This is an outline of one of the lessons that is done throughout the unit. It is one of the opening lessons.

Having students get the foundations is essential, we do many days of pre-reading and historical
background to understand the setting of the novel.

Agiri Culture Connect Lesson Planner:

Essential Question Who is America?

Standard CCSS.ELA-LITERACY.WHST.6-8.2.B
Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
Materials Case Study, Images of revolution, Excerpt from Who’s America.
Aim What were the causes of the American Revolution?
Skill Objectives Students will explain the causes of the American revolution by writing one paragraph.
Vocabulary: Loyalty
Greed
Rebellion
Discontent
JEDIA Learning Objective ● Justice: Students will explore the concept of loyalty and greed by reading a case
● Justice study on the American Revolution.
● Equity ● Equity: Students will brainstorm solutions to issues of the American Revolution.
● Diversity ● Diversity: Students will determine the voices traditionally missed in the
● Identity American Revolution.
● Act ● Identity: Students will discuss the concepts of loyalty, greed and sibling
dynamics in their own life.
● Act: Students will begin to determine one action towards how greed can be
prevented in their own community.

Opener: “Good Morning Class. Many of you are astute problem solvers. Yesterday, someone
● Validation emailed me and presented a solution to an issue that we’ve had in class. They thought
● Positive Framing about different perspectives to address the issue. This is what we need to practice more
of. Today, we are going to put your skills to the test by reading a story about two
brothers.”
Awaken: Case Study Story: Students will read a case study about Edward and George.
● Hook After students read and discuss, teacher will introduce American Revolution.
● Review Jim Crow Laws
● Feedback Opinoaire Survey -
● Challenge “The Terrible Things”
● Story Brown vs The Board of Education

Learning Experience 1: Students will compare and contrast concepts and actions Equitable Access Points:
● Reading between the case story and image of the Causes of the
€ Group A will read the
● Writing American Revolution.
● Discussion timeline and answer
● Questioning They will discuss: What role did loyalty and greed play in the questions.
American Revolution? How can we do better for our society
now?
 They will read an excerpt about the causes and write one
paragraph.

Learning Experience 2: Students will compare a traditional image of the American Equitable Access Points:
● Reading Revolution with other images to determine which
€ Group A will use
● Writing perspectives are needed to better understand the causes.
● Discussion They will write questions about what new information is sentence starters for
● Questioning needed to write a better paragraph. their paragraphs.
€ Group B will fill in the
blank of a paragraph
and rewrite in their
own words.

Assessment: Part 1: After reading an excerpt on the causes of the American Revolution and
investigating diverse perspectives, rewrite your paragraph using new information. Make
sure to include
● 2 out of 4 terms in your explanation. (greed, loyalty, rebellion, discontent)
● Well chosen facts, examples and concrete details.
● At least 5 sentences.

Part 2: What could we do to make sure that greed is not a thing in our communities?
Essential Question How is my story unfolding? ( To Kill a Mockingbird)
Standard CCSS.ELA-LITERACY.RL.7.3

Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).

CCSS.ELA-LITERACY.RI.7.5

Analyze the structure an author uses to organize a text, including how the
major sections contribute to the whole and to the development of the ideas.
CCSS.ELA-LITERACY.RL.7.6

Analyze how an author develops and contrasts the points of view of different characters
or narrators in a text.

CCSS.ELA-LITERACY.W.7.1

Write arguments to support claims with clear reasons and relevant evidence.

CCSS.ELA-LITERACY.W.7.1.A

Introduce claim(s), acknowledge alternate or opposing claims, and organize

the reasons and evidence logically.

CCSS.ELA-LITERACY.W.7.1.B

Support claim(s) with logical reasoning and relevant evidence, using

accurate, credible sources and demonstrating an understanding of the topic
or text.

CCSS.ELA-LITERACY.W.7.1.C

Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.

CCSS.ELA-LITERACY.W.7.1.D

Establish and maintain a formal style.

CCSS.ELA-LITERACY.W.7.1.E

Provide a concluding statement or section that follows from and supports

the argument presented.

Materials Screenplay version of TKM

Graphic Novel Version of TKM
TKM Novel
 Worksheets created by teachers
Scaffolds created
Vocabulary charts
Aim / Purpose: WWBAT identify and defend our feelings about topics presented in Harper
Lee’s To Kill a Mockingbird.

Skill Objectives Students will be able to determine how they feel about statements. They will think about
their own personal views, they will determine whether they agree OR disagree, and then
support their ideas. Students understand that the classroom is a judgment free zone and
that they are ALL allowed to share what they are feeling and we are there to support
them and learn/teach from each other.
Vocabulary: Prejudice, Discrimination, Racism, Assault
JEDIA Learning Objective Students will be able to determine how they feel about statements. They will think about
● Justice their own personal views, they will determine whether they agree OR disagree, and then
● Equity support their ideas. Students understand that the classroom is a judgment free zone and
● Diversity that they are ALL allowed to share what they are feeling and we are there to support
● Identity them and learn/teach from each other
● Act

Opener: What do you think To Kill A Mockingbird is going to be about? What questions do you
● Validation create from the title?
● Positive Framing

Awaken: Anticipatory questions & visual gallery to enhance understanding of the context
● Hook 1.Prejudice is something of the past; society has learned from history and we
● Review no longer experience prejudice or discrimination.
● Feedback 2.Stereotypes are a natural part of being human; we all make
● Challenge snap-judgments based on a person’s gender, age, appearance etc
● Story 3. We have come a long way when it comes to gender discrimination; women
are now seen as completely equal to men.
4. One is not born with prejudice; it is something which one learns from one’s
parents, family and society at large
5. Prejudice only relates to racism.
6. It is wrong to hate anyone; every single person has both good and bad
characteristics.
7. Prejudice always stems from ignorance.

Learning Experience 1: Students will compare the world back then to the Equitable Access Points
● Reading world now and if there really is a change > DIfferentiated lexiles
● Writing > Consider the link / patterns
● Discussion > Visual analysis
● Questioning > Jim Crow laws; Dr. Martin Luther King Jr.,
Segregation, hosing of people, Ruby Bridges
 Link to Civil War / Reparations period (Social Studies -
cross content)
Learning Experience 2: Student’s will consider the perspective of the author Equitable Access Points
● Reading and the author’s purpose in crafting a novel as a > DIfferentiated lexiles
● Writing means of spreading their thoughts / raising > Sentence starters / highlighted
● Discussion awareness: text
● Questioning > Harper Lee’s background and early life as a possible
link to her crafting of this story and the mode in
which it was crafted
Assessment: Character shift / Catalysts that instill change (a result of heightened awareness) / Essay

How has one of the characters within the text changed and grown from the start of the
text to the end. This helps students self-reflect not only on the characters but within their
own life. The next unit we move into is with the text I am Malala, the students are going
from watching the character change to watching themself change. They become activists
within the classroom.