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To Kill a Mockingbird

By drichie
Grade Level
9-12
private
LEARNING PLAN
Essential Question
  • What was the impact of the Depression on Jim Crow, and why did it have this impact? Provide two pieces of evidence from the text to support your answer.
  • How was Jim Crow maintained even in situations where there were no specific laws in place dictating social interactions? Provide two pieces of evidence from the text to support your answer.
  • According to the speaker, why were the 1930s especially suited to perpetuating Jim Crow? Support your answer with two pieces of specific evidence from the text.
Texts
Teaching Strategies
Close and Critical Reading

Agree/Disagree Statements

Agree/disagree statements challenge students to think critically about their knowledge of a topic, theme or text. The strategy exposes students to the major ideas in a text before reading—engaging their thinking and motivating them to learn more. It also requires them to reconsider their original thinking after reading the text and to use textual evidence to support and explain their thinking.
Grade Level
3-5
CCSS
RF.3-5.4, RL.3-5.1, RI.3-5.1, RL.3-5.2, RI.3-5.2
July 19, 2014
Close and Critical Reading

Directed Reading - Thinking Activity (DR-TA)

While engaging in DR-TA, students interrupt their reading periodically to predict what developments might logically follow. This strategy works well with texts in which the outcome of the narrative is uncertain (e.g., “cliffhangers”).
Grade Level
3-5
CCSS
RL.3-5.1, RI.3-5.1, RL.3-5.2, RI.3-5.2, RL.3-5.3, RI.3-5.3, RL.3-5.7, RI.3-5.7
July 19, 2014
Close and Critical Reading

Annolighting

“Annolighting” (annotating and highlighting) shows students how to identify critical information in a text during close reading. Students learn to annotate text, highlight important facts and summarize what they have read to capture main ideas, concepts and details.
Grade Level
3-5
CCSS
RL.3-5.2, RI.3-5.2, RL.3-5.4, RI.3-5.4, RL.3.5, RI.3.5, L.3-5.4
July 19, 2014
Plan Built By
drichie

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