LESSON 1

8th Grade English

Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
De ne Jim Crow, explain its impact on the lives of white and black Americans, and describe how it was maintained
within the social order.

READINGS AND MATERIALS

Video: “Understanding Jim Crow (Setting the Setting)” by Facing History and Ourselves 

TARGET TASK
WRITING PROMPT

Describe the relationship between laws, social structures, and the impact of Jim Crow in different places in the
American South. Support your answer with two pieces of speci c evidence from the text.

MASTERY RESPONSE
Although there were many laws in place to dictate what black Americans could and could not do, just as powerful
were the social expectations around race that were not actual laws but were nevertheless followed by all. “So it didn't
need to be encoded in laws for everyone who lived there, locally, to understand what was acceptable and what
wasn't, in terms of the racial order.” The irony of this system is that in many places, social expectations were more
powerful even than laws: “it was just so clear to everyone in these communities that this was a xed order. And you
didn't need laws to actually put that into place.”

KEY QUESTIONS
KEY QUESTION

What was the impact of the Depression on Jim Crow, and why did it have this impact? Provide two pieces of
evidence from the text to support your answer.
How was Jim Crow maintained even in situations where there were no speci c laws in place dictating social
interactions? Provide two pieces of evidence from the text to support your answer.
According to the speaker, why were the 1930s especially suited to perpetuating Jim Crow? Support your
answer with two pieces of speci c evidence from the text.
Discussion: What was the relationship between gender and the perpetuation of Jim Crow?
Discussion: If Jim Crow no longer exists (at least in the way it once did), why is it important for us to continue to
talk about it?

LESSON GUIDANCE

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8th Grade English Unit 6 Lesson 1
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 Standard and Literary Concepts
Tomorrow, students will begin reading To Kill a Mockingbird and will focus that rst day on the way that
Harper Lee develops the setting of the text. Today’s lesson provides students with more information about
the historical context— social setting—of this book. It is particularly important for students to begin the
book with an understanding of the relationship between black and white Americans during this time
period and the way that social forces dictated the movement, behavior, and interactions of people during
this time period. Because Scout, our narrator, takes these interactions for granted, today’s video/text will
provide students with a contextual lens through which to see the text and understand what may be
unspoken.

Notes
Show students the video, then provide them with the transcript of the lm in order to answer today’s
questions.
In today’s discussion question, students will likely discuss sex. Set expectations around mature
conversations. Push students to think about why there was so much anxiety around sex between black
men and white women (while there was less concern about sex between white men and black women).
What does this tell us about the relationship between gender, race, and power? These issues will come up
again in To Kill a Mockingbird, and it is therefore essential that students begin to consider them.

Homework
Read To Kill a Mockingbird, chapter 1.
Read sections “Historic Context” and “Central Issue” from the website 1933 Inaugural Address
Curriculum Hub  by the Franklin D. Roosevelt Presidential Library and Museum.

COMMON CORE STANDARDS

CORE STANDARDS
RI.8.1 — Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as
well as inferences drawn from the text.

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8th Grade English Unit 6 Lesson 1
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 LESSON 2
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Explain how author Harper Lee uses gurative language to establish mood and setting in the rst chapter of To Kill a
Mockingbird.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapter 1
Website: 1933 Inaugural Address Curriculum Hub 

TARGET TASK
WRITING PROMPT
What examples of gurative language does Scout use to describe the Radley place? What mood do these words
develop? Provide at least two examples from the text and explain how they establish the mood. (pages 9–10, pages
14–16)

MASTERY RESPONSE
Mood: creepy, forbidding, depressing

Metaphors: “a picket drunkenly guarded the front yard” (8), “gate hanging crazily” (13), “droopy and sick” (15)

Imagery: "rain-rotted shingles drooped” (8), “oak trees kept the sun away” (8)

KEY QUESTIONS
KEY QUESTION
What words and phrases does Scout use to describe the town of Maycomb? What mood do these words
develop? Provide at least three examples from the text and explain how they establish the mood. (pages 5–6)
Reread the rst conversation between Dill, Jem, and Scout. How does Lee’s use of dialect help to establish the
setting? Provide speci c examples from the text to support your answer. (pages 7–8)
How does Lee’s allusion to FDR’s “nothing to fear…” speech help to establish the setting? Explain your thinking.
(page 6)
Discussion: What can we infer about Scout’s character based on this rst chapter? Provide speci c examples
from the text.
Discussion: What do we notice about race relations in Maycomb? Where in the text do you see references to
race?

LESSON GUIDANCE

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8th Grade English Unit 6 Lesson 2
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 Standard and Literary Concepts
Allusion: An indirect reference to a person, place, thing or idea of historical, cultural, literary or political
signi cance. It is generally a passing comment, and the writer expects the reader to possess enough
knowledge to spot the allusion and grasp its importance in a text.
Dialect: A dialect is the language used by the people of a speci c area, class, district, or any other group of
people. The term dialect involves the spelling, sounds, grammar and pronunciation used by a particular
group of people, and it distinguishes them from other people around them.
Imagery: Speci c descriptive language related to sensory details (how things look, sound, feel, taste, etc.).
Metaphor: The comparison of two unlike things/concepts/experiences (with the intention of clari cation
or evoking emotion).
Setting: Where/when the action of a text occurs.
Physical location (country, state, city, neighborhood, landscape, building, room, etc.)
Time period, time of day, season
Climate/weather
Social Context
Simile: A comparison between two unlike things, using the phrases like or as to establish the comparison.

Notes
Begin a character list, including signi cant details about each.
Today’s reading includes the phrase “jackass” and “son-of-a-bitch.”

Homework
Read To Kill a Mockingbird, chapters 2 and 3.

COMMON CORE STANDARDS

CORE STANDARDS
RL.8.4 — Determine the meaning of words and phrases as they are used in a text, including gurative and
connotative meanings; analyze the impact of speci c word choices on meaning and tone, including analogies
or allusions to other texts.

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8th Grade English Unit 6 Lesson 2
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 LESSON 3
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Explain how speci c events and lines of text reveal aspects of characters in To Kill a Mockingbird.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapters 2 and 3

TARGET TASK
WRITING PROMPT
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.

MASTERY RESPONSE
This line of text reveals that Atticus is a thoughtful, empathic person who tries to be fair and see the best in others.

“If you learn a simple trick, Scout, you’ll get along better with all kinds of folks” (35).

“If Walter and I had put ourselves in her shoes we’d have seen it was an honest mistake on her part. We could not
expect her to learn all Maycomb’s ways in one day, and we could not hold her responsible when she knew no better”
(33).

KEY QUESTIONS
KEY QUESTION
What does the following sentence on page 19 reveal about Scout’s character? “Jem says my name’s really Jean
Louise Bull nch, 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 speci c evidence to support your answer.
Discussion: How do today’s chapters develop your understanding of class differences in Maycomb?

LESSON GUIDANCE

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8th Grade English Unit 6 Lesson 3
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 Standard and Literary Concepts
One of the most important ways to learn about characters in a text is to observe the way they react to
other people and incidents in the world around them. Effective readers can draw conclusions about the
character and often about human nature more generally.
Good authors work to make the characters in their texts interesting, dynamic, and relatable for the reader.
Fully developed characters don't stay exactly the same as the plot develops; they change and grow in
response to plot events and other characters.
Early in the text, it is important to pay close attention to what a character says and does in order to learn
about a character’s traits and personality. Paying close attention to what a character says and does at the
beginning of a text sets the reader up to notice changes when they occur as the plot unfolds.

Notes
Chapter 3 includes the word “slut.”

Homework
Read "In Defense of a Loaded Word" by Ta-Nehisi Coates.

COMMON CORE STANDARDS

CORE STANDARDS
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.

Match Fishtank
8th Grade English Unit 6 Lesson 3
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 LESSON 4
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Explain Ta-Nehisi Coates’s point of view on the use of the N-word and his response to con icting viewpoints.

READINGS AND MATERIALS

Article: “In Defense of a Loaded Word” by Ta-Nehisi Coates 

TARGET TASK
WRITING PROMPT
How does Coates acknowledge the existence of con icting viewpoints on the use of the N-word?

How does he respond to them?

Provide speci c textual evidence from the article to support your answers.

MASTERY RESPONSE
Coates provides examples of individuals and organizations standing up against the use of the N-Word. He references
a new rule against the use of the word in the NFL, as well as the action of African-American organizations opposing
use: “In 2007 the N.A.A.C.P. organized a ‘funeral’ in Detroit for the word ‘nigger.’”

Coates responds to these attempts to rid the world of the N-word by providing examples of how it continues to exist
“in our most popular music, in our most provocative lms and on the lips of more black people (like me) than would
like to admit it.” He argues that these arguments against use of the N-word are actually rooted in a double-standard
rather than a desire to liberate African-Americans.

KEY QUESTIONS
KEY QUESTION
What is Coates’s point of view on the use of the N-word by the African-American community? Provide at least
two pieces of evidence from the text to support your answer.
What arguments have been made against the use of the N-word by anyone—African-Americans included?
Provide at least two pieces of evidence from the text that demonstrate these arguments.
What is Coates’s point of view on white people using the N-word? Provide at least two pieces of evidence to
support your response.

LESSON GUIDANCE

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8th Grade English Unit 6 Lesson 4
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 Standard and Literary Concepts
An author’s point of view, much like a character’s point of view in ction, is the way that he or she views a
speci c topic. Even in non ction texts, authors insert their opinion, point of view, or biases into their
writing. Within opinion writing, authors will often explicitly state their point of view on the subject. If an
author’s point of view is less explicitly stated, strong readers pay close attention to the information an
author includes or excludes from a text, the way an author presents information, as well as the literal and
connotative meanings of the words an author chooses. Words, phrases or sentences can be used in ways
that carry additional connotations in an attempt to in uence or persuade an audience or reader.
In addition to communicating their own point of view, authors who are putting forward a speci c
argument will often acknowledge and respond to opposing viewpoints. Sometimes authors simply state
opposing viewpoints and the reasoning behind them, but more often they will directly respond to them,
explaining why they are wrong or misled.

Notes
Explain that author Harper Lee has chosen to include the N-word in To Kill a Mockingbird. We will be
thinking and talking about Harper Lee’s decision to use this word in the book (in spite of its painful history)
and what impact this word has on our understanding of the time period and place where the book takes
place. Additionally, we have to think about the implications of the word in our own classroom. There will
be times when we will read aloud from the text or discuss passages that use this word. This is a word that
makes many people deeply uncomfortable and about which we may have complicated feelings, no matter
what our racial background is. The purpose of class today is to open up honest and respectful discussion
about this word and set ground rules around its use.
Before reading the article, consider beginning with the following discussion questions:
Why is this word considered so offensive/“loaded”?
Who is “allowed” to use this word? Who is not allowed?
What are the consequences of using this word?
Do you think it is possible to “reclaim” a word that has such a painful history?
Should we, as we read this text, be able to say this word?
We will be reading an article written by Ta-Nehisi Coates, one of the most signi cant writers of our time
period (full stop, but particularly on the issues of race in this country). In it, he presents his opinion around
the use of this word, particularly African-Americans. This is a rigorous article, and the argument Coates
makes—beyond the surface level that African-Americans should be able to use the word and white people
should not because context matters—is quite nuanced. If time is limited, have students focus on the rst
six paragraphs of the article.
There are a number of resources available to assist teachers in teaching texts that include this word. Two
that we recommend are:
Straight Talk About the N-Word by Sean Price (Teaching Tolerance)
Exploring the Controversy: The "N" Word (PBS.org).

Homework
Read To Kill a Mockingbird, chapters 4 and 5.

COMMON CORE STANDARDS

CORE STANDARDS
RI.8.6 — Determine an author's point of view or purpose in a text and analyze how the author acknowledges
and responds to con icting evidence or viewpoints.

Match Fishtank
8th Grade English Unit 6 Lesson 4
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 LESSON 5
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Explain how speci c events and lines of text reveal aspects of characters and develop the plot in To Kill a Mockingbird.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapters 4 and 5

TARGET TASK
WRITING PROMPT
On page 54, Atticus says to Jem, “Son, I’m going to tell you something and tell you one time: stop tormenting that
man. That goes for the other two of you.”

What does this line reveal about Atticus? Find an additional piece of evidence that supports your answer.

MASTERY RESPONSE
Atticus is a rm disciplinarian who feels empathetic toward Boo Radley. He understands the impact that teasing or
mockery can have on people.

“So that was what you were doing, wasn’t it?”

“Putting his life’s history on display for the edi cation of the neighborhood”

“You stop this nonsense right now, every one of you.”

KEY QUESTIONS
KEY QUESTION
On page 38, Jem says to Scout, when he discovers that she has eaten gum she found in a tree: “You go gargle—
right now, you hear me?” What does this reveal about his character? Select an additional piece of evidence that
supports your answer.
How does the discovery of the gum and pennies in the tree develop the plot of the story? Carefully explain
your thinking.
Read the nal paragraphs of chapter 1 and chapter 4. How do the events in these paragraphs help to develop
the plot of the story? Carefully explain your thinking.
Discussion: How does today’s reading develop your understanding of gender roles and expectations in this text?
Provide speci c examples from the text.

LESSON GUIDANCE

Match Fishtank
8th Grade English Unit 6 Lesson 5
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 Standard and Literary Concepts
In addition to paying attention to the way that speci c incidents and lines of dialogue reveal character
traits, students will think about how events move the plot forward. Although this standard is not
speci cally about text structure, students should be able to articulate the way that individual events work
together to create a cohesive story.
Speci cally, students will need to identify that the events with Boo Radley ( nding the gum, seeing ickers
at his window) develop the rising action of the text and foreshadow events to come.

Notes
Today’s reading includes the N-word (page 41).

Homework
Read To Kill a Mockingbird, chapters 6 and 7.

COMMON CORE STANDARDS

CORE STANDARDS
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.

Match Fishtank
8th Grade English Unit 6 Lesson 5
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 LESSON 6
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Identify changes made by the director of the lm To Kill a Mockingbird by comparing a scene from the text with the
lm version, and explain how the director uses speci c lm techniques to develop mood.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapter 6
Movie: To Kill a Mockingbird  — 00:24:20–00:33:13

TARGET TASK
WRITING PROMPT
In what ways is the scene where Jem retrieves his pants similar and different in the lm (30:50–32:16) than in the
text (pages 62–64) ? Provide at least two similarities and two differences.

MASTERY RESPONSE
Differences:

Film: takes place right after they get home (before they see the adults); Book: happens at night after they have
gone to bed
Film: Atticus is awake and calling to them; Book: Atticus is asleep
Film: Nathan Radley shoots at Jem when he goes back to get his pants; Book: Nathan Radley shoots at them
when they run away the rst time

Similarities:

Jem is determined to go; Scout thinks it’s a terrible idea

Jem is worried that Atticus is going to whip him if he doesn’t have his pants
Scout waits anxiously for Jem to come back
Jem comes back safely

KEY QUESTIONS
KEY QUESTION
How does the director establish mood in the rst ve minutes of this scene? How does this compare with the
mood established by author Harper Lee in the text (pages 58–60)? Provide speci c evidence from both the lm
and the text to support your answer, and be sure to reference our lm terms.
Compare the discussion of what happened with Mr. Radley in the lm (32:20–32:55) and the discussion in the
text (top of page 61). What choices has the director made in the lm and how does this change the impact of
the scene?
What alterations does the director of the lm make to the original text in order to speed up pacing? Provide at
least two different examples.
Discussion: On page 63, Scout re ects, “It was then, I suppose, that Jem and I rst began to part company.” How
would you characterize the relationship between Scout and Jem in this scene? In what ways has it changed
since the beginning of the text?

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8th Grade English Unit 6 Lesson 6
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LESSON GUIDANCE
Standard and Literary Concepts
Studying a lm adaptation of a novel shows how a director converts a book’s words into visual media. The
director supervises all the major aspects of a lm, so his or her choices affect how audiences experience a
text. Directors choose what to include, exclude, or emphasize in a lm or stage production. Attentive
viewers can analyze how these decisions impact their perception of the story by asking, “What was the
impact of including, altering, or omitting this information on the story’s overall meaning?”
You may wish to provide students with a glossary of these words, which will be helpful in discussing the
decisions that directors/ lmmakers make in order to tell a story and creating an emotional impact on the
author:
Diegetic Sound: Sounds that originate from the world of the lm (doors opening, dogs barking, etc.).
Non-diegetic: Sounds that are added, like music or voiceover.
Color/Lighting: Is the scene light or dark? Are the colors bright or muted?
Camera angles: Close up: frames a person’s face; wide angle: shows signi cantly more of the scene.
Camera Movement: Zooming in, zooming out, panning up/down/left/right.
Actors’ Choices: Facial expressions, movement, tone of voice, pauses.
Pacing: How quickly does the movie progress? Are scenes brief or long?

Notes
Today’s reading includes the N-word.

Homework
Read To Kill a Mockingbird, chapters 7 and 8.

COMMON CORE STANDARDS

CORE STANDARDS
RL.8.4 — Determine the meaning of words and phrases as they are used in a text, including gurative and
connotative meanings; analyze the impact of speci c word choices on meaning and tone, including analogies
or allusions to other texts.
RL.8.7 — Analyze the extent to which a lmed or live production of a story or drama stays faithful to or
departs from the text or script, evaluating the choices made by the director or actors.

Match Fishtank
8th Grade English Unit 6 Lesson 6
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 LESSON 7
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Identify speci c incidents and lines of text that reveal aspects of characters and develop the plot in To Kill a
Mockingbird.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapters 7 and 8

TARGET TASK
WRITING PROMPT

Select at least two incidents from today’s reading that reveal aspects of Boo Radley’s character. Explain what these
incidents reveal and provide evidence from the text to support your answer.

MASTERY RESPONSE
Today’s reading reveals that Boo Radley is actually a gentle, generous person rather than the malevolent phantom the
children have imagined him to be. Two incidents that reveal this are when Jem admits to Scout that when he went
back to get his pants, “they’d been sewed up” and left neatly folded over the fence (66). Although this alarms Jem,
Boo’s subsequent actions af rm that he only has the best interest of the children in mind. Most signi cantly, Boo’s
decision to put a blanket around Scout’s shoulders during the re reveals his care for the children—as well as causing
Jem to realize that it is Boo who has been leaving them gifts. Atticus re ects that someday, “Scout can thank him for
covering her up” (81).

KEY QUESTIONS
KEY QUESTION
Consider Jem’s behavior in today’s reading. What speci c incidents and lines of dialogue in chapters 7–8
reveal aspects of Jem’s behavior? Be sure to carefully explain your thinking.
On page 73, Scout re ects, “Jem and I were burdened with the guilt of contributing to the aberrations of
nature, thereby causing unhappiness to our neighbors and discomfort to ourselves.” What does this line reveal
about Scout? Carefully explain your reasoning.
What does the re at Miss Maudie’s house reveal about the town of Maycomb? Provide at least three pieces of
evidence from the text and carefully explain your thinking.
Discussion: How does author Harper Lee balance humor and serious topics in this book? How does Lee use
Scout’s narration and perspective to create humor?

LESSON GUIDANCE
Notes
Scout uses the N-word in today’s reading (page 75). The text also includes the word “squaw” (page 81),
which is considered offensive today.
Make sure that at this point in the text students understand that Boo Radley has been leaving the children
gifts and that he is acting in ways that are kind and generous toward them.
Students should continue to keep careful track of characters—a number of different characters play a
signi cant role in today’s reading.

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8th Grade English Unit 6 Lesson 7
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 Homework
Read To Kill a Mockingbird, chapters 9 and 10.

COMMON CORE STANDARDS

CORE STANDARDS
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.

Match Fishtank
8th Grade English Unit 6 Lesson 7
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 LESSON 8
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Draw conclusions about Atticus based on speci c lines of dialogue by paying close attention to the connotations of
words and phrases he uses.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapter 9

TARGET TASK
WRITING PROMPT

On page 100, Atticus says to his brother Jack, “I hope and pray I can get Scout and Jem through it without bitterness,
and most of all, without catching Maycomb’s usual disease.”

a. What does Atticus mostly likely mean by this metaphor?

b. What are the connotations of the word “disease”?
c. What does Atticus’s word choice reveal about his character?

MASTERY RESPONSE
a. Atticus is calling racism a disease; he hopes that his children can grow up without becoming racist, which is
common in Maycomb.
b. The word “disease” has strongly negative connotations. It is something that can be “caught” or spread easily,
and it is dangerous to a person’s wellbeing. It also suggests that racism isn’t necessarily a person’s fault—it is
something that a person catches from the world around them.
c. Atticus believes that racism is a terrible, dangerous thing that his children are vulnerable to “catch” because it
is so prevalent in Maycomb. He wants to protect them from that, because he believes that it will be harmful to
them. This emphasizes Atticus’s strong moral compass and his determination to be a good father.

KEY QUESTIONS
On page 85, Atticus admonishes Scout: “Don’t say nigger, Scout. That’s common.” What is the de nition and
what are the connotations of this use of the word “common”? Do you think this is really why he doesn’t want
Scout using the word?
On page 86, Atticus tells Scout, “The main one is, if I didn’t I couldn’t hold up my head in town, I couldn’t
represent this county in legislature, I couldn’t even tell you and Jem not to do something again” (86). Explain
Atticus’s decision to represent Tom Robinson and what this line reveals about Atticus’s character. Be sure to
carefully explain your reasoning.
On page 87, Atticus says, “Simply because we were licked a hundred years before we started is no reason for
us to try not to win.” What does this reveal about his character? How does this line develop tension in the text?
Discussion: What does author Harper Lee seem to be trying to communicate about the power of language?
Think about the way Scout reacts to the names people call her father and also to her experimentation with
impolite language.

LESSON GUIDANCE

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8th Grade English Unit 6 Lesson 8
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 Standard and Literary Concepts
Today’s reading represents the beginning of the rising action of the Tom Robinson story line and a more
explicit exploration of the racial dynamics in Maycomb. At this point in the text, students should already
understand that Atticus is a man of integrity, primarily through his interactions with his children, but
today they will begin to think about his character as it relates to race and racism. Students will pay close
attention to what Atticus says in order to form a more complete understanding of his perspective on the
world.

Notes
Read To Kill a Mockingbird, chapters 10 and 11.

Notes
You may wish to open up the lesson by prompting students to discuss social expectations around gender:
How are boys and girls supposed to behave? How do children learn about gender? How does society react
to young people who don’t ful ll gender roles?
This lesson contains many uses of the N-word, and our questions require that students think critically
about this word. Students may be unfamiliar with the term “n*gger-lover.”

COMMON CORE STANDARDS

CORE STANDARDS
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.
RL.8.4 — Determine the meaning of words and phrases as they are used in a text, including gurative and
connotative meanings; analyze the impact of speci c word choices on meaning and tone, including analogies
or allusions to other texts.

Match Fishtank
8th Grade English Unit 6 Lesson 8
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 9
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Explain how speci c events and lines of dialogue in To Kill a Mockingbird reveal aspects of characters and cause a
change in perspective.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapters 10 and 11

TARGET TASK
WRITING PROMPT

How does Atticus’s comment about Mrs. Dubose on page 128, “She was the bravest person I ever knew,” reveal
aspects of his character? Explain your thinking and provide one additional piece of evidence from the text that
supports your answer.

MASTERY RESPONSE
Atticus’s statement that Mrs. Dubose is the bravest person he’s ever known is a surprising one; she treated his
children badly and said terrible things about him. His statement that she was brave reveals his ability to see the good
in people, to be empathic and generous even if they did not return that courtesy. He tells his children, “She was a
great lady,” and that he sent Jem and Scout see her “to see what real courage is” (128). He is determined to model this
belief for his children so that they will grow up to be kind to others.

KEY QUESTIONS
How does the incident with the mad dog change the way Scout and Jem perceive their father? Support your
answer with at least two pieces of speci c evidence from the text.
How does the line on page 127, “Mrs. Dubose was a morphine addict,” change the children’s (and the reader’s)
understanding of Mrs. Dubose? Support your answer with at least two pieces of speci c evidence from the
text.
Discussion: Atticus is quick to forgive Mrs. Dubose for the terrible things she said about him. Would you be able
to forgive a person so easily for that? What are the bene ts and downsides of forgiveness?

LESSON GUIDANCE
Standard and Literary Concepts
Because this is the end of part one of the text, students should use this as a natural opportunity to re ect
on what has happened thus far in the text. Authors will divide their texts into parts for a number of
reasons: sometimes as a way to signal shifts in time or narrators, or to mark a literal or symbolic ending.
Ask students to consider what purpose this section of text has served and what we are expecting will
happen as the text moves on to its second part.

Match Fishtank
8th Grade English Unit 6 Lesson 9
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 Notes
Today’s reading includes the N-word (pages 117, 118, 119, 124).
Draw students’ attention to the line on page 103: “Remember it’s a sin to kill a mockingbird.” It’s always
important to pay close attention to any time in a text where the title of the book is mentioned, and this is
the rst time it’s appeared. It’s ok if we don’t totally understand yet why the book is called To Kill a
Mockingbird, but just note this moment and what we learn in this passage.

COMMON CORE STANDARDS

CORE STANDARDS
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.

Match Fishtank
8th Grade English Unit 6 Lesson 9
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 10
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Gather evidence appropriate to the prompt and draft a strong thesis statement.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapters 1-10

TARGET TASK
WRITING PROMPT
The Golden Rule, often quoted from the Bible as “Do unto others as you would have then do unto you,” is a central
tenet of many cultures and world religions throughout history.

In a short essay, explain how Atticus Finch embodies this idea in words and actions in the rst 10 chapters of To Kill a
Mockingbird.

Your essay must include:

An introductory paragraph that provides context and includes a strong thesis statement
Two body paragraphs, each discussing an incident demonstrating Atticus’s embodiment of this rule
At least two pieces of quoted textual evidence in each body paragraph
Analysis and explanation of how each incident demonstrates The Golden Rule

LESSON GUIDANCE
Introduce the prompt and explain focus standards.
Have students return to the text and look for examples. Encourage students to nd at least three examples of
words and behaviors that demonstrate this idea.
Students should write notes on each of these incidents on why they demonstrate the Golden Rule.
Have students draft thesis statements that clearly state incidents in which Atticus embodies this idea.

Notes
Because this is the rst writing task of the year and because students only have two days to complete it,
the prompt and expectations are relatively straightforward. The aim of this task is to focus on students
writing strong thesis statements, collecting the best evidence to support claims, and providing thoughtful
analysis.

COMMON CORE STANDARDS

CORE STANDARDS
RL.8.9 — Analyze how a modern work of ction draws on themes, patterns of events, or character types from
myths, traditional stories, or religious works such as the Bible, including describing how the material is
rendered new.
W.8.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.8.1.a — Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.

Match Fishtank
8th Grade English Unit 6 Lesson 10
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 11
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
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.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapters 1-10

TARGET TASK
WRITING PROMPT

The Golden Rule, often quoted from the Bible as “Do unto others as you would have then do unto you,” is a central
tenet of many cultures and world religions throughout history.

In a short essay, explain how Atticus Finch embodies this idea in words and actions in the rst 10 chapters of To Kill a
Mockingbird.

Your essay must include:

An introductory paragraph that provides context and includes a strong thesis statement
Two body paragraphs, each discussing an incident demonstrating Atticus’s embodiment of this rule
At least two pieces of quoted textual evidence in each body paragraph
Analysis and explanation of how each incident demonstrates The Golden Rule

LESSON GUIDANCE
Students should draw upon their notes from the previous day; this will begin to form their analysis.
Explain that the basic structure of a body paragraph should include an assertion (which links back directly to
their thesis statement), basic context to introduce their evidence, and analysis after each piece of evidence.
Consider providing a show-call of almost-there evidence or analysis and have students debate whether it is
the best evidence and clearly linked back to the assertion.

Homework
Read To Kill a Mockingbird, chapters 12 and 13.

COMMON CORE STANDARDS

CORE STANDARDS
W.8.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.8.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.

Match Fishtank
8th Grade English Unit 6 Lesson 11
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 12
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Explain how Harper Lee uses speci c words and phrases in To Kill a Mockingbird to develop tone and create meaning.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapters 12 and 13

TARGET TASK
WRITING PROMPT
What is the impact of Harper Lee’s use of African-American dialect in chapter 12? How does this help to develop
meaning in the text? Provide at least two pieces of evidence in the text to support your answer.

MASTERY RESPONSE
Lee uses dialect as a way of signifying the divide between black and white communities in Maycomb. Although Lee
has referenced this divide many times throughout, this is the rst time in the text where Scout and Jem enter a
predominantly black space. Scout notices that Calpurnia starts to use African-American dialect: “’They’s my
comp’ny,’ said Calpurnia. Again I thought her voice strange: she was talking like the rest of them” (135). Later, Scout
re ects on the fact that Calpurnia speaks one way when she is with them and a different way when she is with her
community, and the fact that she has “command of two languages” (143). It is through dialect that Scout comes to
understand yet another way in which black and white people are divided.

KEY QUESTIONS
How has Jem’s tone when addressing Scout changed since becoming an adolescent? What speci c words and
phrases develop this changed tone?
Reread the dialogue between Calpurnia and Lula on page 135. What does Lula mean when she says, “Yeah, an’ I
reckon you’s comp’ny at the Finch house durin’ the week”? What is her tone?
What is Scout’s tone as she describes Calpurnia’s church on page 136? What speci c words and phrases help
develop this tone?
Discussion: Lula uses the word “nigger” when referring to Calpurnia and to the black church. Why do you think
she uses this word? What does this reveal about her?
Discussion: Gender is a recurring thematic topic in this text. Where is this issue addressed in today’s reading?

LESSON GUIDANCE
Standard and Literary Concepts
Dialect: A dialect is the language used by the people of a speci c area, class, district, or any other group of
people. The term dialect involves the spelling, sounds, grammar, and pronunciation used by a particular
group of people, and it distinguishes them from other people around them. Also sometimes called
“vernacular.” (Students have already encountered the word “vernacular” in Lesson 2, but they may need a
refresher.)
Ask students to consider why an author might choose to use dialect in a text. How does it change the
reader’s experience of reading a text?

Match Fishtank
8th Grade English Unit 6 Lesson 12
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 Notes
Today’s reading will focus on chapter 12. You may wish to brie y review the events of chapter 13 to
ensure students have a good understanding of what happens in this chapter.
Chapter 12 includes use of the N-word and references rape.

Homework
Read To Kill a Mockingbird, chapters 14 and 15.

COMMON CORE STANDARDS

CORE STANDARDS
RL.8.4 — Determine the meaning of words and phrases as they are used in a text, including gurative and
connotative meanings; analyze the impact of speci c word choices on meaning and tone, including analogies
or allusions to other texts.

Match Fishtank
8th Grade English Unit 6 Lesson 12
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 13
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Explain how speci c incidents and lines of dialogue reveal aspects of characters and propel the action of To Kill a
Mockingbird.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapters 14 and 15

TARGET TASK
WRITING PROMPT

During his conversation with Heck Tate, Atticus brushes off Heck’s concern that something bad might happen once
Tom Robinson is moved to the Maycomb jail. He says, “Don’t be foolish, Heck. This is Maycomb” (165). Later, Atticus
repeats this sentiment on page 167, when he tells Jem and Scout, “No, we don’t have mobs and that nonsense in
Maycomb.”

a. What do these lines reveal about Atticus?

b. How is the impact of these lines different once a reader has nished the chapter?

MASTERY RESPONSE
a. This line reveals that Atticus is an optimist, and he believes in the goodness of people in his community. He has
faith in spite of the things that people have been saying about him and his family since he took Tom Robinson
on as a client.
b. As the chapter progresses, it becomes clear that Atticus is wrong about his fellow community members. A
mob does arrive at the jailhouse, and although nothing bad happens to Tom Robinson, it seems very likely that
something bad would have happened had the children not arrived.

KEY QUESTIONS
How does Scout’s conversation with Dill on page 162 clarify her understanding of her own family? Provide at
least two pieces of speci c evidence from the text.
How does the scene on page 173 when Jem refuses to go home signify a change in his relationship with
Atticus? Provide a speci c piece of evidence from the text.
How and why does Scout’s conversation with Mr. Cunningham on pages 174–175 impact the progression of
events in the text. Provide at least two pieces of evidence from the text to support your answer.
Discussion: Do you think that Atticus genuinely believed that the people of Maycomb would not cause trouble
when Tom Robinson came to the town jail? Why did he go down to the jailhouse that night if he believed that
there would be no issues? Do you think that Atticus is more of an optimist or pragmatist (someone who is
more practical about the way things really work)?
Discussion: What do you think would have happened if Scout, Dill, and Jem had not arrived?

LESSON GUIDANCE

Match Fishtank
8th Grade English Unit 6 Lesson 13
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 Notes
If time allows, consider showing students the following short video about mob mentality, How Mob
Mentality Gets Worse Online by Seeker (YouTube).
Ask students to think about where we are in the progression of the story. What con ict is developing?
How do you know?

Homework
Review To Kill a Mockingbird, chapter 15.

COMMON CORE STANDARDS

CORE STANDARDS
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.

Match Fishtank
8th Grade English Unit 6 Lesson 13
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 14
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Analyze the extent to which the lmmakers have stayed faithful to or departed from the original text of To Kill a
Mockingbird by comparing and contrasting text and lm.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapter 15
Movie: To Kill a Mockingbird  — 1:00:00–1:07:55

TARGET TASK
WRITING PROMPT
Compare the scene from the text (pages 172–176) and lm (1:03:55–1:07:55) where the children arrive in front of
the jail and face the mob. Consider timeline, plot events, dialogue, characters, and character actions. Provide at least
three speci c details that demonstrate how the lm stayed faithful to the original text.

MASTERY RESPONSE
Dialogue is almost identical between the book and lm version, especially Scout’s
Timeline and plot events are very similar: Children arrive, Atticus begs them to go home and they won’t,
someone grabs Jem and Scout kicks him, Scout sees Mr. Cunningham and talks to him about his entailment and
his son, Mr. Cunningham tells the mob to disperse, Tom Robinson asks whether the mob has left.
Same major characters: Dill, Scout, Jem, Atticus, Mr. Cunningham

KEY QUESTIONS
Compare the scene where Atticus talks to Heck Tate in the text (pages 164–166) to the lm version of their
conversation (1:00:00–1:01:15). Think about timeline, plot events, dialogue, and character actions. Provide at
least two speci c details that demonstrate how the lm stayed faithful to or departed from the text.
Compare the scene from the text and lm where the children decide to follow Atticus (page 169, minutes
1:01:15–1:01:38). Provide at least two speci c details that demonstrate how the lm stayed faithful to or
departed from the text.
Discussion: Why do you think that the lmmakers stayed so faithful to the scene in front of the jail? Is the
experience of watching and reading the scene different? Is one more effective in communicating mood and
meaning?

LESSON GUIDANCE
Notes
Because it will take signi cant time to play the lm in today’s lesson, there are only two key questions. You
may wish to have students read through the key questions and target task, then play the scene through
from beginning to end and then replay speci c sections, or pause at different sections during the rst
viewing.

Homework
Read To Kill a Mockingbird, chapters 16 and 17.

Match Fishtank
8th Grade English Unit 6 Lesson 14
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
COMMON CORE STANDARDS
CORE STANDARDS
RL.8.7 — Analyze the extent to which a lmed or live production of a story or drama stays faithful to or
departs from the text or script, evaluating the choices made by the director or actors.

Match Fishtank
8th Grade English Unit 6 Lesson 14
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 15
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Summarize the events described in Heck Tate’s and Bob Ewell’s testimony.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapters 16 and 17

TARGET TASK
WRITING PROMPT
Working in groups, create a timeline of events on the night of the crime, based on Heck Tate and Mr. Ewell’s
testimony. Be sure to include as many details as you can. [Because students may make revisions to their timelines
after the gallery walk, you might want to have students put their timelines on poster paper as part of their exit ticket
work—and not before.]

MASTERY RESPONSE
[Make sure that students recognize that although Heck Tate’s testimony comes rst, he actually arrives to the scene
after Bob Ewell does.]

Nov 21, before sundown

1. Bob Ewell collecting kindling

2. Hears Mayella screaming
3. Runs to the house, gets tangled in the fence
4. Looks into the window
5. Sees Tom Robinson raping Mayella
6. Sees that there is a mess in the house
7. Tom Robinson runs out, Bob Ewell runs in
8. Mayella on the oor, crying
9. Bob Ewell runs for Heck Tate
10. Heck Tate leaving his of ce, Bob Ewell runs up, tells him to come
11. Heck Tate drives over
12. Finds Mayella on the oor
13. Mayella washes her face
14. Mayella says Tom Robinson beat her up

KEY QUESTIONS
How does the narrator develop the idea that the Ewells are of a low social class? Provide at least three pieces
of evidence to support your answer.
What is notable about Mayella’s injuries? Provide one piece of evidence to support your answer.
Why does Atticus ask Mr. Ewell to write his name? Provide two pieces of evidence to support your answer.
Discussion: How is the reader supposed to feel about Bob Ewell? Do you think that someone being extremely
poor or living on welfare is a reason to dislike a person or to negatively judge their character?
Discussion: Do you think that Scout’s perspective (and by extension, the reader’s opinion) of Bob Ewell would be
more positive if he had money, a tidy home, and did not rely on welfare?

Match Fishtank
8th Grade English Unit 6 Lesson 15
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
LESSON GUIDANCE
Standard and Literary Concepts
Creating timelines is one way of organizing and summarizing information. Students’ timelines today
should be as detailed as possible, as it is essential that they are able to see Atticus’s technique for arguing
Tom Robinson’s case and the discrepancies he pulls out in Ewell’s timeline in future chapters.

Notes
Focus today on chapter 17. You may wish to have students read the trial section aloud like a play.
Chapter 17 refers to sexual assault and battery. Although the sexual assault is not described particularly
explicitly, the description of Mayella’s injuries is quite detailed. This may be upsetting for students, and
you should let student support services at your school know that this will be discussed.
Although you will not be focused on chapter 16 today, be aware that Scout and Jem discuss biracial people
on pages 183–184 in a derogatory/ignorant way. Remind students that there are a number of parts of this
text that are dated and that we understand now to be inaccurate and offensive. You may wish to discuss
contemporary stereotypes about multiracial people and how prejudices are hurtful and oppressive.

Homework
Read To Kill a Mockingbird, chapter 18.

COMMON CORE STANDARDS

CORE STANDARDS
RL.8.1 — Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as
well as inferences drawn from the text.
RL.8.2 — Determine a theme or central idea of a text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Match Fishtank
8th Grade English Unit 6 Lesson 15
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 16
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Explain how Harper Lee uses speci c words, phrases, and lines of text to reveal aspects of Mayella Ewell’s character.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapter 18

TARGET TASK
WRITING PROMPT
On page 207, Mayella says about Atticus, “Long’s he keep callin’ me ma’am and saying Miss Mayella. I don’t have to
take his sass, I ain’t called upon to take it” (207).

a. What does this line reveal about her character? Explain your thinking.
b. What emotions does this line evoke in Scout (and by extension, in the reader)? Provide evidence from the text
and explain your thinking.

MASTERY RESPONSE
a. This line reveals that Mayella isn’t used to being spoken to respectfully, so much so that she thinks that she is
being disrespected when Atticus uses these words. She is perhaps used to being disrespected by people of a
higher social class and so assumes that the same thing is happening.
b. Scout is baf ed by Mayella’s reaction to being called “ma’am,” and realizes that perhaps her life has been very
different than other people’s. Scout “wondered if anybody had ever called her ‘ma’am’ or ‘Miss Mayella’ in her
life… what on earth was her life like?” (207). Hearing Mayella’s reaction to being called ma’am makes Scout
begin to feel sympathy for her.

KEY QUESTIONS
How does Harper Lee develop Mayella as a sympathetic character on pages 203–204? Provide at least three
speci c words, phrases, or lines of text that help develop the reader’s sympathy for Mayella, and explain why
they do.
On the top of page 206, Lee writes, “Apparently Mayella’s recital had given her con dence, but it was not her
father’s brash kind: there was something stealthy about hers, like a steady-eyed cat with a twitchy tail” (206).
What does this simile reveal about Mayella? Identify speci c words and phrases that develop this idea.
How does Harper Lee develop Mayella as a sympathetic character on pages 208–209 (begin at “‘Miss Mayella,’
said Atticus” and end at “He never touched me”). Provide at least three speci c words, phrases, or lines of text
that help develop the reader’s sympathy for Mayella, and explain why they do.
Discussion: Mayella Ewell is a complicated character. How do you view her? Do you feel differently about her
than you did about Bob Ewell? Why?

LESSON GUIDANCE

Match Fishtank
8th Grade English Unit 6 Lesson 16
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 Standard and Literary Concepts
In yesterday’s reading, Harper Lee uses Bob Ewell’s poverty as a way of supporting the idea that he’s an
unsympathetic character. Today, however, Mayella’s poverty is used as a way of evoking pity. Students will
need to think critically about how the author does this through word choice, speci c lines of dialogue, and
events in the text.
Sympathetic character: A character that the audience/reader is invested in, feels empathy for, or
cares about.
Unsympathetic character: A character that the audience does not like or believe deserves empathy.
Reliable character: Trustworthy, honest, objective.

Notes
Today’s reading includes a number of mentions of the N-word.
As with yesterday’s reading, there is a description of sexual assault and violence in today’s chapter.
You may wish to have students add to their timelines of events (particularly what Mayella says happened
before her father arrived).

Homework
Read To Kill a Mockingbird, chapter 19.

COMMON CORE STANDARDS

CORE STANDARDS
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.
RL.8.4 — Determine the meaning of words and phrases as they are used in a text, including gurative and
connotative meanings; analyze the impact of speci c word choices on meaning and tone, including analogies
or allusions to other texts.

Match Fishtank
8th Grade English Unit 6 Lesson 16
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 17
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Explain how Harper Lee uses speci c lines of text to reveal aspects of characters, as well as racial dynamics within
Maycomb.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapter 19

TARGET TASK
WRITING PROMPT

On page 224, Tom Robinson says of Mayella, “I felt right sorry for her, she seemed to try more’n the rest of ‘em--”

Mr Gilmer responds, “You felt sorry for her, you felt sorry for her?”

How do these lines of dialogue reveal racial tensions and hierarchies in Maycomb? How does the use of italics
emphasize this tension?

MASTERY RESPONSE
[This is a nuanced question, and you may want to engage in a class conversation before diving into writing the
answer.]

When Tom Robinson says that he felt sorry for Mayella Ewell, his statement is not taken as one of sympathy or
compassion by the white people in the room. Although Mayella is from one of the poorest families in Maycomb, she
is still white—and therefore she is considered “superior” to any black person. Tom Robinson’s suggestion that he—a
black man—feels sorry for her—a white woman—is taken as an indication that he thinks he is somehow better than
she is. A black person showing generosity to a white person is threatening to the social hierarchy, as it puts the black
person in a position of power in relation to the white person. This is entirely unacceptable in Maycomb.

KEY QUESTIONS
On page 218, Tom Robinson says, “I was glad to do it, Mr. Ewell didn’t seem to help her none, and neither did
the chillun, and I knowed she didn’t have no nickels to spare.” What does this reveal about his character?
Provide one additional piece of evidence from the text that also supports your answer.
How does Tom Robinson’s testimony reveal aspects of Mayella Ewell’s life and change Scout’s perspective of
her? Provide two pieces of speci c evidence from page 218 to support your answer.
Mr. Gilmer repeatedly calls Tom Robinson “boy.” What are the connotations of this word and what does his use
of this word reveal about Mr. Gilmer?
What does Tom Robinson’s reaction to Mayella’s kiss reveal about race in Maycomb? Provide at least two
pieces of speci c evidence from the text to support your answer.
Discussion: How does Tom Robinson’s account of that evening differ from Mayella’s? What are the most
signi cant points of disagreement?

LESSON GUIDANCE

Match Fishtank
8th Grade English Unit 6 Lesson 17
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 Notes
Today’s reading is relatively short, so consider having students read the text as if it were a play.
You may also wish to have students create a parallel timeline of events on the night Mayella was attacked
(by her father or Tom Robinson).
This chapter includes the N-word and the word “whore.”

Homework
Read To Kill a Mockingbird, chapters 20 and 21.

COMMON CORE STANDARDS

CORE STANDARDS
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.

Match Fishtank
8th Grade English Unit 6 Lesson 17
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 18
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Explain the impact of Atticus’s word choice and references to historic texts in the development of meaning in his
closing argument.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapters 20 and 21

TARGET TASK
WRITING PROMPT

Read the following sentence from the Declaration of Independence:

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain
unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.

On page 233, Atticus references this sentence, and speci cally the line, “all men are created equal.” Why would
Atticus choose to reference this text? In what way is this sentence particularly applicable to this case?

MASTERY RESPONSE
Atticus has referenced this text—and this sentence speci cally—because it is one of the most signi cant texts in the
history of the United States. In this context, he is encouraging the men of the jury to think about Tom Robinson as
equal to any white man. He is pleading with the jury to put aside their own racism and “do your duty” to consider the
shared humanity of the defendant. He seems to argue that the men of the jury are free to consider people as unequal
in any other context, but to remember that “in our courts all men are created equal.”

KEY QUESTIONS
On page 231, Atticus says, “This case is as simple as black and white.” Explain what he means literally and the
double-meaning of this idiom within this speci c context.
Look up the meaning of the words “unmitigated” and “temerity.” What is Atticus’s tone when he uses these
words on page 232? How do the other words in this sentence help the reader understand Atticus’s tone?
How does Lee’s use of italics and the repetition of the word “all” on page 232 help to develop Atticus’s meaning
in this paragraph? Carefully explain your thinking.
Discussion: Back in the rst lesson, we talked about why gender, sexuality, and race were so closely intertwined.
What does Atticus have to say about this. What does his use of the phrase “tempt” and “our women” reveal
about beliefs about women and female sexuality?

LESSON GUIDANCE

Match Fishtank
8th Grade English Unit 6 Lesson 18
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 Standard and Literary Concepts
Authors are in uenced by the world around them and texts they have encountered in the past. Effective
readers consider an author's speci c social and historical context, and what myths, traditional stories, and
historical or religious texts he or she might be in uenced by. Readers recognize the places where authors
draw on ideas from other texts by looking for speci c allusions, character types, and more universal
themes.
Today, Lee has Atticus reference the Declaration of Independence, one of the seminal texts of this nation.
The line “All men are created are equal” is regularly cited as a cornerstone of our democracy. Students will
consider how the use of that reference in this context—more than a century and a half after it was
originally penned—renders this document “new” and develops the reader’s understanding of both texts.

Notes
If you have a very strong reader in your class, consider having them read Atticus’s closing argument aloud.
Students may wish to discuss why the Declaration of Independence only says “all men are created equal.”
This issue has been hotly debated—whether women and people of color were meant to be included in this
statement. White women, after all, did not have the same rights as white men, and hundreds of thousands
of enslaved people certainly were not considered “equal” during the time period when this document was
written. And yet feminist and civil rights leaders have evoked this document as a way of supporting their
arguments about universal human rights.
The discussion question today requires students speak about sex and sexuality.

Homework
Review To Kill a Mockingbird, chapter 20.

COMMON CORE STANDARDS

CORE STANDARDS
RL.8.4 — Determine the meaning of words and phrases as they are used in a text, including gurative and
connotative meanings; analyze the impact of speci c word choices on meaning and tone, including analogies
or allusions to other texts.
RL.8.9 — Analyze how a modern work of ction draws on themes, patterns of events, or character types from
myths, traditional stories, or religious works such as the Bible, including describing how the material is
rendered new.

Match Fishtank
8th Grade English Unit 6 Lesson 18
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 LESSON 19
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Analyze the extent to which the lmmakers have stayed faithful to or departed from the original text of To Kill a
Mockingbird by comparing and contrasting text and lm.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapter 20
Movie: To Kill a Mockingbird  — 01:32:25–01:42:48

TARGET TASK
WRITING PROMPT
To what degree have the lmmaker stayed faithful to the original text? Compare the scene where the verdict is given
in the text (pages 240–241) to the lm version (01:39:41–01:42:48). Think about timeline, plot events, dialogue, and
character actions. Provide at least three speci c details that demonstrate how the lm stayed faithful to or departed
from the text.

MASTERY RESPONSE
While the basic events from the text are faithfully recreated in the lm, there are many small changes that were made
by the lmmakers.

Faithful:

Many events are the same (Tom is brought in, jurors declare the verdict and do not look at Tom Robinson, Jem
is shocked by the verdict, black spectators stand up when Atticus leaves)
Same verdict: guilty

Departs:

The “guilty” verdict is just announced once in the lm, but each juror declares the verdict in the text.
The crowd reacts loudly in the text but silently in the lm.
The camera focuses on Tom’s reaction and expression, while Scout does not describe it in the book.
The audience can hear what Atticus says to Tom Robinson in the movie but not the book.
The camera focuses on Judge Taylor’s reaction in the lm, which is not mentioned in the book.

[Further discussion: do these changes alter the impact of the scene on the reader/audience? Why or why not?]

KEY QUESTIONS

Match Fishtank
8th Grade English Unit 6 Lesson 19
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 To what degree has the lmmaker stayed faithful to the original text? Compare Atticus’s closing arguments in
the text (pages 230–234) to the lm version (01:32:25–01:39:41). Think about timeline, plot events, dialogue,
and character actions. Provide at least three speci c details that demonstrate how lm stayed faithful to or
departed from the text.
What signi cant event(s) from chapter 21 have been omitted from the lm? What was most likely the
lmmaker’s motivation in removing these events?
Discussion: In the text To Kill a Mockingbird, the narrator is Scout, a character in the text. How is the experience
of watching the lm —which does not have a narrator (at least not in the same way a book does)—different
when you are not seeing the world just through Scout’s eyes?

LESSON GUIDANCE
Notes
Because it will take signi cant time to play the lm in today’s lesson, there are only two key questions. You
may wish to have students read through the key questions and target task, then play the scene through
from beginning to end and then replay speci c sections or pause at different sections during the rst
viewing.

COMMON CORE STANDARDS

CORE STANDARDS
RL.8.7 — Analyze the extent to which a lmed or live production of a story or drama stays faithful to or
departs from the text or script, evaluating the choices made by the director or actors.

Match Fishtank
8th Grade English Unit 6 Lesson 19
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 20
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Gather evidence relevant to the topic.

READINGS AND MATERIALS

Website: NAACP Death Penalty Fact Sheet 
Article: “Racism and the Execution Chamber” by Matt Ford 
Website: The Persistent Problem of Racial Disparities In The Federal Death Penalty 
Article: “Race and the Death Penalty by the Numbers” by Aura Bogado 
Article: “Washington State Strikes Down Death Penalty, Citing Racial Bias” by Merrit Kennedy 
Website: Race and the Death Penalty 
Website: Early History of the Death Penalty 

TARGET TASK
WRITING PROMPT
Imagine that the United States Congress is considering a ban on the death penalty. They are primarily motivated by
studies showing that the death penalty is applied more frequently to African-Americans, suggesting racial bias
within the judicial system.

Write an article for your school newspaper informing your fellow students on racial bias and the application of the
death penalty in the United States. Your task is not to take a position on this issue but to give your readers the
information they need in order to fully understand the issue.

Your article should:

be approximately 400 words long

include information from at least three different reputable sources
include statistics, de nitions, examples, and quotations
introduce the topic clearly
include a concluding statement

LESSON GUIDANCE
Unpack the prompt. Talk about the difference between informational and argumentative writing.
Explain to students that the prompt already provides them with a central idea: The death penalty is applied
unequally based on the race of the defendant. Their primary focus in their work is therefore to inform
themselves on this topic and gather the most relevant information in order to write a strong article.
Ask students to read through the articles and highlight or annotate at least three details/facts/quotes/statistics
from each.
Any research that is not completed during class should be nished for homework.

COMMON CORE STANDARDS

CORE STANDARDS
W.8.2 — Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content
W.8.2.b — Develop the topic with relevant, well-chosen facts, de nitions, concrete details, quotations, or
other information and examples.
Match Fishtank
8th Grade English Unit 6 Lesson 20
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 Match Fishtank
8th Grade English Unit 6 Lesson 20
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 21
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Draft body paragraphs and appropriately cite sources.

READINGS AND MATERIALS

Website: NAACP Death Penalty Fact Sheet 
Article: “Racism and the Execution Chamber” by Matt Ford 
Website: The Persistent Problem of Racial Disparities In The Federal Death Penalty 
Article: “Race and the Death Penalty by the Numbers” by Aura Bogado 
Article: “Washington State Strikes Down Death Penalty, Citing Racial Bias” by Merrit Kennedy 
Website: Race and the Death Penalty 
Website: Early History of the Death Penalty 

TARGET TASK
WRITING PROMPT
Imagine that the United States Congress is considering a ban on the death penalty. They are primarily motivated by
studies showing that the death penalty is applied more frequently to African-Americans, suggesting racial bias
within the judicial system.

Write an article for your school newspaper informing your fellow students on racial bias and the application of the
death penalty in the United States. Your task is not to take a position on this issue but to give your readers the
information they need in order to fully understand the issue.

Your article should:

be approximately 400 words long

include information from at least three different reputable sources
include statistics, de nitions, examples, and quotations
introduce the topic clearly
include a concluding statement

LESSON GUIDANCE
Students should decide the topic of their body paragraphs (at least three, depending on length) and begin to
pull in speci c details relevant to these topics. For examples, students may begin with a history or broad
survey of the death penalty in the United States, racial differences in application based on accused, racial
differences in application based on the victim, and the current state of the death penalty in this country. One
way of helping students sort information is to write down facts on notecards and physically organize them
that way.
Teach a short lesson on how to cite information from online articles, and/or provide students with a citation
“cheat sheet.” (MLA Formatting and Style Guide by Purdue University is a useful resource.)

COMMON CORE STANDARDS

CORE STANDARDS

Match Fishtank
8th Grade English Unit 6 Lesson 21
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 W.8.2 — Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content
W.8.2.a — Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information
into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
W.8.2.b — Develop the topic with relevant, well-chosen facts, de nitions, concrete details, quotations, or
other information and examples.
W.8.8 — Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and following a standard format for citation.

Match Fishtank
8th Grade English Unit 6 Lesson 21
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 22
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Write introductory and concluding statements that frame the article.

READINGS AND MATERIALS

Website: NAACP Death Penalty Fact Sheet 
Article: “Racism and the Execution Chamber” by Matt Ford 
Website: The Persistent Problem of Racial Disparities In The Federal Death Penalty 
Article: “Race and the Death Penalty by the Numbers” by Aura Bogado 
Article: “Washington State Strikes Down Death Penalty, Citing Racial Bias” by Merrit Kennedy 
Website: Race and the Death Penalty 
Website: Early History of the Death Penalty 

TARGET TASK
WRITING PROMPT
Imagine that the United States Congress is considering a ban on the death penalty. They are primarily motivated by
studies showing that the death penalty is applied more frequently to African-Americans, suggesting racial bias
within the judicial system.

Write an article for your school newspaper informing your fellow students on racial bias and the application of the
death penalty in the United States. Your task is not to take a position on this issue but to give your readers the
information they need in order to fully understand the issue.

Your article should:

be approximately 400 words long

include information from at least three different reputable sources
include statistics, de nitions, examples, and quotations
introduce the topic clearly
include a concluding statement

LESSON GUIDANCE
Explain the purpose of introductory and concluding statements/paragraphs. Use one or more articles from
this task to demonstrate what kind of information is included in an introduction and conclusion.
Ask students to draft their own introductions and conclusions.

Homework
Read To Kill a Mockingbird, chapters 22 and 23.

COMMON CORE STANDARDS

CORE STANDARDS

Match Fishtank
8th Grade English Unit 6 Lesson 22
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 W.8.2 — Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content
W.8.2.a — Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information
into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
W.8.2.f — Provide a concluding statement or section that follows from and supports the information or
explanation presented

Match Fishtank
8th Grade English Unit 6 Lesson 22
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 23
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Interpret gurative language and explain how Lee uses it to create meaning in To Kill a Mockingbird.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapters 22 and 23

TARGET TASK
WRITING PROMPT
On page 246, Jem says, “It’s like bein’ a caterpillar in a cocoon, that’s what it is.” What is he comparing? What is he
trying to communicate with this simile? Provide evidence from the text to support your answer.

MASTERY RESPONSE
Jem uses the metaphor of a caterpillar coming out of a cocoon to describe the experience of coming of age. When he
was young, he believed that the world was a safe place (a cocoon), free of hatred and injustice. He describes this
experience of youth as being “asleep.” Now that he has grown up—left the safety of the cocoon—he sees the world as
it really is. He realizes that what he “always thought about Maycomb” was wrong, that there is racism and extreme
injustice there. His awakening to this reality feels like an unwelcome realization.

KEY QUESTIONS
On page 224, Miss Rachel says, “if a man like Atticus Finch wants to butt his head against a stone wall it’s his
head.” What does this metaphor mean? What does this reveal about Miss Rachel’s perspective?
On page 252, Atticus says, “Don’t fool yourselves—it’s all adding up and one of these days we’re going to pay
the bill for it.” What is Atticus comparing in this metaphor? What does this reveal about Atticus’s beliefs about
the future?
What is Atticus’s tone when he says, on page 253, that “this may be the shadow of a beginning.” What does he
mean by this metaphor?
Discussion: Consider the conversation between Jem and Scout on pages 258–259. What does their
conversation reveal about social hierarchies in Maycomb? How do their perspectives differ? How does this
reveal changes in Jem and Scout?

LESSON GUIDANCE
Notes
If possible, save signi cant time at the end of today’s class to devote to the discussion question. This is one
of the most important turning points for Scout’s character.

Homework
Read To Kill a Mockingbird, chapters 24 and 25.

COMMON CORE STANDARDS

CORE STANDARDS
L.8.5 — Demonstrate understanding of gurative language, word relationships, and nuances in word meanings.

Match Fishtank
8th Grade English Unit 6 Lesson 23
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 RL.8.4 — Determine the meaning of words and phrases as they are used in a text, including gurative and
connotative meanings; analyze the impact of speci c word choices on meaning and tone, including analogies
or allusions to other texts.

Match Fishtank
8th Grade English Unit 6 Lesson 23
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 24
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Explain how speci c incidents and lines of text reveal aspects of characters in To Kill a Mockingbird or cause them to
change.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapters 24 and 25

TARGET TASK
WRITING PROMPT

What does Tom Robinson’s decision to try and escape prison reveal about his character and the social context in
which he lived? Provide at least one piece of evidence from the text to support your answer.

MASTERY RESPONSE
Tom Robinson’s decision to try to escape from prison—and continuing to run even when he heard the warning
gunshots —reveals that he had no longer had any hope. He understood that the cards were stacked against him from
the beginning because of his race. He knew there was no real possibility of justice, even as Atticus tried to reassure
him that there was a chance they could win the appeal. Atticus re ects, “Tom was tired of white men’s chance and
preferred to take his own” (269).

KEY QUESTIONS
On page 263, Mrs. Merriweather says, “‘Oh child, those poor Mrunas’... Mrs. Merriweather’s large brown eyes
always lled with tears when she considered the oppressed.” How does this line of text reveal her to be a
hypocrite on the subject of race and oppression? Provide at least one piece of evidence from the text that
helps develop this idea.
On page 263, Mrs. Merriweather says of having a “sullen” black servant working for her, “Sophy, you simply are
not being a true Christian today. Jesus Christ never went around grumbling and complaining.” How does this
statement reveal her to be a hypocrite? Provide at least one piece of evidence from the text that helps develop
this idea.
How does the news of Tom Robinson’s death change Atticus’s perspective on the world? Provide at least two
pieces of evidence from the text that reveal this change.
Discussion: Why do you think Harper Lee includes the scene where Jem tells Scout not to kill the roly-poly bug?
Discussion: Do you think that Tom Robinson committed suicide? Explain your thinking.

LESSON GUIDANCE
Notes
Be sure to teach students the de nition of “hypocrite” before they answer the key questions.
Today’s chapter is a dif cult one. In addition to the simple tragedy of Tom’s death, there are aspects of
today’s reading that are evocative of current events around police brutality and the murder of black men
at the hands of law enforcement. Students may have strong reactions to today’s reading.

Match Fishtank
8th Grade English Unit 6 Lesson 24
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 Homework
Read To Kill a Mockingbird, chapters 26 and 27.

COMMON CORE STANDARDS

CORE STANDARDS
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.

Match Fishtank
8th Grade English Unit 6 Lesson 24
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 25
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Explain how Harper Lee uses speci c lines of text to reveal aspects of characters, as well as racial dynamics within
Maycomb.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapters 26 and 27

TARGET TASK
WRITING PROMPT

What speci c lines of text reveal to Scout that Miss Gates is a hypocrite? Explain why Scout sees her as a hypocrite
and provide at least two pieces of evidence from the text to support your answer.

MASTERY RESPONSE
Miss Gates shows her hypocrisy when she expresses her outrage at the persecution of Jewish people but is bigoted
against African Americans in her own community. She believes that Americans are superior to Europeans because,
as she tells her class, “Over here we don’t believe in persecuting anybody. Persecution comes from people who are
prejudiced” (281). Scout is disturbed by this statement because of what she overheard Miss Gates say on the night of
the trial: “It’s time somebody taught ‘em a lesson, they were getting way above themselves” (283). While Miss Gates
seems entirely unaware of this hypocritical behavior, Scout picks up on it immediately.

KEY QUESTIONS
On page 282, Atticus tells Scout that “it is not” okay to hate Hitler. What does this reveal about Atticus’s
character? Explain your thinking.
On page 287, Atticus says of Mr. Ewell, “He thought he’d be a hero, but all he got for his pain was… was, ok,
we’ll convict this Negro but get back to your dump.” What does this line reveal about the town of Maycomb?
Provide at least one piece of additional evidence to support your answer.
What does Link Deas’s behavior in chapter 27 reveal about his character? Provide at least two lines of
dialogue from the text and explain how these reveal aspects of his character.
Discussion: How has the trial revealed the true nature of different people in Maycomb?

LESSON GUIDANCE
Homework
Read To Kill a Mockingbird, chapter 28.

COMMON CORE STANDARDS

CORE STANDARDS
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.

Match Fishtank
8th Grade English Unit 6 Lesson 25
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 26
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Explain how Harper Lee uses word choice and literary devices to develop tone and establish a suspenseful mood.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapter 28

TARGET TASK
WRITING PROMPT
What mood does Lee develop during the attack? How does she use gurative language to develop this mood? Provide
at least three examples of gurative language from this scene and explain how they develop mood.

MASTERY RESPONSE
Mood: anxious, threatening, terrifying (the mood during the attack is not suspenseful! Suspense is over— the bad
thing is happening…)

Imagery: “scuf ing, kicking sounds” (indicates something violent taking place, someone is getting hurt), “dull
crunching sound” (horrible indication that something is very wrong, a bone has been broken), “Slowly squeezed the
breath out of me” (creates a feeling of terror, especially because it was happening), "slowly” (which means Scout is
suffering), “he coughed violently, a sobbing, bone-shaking cough” (terrifying sound, that someone is terribly hurt)

Metaphor: “my wire prison” (communicates the panic Scout felt because she could not escape her costume)

Simile: “arms like steel” (communicates the powerlessness Scout felt during this scene, that she could not ght back
against the man’s strength)

[Students do not need to come up with three types of gurative language, just three examples of the use of gurative
language.]

KEY QUESTIONS
How does Lee begin to build a suspenseful/foreboding mood on pages 293–294? Provide at least four details
from the text that help to develop this mood, and explain why.
How do Scout and Jem’s tones differ on pages 298 and 299? Provide at least two speci c words and phrases
from the text that help establish tone.
Throughout the attack, Scout is unable to see anything. How does Lee’s decision to make Scout unable to see
impact the reader’s experience of the scene? How does this help establish mood?
Discussion: What do you think happened during the attack? What speci c details help you draw this
conclusion?

LESSON GUIDANCE

Match Fishtank
8th Grade English Unit 6 Lesson 26
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 Standard and Literary Concepts
Mood: The emotional atmosphere of a scene; usually thought of as the emotions a scene brings up for the
reader.
Tone: The way a speaker feels about a speci c topic, which is determined by the words they say and how
they say it.
In thinking about how Lee creates mood, students will need to think carefully about the connotations of
words and concepts. If students are struggling with this, focus on the very rst paragraph of chapter 28,
pulling out ideas like:
unusually warm weather suggests that things are slightly strange, out of the ordinary
wind growing stronger, rain coming -- a storm is coming in, something dark and dangerous is on the
horizon
no moon suggests that it is very dark; they are more vulnerable

Notes
Students should take note of the brief mention of a mockingbird on page 293. Why do you think Lee chose
to include a reference to the mockingbird here?

Homework
Review To Kill a Mockingbird, chapter 28.

COMMON CORE STANDARDS

CORE STANDARDS
RL.8.4 — Determine the meaning of words and phrases as they are used in a text, including gurative and
connotative meanings; analyze the impact of speci c word choices on meaning and tone, including analogies
or allusions to other texts.

Match Fishtank
8th Grade English Unit 6 Lesson 26
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 27
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Analyze the extent to which the lmmakers have stayed faithful to or departed from the original text of To Kill a
Mockingbird by comparing and contrasting text and lm.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapter 28
Movie: To Kill a Mockingbird  — 1:53:00–1:57:50

TARGET TASK
WRITING PROMPT
How does the lmmaker’s use of camera angles between 1:56:30–1:57:20 remain faithful to—and depart from—the
original text? How is the reader’s and viewer’s experience similar when engaging with both the lm and the text? Be
sure to provide speci c details and explain your thinking.

MASTERY RESPONSE
Similarities: the viewer never sees who the attackers are in either the book or the lm. The camera is angled so we
only see their backs, close ups on their body parts, or their bodies below the neck. The viewer and the reader can
“hear” the sounds of the scuf e but not see it.

Differences: In the text, Scout is unable to see what happened; she only hears it. In the lm, the close up on Scout’s
eyes (and her reactions) shows that she is able to see much more of the ght than she was in the text.

KEY QUESTIONS
What mood is created between 1:53:50 and 1:55:45? How does the lmmaker create this mood? Name at least
three techniques the lmmaker uses.
Compare the mood created by the lmmakers in this scene and the mood developed in the text on pages 298–
299. To what extent has the lmmaker stayed faithful to the mood Lee creates in this scene?
What mood is created between 1:55:45 and 1:57:50? How does the lmmaker create this mood? Name at least
three techniques the lmmaker uses.
Discussion: Do you feel more suspense when you watch a movie or read an intense scene in a book? What
makes that experience more intense?

LESSON GUIDANCE

Match Fishtank
8th Grade English Unit 6 Lesson 27
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 Standard and Literary Concepts
Remind students that directors make choices when creating a lm from a book. They employ certain
effects to make the lm more interesting for viewers. Some of the tools that lmmakers use are:
Diegetic Sound: Sounds that originate from the world of the lm (doors opening, dogs barking, etc.).
Non-diegetic: Sounds that are added, like music or voiceover.
Color/Lighting: Is the scene light or dark? Are the colors bright or muted?
Camera angles: Close up: frames a person’s face; wide angle: shows signi cantly more of the scene.
Camera Movement: Zooming in, zooming out, panning up/down/left/right.
Actors’ Choices: Facial expressions, movement, tone of voice, pauses.
Pacing: How quickly does the movie progress? Are scenes brief of long?
Identify and share some common effects music, lighting, and camera angles can have on meaning:
heighten, increase, or emphasize emotions
reveal aspects or emotions of characters
connect one scene to another or show passage of time

Notes
Because the section of lm students are focusing on today is relatively short, you may want to replay the
scene several times.

Homework
Read To Kill a Mockingbird, chapters 29–31.

COMMON CORE STANDARDS

CORE STANDARDS
RL.8.7 — Analyze the extent to which a lmed or live production of a story or drama stays faithful to or
departs from the text or script, evaluating the choices made by the director or actors.

Match Fishtank
8th Grade English Unit 6 Lesson 27
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 LESSON 28
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Explain how Harper Lee uses speci c incidents and lines of text to reveal aspects of characters.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — chapters 29–31

TARGET TASK
WRITING PROMPT
On page 317, Scout says, “Well, it’d be sort of like shootin’ a mockingbird, wouldn’t it?” Explain what she means by
this and how this line reveals a change in her character.

MASTERY RESPONSE
This line of text reveals that Scout has matured and is able to understand a more nuanced view of morality. She
understands that the truth is that Boo Radley killed Bob Ewell, but that telling the truth in this situation would be a
kind of cruelty. Where Scout started the text thinking of Boo Radley as a scary, strange, nearly imaginary person, she
sees him with deep empathy—much like Atticus has always seen him. She understands that even though people are
different, it doesn’t mean that they should be treated unkindly.

KEY QUESTIONS
KEY QUESTION
How does Scout come to realize that it was Boo Radley who helped carry Jem home? Provide speci c evidence
from page 310 to support your answer.
For the majority of chapter 30, Atticus believes that Jem killed Bob Ewell. What does his reaction to this idea
reveal about his character? Provide at least two pieces of dialogue that support your answer?
How does the following line from page 316 reveal an essential plot point? “Bob Ewell’s got a kitchen knife in
his craw [stomach].” Explain your reasoning.
Discussion: Have students go back and reread the rst page of chapter 1. How does nishing the text clarify
what Scout means when she says that everything began “the summer when Dill rst gave us the idea of making
Boo Radley come out”? What does she mean by this? What is the connection between that rst summer and
the nal events of the text?

LESSON GUIDANCE
Notes
Be sure that you save enough time for the discussion question today.

COMMON CORE STANDARDS

CORE STANDARDS
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.

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 LESSON 29
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Determine themes from To Kill a Mockingbird and explain how Harper Lee uses speci c characters to develop them
over the course of the text.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee  — whole text

TARGET TASK
WRITING PROMPT

What theme does Harper Lee develop about good and evil/human nature? What characters in the text help to
develop this theme? Provide at least two examples from the text and explain how they develop this theme.

MASTERY RESPONSE
While people are capable of terrible evil, it is important to search for the goodness in everyone and treat all people
with empathy and generosity. (Mayella Ewell’s lie about Tom Robinson; Atticus’s sympathy for her terrible homelife
and attempt to put himself in her shoes)

Prejudice can motivate generally good people to act with cruel and evil intentions. (Mob of people gathered outside
the jail to attack Tom Robinson, Scout talking to Mr. Cunningham and reminding him of his humanity)

KEY QUESTIONS
Make a list of at least four thematic topics addressed in this text.
What theme does Harper Lee develop about the relationship between parents and children?
How does Atticus’s behavior toward his children help to develop this theme? Provide at least two examples
from the text that demonstrate this theme.
Discussion: What is the most valuable lesson that you have taken from To Kill a Mockingbird? What has it taught
you about the way the world works?

LESSON GUIDANCE

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 Standard and Literary Concepts
When talking about how an idea is developed over the course of a text, students must be able to identify
multiple places in the text where this idea is explored.
Thematic Topic: One- or two-word phrase that describes the overarching topic of a text or section of text.
One way of thinking about thematic topic is thinking about what the central character learns an important
lesson about. They are big concepts/ideas like Love, Relationships, Family, Growing Up, and Loss. (Not to
be confused with theme!)
Some thematic topics in To Kill a Mockingbird: Good and evil, social inequality, racism,
justice/injustice, community, family, parent/child relationships, morality
Theme: Theme is the author’s message in the text about the way the world works or what it means to be
human. A text can have many themes, although usually authors put their energy into communicating a few
big themes.
Themes are messages that can be applied to real life, not just a text.
Themes are expressed as complete sentences.
Themes do not include characters’ names.
Themes generally do not include “you” or “should.” (This structure is commonly used in a story with
a moral, which a theme is not.)
Themes must be supported by multiple pieces of evidence from the text.
Themes are generally developed through character words, actions, and beliefs, and/or signi cant
plot events.

Notes
Developing strong theme statements can be tricky. One way to ensure that students understand what
differentiates strong thesis statements from weaker ones is to use show-call and have students assess the
work of an almost-there example for key question and target task.

Homework
Prepare for tomorrow’s Socratic Seminar.

COMMON CORE STANDARDS

CORE STANDARDS
RL.8.2 — Determine a theme or central idea of a text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot; provide an objective summary of the text.

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 LESSON 30
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Take a clear position on questions and support those positions with appropriate textual evidence and thoughtful
analysis.

READINGS AND MATERIALS

Book: To Kill a Mockingbird by Harper Lee 
Socratic Seminar Guide 

KEY QUESTIONS
Are humans inherently good or inherently evil? What drives people to commit evil?
How does Scout change over the course of the text? What events are most important in her character’s
development?
Who is the hero of this text?
Is justice served in To Kill a Mockingbird?
Is To Kill a Mockingbird still relevant today? Is this book worthwhile for students to be reading in schools?
In what ways are people categorized in To Kill a Mockingbird? How do these categories limit individuals?
What is Harper Lee’s message about race and prejudice?
How would this text be different if it were told from the perspective of a black narrator?

LESSON GUIDANCE
Pre-Seminar Teacher Prep:

Print out and post sentence starter posters.*

Determine groups/jobs and how you will communicate these to students.
Prepare teacher-tracker.*
Decide how students will be graded for the seminar and develop the rubric you will use.*
Print out student packets, if using.*
Think through logistics: How will students move through the classroom? How will desks be arranged? How
will you make sure students understand the expectations and logistics of the seminar?

Day of Seminar:

Set seminar ground rules with students or ask them to develop their own as a group.*
Provide students with the rubric you will be using to grade their participation (this can also be provided
during the prep day). Ask students to explain the difference between exemplary, satisfactory, and
unsatisfactory participation.
Explain logistics and ow of the block: what groups students will be in, how to move around the room, what
will happen at each stage of the seminar, etc.
Begin the seminar.
Ask students to self-re ect after each round or at the conclusion of the seminar.*

*Examples/guidance provided in the Socratic Seminar Guide in the materials section of this lesson

COMMON CORE STANDARDS

CORE STANDARDS

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8th Grade English Unit 6 Lesson 30
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 SL.8.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own
clearly.
SL.8.1.a — Come to discussions prepared, having read or researched material under study; explicitly draw on
that preparation by referring to evidence on the topic, text, or issue to probe and re ect on ideas under
discussion.

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 LESSON 31
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Explain the expectations of the writing task and begin to delineate arguments and gather evidence from both sides of
the debate.

READINGS AND MATERIALS

Article: “Duluth Teachers, District Grapple with How to Move on from 'Mockingbird'” by Dan Kraker 
Article: “Despite 'Discomfort,' Many Teachers Still Teach To Kill a Mockingbird. Here's Why” by Madeline Will 
Article: “Why Schools Shouldn’t Stop Teaching 'To Kill a Mockingbird' because of the N-Word” by Megan G.
Oprea 
Article: “No, To Kill a Mockingbird Should Not be Taught in 2018” by Andray Domise 
Article: “Forget Atticus: Why We Should Stop Teaching 'To Kill a Mockingbird'” by Will Menarndt 

TARGET TASK
WRITING PROMPT
To Kill a Mockingbird is often considered one of the most signi cant novels in the history of American literature. And
yet there is signi cant debate around whether it should be taught in schools.

Imagine that your school is considering whether or not to continue teaching this text next year. Write a letter to your
school principal explaining your position on this issue and urging him or her to either remove the book from the
curriculum or continue teaching it.

In your letter you should:

Clearly state your position in a clear claim statement.

Explain the primary points on both sides of the argument around the text.
Provide quoted textual evidence from at least three sources to support your position.
Write a clear introduction and conclusion.

Note: This task is not asking you whether or not you liked the book; your job is to argue whether or not the book is a
valuable part of the school curriculum.

LESSON GUIDANCE
Have students unpack the prompt. Explain to students that they have already developed many of the skills they
will need to be successful in writing this letter—in their last task, they performed research using non ction
resources, pulled evidence from multiple texts, and explained a controversial issue in detail. This task will
require all of those skills —plus developing a clear argument.
Have students read through the provided articles and create a graphic organizer (whatever format works for
them) where they note arguments on both sides of the debate, including strong evidence for each of these
points. Complete any un nished work for homework.

COMMON CORE STANDARDS

CORE STANDARDS
W.8.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.8.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.

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 Match Fishtank
8th Grade English Unit 6 Lesson 31
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 LESSON 32
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Develop strong claim statements, including a counterclaim, and continue to draft body paragraphs.

READINGS AND MATERIALS

Article: “Duluth Teachers, District Grapple with How to Move on from 'Mockingbird'” by Dan Kraker 
Article: “Despite 'Discomfort,' Many Teachers Still Teach To Kill a Mockingbird. Here's Why” by Madeline Will 
Article: “Why Schools Shouldn’t Stop Teaching 'To Kill a Mockingbird' because of the N-Word” by Megan G.
Oprea 
Article: “No, To Kill a Mockingbird Should Not be Taught in 2018” by Andray Domise 
Article: “Forget Atticus: Why We Should Stop Teaching 'To Kill a Mockingbird'” by Will Menarndt 

TARGET TASK
WRITING PROMPT
To Kill a Mockingbird is often considered one of the most signi cant novels in the history of American literature. And
yet there is signi cant debate around whether it should be taught in schools.

Imagine that your school is considering whether or not to continue teaching this text next year. Write a letter to your
school principal explaining your position on this issue and urging him or her to either remove the book from the
curriculum or continue teaching it.

In your letter you should:

Clearly state your position in a clear claim statement.

Explain the primary points on both sides of the argument around the text.
Provide quoted textual evidence from at least three sources to support your position.
Write a clear introduction and conclusion.

Note: This task is not asking you whether or not you liked the book; your job is to argue whether or not the book is a
valuable part of the school curriculum.

LESSON GUIDANCE
After looking at the evidence on both sides of the debate, students should take a position.
Explain that a strong claim statement will include the writer’s position, as well as the why: To Kill a Mockingbird
has no place in the curriculum because…
Explain the purpose of a counterclaim and provide an example of what a counterclaim looks like.
Have students draft a counterclaim. Although some argue…, To Kill a Mockingbird has no place in the
curriculum because…
If time remains, have students continue to work on their body paragraphs.

COMMON CORE STANDARDS

CORE STANDARDS
W.8.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.8.1.a — Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.

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 LESSON 33
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Complete a full draft of a letter, including a logical introduction and concluding paragraph.

READINGS AND MATERIALS

Article: “Duluth Teachers, District Grapple with How to Move on from 'Mockingbird'” by Dan Kraker 
Article: “Despite 'Discomfort,' Many Teachers Still Teach To Kill a Mockingbird. Here's Why” by Madeline Will 
Article: “Why Schools Shouldn’t Stop Teaching 'To Kill a Mockingbird' because of the N-Word” by Megan G.
Oprea 
Article: “No, To Kill a Mockingbird Should Not be Taught in 2018” by Andray Domise 
Article: “Forget Atticus: Why We Should Stop Teaching 'To Kill a Mockingbird'” by Will Menarndt 

TARGET TASK
WRITING PROMPT
To Kill a Mockingbird is often considered one of the most signi cant novels in the history of American literature. And
yet there is signi cant debate around whether it should be taught in schools.

Imagine that your school is considering whether or not to continue teaching this text next year. Write a letter to your
school principal explaining your position on this issue and urging him or her to either remove the book from the
curriculum or continue teaching it.

In your letter you should:

Clearly state your position in a clear claim statement.

Explain the primary points on both sides of the argument around the text.
Provide quoted textual evidence from at least three sources to support your position.
Write a clear introduction and conclusion.

Note: This task is not asking you whether or not you liked the book; your job is to argue whether or not the book is a
valuable part of the school curriculum.

LESSON GUIDANCE
Ask students to brainstorm what kind of information should be included in a strong introductory and
concluding statement. Provide an exemplar.
Have students draft introduction and conclusion statements.
Have students continue to work on their body paragraphs.

COMMON CORE STANDARDS

CORE STANDARDS
W.8.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.8.1.a — Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
W.8.1.e — Provide a concluding statement or section that follows from and supports the argument presented.

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 LESSON 34
8th Grade English
Unit 6: Seeking Justice: To Kill a Mockingbird

OBJECTIVE
Provide meaningful feedback to peers and incorporate peer feedback into own writing.

READINGS AND MATERIALS

Article: “Duluth Teachers, District Grapple with How to Move on from 'Mockingbird'” by Dan Kraker 
Article: “Despite 'Discomfort,' Many Teachers Still Teach To Kill a Mockingbird. Here's Why” by Madeline Will 
Article: “Why Schools Shouldn’t Stop Teaching 'To Kill a Mockingbird' because of the N-Word” by Megan G.
Oprea 
Article: “No, To Kill a Mockingbird Should Not be Taught in 2018” by Andray Domise 
Article: “Forget Atticus: Why We Should Stop Teaching 'To Kill a Mockingbird'” by Will Menarndt 

TARGET TASK
WRITING PROMPT
To Kill a Mockingbird is often considered one of the most signi cant novels in the history of American literature. And
yet there is signi cant debate around whether it should be taught in schools.

Imagine that your school is considering whether or not to continue teaching this text next year. Write a letter to your
school principal explaining your position on this issue and urging him or her to either remove the book from the
curriculum or continue teaching it.

In your letter you should:

Clearly state your position in a clear claim statement.

Explain the primary points on both sides of the argument around the text.
Provide quoted textual evidence from at least three sources to support your position.
Write a clear introduction and conclusion.

Note: This task is not asking you whether or not you liked the book; your job is to argue whether or not the book is a
valuable part of the school curriculum.

LESSON GUIDANCE
Provide students with guidance on how to provide meaningful feedback to peers.
Ask students to incorporate feedback into their work (including any additional feedback you have given them).

COMMON CORE STANDARDS

CORE STANDARDS
W.8.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.8.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience
have been addressed.

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