Unit-at-a-Glance Detail | EL Education Curriculum

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ELA 2012 G8:M2A:U2

Case Study: Atticus

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Making Inferences: Analyzing How Words and Actions Reveal Character in To Kill a Mockingbird (Chapters 11–13)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader and Reviewing Learning Targets: Vocabulary (10 minutes)

2. Work Time

A. Close Reading: Three Threes in a Row (20 minutes)

B. Character Analysis: Atticus Note-catcher (10 minutes)

3. Closing and Assessment

A. Debrief and Preview Homework: Add to Taking a Stand Anchor Chart (5 minutes)

4. Homework

A. First read of the Chapter 14 summary provided by the teacher and Chapter 15 of the novel with structured notes.

  • Structured notes from Chapters 11–13 (from previous two lessons’ homework)
  • Three Threes in a Row Note-catcher
  • Atticus Note-catcher
  • Discussion Appointment

Lesson 2Text to Film Comparison: Taking a Stand at the Jailhouse (Chapters 14–15)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader and Reviewing Learning Targets: Taking a Stand in Chapter 15 (5 minutes)

2. Work Time

A. Analyzing Perspective: Scout and the Reader in Chapter 15 (15 minutes)

B. Text to Film Comparison: Taking a Stand at the Jailhouse (20 minutes)

3. Closing and Assessment

A. Debrief and Preview Homework: Add to Atticus Note-catcher (5 minutes)

4. Homework

A. Complete a first read of the Chapter 16 summary and pages 162–166 (beginning with “The Maycomb County courthouse was faintly reminiscent of Arlington in some respects”). Read Chapter 17 with structured notes.

  • Structured notes for Chapters 14 and 15 (from homework)
  • Analyzing Scout’s and the Reader’s Perspective Note-catcher
  • Text to Film Comparison Note-catcher

Lesson 3Analyzing Themes: The Golden Rule and Taking a Stand (Chapters 16-17)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A.  Engaging the Reader: Connecting Vocabulary to Atticus’s Character (4 minutes)

B.  Review Learning Target (1 minute)

2.  Work Time

A.  Analyzing Theme: The Golden Rule (20 minutes)

B.  Analyzing Theme: Taking a Stand (19 minutes)

3.  Closing and Assessment

A.  Preview Homework (1 minute)

4.  Homework

A. Complete a first read of Chapter 18 with structured notes.

  • Structured notes for Chapters 16 and 17 (from homework)
  • Analyzing Themes Note-catcher
  • Exit ticket
  • Admit and Exit Tickets
  • Discussion Appointment

Lesson 4Mid-Unit 2 Assessment: Text to Film and Perspective Comparison of To Kill a Mockingbird (Chapters 18 and one scene from Chapter 19)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader (3 minutes)

2.  Work Time

A.  Mid-Unit 2 Assessment (40 minutes)

3.  Closing and Assessment

A.  Preview Homework (2 minutes)

4.  Homework

A.  Complete a first read of Chapter 19 with structured notes.

  • Structured notes for Chapter 18 (from homework)
  • Mid-Unit 2 Assessment

Lesson 5Close Reading: Fishbowl Comparing Atticus and Mr. Gilmer (Chapters 17–19)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A.  Engaging the Reader: Vocabulary Squares (4 minutes)

B.  Review Learning Targets (1 minute)

2.  Work Time

A.  Character Study: Atticus and Mr. Gilmer (10 minutes)

B.  Fishbowl: Cross-Examination of Witnesses in Chapters 18 and 19 (28 minutes)

3.  Closing and Assessment

A.  Preview Homework (2 minutes)

4.  Homework

A. Read Chapters 20 and 21 with structured notes. 

  • Structured notes for Chapter 19 (from homework)
  • Vocabulary Squares
  • Atticus Cross- Examination Note-catcher
  • Mr. Gilmer Cross- Examination Note-catcher`
  • Discussion Appointment
  • Fishbowl

Lesson 6Analyzing Word Choice: Atticus’s Closing Speech (Chapters 20-21)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

A.  Engaging the Reader: Focus Question from Homework (5 minutes)

B.   Review Learning Targets (3 minutes)

2.   Work Time

A.   Analyzing Word Choice: Atticus’s Closing Speech (20 minutes) 

B.   Analyzing Theme: Taking a Stand (15 minutes)

3.   Closing and Assessment

A.   Debrief Learning Targets and Briefly Preview Homework (2 minutes)

4.   Homework

A.   Complete a first read of Chapters 22 and 23 with structured notes. 

  • Structured notes for Chapters 20 and 21 (from homework)
  • Atticus’s Closing Speech Note-catcher
  • Discussion Appointment

Lesson 7Making Inferences: Analyzing Atticus (Chapters 22-23)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

A. Engaging the Reader and Reviewing Learning Targets: Vocabulary Square (5 minutes)

2.   Work Time

A. Coming to Terms with the Outcome of the Trial: Written Conversation (15 minutes)

B. Close Reading: Atticus Explains Things (20 minutes)

3.   Closing and Assessment

A. Debrief Learning Targets and Preview Homework: Atticus Note-catcher (5 minutes)

4.   Homework

A. Complete a first read of Chapters 24–26 with structured notes.

  • Structured notes for Chapters 22 and 23 (from homework)
  • Vocabulary Squares
  • Written Conversation Note-catcher
  • Chapter 23 Text-Dependent Questions Note-catcher
  • Discussion Appointment
  • Written Conversation

Lesson 8Four Corners: Taking a Stand in To Kill a Mockingbird (Chapters 24-26, plus synthesis of scenes in previous chapters)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader and Previewing Learning Targets: Focus Question from Homework (5 minutes)

2. Work Time

A. Integrity: Frayer Model (10 minutes)

B. Analyzing Taking a Stand: Four Corners (25 minutes)

3. Closing and Assessment

A. Exit Ticket and Preview Homework (5 minutes)

4. Homework

A. Complete a first read of Chapter 27. Take notes with the Structured Notes graphic organizer.

  • Structured notes for Chapters 24-26 (from homework)
  • Four Corners
  • Exit ticket

Lesson 9Analyzing the Model Essay: Studying Argument (Chapter 27, plus synthesis of scenes in previous chapters)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

A.  Engaging the Writer and Reviewing Learning Targets (10 minutes)

2.   Work Time

A.  Reading and Analyzing the Model Essay (30 minutes)

3.   Closing and Assessment

A.  Exit Ticket (5 minutes)

4.   Homework

A. Complete a first read of Chapter 28 with structured notes. 

  • Chapter 27 structured notes (from homework)
  • Supporting Evidence-Based Claims graphic organizer
  • Exit ticket
  • Admit and Exit Tickets
  • Discussion Appointment

Lesson 10Writing an Argument Essay: Evaluating the Model and Crafting a Claim (Chapter 28, including synthesis of scenes in previous chapters)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

A.   Engaging the Writer and Reviewing Learning Targets: Focus Question from Homework (5 minutes)

2.   Work Time (35 minutes)

A.  Coding the Atticus Note-catcher (15 minutes)

B.  Building an Evidence-Based Argument (20 minutes)

3.   Closing and Assessment

A.  Exit Ticket (5 minutes)

4.   Homework

A. Complete a first read of Chapters 29, 30, and 31 with structured notes

  • Structured notes for Chapter 28 (from homework)
  • Exit ticket
  • Discussion Appointment
  • Admit and Exit Tickets

Lesson 11Writing and Argument Essay: Peer Critique with Rubric (Chapters 29-31, including synthesis of scenes in previous chapters)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

A.  Engaging the Writer and Review Learning Targets: Focus Questions from Homework (5 minutes)

2.   Work Time (35 minutes)

A.  Incorporating Evidence in an Argument Essay (20 minutes)

B.  Peer Critique Protocol (15 minutes)

3.   Closing and Assessment

A.  Preview Homework (5 minutes)

4.   Homework

A.  Work on Essay Planner

  • Structured notes for Chapters 29, 30, and 31 (from homework)
  • Quote Sandwich for Peer Critique
  • Exit ticket
  • Praise, Question, Suggestion

Lesson 12Writing an Argument Essay: Planning the Essay

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

A. Entry Task: Writing Improvement Tracker (10 minutes)

B. Reviewing Learning Targets (2 minutes)

2.   Work Time (35 minutes)

A. Continuing to Plan the Essay (20 minutes)

B. Essay Plan Talk-Through (10 minutes)

3.   Closing and Assessment

A. Debriefing Learning Targets (3 minutes)

4.   Homework

A. Revise your To Kill a Mockingbird essay planner, due next class.

  • Exit ticket
  • Admit and Exit Tickets
  • Discussion Appointment

Lesson 13End of Unit 2 Assessment, Part 1: Drafting the Argument Essay

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

A. Reviewing Learning Targets (3 minutes)

2.  Work Time

A. Drafting the Essay (40 minutes)

3. Closing and Assessment

A. Collect Essay Drafts (2 minutes)

4. Homework

A. Choose two scenes from Chapter 27 onwards in the novel that communicate each of the four key quotes. Record two scenes for each key quote.

  • Essay draft
  • Admit and Exit Tickets

Lesson 14Launching the Reader’s Theater Groups and Allocating Key Quotes and Scenes

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

A. Sharing Homework: Scenes That Communicate Key Quotes (6 minutes)

B. Unpacking Learning Targets (4 minutes)

2.  Work Time

A. Studying the Prompt (10 minutes)

B. Launch Readers Theater Groups (10 minutes)

C. Allocating Key Quotes (10 minutes)

3.  Closing and Assessment

A. Exit Ticket: My Key Quote and Scene (5 minutes)

4.  Homework

A. Read through the scene for which you will be writing a Readers Theater script and use evidence flags to mark the dialogue in that scene.

  • Exit ticket: My Key Quote and Scene
  • Think-Pair-Share

Lesson 15Writing the First Draft of the Readers Theater Script

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Unpacking Learning Targets (3 minutes)

2.  Work Time

A.  Analyzing a Model Script to Generate Criteria (9 minutes)

B.  Drafting a Script (20 minutes)

C.  Reading Scripts (8 minutes)

3.  Closing and Assessment

A.  Discussion: How Does My Script Develop the Main Idea of the Key Quote? (5 minutes)

4.  Homework

A.  Take your script home and finish/revise it.

  • Draft Readers Theater script

Lesson 16End of Unit 2 Assessment, Part 2: Revise Essay Drafts

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Reviewing Learning Targets (2 minutes)

2.  Work Time

A.  Mini Lesson: Addressing Common Errors (5 minutes)

B.  Return Draft Essays with Feedback (5 minutes)

C.  Essay Revision (30 minutes)

3.  Closing and Assessment

A.  Previewing Unit 3 (2 minutes)

4.  Homework

A. Finalize your essay

  • Revised Essay

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