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Instructional Objectives:
Students will understand the phrase walking in someone elses skin.
Students will understand greater plot points and motifs of the novel.
Students will be able to write creatively using background information from the novel.
Students will be able to analyze and make predictions in regards to chapters 24-28.
Students will know plot of chapters 24-28.
Materials: To Kill a Mockingbird; Posters for Text Graffiti; Markers; RAFT assignment
sheet; separate sheet of paper.
Assessment:
Informal: Discussion with students as they work in small groups at the posters; whole-class
discussion when we go through the chapters and reference our answers on the posters.
Formal: RAFT responses
Questions: Why does Lee keep referencing the conversation about the Mrunas? What are some
ways were seeing Jem and Scout coming into the adult world? How do each of them respond to
these changes? What are some ways that gender roles play a big role in these chapters? Why
does Tom Robinson make a break for it? What does it mean if something is senseless? How
does Scout come to realize Toms death as senseless? Why does Lee include the whole Current
Events scene? Where do we see foreshadowing about something bad happening to Jem and
Scout throughout chapters 24-28? Do you have any predictions about what will happen next?
What do we think about the attack?
Inter-Logic: Ms. Ryan will be beginning the day by going over the chapters that students were
to have read a while ago but were not discussed last class due to timing. Then, once we are
caught up, I will begin my text graffiti activity to ease us into discussing chapters 24-28 of To
Kill a Mockingbird. After we discuss these responses and the plot as an entire class, students will
use the RAFT activity to better understand the events of this section of the book by looking at it
from a new perspective. Next class, students will have finished the last three chapters of the
book.