Unit 4: Rediscovering an American Identity (Core Text: Go Set a Watchman)

Instructor / Audience
Maggie Hess, 11th Grade English (American Literature)

Standards (Arkansas State Standards)

Reading
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings; analyze how specific word choices shape meaning and/or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view, perspective, and/or purpose shape the content and style of a text.
7. Integrate and evaluate content presented in diverse media and formats.
9. Analyze how two or more texts address similar themes or topics to build knowledge or to compare the approaches of
the author(s).
10. Read and comprehend complex literary and informational texts independently and proficiently.

Writing
1. Write arguments to support claims when analyzing substantive topics or texts using valid reasoning and relevant,
sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
9. Draw evidence from literary and/or informational texts to support analysis, reflection, research, and synthesis.

Speaking and Listening

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on
others' ideas and expressing their own clearly and persuasively.
Unit 4: Rediscovering an American Identity (Core Text: Go Set a Watchman)

4. Present information, findings, and supporting evidence with organization, development, and style appropriate to task,
purpose, and audience so that listeners can follow the line of reasoning.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of
presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when
indicated or appropriate.

Essential Questions
1. How should you deal with someone who has loved you when you find out that this person is prejudiced?
2. Is it wrong to revoke affection from someone who loves you because you hate something they believe?
3. How does our childhood impact our beliefs, opinions, and decisions later in life?
Understandings
Students will understand the novel’s historical context, the importance of the novel’s publication, the contrast to its prequel (To Kill a
Mockingbird), the implications of the message for their own lives, the purpose of autobiographical texts, the connection to
contemporary social issues, and the consequences of public advocacy.
References
Arkansas Department of Education. (2016, July 15). Grades 11-12 Arkansas English language arts standards. Retrieved from
http://www.arkansased.gov/divisions/learning-services/curriculum-and-instruction/curriculum-framework-documents/english-
language-arts
Lee, Harper. (2015). Go set a watchman. New York, NY: Harper.0
Unit 4: Rediscovering an American Identity (Core Text: Go Set a Watchman)

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Objective Objective Objective Objective Objective
SWBAT recall SWBAT recall SWBAT explain SWBAT analyze Activities
important details from important details from important terms from contrasting perspectives Assessments
TKAM TKAM the historical context of SWBAT discuss Big
Activities Activities the novel. Ideas and Essential
Begin novel comparison Complete characters in Activities Questions for the unit
chart chart Term Posters: Create Activities
Assessments posters that have Read NY Times review
historical information Assessments
about important terms Guided Reading
(e.g. Citizen’s Councils) questions
Assessments

DAY 6 DAY 7 DAY 8 DAY 9 DAY 10

Objective Objective Objective Objective Objective
SWBAT characterize SWBAT characterize SWBAT identify SWBAT analyze SWBAT infer character
characters as they are characters as they are external and internal internal conflict and traits
introduced introduced conflict predict its resolution Activities
Activities Activities Activities Activities Target Page: 70
Target Page: 16 Target Page: 25 Target Page: 39 Target Page: 62 Daily Reading Stem:
Daily Reading Stem: Daily Reading Stem: Daily Reading Stem: Daily Reading Stem: Describe Uncle Jack.
Based on what we know What conflicts does Describe the conflict How serious is Jean
about Jean Louise and Jean Louise face being between Jean Louise’s Louise about marrying
Henry, do you think that from the South and duties versus her Henry?
they’re compatible or moving North? desires.
that they have too many
differences?
Unit 4: Rediscovering an American Identity (Core Text: Go Set a Watchman)

DAY 11 DAY 12 DAY 13 DAY 14 DAY 15

Objective Objective Objective Objective Objective
SWBAT analyze SWBAT evaluate SWBAT analyze SWBAT create a SWBAT analyze a
phrases for conflict and possible character relationships solution to the internal flashback for
foreshadowing resolutions through flashbacks. conflict of a character characterization
Activities Activities Activities Activities Activities
Target Page: 81 Target Page: 99 Target Page: 113 Target Page: 122 Target Page: 140
Daily Reading Stem: Daily Reading Stem: Daily Reading Stem: Dear Abby letter: Write Daily Reading Stem:
What does it mean to How do you think Jean How does chapter 9 as if you were Jean How does this flashback
“go set a watchman”? Louise should respond inform our opinion on Louise asking for advice help the reader
Why do you think this is to what she just learned Atticus and Jean on how to deal understand Jean
important in the context about her father and Louise’s relationship? with/respond to her Louise’s response to
of the novel so far? Henry? family/Henry. problems and her
support system growing
up?
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20
Objective Objective Objective Objective Objective
SWBAT analyze SWBAT analyze SWBAT evaluate SWBAT determine SWBAT evaluate
character development character development internal conflict based character motivation character relationships
Activities Activities on context through inference and their development
Target Page: 154 Target Page: 162 Activities Activities Activities
Daily Reading Stem: Daily Reading Stem: Target Page: 182 Target Page: 202 Target Page: 216
How has Jean Louise’s How has Jean Louise’s Daily Reading Stem: Daily Reading Stem: Daily Reading Stem:
perception of the people perception of the people Describe the internal Does Uncle Jack seem What dimension does
in her life changed? in her life changed? conflict Jean Louise has to support or oppose this flashback add to
What are her feelings What are her feelings at the Coffee. Why is equality in Maycomb? Jean Louise and
toward everything? toward everything? she questioning her Explain using evidence Henry’s relationship?
upbringing and her from the text.
current views?
Unit 4: Rediscovering an American Identity (Core Text: Go Set a Watchman)

DAY 21 DAY 22 DAY 23 DAY 24 DAY 25

Objective Objective Objective Objective Objective
SWBAT evaluate SWBAT create a claim SWBAT predict conflict SWBAT evaluate the SWBAT evaluate the
character relationships about a character based resolution course of action for a ultimate conflict
and their development on text evidence Activities character resolution
Activities Activities Target Page: 253 Activities Activities
Target Page: 225 Target Page: 235 Daily Reading Stem: Target Page: 271 Target Page: 278
Daily Reading Stem: Daily Reading Stem: What do you think will Daily Reading Stem: Daily Reading Stem:
What dimension does Does this chapter give happen to Jean Louise Now that she’s talked Do you think that – after
this flashback add to you any sympathy for and Atticus’ relationship with Uncle Jack, should everything – Jean
Jean Louise and Henry? Why or why now that they’ve Jean Louise stay in Louise is making the
Henry’s relationship? not? How do you fought? Maycomb or go back to right choices? Why or
perceive him now? New York? why not?

DAY 26 DAY 27 DAY 28 DAY 29 DAY 30

Objective Objective Objective Objective Objective
SWBAT recall key SWBAT compare and SWBAT compare and SWBAT compare and SWBAT present
events and details from contrast points and contrast points and contrast points and projects to peers
the text issues from the novel to issues from the novel to issues from the novel to Activities
Assessments their personal their personal their personal Present their slideshows
AR Test on novel experiences experiences experiences to the class
SWBAT create a visual SWBAT create a visual SWBAT create a visual Assessments
presentation presentation presentation “Once When I Was 7
Activities Activities Activities Years Old…” project
Begin creating the Continue creating the Continue creating the presentations
“Once When I Was 7 “Once When I Was 7 “Once When I Was 7
Years Old…” project Years Old…” project Years Old…” project

Activities / Assessments
 Daily activities include reading to a target page and completing the study guide to ensure comprehension.
Unit 4: Rediscovering an American Identity (Core Text: Go Set a Watchman)

 Formative assessment is determined by student responses to the Daily Reading Stem, questions/prompts scaffolded out of
basic questions about the chapter.
 Summative assessment partially occurs through two tests that students must take: the Go Set a Watchman Test 1 and the Go
Set a Watchman AR Test; Test 1 is taken after completing and reviewing up to Chapter 10, while the AR test is completed
after finishing and reviewing the novel. Students also complete a final project, the “Once When I Was 7 Years Old…”
presentation. The presentation asks students to take a stance, much like Jean Louise in the novel, and provide a background for
why they have that stance through the use of ‘flashbacks’ to their own upbringing. Students will have to examine their current
context in order to understand where they stand on social issues. Finally, these projects will be presented in front of peers.
Classroom Vision / Big Goals
The main goals for my juniors is to promote and improve reading fluency and analytical thinking; my classes have a range of reading
abilities, but they average below level, so it is important to me that we approach a text often and in various ways.
 Reading Strategies
o Teacher-Lead: Suggested for about half or less of the daily reading depending on classroom expectations and culture
o Student-Lead: Suggested for half or more of the daily reading depending on classroom expectations and culture
o Audiobook: Suggested for chapters with difficult vocabulary, though not for long periods of time, as students lose
interest in the slower pace of the reader
o Dramatic Dialogic: Assign parts and have students read as if they were the characters in the conversations
o Jigsaw: Students read in pairs or individually for one page of close reading or 2-4 pages of guided reading. Provide the
students with questions specific to their reading chunk and have them write the answers on the board. Use their answers
to respond to the Daily Reading Stem
Reading is the input that inspires student output, however, so I also encourage regular writing practice that is both critical and creative.
Students will respond to Daily Reading Stems in a CSRQC (complete sentence reflecting the question/command) format, relying on
text evidence for support. To access the novel on a personal level, they will also write several journal entries and other pieces that
bridge their own lives and experiences to those portrayed in the novel.
Student Information on Summative Project
TEACHER GUIDE of EXPECTATIONS
Important Childhood Moments
• Written flashback
Unit 4: Rediscovering an American Identity (Core Text: Go Set a Watchman)

• Why is this memory important to you? (explanation)

Hometown
• Description of where they grew up
• How did this place develop you?
• How do you feel about this place now? Why?
Current Life Events
• Where are you now
• What are you doing with your life
• Who is important to you
• How do you feel about your current situation?

Possible Future
• Where do you want to be in several years?
• What do you want to be doing?
• Is that likely to happen?
• How are you going to make it happen?

Stand For/Against Something

• Name a cause/belief
• Call out Jean Louise’s circumstances in relation to yours
• Whom might you stand against? Whom might you stand with?
• Is this similar to or different from the beliefs of people around you?

COMPLETION GRADE (ALL students are graded according for this): 20 Points
PRESENTATION GRADE (students not exempt are graded on this): 80 Points

Final Presentation Rubric

Your Final Presentation will be graded according to 5 categories described below. The premise is that you start with all the
points, and if you make a mistake in one of the categories, you lose a point; therefore, your goal is to make either no mistakes
or as few as possible to retain the greatest amount of points.
Unit 4: Rediscovering an American Identity (Core Text: Go Set a Watchman)

Content: Total Possible = 16 points

 Descriptions are full and clear
 Meets all criteria
 Accurate comparisons to the novel
Visual: Total Possible = 16 points
 No spelling errors
 Arranged clearly
 Words/images are visible
 All text is understandable
Verbal: Total Possible = 16 points
 Speaking is loud and clear
 Pacing is good
 Questions are answered well
 Pictures are explained
Physical: Total Possible = 16 points
 Eye contact is maintained
 Posture is still and upright
 Slides are flipped through easily
Audience Participation: Total Possible = 16 points
 Listens during peer presentations
 Makes no rude comments or noises