English – 9th Grade

How to Kill A Mocking Bird

Isabelle Tackett
9th Grade / English

Common Core Standards:

Reading Standards:
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
RL.9-10.2 Analyze literary text development.
a. Determine a theme of a text and analyze in detail its development over the course of the text, including
how it emerges and is shaped and refined by specific details.
b. Provide an objective summary of the text that includes theme and relevant story elements.

RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme.

Written Standards:
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. Establish a clear and thorough thesis to present an argument.
b. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s).
c. 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 audience’s knowledge level and concerns
d. 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.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the argument presented.

W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
a. Establish a clear and thorough thesis to present information.
b. Introduce a topic; organize complex ideas, concepts, and information to make important connection and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia to aid
comprehension, if needed.
c. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,
quotations or other information and examples appropriate to the audience’s knowledge of the topic.
d. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the
relationship among complex ideas and concepts.
e. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
f. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.

Lesson Summary:

The students will read How to Kill A Mocking Bird by Harper Lee. Each night the students need to read a
chapter and complete a journal entire on Google Docs providing a summary of what they read. At the end of
the book complete an essay of how did Jem and Scout change during the course of the novel?

Estimated Duration:

The first day I will explain the expectations of the assignment which should be about 15 minutes. The first 20
minutes of class during the book we will talk about the three chapters they read the night before. At the end of
the book they will have three days to complete the first draft of the essay. I will take the weekend to edit and
make suggestions. All essay will be completed on google docs. Then they will have additional three days to
make edits and submit final draft on google docs.

Commentary:

Challenges that could be getting the students interested in the book. With have a discussion every day to help
the students that are having a hard time understand the context hopefully will help them understand more and
not feel lost.

Instructional Procedures:

Day 1:
First 15 minutes:
Introduce the book, advise the students how to download the book on to the google chrome device. Explain
that three chapters need to be completed each night. Once the chapters are read to complete a paragraph given
a brief summary of the context they read in google docs.
Next 20 minutes: answer any questions that the students will have.

Day 2:
First 20 minutes: The class will participate in a group discussion of what they read over night.
Each night I will look over each google doc summaries for each student.

Day 3:
First 20 minutes: The class will participate in a group discussion of what they read over night.
Each night I will look over each google doc summaries for each student.

Day 4:
First 20 minutes: The class will participate in a group discussion of what they read over night.
Each night I will look over each google doc summaries for each student.

Day 5:
First 20 minutes: The class will participate in a group discussion of what they read over night.
Each night I will look over each google doc summaries for each student.

Day 6:
First 20 minutes: The class will participate in a group discussion of what they read over night.
Each night I will look over each google doc summaries for each student.

Day 7:
First 20 minutes: The class will participate in a group discussion of what they read over night.
Each night I will look over each google doc summaries for each student.

Day 8:
First 20 minutes: The class will participate in a group discussion of what they read over night.
Each night I will look over each google doc summaries for each student.

Day 9:
First 20 minutes: The class will participate in a group discussion of what they read over night.
Each night I will look over each google doc summaries for each student.

Day 10:
First 20 minutes: The class will participate in a group discussion of what they read over night.
Each night I will look over each google doc summaries for each student.

Day 11:
First 20 minutes: The class will participate in a group discussion of what they read over night.
Each night I will look over each google doc summaries for each student.

Pre-Assessment:
Pre-Assessment students will read short stories on the chromo book and complete short essays of what they
read and the important of the story. From each students response will advise how the student is doing on
understanding materials.

Scoring Guidelines:

Grading on the daily entries are did you complete it on time and did your response relate to the chapters.
Essay will be graded on did they answer and relate to the topic. Grammar, punctuations, and format.

Post-Assessment:

Each student will complete the written essay over the topic of the book.

Scoring Guidelines:
Differentiated Instructional Support
Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students:

Discuss additional activities you could do to meet the needs of students who might be struggling with the
material:

If a student is doing will they can help tutor other students for additional points or if they like to complete a
PowerPoint for additional information. Also can choose another topic regarding the book and complete
additional essay.

Extension
The MLA format guidelines please use this link for reference: https://style.mla.org/

Homework Options and Home Connections

Students are required to read the assigned chapters at home. Once completed the assigned reading then in
google docs complete the short writing.

Interdisciplinary Connections

The student will see how this relates to current life and situations.

Materials and Resources:

For teachers Laptop to access the book, google docs.

For students Need a chrome book/laptop and able to access google docs.

Key Vocabulary
MLA format

Additional Notes