To Kill a Mockingbird: Guaranteed Curriculum Unit
Unit Length and Description:
34 Instructional Days
Students gain a sense of the living history that surrounds the novel To Kill a Mockingbird. Through studying primary source materials from several online resources, students of all backgrounds may better grasp how historical events and human forces have shaped relationships between black and white and rich and poor cultures of our country. During the study of this unit literature, students will be guided on a journey through the Depression Era in the 1930s. Activities familiarize the students with Southern experiences through the study of the novel. Other literary genres studied in the unit include short stories, poetry, essays, and speeches.† Through the study of characteristics of these genres, students will realize how much alike we all are and that the struggles and successes of people everywhere are very similar.†
This unit will focus on craft and structure and integration of knowledge and ideas as well as writing informative/explanatory and argumentative essays.
RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5: Analyze how an authorís choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.6: Analyze a particular point of view or cultural experience reflected in works of literature drawing on a wide reading of world literature.
Reading Informational Texts
RI.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.9-10.5: Analyze in detail how an authorís ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9-10.6: Determine an authorís point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a.† Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b.† Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audienceís knowledge level and concerns.
c.† Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d.† Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e.† Provide a concluding statement or section that follows from and supports the argument presented.
W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologyís capacity to link to other information and to display information flexibly and dynamically.
W.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Speaking and Listening
SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.3: Evaluate a speakerís point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
a.† Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Publication Manual of the American Psychological Association [APA], Turabianís Manual for Writers) appropriate for the discipline and writing type.
∑ Reading a wide range of literature by different authors and from different time periods, cultures, and genres builds an understanding of the extent of human experience.†
∑ Literature is an avenue through which we can examine the causes and social effects of various types of bias and prejudice.
∑ The society affects the individual.
∑ How does literature enrich our lives?
∑ How does our literacy reflect the culture in which we live?
∑ How can prejudice lead to injustice?
∑ How do people tend to judge others by their own standards?
∑ How are we influenced by others?
∑ In what ways does our social structure influence our actions?