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

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ELA 2012 G8:M2A:U2:L4

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

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Long Term Learning Targets

  • I can objectively summarize literary text. (RL.8.2)
  • I can analyze how difference in points of view between characters and audience create effects in writing. (RL.8.6)
  • I can analyze the extent to which a filmed or live production follows the text or script of the same literary text. (RL.8.7)
  • I can evaluate the choices made by the director or actors in presenting an interpretation of a script. (RL.8.7)

Supporting Targets

  • I can objectively summarize Chapter 18 in To Kill a Mockingbird.
  • I can analyze how the reader's perspective is different from Scout's in a key scene in Chapter 19 and how this affects the reader.
  • I can compare the similarities and differences between a key scene in the novel and how that scene is portrayed in the film.
  • I can evaluate the choices the director or actors made in the film.

Ongoing Assessment

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

Agenda

AgendaTeaching Notes

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.

  • This assessment provides an opportunity for students to independently complete a text to film comparison. Consider giving students 15 minutes for Parts A and B of the assessment. Then begin Part C (text to film) of the assessment as a whole group. Watch the scene twice. Students may return to Parts A and B after completing Part C, if necessary.
  • Since this assessment addresses students' ability to analyze the novel, students may have access to the novel during the assessment.
  • For this assessment, show only the following portion of the courtroom scene in the film: 1:18:36 to 1:21:14.
  • Consider having other independent activities students can work on if they finish the assessment early.
  • After this lesson, students turn their attention to reading To Kill a Mockingbird. Consider giving them a pep talk after the assessment to get them excited for reading it.
  • Post: Learning targets.

Vocabulary

Do not preview vocabulary in this lesson.

Materials

  • To Kill a Mockingbird (book; one per student)
  • Mid-Unit 2 Assessment: Text to Film and Perspective Comparison of To Kill a Mockingbird (one per student)
  • Mid-Unit 2 Assessment: Text to Film and Perspective Comparison of To Kill a Mockingbird (Answers for Teacher Reference)
  • 2-Point Short Response Rubric (for Teacher Reference)
  • To Kill a Mockingbird Structured Notes graphic organizer, Chapter 19 (one per student)
  • To Kill a Mockingbird Supported Structured Notes graphic organizer, Chapter 19 (optional; for students needing additional support)

Opening

Opening

A. Review Learning Targets (3 minutes)

  • Read aloud the first learning target and share with students that today they will use what they know about summary writing to write a summary of Chapter 18.
  • Read aloud the second learning target and tell students that they will also be able to show what they know about perspective.
  • Finally, read aloud the last two learning targets and tell students that this assessment will have them view another portion of the film and complete a comparison. They will have 15 minutes to begin the assessment, then you will ask them to view the scene together to complete that portion of the assessment. Tell them that they may then return to any unanswered questions from the first portion of the assessment.

Work Time

Work TimeMeeting Students' Needs

A. Mid-Unit 2 Assessment (40 minutes)

  • Be sure students have their novels, To Kill a Mockingbird. Arrange student seating to allow for an assessment-conducive arrangement in which students independently think, read, and write.
  • Remind students that they have been comparing scenes from the novel with how these scenes are depicted in the film. Remind them that they should also pay attention to choices the director or actors make and how they affect the scene or the viewer. The impact can be positive, negative, or neutral. They have also been summarizing chapters and examining how their point of view compares to Scout's. Share with students that this assessment will give them an opportunity to apply these skills independently and show what they know.
  • Distribute the Mid-Unit 2 Assessment: Text to Film and Perspective Comparison of To Kill a Mockingbird. Read aloud through the directions. Address any clarifying questions.
  • Invite students to begin. Circulate to observe but not support; this is students' opportunity to independently apply the skills they have been learning.
  • Collect the assessment.
  • If students finish early, encourage them to complete independent activities you have set up beforehand.
  • For some students, this assessment may require more than the 40 minutes allotted. Consider providing students time over multiple days if necessary.

Closing & Assessments

Closing

A. Preview Homework (2 minutes) Ask students to turn and talk:

Distribute the To Kill a Mockingbird Structured Notes graphic organizer, Chapter 19. Preview the homework.

Homework

HomeworkMeeting Students' Needs
  • Complete a first read of Chapter 19 with structured notes. Answer the focus question:

"What is the difference between Atticus's cross-examination of Mayella in Chapter 18 and Mr. Gilmer's cross-examination of Tom in Chapter 19? Why do you think the author wants us to see both of these cross-examinations? Use the strongest evidence to explain your answer." 

  • Provide struggling learners with the supported structured notes for additional scaffolding as they read the novel.

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