Digital Unit Plan Template Unit Title: To Kill a Mockingbird Understanding Content Area: English Language Arts Name:

: Miss Christina Chun Grade Level: 9

CA Content Standard(s)/Common Core Standard(s): Writing 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 W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Reading Literature 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: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shared and refined by specific details; provide an objective summary of the text. 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). Reading Informational Text RI. 9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasize in each account. Speaking & Listening SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, issues, building on others' ideas and expressing their own clearly and persuasively. SL.9-10.5: Make strategic use of digital media (e.g. textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Language L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. Big Ideas: The Familiar & Unfamiliar We are familiar with the world that is comfortable to us, and once we are met with the unfamiliar, we often to not know how to react. Before jumping to conclusions, we need to learn about the unfamiliar as much as we can. Social Justice Social justice comes up in conversations about race, gender, and the economy. It impacts everyone's lives, as we will see in the novel. Growing Up Growing up is something that individuals do on a daily basis. Whether you are an adult, a teenager, or a child, you grow up based on your everyday

circumstances and the decisions you make. As we grow up, we are constantly reevaluating our thoughts as we question what happens around us. Expressing Thoughts Clearly Expressing one's thoughts clearly isn't easy, but it is important to practice. The practice of expressing thoughts will help students to reflect and form opinions. Unit Goals and Objectives: Students will learn how to... Analyze the plot in terms of historical context Understand various characters from their perspectives as individuals, taking into account multiple facets of their lives Think critically by participating in discussions and debates Write essays with in-text citations and use them to corroborate their arguments Use technology effectively for research and communication purposes Work together in pairs, in groups, and on-line by responding to comments posted on blogs Unit Summary: This unit on To Kill a Mockingbird has been designed with making the unfamiliar familiar and the familiar unfamiliar in mind. One of the central themes in the novel is dealing with differences, whether the differences appear in the form of racial discrimination, gender stereotypes, socioeconomic status, and even in age disparities. The characters constantly embark on a journey of trying to understand the actions and thoughts of those around them. It is with this idea in mind that I designed the unit. I would like for the students to first and foremost become critical thinkers in that they first consider what is both unfamiliar and familiar to them before jumping to conclusions about anybody distinct from themselves. Academically speaking, the unit focuses on a lot of reading, writing, listening, and sharing ideas through a variety of multimedia resources. Students will be able to hone their critical thinking skills by engaging with one anothers thoughts and reflect the process of critical thinking in the novel itself by conversing with one another. Moreover, the unit starts with an introduction of the historical context of the book so that students are aware of the fact that different time periods dealt with distinct struggles and impacted people in more ways than one. All in all, I hope that the unit will guide the students in remembering that understanding others is simultaneously complex and simple. When it comes down to it, we all are, on varying degrees, afraid of the unfamiliar and struggle to make it familiar.
Assessment Plan:

Entry-Level: KWL Chart The use of a KWL Chart will help me to understand how much the students already know about the historical context of the novel. It will also guide me in creating lessons that will be more meaningful for them as individuals because there is a section that specifically asks them to identify some ideas that they want to know more about. Hence, the students will be more interested. The what you learned section can be utilized at various points throughout the unit for me to see how much they have been absorbing and what we might need to spend more time on.

Formative: Quiz Weekly quizzes will help the students to stay on top of their reading assignments. It will guide me in determining which sections of the book were confusing for the students. Timeline The timeline will help me to see how well the students are understanding the chronological order of events in the book. It will also help me to see what events the students themselves deem significantthey may be vastly different from my

Summative: Final Exam The students will be able to showcase how much they understood the novel. I am hoping that the formative assessments will have prepared them well for the final exams. This exam will address different strengths of every student as some of the questions will be multiple-choice and some will be short-answer. The multiple-choice questions will guide me in seeing how much of the novels facts the students remember, and the short-answer questions will help me to see how well the students can express their thoughts by drawing upon specific events in the novel.

own. Quickwrite Quickwrites will be absolutely instrumental in making sure the students not only comprehend the material but also in helping them make the book more meaningful to them as individuals. Because the question given to them will involve more than simply knowledge of the novel, they will be able to present their personal opinions. Venn Diagram The Venn Diagram will assist students in recognizing that no matter how distinct two characters seem, there always can be some level of similarity between them. Moreover, it will help me to know how well they are understanding the novels various characters. KWL Chart As mentioned in the previous column, this chart will be repeatedly used to see how much students have learned at various points throughout the unit. Lesson 1 Student Learning Objective: Students will be given background information on the historical context of the novel. This will later guide them in analyzing the novel in terms of its historical context. It will also help them to formulate opinions about the characters. They will use technology to communicate with one another. Lesson 2 Acceptable Evidence: Guided notes worksheet is filled out completely and carefully. Students provide answers to questions that will be asked at various points throughout the class. At the end of class, I will ask them about the objective we started out with, and we will consider as a whole whether that objective has been met. Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Final Essay The essay will be significant because the students will be able to incorporate various aspects of the writing process in this project. They will be able to use the graphic organizer (Double-Entry Journal) when integrating meaningful quotes to support their opinions. Their own thoughts will take shape, and they will get an opportunity to voice their opinions.

Lesson Activities: Students will communicate with one another by getting into pairs. They will discuss the answers to questions I have on my presentation. In order to show how well they have listened, they will share their partners thoughts rather than their own. At home, students will be required to complete a blog activity in which I ask them to write about what it means to understand the unfamiliar by referring to the resources shown in my lecture. They will interact with other students by responding to their comments.

Student Learning Objective: Students will solidify their understanding of the unfamiliar by taking a look at the historical context of the time the novel was written. They will do so through the medium of a webercise. Ultimately, this webercise will encourage them to look at the world during the 1960s, when Harper Lees novel was published. It will also expose them to the history of racial segregation in a much larger context. This will guide them in thinking critically about various time periods and how the unfamiliar pops up in all eras. Moreover, they will familiarize themselves with the Internet by heading to various websites. Lesson 3 Student Learning Objective: Students will be able to prepare themselves for writing their final essays by looking up strong quotes in the novel. They will not only look up quotes but reflect on them by making comments or even by asking questions

Acceptable Evidence: Students webercises will have answers written in complete sentences. The answers should be specific so that I know that they have perused the material they are being asked to work with. Moreover, their haikus will be relevant to the topic and show that they were able to successfully work with technology.

Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Lesson Activities: Students will work on a webercise. They will visit different websites and view information, video clips, primary documents, and interactive materials to understand the history of racial segregation and the great depression. Moreover, after they have answered all of the questions, they will be required to write a haiku that demonstrates a reflection of what they have learned.

Acceptable Evidence: Students double-entry journals will include quotes with page numbers of the location of the quotes. The reflection column should demonstrate effort through the use of complete sentences and a written endeavor to make

Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Lesson Activities: Students will complete a double-entry journal. They will locate quotes in the novel that stand out to them and write them on the left column. They will include the page numbers of the quotes. After writing down the quotes, they will write about why it stood out to them. If they have questions about the quotes, they can also write them down as a means of showing that they are reflecting upon them. For extra credit, the student can include an image that they thought of while reading a particular quote.

about them. This will help sense of the quote. them to practice including Students answers are not in-text citations in their contingent upon what is essays. Rather than right and wrongthey learning about merely clearly show how that inserting quotes in their specific quote stood out to essays, they will learn how the student. to use the quotes to make their arguments more persuasive. Unit Resources: Crash Course: The Great Depression PBS: Tales from the Rails (Struggles during the Depression) History.com: The Great Depression Great Depression Cooking: The Poorman's Meal The New York Times: "A Prom Divided" Maryland Law School: "Colored Students Ruled Out" "Donald Gaines Murray and the Integration of the University of Maryland School of Law" Segregation in the South Purdue University: OWL (Online Writing Lab) Help with In-text Citations To Kill a Mockingbird - Trailer Northern Mockingbird Sings Useful Websites: Here are links to the websites that we used throughout the lesson. These will guide students in revisiting information and using them in any of our lessons. U.S. Unemployment Rate: The Great Depression Google Images: The Great Depression To Kill a Mockingbird: Historical Context Billie Holiday - Strange Fruit PBS Frontline: A Class Divided NPR: 50 Years On, 'Mockingbird' Still Sings America's Song USHistory.org Simulation of Life during the Great Depression Read, Write, & Think: Haiku