Discipline: ELA

Grade Level: 9, 10

©Literacy Design Collaborative. September 2011

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Courage in Part One: To Kill A Mockingbird
  • Background to Share with Students
    • In To Kill a Mockingbird, many characters display courage. As the novel progresses, these courageous acts increase in scope and significance. As you read, you will generate a definition of courage as seen through the eyes of Harper Lee. You will also draw conclusions about Harper Lee's views on courage based upon the novel’s characters and events.

  • Task/Text
    • Teaching Task

      L1: How does Harper Lee use characters and events in To Kill a Mockingbird to define “courage”? After reading part one of To Kill a Mockingbird, write an essay that defines “courage” and explain how three different characters show courage. Support your discussion with evidence from the text.

      L2: What conclusions or implications can you draw?

      Reading Texts
      • Gregory, S. & O’Connor, R. (1998, April 6). Evening glory. People, 49(13).
      • Blume, J. (1999, Jun/July). Places I never meant to be: A personal view. American Libraries, 30(6), 62–67.
      • To Kill a Mockingbird, by Lee Harper.
  • Reading Standards for Informational
    • "Built-In" Reading Standards "When Appropriate" Reading Standards (applicable in black)
      • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
      • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
      • Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
      • Assess how point of view or purpose shapes the content and style of a text.
      • Read and comprehend complex literary and informational texts independently and proficiently.
      • Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
      • Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.
      • Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
      • Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
      • Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • Writing Standards for Informational
    • "Built-In" Writing Standards "When Appropriate" Writing Standards (applicable in black)
      • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
      • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
      • Draw evidence from literary or informational texts to support analysis, reflection, and research.
      • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.
      • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
      • Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
      • Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
      • Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
  • Scoring Rubric
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