To Kill a Mockingbird

EUROPEAN International School Tom Hopkins

IB MYP English Language and Literature (Grade 8) G8

Summary

To Kill a Mockingbird

Subject Year Start date Duration

English Grade 8 Week 3, October 9 weeks

Description
Using To Kill a Mockingbird as a vehicle, students will study how literature can reflect histories (depicted in setting and from time
of writing), in addition to how texts can represent certain groups in society, challenging ideas in addition to reproducing negative
stereotypes.

Key and Related Concepts

Key Concepts

Key
Concepts Definition

Perspective is the position from which we observe situations, objects, facts, ideas and opinions. Perspective
may be associated with individuals, groups, cultures or disciplines. Different perspectives often lead to multiple
Perspective representations and interpretations.

Time, place and space The intrinsically-linked concept of time, space and place refers to the absolute or
relative position of people, objects and ideas. 'Time, place and space' focuses on how we construct and use our
Time, place understanding of location (“where” and “when”).
and space

Related Concept(s)

Character, Context, Point of view, Setting

Inquiry

Conceptual Understanding

How can literature reflect and comment on "turning points" of history?

How can critics of literature evaluate the depiction of marginalized groups in text, and whether such depictions challenge
negative stereotypes or reproduce them?

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To Kill a Mockingbird
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EUROPEAN International School Tom Hopkins

IB MYP English Language and Literature (Grade 8) G8

Global Context

Global Context Explorations to develop

Turning points and “big history”, Peoples

Orientation in space
and time

Power and privilege, Justice

Fairness and
development

Statement of Inquiry

Writers use perspective and character to challenge or support ideas about peoples in society and power dynamics.

Inquiry Questions

Type Inquiry Questions

Conceptual How can literary critics analyze theme?

Factual How can stereotypes be used to maintain unequal power structures?

Debatable What makes society fair and just?

Curriculum

Aims

Develop critical, creative and personal approaches to studying and analysing literary and non-literary texts

Engage with text from different historical periods and a variety of cultures

Apply linguistic and literary concepts and skills in a variety of authentic contexts.

MYP subject group objective(s)

A: Analysing

i. identify and explain the content, context, language, structure, technique and style of text(s) and the relationship among
texts

ii. identify and explain the effects of the creator’s choices on an audience

iii. justify opinions and ideas, using examples, explanations and terminology

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EUROPEAN International School Tom Hopkins

IB MYP English Language and Literature (Grade 8) G8

B: Organizing

i. employ organizational structures that serve the context and intention

ii. organize opinions and ideas in a coherent and logical manner

C: Producing text

i. produce texts that demonstrate thought, imagination and sensitivity, while exploring and considering new perspectives
and ideas arising from personal engagement with the creative process

D: Using language

i. use appropriate and varied vocabulary, sentence structures and forms of expression

ii. write and speak in an appropriate register and style

Content (topics, knowledge, skills)

Historical Context for the novel:

Race in America, specifically during the 1930s

The Great Depression

Concrete definitions for gender such as roles, performance, challenge, conform, limiting

Definitions related to race representations such as white trash, white savior, two dimensional, stereotype, trope

Skills

Macro Skill: To be able to critically interpret (analyze and evaluate) literature

Micro Skills:

To break apart literature as a system, identifying its smallest parts (i.e. language techniques) in relation to its whole (i.e. elements
such as character, setting, tone, symbol, etc.)

To explain how meaning is shaped via various literary techniques, identifying the choice and effect, justifying their answers

To comment on the significance of a text in relation to larger entry points, such as time and space, representation, global issue,
or the development of an idea or theme

Macro Skill: To structure arguments successfully

Micro Skills:

To create succinct and justified claims using language to signpost rationales

To identify and evaluate textual evidence in relation to their claim

To contextualize, embed, and cite textual evidence

To put said evidence through an analytical framework which arrives at logical conclusions

To use language and signposting techniques to convey ideas and processes

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EUROPEAN International School Tom Hopkins

IB MYP English Language and Literature (Grade 8) G8

To write cohesively and logically

Please see this document for a full breakdown

Standards and Benchmarks

Reading

develop an appreciation and love of reading, and read increasingly challenging material independently through:

reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays
with a wide coverage of genres, historical periods, forms and authors. The range will include high-quality works from:

a. English literature, both pre-1914 and contemporary, including prose, poetry and drama

understand increasingly challenging texts through:

making inferences and referring to evidence in the text

read critically through:

knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational
features, presents meaning

studying setting, plot, and characterisation, and the effects of these

studying a range of authors, including at least two authors in depth each year.

Writing

write accurately, fluently, effectively and at length for pleasure and information through:

a. well-structured formal expository and narrative essays

d. a range of other narrative and non-narrative texts, including arguments, and personal and formal letters

summarising and organising material, and supporting ideas and arguments with any necessary factual detail

plan, draft, edit and proof-read through:

amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness

Grammar and Vocabulary

consolidate and build on their knowledge of grammar and vocabulary through:

studying the effectiveness and impact of the grammatical features of the texts they read

drawing on new vocabulary and grammatical constructions from their reading and listening, and using these
consciously in their writing and speech to achieve particular effects

Spoken English

speak confidently and effectively, including through:

using Standard English confidently in a range of formal and informal contexts, including classroom discussion

giving short speeches and presentations, expressing their own ideas and keeping to the point

Objectives - Language and literature

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To Kill a Mockingbird
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EUROPEAN International School Tom Hopkins

IB MYP English Language and Literature (Grade 8) G8

A: Analysing

identify and explain the content, context, language, structure, technique and style of text(s) and the relationships
among texts

identify and explain the effects of the creator’s choices on an audience

justify opinions and ideas, using examples, explanations and terminology

B: Organizing

employ organizational structures that serve the context and intention

organize opinions and ideas in a coherent and logical manner

use referencing and formatting tools to create a presentation style suitable to the context and intention.

D: Using language

write and speak in an appropriate register and style

use correct grammar, syntax and punctuation

ATL Skills

ATL skills

Social

- II. Collaboration skills

Working effectively with others

Practise empathy

Listen actively to other perspectives and ideas

Advocate for one’s own rights and needs

Thinking

- VIII. Critical thinking skills

Analysing and evaluating issues and ideas

Evaluate evidence and arguments

Consider ideas from multiple perspectives

Use models and simulations to explore complex systems and issues

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To Kill a Mockingbird
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EUROPEAN International School Tom Hopkins

IB MYP English Language and Literature (Grade 8) G8

Developing IB Learners

IB Learner Profile

Open-minded

Assessment

Summative Assessment

After studying the historical contexts, building empathy, and reviewing the larger role representation of groups plays in relation
to text and culture, students will develop their own argumentative essay in response to the studied text. Students will have some
agency for their argument but must write in relation to history & culture (time and space) or representation (identity). They should
also demonstrate a better understanding of how to formulate arguments, supporting their claims with evidence and putting their
evidence through an analytical framework to arrive at logical conclusions. In order to go beyond argumentative structures in just
the written form, students should create a podcast where they apply these skills in oral form also.

Here is an example essay.

Here is an example podcast.

NOV To Kill a Mockingbird Mid-Point Podcast

25 Summative Friday at 3:05 PM

DEC To Kill a Mockingbird Critical Essay

21 Summative Summative Wednesday at 10:00 PM

MYP Assessment Criteria

5/8 A: Analysing 5/8 B: Organizing

5/8 C: Producing text 5/8 D: Using language

Description

Peer and Self-assessment

Use these slides to help students decode feedback for self assessment.

Example peer feedback form

Learning Experiences

Learning Experiences and Teaching Strategies

Week One Learning Overview and Resources

Week Two Learning Overview and Resources

Week Three Learning Overview and Resources

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To Kill a Mockingbird
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EUROPEAN International School Tom Hopkins

IB MYP English Language and Literature (Grade 8) G8

Week Four Learning Overview and Resources

Week Five Learning Overview and Resources

Week Six Learning Overview and Resources

Week Seven Learning Overview and Resources

Week Eight Learning Overview and Resources

Week Nine Learning Overview and Resources

Feedback

Weekly, select exemplars from student work and make any necessary amendments to avoid sharing work with errors. Then,
annotate the exemplar, explaining why it was good. Finally, share the work via a Google Question with reflection questions,
asking what the each student had done similarly to the exemplar, with justification, where they think they could improve based
on this, and what they will focus on next time.

This should be weekly.

Additionally, students should be completing self and peer assessment regularly. Example peer feedback form

After giving written feedback, particularly for summative tasks, ensure students complete reflections using these slides.

Differentiation

THESE TEXT AID VERSIONS OF THE TEXT CAN HELP LOWER LEVEL STUDENTS

PART ONE / PART TWO

Allow a degree of agency in lines of inquiry for top students when creating essay topics.

For lower level students, create versions of text which have difficult vocabulary explained, concepts described, examples of
analysis or points the students should read for, etc. Additionally, providing audiobook versions of these texts can help students
with reading difficulties.

Provide models for ALL expected work and scaffold any task's language with sentence stems.

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