LEARNING SEGMENT LESSON PLAN ELA (35 HOURS OF INSTRUCTION)

Part I: Lesson Focus

A. General Topic: Grade(s): # Days/Periods (3-5 hours):

9th
Close Reading Learning Segment for To Kill a Four 55-minute periods over
Mockingbird four days
(Using Atticus Closing Argument to understand
the novels themes and historical context)

B. Texts (texts may be other than print, like music, art, video)

To Kill a Mockingbird by Harper Lee (Book)

To Kill a Mockingbird Directed by Robert Mulligan (Film)

C. Analysis of The Core Text:

1. Complete a Preparatory Analysis of Text (PAT) for each text used in the LS. Use the PAT worksheet.

See PAT below

2. What do you want students to know, understand, and do?

Students will be able to understand the relationship between the characters and the moral
universe in which they live. Through the closing argument that Atticus presents to the court,
students will come to understand the historical context of the novel and how it relates to our
world. They will gather an understanding of the novels themes as they relate to Jem and
Scouts coming of age. Students will discuss how the plot elements (rise and fall in action,
climax) of the novel play a role in shaping the characters and themes. Students will be able to
better understand the issues of oppression and injustice that were present at the time and how it
could have felt to be a part of that era. I want students to be able to annotate the text,
understand the use of irony and figurative language, understand how the novels themes are
developed though the closing argument, and understand the relationship between the
characters and the world they live in. Students will also be able to examine and indicate the
plot elements of a novel, specifically the rise and fall in action and climax.

D. Questions for Inquiry

How are Atticus words and actions different than normal, and what does this mean about the
importance of this case?
What role does the court and judicial system play in society?
What role does the trial, closing argument, and final verdict play in shaping Scout and Jems

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 coming of age and understand of the moral world around them?
How is figurative language used to convey the novels themes?
What is the relationship between the novels characters and the world around them?
How is irony used to convey the importance of the judicial system as well as the themes of
race and injustice?
How does the film adaption of the closing argument change or affect the response we have to
the closing argument and trial?
How do the film adaption and text speech differ and how does this affect its meaning?

E. Learning Objectives

Students should take away the understanding that Atticus uses irony as well as an appeal to
logic and emotion, to present the jury with the ideas of what justice and equality really are.
They will understand how throughout his speech, Atticus uses literal and figurative language
to present his argument while also highlighting the novels themes. They will also then be able
to relate these ideas, both literal and figurative, to the themes that are present throughout the
rest of the novel and its effect on Scout and Jems coming of age. They will be able to form an
understanding of the historical context as well as its relevance to their own lives. Students will
be able to indicate the different plot elements that are within the novel while looking
specifically at the rise and fall in action (climax) and how it shapes the meaning of the story.
Finally, students will be able to analyze and synthesize the characters and their relationship
with the moral universe in which they live through the creation of a character target,
newspaper front page, and journal responses.

F. California Common Core Standards

Reading Standards for Literature 6-12: Grades 9-10, Key Ideas and Details: 2. Determine a theme or
central idea of a text and analyze in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective summary of the text.
Reading Standards for Literature 6-12: Grades 9-10, Craft and Structure: 4.Determine the meaning of
words and phrases as they are used in the text, including figurative and connotative meanings; analyze
the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
Speaking and Listening Standards 6-12: Grades 9-10, Comprehension and Collaboration: 1. Initiate
and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and
expressing their own clearly and persuasively
Reading Standards for Literature 6-12: Grades 9-10, Key Ideas and Details: 3. Analyze how complex
characters (e.g. those with multiple or conflicting motivations) develop over the course of a text,
interact with other characters and advance the plot or develop the theme.

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 Reading Standards for Literature 6-12: Grades 9-10, Integration of Knowledge and Ideas: 7. Analyze
the representation of a subject or a key scene in two different artistic mediums, including what is
emphasized or absent in each treatment (e.g., Audens Muse des Beaux Arts and Breughels
Landscape with the Fall of Icarus).
Writing Standards 6-12: Grades 9-10, Production and Distribution of Writing: 4. Produce clear and
coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience

F. Central Focus of Learning Segment (main text, learning objectives, reading strategies, speaking and writing
performance goals)

Main text: To Kill a Mockingbird

o Film adaption To Kill a Mockingbird
Learning objectives:
o Students should take away the understanding that Atticus uses irony as well as an appeal to
logic and emotion, to present the jury with the ideas of what justice and equality really are.
o They will understand how the use of literal and figurative language highlights the novels
themes.
o They will also then be able to relate these ideas to Scout and Jems coming of age.
o They will be able to form an understanding of the historical context as well as its relevance to
their own lives.
o Students will be able to indicate the different plot elements that are within the novel while
looking specifically at the rise and fall in action (climax) and how it shapes the meaning of the
story.
o Finally, students will be able to analyze and synthesize the characters and their relationship
with the moral universe in which they live through the creation of a character target and news
article.

Part II: Progression of Learning and Assessments

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G. Progression of Lesson Tasks

Prereading:
o Refresh students knowledge and understanding of figurative vs. literal language. (language
using or containing a figure of speech; metaphorical, not literal. Allusion, hyperbole, metaphor,
personification, simile, etc.)
o Discuss students initial response to reading the section for homework
o Prereading quick write:
In one page, respond to one of the following prompts:
Is it possible for equality to exist in our society?
Each of the children have a different reaction to the final verdict at the trial.
Whose reaction do you relate to most and why?
Are laws or people more responsible for creating justice in our society?
Describe something which Atticus said in his closing argument that stood out to
you and why.
Reading:
o First Read in Class: (read section aloud to students pg. 271-275)
After first read: Ask students what they think the closing argument says and how it made
them feel. I will then open up for discussion about their responses. We will discuss what
images were created when they read and what they believe Atticus is saying to help
defend Tom Robinson.
Students will note any words or phrases that they are struggling to understand. They will
share with the class and we will discuss and define the essential terms/phrases and have
the students figure out the meaning of the other words through the following readings

o Second Read: (Students will read silently to themselves noting any figurative language, irony,
and themes throughout)
Students will underline examples of figurative language (language using or containing a
figure of speech; metaphorical, not literal. Allusion, hyperbole, metaphor, personification,
simile, etc.), and irony that they find throughout the speech. I will then ask them to share
what they found while reading, and explain what literary device it is, and its meaning
within the closing argument.
We will then readdress the difficult vocabulary and phrases that were talked about after
the first reading to make sure students really have a grasp of their meaning.
We will then discuss what points Atticus is making to support Tom Robinsons defense
and how they relate to the courtroom and the novels themes.
o Third Read: (Students will read the section again silently)
Students will readdress the how the points Atticus makes relate to the novels themes and
talk about their effects on Jem and Scout.
We will also readdress any of the difficult vocabulary that is still a problem and define
and discuss its role in the closing argument.
After reading, we will have a discussion about what themes we have seen thus far and the development
of Scout and Jem. We will then talk about the literary devices and plot elements that are used in the
closing argument.
For homework, students will continue with their reading schedule and Literature Log questions
Literature Log questions from the following evening will be discussed in class in relation to the chapters
about the trial.
After the close readings, students will view the closing argument scene from the film.

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 In pairs, students will use the trial scene to create a character target for either Atticus, Jem, Dill, or
Scout, using the closing argument and verdict to inform the characters growth and traits.
The groups will then share their character target with the whole class. We will discuss the development
of the characters and the effect the trial and Atticus closing statement has on each character.
Students will then do the Theme Through a Major Speech activity in pairs.
As a whole class, we will go through the activity and go over the correct answers, students will make
revisions as needed.
After going over the whole activity, we will then discuss the individual themes that are exemplified in
the closing argument and talk about the relationship they have with the characters and the development
of the story.
The culminating activity will be for students to create a newspaper front page that highlights the trial
and verdict while emphasizing the progression of the themes and characters.

H. Formative Assessments: During Instruction. I. Summative Assessments: After Instruction.

Circulate around the room to make sure Students will turn in their assignments
students are working with partner by with their stamp directory. (Learning
sharing ideas and asking questions Log, character target, speech handout,
Ask for students to participate in discussion and to and newspaper front page)
share responses to the reading and assignments. o I will look over the stamp
Ask questions that will assess students grasp of directory to see that students
figurative and literal language, plot element, and answered the questions fully,
theme. properly created a character
Using the Learning Log questions and target, filled out the speech
character target as a formative handout with the proper themes,
assessment so students can show their and made and accurate and
own knowledge of the themes and creative newspaper front page.
language present within the texts. The Newspaper Front Page will also act
The newspaper front page can be used as as a summative assessment by requiring
a formative assessment as students are students to synthesize the information
working in class and summative once they we have gone over and show their
comprehension of the themes and
are finished.
character progressions throughout the
o Having students work on their newspaper
trial.
front pages in class allows for a formative
assessment by observing students working
and checking in with them about what ideas,
themes and character traits were developed
throughout the trial.

J. Teaching Resources (Visuals, Materials, Handouts)

Novel
Closing Argument Text Handout (Revised, film version)
To Kill a Mockingbird film clip
Literature Log Handout
Theme Through a Major Speech Handout
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 Newspaper Front Page Assignment handout

K. What Are The Language Demands?

California English Language Development (ELD) Standards

Select the ELD Standard that aligns with each of the Learning Segment progression of lesson tasks and assessments (G).
Reference ELD performance level descriptions for Emerging, Expanding, and Bridging to create appropriate language
supports and scaffolds for your students.
Note below learning objectives, corresponding tasks, and performance level goal.
Part 1: Interacting in Meaning Way

A. Collaborative

1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic
topics
Emerging: Engage in conversational exchanges and express ideas on familiar current events and
academic topics by asking and answering yes-no questions and wh-questions and responding using
phrases and short sentences
o By doing multiple readings, students are able to ask and answer wh-questions about the text and
the historical/present day context it provides.
o Asking wh-questions such as, what examples of irony does Atticus use or what is the double
meaning behind the speech, asks students to provide a short answer that requires some prior
knowledge thinking. By having students do a journal write it allows them to gather their thoughts
and understand the topics, and by sharing with the class students are able to develop
conversational skills as well as a synthesis and understanding about the topic.
Expanding: Exchanging information/ideas: Contribute to class, group, and partner discussions,
sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-
taking rules, asking and answering relevant, on-topic questions, affirming others, providing additional,
relevant information, and paraphrasing key ideas.
o By asking students to work in pairs on the activities, they are able to talk about the meaning and
themes within the closing argument. Through conversation, they can help one another, grasp
what themes are being developed and the effect that it has on the characters. Bringing the
discussions and activities down to a paired level, can allow those who need more time to think,
or are struggling to find the meaning, a chance to formulate ideas and understanding before the
class discusses as a whole and moves on.
Bridging: Exchanging information/ideas: Contribute to class, group, and partner discussions, sustaining
conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules,
asking and answering relevant, on-topic questions, affirming others, and providing coherent and well-
articulated comments and additional information.
o By breaking up into discussion about the reading and the activities, students can engage in
discussion that provides additional information that cannot be understood from
just reading and watching the courtroom scene. By getting students to
engage in a class discussion about how Atticus closing argument plays a
role in Scout and Jems coming of age, students can comment on how the
speech is not just aimed at the jury but also at the society in which the story
takes place.

2. Interacting with others in written English in various communicative forms (print, communicative technology and
multimedia)

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 Emerging: Collaborate with peers to engage in short, grade-appropriate written exchanges and writing
projects, using technology as appropriate.
o By bringing the Theme Through a Major Speech Handout to the small group level, students are
able to not only engaging in conversation but also working collaboratively to find, discuss, and
fill in the themes that are present throughout the speech. This collaboration and the way the
worksheet is broken down allows for students to gradually move into understanding the themes.
Expanding: Collaborate with peers to engage in increasingly complex grade-appropriate written
exchanges and writing projects, using technology as appropriate.
o Students will then synthesize the themes and character progression by creating character targets.
This raises the complexity level by getting students to work together with the text to find
character traits and example within the text. This engages students in discussion while also
giving them the chances to synthesize what they have read. This can help EL learners by
allowing them to synthesize through group collaboration. The use of the character target also
helps EL learners as it provides them with a graphic organizer that can help them organize their
thoughts and provides them with an idea of what is expected.
Bridging: Collaborate with peers to engage in a variety of extended written exchanges and complex
grade-appropriate writing projects, using technology as appropriate
o Students can collaborate on their final assignment that asks them to present their understanding
of the development of the themes and characters after the trial. By creating a Newspaper Front
Page, students are given an opportunity to express their understanding using writing as well as
art through the creation of images and symbols that represent Atticus speech. This collaboration
allows students to build upon the knowledge and discussions they have been taking part in and
draw conclusions about what the novel is presenting.

3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges

4. Adapting language choices to various contexts (based on task, purpose, audience, and text type)

B. Interpretive

5. Listening actively to spoken English in a range of social and academic contexts

6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed
explicitly and implicitly through language

7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence
depending on modality, text type, purpose, audience, topic, and content area

8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain,
persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area
Emerging: Analyzing language choices Explain how a writers or speakers choice of phrasing or specific
words (e.g., describing a character or action as aggressive versus bold) produces nuances and different
effects on the audience.
o Discussing difficult words and phrases throughout Atticus speech allows students to better
understand his message. By making the language more accessible to the students,
they can better understand both the literal and figurative message behind

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 the closing argument. Once students are able to understand the language,
we then can discuss how Atticus uses an appeal to the jurys logic and
emotion through his ironic examples. We can look in depth at the description
he gives about the wrong that Mayella committed by accusing Tom Robinson.
Expanding: Analyzing language choices Explain how a writers or speakers choice of phrasing or
specific words (e.g., using figurative language or words with multiple meanings to describe an event or
character) produces nuances and different effects on the audience.
o By having discussion and asking students to note the use of figurative language and irony that is
used throughout, they can better understand the implicit meaning behind Atticus speech. By
having students do the theme activity, they are looking specifically at the word choices that are
used to enforce the ideas about the judicial system and the themes from the novel. This also
allows for a conversation about the development of Scout and Jems character in relation to the
speech that Atticus gives.
Bridging: Analyzing language choices Explain how a writers or speakers choice of a variety of different
types of phrasing or words (e.g., hyperbole, varying connotations, the cumulative impact of word
choices) produces nuances and different effects on the audience.
o After doing multiple readings of the section, we will discuss how Atticus uses irony to present
his argument while also creating a double meaning. Students will analyze how Atticus uses
figurative language to delve deeper into the topic of race and justice.

C. Productive

9. Expressing information and ideas in formal oral presentations on academic topics

10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology

11. Justifying own arguments and evaluating others arguments in writing

12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas

Part II: Learning About How English Works

A. Structuring Cohesive Texts
1. Understanding text structure
2. Understanding cohesion
B. Expanding & Enriching Ideas
3. Using verbs and verb phrases
4. Using nouns and noun phrases
5. Modifying to add details
C. Connecting & Condensing Ideas
6. Connecting ideas
7. Condensing ideas

IV. DAILY LESSON PLANS

Note: Expand as needed.

Day _1_: Agenda Written for Students

Agenda Period 4
Respond to reading
Quick Write
Close reading of To Kill a Mockingbird
Homework: Learning Log questions

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Progression of Learning:
Instructional Strategies, Questions to Support Learning, Scaffolds, and Assessments

Tim Into Possible Questions Formative Assessments

e
Check in with students about the reading What themes are Ask students
15 so far. Ask if they have any questions or we seeing about the reading
min if there was anything in the prior nights throughout the they have done so
reading that really struck them or was of chapters we just far
interest. read? Students respond
Review the themes and characters that Who are the to the journal
we have read about so far. prominent prompt
Journal: In one page, respond to one of characters in the Students
the following prompts: chapters we just volunteer to share
o Is it possible for equality to exist read? their responses to
in our society? Why? What were your the journal
o Are laws or people more initial reactions Students discuss
responsible for creating justice in to the courtroom the themes and
our society? Why? scene? characters that
o Describe something which they have been
Atticus said in his closing reading about
argument that stood out to you
and why.
Discuss responses to the journal

EL Literacy Focus
Focus is on students understanding of the characters and themes that they have read about thus
far. They will develop an understanding of the characters and themes that are present
throughout the courtroom scene. Through the use of the quick write topic and discussion
students can gain perspective about how the trial delves into the ideas of equality and justice
and makes it relevant to their own lives. By discussing the prior reading and activating the
students knowledge about the ideas of equality and justice, they can have a basis of
understanding that they can build upon as they look deeper into the courtroom scene and
specifically Atticus closing argument.
Through What are some Students will
examples of share examples of
Refresh students knowledge and figurative figurative
understanding of figurative vs. literal language? language.
30 language. (language using or containing What is irony? Students will
min What is a
a figure of speech; metaphorical, not provide examples
literal. Allusion, hyperbole, metaphor, metaphor? of irony and
personification, simile, etc.) What is Atticus metaphor.
Reading: literally saying Students will
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o First Read in Class: (read in his argument? make note of any
section aloud to students pg. How did you words or phrases
271-275) feel after you they struggled to
After first read: Ask read the closing understand, and
students what they think argument? participate in
the closing argument says What words or helping to define
and how it made them phrases did you and provide
feel. I will then open up struggle with? context for them.
for discussion about their Students will
responses. share their
We will discuss what reactions to the
images were created closing argument.
when they read and what
they believe Atticus is
saying to help defend
Tom Robinson.
Students will note any
words or phrases that
they are struggling to
understand.
o We will discuss and define the
essential terms/phrases
o Second Read: (Students will
read silently to themselves
noting any figurative language,
metaphor, irony, and themes
throughout) What figurative Students are
Students will underline
language did you underlining and
examples of figurative
find in the noting figurative
language that they find
closing language
throughout the speech. I
argument? throughout the
will then ask them to What type of section
share what they found figurative Students are
while reading, and language did you discussing the
explain what literary find? themes that are
device it is, and its Are there any present
meaning within the more words or throughout the
closing argument. phrases that you speech and are
We will then readdress
are still looking into the
the difficult vocabulary
struggling with? implicit meaning.
and phrases that were How does
talked about after the first
Atticus speech
reading to make sure
relate to the
students really have a
themes we have
grasp of their meaning.
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 We will then have paired discussed so far?
discussions about what What is Atticus
points Atticus is making implying
to support Tom through the use
Robinsons defense and of figurative
how they relate to the language? What
courtroom and the is the double
novels themes. meaning of the
After the paired speech?
discussions we will then
discuss as a whole group.

EL Literacy Focus
Focus is on doing a close reading and understanding any difficult language as well as looking
specifically at the figurative language throughout and its relationship to the novels themes. By quickly
doing a review, students will be able to build upon prior knowledge that they have about figurative
language. Students will be locating the figurative language and relate it to the novels themes while
also delving into the different meanings behind Atticus speech.
Beyond
After reading, we will have a discussion What themes Students help lsit
about what themes we have seen thus have we seen themes
10 far and how Scout and Jem have grown thus far? Students discuss
min
up so far. Specifically, how scout and
We will then begin to look at how the throughout Jem have changed
closing argument, trial, and verdict Atticus closing and grown.
change Scout and Jem. argument.
For homework, students will continue How have Scout
with their reading schedule and and Jem grown
Literature Log questions up?
What affect does
the speech have
on Scout and
Jem?

EL Literacy Focus
Focus is on listing the themes we have seen thus far and looking into how they have played a role in Scout and
Jems coming of age. We will begin to not how the trial plays a role in Jem and Scouts growth. To build upon
the double meaning of Atticus speech and how it relates to Jem and Scout.

Note: Attach relevant documents, such as worksheets, assessments, rubrics, scoring guides, etc.

Day _2_: Agenda Written for Students

Agenda Period 4
Film Clip (Closing Argument)
Review themes and character development (Scout and Jem)
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 Character Target Activity
Homework: Finish Character Target if needed, continue reading and literature logs

Progression of Learning:
Instructional Strategies, Questions to Support Learning, Scaffolds, and Assessments

Tim Into Possible Questions Formative Assessments

e
Watch Closing argument scene from To What themes Students share
Kill a Mockingbird Film have we seen themes and
Discuss the themes and character and talked about elements of Jem
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progression listed previous day so far? and Scouts
min
List themes and character progression How have Jem growth.
on board for students to take notes and and Scout grown
refresh to get back into the lesson. up?
What was your
reaction to the
film clip?

EL Literacy Focus
Focus is on students reengaging with the topic and reviewing the themes and character development that has
been affected by the courtroom scene. Students will view the scene from the film adaption to give them another
medium to understand what Atticus is saying and how it affects the characters and story.
Through

I will list the themes and characteristics What traits and Students are
we have discussed as a class on the characteristics making notes of
board for the students to reference in are revealed the themes and
their Character Targets through the characteristics.
40 We will discuss difference we noticed courtroom Students share
Min between the film version and the text, scene? responses to the
and will discuss how viewing the scene How did the film film in discussion
helped in understanding the language of clip differ from Students are
the scene and the meaning of Atticus the text? working
speech What can we collaboratively to
I will introduce the Character Target infer form the fill in their
Activity to the students and have them film clip? (about worksheet and
get into pairs so I can assign them a the characters find supporting
character. reactions and the evidence form the
Students will use the character target to meaning behind text.
contextualize and relate the characters to Atticus speech Circulate around
the effects of the trial. both literally and the room to
Students will be assigned a character figuratively) answer any
(center circle) and will list traits or questions and
reactions that they have during the trial work with
(second circle), and fill then find a quote students
to support the trait (Large circle)
o Each student will fill out their
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 own sheet, but will collaborate
as a pair to fill them in.
o Students will use the trial scene
to create a character target for
either Atticus, Jem, Dill, Scout,
or Tom Robinson using the
closing argument and verdict to
inform the characters growth
and traits.

EL Literacy Focus
Focus is on students noting and understanding the themes that are present and connecting the speech to the
characters involved. Students will use textual evidence to support the changes and traits they are using to
describe the characters. Students will analyze the similarities and differences between the film and text and will
make inferences about the speech.
Beyond
Are there any Students have
Final thoughts and questions about the questions about been working on
Character Target the Character their character
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Target? target and ask
Min
Connecting the characters to the closing What are you questions for
argument noticing about clarification.
the characters Students
relationship to participate in
the court scene discussion about
and the novels their realizations.
themes?
EL Literacy Focus
Focus on students ability to support their assertions with evidence from the text. Students will participate in
short discussion about anything they have come to realize or notice about the characters in relation to the themes
that Atticus speech is presenting.

Day _3_: Agenda Written for Students

Agenda Period 4
Present Character Targets
Scout and Jems Growth
Theme Through a Major Speech Activity

Progression of Learning:
Instructional Strategies, Questions to Support Learning, Scaffolds, and Assessments

Tim Into Possible Questions Formative Assessments

e
Students will share their completed What is Students are
character targets jigsaw style. They will something your sharing their
form groups with a student representing group talked character targets
each character and will go around the about? with their group
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25 group and share their targets while What traits are and are taking
Min taking notes about the other characters. the most notes.
Share out to the class one volunteer for prominent that Students are
each character to share a trait. you observed? collaborating to
o Discuss the traits and growth in Why do you understand the
relation to the novels themes. think the different
characters characters
change so much Students are
during the trial? participating in
(Atticus, Jem, class discussion
Scout, and Dill) about the
characters
changing
throughout the
trial.
EL Literacy Focus
Focus is for students to present their character targets in a jigsaw style presentation and to take notes on the other
characters and build an understanding of the relationships between the characters and the themes during the
courtroom scene.
Through

Further class discussion looking What lessons are Students are

specifically at how Jem and Scouts Atticus participating in
coming of age is affected by the trial. implicitly discussion and
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o Looking back at the language in presenting that providing
min
the speech, as a class list some of Jem and Scout examples of the
the lessons that Atticus is are witnessing? childrens growth
implicitly presenting that Jem How are these with support
and Scout are witnessing. themes Students are
Connecting the characters back to the important to the collaborating to
theme through the Theme Through a speech as well as complete the
Major Speech Activity the characters activity
Students will work in pairs to complete development?
the activity with the first group to
complete the challenge getting an extra
courtesy pass.
As a whole class, I will read aloud the
section and have students call out the
answers to the blanks.
We will then go back and discuss how
they are important to the speech as well
as the character development.

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 EL Literacy Focus
Focus is on students understanding the relationships between the characters, themes, and language that is used in
the closing argument and court scene; with a specific focus on the characters and themes.
Beyond
Any questions, Students ask
Closing thoughts and questions about thoughts, or clarifying
5 the reading concerns about questions or bring
min
the reading so up points of
far? discussion that
have not been
address
Students
participate in
discussion about
reading.
EL Literacy Focus
Focus is to provide students with a chance for any questions of clarifications as well as to present ideas or topics
that we have not yet addressed that they find interesting. This allows for students that may be struggling to have
a chance to gain some clarification.

Day _4_: Agenda Written for Students

Agenda Period 4
Quick Write: Trial Verdict
Theme, Language, and Characters
Front Page News Assignment
Homework: Front Page News Article Due on Monday

Progression of Learning:
Instructional Strategies, Questions to Support Learning, Scaffolds, and Assessments

Tim Into Possible Questions Formative Assessments

e
Quick write: What was your reaction to What was your
the trial verdict? Why do you think it reaction to the Students are
10 ended that way? trial verdict? writing a quick
min write response
Student Share responses in pairs and Why do you
then volunteers share out to the class think the trial Students share
ended that way? their responses
What struck you with their partner
the most about Class discussion
15
 the verdict/end participation
of the trial?

EL Literacy Focus
Focus is on students reflecting on their reading experience and allowing them to contextualize their thoughts and
understandings about the story. Students are given the opportunity to share their thoughts in pairs to relieve some
of the pressure of having to share out as well as allows them to gain some clarification if they are struggling.
Through

Review the themes and characters that What are the Students
we have been talking about throughout essential themes participate in
the entire courtroom scene. Students that are discussion and
discuss their final thoughts about the presented provide evidence
Min argument Atticus presented and its effect through this form text.
on Jem and Scout. scene and what Students are
Front Page News Assignment is their impact working on their
o On an 8 x 11 sheet of paper, on the Front Page News
students will create a front page characters? Article
news article about the trial and How does the Circulate around
its verdict. The news page will tone of the novel the room to
include a title, headline, image, 3 shift after the answer any
quotes that describe important trial? questions
moments/themes during the trial, How do the
and a character feature that children act once
describes one of the characters the trial is over?
progress throughout the trial. What do they
know/learn
about the moral
universe in
which they live?

EL Literacy Focus
Focus is on students synthesis of the trial through the creation of their Front Page
News Article. Students will have the chance to reflect on their reading through a review
of the themes and characters looking at the implications the trial has on Scout and Jems
view of the moral universe they live in.
Beyond Any questions Students are
about the reading participating in
Quick check in about where students are or the Front Page discussion
5 at and final discussion about the
min
News Students are
courtroom scene and where the Assignment. asking questions
characters are at after the final verdict Where does the Students have
verdict leave all made progress on
the characters? their news article
Whats next for assignment
the characters?
How can
everyone move
forward?
How might the
16
 town/character
dynamic
change?
EL Literacy Focus
Focus on students understanding and synthesis/analysis of the courtroom scene. Students reflect on how the trial
may affect the characters and the dynamic that exists within the town.

To The Core: Preparatory Analysis of Text, Close Reading, and Creating Formative Writing Tasks

PAT: Preparatory Analysis of Text (PAT) for Teachers

CCCS. Whatever
Please note: A text can be defined as print or image. Length depends on they are reading,
purpose, as well as student language performance levels. Texts for close reads students must also
may vary in length from a phrase to paragraph to an excerpt to a whole article show a steadily
or chapter. Text types may include fiction, informational, poetry, print or growing ability to
symbol, video, illustration, a musical score, explanations, descriptions, discern more from
narratives, interpretations, essays, and arguments. and make fuller use
of text, including
making and
Title: To Kill a Mockingbird increasing number
of connections
Author/Artist: Harper Lee among ideas and
between texts,
Source: Novel considering a wider
range of textual
Genre: Fiction, Coming of age evidence, and
becoming more
Name of Lesson, Learning Segment, or Unit: sensitive to
inconsistencies,
Inside the Courtroom ambiguities, and
A poor reasoning in
Close Reading Learning Segment for To Kill a Mockingbird texts (p.7).

Part 1: Complete numbers 1-6. Use this page as a worksheet or annotate the text directly.

17
 1. Mark significant words, notes, symbols, phrases, measures, and passages.
Gentlemen, he was saying, I shall be brief, but I would like to use my remaining time with you to
remind you that this case is not a difficult one, it requires no minute sifting of complicated facts, but it does
require you to be sure beyond all reasonable doubt as to the guilt of the defendant. To begin with, this case
should never have come to trial. This case is as simple as black and white.
The state has not produced one iota of medical evidence to the effect that the crime Tom Robinson is
charged with ever took place. It has relied instead upon the testimony of two witnesses whose evidence has not
only been called into serious question on cross-examination, but has been flatly contradicted by the defendant.
The defendant is not guilty, but somebody in this courtroom is.
I have nothing but pity in my heart for the chief witness for the state, but my pity does not extend
so far as to her putting a mans life at stake, which she has done in an effort to get rid of her own guilt.
I say guilt, gentlemen, because it was guilt that motivated her. She has committed no crime, she has
merely broken a rigid and time-honored code of our society, a code so severe that whoever breaks it is
hounded from our midst as unfit to live with. She is the victim of cruel poverty and ignorance, but I cannot
pity her: she is white. She knew full well the enormity of her offense, but because her desires were stronger
than the code she was breaking, she persisted in breaking it. She persisted, and her subsequent reaction is
something that all of us have known at one time or another. She did something every child has doneshe tried
to put the evidence of her offense away from her. But in this case she was no child hiding stolen contraband:
she struck out at her victimof necessity she must put him away from herhe must be removed from her
presence, from this world. She must destroy the evidence of her offense.
What was the evidence of her offense? Tom Robinson, a human being. She must put Tom Robinson
away from her. Tom Robinson was her daily reminder of what she did. What did she do? She tempted a Negro.
She was white, and she tempted a Negro. She did something that in our society is unspeakable: she
kissed a black man. Not an old Uncle, but a strong young Negro man. No code mattered to her before she
broke it, but it came crashing down on her afterwards.
Her father saw it, and the defendant has testified as to his remarks. What did her father do? We dont
know, but there is circumstantial evidence to indicate that Mayella Ewell was beaten savagely by someone
who led almost exclusively with his left. We do know in part what Mr. Ewell did: he did what any God-fearing,
persevering, respectable white man would do under the circumstanceshe swore out a warrant, no doubt
signing it with his left hand, and Tom Robinson now sits before you, having taken the oath with the only
good hand he possesseshis right hand.
And so a quiet, respectable, humble Negro who had the unmitigated temerity to feel sorry for a white
woman has had to put his word against two white peoples. I need not remind you of their appearance and
conduct on the stand you saw them for yourselves. The witnesses for the state, with the exception of the
sheriff of Maycomb County, have presented themselves to you gentlemen, to this court, in the cynical
confidence that their testimony would not be doubted, confident that you gentlemen would go along with
them on the assumptionthe evil assumptionthat all Negroes lie, that all Negroes are basically
immoral beings, that all Negro men are not to be trusted around our women, an assumption one
associates with minds of their caliber.
Which, gentlemen, we know is in itself a lie as black as Tom Robinsons skin, a lie I do not have to
point out to you. You know the truth, and the truth is this: some Negroes lie, some Negroes are immoral,
some Negro men are not to be trusted around womenblack or white. But this is a truth that applies to
the human race and to no particular race of men. There is not a person in this courtroom who has never
told a lie, who has never done an immoral thing, and there is no man living who has never looked upon a
woman without desire.
Atticus paused and took out his handkerchief. Then he took off his glasses and wiped them, and we saw
another first: we had never seen him sweathe was one of those men whose faces never perspired, but now
it was shining tan.
One more thing, gentlemen, before I quit. Thomas Jefferson once said that all men are created equal,
a phrase that the Yankees and the distaff side of the Executive branch in Washington are fond of hurling
at us. There is a tendency in this year of grace, 1935, for certain people to use this phrase out of context,
to satisfy all conditions. The most ridiculous example I can think of is that the people who run public
education promote the stupid and idle along with the industriousbecause all men are created equal,
educators will gravely tell you, the children left behind suffer terrible feelings of inferiority. We know all
men are not created equal in the sense some people would have us believesome people are smarter than

18
others, some people have more opportunity because theyre born with it, some men make more money
than others, some ladies make better cakes than otherssome people are born gifted beyond the normal
scope of most men.
But there is one way in this country in which all men are created equalthere is one human
institution that makes a pauper the equal of a Rockefeller, the stupid man the equal of an Einstein, and
the ignorant man the equal of any college president. That institution, gentlemen, is a court. It can be the
Supreme Court of the United States or the humblest J.P. court in the land, or this honorable court which you
serve. Our courts have their faults, as does any human institution, but in this country our courts are the great
levelers, and in our courts all men are created equal.
Im no idealist to believe firmly in the integrity of our courts and in the jury systemthat is no ideal to
me, it is a living, working reality. Gentlemen, a court is no better than each man of you sitting before me
on this jury. A court is only as sound as its jury, and a jury is only as sound as the men who make it up. I
am confident that you gentlemen will review without passion the evidence you have heard, come to a decision,
and restore this defendant to his family. In the name of God, do your duty.
Atticuss voice had dropped, and as he turned away from the jury he said something I did not catch. He
said it more to himself than to the court. I punched Jem. Whatd he say?
In the name of God, believe him, I think thats what he said.

2. Reread and highlight or copy here the most significant phrases for this lesson. Three or
four is plenty.

But there is one way in this country in which all men are created equalthere is one
human institution that makes a pauper the equal of a Rockefeller, the stupid man the
equal of an Einstein, and the ignorant man the equal of any college president. That
institution, gentlemen, is a court.
In this country our courts are the great levelers, and in our courts all men are created
equal.
She was white, and she tempted a Negro. She did something that in our society is
unspeakable: she kissed a black man.
In the name of God, do your dutyIn the name of God, believe him
The witnesses for the state, with the exception of the sheriff of Maycomb County, have
presented themselves to you gentlemen, to this court, in the cynical confidence that
their testimony would not be doubted, confident that you gentlemen would go along
with them on the assumptionthe evil assumptionthat all Negroes lie, that all
Negroes are basically immoral beings, that all Negro men are not to be trusted around
our women, an assumption one associates with minds of their caliber Which,
gentlemen, we know is in itself a lie as black as Tom Robinsons skin

3. Add one more element of the text that resonates to you.

This section of the story really resonates with me as it highlights the racial divides and
racism that was present at the time. Atticus, who throughout the story is very calm and
collected in his speaking, presents a defense to the jury that is impenetrable. He breaks
out of his character arguing for Tom Robinsons life, going so far as to beg the men of
the jury to believe him This speech resonates with me because of Atticus provides a
context for the importance of equality and the importance of the judicial system. The
19
 irony of the judicial system that Atticus presents, allows the reader to understand the
racism and injustice that was not only present in the story but also in our world.

4. What necessary words or phrases might students struggle to understand?

Defendant
Iota
Contraband
She has merely broken a rigid and time-honored code of our society, a code so severe
that whoever breaks it is hounded from our midst as unfit to live with.
He swore out a warrant
Unmitigated temerity
Cynical confidence

5. As a specialist in your discipline, what do you take away from this text?

Atticus speech not only provides strong examples of the racism and injustice present at
the time, but also provides the reader with strong examples of ethos, pathos, and logos.
He uses an appeal to the jurys emotions and logic by describing the pity he feels and
the importance a jury and the judicial system. His speech emphasizes the themes
present in the novel by explicitly stating the divide between the white and black
community of Maycomb. Personally, I take away the urgency with which Atticus urges
the jury to think deeply and listen to Tom Robinsons testimony. Through his word
choice and irony, Atticus is able to create a literal and figurative image of the need for
justice and equality.

6. What would you want your students to take away from this text? You will return to this.

Students should take away the understanding that Atticus uses irony as well as ethos,
pathos, and logos, to present the jury with the ideas of what justice and equality really
are. They will understand how throughout his speech, Atticus expresses a literal and
figurative image through his word choice. They will also then be able to relate these
ideas, both literal and figurative, to the themes that are present throughout the rest of
the novel and its effect on Scout and Jems coming of age. They will be able to form an
understanding of the historical context as well as its relevance to their own lives.

7. How might you connect #6 to the CCSS?

Reading Standards for Literature 6-12: Grades 9-10, Key Ideas and Details: 3. Analyze
how complex characters (e.g. those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters and advance the plot or develop
the theme.
Reading Standards for Literature 6-12: Grades 9-10, Craft and Structure: 4. Determine

20
 the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets
a formal or informal tone)
Reading Standards for Literature 6-12: Grades 9-10, Key Ideas and Details: 2.
Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
o After reading the section multiple times, students will delve into how Atticus
character develops and changes throughout his speech, and how he teaches
those around him the importance of justice and equality, as well as aids in Scout
and Jems coming of age. They will then understand how the use of specific
literary devices (irony) effect the meaning of Atticus speech. Students will do
this through looking at word choice, themes, and character development as
Atticus speaks toward many different literal and figurative ideas.

Part II: Complete numbers 7-12. Be Selective. Leave blank whats not relevant.

8. Note the density of information and some key concepts and ideas:

What background knowledge would students need to approach this text?

o Students will need to use their background knowledge on figurative and literal
language to better understand the meaning behind the speech.
o They will need to use their background knowledge on the historical context
about racism and oppression in the late nineteenth and early twentieth centuries.
o Students will also need knowledge about irony and how it is used within
literature, to better understand the meaning of Atticus speech.

What information in the text is most important?

o Through the use of irony and figurative language, it is important to understand

that Atticus is not just speaking to the jury about the importance of the judicial
system but to the novels themes of racism and injustice. He is also effecting
Jem and Scouts coming of age by teaching them the realities of life and the
world they live in.

What key concepts in the text are most important?

o The use of irony and word choice as a vehicle to depict the themes of
oppression, injustice, and racism.
o Atticus speech as a progression of the novels themes.
o The use of logic and emotion in the speech to present the novels themes and
the growth of Atticus character.

9. Levels of Meaning:
21
 Are there multiple levels of meaning? What are they? (Story, argument, perspective,
ideas)
o Yes, there are multiple levels of meaning, as the speech is directed at the jury
and saving Tom Robinson from certain death. But on a deeper level, Atticus is
talking about the importance of the judicial system, justice, and the role racism
plays it the novels society.
o The different characters that are listening to the speech are affected by the
views Atticus expresses. Not only does his speech speak to the jury but it also
speaks to the people of Maycomb and specifically to Jem and Scouts
understanding of justice and race.
o The speech carries a literal as well as figurative meaning as it presents the jury
with the understanding of their job as jurors, but also to the equality that is
inherently necessary in society.
10. Complexity and Voice:

In terms of literary elements, what is the point of view? (1st person, objective)

o Scout narrates from the first person point of view.

Whose story is it?

o The novels story is about Scout and Jems coming of age, but this particular
section of text is also telling the story of how Atticus is fighting for justice for
Tom Robinson.

Is there a subtext or counter position?

o There is a subtext behind Atticus closing argument, he is not just asking the
jury to see the equality needed in the judicial system but is also highlighting the
morals and ideals of justice and antiracism that Jem and Scout are struggling to
understand.

Is the text chronological? If not, how is time used in the text?

o The text follows a chronological timeline of Scout and Jems upbringing during
a time of racial tension and injustice.

11. Figurative and Idiomatic Language:

Are there analogies, metaphors or figurative or idiomatic expressions in the text?

o There are multiple examples of analogy, metaphor, irony, simile, and figurative
language throughout the closing argument. e.x. This case is as simple as black
and white.

Are ideas concrete or abstract (or some combination thereof)?

o The ideas that Atticus presents in his closing argument are both concrete and
22
 abstract. He is discussing the judicial system and the evidence presented in the
case while also discussing the wrong that was committed and the code that
Mayella broke accusing Tom Robinson of rape. At the same time, he is
speaking abstractly about the importance of equality and justice.

Is there word play, humor or irony?

o Throughout the speech, Atticus word choice is ironic in that he highlights the
irony within Thomas Jeffersons precedent about equality. He also brings about
the idea that society believes that America is the land of the free but it cannot be
free with a flawed judicial system.

Is any of the language potentially misleading?

o Some of the language can be misleading as Atticus is using vocabulary specific
to law, but also is highlighting the irony that is present within American society
and its judicial system.
12. Purpose and Audience

What is the authors purpose? (To express, reflect, inquire, explore, inform, explain,
analyze, interpret, persuade, evaluate, judge, propose a solution, or seek common
ground)?

o Harper Lees purpose is to express the inadequacies within the American

judicial system and the racism present in society. Through the closing
argument, she is commenting on hypocrisy and irony that is present in the
country.

Who is the audience?

o The audience for the novel and speech could be anyone. The speech is directed
at people and their ability to forge equality through the rejection of racism and
injustice.

13. Genre, Structure, Linguistic Features, and Presentation of Information

What genre is this text?

o Fiction: coming of age, drama

How is the text organized? Are there headings? text boxes? side bars? images?

o The novel is organized in two parts and each part is then separated into
numbered chapters.

Vocabulary is there specialized language necessary for students to know?

o Much of the language throughout the novel is dated and also controversial in
todays society. Students will need to understand the vocabulary that is used but

23
 also have a discussion about the use of derogatory terms throughout the novel.

Linguistic Features- (Sentence length? Verb tense? Subordination? Tone? Register?

Style?)

o This novel features varied sentence length and structure. The tone of the story
changes as it progresses, as scout begins to understand how the world works
and how the morals she learns are not always enough to survive in society.

Part III: PAT to Plan. Complete numbers one through nine.

Close Readings with Leveled Discussion Questions Leading to A
Formative Writing Assessment

CCCS (select a cluster of two or three). Refer back to Part Why Do We

I. Teach Close
Reading Standards for Literature 6-12: Grades 9-10, Key Ideas Reading
and Details: 3. Analyze how complex characters (e.g. those Strategies?
with multiple or conflicting motivations) develop over the To make sense
of the text, its
course of a text, interact with other characters and advance the
plot, setting,
plot or develop the theme. characters,
Reading Standards for Literature 6-12: Grades 9-10, Craft and messages, and
Structure: 4. Determine the meaning of words and phrases as purpose.
they are used in the text, including figurative and connotative To explore
meanings; analyze the cumulative impact of specific word human motive
choices on meaning and tone (e.g., how the language evokes a and character,
and help
sense of time and place; how it sets a formal or informal tone)
students
Reading Standards for Literature 6-12: Grades 9-10, Key Ideas
develop
and Details: 2. Determine a theme or central idea of a text and curiosity for
analyze in detail its development over the course of the text, other
including how it emerges and is shaped and refined by specific experiences or
details; provide an objective summary of the text. connect student
beliefs to other
perspectives.
Learning Objectives (Refer to Part 1: question 6: What do To analyze an
want your students to take away from the text?) argument, its
claim, evidence,
Students should take away the understanding that Atticus uses logic, and
emotional
irony as well as an appeal to logic and emotion, to present the
appeal.
jury with the ideas of what justice and equality really are. They To appreciate
will understand how throughout his speech, Atticus expresses a the authors
literal and figurative image through his word choice. They will craftits
also then be able to relate these ideas, both literal and graceful
figurative, to the themes that are present throughout the rest of rhetoric and
the novel and its effect on Scout and Jems coming of age. They stylistic choices
and to name
will be able to form an understanding of the historical context
and explore
as well as its relevance to their own lives.
24
 literary and
General Procedures: speaking and
Decide if students will do a cold read before a close writing
read. techniques.
To support
Design distinct purposes for each read: What does it students in
say? What does it mean? Why does it matter? There is developing
independent
no maximum number of readings.
reading
strategies.
Less is more. Less is more. Less is more. Save some
questions for discussion and skills for another lesson.

Number the paragraphs.

Allow time to process between each read. Whole class

discussion. Small group or pair talk. Journal or quick
writes. Clarify or organize annotations and notes.
Integrate ELD support: post responses using Graphic
Organizers, such as Say Mean Charts, web or bubble
maps, Cause and Effect T Charts

14. Can you adapt, modify, or rewrite the text without

compromising complexity of ideas, purpose, register or feeling? If
so, attach the adapted text to this worksheet.

Yes, this section of the text can be modified without losing its meaning and purpose.
Students can look at the version form the film adaption, which is shorter than in the
novel but still shares the meaning and purpose.

15. Can you make the text (ideas or structure) more accessible
before reading? How? Supplemental materials, images, primary
sources

Provide background about the late nineteenth and twentieth centuries, when this story
takes place.
Discuss some vocabulary that might be difficult throughout, especially the use of racial
terms
Refresh on figurative language, irony, simile, metaphor.

16. First Read and time to process. What does it say? Ask
students questions about headings, titles, who, what, when, where, and
how facts.

After the first read, I will ask students what they think the closing argument says and
how it made them feel. I will then open up for discussion about their responses. We
25
 will discuss what images were created when they read and what they believe Atticus is
saying to help defend Tom Robinson.
Students will note any words or phrases that they are struggling to understand. They
will share with the class and we will discuss and define the essential terms/phrases and
have the students figure out the meaning of the other words through the following
readings.

17. Second Read and time to process. What does it mean? How
does the text work? This is a start of an analysis. Ask students to find
opinions, points made, connections to other ideas, and to define words
and phrases in context.

For the second reading, I will ask students to note words and phrases that standout to
them, and share as a class. We will discuss why these things stood out and what them
mean in the context of Atticus closing argument.
We will then readdress the difficult vocabulary and phrases that were talked about after
the first reading to make sure students really have a grasp of their meaning.
We will then discuss what points Atticus is making to support Tom Robinsons defense
and how they relate to the courtroom and the novels themes.

18. Third Read and time to process. What does it matter? Analysis
meets interpretation. Ask students about the authors purpose, points,
about whether they agree or disagree with points in the reading, and why,
why, why.

For the third read, students will highlight/underline examples of figurative language
(language using or containing a figure of speech; metaphorical, not literal. Allusion,
hyperbole, metaphor, personification, simile, etc.), and irony that they find throughout
the speech. I will then ask them to share what they found while reading, and explain
what literary device it is, and its meaning within the closing argument.
We will then readdress the how the points Atticus makes relate to the novels themes.
Ad talk about their effects on Jem and Scout.
We will also readdress any of the difficult vocabulary that is still a problem and define
and discuss its role in the closing argument.

Part IV. Reading to Writing and Designing a Formative In class Writing

Assessment
CCCS Skills:
Summary
Citing textual evidence
A focus to connect ideas from the text, the readers response, and
the world about.

19. Create a prompt in the form of a what-do-you-think question.

Prompts may be taken from or connected to final unit essay writing
26
 prompts.

What does Atticus mean when he says to the jury that, This case is as simple as black
and white? Explain both the literal and figurative meaning behind this statement.
How is Atticus closing argument out of character? How are his words and actions
different than normal, and what does this mean about the importance of this case?
What role does Atticus believe the court and judicial system play in society?
How does the closing argument and final verdict affect Scout and Jems understanding
of the world?

20. Develop a simple rubric that minimizes (eliminates) take

home grading. In class formative assessments can focus on one part of
part of the rubric. Student work need not be collected. Focus on
summary, or evidence, or connections separately. Assess.

Students share ideas and responses with the class

Students are writing answers and annotating the text properly
Stamp each students response and annotations for points and have them put it in their English
binder (Stamped work section/stamp directory) to be entered in the grade book when that
grading periods work section is turned in (Binder procedure already in place in the classroom)
When entering stamps into grade book check to see that students responses are correct and
follow instructions and show comprehension of the topic.

EXAMPLE RUBRIC
Response Paper: Prompt
Succinct summary of the Writing shows engagement in and a response to the
readings readings and what makes each reading significant
Summaries are comprehensivethat is the message in a
nutshell
References cited and text The writing includes direct or indirect connections to the
quoted texts
The writing may cite other texts as well
A focus that connects A focus takes this from summary or report to a central
ideas, yours, the idea and response to that idea
readings, and the world Not easy: but a central idea or focus connects the
about. readings to you and how you view
teaching/education/learning. This is Deweys intelligent
reflection.
Comments:

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