Tkam Unit Plan

To Kill a Mockingbird
9th Grade
5 Weeks
CCSS Covered in Unit
RL.9.2- 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 shaped and refined by specific details;
provide an objective summary of the text.
RL.9.3- 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.
RL.9.7- Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment
RL.9.9- Analyze how an author draws on and transforms source material in a specific work
W.9.2- 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.
W.9.9- Draw evidence from literary or informational texts to support analysis, reflection, and
research.
W.9.10- 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
SL.9.1- 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, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
SL.9.4- Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
L.9.5- Demonstrate understanding of figurative language, word relationships, and nuances in

word meanings.
Unit Overview:
This unit reads through the novel To Kill a Mockingbirdby Harper Lee. The unit is
planned to take a month or 4 weeks. The purpose of this unit is to discuss big topics such as
racism, inequality, The Great Depression, etc. Through reading the novel, discussions, and
historical videos, students will be able to gain a better understanding of these topics and will be
able to broaden their perspectives.
Materials:
● To Kill a Mockingbirdby Harper Lee
● “To Kill a Mockingbird: The Screenplay” by Horton Foote
● TOKYBOOK Audiobook
● Google Slides
● Google Forms
● Course Hero Summary Videos
● Facing History Videos/Questions
● To Kill a Mockingbird Movie
● Sticky Note Poster Paper
● Chapter Worksheets
Unit Plan Outline:
Day 1:
● Book Talk (5 minutes)

● Choice Reading (15 minutes)
● Thinking Map about society influences (15-20 minutes)
● Anticipatory Guide/Agree or Disagree (15-20 minutes)
Day 2:

● Gallery Walk of Famous Trials and Predictions (35 minutes)
Day 3:

● Meet the Author (5 minutes)
● Historical Context (30 minutes)
Day 4:
● Listen to Audiobook of Chapter 1 (30 minutes)
● Homework: Read Chapter 2
Day 5:

● Notebook Time on Chapter 2 (5-10 minutes)
● Jigsaw Reading (with Graphic Novel) of Chapters 3 & 4 (30-35 minutes)
Day 6:

● Finish Jigsaw of Chapter 3 & 4 (15 minutes)
● Listen to Audiobook of Chapter 5 (20 minutes)
Day 7:

● Storyboards with groups for Ch. 1-5 (25 minutes)
● Present Posters (5-10 minutes)
Day 8:
● Read Screenplay of Chapter 6 (20 minutes)

● Chapter 7 & 8 Summary Videos with Notes (15 minutes)
● Read Chapter 9 Out Loud with Groups (30 minutes)
● Homework: Read Ch. 10-11
Day 9:

● Discussion on Ch. 10 Symbolism (20 minutes)
● Read Ch. 12 (15 minutes)
Day 10:

● Discussion on Stereotypes vs. Prejudices with Reflection (35 minutes)
Day 11:

● Read (as a class) Ch. 15 (35 minutes)
Day 12:

● Assign Roles for Reader’s Theatre (5-8 minutes)
● Reader’s Theatre Ch. 17-18 (30 minutes)
Day 13:

● Reader’s Theatre Ch. 19-21 (20 minutes)
● Read Ch. 22-23 (30 minutes)
● Homework: Read Ch. 24-26
Day 14:

● Discussion of Ch. 24-26 (20 minutes)
● Read Ch. 27 (15 minutes)
Day 15:

● Listen to Audiobook of Ch. 28-29 (35 minutes)
Day 16:

● Choice on how to read Ch. 30-31 (25 minutes)
● Introduce Identity Project (10 minutes)
Day 17:
● Work on Identity Project (35 minutes)

● Prep for Socratic Seminar (20 minutes)
● Homework: Finish Prepping for Socratic Seminar
Day 18:
● Socratic Seminar Part 1 (45 minutes)
Day 19:
● Socratic Seminar Part 2 (45 minutes)
Day 20:

● Watch Movie (40 minutes
Day 21:
● Watch movie (55 minutes)

References:
“English Audiobook Archives.” Tokybook.Com, 15 Apr. 2020, tokybook.com/english-audiobook/.
Foote, Horton, and Harper Lee. To Kill a Mockingbird: The Screenplay. Script City, 1964.
Sigward, Daniel. “Teaching Mockingbird.” Facing History and Ourselves, Facing History and
Ourselves National Foundation, Inc, 2014, www.facinghistory.org/.
Lesson Plans
HISTORICAL BACKGROUND LESSON PLAN
Allocated Time: 55 minutes
Anticipatory Set: First I will start introducing the author of To Kill a Mockingbird, Harper Lee. I
will give background information about when she was born and how/where she lived. This will
give the students an understanding of why she is writing her story with these very similar
settings.
Objective and Purpose:
7.1.1 The Twenties – explain and evaluate the significance of the social, cultural, and political
changes and tensions in the “Roaring Twenties”
7.1.2 Causes and Consequences of the Great Depression – explain and evaluate the multiple
causes and consequences of the Great Depression
Students will be able to discuss their prior knowledge on “Jim Crow Laws” and “The Great
Depression.”
Students will be able to answer questions about the “Jim Crow Laws.”
Students will be able to make connections and predictions about the setting of To Kill a
Mockingbird.
Input and Resources:

● The Great Depression 1930s
○ Stock Market Crash
○ Poverty
○ Loss of Jobs
● Jim Crow Laws
○ Video
○ Definition
○ Examples of some laws
● The Ku Klux Klan
○ White supremacy group
○ Used violence and terrioism to attack the blacks
○ Lynching
Identified Modeling: As we go through the video on “Jim Crow Laws”, I will be answering the
questions along with the students. I will also walk them through an answer as a whole class.
Checking for Understanding: I will be walking around as students discuss what they know
about the historical setting. I will also be checking in with them as they answer their worksheet
questions on “Jim Crow Laws.” I will also be cold calling students to participate in discussion on
both the history and worksheet problems.
Guided Practice: As we watch the video on “Jim Crow Laws”, I will pause after they state the
answer to the first question on our worksheet. I will ask the students the question and look for
an answer. Once a student responds, I will ask for any other responses. Then, together as a
class we will create our answer and I will use the document camera to show them how I am
writing my answer.
Independent Practice: Now the students will answer the rest of the questions from the video on
their own. There will be six more for them to complete.
Evaluation Criteria: Once we have finished the video I will go through all of the questions with
the students. I will ask to see which ones were missed and then ask the rest of the class for the
answers. Once we have finished doing this, I am going to be collecting the worksheets to be
graded.
CHAPTER ONE LESSON PLAN
Allocated Time: 55 Minutes
Anticipatory Set: Students will get their book talk rubric that they will use when they eventually
give their book talk. As a class we will read through the requirements for their book talk and then
I will pass around the calendar for them to sign their name and book title on a date.

research.
word meanings.
Students will be able to draw out important information from chapter one of To Kill a
Mockingbird.
Students will be able to follow along and read through chapters one and two of To Kill a
Mockingbird.
Input and Resources: Students will get information on their book talk sign up. They will also
get information about the worksheet they will need to fill out as they listen to chapter one on
audiobook. The worksheet asks the students to draw or describe a character, write any
vocabulary words they do not know, write an important quote, at least three key events, to
illustrate an important scene, and to answer a question related to the chapter.
Identified Modeling: As a class we will listen to the audiobook of chapter one of “To Kill a
Mockingbird.” They will also have the book in front of them so that they can read and listen at
the same time. As we listen to the audiobook, I will be writing characters names and a short
descriptor of who they are on the board for students to reference as we go along.
Checking for Understanding: I will ask students if they have any questions on the book talk
sign ups, the worksheet or their homework. I will also be walking around will the audiobook is
going to see if students think of any questions about the worksheet as they are doing it.
Guided Practice: After the students get the worksheet we will work together to fill in one of the
sections that they get to choose.
Independent Practice: As the audiobook is going students will have a worksheet to fill out as
they go. The worksheet asks the students to draw or describe a character, write any vocabulary
words they do not know, write an important quote, at least three key events, to illustrate an
important scene, and to answer a question related to the chapter.
Evaluation Criteria: The chapter one worksheet will be due on Monday of the following week.
They will also have to read chapter two of “To Kill a Mockingbird” by Monday. We will be having
notebook time on questions from this chapter.
Accommodation:Students who need extra time can have one more day to complete their
Chapter one worksheet.
To Kill a Mockingbird Character Chart
Everytime we meet a new character, fill in the chart. This is your responsibility and will be
collected at the end of the book.
Character Relationship to Physical Describe

Scout Description Personality
Atticus Finch
Scout Finch
Jem Finch
Calpurnia
Dill Harris
Miss Maudie
Atkinson
Miss Caroline Fisher
Boo Radley
Nathan Radley
Walter Cunningham
Mrs. Dubose
Heck Tate
Bob Ewell
Mayella Ewell
Tom Robinson
Link Deas
John Taylor
Mr. Underwood
CH. 3 & 4 JIGSAW LESSON PLAN
Anticipatory Set: Students will begin the class with Notebook Time responding to questions
from chapter 2, which they read for homework. The students will write for 7 minutes without
stopping. If time, we will review the answers as a class. The questions they will respond to are:
Question #1:
Explain Scout’s statement, “Walter hasn’t got a quarter at home to bring you, and you can’t use
any stovewood.”
- What does this tell you about Walters identity?
Question #2:
If you were Scout, how would you describe yourself?

research.
W.9.10- 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
Students will be able to summarize one part of a chapter with concise, but detailed notes.
Students will be able to discuss key events that they want their partners to know about their
specific section.
Students will be able to listen to their peers and take clear notes from their findings.
Input and Resources: Students will receive a worksheet for their Jigsaw activity. The students
will be reading from the graphic novel version of To Kill a Mockingbird.The students will be
responsible for half a chapter. They will need to take detailed notes on their section because
they will then be sharing with their group. Everyone will share their section and then fill in the
other sections with their group members notes. By the end the students will work as a group to
give a one-two sentence summary of both chapters.
Identified Modeling: I will be demonstrating to the students how I want them to fill in their
Jigsaw worksheet. I will show them how to take detailed notes on a chapter and some key
details that I would be looking for. I will also show them how I want them to take notes when
their peers are talking.
Checking for Understanding: I will be walking around as students work on their Jigsaw
activity. I will also be asking for the one-two sentence summary at the end of class. Additionally,
I will be talking to each group as I walk around about what they found and if anything is
confusing.
Guided Practice: As a class we will look at the first question in Notebook Time together. I will
talk to them about the quote and try to figure out what it means and then we will work together
to craft an answer to question one.
Independent Practice: Students will have the whole hour to work on their Jigsaw activity. They
will work on their own while reading their part of the chapter and writing their own detailed notes.
Evaluation Criteria: At the end of class I will have each group read out their final one-two
sentence summaries. I will ask one more time if there is anything more that should be added to
the summary or if the class feels that we have covered every part of the two chapters.
Enrichment Activity:Below is a close reading activity for students who are looking for more of a
challenge. The close reading activity allows students to take a deeper look at specific chapters
and look for textual evidence.
CH. 1-5 STORYBOARD LESSON PLAN
Anticipatory Set: Students will be given one chapter from the first five chapters of To Kill a
Mockingbird. The students will take the first 10 minutes to review the chapter they were given.

research.
Students will be able to review previously read chapters and find important information.
Students will be able to have collaborative conversations with their group members.
Students will be able to work effectively while working independently.
Students will be able to present their storyboards as a group to the whole class.
Input and Resources: I will introduce the Storyboard activity to the students. I will first explain
that each group will be doing their storyboard on a post-it sticky note poster board. I will then tell
them that each of them must take on a role: illustrator, passage master, writer, and reporter. The
illustrator will be in charge of drawing an important scene from the chapter, the passage master
finds a quote of importance, the writer will write down all the important information, and the
reporter will be the one explaining the poster to the class. Next, I will inform the class on the
necessities of the poster. The students will be required to include chapter number, important
quote, characters included in the chapter, brief summary, and an illustration.
Identified Modeling: I will show the students an example poster of what I am looking for. I will
point out again all of the required sections. I will also show where each role comes into play and
what they can be responsible for. Lastly, I will explain and show how the group can work
together on the summary and character portion.
Checking for Understanding: I will be asking for clarifying questions as I am explaining the
activity. I will also be asking for clarifying questions when I am modeling what I am looking for.
Also, I will be walking around as groups work to check in and see their progress. While I am
doing this I will be taking time to talk with each group and make sure they are understanding
everything about their assignment.
Guided Practice: N/A
Independent Practice: The students will have the majority of the hour to work on their posters.
Each student will be responsible for a certain part and will have to pull their weight in their role.
Evaluation Criteria: Within the last 10-15 minutes of class, each group will come to the front of
the class and present their posters. The student with the role of presenter will be the one
explaining the poster. This will help students to remember what they’ve read so far and answer
anything they are confused about.
CH. 10 SYMBOLISM & DISCUSSION LESSON PLAN
Anticipatory Set: Students will have to turn in their chapter 10 worksheets from the previous
week. We will talk through the worksheets before we move forward to answer any questions.

RL.9.3- 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.
W.9.2- 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.
research.
word meanings.
Students will be able to draw on textual evidence to help them answer questions about a
specific chapter.
Students will be able to effectively engage in both group and classroom discussions.
Input and Resources: I will explain how the discussion is going to work for this day. I will give
the students a Google Form Quiz with questions for them to reflect and answer on their own.
Then they will have time to discuss as a group, then we will talk as a class with cold calls. The
questions include:
1. What do we learn at the beginning of Chapter 10 about the way that Scout and Jem feel
about Atticus?
2. How does Atticus’s defense of Tom Robinson reinforce those feelings? (Answer based
off of Question #1)
3. Atticus instructs Scout and Jem that “it’s a sin to kill a mockingbird.” What does this
advice mean? Look for evidence in the text to help you explain it.
4. Both the mockingbird and the mad dog are symbols. Based on what you have read so
far, what or who in this story might the mockingbird symbolize? What or who might the
mad dog symbolize? Look for evidence to support or refute your hypothesis as you read
the rest of the novel.
5. What does it mean to be a “man”? Based on your reading of this chapter,how might
Scout answer this question? How might Atticus? Do you think Jem agrees more with
Scout or with Atticus?
Identified Modeling: I will model to the students how I want them to answer the questions. I will
show how to bring in quotes from the chapter and how long I want each of their answers.
Checking for Understanding: I will be able to see the responses from the Google Form Quiz. I
will also be walking around while students have their group discussions. Lastly, when we do our
class discussion I will be doing both cold calls and volunteers, so that I can hear from everyone.
Guided Practice: Together as a class we will discuss the questions and our thoughts. I will be
doing cold calls as well as taking volunteers. I will be adding follow-up questions and even
including my own responses to some of the questions.
Independent Practice: The students will first work on writing their responses to the questions
on chapter 10 on their own. Once they have completed those, they will discuss as a group. I
want to challenge them to all speak. Therefore, I will be timing them to speak one person at a
time for 2 minutes without stopping. The student can talk about all of their answers or the one
they feel they have the best response to, as long as they don’t stop talking until their turn is
over.
Evaluation Criteria: I will have a chance to look at their responses to their quizzes to see if the
students are understanding the symbolism and importance in this chapter. Additionally, based
on their responses in the discussion I will know who truly understands and who is struggling
more.

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To Kill a Mockingbird

CCSS Covered in Unit

SL.9.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in

L.9.5- Demonstrate understanding of figurative language, word relationships, and nuances in

Unit Plan Outline:

● Book Talk (5 minutes)

● Book Talk (5 minutes)

● Book Talk (5 minutes)

● Book Talk (5 minutes)

● Book Talk (5 minutes)

● Book Talk (5 minutes)

● Read Screenplay of Chapter 6 (20 minutes)

● Book Talk (5 minutes)

● Book Talk (5 minutes)

● Book Talk (5 minutes)

● Book Talk (5 minutes)

● Book Talk (5 minutes)

● Book Talk (5 minutes)

● Book Talk (5 minutes)

● Book Talk (5 minutes)

● Work on Identity Project (35 minutes)

● Socratic Seminar Part 1 (45 minutes)

● Socratic Seminar Part 2 (45 minutes)

● Choice Reading (15 minutes)

● Watch movie (55 minutes)

“English Audiobook Archives.” ​Tokybook.Com​, 15 Apr. 2020, tokybook.com/english-audiobook/.

Allocated Time: ​55 minutes

Objective and Purpose:

Input and Resources:

Allocated Time: ​55 Minutes

Objective and Purpose:

Character Relationship to Physical Describe

Miss Caroline Fisher

Allocated Time: ​55 minutes

Objective and Purpose:

Allocated Time:​ 55 minutes

Objective and Purpose:

Guided Practice: ​N/A

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Objective and Purpose:

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