Freshman Composition and Liter=
ature
Unit 3 Life Lessons=
Overview:
Students will study Harper Le= e’s classic To Kill a Mockingbird a= nd discuss the ramifications of this story exploring the experiences of a small southern town in early 20th century America. After reading To Kill a Mockingbird students will demonstrate their abilities to write a well organized definition essay which clarifies how Atticus defines courage; more specifically, this essay will require students to employ language resources for assessment 1 after discus= sion and analysis of themes in To Kill a Mockingbird. Students will practice the writing process by writing a 600-900 word Definition Essay which will define one of the following concepts: prejudice, racism, class, gender roles, integrity, courage, justi= ce.&nbs= p; They will provide specific criteria that carefully define their concept using multiple strategies of definition (classification, function, example, and negation).
Objectives: Students will lear=
n
- To write=
a Definition
Essay
- To employ
various language resources (illustrative tools such as anecdote,
figurative language) and strategies of definition (example, negation,
classification, and function) to clarify an abstract (i.e. heroism)
- To read =
and
discuss the literary elements in To
Kill A Mockingbird =
- To expla=
in
author’s purpose in To K=
ill A
Mockingbird
Ess=
ential
Questions
·
In what ways does language withi=
n a
culture change when the social norms change?
·
What are some ways in which we c=
an define
abstract and complex concepts?
·
How can a writer use a narrative=
to
comment on cultural challenges?
Texts:
- To Kill a Mockingbird <=
span
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif"'>by Harpe=
r Lee
- The Genre of Argument <=
span
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif"'>by Irene=
Clark
(pgs. 295-301)
Pre-Printed Student
Pages that will be sent to schools:
Act=
ivity
2: “Historical Context” and “What Was Jim Crow” Stu=
dent
Pages
Act=
ivity
9: In-Class Write Prompt and Rubric, Definition Essay Information Page
Act=
ivity
15: Definition Essay Prompt and Rubric (Graphic Organizer Not Included)
Act=
ivity
17: “Writing the First Draft” Guide
|
=
Teacher
Feedback & Contributions |
|
=
Click ic=
on
to submit feedback & teacher contributions |
Pacing Guide:
6 weeks
|
Activity
1 Pre-Reading
Anticipation Guide |
Activity
2 TKAM
Introduction |
Activity
3 Defining
Jim Crow |
Activity
4 A Sense of Place |
Flex
Day |
|
Activity
5 TKAM Journal |
Activity
6 Exploring Epithets |
Activity
7 Rhetoric Game |
Activity
8 Socratic Seminar |
Flex
Day |
|
Activity
9 Definition
Essay In-Class-Write |
Activity
10 Backwards Outlining |
Activity
11 Assessment 1 Reader Debrief |
Activity
12 Definition
of a Lady |
Flex
Day |
|
Activity
13 Parenting
Speech |
Activity
14 Tip
of the Iceberg Gallery Walk |
Activity
15 Unpack
Assessment 2 Definition Essay |
Activity
16 Definition Essay Pre-Write |
Flex
Day |
|
Activity
17 Definition
Essay First Draft |
Activity
18 First
Draft Revision Ideas and Organization |
Activity
19 Second
Draft Revision SOS |
Activity
20 Revise
Third Draft for Conventions |
Flex Day |
|
Flex Day |
Flex Day |
Flex Day |
Flex Day |
Flex Day |
Terms:
- Essay of
Definition (see pgs. 295-301 in Genre
of Argument by I. Clark)
- Strategi=
es of
definition (example, negation, classification, and function – see
pgs. 295-301 in Genre of Argum=
ent
by I. Clark)
- Anecdote=
- Figurati=
ve
Language
Unit Assessments:
In this unit, instructors have two pairs of opt=
ions
as for assessment essay prompts.
There are two alternatives for Assessment 1, with the recommendation
that teachers require some use of at least two definition strategies:
Prompt 1A
Courage can be defined in a number of ways. Based on Part One of To =
Kill
a Mockingbird, what is the true meaning of courage? Write a multi-paragraph
essay in which you explore how Lee defines courage through the characters a=
nd
situations presented in the novel. Use Atticus’ words about courage a=
nd
at least one other character or situation in your response.
Prompt 1B
<=
span
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif";mso-bidi-font-=
family:
Arial'>Courage can be defined in a number of ways. Write a multi-paragraph
essay defining courage, providing specific criteria for your definition.
Include information and/or examples from your own life and from To Kill a Mockingbird. Especially consider how Atticus de=
fines
courage, and whether you think his definition is adequate.
There are also two alternatives for Assessment =
2-
note that pairing assessment 1A with 2A and 1B with 2B will allow students =
to
scaffold their efforts from one assessment to the next.
Prompt 2 A
Write a multi-paragraph essay exploring how Harper Lee defines one of
these words.
· =
· =
· =
· =
· =
· =
Drawing from multiple moments in To
Kill a Mockingbird, consider how Lee uses characters and situations to
illuminate the meaning of one of the concepts. In addition, demonstrate how
you’ve encountered this concept outside of the novel, either in your =
own
life or in an outside source.
(Or, as a variation on=
the
ending, “Then, defend, challenge, or qualify Lee’s definition u=
sing
information and/or examples from your own life or an outside source.)
Prompt 2 B
Write a multi-paragraph essay defining one of the following
concepts.
· =
· =
· =
· =
· =
· =
Provide specific criteria that carefully define your concept using
multiple strategies of definition. Support your definition =
with
details from To Kill a Mockingbird<=
/i>
and at least one other source (historical or current event, or your own lif=
e).
In
addition to choosing the prompts, teachers are also encouraged to modify the
list of possible topics for assessment 2 as they see fit. Also, while assessment 2 has a
requirement that students employ multiple definition strategies, teachers a=
re
only encouraged to include a requirement for multiple definition strategies=
in
Assessment 1.