Curriculum / ELA / 8th Grade / Unit 6: Seeking Justice: To Kill a Mockingbird (2020) / Lesson 3
ELA
Unit 6
8th Grade
Lesson 3 of 35
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Explain how specific events and lines of text reveal aspects of characters in To Kill a Mockingbird.
Book: To Kill a Mockingbird by Harper Lee — chapters 2 and 3
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
One of the most famous lines in To Kill a Mockingbird is when Atticus tells Scout, “You never really understand a person until you consider things from his point of view—until you climb into his skin and walk around in it” (33).
What does this line reveal about Atticus? Select one additional piece of evidence from the text that helps to support your answer.
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
What does the following sentence on page 19 reveal about Scout’s character? “Jem says my name’s really Jean Louise Bullfinch, that I got swapped when I was born and I’m really a…”
On page 23, Atticus explains to Jem and Scout why Mr. Cunningham does not pay him in money. What does his explanation reveal about his character? Provide one piece of evidence that supports your answer.
Consider Scout’s interactions with Calpurnia on pages 27 and 32. What do these interactions (considered together) reveal about Calpurnia? Provide at least two pieces of specific evidence to support your answer.
Discussion: How do today’s chapters develop your understanding of class differences in Maycomb?
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 2
Lesson 4
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
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.
Explain how Harper Lee uses specific incidents and lines of text to reveal aspects of characters.
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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