This text will be the focus of our, "working with textual evidence" unit.
Students will read Harper Lee's classic novel, To Kill a Mockingbird. As they read, students will identify themes and develop their argument writing skills through scaffolded writing lessons. Throughout the unit, students will analyze key quotes from the novel that reflect the overarching themes. They will need to identify and differentiate the strongest supporting evidence to back up their claims. An emphasis will be placed on their ability to "read between the lines" and identify implicit and inferred information in order to draw their own conclusions. This unit will incorporate multiple mediums for students to work with in developing skills.
Students will read Harper Lee's classic novel, To Kill a Mockingbird. As they read, students will identify themes and develop their argument writing skills through scaffolded writing lessons. Throughout the unit, students will analyze key quotes from the novel that reflect the overarching themes. They will need to identify and differentiate the strongest supporting evidence to back up their claims. An emphasis will be placed on their ability to "read between the lines" and identify implicit and inferred information in order to draw their own conclusions. This unit will incorporate multiple mediums for students to work with in developing skills.
To Kill a Mockingbird:
Scout Finch lives with her brother, Jem, and their widowed father, Atticus, in the sleepy Alabama town of Maycomb. Maycomb is suffering through the Great Depression, but Atticus is a prominent lawyer and the Finch family is reasonably well off in comparison to the rest of society. One summer, Jem and Scout befriend a boy named Dill, who has come to live in their neighborhood for the summer, and the trio acts out stories together. Eventually, Dill becomes fascinated with the spooky house on their street called the Radley Place. The house is owned by Mr. Nathan Radley, whose brother, Arthur (nicknamed Boo), has lived there for years without venturing outside. Atticus is a good man, and one day takes on a case that affects him personally. A black man, Tom Robinson, is accused of beating and raping a white woman, Mayella Ewell. Most of the county is convinced immediately that Tom is guilty of the crime, and begin to look at Atticus in a very negative way for actually defending him and trying to do right by him. Scout and Jem begin to get tormented over their father at school, and Atticus begs them not to get riled up over the town's prejudice. Yet, this is only part of the story line, as the children continue to interact with the social outcast, Boo Radley. To find out what happens... lets read!
Scout Finch lives with her brother, Jem, and their widowed father, Atticus, in the sleepy Alabama town of Maycomb. Maycomb is suffering through the Great Depression, but Atticus is a prominent lawyer and the Finch family is reasonably well off in comparison to the rest of society. One summer, Jem and Scout befriend a boy named Dill, who has come to live in their neighborhood for the summer, and the trio acts out stories together. Eventually, Dill becomes fascinated with the spooky house on their street called the Radley Place. The house is owned by Mr. Nathan Radley, whose brother, Arthur (nicknamed Boo), has lived there for years without venturing outside. Atticus is a good man, and one day takes on a case that affects him personally. A black man, Tom Robinson, is accused of beating and raping a white woman, Mayella Ewell. Most of the county is convinced immediately that Tom is guilty of the crime, and begin to look at Atticus in a very negative way for actually defending him and trying to do right by him. Scout and Jem begin to get tormented over their father at school, and Atticus begs them not to get riled up over the town's prejudice. Yet, this is only part of the story line, as the children continue to interact with the social outcast, Boo Radley. To find out what happens... lets read!
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Standards will be addressed by:
*close reading of a highly complex text
*reading multiple nonfiction texts to further understanding
*evaluating textual evidence for importance and value
*identifying counter points in text evaluation
*decoding sophisticated language
*identifying key concepts and themes
*evaluation of figurative language and nuances
*using implicit information to draw conclusions and make inferences
*daily writing will scaffold and extend into formal writing pieces
*small group/whole class discussions
*close reading of a highly complex text
*reading multiple nonfiction texts to further understanding
*evaluating textual evidence for importance and value
*identifying counter points in text evaluation
*decoding sophisticated language
*identifying key concepts and themes
*evaluation of figurative language and nuances
*using implicit information to draw conclusions and make inferences
*daily writing will scaffold and extend into formal writing pieces
*small group/whole class discussions
Your browser does not support viewing this document. Click here to download the document.
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