S1+Vick,+Jesika

=Stage 1 - Identify Desired Results= A2. Literary Texts: To Kill a Mockingbird Grades 9-Diploma Performance Indicators and Descriptors //Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry, using excerpts from the text to support their ideas.// ||
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results: English Language Arts -A Reading

//What understandings are desired?//
• recognizing tone and theme is important to understanding. • close reading allows the reader to connect the book to the real world. ||
 * **//Students will understand that://** **(U)** ||
 * • analyzing conflict aides in comprehension.

//What essential questions will be considered?//
• Why are tone and them so important? • What does this book have to do with the real world? ||
 * **Essential Questions:** **(Q)** ||
 * • How will analyzing conflict help me to make more sense of the book?

//What key knowledge and skills will students acquire as a result of this unit?//
of conflict. symbolism, point of view. , symbolism, evident conflicts, character conflicts historical connections, main characters, supporting characters. || **•** demonstrate understanding of major points.
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * **• Vocabulary:** tone, theme, context, types
 * • Critical Details:** tone, theme, plot development
 * •Important Events and People:**
 * •** evaluate conflict
 * •** build connections between the book and the real world.
 * •** analyze theme and tone.
 * •** consider the author's intention.
 * •** be aware of character. ||


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**