Curriculum / ELA / 8th Grade / Unit 6: Seeking Justice: To Kill a Mockingbird (2020) / Lesson 28
ELA
Unit 6
8th Grade
Lesson 28 of 35
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Explain how Harper Lee uses specific incidents and lines of text to reveal aspects of characters.
Book: To Kill a Mockingbird by Harper Lee — chapters 29–31
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
On page 317, Scout says, “Well, it’d be sort of like shootin’ a mockingbird, wouldn’t it?” Explain what she means by this and how this line reveals a change in her character.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
How does Scout come to realize that it was Boo Radley who helped carry Jem home? Provide specific evidence from page 310 to support your answer.
For the majority of chapter 30, Atticus believes that Jem killed Bob Ewell. What does his reaction to this idea reveal about his character? Provide at least two pieces of dialogue that support your answer?
How does the following line from page 316 reveal an essential plot point? “Bob Ewell’s got a kitchen knife in his craw [stomach].” Explain your reasoning.
Discussion: Have students go back and reread the first page of chapter 1. How does finishing the text clarify what Scout means when she says that everything began “the summer when Dill first gave us the idea of making Boo Radley come out”? What does she mean by this? What is the connection between that first summer and the final events of the text?
RL.8.3 — Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Lesson 27
Lesson 29
Define Jim Crow, explain its impact on the lives of white and black Americans, and describe how it was maintained within the social order.
RI.8.1
Explain how author Harper Lee uses figurative language to establish mood and setting in the first chapter of To Kill a Mockingbird.
RL.8.4
Explain how specific events and lines of text reveal aspects of characters in To Kill a Mockingbird.
RL.8.3
Explain Ta-Nehisi Coates’s point of view on the use of the N-word and his response to conflicting viewpoints.
RI.8.6
Explain how specific events and lines of text reveal aspects of characters and develop the plot in To Kill a Mockingbird.
Identify changes made by the director of the film To Kill a Mockingbird by comparing a scene from the text with the film version, and explain how the director uses specific film techniques to develop mood.
RL.8.4 RL.8.7
Identify specific incidents and lines of text that reveal aspects of characters and develop the plot in To Kill a Mockingbird.
Draw conclusions about Atticus based on specific lines of dialogue by paying close attention to the connotations of words and phrases he uses.
RL.8.3 RL.8.4
Explain how specific events and lines of dialogue in To Kill a Mockingbird reveal aspects of characters and cause a change in perspective.
Literary Analysis Writing
Gather evidence appropriate to the prompt and draft a strong thesis statement.
RL.8.9 W.8.1 W.8.1.a
Write two body paragraphs, providing at least two pieces of strong evidence to demonstrate Atticus’s character and clearly explaining how this evidence aligns to the Golden Rule.
W.8.1 W.8.1.b
Explain how Harper Lee uses specific words and phrases in To Kill a Mockingbird to develop tone and create meaning.
Explain how specific incidents and lines of dialogue reveal aspects of characters and propel the action of To Kill a Mockingbird.
Analyze the extent to which the filmmakers have stayed faithful to or departed from the original text of To Kill a Mockingbird by comparing and contrasting text and film.
RL.8.7
Summarize the events described in Heck Tate’s and Bob Ewell’s testimony.
RL.8.1 RL.8.2
Explain how Harper Lee uses specific words, phrases, and lines of text to reveal aspects of Mayella Ewell’s character.
Explain how Harper Lee uses specific lines of text to reveal aspects of characters, as well as racial dynamics within Maycomb.
Explain the impact of Atticus’s word choice and references to historic texts in the development of meaning in his closing argument.
RL.8.4 RL.8.9
Informative Writing
Gather evidence relevant to the topic.
W.8.2 W.8.2.b
Draft body paragraphs and appropriately cite sources.
W.8.2 W.8.2.a W.8.2.b W.8.8
Write introductory and concluding statements that frame the article.
W.8.2 W.8.2.a W.8.2.f
Interpret figurative language and explain how Lee uses it to create meaning in To Kill a Mockingbird.
L.8.5 RL.8.4
Explain how specific incidents and lines of text reveal aspects of characters in To Kill a Mockingbird or cause them to change.
Explain how Harper Lee uses word choice and literary devices to develop tone and establish a suspenseful mood.
Determine themes from To Kill a Mockingbird and explain how Harper Lee uses specific characters to develop them over the course of the text.
RL.8.2
Socratic Seminar
Take a clear position on questions and support those positions with appropriate textual evidence and thoughtful analysis.
SL.8.1 SL.8.1.a
Explain the expectations of the writing task and begin to delineate arguments and gather evidence from both sides of the debate.
Develop strong claim statements, including a counterclaim, and continue to draft body paragraphs.
W.8.1 W.8.1.a
Complete a full draft of a letter, including a logical introduction and concluding paragraph.
W.8.1 W.8.1.a W.8.1.e
Provide meaningful feedback to peers and incorporate peer feedback into own writing.
W.8.1 W.8.5
Assessment – 2 days
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