Tkam Myp
Tkam Myp
Tkam Myp
Subject
discipline
Unit title
To Kill A Mockingbird
MYP year
group
and
30
hrs
Related concept(s)
Global context
Point of View
Connections
Theme
Setting
Purpose
Statement of inquiry
Morality is never set in stone. As humans we base our morality on past experiences and make personal judgements on what is considered to be fair and
rightous. To make an educated descision on what is right and wrong, one must first make personal and social connections in order to understand ones
purpose in life.
Inquiry questions
Factual What are the predominant themes of the novel? What is the setting in the novel?
Conceptual How does point of view change shape your perspective of the story? What role does ones setting play in understanding social norms and
expectations?
Debatable Has human morality evolved since the story was written in 1960? Do legal rights and laws have more power over moral obligations and
fairness?
Objectives
Objective A: Alnalysing
Justify opinions and ideas using examples,
explanations and terminology
Summative assessment
Outline of summative assessment task(s) including
assessment criteria:
1.
Analysis Questions
(Criteria A & D)
Objective B: Organizing
Organize opinions and ideas in a sustained,
coherent and logical manner
Obejctive C: Producing text
Produce texts that demonstrate insight,
imagination and sensitivity while exploring
and reflecting critically on new perspectives
and ideas arising from personal
engagement with creative process
2.
Reader Response
(Criteria A, B, C & D)
3.
Mock Trial
(Criteria A, & D)
4.
Literary Essay
(Criteria A, B, C & D)
Learning process
Learning experiences and teaching strategies
Explanation, deconstructing the novel, peer editing the drafts of each assignment, teacher feedback,
classroom discussions, debates ont eh prominent issues in the novel.
- I will ask students to Thin-Pair-Share prior to each assignment in order to promote cooperative learning
- I will ask students to sit in groups of four or five throuought the unit. This encourages studetns to share
ideas and help one another
- I will ask students to work individually when writing their refelction questions
- I will ask stidents to work in groupd of four or five prior to answering reflection questions or assigments in
order to reflect on the issues and conflicts within the novel. This will lead them to developing a theme
and they will be required to use literary techniques and use appropriate textual references in order to
justify their answers.
- I will incorporate media within the unit in order to engage students visually and provide them contextual
and historic background on important issues, themes and historical events.
Formative assessment
- Students will receive a study guide that will include all resources, reflection questions and assigments.
- Students will be responsible for homework, quizzes and additional note taking
- Students will receive instructors feedback in order for them to develop their ATL skills:
Critical thinking, reading and analysis
Coherent, well organized written texts
Organization and communication skills
Media literacy
Differentiation
Student will have access to one-on-one meetings with the instructor.
Addional daily lunch tutorial will be avaialable for those students who are struggling.
Students have a study guide containing resources for their achievemnts
Students will have the privilege of listening to an audio recording. This will aid the aucustic learners by
providing them a strong clear voice where tone in properly inflicted.
Visual learners will also benefit form media literacy. Doccumentries will provide visual cues for historic events
putting the novel in perspective for the students.
Resources
Harper Lees novel To Kill A Mockingbird, student study guide, audio recording of the novel, three dvds: To Kill A Mockingbird universal studios production, PBS
Home Video documentary Scottsboro: An American Tragedy and Hey, Boo: Harper Lee & To Kill A Mockingbird, PowerPoint prentations, laptop, smartboad and
blackboard.
During teaching