraging or
taunting Jem and Scout to get Boo to come out. The exposition
for this novel is done through a flashback - the technique of
disrupting the chronology of a narrative by shifting to an earlier
time in order to introduce information.
Focus for Listening: Listen for the introduction of the characters in the novel
and especially for information about Boo Radley.
Character Charting : Discuss students’ reactions to the chapters. Together with
students, record what they have learned about the following characters: Scout,
Jem, Dill, Atticus, Boo Radley, Calpurnia, Mrs. Dubose, Miss Stephanie
Crawford and the rest of the Radley family. (See Appendix #61a-d.) Then, in
preparation for Focus Question #1, discuss what readers learn about Boo Radley.
You might include:
• pp. 3 & 9 – Dill and “making Boo come out”
• p. 9 – “a malevolent pha ntom…”
• pp. 10-11 – the story of boys (a “gang” scaring folks and the punishment,
especially for Arthur “Boo” Radley
• pp. 11-14 – information Jem had gotten from Miss Stephanie
• p. 14 – Jem’s description of “Boo”
• p. 16 – cliff hanger chapter ending and foreshadowing – the technique of
giving clues to coming events in a narrative, “…we thought we saw an
inside shutter move. Flick. A tiny, almost invisible movement, and the
house was quiet.”
CE2.1.3, 4.1.2
Word Study Suggestion
Use Vocabulary Strategy in Appendix #24 to develop the following vocabulary
words: assuaged (calm or lessen) (p. 3); ambled (to walk with a smooth, easy
gait) (p. 6); shuffled (to walk clumsily) (p. 6); malevolent phantom (evil ghost) (p.
9); predilection (preference) (p.10). You might choose to Think Aloud (See
Appendix #15.) or model your thinking as you work out the meaning to each of
these words from context. You might also point out that ambled and shuffled are
examples of vivid or strong verbs.
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Writing/
Teacher models answering Focus Question #17 using the following: (See
Listening
Appendix #62 and Appendix #15 for Think Aloud Procedure.) (See Appendix
(15 minutes)
#23 for a scoring rubric.)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2, Focus Que stion #17
1.3.2, 2.1.11,
What do we learn in this chapter about Boo Radley and the children’s
2.3.3
attitude toward him? Give details and examples to support your points.
Answer Plan
1. Restate the question to begin the answer.
2. Cite details children have gotten from the neighborhood legend and
what Jem learns from Miss Stephanie.
3. Give Jem’s physical description of Boo.
4. Conclude by telling what the children’s attitude toward Boo is.
Possible Answer
[1] Scout, Jem and Dill want to know more about Boo Radley because there
seems to be so much mystery around this man they have never seen. [2] From the
neighborhood legend, Scout and Jem have learned that Arthur “Boo” Radley had
been in with the wrong crowd and had gotten in trouble for locking Mr. Connor in
an outhouse. Instead of being sent away to the state industrial school, Mr. Radley
assured the judge that he would make sure that Arthur got in no more trouble.
Boo was locked up in the Radley house. Jem learned from Miss Stephanie that
Boo had cut his father’s leg with scissors, so he was locked up in the basement of
the courthouse. He was finally allowed to return home. [3] Jem described Boo as
six-and-a-half feet tall with rotten teeth, eyes that popped, and a long jagged scar
that ran across his face. Jem added that he ate raw squirrels and cats, and had
bloodstained hands. [4] Scout, Jem and Dill are very curious about Boo, but I
think they are also scared.
CE3.2.4
Discuss students’ reactions to the question and answer.
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 35
Reading/
Speaking/
Listening
(35 minutes)
CE2.1.1, 3.1.2,
3.2.1, 1.3.7, 3.2.4,
4.1.3
Students silently read Chapters 2 and 3, pp. 17-35.
Focus for Reading: Scout does not fit in well at school and goes to Atticus for
help – Atticus says, “You never really understand a person until you consider
things from his point of view – until you climb into his skin and walk around in
it.” What does Atticus Mean?
Discuss with students their answers to the Focus for Reading above in preparation
for Focus Question #18.
CE2.1.3, 4.1.2.
3.1.1
Word Study Suggestion
Use Vocabulary Strategy in Appendix #24 to develop the following vocabulary
words: wallowing illicitly in the daily papers (p. 19); ramrod straight (You might
point out to students that this is also a metaphor – a figure of speech in which a
comparison is implied but is not stated.) (p. 20); sojourn (p. 24); stomped (p. 25);
irked (p. 26); expounding (p. 27); flinty (p. 28); contemptuous snort (p. 30);
slouched (p. 31); fractious (p. 32); amiable (p. 32); disapprobation (p. 35).
Writing/
Listening/
Speaking
(30 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 2.3.8, 2.3.3
Have students work in partners using the answer plan to answer Focus Question
#18. (See Appendix #63.) (See Appendix #23 for a scoring rubric.)
Focus Question #18
Scout does not fit in well at school and goes to Atticus for help – Atticus says,
“You never really understand a person until you consider things from his
point of view – until you climb into his skin and walk around in it.” What
does Atticus Mean?
Answer Plan
1. Restate the question and begin to answer it.
2. Give details to explain Atticus’ advice.
3. Conclude by predicting what Scout might do with the advice.
Possible Answer
[1] Atticus tries to help Scout who is having a difficult time adjusting to school.
He advises her that it might help if she looked at the situation from another
perspective. [2] Atticus senses that the teacher is young and may be
inexperienced. She may never have had a student who could already read well
before entering school, and she may be having a hard time figuring out how to
deal with this situation. So Atticus is asking Scout to be patient with the teacher
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
and try to see things through her (the teacher’s) eyes. Atticus makes a deal with
Scout that the two of them can continue to read together at home, but it was not
necessary to tell the teacher about this. [3] I think Scout will continue to be
uncomfortable in school. She will probably not fit in very well, but she respects
Atticus and will take his advice.
CE3.2.4
As time permits, have students share and discuss their answers.
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ELA High School Unit-Teaching Plan 9.3
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 36
Reading/
Speaking/
Listening
(35 minutes)
CE2.1.1, 3.1.2,
3.2.1, 1.3.7, 3.2.4,
3.1.3
Students silently read Chapters 4 – 6, pp. 35 – 64.
CE3.1.1
Author’s Craft Option: You might wish to point out to students some examples
of imagery – the use of language to create sensory impressions - in these chapters:
• “As for me, I knew nothing except what I ga thered from Time magazine
and reading everything I could lay my hands on at home, but as I inched
sluggishly along the treadmill of the Maycomb County school system, I
could not help receiving the impression that I was being cheated out of
something.” (pp. 36-37)
• “Ground, sky and houses melted into a mad palette…” – personification –
a metaphorical figure of speech in which animals, ideas, things, etc., are
represented as having human qualities. (p. 42)
CE2.1.3, 4.1.2
Word Study Suggestion
Use Vocabulary Strategy in Appendix #24 to develop the following vocabulary
words: wrought (p. 38); scuppernong (p. 39); arbitrated (p. 41); magisterial (p.
47); quibbling (p. 55).
Writing
(20 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 2.3.8, 2.3.3
Teacher models answering Focus Question #19 using the answer plan. (See
Appendix #64.) (See Appendix #23 for a scoring rubric.)
Focus for Reading: Why is the oak tree important?
Discuss with students their answers to the Focus for Reading above. Discuss what
the children find in the tree. Have these gifts been left for them? If so, by whom?
Also discuss Scout and Jem’s perspective on Boo Radley. Why is Harper Lee
spending so much time with Boo Radley – will he become an important character?
Is this foreshadowing – the technique of introducing into a narrative, material that
prepares the reader for future events, actions and/or revelations. Is Boo a storywithin-a-story?
Focus Question #19
It always seems as if the Radley house, though seemingly quiet, is watching
the rest of the world go by. How might this power of observation become
critical to Jem and Scout in the future?
Answer Plan
1. Restate the question to begin the answer.
2. Cite details about the children and the oak tree from Chapter 4.
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
3. Conclude by making a prediction about how Boo may become
important.
Possible Answer
[1] The power of observation might become critical to Jem and Scout in the
future. [2] Time after time, Jem and Scout find interesting treats in the hollow of
the oak tree. Each day it is something different. First, it is Wrigley's Doublemint
gum. Then it was Indian head pennies. Finally, Scout could hear someone
laughing when she fell out of the tire. [3] The Radley house, or someone in it, is
obviously paying attention to what Jem and Scout do, and that might be very
helpful to them in the future.
CE3.2.4
As time permits, have students share and discuss their answers.
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ELA High School Unit-Teaching Plan 9.3
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 37
Reading/
Speaking/
Listening
(35 minutes)
CE2.1.1, 3.1.2,
3.2.1, 1.3.7, 3.2.4,
3.1.3
Students silently read Chapters 7 – 8, pp. 65 – 84.
Focus for Reading: What is Scout and Jem’s perspective on Boo Radley? (The
children are becoming sympathetic, but reader must infer this. They find mended
pants and more presents from Boo, then Mr. Radley plugs the hole. Where did the
blanket come from?)
Discuss with students their answers to the Focus for Reading above. Use the
parenthetical information, if appropriate.
CE3.1.1
Author’s Craft Option: You might wish to point out to students the possible
symbolism of the snow (the world coming to the end?) and fire (Does it
foreshadow the “heat” to come in Scout and Jem’s lives?) in Chapter 8.
CE2.1.3, 4.1.2,
4.2.1, 4.2.3
Word Study Suggestion
Point out to students the dialect: “touchous” for touchy. (p. 73)
Use Vocabulary Strategy in Appendix #24 to develop the following vocabulary
words: caricatures (p. 76); quelled (p. 80); perplexity (p. 41); magisterial (p. 47);
quibbling (p. 55).
Writing/
Listening/
Speaking/
Representing
(40 minutes)
CE1.1.1, 1.1.4,
1.3.5, 1.3.6, 1.2.1,
1.2.2, 1.2.3 1.3.2,
1.5.1, 1.5.2, 1.3.8
In these chapters, Boo gives presents and helps them. It seems almost like he is
becoming their guardian angel.
Have students work with partners in a Think-Write-Pair-Share to find examples of
Boo being nice to and helping the children.
Allow time for students to share their assignments. Have the student audience
members give positive feedback and ask questions.
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ELA High School Unit-Teaching Plan 9.3
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 38
Reading/
Speaking/
Listening
(40 minutes)
CE2.1.1, 3.1.2,
3.2.1, 1.3.7, 3.2.4,
3.1.3
Students silently read Chapters 9 – 11, pp. 85 – 128.
CE4.2.4, 4.2.5,
3.1.1
Author’s Craft Option: You might wish to point out to students some examples
of the use of what we would call today racial epithets (the use of the word
“nigger” - but were part of the culture of the American South at the time of the
novel:
• P. 85 – “Don’t say nigger, Scout.”
• P. 94 – “… Atticus is a nigger- lover….”
• P. 124 – “Atticus, what exactly is a nigger- lover?”
You might wish to call students attention to similes – comparison of two things
that are unlike, usually using the words like or as – in the chapter:
• P. 109 – “…he moved like an underwater swimmer.”
• P. 119 – “His voice was like the winter wind.”
• P. 122 – “…inched like a glacier down the deep grooves enclosing her
chin.”
CE2.1.3, 4.1.2
Listening/
Speaking
(15 minutes)
CE1.1.1, 1.1.4,
1.3.5, 1.3.6, 1.2.1,
1.2.2, 1.2.3 1.3.2,
1.5.1, 1.5.2, 1.3.8
Focus for Reading: How does Scout and Jem’s attitude toward Atticus change
and why? What lessons do Scout and Jem learn about courage?
Briefly discuss with students their answers to the Focus for Reading above.
(Scout and Jem’s perspective on Atticus – he is older and can not do things other
fathers can do, but they find out he was “One-shot Finch” He tells them: “Shoot
all the blue jays you want, if you can hit ‘em, but remember it’s a sin to kill a
mockingbird.” Also Atticus shoots a mad dog.)
Word Study Suggestion
Use Vocabulary Strategy in Appendix #24 to develop the following vocabulary
words: tarried (p. 96); apoplectic (p. 115); livid (p. 115); umbrage (p. 117);
interdict (p. 118); palliation (p. 118); tirade (p. 122); und ulate (p. 123).
Atticus talks to Jem about what true courage is when he talks about Mrs. Dubois,
“I wanted you to see what real courage is, instead of getting the idea that courage
is a man with a gun in his hand. It’s when you know you’re licked before you
begin but you begin anyway and you see it through no matter what. You rarely
win, but sometimes you do. Mrs. Dubois won, all ninety-eight pounds of her.
According to her views, she died beholden to nothing and nobody. She was the
bravest person I ever knew.”
Have students work with partners in a Think-Write-Pair-Share discuss what
Atticus was talking about.
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ELA High School Unit-Teaching Plan 9.3
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 39
Reading/
Speaking/
Listening
(35 minutes)
CE2.1.1, 3.1.2,
3.2.1, 1.3.7, 3.2.4,
3.1.3
Students silently read Chapters 12 - 13, pp. 131 - 152.
CE2.1.3, 4.1.2
Word Study Suggestion
Use Vocabulary Strategy in Appendix #24 to develop the following vocabulary
words: habiliments (p. 134); qualms (p. 137); shinny (liquor) (pp. 146 & 148);
caste system (p. 149); magisterial (p. 47).
Writing/
Listening/
Speaking
(30 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 2.3.8, 2.3.3
Have students work in partners using the answer plan to answer Focus Question
#20. (See Appendix #65.) (See Appendix #23 for a scoring rubric.)
Focus for Reading: What is Jem’s advice to Scout? (Jem thinks Scout should
act like a girl.) What do we learn about the quality of Alabama schools for black
students? (Very few blacks are literate.)
Discuss with students their answers to the Focus for Reading above using the
parenthetical information if appropriate.
Focus Question #20
Compare the schools described by Mr. Paul in Mississippi Trial, 1955 (pp.7374) with those described in Chapter 12 of To Kill a Mockingbird. What
similarities and differences seem to exist?
Answer Plan
1. Restate the question to begin the answer.
2. Tell how Mr. Paul describes the Mississippi schools for blacks.
3. Tell what Chapter 12 (Calpurnia’s Church) reveals about the Alabama
schools for blacks.
4. Conclude by giving your opinion of the inequities between the black
and white schools.
Possible Answer
[1] Mr. Paul in Mississippi Trial, 1955 and Scout ’s experience in Calpurnia’s
church in To Kill a Mockingbird reveal that the quality of black schools in the
South compared with white schools is very bad. [2] Mr. Paul reflects on a visit he
paid to a "colored" elementary school. There weren't any books, the desks were
really old, and, due to a leak, the school had been without water for four months.
[3] Calpurnia's church had no hymn books, piano, organ, or programs. It was bare
and lacked everything Jem and Scout were accustomed to in a church. Very few
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ELA High School Unit-Teaching Plan 9.3
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
of the parishioners could read. [4] It seemed that regardless of location, the black
facilities were lacking in virtually every way. A quote from Hiram from
Mississippi Trial, 1955 points this up, "The white places were always one hundred
times nicer.”
CE3.2.4
As time permits, have students share and discuss their answers.
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ELA High School Unit-Teaching Plan 9.3
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 40
Reading/
Speaking/
Listening
(35 minutes)
CE2.1.1, 3.1.2,
3.2.1, 1.3.7, 3.2.4,
Students silently read Chapters 14 -15, pp153– 176.
CE3.1.3
Author’s Craft Option: Point out to students the foreshadowing – the technique
of giving clues to coming events in a narrative – at the beginning of Chapter 15 in,
“A nightmare was upon us.”
Writing/
Listening/
Speaking
(20 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 2.3.8, 2.3.3
Have students work independently using the answer plan to answer Focus
Question #21. (See Appendix #66.) (See Appendix #23 for a scoring rubric.)
Focus for Reading: How might Scout and Jem’s attitude toward their father
change because of the events of these chapters?
Discuss with students their answers to the Focus for Reading above.
Focus Question #21
How does Atticus’ risking his life to protect Tom affect Scout and Jem’s
attitude toward their father?
Answer Plan
1. Restate the question to begin the answer.
2. Give details of the situation.
3. Conclude by explaining what Scout was able to do just by talking to
Mr. Cunningham.
Possible Answer
[1] Scout and Jem seem impressed that Atticus is trying to protect Tom Robinson,
but they seem afraid for their father as well. [2] Scout, Jem and Dill sneak
downtown to the courthouse to see what is going on. They find Atticus sitting
reading his newspaper by a light he has strung from his office to the jail. Four
cars arrive and men get out and ask Atticus about Tom Robinson. This group
seems like a lynch mob, but Scout begins to talk to one of the men, Mr.
Cunningham. Atticus had represented Mr. Cunningham in an entailment hearing.
[3] It seemed that Scout’s presence and what she said changed the mind of Mr.
Cunningham, and he decided to leave rather than do as they had planned – lynch
Tom Robinson.
CE3.2.4
As time permits, have students share and discuss their answers.
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 41 and 42
Reading/
Speaking/
Listening
(30 minutes)
CE2.1.1, 3.1.2,
3.2.1, 1.3.7, 3.2.4,
3.1.3
Students silently read Chapters 16 - 17, pp. 177 - 202.
Focus for Reading: What is the scene like inside and outside of the courtroom as
the trial begins? (It’s like a circus has come to town.) What are the details of the
beginning testimony? (Sheriff Tate and Bob Ewell give their testimony of the
events of the night Mayella was allegedly raped. Atticus cross-examines asking
Ewell to sign his name. This reveals that Ewell is left-handed and could have
inflicted the injuries that Mayella had sustained.)
Discuss with students their answers to the Focus for Reading above. You might
include the following:
On page 179, Atticus talks about mob violence, then says that an eight
year old brought the mob (composed of people) to its senses, “…a gang of
wild animals can be stopped, simply because they are human. …you
children last night made Walter Cunningham stand in my shoes for a
minute. That was enough.” Ask students to think about the theme of
changing attitudes through knowledge. What does this have to do with
walking in another’s shoes?
Writing/
Listening/
Speaking/
Representing
(40 minutes)
CE1.1.1, 1.1.4,
1.3.5, 1.3.6, 1.2.1,
1.2.2, 1.2.3 1.3.2,
1.5.1, 1.5.2, 1.3.8,
3.2.5
Have students do one of the following:
CE3.2.5, 1.5.1,
1.5.2, 1.5.3, 1.5.4,
1.5.5
Reserve time on Day 42 for students to present, display and share their writing
and/or artwork. Ask students (audience) to ask questions and to give constructive
feedback.
Choose one main character from the trial (ie. Tom Robinson, Bob Ewell, Atticus)
and retell the events of the trial from his perspective.
OR
Draw the courtroom the way one of the main characters might have seen it. (ie.
Bob Ewell, Heck Tate, Tom Robinson or Atticus ).
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ELA High School Unit-Teaching Plan 9.3
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 43
Reading/
Speaking/
Listening
(20 minutes)
CE2.1.1, 3.1.2,
3.2.1, 1.3.7, 3.2.4,
3.1.3
Students silently read Chapters 18 - 19, pp. 203 - 226.
Focus for Reading: What is revealed in Mayella’s testimony and Atticus’
questioning of Tom Robinson? (Mayella seems confused and lashes out at
Atticus, refusing to answer any more questions. In his questioning Atticus reveals
that Tom Robinson could not have inflicted Mayella’s injuries as he did not have
the use of his left hand.)
Briefly discuss with students their answers to the Focus for Reading above.
Writing
(35 minutes)
CE1.1.1, 1.1.4,
1.3.5, 1.3.6, 1.2.1,
1.2.2, 1.2.3, 1.3.1,
1.3.2, 1.3.3, 1.3.4,
1.5.1, 1.5.2, 1.3.8
Considering the events of the trial and what else has happened so far in the novel,
ask students to think about how their own attitudes toward equality and civil rights
may have changed because of what they have learned. Ask them to respond to the
following prompt in an essay: (See Appendix #67.)
CE3.2.4
Reserve time for students to share their essays.
Considering the events of the trial and what else has happened so far
in the novel, how have your attitudes toward the equality of all and
toward civil rights been confirmed or changed? Make specific
references to the events of the novel to support your point(s).
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ELA High School Unit-Teaching Plan 9.3
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 44
Reading/
Speaking/
Listening
(25 minutes)
CE2.1.1, 3.1.2,
3.2.1, 1.3.7, 3.2.4,
3.1.3
Students silently read Chapters 20 - 22, pp. 227 - 247.
CE3.2.5, 2.1.10,
2.1.11, 2.1.12
Choral Reading Option: In a choral reading, students read a selection
expressively in unison. After practicing for homework, students will gain even
more understanding of the power and importance of this speech as they read it
chorally. (See Appendix #55.) You might vary this activity by having groups of
students read the speech chorally with the rest of the class as the audience.
Writing/
Listening/
Speaking
(40 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 2.3.8. 2.3.3
Have a discussion of the following quotes from Miss Maudie as she is trying to
help Jem understand the verdict in the Tom Robinson case. You might want to
read aloud to students more of the conversation from pages 246-247.
Focus for Reading: How does the trial turn out? What is Jem’s attitude about
the outcome? (Jem is very upset about unfairness of verdict.)
Discuss with students their answers to the Focus for Reading above.
“Did it ever strike you that Judge Taylor naming Atticus to defend that boy
was no accident?”
“…as I waited I thought, Atticus Finch won’t win, he can’t win, but he’s
the only man in these parts who can keep a jury out so long in a case like
that. And I thought to myself, well, we’re making a step – it’s a baby-step,
but it’s a step.”
Have students work independently to build an answer plan and answer Focus
Question #22. (See Appendix #68.) (See Appendix #23 for a scoring rubric.)
Focus Question #22
What does Miss Maudie mean when she says, “And I thought to myself, well,
we’re making a step – it’s a baby-step, but it’s a step.”
Answer Plan
1. Restate the question by telling what you think Maudie meant.
2. Support your point.
3. Considering the history of the Civil Rights movement, would this have
been a baby-step?
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Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Possible Answer
[1] I think when Miss Maudie said that they had taken a baby-step, she meant that
they had taken a small step toward changing attitudes and a small step toward
equality. [2] Atticus’ eloquent and strategic defense of Tom Robinson must have
made people think at least a little differently. His defense must have opened some
peoples’ eyes up to the foolishness of thinking that all blacks are bad and all
whites are good. This was not true in this case; it was clear that Ewell had beaten
his daughter and that Tom’s only mistake was feeling sorry for a white woman.
[3] Considering the history of the Civil Rights movement, if this had been a real
case, it would have been even more than a baby-step. A similar case, the
Scottsboro Boys case, did make a difference.
CE3.2.4
As time permits, have students share and discuss their answers.
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 45
Reading/
Speaking/
Listening
(35 minutes)
CE2.1.1, 3.1.2,
3.2.1, 1.3.7, 3.2.4,
3.1.3
Students silently read Chapters 23 - 25, pp. 248 - 276.
Writing/
Listening/
Speaking
(30 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 2.3.8, 2.3.3
The teacher models using the answer plan to answer Focus Question #23. (See
Appendix #69.) (See Appendix #23 for a scoring rubric.)
Focus for Reading: Why does Harper Lee write the account of the Missionary
Circle meeting here in the novel?
Discuss with students their answers to the Focus for Reading above.
Focus Question #23
Where is the irony in the fact that the Missionary Circle meeting is at the
Finch house? What makes Miss Maudie so upset?
Answer Plan
1. Restate the question to begin the answer.
2. Discuss the details of the conversation during the Missionary Circle
meeting.
3. Explain why Miss Maudie is upset.
4. Conclude by explaining the irony in this situation.
Possible Answer
[1] There is irony in the situation described in the Missionary Circle's meeting at
the Finch house. [2] The women in the Missionary Circle turn their conversation
to Tom Robinson and his wife, Helen. Supposedly, the hired African-American
help of these women's homes have been "sullen" and not working very hard since
the trial of Tom began. The "Christian" women attending the Missionary Circle
have tried to remind their African-American employees that Jesus wouldn't act
that way. [3] Miss Maudie interrupts the discussion and is upset because of the
way Mrs. Merriweather seems to be implying that Atticus had done the wrong
thing by representing Tom. [4] This whole scene is ironic because these women
act like they know everything and are good Christians, while in reality, they don't
know everything and aren't acting like good Christians.
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 46
Reading/
Speaking/
Listening
(35 minutes)
CE2.1.1, 3.1.2,
3.2.1, 1.3.7, 3.2.4,
3.1.3
Students silently read Chapters 26 - 27, pp. 277 - 291.
Focus for Reading: What happens in Scout’s class during current events time?
(Hitler discussion) What is going on in Maycomb in this post trial time? (Ewell
got and lost a job. Judge Taylor had a “visitor.” Helen Robinson was being
harassed.)
Discuss with students their answers to the Focus for Reading above.
CE3.1.3
Author’s Craft Option: You may wish to point out the foreshadowing in Aunt
Alexandra’s comment to Scout, “…somebody just walked over my grave.”
Writing/
Listening/
Speaking/
Representing
(40 minutes)
CE1.1.1, 1.1.2,
1.1.3, 1.1.4, 1.2.1,
1.2.2, 1.2.3, 2.3.3
Have students work independently to build an answer plan and answer Focus
Question #24. (See Appendix #70.) (See Appendix #23 for a scoring rubric.)
Focus Question #24
Scout is growing up because of her experiences surrounding the trial. Give at
least one example of this. Use a quotation from the novel if possible.
Answer Plan
1. Restate the question to begin the answer.
2. Give an example that shows that Scout is maturing. Use a quote from
the novel.
3. Conclude by telling what you think Scout is learning.
Possible Answer
[1] Scout is growing up because of her experiences surrounding the trial. [2] In
Scout’s class during a current events session, Cecil Jacobs brings up Hitler. This
gives the teacher, Mrs. Gates the opportunity to teach a lesson on Democracy and
to point out that Hitler is wrong in persecuting the Jews. Scout tries to discuss this
with Jem. She wonders how Miss Gates can hate Hitler for persecuting the Jews
when she (the teacher) is prejudiced against blacks. Scout says it this way, “I
heard her say that it’s time somebody taught ‘em (blacks) a lesson, they were
getting’ way above themselves, an’ the next thing they think they can do is marry
us. Jem, how can you hate Hitler so bad an’ then turn around and be ugly about
folks right at home.” [3] I think Scout has a good sense for the importance of
equality and that she recognizes prejudice in her teacher.
CE3.2.4
As time permits, have students share and discuss their answers.
88
ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
Day 47
Reading/
Speaking/
Listening
(35 minutes)
CE2.1.1, 3.1.2,
3.2.1, 1.3.7, 3.2.4,
3.1.3
Students silently read Chapters 28 - 31, pp. 292 – 323.
Writing/
Listening/
Speaking
(30 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 2.3.8, 2.3.3
Have students work in partners using the answer plan to answer Focus Question
#25. (See Appendix #71.) (See Appendix #23 for a scoring rubric.)
Focus for Reading: What happens on Halloween? How does the novel end?
Discuss with students their answers to the Focus for Reading above.
Focus Question #25
At the end of Chapter 30, Scout answers Atticus’ question by saying, “Well,
it’d be sort of like shootin’ a mockingbird, wouldn’t it?” Why is this
comparison used at this point, and to whom could it be referring?
Answer Plan
1. Restate the question to begin the answer.
2. Explain why (from earlier chapters) mockingbirds should not be shot.
3. Conclude by explaining why Scout thinks that it is appropriate to refer
to this situation by saying, “Well, it’d be sort of like shootin’ a
mockingbird, wouldn’t it?”
Possible Answer
[1] This comparion is used to tie the novel together at the end. [2] In Chapter 10,
Atticus tells Scout and Jem they should never shoot a mockingbird because all
those birds do is sing. [3] Scout remembers this when Heck Tate says that Mr.
Ewell “fell on his knife.” It seems apparent that Boo really killed Mr. Ewell, but
because he has never done anything wrong and was really looking out for Jem and
Scout, Boo is just like a mockingbird. Therefore, Boo is a mockingbird who has
only been pleasant to people and is worth protecting.
CE3.2.4
As time permits, have students share and discuss their answers.
89
ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.3 – Inter-Relationships and Self-Reliance - Teaching Plan
NOTE TO TEACHERS: At this point, you may decide to have students view
the movie version of To Kill a Mockingbird, Gregory Peck, 1962, Universal.
Plans for viewing the movie are to be found on Days 27 -30 (4 days).
Days 30-33 include plans for bringing closure to the unit. If you decide not to
view the movie, please go back to Days 30-33 for plans to bring closure to the
unit.
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ELA High School Unit-Teaching Plan 9.3
©Macomb Intermediate School District 2006