High School

 “To Kill a Mockingbird” By Harper Lee

o The novel is about a young girl’s coming of age and
how she goes from innocent child to witnessing a trial
where a Black man is falsely accused of rape. The
novel is set in a small town in Alabama and deals with
racism, prejudice, and courage. It is a difficult book to
read, but so many deeper levels of how the world
used to be.
o 9th grade.
o Genre: Fiction (southern gothic)
o Pulitzer Prize
o Lesson: The book is a great way to connect lessons
about history. The historical development of racial
segregation is a topic that could be discussed, and
students could create a timeline of how things
progressed.
 “Of Mice and Men” By John Steinbeck
o The novel focuses on the American dream. The main characters George Milton and
Lennie Smalls are a couple of migrant ranch workers. They live in Salinas, California and
dream of living off the land. The story is set during the Great Depression and carries
underlying themes of loneliness and isolation. The end of the novel results in George
killing Lennie because “he has to” due to Lennie’s actions.
o Genre: Historical Fiction
o Lesson: There are many ways to connect this to history lessons with the Great
Depression. However, on a more positive theme students could spend some time
reflecting on their own dreams and life goals. It would be a great time to not only
discuss those dreams and goals but offer some research time or to bring in career
planning mini-lessons to take another path from the book.
 “House on Mango Street” By Sandra Cisneros
o The novel deals with the self-identity of a young
Mexican-American girl. Her name is Esperanza and
the story starts when she is about 12 years old. She
and her family moved from a small apartment to a
house on Mango Street, but it does not live up t o her
dream home. It is quite rundown, but the first thing
her family has owned. The novel follows her life as
she grows and matures both sexually and
emotionally. The house is located in the poor part of
the neighborhood and she has her first crush and
begins to express herself as an escape. Esperanza is
sexually assaulted and copes with the trauma of that
event as well as others.
 o 10th grade
o Genre: Fiction (realistic)
o American Book Award
o Lesson: This book uses a lot of metaphorical descriptions, so a lesson on metaphors
would be a great spin-off. Students could find metaphors to make connections or bring
them to the discussion table.
 “Lord of the Flies” By William Golding
o This book deals with a dystopian society as it follows the story of a group of young boys
who are lost on a deserted island. They develop rules and organizations to try and
sustain their desire to live peacefully. Eventually, their desires come face to face with
the instinct to satisfy one’s own personal immediate needs and wants. This mentality
challenges if they are really focused on the good of the group or for themselves
individually. Violence breaks out as they focus on individual needs.
o 11th grade
o Nobel Prize for Literature 1983
o Genre: Psychological Fiction
o Lesson: A face mask project is a creative way for students to get creative. The mask
should be created to represent Jack and be connected to the chapter of the book that
deals with his face painting.
 “Animal Farm” By George Orwell
o The book uses characters of barnyard animals to depict themes of socialism and class
conflict. In the novel, an award-winning boar brings together the farm animals to tell
them of his dream where they can live without any humans taking over and controlling
them. The book is a political fable that is based on the events of Russia’s revolution.
The animals attempt to overthrow the humans and have a society of their own.
o 12th grade
o Genre: Political Fable
o Lesson: The book has the opportunity for high school students to work on
argumentative writing skills, or creating and practicing their speech skills. Students
could break down the elements of Major’s speech and then work to write and deliver on
their own.