Creative Problem Solving Lesson Plan:

The Trial of Tom Robinson

Erryn Walker
Essential Question: How can someone prove anothers innocence when societal norms predestine the
accuseds fate?
At the end of this lesson, what do I want the students to be able to:
KNOW?
I want the students to know the basic background information about prejudice and the Jim Crow South.
I want the students to understand how prejudice can ultimately change the fate of an innocent person.
UNDERSTAND?
I want the students to know the importance of Atticus role in the Tom Robinson trial and how the trial impacted
not only his family but his town as well.
I want the students to understand the role that Tom Robinsons injury plays into his defense during the trial.
DO?
I want students to brainstorm possible problems and solutions for the defense.
I want students to develop criteria and analyze solutions based on that criteria.
Objectives:
CCGPSELA8RL8.9
CCGPSELA8W8.1a, 8.1b, 8.1d, 8.1e
CCGPSELA8W8.2a, 8.2b, 8.2c, 8.2d, 8.2e
CCGPSELA8SL1
CCGPSELA8SL8.4
Materials:
Visualization and Response Sheet
Tom Robinson mess
Creative Problem Solving lesson graphic organizers
Opening/Closing Arguments Template
Procedures:
1.
The teacher will have the students respond to the writing prompt: Is it just for a person to have a
preconceive bias against them simply because of an obvious character? Explain your reasoning.
2.
The whole class will discuss their responses with their table mates and create a general statement based
on one anothers responses.
3.
The teacher will then present the mess to the students. The students will read the mess silently, write
down facts learned from the mess in their notebooks. The teacher will lead discussion of the mess. The teacher
will review the difference between evidence and speculation. The students will then write down two pieces of
evidence that they found within the mess. Lastly, the students will write down questions that they have after
reading and analyzing the mess.

4.
The teacher will provide instruct the students to use the novel To Kill a Mockingbird to gather the
necessary evidence about the Tom Robinson trial. The students will use the novel and other materials from the
Internet to find answers to and gather relevant information about their outstanding questions.
5.
The teacher will guide the entire class through the first step in solving a problem and how to discover
what exactly the problem is. The teacher will explain the process of problem solving and briefly read and
explain the directions for each step.
6.
The teacher will explain the action plan options to the students. The action plan option is the following:
1. Write a letter to the appellate judge explaining why the guilty verdict should be overturned and why Tom
Robinson should be released immediately.
7.

The students will use the rubrics provided to ensure that they are fully covering each point.

8.

The students will present their final action plans to the rest of the class.

Assessment:
-The teacher will formatively assess each students performance, participation, and overall contribution to their
group research and presentation.
-The teacher will assess the letters or arguments using the rubrics.

The Tom Robinson Trial Mess

Tom Robinson is currently on trial for the rape of Mayella Ewell. Because of the already segregated
South, many of the citizens of Maycomb have already predetermined that Tom Robinson is guilty prior to his
trial date. The citizens simply wanted justice for Mayella; however, they encounter a setback when they go to
the county jail to fetch Tom Robinson: Atticus Finch, Tom Robinsons lawyer, greets the mob of men at the
entrance of the jail.
The Finch family faces relentless scrutiny as a result of Atticus decision to represent Tom Robinson at
the trial. Being that Tom Robinson is a black man and Mayella Ewell is a white woman, the citizens of
Maycomb believe that the audaciousness of Atticus willingness to represent Tom Robinson is paramount
(comparable) to someone having an infectious disease. The citizens who were once friendly with the Finch
family have now distanced themselves from the Finches. School, a once enjoyable escape for both children, has
now become a dreaded place for more negative discussions about Atticus decision.
At the courthouse, the jury panel of Tom Robinsons peers consisted of 12 white men. Prior to
Mayella Ewells testimony, the jury already knew that Tom Robinson was guilty simply because of his
ethnicity.
Throughout the trial, witnesses and even Mayella herself swore and testified that Tom Robinson used his
left hand to attempt to strangle her. The truth of the matter is that Tom Robinsons left arm was severely
damaged and rendered immobile from a cotton gin accident. This information and realization should have been
used to acquit Tom Robinson; however, Tom was found guilty of rape and sentenced to jail time. Since there
were no other lawyers to defend Tom Robinson or citizens of color to sit on the jury panel at the time, Tom
Robinson was neither able nor eligible to apply for an appeal and have his conviction overturned due to
insufficient evidence.

The Tom Robinson Trial Creative Problem Solving Lesson: Step 1

Fact Finding
List all of the facts that you were able to find in the mess.

List any opinions you found located in the mess.

List any questions that you have as a result of reading and working to understand the mess.

The Tom Robinson Trial Creative Problem Solving Lesson: Step 2

Problem Finding
Brainstorm many, varied, and unusual problems that you see as a result of this mess. Follow the brainstorming
rules:
1.
Do not pass judgment, either good or bad, on anyone elses ideas.
2.
Its okay to piggyback on other peoples ideas. (In other words, if someone elses idea gives you an
idea, share that!)
3.
It is okay to share outlandish ideas. Anything goes during brainstorming.
4.
Put down as many ideas as possible in the time allowed.

Create a problem statement in the format of a problem that needs to be solved.

How might we__________________________________________________________
_____________________________________________________________________?

The Tom Robinson Trial Creative Problem Solving Lesson: Step 3

Idea Finding
Re-iterate your problem statement here:
How might we___________________________________________________________
______________________________________________________________________?
Brainstorm many, varied, and unusual solutions to this problem.
Follow the brainstorming rules:
1.
Do not pass judgment, either good or bad, on anyone elses ideas.
2.
Its okay to piggyback on other peoples ideas. (In other words, if someone elses idea gives you an
idea, share that!)
3.
It is okay to share outlandish ideas. Anything goes during brainstorming.
4.
Put down as many ideas as possible in the time allowed.

The Tom Robinson Trial Creative Problem Solving Lesson: Step 4

Solution Finding
Take the five best solutions from your brainstorming list in Step 3. Place them in the spaces numbered 1-5
below. Develop four criteria for determining if the solution is a good one. Rank the choices 1-5 (1 lowest, 5
highest) based on the criteria you selected. Total the points for each solution. The solution with the highest
points is the one you will use to create a plan for implementation. If there is a tie, choose the most important
criterion and multiply its points by 2. Total again.
Criteria

criterion:

criterion:

criterion:

criterion:

best:

best:

best:

best:

worst:

worst:

worst:

worst:

Solution:
1.

2.

3.

4.

5.

Describe in detail the solution with the most points below:

total points
here

The Tom Robinson Creative Problem Solving Lesson: Step 5

Acceptance Finding
Develop an action plan to implement your solution by completing the charts below.
List the people who would have to accept the plan and the concerns they might have.
Person/Group

Concerns they might have

List the people you will need to help you with your plan, and what each person would need to do:
Person/Group

What they would need to do

List what resources you will need (including money) and where you plan on getting those resources.
Resource needed

How you plan on getting that resource

Create a timeline for your plan. How long will it take to put everything in place? How long do the things need
to be in place for the plan to work?
step #

What needs to happen?

How long it will take?

Evaluate the effectiveness of your plan once it is implemented by answering the questions below.
How will you know if your plan is working or not?

What data will you collect to help you see if your plan is working or not?

What will you do if the data show your plan is not working?

Additional thoughts, comments, ideas:

Tom Robinson Trial Letter Self-Assessment Checklist

Name_______________________________

Date_____________________ Period________

Criteria
Letter Plan

*topic sentences clear and coherent

*acknowledgement of the current status of the trial

Formal Letter Format

*address

*date

*salutation

*body (minimum of 5 paragraphs)

*closing and signature

Letter Content

Not Yet
0

Yes!
1

*introduction of self

*purpose of letter

*problem

*solution

*plan for implementing solution

Persuasive Devices

*persuasive language included

*persuasive examples included

*acknowledgement of the opposing side

Grammatical Concepts

*capitalization and punctuation are correct

*formal tone is maintained throughout and is used correctly

*spelling is correct

*sentence variety is correct

In-Class Presentation

*voice projection is clear and confident

*vocal expression is evident

*eye contact with audience is frequent and intentional

If you placed a check in the not yet column, and the letter is not yet due, you still have time to fix the
problem or add the item and move your check to the yes! column.
Total points: ________ out of 21 (Have you earned as many points as possible?)
Teacher comments________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Tom Robinson Trial Letter Rubric

Name_______________________________

Date______________________________

Objective:
The students will compose a letter as a part of the acceptance finding portion of a creative problem solving lesson on
the Tom Robinson trial.
Criteria

Needs Development

Work in Progress

Proficient

Exemplary

Letter Plan
topic
sentences
clear and
coherent
acknowledge
ment of
current status

-1 topic sentence
noted

-2-3 topic sentences

noted

-4-5 topic sentences

noted

-6 or more topic
sentences noted

-1 detail noted for

that paragraph

-1-2 details noted

for each indicated
paragraph

-3 details noted for

each indicated
paragraph

-4 or more details
noted for each
indicated
paragraph

Letter Format
address
date
greeting
body
closing

-1-2 listed
components
included

-3-4 listed
components
included

-all components
included with 1-2
errors in placing

-all components
included and in the
correct places

Letter Content

-1-2 listed content

elements included

introduction of
self
purpose of letter
problem
facts to support
problem
solution
plan for
implementing
solution

Persuasive Devices
persuasive
language
persuasive
examples

Score

____
x4
=___

____
x4
=___

-3-4 listed content

elements included

-5-6 listed content

elements included

-all content elements

included and additional
pertinent information
has been shared
____
x7
=___

-1 example of persuasive
language included

-1 persuasive example
included

Letter Mechanics
-5 or more errors
capitalization/ present
punctuation
formal tone
spelling
sentence
variety

-2 examples of
persuasive language
included

-2 persuasive examples

-3 examples of persuasive
language included

-4 or more examples of
persuasive language included

-3 persuasive examples

-4 or more persuasive

included

examples included

-1-2 errors present

-letter is error-free

included

-3-4 errors present

____
x4
=___
____
x3
=___

In-Class Presentation -1 element evident

voice
projection
expressive
tone
eye contact

Teacher comments:

-2 elements evident

Scale:

94-100
80-93
70-79
< 70

-all three elements

evident

-all elements evident

-audiences attention
captured
-audience inspired to
action

Total points:
_______
Exemplary Understanding
Proficient Understanding
Work in Progress
Needs Development

____
x3
=___

_______
_______
_______
_______