Pacing Calendar: To Kill a Mockingbird by Harper Lee Lesson # Standards Strategies/Skills Projected Lesson Length Homework Differentiation (if applicable) 1 RI.8.7 -Inference -defining prefixes -connotation/denotation -analyzing a photograph -compare and contrast -characterization 1 Assign choice A or B or both 2 RI .8.1 -compare and contrast -vocabulary in context -dialect -text structure-speech -defining prefixes and roots 2 Give assigned writing prompt or modify to, “Why is Shirley Chisholm taking a stand for women’s rights?” 3 RI. 8.5 RI. 8.8 -note taking -vocabulary -central idea -summarizing 1 4 RI. 8.2 RI. 8.8 -theme/central idea -summarizing -assessing an argument 2 Students could be given a graphic organizer or summary provided for them 5 RI 8.6 RI -Non Fiction -Point of View -Author’s Purpose -Analyzing Conflicting Information -Text Structure -Vocabulary -Language -Central Idea -Theme -Repetition -Analyzing Point of View 2 Give students the definitions and having them find the context clues. 6 RI 8.2 L 8.4 SL 8.1 -Central Idea -Supporting Details -Text Structure -Author’s Perspective -Tone -Vocabulary Strategies -Cite Text Evidence -Analyze Development of Central Idea 2 Have students complete a 321 summarizer
7 RI 8.2 RI 8.5 RI 8.6 -Informational Text -Theme -Central Idea -Analyze development of Central Idea -Author’s Point of View -Author’s Purpose -Cite Text Evidence -Structure of a specific paragraph in text -Analyzing conflicting evidence or point of view -Summarize an informational text 1 8 RL 8.1 SL 8.1 RL 8.4 -Fiction -Analyzing Text Evidence -Cite text evidence -Compare/Contrast -Making Predictions -Vocabulary -Prefix, Suffix, Root -Word Choice Setting -Character -Tone -Analogies -Allusions 1-2 Give students summary and have them answer the focus question. 9 Rl. 8.1 Sl 8.1 Rl. 8.3 W.9 -Supporting a claim -Inferences -Text structure (dialogue) -Character analysis 2 May need an additional dialogue piece to reinforce lesson **Additional handout to support 10 Rl. 8.5 Rl. 8.2 -Narrative structure (plot) -Connotation/Denotation -Test specific vocabulary 2 Time may be a factor *Homework can be shared (3 questions) *Limiting independent work may be needed 11 Rl. 8.1 L. 8.4 -Context Clues -Inference -Fact/Opinion -Reasoned judgment 2-3 Possible partner share 12 Rl. 8.7 Rl. 8.9 -Primary/Secondary sources -Reasoned judgment -Evidentiary analysis -Inference -Visual information -Theme 2-3 Possible book on tape
13 Rl. 8.1 Rl 8.2 Rl 8.3 Rl. 8.9 W. 9 -Theme -Inference -Context clue -Character analysis -Narrative structure (dialogue) 2 Focus question might be moved to next day’s learning target 14 Rl 8.1 Rl 8.4 L 8.4 W.9 -Figurative language -Word choice/tone -Inference -Citing textual evidence 1 Only reading guide 15 Rl. 8.2 Rl 8.1 Rl. 8.5 W. 9 -Compare/Contrast -Analyzing different texts -Genre -Plot structure(Myths) 2 Partial filled in structured notes 16 Rl. 8.1 Rl 8.9 Rl. 8.3 W. 9 -Mood -Tone 3 “Tic-Tac-Toe”-additional handout 17 Rl. 8.5 Rl 8.1 Rl8.7 W. 9 W.10 -Compare/Contrast -Text style -Bias 1 13.5 pages of reading *chunk 18 Rl. 8.9 Rl. 8.1 W.9 -Archetype -Genre -Allusion -Myths/Biblical references 2 18 pages of reading *Chunk *Structured Notes done the next day 19 L.8.5 Rl. 8.5 Rl. 8.9 Rl. 8.4 W.10 -Tone -Analogies -Allusions -Patterns in literature -Nuances Word relationships (context clues) -Text structure (poems vs. novel) -Dramatic irony 2 Assessment- May take longer than 2 days