Understanding Morality, Behavior and Justice:
Justice readings
and
To Kill a Mockingbird
Farmington Public Schools
Grade 10
English
Melissa Lukanik and Michelle Tardif
DRAFT: June 2006
Farmington Public Schools
1
Table of Contents
Unit Summary
………………….….…………..page 3
Stage One: Standards
Stage One identifies the desired results of the unit including the broad understandings, the unit
outcome statement and essential questions that focus the unit, and the necessary knowledge and
skills.
The Understanding by Design Handbook, 1999
…………………………….... pages 4-5
Stage Two: Assessment Package
Stage Two determines the acceptable evidence that students have acquired the understandings, knowledge
and skills identified in Stage One.
……………………………… pages 6-9
Stage Three: Curriculum and Instruction
Stage Three helps teachers plan learning experiences and instruction that aligns with Stage One and
enables students to be successful in Stage two. Planning and lesson options are given, however teachers are
encouraged to customize this stage to their own students, maintaining alignment with Stages One and Two.
………………..……………… pages 9-15
Appendices
Melissa Lukanik and Michelle Tardif
….....………………………. page 16
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Unit Summary
English 200 students will explore the relationship between morality,
behavior and justice through their study of To Kill a Mockingbird,
which they will apply to a critical analytical essay at the end of the
unit. In addition, students will connect several short pieces, both
fiction and nonfiction, to the essential ideas of the novel. This unit
will follow the discussion of summer reading texts and will be
completed in nine weeks.
Melissa Lukanik and Michelle Tardif
DRAFT: June 2006
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Stage One: Standards
Essential Understandings and Content Standards
English Essential Understandings and Content Standards
Essential Understanding#1- Reading and writing are reciprocal thinking processes used to
construct meaning and communicate ideas.
Content Standards:
1.2 Students will use appropriate strategies and behaviors for sustaining and
expanding meaning of texts heard, viewed or read.
1.3 Students will use appropriate strategies and behaviors to compose their thoughts
and ideas.
Essential Understanding #2- Authors communicate in a variety of genre or contexts for a
variety of purposes.
Content Standards:
2.1 Students will read, write, speak, listen and view to gather and convey
information.
2.2 Students will read, write, speak, listen and view to recognize and appreciate how
literature conveys the relationship between morality, behavior and justice.
Essential Understanding #3- Authors use the traits of writing to communicate ideas
effectively.
Content Standards:
3.1 Students will recognize and use specific text structures, word choices,
literary devices and writing traits that achieve a desired purpose.
3.2 Students will speak and write using standard language structures appropriate to
audience and task.
Technology Essential Understanding #2- Technology can be used to create written,
visual, and multimedia products to communicate ideas, information, or conclusions to
others.
Content Standards:
2. Students will use word processing software to compose, edit, and revise
ideas for clear communication and purposeful writing in papers, essays,
and reports.
Melissa Lukanik and Michelle Tardif
DRAFT: June 2006
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Unit Outcome Statement
As a result of this unit, students will understand that literature is a way to examine the
relationship between morality, behavior and justice. Students will understand that the conflicts
between morality, behavior and justice are universal; they transcend time and place. Several,
short readings will be used to introduce concepts of justice and morality and their relationship to
the behavior of individuals. These readings, along with a video about Emmett Till, will prepare
students to examine these same issues in To Kill a Mockingbird. Students will demonstrate their
understanding of the complexity of the relationship between behavior, morality and justice in a
structured report that they will write for the mayor of Maycomb County. The report will be
formatted as a critical analytical essay.
Essential Questions
•
•
What is the relationship between morality, behavior and justice?
How does one know when justice has been achieved?
Knowledge
•
•
Social dynamics at work in the South in the 1930’s including segregation, Jim Crow laws,
and the values and beliefs of people living during the Great Depression.
Literary terms/devices: theme, conflict, irony, symbol, metaphor and methods of
characterization
Skills/Processes
•
•
•
•
•
•
•
Use pre-reading strategies: make text-based predictions using title, headings, visuals,
introductory information; activate background knowledge to help focus new knowledge;
ask questions to guide initial reading.
Use strategies of visualizing, retelling, clarifying, predicting and questioning while
reading in order to monitor comprehension.
Participate in dialogue to expand understanding: share viewpoints established through
text evidence; analyze writer’s purpose using text evidence.
Use strategies for gathering information/ideas: with teacher guidance, create thesis that
goes beyond the what to the why of an argument, based upon text evidence discussed and
reviewed in class.
Use strategies for organizing: with teacher guidance, use outlines, graphic organizers, or
notes with strong evidence to support a thesis or argument. With teacher guidance, will
evaluate the appropriateness of evidence. With teacher guidance, create a five paragraph
essay using a specific structure for topic sentence, quote inclusion and conclusion.
Use strategies for producing a draft: with teacher guidance, will translate organizers into
a first draft; produce multiple drafts by asking for peer and teacher feedback on
focus/purpose, organization, elaboration, fluency and impact on the audience.
Use strategies for revising and editing: revise using feedback to clarify viewpoint,
strengthening evidence, organization, and grammar/mechanics to gain greater impact on
audience.
Thinking Skills
• Understanding factors of role, manner, place, time and amount of information
• Understanding values of others
• Making inferences
• Identify appropriate evidence
• Effects of decision-making
• Understanding multiple causation
• Identifying significance of an event
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DRAFT: June 2006
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Stage Two: Assessment Package
Stage Two determines the acceptable evidence that students have acquired the understandings, knowledge and
skills identified in Stage One.
Authentic Performance Task
Goal – The novel To Kill a Mockingbird examines the impact of a town’s morality and behavior
on justice in the trial of an innocent man. The trial produces a ripple effect; almost everyone in
the town is touched by the trial in one way or another. The mayor is very concerned about the
effect that the trial has had on the community, and he has called on a group of social workers to
evaluate the morality of the townspeople and the ways in which it influences their behavior as
well as their views on justice. Your goal, as a social worker for Maycomb County, is to evaluate
one member of the community and report your findings and recommendations to the mayor.
Role – You are a social worker for Maycomb County, investigating the relationship between
morality, behavior and justice as it applies to one member of the community. Imagine you have
already interviewed one member of the community (one of the characters from the novel) about
his or her morals, behaviors and the ways in which he or she affected justice in Maycomb. You
will report your findings to the mayor.
Audience – the mayor of Maycomb County
Situation- your findings will be submitted to the mayor in an essay format, which should include
the following:
• Introduction- profile of character, involvement in trial, and thesis statement which
presents an argument that explains how the character’s morality and behavior affected
the achievement of justice in the community.
• Body paragraphs- analyze character’s behavior, sense of morality and the impact their
behavior and morals had on justice. Text evidence must be included to support the
findings.
• Conclusion- summarizes the findings and includes recommendations to the mayor about
what needs to be done to prevent further conflicts, such as the ones resulting from the
trial of Tom Robinson.
Product/Performance and Purpose:
You will write a report for the mayor of Maycomb County which examines the behavior and
morality of the character you selected from To Kill a Mockingbird, as well as the impact of his or
her morals and behavior on justice. The purpose of the report is to understand the relationship
between morality, behavior and justice in an effort to make recommendations that will prevent
further conflicts from arising.
Standards and Criteria for Success:
The report should follow the conventions of a critical-analytical essay (thesis statement, topic
sentences, transitions, quote inclusion, etc.) The report should convey a solid understanding of
the behavior and morals of one of the characters from the novel, as well as an understanding of
how these things affect justice. The report should also present a reasonable recommendation for
the mayor as to how this information can be used to improve the situation in Maycomb County.
Students will be assessed using the English department’s critical/analytical essay rubric (see
Appendix I).
Content Standards:
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1.3 Students will use appropriate strategies and behaviors to compose their thoughts and ideas.
2.1 Students will read, write, speak, listen and view to gather and convey information.
2.2 Students will read, write, speak, listen and view to recognize and appreciate how literature
conveys the relationship between morality, behavior and justice.
3.1 Students will recognize and use specific text structures, word choices, literary devices and
writing traits that achieve a desired purpose.
3.2 Students will speak and write using standard language structures appropriate to audience
and task.
Technology Content Standards:
2.
Students will use word processing software to compose, edit, and revise ideas for
clear communication and purposeful writing in papers, essays, and reports.
Tests, Quizzes, and Other Quick and Ongoing Checks for
Understanding:
•
•
•
•
Reading Strategies: Students will practice collaborative and independent reading
strategies for nonfiction pieces, as well as for To Kill a Mockingbird, in order to
improve literal and analytical levels of understanding.
Reading/Thinking Guides: Students will complete reading guides designed to
mirror the CAPT Reading for Information test. Students will also complete close
reading guides designed to move students through multiple layers of thinking.
Reading quizzes: students will take quizzes that assess their initial understanding
of To Kill a Mockingbird in order to ensure that students are ready to engage in an
in-depth analysis of the reading.
Reader response: students will analyze quotes from To Kill a Mockingbird in
order to demonstrate development of their interpretations of character and theme.
Content Standards:
1.2 Students will use appropriate strategies and behaviors for sustaining and expanding meaning
of texts heard, viewed or read.
1.3 Students will use appropriate strategies and behaviors to compose their thoughts and ideas.
2.1 Students will read, write, speak, listen and view to gather and convey information.
2.2 Students will read, write, speak, listen and view to recognize and appreciate how literature
conveys the relationship between morality, behavior and justice.
Projects, Reports, Etc.
•
Reflection on justice readings:
Students will choose one of the justice readings that present situations involving the
relationship between morality, behavior and justice. Students will choose one of the
articles and write about the morals and behaviors of the individual in the article and how
his or her morals and behaviors affect justice. Students will also answer the questions:
Do you think that justice was achieved in this situation? Why or why not? How do you
know?
•
Justice Reflection:
After viewing movie clips in which the main character is dealing with a conflict between
his or her morals and the law, students will select one movie clip, and write a reflection
about the internal and external conflicts the character experienced. A series of guiding
questions will be provided to structure the reponse. In an effort to help students connect
with the reading for the unit, they will be asked to explore their thoughts, feelings, and
actions about the situation.
Melissa Lukanik and Michelle Tardif
DRAFT: June 2006
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•
Town Meeting:
In order to rehearse for the authentic performance task, after the trial of Tom Robinson,
students will take part in a Maycomb Town Meeting. Students will work in groups to
formulate questions and answers for a character from Maycomb. Students will also
formulate questions to ask other characters who will be present at the meeting. Each
student will take on one of the following roles in their group: character, town clerk, or
reporter. After the town meeting takes place, each student will be required to write a
reflection on the activity in which they choose one character from the meeting (other than
his/her group’s character) and explain how the behaviors and morals of the character
affected justice in Maycomb. The students will use specific examples from the town
meeting to support their thoughts.
Content Standards:
1.2 Students will use appropriate strategies and behaviors for sustaining and expanding meaning
of texts heard, viewed or read.
1.3 Students will use appropriate strategies and behaviors to compose their thoughts and ideas.
2.1 Students will read, write, speak, listen and view to gather and convey information.
2.2 Students will read, write, speak, listen and view to recognize and appreciate how literature
conveys the relationship between morality, behavior and justice.
3.1 Students will recognize and use specific text structures, word choices, literary devices and
writing traits that achieve a desired purpose.
Melissa Lukanik and Michelle Tardif
DRAFT: June 2006
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Stage Three: Learning Experiences and Instruction
Stage Three helps teachers plan learning experiences and instruction that align with Stage One and enables
students to be successful in Stage Two.
Learning Experiences and Instruction
The learning experiences and instruction described in this section provide teachers with one option for meeting
the standards listed in Stage One. Teachers are encouraged to design their own learning experiences and
instruction, tailored to the needs of their particular students.
Guiding Questions
Instructional Strategies
Checking for
Understanding
Lesson Topic: The conflict between morality and the law
Hook:
Collect and review quick write
Are there any circumstances in Quick write in response to the
first two questions, followed
which the law should be
by a class discussion in which
ignored?
students share responses.
Has there ever been a
situation in which you felt that Students view clips from A
breaking the law was justified? Time to Kill, and John Q.
What do people do when their
personal beliefs conflict with
the laws of their society?
Rehearsal for written
reflection: Think, pair,
share: after watching the
clips, students will discuss and
record answers to viewing
guide questions. Subsequent
class discussion will use
viewing guide questions to
explore the third guiding
question.
Is there an unspoken code of
conduct in our society? What
happens when people break
the code?
Students will read the
following short fiction and
non-fiction pieces:
• The Bad Samaritan:
The David Cash Story
(accompanied by an
excerpt from 60
Minutes)
• I Drank, I Drove, and
My Friend Died
• The Necessary
Knocking on the Door
Written Reflection:
Students will choose one of the
movie clips and write a
reflection in which they
explore the ways in which
morality and the law were in
conflict and influenced the
character’s behavior. Students
will also reflect on the ways
their own beliefs affect their
opinion of the character’s
behavior.
Lesson Topic: Character study: the interplay between morality, behavior, and
justice
Teacher will model the process
How does annotating text
of annotation using a portion
improve reading
of the first reading. Short
comprehension?
class discussion of how the
process of annotation helps
improve reading
comprehension.
Should the law dictate
morality?
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Reading for information
guides will prompt students to
demonstrate reading
comprehension by answering
fact-based questions.
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Rehearsal for reflection
on justice readings:
Students are assigned to one
of three groups. Each group
will focus their work on one of
the readings listed above, will
develop responses to the
guiding questions, and share
responses with the class.
Reflection on justice
readings:
Students will choose one of the
justice readings that present
situations involving the
relationship between morality,
behavior and justice. Students
will choose one of the articles
and write about the morals
and behaviors of the
individual in the article and
how his or her morals and
behaviors affect justice.
Students will also answer the
questions: Do you think that
justice was achieved in this
situation? Why or why not?
How do you know?
Lesson Topic: Emmett Till: injustice as a vehicle for change
What interferes with justice?
How does where you live affect
your morals?
What motivates or inhibits the
fighting of injustice?
How can an injustice be used
to achieve a greater justice?
Students will read “The
Murder of Emmett Till” and
complete accompanying
reader’s guide, which asks
them to use reading strategies
such as: making predictions
and inferences, asking
questions, identifying purpose
and main idea, and revising
initial predictions and
inferences based on
understanding.
Review Emmett Till reading
guide.
Review Emmett Till viewing
guide.
Students will watch “The
Murder of Emmett Till” and
complete a viewing guide
which incorporates both factbased questions as well as
questions stemming from the
guiding questions.
Fishbowl: students will
address the guiding questions
presented thus far, using
specific examples from the
readings and videos to support
their ideas.
Teacher will track individual
participation in the fishbowl
activity and require all
students to participate for a
class participation grade.
Exit ticket: Students will
answer one of the questions
from the fishbowl, using at
least one specific example
from the discussion to support
their answers.
Lesson Topic: Historical Context of To Kill a Mockingbird
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What was life like in the South
during The Great Depression?
What was the racial climate
like in the South in the 1930’s?
Is there a relationship between
race and class in the United
States in the 1930’s?
Chalk Talk: Each student
records his or her ideas about
the guiding questions on the
board or on chart paper.
Students do not speak, but
rather record ideas and
questions, which are used to
guide class discussion.
Chalk Talk debriefing
Reading for Information:
Depression life and
segregation readings:
Students will read a series of
short articles which will
provide detailed information
about the life in the South in
the 1930’s. Readings are
accompanied by a guide which
prompts students to use
reading strategies to answer
fact-based questions.
Open-notes quiz on readings
Guiding Questions
Instructional Strategies
Checking for
Understanding
Lesson Topic: Setting the stage: understanding Maycomb
What moral beliefs are held by
the people of Maycomb?
Part One of TKAM will be
explored using a combination
of chapter summaries,
readings from the text, and
short film clips.
How do people’s moral beliefs
influence their behavior?
How do people’s moral beliefs
affect the lives of others?
Are the laws in Maycomb
enforced universally?
Why do people in Maycomb
make exceptions to the law?
How do individuals determine
what is right and wrong?
What is the definition of
courage?
Review of literary
terms/devices such as theme,
conflict, characterization,
symbol, metaphor, irony.
•
•
•
•
•
Reading guides
Quotation analysis
Morality & behavior
character charts
Quizzes
Group work
Morality & behavior
character charts:
As a class, students will track
the moral beliefs, behaviors,
and personalities of the
characters who are introduced
in part one. The charts will
also ask students to consider
how characters’ morals and
behaviors impact justice
and/or other characters.
Essential Understandings
of Part One:
At the end of part one,
students will work in groups to
discuss one of the guiding
questions, develop an answer,
and present answers to the
class.
Lesson Topic: Social caste system in Maycomb (chapters 12 & 13)
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What is the social hierarchy of
Maycomb?
How does the social hierarchy
of Maycomb affect people’s
morals, behaviors and sense of
justice?
Students will work in groups
to construct a pyramid of
social hierarchy for Maycomb,
based on chapters 12 & 13 as
well as the rest of the book.
Students will also explain their
reasoning for placing families
at certain levels of the pyramid
(morality and behaviors
should come into play).
Reading quiz to check for
initial understanding.
Group will post and share
social pyramids.
Lesson Topic: Civilian justice (chapters 14-16)
Do individuals have the right
to act upon their own sense of
justice, even if their actions
are not in accordance with the
law?
How does morality influence
one’s sense of justice?
What interferes with achieving
justice?
How do people’s moral beliefs
influence their behavior?
How do people’s moral beliefs
affect the lives of others?
Class will view the scene in
which Atticus defends Tom
Robinson against an angry
mob who have come for Tom.
Students will be put into
groups and assigned one of the
following characters: the mob,
Mr. Cunningham, Atticus,
Jem, and Mr. Underwood.
Each group will identify the
significant behaviors and
morals of their character and
the effect on justice.
Information will be recorded
on chart paper and posted at
the front of the room.
Group work and class
discussion.
Students will update morality
and behavior character charts.
Class discussion of guiding
questions based on
information gathered during
group work.
Lesson Topic: The trial (chapters 17-21)
How does one’s morality
influence one’s behavior?
What happens when people
break the unspoken code of
conduct in our society?
Does understanding all the
complex issues that cause
people to act in certain ways
mean that their behavior
should be excused?
What techniques of argument
does Atticus use to try to get
the jury to vote not guilty?
What is the role of the justice
system in our society?
Does our legal system ensure
that justice will be served?
Students will use graphic
organizer to track the factual
details of the trial.
Review and collect graphic
organizers
Students will work in groups
to examine the first three
guiding questions in relation
to Mayella Ewell, Bob Ewell,
Tom Robinson, and Atticus.
Students will present their
work to the class.
Presentation of group work
Beginning with a free write,
students will consider the
elements of an effective
argument. Class discussion
will move toward an
examination of Atticus’s
closing remarks.
Before discussing the verdict,
students will consider the last
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DRAFT: June 2006
Students will update morality
and behavior character charts.
Class discussion
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What interferes with achieving
justice?
Why is fighting the battle
more important than winning
the war when it comes to
justice?
three guiding questions and
write a response using a realworld example to illustrate
their ideas. Class will begin
with time for students to share
their ideas with a partner. A
full-class discussion will
connect these real-world
examples to the Tom
Robinson trial. For homework,
students will revise the
response they wrote the night
before, adding new insights
gained during class.
Guiding Questions
Instructional Strategies
What is the relationship
between morality, behavior,
and justice?
**Introduce Authentic
Performance task and
explain that Town Meeting
is a rehearsal for this final
assessment.
Collect and review homework
response to the last three
guiding questions.
Checking for
Understanding
Lesson Topic: The aftermath of the trial (chapters 22-25)
How do we account for
inconsistencies in individuals’
morals?
Does our legal system ensure
that justice will be served?
What interferes with achieving
justice?
Why is fighting the battle
more important than winning
the war when it comes to
justice?
What effects do the
imperfections of the judicial
system have on people in
Maycomb?
How does the verdict of the
trial affect Jem & Scout’s
understanding of the social
hierarchy in Maycomb?
Rehearsal for Authentic
Performance Task:
Town Meeting as described in
assessment package
Quotation Analysis:
Students will analyze a series
of quotations and explain what
they reveal about the ways the
trial has had an impact on
various characters. Students
will also explain what these
quotations reveal about the
judicial system and justice in
Maycomb.
With a partner, students will
search chapter 23 for
quotations that reveal Jem
and Scout’s understanding of
the social hierarchy in
Maycomb. Students will
explain the differences
between their ideas and
explain how their
understanding has been
influenced by the trial.
Group performance during
Town Meeting and Town
Meeting reflection.
Homework:
After the town meeting takes
place, each student will be
required to write a reflection
on the activity in which they
choose one character from the
meeting (other than his/her
group’s character) and explain
how the behaviors and morals
of the character affected
justice in Maycomb. The
students will use specific
examples from the town
meeting to support their
thoughts. Students will selfassess their understanding of
the relationship between
behavior, morality and justice.
Group presentation and
discussion of quotes.
Students will update morality
and behavior character charts.
Lesson Topic: Revisiting the impact of morality and behavior (chapters 26 & 27)
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How do you know that Jem
and Scout have matured as a
result of the Tom Robinson
trial?
Before and After Chart:
Students will list examples
(paraphrases or direct quotes)
of Jem and Scout’s immaturity
and innocence from before the
Tom Robinson trial. Students
will then list examples of Jem
and Scout’s loss of innocence
and maturation that occur
after the Tom Robinson trial.
What is the relationship
between morality, behavior,
and justice?
Graphic Organizer:
For each character, students
will answer the question:
What does each character
reveal about the relationship
between morality, behavior
and justice?
Students will use morality and
behavior character charts to
inform their thinking.
Why does Harper Lee include
minor characters such as Ms.
Gates, Mr. Link Deas, Judge
Taylor and Mr. Underwood?
What do we learn through Bob
Ewell’s harassment of other
characters?
Collect and review charts and
graphic organizers.
Lesson Topic: The conflict between the law and morality (chapters 28-31)
What happened on the night
of the pageant?
Why is Boo Radley a model
citizen?
What do Heck Tate’s actions
reveal about his morality and
sense of justice?
What lesson does Harper Lee
leave us with in the closing
scene of the novel?
Crime scene analysis:
Students will work with a
partner to gather facts,
evidence, and testimony in
order to determine the
sequence of events on the
night of the pageant. Students
will need to draw a picture of
the crime scene and list the
events that occurred in
chronological order. Students
should also provide the
evidence that supports their
chronology.
Discussion of crime scene
analysis. As part of the
debriefing of the crime scene,
students will be asked to
consider and comment on the
last three guiding questions.
Collect and review student
work.
Add Boo Radley and Heck
Tate to morality and behavior
character charts.
Self–assessement: Final
response: How has To Kill a
Mockingbird helped you to
understand the relationship
between behavior, morality
and justice? How do you know
when justice has been
achieved? Give examples from
the justice readings and To
Kill a Mockingbird to support
your answer.
Exit ticket: students will
write a brief response to the
last three guiding questions.
Lesson Topic: Authentic Performance Task
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What is the relationship
between morality, behavior
and justice?
Which characters from To Kill
a Mockingbird best illustrate
the relationship between
morality, behavior and justice?
What changes would need to
occur in Maycomb to prevent
future injustices?
What do I need to include in
my report to the mayor of
Maycomb?
What is the message I want to
convey in my report and how
do I convey it effectively?
How do I organize and
support my ideas?
How do I find effective
quotes?
How do I smoothly
incorporate quotes into my
writing?
What process should I use for
revision?
After reviewing the
requirements and rubric for
the authentic performance
task, the class will brainstorm
to create a list of possible
characters to analyze.
Once students select a
character, they will complete a
graphic organizer. Students
will use completed character
charts in order to brainstorm
evidence that they can use to
formulate a thesis statement.
Teachers will model this
process.
Collect and review graphic
organizers, thesis statements,
and evidence.
Teacher will conduct a series
of lessons to teach the skills of
writing an organized essay:
structure, quote selection,
quote inclusion, topic
sentences, transitions and
mechanics.
After each lesson, students will
complete the corresponding
portion of their report and
submit it for review.
Students will use the computer
lab to type their reports.
Students will complete a selfediting sheet to assess their
work. Students will also pair
and share to get feedback from
a peer.
Teacher will collect and review
first draft along with students’
self-editing sheets.
After completing the editing
process, students will return to
the computer lab to finalize
their report.
Final report.
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Appendices
English department critical analytical rubric
Language Arts Standards
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