Unit of Assessment English Language Arts

Tracy M. Radsvick, ED 337, Winter 2012

Unit 9.3 Contemporary Fiction: Harper Lees To Kill a Mockingbird

English Languages Arts Unit of Instruction 9.3 Contemporary Fiction

The main purpose of this unit is to introduce real life examples of social problems through literature. Coursework focuses on the ninth grade disposition lessons concerning self-reliance, interpersonal relationships from a literary analysis and function of these devices in conveying important intended meaning. It will also be an introduction to critical theories/ideas about political and cultural issues and to think independently concerning these social issues.

Anchor Text : To Kill a Mockingbird by Harper Lee.

3.1 : Narrative elements. Consider characteristics of the specific genre of the novel, in specific contexts related to basic essentials to narratives such as: Theme, plot, internal and external conflict, point of view, character development, mood, style and the authors intended meaning. I can see the theme, racial injustice, and plot in this novel and how it relates to it being a coming of age discovery novel. 3.2: Literary devices: Consider authors use of symbolic imagery or use of figurative language. Brief introduction foreshadowing and allusions/idioms.

I can understand and see figurative language in this novel and other literary devices and see what they are used for. An example is the mockingbird standing for Tom Robinson being innocent. 3.3: Historical/Cultural Perspectives: Position and views of women and African Americans in the 1930s and discuss human nature in relation to racism. Briefly go over the culture in early-mid 20th century southern United States and discuss. I can understand the cultural and historical perspective of this novel and the reasons for why it was written and why it was important. 3.4: Critical Perspectives: Students will be asked to discuss and come to conclusions about critical thinking in terms of own perspectives on race and inequality. Discuss why it is so hard to stand up for what is right (e.g. social pressures, expectations, culture, era-product ways of thinking). I can see how inequality is a problem and I can know what is right and what is just and why it is important to be aware of that.

Standards and Benchmarks

Model Unit 9.3 Contemporary Realistic Fiction STANDARD 3.1 Develop the skills of close and contextual literary reading. CE 3.1.1 Interpret literary language (e.g., imagery, allusions, symbolism, metaphor) while reading literary and expository works.

CE 3.1.2 Demonstrate an understanding of literary characterization, character development, the function of major and minor characters, motives and causes for action, and moral dilemmas that characters encounter by describing their function in specific works. CE 3.1.4 Analyze characteristics of specific works and authors (e.g., voice, mood, time sequence, author vs. narrator, stated vs. implied author, intended audience and purpose, irony, parody, satire, propaganda, use of archetypes and symbols) and identify basic beliefs, perspectives, and philosophical assumptions underlying an authors work. CE 3.1.7 Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other texts. CE 3.1.8 Demonstrate an understanding of historical, political, cultural, and philosophical themes and questions raised by literary and expository works. CE 3.1.9 Analyze how the tensions among characters, communities, themes, and issues in literature and other texts reflect human experience. CE 3.2.5 Respond to literature in a variety of ways (e.g., dramatic interpretation, readers theatre, literature circles, illustration, writing in a characters voice, engaging in social action, writing an anal ytic essay) providing examples of how texts affect their lives, connect them with the contemporary world, and communicate across time.

LEARNING GOAL I can see the theme, racial injustice, and plot in this novel and how it relates to it being a coming of age discovery novel. I can understand and see figurative language in this novel and other literary devices and see what they are used for. I can understand the cultural and historical perspective of this novel and the reasons for why it was written and why it was important. I can see how inequality is a problem and how it relates to modern day issues. Totals

KNOWLEDGE QUESTIONS 1,4,5,6,9,11,13,14,17, 18,19,20,21,22,24

REASONING QUESTIONS 1,4,5,6,9,13,20,

TOTAL QUESTIONS 23

22

2,3,10,11,13,14,18 25

3,7,8,10,11,13 14

1,4,5,9,13,14,15, 16, 17,18,19,21,22,23, 27,28 1,4,5,6,9,12,13 18,19,20,21,22,26 52

1,4,5,8,9,12,13, 23,28 25

4,5,6,9,10,12,13 20,21 32 84

22

Examination for To Kill a Mockingbird

Name: ____________________________ Period:___________________________

Essay Writing
You may choose any two out of the ten prompts below to write an essay in which you will display your understanding of the reading material. Your essay will need the necessities of any paper; such as an Introduction, Body paragraphs, and of course a Conclusion to wrap everything up. You will need to write your essay responses on a separate sheet of paper and staple the rubric - which I have attached to the following prompts you have to choose from. Please review this rubric before writing your essay so you know what is expected of you and what should be your most important focus and how you will be graded. You may not use notes or additional materials when writing your responses, but you are encouraged to use your book to provide supporting evidence where needed.

1.) To Kill a Mockingbird mainly deals with racial prejudices but what other prejudices does the book bring up? How is this shown in the book? Please provide specific examples and textual evidence.

2.) If you could meet any of the characters in To Kill a Mockingbird, who would you meet, and why? Please provide at least three detailed examples from the book on specific reasons you like this character or are interested in them. You are welcome to make it more interesting and describe where you would meet and what activities you would most likely do! If you do, provide explanations for these activities.

3.) The title of the book is To Kill a Mockingbird, so mockingbirds are important. But why? What other subject could also stand as a symbol for a mockingbird that could represent the same idea? Please explain in detail and provide textual evidence to support your ideas.

4.) With the Radley place in mind, Scout thinks to herself at the end of the story, Atticus was right. One time he said you never really know a man until you stand in his shoes and walk around in them. Just standing on the Radley porch was enough. What does this mean to you? How does it apply to the bigger picture of the novels message? How does it apply to you or even to humanity as a whole?

5.) Imagine you are Boo Radley at the end of Chapter 8. Write a summary of what is happening from his point of view. Include mention of specific encounters between you (Boo) and the children. What do you believe is his reaction to what happens at the end of the trial? Make sure to come up with a thesis, or main idea, which describes Boos general feelings in the ending. Think of him in relation to other characters as well, especially Atticus.

6.) Why do you think Harper Lee chose as her novel's epigraph (introductory quotation) this saying from Charles Lamb: "Lawyers, I suppose, were children once"? (Think about Scouts growth through the novel, and her change in her views, and the theme of innocence and childrens views on prejudices).

7.) How does the town of Maycomb function as a character with its own personality, rather than merely as a backdrop for the novel's events? Which character would you think fits Maycomb the most? Why? (There is no necessary right answer to this, provide enough textual evidence to your theory and you will receive full credit and have done quite well, because this is a tough one!)

8.) What is the connection between the two opposite forces; good and evil in the novel? A suggestion to think of: Provide definition of good and evil, relate it to Maycomb and the characters, and then the plot.

9.) Language is a powerful tool in this novel. What lessons does Atticus attempt to teach Scout about the use of racial slurs? What other lessons does Atticus teach Scout, and how would you define it as a whole in relation to social justice?

10.) The story is set in a small town in Alabama in the 1930s. What aspects of the story seem to be particular to that time and place? What aspects of the town do you think could be seen as universal, cutting across time and place? Why?

Essay Response Grading Rubric:

Exceeds Expectations Content Sensible evidence are provided along with writers own voice, and meaningful. Development Reflection or ideas and analysis of text are well developed. Organization Thoughts flow together and each paragraph connects ideas. Spelling/Grammar Minimal errors and shows sentence variation without runons. Main Idea (Thesis) One clear idea is made in introduction and is followed in entire paper.

Meets Expectations

Fails to Meet Expecations/ Needs Work

Total Points Applied for Criteria

____/ 30 pts

____/ 30 pts

____/ 20 pts

____/ 10 pts

____/ 10 pts

________/100 Comments:

11.) Performance Task Assessment

Name: _______________________

Poster Design Project Imagine you have been proposed to design the advertising poster design for an upcoming new movie adaptation of To Kill a Mockingbird. The producer has selected you because you have read the novel and you understand literary aspects and deeper meanings within the story. Using the aspects from the novel you think are most important, make a visually appealing poster design for the novel as a movie that you believe will entice people to come to the opening. You may use a number of ways to design your poster, and you will not be graded harshly on artistic abilities, but you must show creative and innovative thought which applies to concepts in the novel and show effort of portraying ideas neatly. You may use construction paper with mixed media, create a drawing, or use a hodge-podge of different digital media, the possibilities are endless! However, you must create an original image not used in any other forms of To Kill a Mockingbird like book covers, films, plays, etc. I will know if you have used someone elses design and this is plagiarism! You will be presenting your finished poster to the class with a 5-7 minute speech as to why you have designed the poster, how you made your design, and what aspects of your design you expect will draw people into being interested in watching the film.

Grading Criteria for Finished Project:

Presentation of design: Demonstrate that you are prepared to talk about your design and present it to the class as relevant to the novel.

___/10 pts

Neatness of design and excellent linking of key ideas and elements in the novel, such as metaphors, voice, and suggestions for how this would interest an audience.

___/25 pts

Innovative and creative compared to already existing designs, shows good use of time or thoughtfulness in creating design.

___/15 pts

___/ 50 pts

12.) Performance Task Assessment #2 Student Reenacted Court Case

Name:_____________________

You are now going to join a team of classmates to reenact the trial in To Kill a Mockingbird. You will choose within your team and delegate who will play Atticus, the defense attorney, pick a judge, prosecutor, defendants, jury, and courtroom observers. There will be a total of two groups (the class will be split in half). The character list is as follows and will use dialogue in Chapters 17 and 18: Characters: Atticus Finch Jem Finch Mr. Gilmer Rev Sykes

Judge Taylor Clerk Scout Finch Mayella Ewell Heck Tate Bob Ewell

After playing the part and watching the other team play the parts, you are to write a brief one-page reflection paper on how you felt playing the part of the character you chose or were placed as. You will also need to write a response to the other teams reenactment. Total Grading Rubric to receive 50 points:

Criteria Participation and team work. Shows good ethic and portrays the character sincerely. Reflection, at least one page. Paints a genuine response to character ideas in relation to time period or other facets. Response to other team, gives a few detailed points of feedback.

Excellent

Adequate

Little Effort

13.) Performance task assessment #3

Name:__________________________

Blues & Rock Lyrics Tied Into To Kill a Mockingbird You will be divided into groups of four-five people and each of the groups will be given a blues song to analyze together. The songs are: Billie Holidays Strange Fruit, Big Billy Broonzys When Will I Get to Be Called a Man, Bob Dylans Hurricane, and Blind Lemon Jeffersons See That My Grave is Kept Clean. In your groups, I want you all to discuss the relevance of the song to the novel, think of characters you could apply it to, and go line by line writing down ideas together. You will make a video to the songs to pictures and quotes from the novel you think work for the song. After you show the video you have made with the songs, each one of you will need to plan something to say to the class about your reaction to the lyrics and if you thought it related well to the novel as a theme song. Please refer to the rubric for further information.

The grading criteria are as follows, and total 50 points:

Criteria Participation and team work.

Excellent

Meets Standards

Below Standards

Meets all goals as a team, uses all eight quotes, and comes up with genuine ideas to tie song to novel. The video is neat and visually appealing but not with too many distracting features.

Selected Response Questions

Name:__________________________

Part I: Multiple Choice, Please mark your choices by circling the letter, make sure to choose the answer according to the best choice. 3 points each. 14.) One of the most prejudiced characters in the novel is described as: He was the filthiest human I (Scout) had ever seen. His neck was dark grey, the backs of his hands were rusty, and his hair was filled with cooties. Which character is this? a.Burris Ewell b. Atticus Finch c. Miss Caroline Fisher d. Charles Baker Harris e. Miss Maudie Atkinson

15.) The story was written in the 1950s by a woman, whose name is a. John Steinbeck b. Harper Lee c. Arthur Cunningham d. Scout

16.) During the time period of the novel, the U.S. was suffering through a. A major foreign war b. The Great Depression c. A civil war d. An especially good economic condition

17.) According to the towns ridiculous gossip, Boo Radley stays at home because a. He is violent and would hurt others - afterall he eats raw squirrels b. His mother needs his help with the chores c. Boo never learned to walk d. He is afraid of all of the black people in town

18.) Mr. Underwood describes Tom Robinson's death as a. True justice b. A senseless slaughter like killing a songbird c. Good riddance to an evil man d. Atticus's fault

19.) Many of the townspeople are upset, and un-rightly so, because a. Atticus really intends to defend Tom b. Atticus doesn't seem to be trying to get Tom off c. Atticus let the blacks into the courtroom d. So few people were allowed to attend the trial

20.) Atticus hopes that Jem and Scout can get through the trial without catching "Maycomb's usual disease." What is that "disease"? (BEST answer) a. Conceit (too much pride) b. Violence c. Gossip d. Prejudice

21.) The most peculiar thing about Tom which would lead one to believe that it was impossible that he had grabbed the girl and beaten her is a. His wife and children b. He was working at Link Deas' at the time c. His very crippled arm d. He had helped her before

22.) After Scout takes Boo Radley home, she a. Stands on his porch, too frightened to move b. Goes in and meets Mr. Radley c. Runs home, afraid that the Radley ghost will get her d. Stands on the porch, finally looking at the street from Boos perspective

Part II: True or False Please read carefully and choose the best answer by circling T or F.
2 points each. 23.) In Maycomb, the word of an honest black person outweighs the word of a dishonest white person. T/F 24.) Atticus defends Tom Robinson only because he is getting paid, not because he believes in justice. T/F

25.) The mockingbird is portrayed in the novel as innocent as a metaphor for Tom Robinson. T/F

Part III: Fill in the blank, think of the best answer. There is no answer key. 3 points each.

26.) Issues with gender are brought up in the novel, particularly with (the character) _______________.

27.) The novel was written in the 1950s, a time period just before women and African Americans pursued more freedoms with The _______________ _______________ Movement.

28.) The story of Tom Robinsons wrongful mistrial is modeled after The ________________ Boys Trial, a real life court case.

Self Evaluation Chart Please fill out the chart below to indicate how you felt while taking the test. Write any additional comments in the space below. Aspect I felt prepared for this test. Agree Neutral Disagree

I am sure I did well on this test.

I took initiative for this test and studied.

The items on the test made me think but not struggle.

In team exercises, my teammates did their share of the work.

In team exercises, I did my share of work.

Comments:

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