Trials and Symbols: Discussion of Trial Chapters in To Kill a Mockingbird and an Introduction to Symbols within To Kill a MockingbirdLearning Goals:By the end of this lesson students will have:

Reviewed the events from Ch. 19-23 of To Kill a Mockingbird Created a ‘symbol’ to represent themselves as a class community Compared the literary devices of themes, symbols and motifs Reviewed major themes of To Kill a Mockingbird Identified and described major symbols used within To Kill a Mockingbird Engaged in academic discussions regarding the main themes, motifs and symbols within the text Started reading Ch 24 and practiced oral reading skills in class

Expectations:By the end of this lesson, students will have worked towards meeting the following Ontario Curriculum expectations:

2.7:use a variety of audio-visual aids appropriately to support and enhance oral presentations and to engage an audience

1.3: identify the most important ideas and sup- porting details in texts, including increasingly complex texts 1.6:analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects

of the texts contribute to the presentation or development of these elements. 2.3identify a variety of elements of style in texts and explain how they help communicate meaning and enhance

the effectiveness of the texts

Tim

e: 1

5 m

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Before: Minds OnTrial by Trivia (10 min):

Each row of students will be assigned a team name. Students will earn points for their team by correctly answering a question on the content of the chapters they have been assigned to read from To Kill a Mockingbird

This activity will offer a fun way of reviewing material (The Trial Scenes, Chapters 19-23 in To Kill a Mockingbird) that we have covered in class as well as material that was independently read. Students will be able to test their own understanding of the text and the class can move foreword together as a group, having been brought to the same level of understand through reviewing the basic concepts of the novel as a class

Each row/team will be named after one of the symbols within To Kill a Mockingbird (Team Snowman, Team Gun, Team, Gifts, Team Mad Dog, Team Rail Tracks, Team Mockingbird)

Symbolically Speaking, My Name is…(5 min): Students will be asked to think of an object that represents who they are. I will give

them my own example of my key chain with the class keys on it, because I “open the doors to learning”. Students will be handed a piece of coloured paper, on which they are to write their name on one side, and their representative object on the other

These representations will act as an introduction to our discussion of “symbols” to follow. The colour of the cards will also serve to separate students into groups in a future activity. Furthermore, these cards will be posted on the walls as a reminder of symbols (as the theme graffiti is a reminder of our discussion of themes) but will also allow students to find out more about each other and grow as a community

Materials Trivia

Questions Personal

Symbol Colour Cards

Cristina Peter, Gr. 10 Academic EnglishTuesday, November 15, 2011

Tim

e: 6

5 m

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During: Action!Review of Themes and the Introduction of Motifs and Symbols (15 min)

As a class, we will review the major themes of To kill a Mockingbird and students will provide one example for each theme. Students may refer to the “Theme Graffiti” posters on the walls of the class.

The definition for “Theme” will be placed on the board and together we will discuss possible definitions for “Motif” and “Symbols”, which will also be added to the board.

Symbol Brainstorming (5 min) As a class, we will then revisit the “Symbolically Speaking” activity to further explain

the concept of symbols, and we will brainstorm symbols within the novel (with reference to the team names placed on the board.

Symbol Café (15 min group time + 10 min presentation time= 25min) After brainstorming some symbols within To Kill a Mockingbird, we will focus upon 6

of the most important symbols. Based on the colour of their “Symbolically Speaking” card, students will separate into groups to discuss one of the six symbols in detail with that group. Each group will have a visual representation of the symbol on the background colour of the group Students will receive a handout, which includes each of the symbols, as well as places to include text examples of the symbols and possible meanings and reasons for the use of these symbols. After discussing among their groups, students will be able to share their information with the class and will be able to complete the sheet together by listening to their classmates’ interpretations. After sharing their interpretations, students will be asked to relate their symbol to one of the major themes of the novel and add the picture to one of theme graffiti posters

To Kill a Mockingbird Radio Show (20 min) We will begin to read the next chapter as a class. Each part (narrator and

characters) will be divided up among different students in the class to make the in class reading more engaging. Students will then complete what has not been finished in the chapter for homework.

Materials Theme Graffiti

Posters (already posted on the wall)

Symbol Handout

Symbol Sheets

Next Steps Students will read the remainder of Ch 24 for homework and continue to work on their essays Reminder: Students are welcome to attend office hours to discuss their essays and seek additional help Tomorrow we will read the remaining chapter of the court scene (Chapter 25) in class, as most students will be

working on their essays (due Thursday) for homework and will not read this chapter otherwise. Students will also have the opportunity to work independently on their final drafts tomorrow and will take part in an Essay Café.

Cristina Peter, Gr. 10 Academic EnglishTuesday, November 15, 2011