1. English I: Fall 2013

2.  Sold 30 million copies in 35 years of publication (1995)—sells almost 1 million copies/ year  Themes= tolerance, justice, humanity, friendship and family, growing up  Published in 1960

3.  Setting= 1932-1935 in Maycomb, Alabama  Plotline A: Three kids, Jem, Scout, and Dill, try to find out more about their secretive neighbor, Boo  Plotline B: Trial of Tom Robinson, a black man accused of raping the daughter of a poor white man

4.  1991 survey to name the book that made the biggest difference in lives—To Kill a Mockingbird came in second, after the Bible  1999 American librarians voted it the best novel of 20 th century  Translated into more than forty languages

5. What is prejudice? Can you think of any examples that help clarify the abstract term?

6. The 1930’s: The Great Depression, Jim Crow, and Lynching Essential Question: How can I analyze informational texts to gain understanding about a time period in American history?

7.  In assigned groups, visit each station to examine various texts about the setting of the novel. Spend 6 minutes/ station and then rotate at the teacher’s signal. Discuss with your group and record your thoughts on your handout. At the end and as a class, we will briefly discuss each station. Station 1: The Great Depression Station 2: Jim Crow Laws Station 3: Lynching Statistics and Information

9.  With a partner/ group of three, read the article. Highlight important information.  On a separate sheet of paper, record the following (at least):  Language’s role in prejudice  Three language devices used to show biased attitudes and to influence the attitudes of others/ a brief explanation of each  How to change objectionable language, in your own words

10.  In groups of 4-5, brainstorm ideas for a skit you might present to an elementary or middle school explaining what prejudice is, and include a warning against prejudicial language.  Decide upon roles for each person in the skit, and then practice. Be ready to present your skit to the class.

11.  Create a poster (to possibly be placed somewhere in our school) bringing awareness to prejudice and prejudicial language.  Consider definitions, example(s), how to stop it, etc.

12.  In at least ½ page, define prejudice as we have studied it this week. Think about specific examples you can include in your writing to illustrate the concept. Use formal language and proper grammar/spelling.  This assignment is worth 10 points.

14. EQ: What was the Scottsboro Trial? EQ: How can I make an informed claim on a subject and support that claim with evidence?

15.  Your task is to research the Scottsboro Trial, recording important information on your graphic organizer.  As you research, look for information to answer the following question: WAS THE SCOTTSBORO TRIAL FAIR OR NOT? SUPPORT YOUR CLAIM WITH EVIDENCE FROM YOUR RESEARCH.

16.  Yesterday, Joanna broke up with Johnny. She wrote him a letter explaining why she broke up with him.  Question: Was it fair for Joanna to break up with Johnny? Why or why not?

17. Dear Johnny, I’m sorry, but we need to break up. I know it’s lame to break up in a letter, but I didn’t want to see you cry. If you need an explanation, here it is: 1) On Friday, I sent you a text during first period. You didn’t reply back until AFTER SCHOOL. Who does that?? 2) Before that, on Wednesday, I asked if we could sit by ourselves at lunch. You wouldn’t do that. You said you wanted to sit with both me AND your other friends. Rude! 3) Last Friday, I thought we made plans to both dress up in matching outfits for the Dance on the Deck. When you and your mom showed up to pick me up, you were wearing something different. Really, it is pretty obvious that we need to break up…it’s just not working out for us. I hope you’re not too upset, though. We can still be friends! Joanna

18. Question: Was it fair for Joanna to break up with Johnny? Why or why not?

19. 1. Go to Ms. Sho’s webpage at greermiddlecollege.org 2. Select the file “Scottsboro Trial Research Packet” 3. Using your graphic organizer to record information, read through the artifacts (skimming where needed) 4. When finished researching, answer the question– was the trial fair or not? You must choose FAIR or NOT FAIR. 5. Write at least ½ page with your claim (#4), and use info from the research packet/ your graphic organizer to EXPLAIN why it was fair or unfair.  Solid responses make a claim and support it with at least 4 details (even considering the opposite stance and then refuting it).  Mid-level responses make a claim, but may need more support for the claim  Weak responses don’t take a strong stand and/or lack support

22. “‘Is that tree dyin’?’ ‘Why no, son, I don’t think so. Look at the leaves, they’re all green and full, no brown patches anywhere—’ ‘It ain’t even sick?’ ‘That tree’s as healthy as you are, Jem. Why?’ ‘Mr. Nathan Radley said it was dyin’.’ ‘Well maybe it is. I’m sure Mr. Radley knows more about his trees than we do.’” (71).

24.  Ms. Sho distributes HW questions to other students, who choose the top two questions from the list given—put * next to top 2 with explanation  Students return lists and provide feedback on the other student’s questions  Students write one of the questions (of the 2) on an index card  Students choose index cards from the red table  Students respond to chosen question on the back of the index card (write name on it, too)  Students discuss major questions from the novel in whole- class setting