1. Jigsaw to Analyze Mood and Tone in To Kill a Mockingbird (Chapter 8)
Module 2A: Unit 1: Lesson 16
Jigsaw to Analyze Mood and Tone in To Kill a Mockingbird (Chapter 8)

2. Agenda Opening Work Time Closing and Assessment Homework
Engaging the Reader and Reviewing Learning Targets: Reading “Incident” (5 minutes)
Work Time
Analyzing Text Structure in “Incident” (15 minutes)
Close Reading Jigsaw: Scout’s Perspective about Boo Radley (22 minutes)
Closing and Assessment
Debriefing Learning Targets and Previewing Homework (3 minutes)
Homework
Complete a first read of Chapter 9. Take notes using the Structured Notes graphic organizer

3. Materials “Incident” by Countee Cullen (one per student)
“Incident” Structure Note-catcher (one per student and one for teacher modeling)
“Incident” Structure Note-catcher (for Teacher Reference)
Document camera
Analyzing Scout’s Perspective about Boo Radley Note- catcher (one per student)
Analyzing Scout’s Perspective about Boo Radley Note- catcher (for Teacher Reference)
Jigsaw excerpts (one per pair of students)
To Kill a Mockingbird (book; one per student)
To Kill a Mockingbird Structured Notes, Chapter 9 (one per student)
To Kill a Mockingbird Supported Structured Notes, Chapter 9 (optional for students needing more support

4. Lesson Vocabulary Infer Rendered (61) Render Unfathomable
Commotion (54)
Aberration (63)
Malignant (55)
Procured (66)
Pilgrimage (57)
Caricature (67)
Burdensome
Quelled (71)

5. Opening: Engaging the Reader and Reviewing Learning Targets: Reading “Incident” (5 minutes)
Distribute “Incident”
Read it silently twice and jot the gist of each stanza.
Read the learning targets:
I can analyze how the structure of “Incident” helps create meaning.
I can infer how Scout’s perspective about Boo Radley changes from Chapter 1 to Chapter 8 based on events in these chapters.

6. Work Time: Analyzing Text Structure in “Incident” (15 minutes)
Sit with your selected Discussion Appointment partner and distribute the “Incident” Structure Note-catcher
You analyzed the text structure of “Those Winter Sundays” in the previous lesson
You will be doing something similar in this lesson with “Incident” by Countee Cullen.
This poem was published in 1925

7. Work Time Continued…
Begin by each reading the poem aloud quietly, so only your partner can hear you
Once you have done that, you may begin to work through the “Incident” Note-catcher
Share your thinking
Support your answers with the text and revise your work as the class understanding develops
You will come back to this Note-catcher tomorrow, when you will compare the structure of “Incident” with the structure of Chapter 8 of To Kill a Mockingbird

8. Work Time: Close Reading Jigsaw: Scout’s Perspective about Boo Radley (22 minutes)
Working toward the second learning target, you will continue working with your Discussion Appointment partner to understand how quotes based on events in the novel shows Scout’s perspective about Boo Radley
Distribute the Analyzing Scout’s Perspective about Boo Radley Note-catcher and Jigsaw excerpts
Point to the row on your Note-catcher that matches the excerpt you have

9. Work Time Continued…
You will first work with your partner to infer Scout’s perspective about Boo Radley as expressed in the excerpt and fill out your Note-catcher accordingly
You must check the context of the quote in your copies of To Kill a Mockingbird.
Share your inferences in order: Chapter 1 first, then Chapter 4, then Chapters 6 and 7, and finally Chapter 8
You are all responsible for taking notes on your Note- catcher as your group mates share
After 10 minutes, refocus
Share your inferences (again in order from Chapter 1 to Chapter 8)

10. Closing and Assessment: Debriefing Learning Targets and Previewing Homework (3 minutes)
Explain what it means that the Golden Rule is rendered new
You will continue to work on these skills as you continue reading To Kill a Mockingbird
Distribute the To Kill a Mockingbird Structured Notes graphic organizer, Chapter 9
Preview the homework
Read the focus question out loud
Clarify that significance means “importance.”
Distribute the Homework: To Kill a Mockingbird Structured Notes, Chapter 9
Homework: To Kill a Mockingbird Supported Structured Note

11. Homework Complete a first read of Chapter 9, using structured notes
Answer the focus question:
Atticus says, “Simply because we were licked a hundred years before we started is no reason for us not to try to win” (76). What does he mean?
Explain the significance of this statement
Use the strongest evidence from the novel in your answer