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I Have a Dream: Four Week Conceptual Unit on Coming of Age Literature

and the Civil Rights Movement

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Table of Contents

I. Rationale………………………………………………………....6-7

II. Materials…………………………………………………….......7-8

III. Goals and Rubrics…………………………………………...8-19

IV. Introductory Activity…………………………………………..20

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V. Daily Lessons and Activities……………………………....20-30

VI. Inventory…………………………………………………….30-44

I. Rationale

High school students are constantly evolving in their maturity. From self-image to

making choices, this age group is in a critical stage of development. Why not teach a novel that

exemplifies these types of issues? It is beneficial for a student to study a point in history where

today’s comfortable and blessed norms were not present. Studying the Civil Rights Movement

allows the student to be vulnerable to his/her raw emotions and utilize them in critical thinking

and response. Harper Lee’s To Kill A Mockingbird and Harriet Beecher Stowe’s Uncle Tom’s

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Cabin identify racism and its effect on society. Also, it invites a discovery of the definition of

maturity and the coming of age. Although each novel is based on two different historical

contexts, there are many lessons to be learned within them. Many of which are crucial to

freshmen students, students who are in the beginning of a four-year journey; this journey will

introduce them to issues such as racism, making choices, the coming of age, prejudice, and

discrimination. Therefore, may the students learn more than a simple surface reading of these

novels, but explore in-depth themes that have real life relevance.

Not only are themes relevant, but also historical contexts are pertinent teaching tools

when analyzing Lee’s To Kill A Mockingbird and Stowe’s Uncle Tom’s Cabin. A student’s

understanding of historical events and societal norms surrounding a piece of literature is

beneficial for the accurate comprehension and analysis of it. For example, Mockingbird was

written before the peak of the Civil Rights Movement. There are many events in the story that

exemplify the stages before the movement. Additionally, an understanding of Harper Lee’s

biography plays a key role in the comprehension of Mockingbird. It reveals Lee’s motives for

writing the novel and her experiences that influenced her writing. In Cabin, Stowe introduces the

issue of the abolition of slavery. With this knowledge, students learn the norms of post Civil War

and have a better understanding of the novel’s purpose and meaning. Therefore, when teaching

Mockingbird and Cabin, it is essential to provide a brief history lesson. These controversial

issues are not only historical, however, they are present. Every student should be up-to-date with

current events, especially issues related to the piece of literature being taught. For example, it is a

good idea to incorporate a comparison/contrast of current issues to past issues, relating the

literature to the student.

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Ninth grade students are vulnerable to a plethora of emotions, all of which influencing

their actions and decisions every day. Why not teach a piece of literature that exploits

controversy and identifies humanity. Students will not have only read and understood a top one

hundred choice novel, but will have been introduced to current events, a lesson in history, and a

definition of true maturity. Therefore, Harper Lee’s To Kill A Mockingbird and Harriet Beecher

Stowe’s Uncle Tom’s Cabin are significant novels for the ninth grade English classroom. Also,

other writings such as Frederick Douglass’ Narrative of the Life of Frederick Douglass, An

American Slave and Martin Luther King, Jr.’s “I Have a Dream” contribute to the unit teaching

maturity, the coming of age, and racism.

II. Materials

1. Harper Lee’s To Kill A Mockingbird

2. Harriet Beecher Stowe’s Uncle Tom’s Cabin

3. YouTube video: “Martin Luther King, Jr., ‘I Have a Dream’ speech”

http://www.youtube.com/watch?v=3vDWWy4CMhE

4. 2 Excerpts from Frederick Douglass’ Narrative of the Life of Frederick Douglass, An

American Slave

5. YouTube video: “Mockingbirds of the Civil Rights Movement”

http://www.youtube.com/watch?v=qEbm1crkcIM

6. YouTube video: “To Kill a Mockingbird Historical Context” http://www.youtube.com/watch?

v=sgC09oMIwLc&list=PL85O_nJPqgDe1tMc5Oah3166OWq3MX7Ls

7. YouTube video: “Harriet Beecher Stowe” http://www.youtube.com/watch?v=D4XUgJdo6rw

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8. YouTube video: “Frederick Douglass- Mini Bio” http://www.youtube.com/watch?v=Su-

4JBEIhXY

9. 24 adhesive labels for Prejudice vs. Discrimination Activity: (Written on labels) violent,

athletic, cute, overemotional, incompetent, good at math, lazy, untrustworthy, unclean, musical,

materialistic, diseased, unintelligent, exotic, forgetful, frail, jock, book-worm, girly-girl, prima-

donna, authentic, most-likely to succeed, tall basketball player, player.

10. 24 assignment sheets for each assignment/project

11. 24 composition notebooks

12. 24 small canvases

13. 3 reservations for the art room

III. Goals and Rubrics

1. EOD Daily Journal Notebook 5%

2. DI Notebook 5%

3. SAT vocabulary quizzes 10%

4. Paideia Seminars 10%

5. Theme Painting 20%

6. Comparison/Contrast Essay 20%

7. Unit Final Project 30%

End of Day (EOD) Daily Journals

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Throughout the unit, we will be reading and exploring different pieces of literature. Almost every

class, I will ask you to provide a response to the question on the white board. You will have 15

minutes to complete them. This will only be done during the first half of the unit. See Inventory.

Your journal is intended to help you organize and discover your thoughts on what we do in

class and the texts you read.

You do not need to be concerned about perfect grammar or syntax when you write in your

journal. Instead, I want you to concentrate on generating thoughtful responses and/or questions.

You will use the journal to record personal responses to readings and first impressions to what

we do in class.

Remember, I am required to share any thoughts or suggestions of violence, suicide, substance

abuse, family abuse, or other harmful behavior with the school counselors. (Such entries will not

be counted for, or against, the journal grade laid out on the rubric, because I cannot grade it for

the response itself.)

I will take up your journals every Friday for a completion grade.

Each journal entry needs to be about half a page.

Journal Entry Rubric

Category 4 3 2 1 0Response Student

responds thoughtfully, clearly, and with detail to prompts, questions, or other assigned responses.

Student responds fairly thoughtful, clear, and with some detail to prompts, questions, or other assigned responses.

Student responds with little thought, is not very clear, and gives little detail to prompts, questions, or other assigned responses.

Student responds with little to no thought, is not clear, and gives no detail to prompts, questions, or other assigned responses.

No Journal Entry

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Length Half or more of a page for a single response has been written.

A little less than half of a page has been written.

¼ of a page has been written.

A few (1-2) sentences have been written.

No Journal Entry

Scale: 8/8= 100%; 4/8= 50%

Daily Icebreakers (DI) Notebook

When students walk into class, they should immediately begin on working on the “DI.” The DI

will be written on the board and will base on the literature being taught. After housekeeping,

teacher and class will discuss the DI. The Daily Icebreaker notebook will be submitted at the end

of each week for a participation grade. See Inventory.

DI Notebook Rubric

(2 points per DI, 10 assignments)

1. 5/5 DI complete: 100%






SAT Vocabulary Quizzes

See Inventory.

1. Teacher will ask students to get out a blank sheet of notebook paper. 2. Teacher will read aloud each word and the student will do the following:

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1. Definition of word 2. Word in a sentence

Example: 1. 2.

SAT Vocabulary Quiz Rubric

(8 points per question; 10 questions)Correct definition of each word= 5 pointsCorrect example of each word= 3 points80/80= 100%; 40/80= 50%

Paideia Seminar

(SEMINAR PROCESS SCRIPT)

I. Before Seminar

A. Definition and Purpose

A Paideia Seminar is a collaborative, intellectual dialogue about a text, facilitated with open-

ended questions. The main purpose of seminar is to arrive at a fuller understanding of the ideas

and values in [name of text], of ourselves, and of each other.

B. Roles and Expectations

As the facilitator, I am primarily responsible for asking challenging, open-ended questions.

I will take a variety of notes to keep up with the talk turns and flow of ideas.

I will help move the discussion along in a productive direction by asking follow- up questions

based on my notes.

As participants, I am asking you to think, listen, and speak candidly about your thoughts,

reactions, and ideas.

You can help each other do this by using each other’s names.

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You do not need to raise your hands in order to speak; rather, the discussion is collaborative in

that you try to stay focused on the main speaker and wait your turn to talk.

You should try to both agree and disagree in a courteous, thoughtful manner. For

example, you might say, “I disagree with Joanna because...” focusing on the ideas involved, not

the individuals.

C. Group Process Goal

Now, let’s think about how we normally participate in a discussion as a group. What goal can

we set for ourselves that will help the flow of the seminar? (Encourage student input. Discuss

and reach consensus. Alternatively, suggest group goal. Display group goal.)

A. Common Group Goals

Focus on ideas and values embedded in text

Keep an open mind

Invite everyone to share his or her ideas

Use others’ names

Remember that one person speaks at a time

B. Personal Participation Goal

Please consider the list of personal participation goals that I have listed on the board. (Display

personal goals.) Is there one that is a particular challenge for you? Please choose one goal from

the list and commit to achieving it during the discussion. Write your personal goal at the top of

your [notebook paper, copy of the text, or checklist].

C. Self-Assessment

1. Common Personal Goals

a. Novice

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Look at speaker

Do not talk while speaker is addressing class

Speak voluntarily at least twice

Speak loudly enough that everyone can hear you

Use others’ names

Share talk time

Make clear, accurate statements

Refer to text

Ask a question

b. Advanced

Speak using relevant vocabulary and standard grammar

Refer to text and other relevant sources

Take notes on discussion

Comment on positive/negative implications of topic

Test assumptions and explore inferences

Consider multiple points of view

Acknowledge personal bias

Acknowledge changes in one’s own perspective

Add global/holistic interpretation to previous statement

II. After Seminar

Thank you for your focused and thoughtful participation in our seminar.

As part of the post-seminar process, I would first like to ask you to take a few minutes to reflect

on your relative success in meeting the participation goal you set for yourself prior to the

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discussion. Please review your goal and write to what extent you met it. In addition, note why

you think you performed as you did. (Pause for reflection.)

Would several volunteers please share your self-assessment and reflection? (Listen.)

A. Group Assessment

Now I would like us to talk together about how we did in relation to the group process goal we

set for ourselves. On a scale of one to ten, ten being perfect, how would you say we did? Why?

(Facilitate discussion.)

B. Anticipation

What goal should we work on next seminar? (Encourage student input. Discuss and reach

consensus.) Let’s make a note of that. Thanks again for your participation.

The National Paideia Center

<http://www.paideia.org/wp-content/uploads/2011/05/seminar_process_script_final.pdf>

Rubric for Paideia Seminar

Category 3 2 1

Participation Student engaged in seminar with thorough adequacy.

Student engaged in seminar, but briefly.

Student did not engage in the seminar.

Novice Goals Student met all of the novice goals.

Student met some of the novice goals.

Student met none of the novice goals.

Advanced Goals * Student met all of the advanced goals

Student met some of the advanced goals

Student met none of the advanced goals.

* = EXTRA CREDIT ONLY 9/6= 150%; 6/6= 100%; 3/6= 50%

Theme Painting

Part I- Painting Lets get creative, students! Let everything you have watched, read, and

learned thus far inspire you. Create a painting that expresses your emotions towards a specific

theme relating to this unit. Examples are slavery, civil rights, racism, the coming of age,

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liberation, etc. We will be using the art room so that you may choose the paint of your choice:

watercolor, oil, or acrylic. I will supply the canvases. You may create any genre of painting:

landscape, portrait, abstract, etc. However, every student is responsible for clearing your theme

with me before you begin painting.

Part II- Essay Write a one page essay reflecting the significance of your painting. NO

MORE/LESS THAN 1 PAGE WILL BE ACCEPTED. The essay must 1) state your theme, 2)

explain how the painting reflects your emotions towards your theme, and 3) give support for why

your theme is relevant to the unit as a whole. Use 12-point font and single space formatting. You

may use the font style of your choice as this is meant to be creative; it must be readable, no

cursive. The essay must be taped to the back of your paintings upon submission.

Theme Painting Rubric

Category Grade A 100% Grade B 85% Grade C 75% Grade F 0%

Painting 1. Strongly reflects emotion towards theme2. Shows great effort

1. Reflects emotion towards theme2. Shows some effort

1. Reflects no emotion towards theme3. Shows little effort

Not submitted

Essay 1. States theme2. Adequately explains how the painting reflects emotions towards theme3. Gives adequate support for theme’s relevance to whole unit4. Error-free

1. States theme2. Sort of explains how the painting reflects emotions towards theme3. Gives some support for theme’s relevance to whole unit4. 1-2 errors

1. States theme2. Barely explains how the painting reflects emotions towards theme3. Gives little support for theme’s relevance to whole unit5. 3+ errors

Not submitted

Submission 1. On or before 1. On or before 1. On or before Not submitted

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due date2. Essay taped on back of painting3. Exactly one page in length

due date2. Essay taped on back of painting3. Under or over one page in length

due date2. Essay not taped on back of painting3. Under or over one page in length

Divided as 3 separate grades, but combined for a cumulative grade.

Comparison/Contrast Essay

~ Compare OR contrast Harper Lee’s To Kill A Mockingbird and Harriet Beecher

Stowe’s Uncle Tom’s Cabin. ~

1. What are their titles?

2. What do they describe or depict?

3. What is their tone or mood?

4. What is their form?

5. Who created them?

6. When were they created?

7. Why do you think they were created as they were?

8. What themes do they address?

9. Do you think one is of higher quality or greater merit than the other—and if so, why?

10. For writing: what plot, characterization, setting, theme, tone, and type of narration are used?

Format:

12 point font

Times New Roman font

1 inch margins

MLA format

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5-7 pages minimum

double-spaced

point-by-point or block-by-block structure (refer to handout I gave you) see Inventory

Comparison/Contrast Essay Rubric

CATEGORY Exceeds the Standard (A) Meets the Standard (B-C)Does Not Meet the Standard

(D-F)Purpose & Supporting

Details

_____/40 points

The paper clearly compares and contrasts points that are sophisticated, offers specific

examples to illustrate the comparison, and includes

only the information relevant to the

comparison/contrast.

The paper compares and contrasts points clearly, but the supporting information is general, and/or the points

are basic. The paper includes only the

information relevant to the comparison/contrast.

The paper mostly compares and contrasts points clearly,

but the supporting information is incomplete or missing, and/or may include

information that is not relevant to the

comparison/contrast.Organization & Structure

_____/30 points

The paper breaks the information into point-by-point or block-by-block structure. It follows a consistent order when

discussing the comparison/contrast.

The paper breaks the information into point-by-

point structure or block-by-block, but may not follow a

consistent order when discussing the

comparison/contrast.

Organizational pattern not identifiable. Some details are not in a logical or expected order, and this distracts the

reader.

Transitions

_____/10 points

The paper moves smoothly from one idea to the next and uses transition words and subtle transitions to

show relationships between ideas.

The paper moves from one idea to the next, but may lack or misuse transition

words to show relationships between ideas.

Transitions may be missing; connections between ideas are

fuzzy or illogical.

Grammar & Spelling

(Conventions)

_____/20 points

Writer makes no errors in grammar or spelling that

distract the reader from the content.

Writer makes 1-2 errors in grammar or spelling that


Writer makes several errors in grammar or spelling that


<http://www.cbsd.org/cms/lib07/PA01916442/Centricity/Domain/1574/CompareContrastRubric%20Assign%203.14.doc.>

Unit Final Project

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http://www.cbsd.org/cms/lib07/PA01916442/Centricity/Domain/1574/CompareContrastRubric%20Assign%203.14.doc

Select from one of the following prompts to complete as your final project for the unit. You will

work in groups of 2. Each prompt can be used only once, so sign up early- first come, first

served. Have fun! (Based on a 24 pupil size)

Prompts: 2 Group Members:

Make a Movie: About Harriet Beecher Stowe: ____________________________________

Make a Movie: About Frederick Douglass ____________________________________

Make a Movie: About Harper Lee ____________________________________

Make a Movie: About Martin Luther King, Jr. ____________________________________

Create a Collage: About Civil Rights Movement ____________________________________

Create a collage: About Women’s Rights Movement ___________________________________

Create a collage: About The Great Depression ____________________________________

Create a collage: About the Causes of the Civil War ___________________________________

Research a current event: relating to racism ____________________________________

Research a current event: relating to coming of age ____________________________________

Research a current event: relating to maturity ____________________________________

Research a current event: relating to civil rights ____________________________________

Rubrics for Unit Final Projects

*The following rubrics will be given to students upon assignment.

Movie Rubric:

1. Must be submitted on YouTube (see me for account help)

2. Must be at only approx. 5 minutes in length

3. Must include different settings and speakers showing adequate knowledge of topic

4. Must be interesting and appealing

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5. Use any genre: comedy, documentary, interview, game show, etc. Be creative.

Collage Rubric:

1. Must be on a trifold board

2. Must be filled, no white space showing (hence a true collage)

3. Must include pictures and text (quotes, facts, etc.) showing adequate knowledge of topic


5. Use any medium: newspaper, magazine, drawings, etc. Be creative.

Current Event Rubric:

1. Must be in a PowerPoint

2. Must be at least 5 slides

3. Must include text and pictures showing adequate knowledge of topic


5. Use any style: color, transition, font, etc. Be creative.

How I will Grade: 5/5 adequacies = 100%; 3/5 adequacies = 60%; etc.

IV. Introductory Activity

*All lessons based on 90-minute class period

Day 1, Monday: Intro Activity

1. 3 minutes: Housekeeping

2. 10 minutes: DI Notebook see Inventory

3. 20 minutes: YouTube video: “To Kill a Mockingbird Historical Context” and discussion

afterwards.

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4. 5 minutes: Distribute copies of TKAM. Provide expectations of the Unit.

5. 35 minutes: Begin reading TKAM in class Ch. 1-3

6. 10 minutes: EOD Journal 1 see Inventory

7. 5 minutes: Assign/explain homework and closing statements

8. 2 minutes: pack-up

*Homework: 1. Continue reading TKAM, Ch. 3-5

2. Define SAT words 1-10

V. Daily Lessons and Activities

Day 2, Tuesday


2. 10 minutes: DI notebook

3. 10 minutes YouTube video: “Mockingbirds of the Civil Rights Movement” and whole-

group discussion afterwards

4. 50 minutes: Prejudice vs. Discrimination activity see Inventory

5. 10 minutes: EOD journal 2



*Homework: 1. Continue reading TKAM, Ch.6-8


Day 3, Wednesday


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3. 15 minutes: PowerPoint “Civil Rights Movement” Students should take notes during the

prez

4. 10 minutes: Introduction to the Paideia Seminar handout & lecture

5. 35 minutes: Paideia Seminar 1: “The Civil Rights Movement”




*Homework: 1. Continue Reading TKAM Ch. 9-11

Day 4, Thursday



3. 15 minutes: PowerPoint “Women’s Rights Movement” Students should take notes during

the prez

4. 10 minutes: Timed Writing- Discuss TKAM thus far in the context of the Women’s Rights

Movement.

5. 35 minutes: In-class reading TKAM, Ch. 12-15




*Homework: 1. Continue reading TKAM, Ch. 16-18


Day 5, Friday

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3. 15 minutes: PowerPoint “The Great Depression” Students should take notes during the

prez

4. 10 minutes: Timed Writing- Discuss TKAM thus far in the context of The Great

Depression.

5. 35 minutes: QAR-based whole-group discussion on TKAM in the context of The Great

Depression, Women’s Rights Movement, and the Civil Rights Movement.

6. 12 minutes: EOD Journal 5/ Submit DI notebook & EOD journals in red homework

basket. Notebook check for SAT vocab definitions. (Quiz on Monday).



* Homework: 1. Continue reading TKAM, Ch. 19-24

2. Study for SAT vocab quiz 1, words 1-30

Day 6, Monday

1. 5 minutes: Housekeeping/return graded DI notebooks and EOD journals


3. 25 minutes: Character Activity on TKAM see Inventory

4. 30 minutes: SAT Vocab quiz 1, words 1-30




* Homework: 1. Continue reading TKAM, Ch. 25-27

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Day 7, Tuesday



3. 60 minutes: Paideia Seminar 2- “All material thus far”




*Homework: 1. Finish reading TKAM, Ch. 28-31

Day 8, Wednesday



3. 15 minutes Assign Theme Painting (distribute rubric) Allow time for Q&A.

4. 30 minutes: Either: Finish TKAM if not yet finished (or) begin brainstorming/planning

for painting

5. 30 minutes: Either begin brainstorming/planning for painting (or) begin painting in art

room




*Homework: 1. Begin Part II essay on Theme Painting

2. Define SAT vocab words 41-50

Day 9, Thursday

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3. 60 minutes: Painting day in art room




*Homework: 1. Edit/Finalize Part II on Theme Painting (due next class)

2. Define SAT vocab words 51-60

Day 10, Friday



3. 30 minutes: complete paintings in art room & tape essays on back

4. 35 minutes: Distribute/Assign Uncle Tom’s Cabin in-class reading, Ch. 1-3

5. 10 minutes: EOD journal 10/ Submit DI and final submission of EOD journals.

Assign/explain homework and closing statements


*Homework: 1. Continue reading UTC, Ch. 4-13

2. Study for SAT Vocab quiz 2, words 31-60

Day 11, Monday


2. 10 minutes: pass back graded DI notebooks/DI notebook

3. 20 minutes: YouTube video: “Harriet Beecher Stowe” and whole-group discussion

afterwards.

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4. 15 minutes: PowerPoint on the Causes of the Civil War

5. 5 minutes: Timed Writing- What do you think Abraham Lincoln meant when he said to

Harriet Beecher Stowe, "So you're the little woman who wrote the book that started this

Great War”?






Day 12, Tuesday



3. 10 minutes: YouTube video: “Frederick Douglass- Mini Bio” and whole-group

discussion afterwards. Distribute QAR handouts for NLFD activity

4. 45 minutes: Break into partners. Read and discuss Excerpt 1 (Ch. 1-3) of Narrative of the

Life of Frederick Douglass, An American Slave. Together, using QAR, answer questions

on handout based on the excerpt.

5. 15 minutes: Whole-group discussion based on QARs for NLFD




Day 13, Wednesday


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3. 60 minutes: Paideia Seminar 3- “Uncle Tom’s Cabin, Ch. 1-23”

4. 15 minutes: In-class reading UTC, Ch. 24-25




2. Define SAT Vocab words 71-80

Day 14, Thursday



3. 45 minutes: Break into partners. Read and discuss Excerpt 2 (Ch. 15-17) of Narrative of

the Life of Frederick Douglass, An American Slave. Together, using QAR, answer

questions on handout based on the excerpt.

4. 15 minutes: Whole-group discussion based on QARs for NLFD





2. Define SAT Vocab Words 81-100

Day 15, Friday


2. 10 minutes: DI notebook/afterwards, submit to red homework basket

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3. 15 minutes: YouTube video: “Martin Luther King, Jr., ‘I Have a Dream’ speech” and

discussion afterwards.

4. 10 minutes: Introduce Comparison/Contrast Essay/ Allow time for Q&A

5. Independent learning- timed writing comparing MLKJ’s speech to UTC.




*Homework: 1. Finish reading UTC, Ch. 37-45

2. Study for SAT Vocab quiz 3, words 61-100

Day 16, Monday


2. 10 minutes: pass back graded DI notebooks/DI notebook

3. 10 minutes: Assign Final Unit Projects; Allow time for Q&A

4. 30 minutes: Divide into groups, assign topics, begin brainstorming/planning




*Homework: 1. Work on Unit Projects

2. Bring materials for in-class project workday

Day 17, Tuesday



3. 70 minutes: In-class project workday

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*Homework: 1. Work on Unit Projects

2. Bring materials for in-class project workday

Day 18, Wednesday


2. 10 minutes: DI notebook/final submission

3. 70 minutes: In-class project workday



*Homework: 1. Finish unit Projects, (Presentations on Thursday & Friday)

Day 19, Thursday


2. 7 minutes: Movie Prez 1/transition




6. 7 minutes: Collage Prez 1/transition




10. 7 minutes: Current Event Prez 1/transition


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13. 7 minutes: Current Event Prez 4

14. 3 minutes: Assign Homework/Pack-up

*Homework: 1. (Optional) Prepare a popular 1930s food or drink for the next class

(must use sign-up sheet if participating)

2. (Extra Credit) Attend class dressed in 1930s attire

Day 20, Friday


2. 80 minutes: Finish Prez’s if needed. End of Unit Theme Party with food and 1930s

music.

3. 5 minutes: Distribute unit grades


* No Homework, enjoy your weekend!

VI. Inventory

The following pages are worksheets, prompts, etc. as found in Materials

section.

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Top 100 SAT Vocabulary Words1. abate : reduce or lesson

2. abdicate: give up a position

3. aberration: something unusual, different from the norm

4. abhor: to really hate

5. abstain: to refrain from doing something

6. adversity: hardship, misfortune

7. aesthetic: pertaining to beauty

8. amicable: agreeable

9. anachronistic: out of the context of time, out of date

10. arid: very dry

11. asylum: sanctuary, place of safety

12. benevolent: friendly, helpful

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http://www.yourdictionary.com/benevolent

http://www.yourdictionary.com/abate

13. bias: a prejudice towards something or against something

14. boisterous: enthusiastic, loud

15. brazen: bold

16. brusque: short, rude

17. camaraderie: togetherness, trust, group dynamic of trust

18. canny: careful

19. capacious: very large, spacious

20. capitulate: surrender

21. clairvoyant: can predict the future

22. collaborate: work together

23. compassion: sympathy

24. compromise: meeting in the middle, settling differences

25. condescending: patronizing

26. conditional: contingent upon something else, contingent upon

27. conformist: someone who follows the majority

28. convergence: coming together

29. deleterious: harmful

30. demagogue : rabble-rousing leader

31. digression: straying from main point

32. diligent: hard-working, dedicated

33. discredit: dishonor someone, prove something untrue

34. disdain: to regard with scorn

35. divergent: moving apart, going in different directions

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http://www.yourdictionary.com/demagogue

http://www.yourdictionary.com/camaraderie

36. empathy: feeling someone else’s feeling

37. emulate: following someone else's example

38. enervating: tiring

39. ephemeral: fleeting, temporary

40. evanescent: not lasting long

41. exemplary: outstanding

42. extenuating: something that makes the situation not as bad

43. florid: ornate

44. forbearance: patience, restraint

45. fortitude: strength

46. fortuitous: lucky

47. foster: promote, aid

48. fraught: filled with

49. frugal: thrifty

50. hackneyed: clichéd

51. haughty: being arrogant, talking down to people

52. hedonist: person who acts in pursuit of pleasure

53. hypothesis: unproven theory, educated guess

54. impetuous: rash, impulsive

55. impute: to assign or attribute to someone

56. inconsequential: without consequence, trivial, doesn't matter

57. inevitable: unavoidable, definitely going to happen

58. intrepid: fearless

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http://www.yourdictionary.com/evanescent

59. intuitive: knowing something by instinct

60. jubilation: extreme happiness, joy

61. lobbyist: person who takes one side or the other, and persuades government officials

62. longevity: long (particularly long life)

63. mundane: boring, ordinary

64. nonchalant: casual, calm, at ease

65. opulent: wealthy

66. orator: speaker

67. ostentatious: flaunting wealth

68. parched: freed from water, dried up

69. perfidious: disloyal

70. pragmatic: practical

71. precocious: gifted/talented beyond one's years

72. pretentious: being self important, thinking you are better than others

73. procrastinate: to delay, often unnecessarily

74. prosaic: ordinary

75. prosperity: wealth

76. provocative: causes a fuss, inflammatory, likely to get people riled up

77. prudent: careful, wise

78. querulous: irritable, prone to argument

79. rancorous: hateful, unpleasant

80. reclusive: hermit, withdrawn

81. reconciliation: coming back together after a disagreement

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http://www.yourdictionary.com/querulous

http://www.yourdictionary.com/perfidious

82. renovation: being new, being redone

83. restrained: controlled, not free

84. reverence: deep respect

85. sagacity: wisdom

86. scrutinize: to look at carefully

87. spontaneous: being impulsive, acting without thinking

88. spurious: false, untrue

89. submissive: mild, meek

90. substantiate: to confirm, prove

91. subtle: shy, small, not showy

92. superficial: shallow

93. superfluous: unnecessary, too much

94. surreptitious: secret

95. tactful: polite

96. tenacious: persistent, stubborn

97. transient: temporary, impermanent

98. venerable: respectable because of its age

99. vindicate: to free from blame

100. wary: careful, watchful

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End of Day JournalsDay 1, TKAM (Refer to Ch. 1-3):

In Chapter 1, the Radley house fascinates Scout, Jem, and Dill. When you were a child, was

there a neighbor, family member, or place that scared you? Describe that person/place as you

remember them and think about how your experience parallels the children in the novel.

Day 2, TKAM (Refer to Ch. 4-6):

In Chapter 5, Miss Maudie is described as "a reasonable creature." What makes her

"reasonable"? How would you define a "reasonable creature" in your own life?


In Chapter 8, the Finch home is threatened by a fire, then Scout is protected by a blanket.

Choose one of these items and explain what it symbolizes in the story. What else could it

represent?

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The children's view of Atticus changes from the beginning to the end of Chapter 10. Why does

this happen? Think about your views of your own parents; has your perspective ever changed?

Why?


In Chapter 15, what is "the mob" trying to do? Why are they trying to do it? How is it prevented?

What does this tell us about life in the South? What does it tell us about life today?


What is meant by the term "poor white trash"? How do the Ewells exemplify this stereotype?

Does this stereotype exist today? How has it changed?


In Chapter 21, we learn the verdict of the trial. What is the "truth" in the verdict? What is the

justice in it? What does the verdict say about the people in the novel and society as a whole?


There are many ironies in Chapter 22. Atticus loses, but the African American community

showers him with gifts. Bob Ewell wins the court decision, but vows to get Atticus if it takes the

rest of his life. Dill wants to be a clown, but a clown that laughs at the crowd. Choose one and

explain its significance.


At the end of Chapter 27, the children begin their "longest journey." What do you think this

means?


What is a conclusion supposed to do? How do these last chapters "do" this?

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Daily Icebreakers NotebookDay 1: Before we begin reading To Kill A Mockingbird, explain what you think the mockingbird

will symbolize? Do you think Harper Lee is referring to an actual mockingbird?

Day 2: What is the difference between prejudice and discrimination?

Day 3: Describe how the United States would be different without a Bill of Rights. Can you

recall any of the articles from the Bill of Rights?

Day 4: In your opinion, how have the roles of women changed in society since the Nineteen-

thirties?

Day 5: What do you recall about the Stock Market Crash of 1929? If you cannot recall, what do

you think happened?

Day 6: What is an antagonist? List two antagonists in TKAM. Why is he/she/it an antagonist?

Day 7: Choose from the Civil Rights Movement, the Women’s Rights Movement, or the Great

Depression. List 5 facts you have learned about it thus far.

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Day 8: What is a protagonist? List two protagonists in TKAM. Why is he/she/it a protagonist?

Day 9: In your opinion, why is it important to read older literature, such as TKAM? Did you

enjoy the novel? Why or why not?

Day 10: Using at least 2 SAT vocabularies words you have learned, give a brief summary of

what you have read thus far from UTC.

Day 11: The last paragraph of UTC Ch. 2 reads: “A very humane jurist once said, The worst use

you can put a man to is to hang him. No; there is another use that a man can be put to that is

WORSE!” To what extent do you agree or disagree with the above statement? Write about

something that, in your opinion, might be worse than death for you.

Day 12: In modern times, an African-American who embraces the white world and rejects his

or her African-American heritage is sometimes referred to as an Uncle Tom. After reading

descriptions of Tom’s physical appearance and his character, do you think Uncle Tom in this

story fits the profile of a modern “Uncle Tom”? Hint: refer to Ch. 4

Day 13: According to yesterday’s excerpt from NLFD, what does Frederick Douglass mean

when he says that “slaves are made”? (Hint: Refer to Ch. 1)

Day 14: How do you feel about UTC thus far? What do you like/dislike about it?

Day 15: According to yesterday’s excerpt from NLFD, how is Douglass a leader amongst the

other slaves? What does he have that the others do not have? How is this dangerous for

Douglass? (Hint: Refer to Ch. 17)

Day 16: Reflect on what you remember hearing during MLKJ’s “I Have A Dream” speech on

Friday. What is a dream of yours? Explain.

Day 17: In your opinion, why is it important to read historically important literature, such as

UTC? Did you enjoy the novel? Why or why not?

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Day 18: What has been the most rewarding and moving part of this entire unit? What have you

learned from it?

Prejudice vs. DiscriminationGoal

To demonstrate how stereotypes affect the self-perception and behavior of the person who is

stereotyped.

Preparation

Obtain the same number of adhesive labels (e.g., of the kind for file folders) as there are students

in your class, and write a stereotypic attribute on each label. See Materials for Labels and

stereotypes.

Activity

After discussing research and theories on stereotyping, explain that you will conduct a

labeling exercise to help students learn about how stereotypes work. Tell students that

42

participation in this exercise is optional, and that anyone who prefers not to participate

directly can simply play the role of an observer.

Next, attach a label on each student's forehead (or back) so that the label is not visible to

the wearer. Make clear that these labels are being assigned randomly and have

nothing to do with students' actual attributes.

Then ask students to spend 15 minutes talking with each other about "future goals"

(another general topic can be chosen, but this one works well in eliciting responses to the

labels). Tell students that they should circulate in order to talk with several different

people, and that they should treat one another according to the other person's labeled

attribute. For example, someone labeled "forgetful" might be repeatedly reminded of the

instructions.

After 15 minutes, reconvene the class and ask students to leave their labels on for a little

while longer (if the class size and furniture allows, it's best to sit in a circle). Then ask

students to share how they felt during the exercise, how he/she were treated by others,

and how this treatment affected them. Students will often mention their discomfort not

only with being stereotyped, but with treating others stereotypically.

Finally, tell students that they can now remove their labels. Then discuss questions such

as the following:

Was the label what you guessed, or were you surprised by it?

When people stereotyped you, were you able to disregard it?

Did you try to disprove the stereotype? If so, did it work?

How did you feel toward the person who was stereotyping you?

If your attribute was positive (e.g., "good at math"), how did you feel?

43

When stereotyping others, how easy was it to find confirming evidence?

When stereotyping others, how did you react to disconfirming evidence?

Comparison/Contrast Essay Format

Example Format: Point-by-Point

I. Introduction stating your purpose, which is to discuss the similarities/differences between

two reading selections.

II. First similarity/difference (ex. setting)

A. Reading Selection #1 + support

B. Reading Selection #2 + support

III. Second similarity/difference (ex. character traits)



IV. Third similarity/difference (ex. author's craft/style)


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V. Conclusion

* Parts II-IV are examples… there will be 10 of these, 1 for each question *

Example Format: Block-by-Block Arrangement

I. Introduction stating your purpose, which is to discuss the similarities/differences

between two reading selections.

II. Reading Selection #1

A. Key aspect A (ex.: setting) + support

B. Key aspect B (ex.: character traits) + support

C. Key aspect C (ex.: author’s craft/style) + support

III

.

Reading Selection #2

A. Key aspect A (ex.: setting) + support

B. Key aspect B (ex.: character traits) + support

C. Key aspect C (ex.: author’s craft/style) + support

IV. Conclusion

* Key Aspects A-C are examples… there will be 10 of these, 1 for each question *

<http://www.cbsd.org/cms/lib07/PA01916442/Centricity/Domain/1574/CompareContrastRubric%20Assign%203.14.doc.>

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http://www.cbsd.org/cms/lib07/PA01916442/Centricity/Domain/1574/CompareContrastRubric%20Assign%203.14.doc

Character Activity for TKAMhttp://www.teacherspayteachers.com/Product/To-Kill-a-Mockingbird-Characters-Graphic-

Organizer-610144

(Print from website)

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