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Students will be able to…

Lessons 1-2

  • research the historical background of the novel to understand the setting and effect that it has on the characters and their actions
  • examine the economic and social climate of the 1930s
  • recognize the effects of the Great Depression on individuals, the economy, and society
  • understand the Scottsboro Trial and connect it to the case of Tom Robinson in the text
  • become familiar with the author
  • evaluate the Jim Crow laws
  • define vocabulary in context
  • collaborate with peers on mini research project

Lesson 3

  • evaluate their personal beliefs and values, including their immediate perceptions of others
  • relate the historical context to the plot
  • read critically and analytically
  • explore the novel’s point of view
  • examine the characters in the novel and record their traits and attributes 

Lesson 4

  • analyze the character of Boo Radley
  • recognize Boo Radely as the scapegoat in Maycomb County
  • evaluate quotations about Boo Radely to understand how the neighborhood views him
  • evaluate Scout as a narrator and determine if she is reliable 

Lesson 5

  • recall the definition of foreshadowing
  • recognize the foreshadowing in the novel regarding the Ewell family
  • analyze Burris Ewell’s statements to understand the family’s morals and ways of life

Lesson 6

  • respond to Miss Maudie’s statement about people’s secrets
  • understand the purpose of the Post-Secret project
  • recognize that everyone has secrets and connect this realization to the characters in the novel
  • create a post-secret card 

Lesson 7

  • complete a passage-based reading assessment on part one of the novel
  • evaluate the mad dog incident in chapter 10
  • interpret each character’s reaction to the mad dog incident as being symbolic of the racism and issues in Maycomb County
  • recognize the dog incident as foreshadowing
  • discover and analyze themes of the novel

Lesson 8 

  • understand the class division in Maycomb County
  • determine the four social classes in Maycomb (townspeople, country people, poor whites, and blacks)
  • judge each character’s socioeconomic status and place him/her in an appropriate spot on the social hierarchy
  • recognize Harper Lee’s juxtapositions in the church scene

Lesson 9 

  • recall their knowledge about the Ku Klux Klan and the Civil Rights Movement
  • relate their knowledge from history class to Billie Holiday’s “Strange Fruit”
  • define and understand lynching
  • analyze the song, “Strange Fruit” and connect it with the lynch mob scene in To Kill a Mockingbird 

Lesson 10

  • analyze Atticus’ comment about the lynch mob men being animals and discuss how Scout’s childhood innocence brought the men to their senses
  • consider how children might make for a better police force  
  • relate the song, “You’ve Got to Be Carefully Taught” from South Pacific to events in chapter 16 of the novel
  • study the evidence and verdict of Tom Robinson’s trial
  • examine the effects of the trial on the novel’s characters

Lesson 11

  • define and differentiate between circumstantial and direct evidence
  • find examples of circumstantial and direct evidence in the courtroom testimonies
  • judge and evaluate the two lawyers’ cases
  • draw conclusions about Mayella Ewell’s home life and upbringing
  • recognize Tom Robinson as the scapegoat
  • make connections between Tom Robinson and Boo Radley

Lesson 12

  • evaluate Tom Robinson as a person and form personal opinions about him
  • recognize the irony of Mayella Ewell’s accusation
  • analyze Atticus’ final closing statement and discuss effective techniques he uses to present his argument
  • recall logos, ethos, and pathos and identify them in Atticus’ speech
  • consider times in which it is okay to help strangers and times in which it is not
  • predict the writer’s decision in regards to helping the stranger in the nonfiction work, “Little Things are Big,” and will support prediction with evidence from the text.

Lesson 13

  • recognize the importance of names
  • analyze each character’s name and relate it to the character’s actions, thoughts, and beliefs throughout the novel
  • judge and evaluate the United States’ judicial system during the 1930s
  • recognize bias and bigotry in the courtroom
  • expand on the theme of childhood innocence and relate it to Jem, Scout, and Dill’s reactions to the verdict
  • recall the Scottsboro trials and relate to Tom Robinson’s trial

Lesson 14

  • recognize Jem’s growth in maturity
  • provide examples of Jem’s physical and emotional growth in chapter 23
  • understand why Tom Robinson tried to escape from prison
  • analyze each character’s reaction to the shooting of Tom Robinson
  • relate Tom Robinson to the mockingbird
  • draw connections between the killing of Tom Robinson and the killings of Trayvon Martin, Michael Brown, and Eric Garner

Lesson 15

  • recognize Miss Gates’ hypocrisy
  • understand the double standard that existed for blacks and whites at the time
  • create blackout poetry using a page from chapters 25, 26, or 27

Lesson 16

  • consider who might have killed Bob Ewell
  • discuss and analyze the significant events in chapter 28
  • understand the importance of Boo Radley leaving of the house
  • realize that Scout finally recognizes Boo as a human being
  • analyze Scout’s change in perception
  • reflect on previous foreshadowing events that led to this chapter

Lesson 17

  • consider why Harper Lee wrote the book
  • identify Harper Lee’s message through the novel
  • make more connections between the novel the trials of Trayvon Martin, Michael Brown, and Eric Garner

Lessons 18-21 

  • write a cohesive and coherent essay about the American justice system
  • support all claims with evidence from the novel and from articles on Trayvon Martin, Michael Brown, and Eric Garner
  • use proper MLA formatting
  • edit and revise their writing as needed
  • provide feedback/constructive criticism to their peers regarding their writing