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To Kill A Mockingbird Unit 1 Summary

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Reading The students have read a series of stories and articles that cover a wide breadth of topics and subjects. Students have learned how to interpret nonfiction as well as fiction; each story is accompanied by a series of nonfiction readings for context and enrichment. We have read Daniel Keyes’s “Flowers for Algernon” and Laurie Halse Anderson’s contemporary classic, Speak. Next semester, we will read Harper Lee’s Pulitzer Prize-winning To Kill a Mockingbird. Unit 1: Ethical and Moral Dilemma In this unit, we read Daniel Keyes’s “Flowers for Algernon” and had in-depth philosophical discussions on treatment of mentally disabled, question of intelligence vs. knowledge, and the moral ambiguity of scientific research. In order to further …show more content…

We particularly focused on analyzing symbols and imagery as a way to explore some of the themes in the novel. Students also read nonfiction articles about the youth and violence in school to further deepen the understanding of the teenage culture. Vocabulary In addition to the vocabulary in their readings, students have been expected to learn twenty-five new vocabulary words per week. The focus is not on rote memorization of definitions; students must know synonyms, antonyms, and especially how to use vocabulary words in the context of the entire sentence. They study how to choose the right word for their purpose (diction) and analyze the subtleties of language. Cultural Literacy Each week, the students are taught a new item of cultural literacy: a piece of knowledge of history, literature, mythology, Bible, or Shakespeare that is frequently referenced in other works. This is helpful for them to know in order to analyze more complex texts. They are responsible for knowing these common allusions, as well any others made in the books and readings done in

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