TKMB Lesson Plansenglishunitplans.com/wp-content/uploads/2014/01/To-Kill... · 2016. 5. 19. · • Begin reading To Kill a Mockingbird (TKMB) aloud to the class. • Finish chapter

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To Kill a Mockingbird

Lesson Plans

Susan Anderson

TO KILL A MOCKINGBIRD www.EnglishUnitPlans.com

www.EnglishUnitPlans.com | 2

Table of Contents Lesson #1 ........................................................................................................................................ 5

Introduction – Three Things You Know ..................................................................................... 5 PowerPoint Presentation ............................................................................................................. 5 Reading ....................................................................................................................................... 5 Chapter One Questions ............................................................................................................... 5

Lesson #2 ........................................................................................................................................ 5 Gossip ......................................................................................................................................... 5 Truth vs. Rumor .......................................................................................................................... 5 Maycomb Enquirer ..................................................................................................................... 6

Lesson #3 ........................................................................................................................................ 6 Vocabulary .................................................................................................................................. 6 Reading ....................................................................................................................................... 6 Chapter Two and Three Questions ............................................................................................. 6 Ven Diagram ............................................................................................................................... 6 Miss Caroline Letter ................................................................................................................... 7 Vocabulary .................................................................................................................................. 7 Reading ....................................................................................................................................... 7

Lesson #4 ........................................................................................................................................ 7 Reading ....................................................................................................................................... 7 Chapters Four to Six Questions .................................................................................................. 7 Character Chart ........................................................................................................................... 7

Lesson #5 ........................................................................................................................................ 8 Creative Writing.......................................................................................................................... 8 Vocabulary .................................................................................................................................. 8 Reading ....................................................................................................................................... 8 Chapter Seven and Eight Questions ............................................................................................ 8

Lesson #6 ........................................................................................................................................ 8 Research Presentation ................................................................................................................. 8 Presentation Signup .................................................................................................................... 8 Begin Research ........................................................................................................................... 8

Lesson #7 ........................................................................................................................................ 9 Reading ....................................................................................................................................... 9 Research Presentation Work Time .............................................................................................. 9



Lesson #8 ........................................................................................................................................ 9 Reading ....................................................................................................................................... 9 Research Presentation Work Time .............................................................................................. 9

Lesson #9 ........................................................................................................................................ 9 Presentations ............................................................................................................................... 9

Lesson #10 ...................................................................................................................................... 9 Presentations ............................................................................................................................... 9 Chapter Nine to Eleven Questions .............................................................................................. 9 Reading ..................................................................................................................................... 10 Quiz Reminder .......................................................................................................................... 10

Lesson #11 .................................................................................................................................... 10 Part One Quiz ............................................................................................................................ 10 Vocabulary ................................................................................................................................ 10 Reading ..................................................................................................................................... 10

Lesson #12 .................................................................................................................................... 10 Atticus and Aunt Alexandra ...................................................................................................... 10 Character Sketch ....................................................................................................................... 10 Reading ..................................................................................................................................... 11

Lesson #13 .................................................................................................................................... 11 Art of Persuasion....................................................................................................................... 11 The Road Not Taken ................................................................................................................. 11 Chapters Twelve to Fourteen Questions ................................................................................... 11 Reading ..................................................................................................................................... 11

Lesson #14 .................................................................................................................................... 11 The Lynch Mob......................................................................................................................... 11 Vocabulary ................................................................................................................................ 12 Trial Ledger .............................................................................................................................. 12 Reading ..................................................................................................................................... 12 Chapters Fifteen to Eighteen Questions .................................................................................... 12

Lesson #15 .................................................................................................................................... 12 News Article ............................................................................................................................. 12 Vocabulary ................................................................................................................................ 12 Reading ..................................................................................................................................... 12

Lesson #16 .................................................................................................................................... 13



Chapters Nineteen to Twenty-Two Questions .......................................................................... 13 Personal Response .................................................................................................................... 13 Vocabulary ................................................................................................................................ 13 Reading ..................................................................................................................................... 13

Lesson #17 .................................................................................................................................... 13 Chapters Twenty-Three to Twenty-Five Questions .................................................................. 13 Atticus as a Hero ....................................................................................................................... 13 Begin the Film........................................................................................................................... 13

Lesson #18 .................................................................................................................................... 14 Finish the Film .......................................................................................................................... 14 Chapters Twenty-Six to Thirty-One Questions ........................................................................ 14

Lesson #19 .................................................................................................................................... 14 Literary Essay ........................................................................................................................... 14

Lesson #20 .................................................................................................................................... 14 Finish Essay .............................................................................................................................. 14 Review ...................................................................................................................................... 14

Lesson #21 .................................................................................................................................... 14 Unit Test.................................................................................................................................... 14



Lesson #1

Introduction – Three Things You Know • Three Things You Know – students are to write down three things they know about the civil

rights movement that occurred in the US during the 50’s and 60’s.

• Have the students share their knowledge with the class and make a list on the board. • Try to answer any questions they have and foster any discussion that happens. • Tell the students that you are going to show them a PowerPoint presentation and that they

must write down three things they learn while watching it.

PowerPoint Presentation • Show the class the TKMB Background PowerPoint Presentation. • Talk through each slide and explain everything. • Students are to write down three things they learned. • Answer any questions as best you can and foster discussion.’

Reading • Begin reading To Kill a Mockingbird (TKMB) aloud to the class. • Finish chapter one.

Tell the class they will be expected to read at home – at least ten pages per night.

Chapter One Questions • Please consult the Chapter Questions Package.

Lesson #2

Gossip • Ask students to share examples of being the victim of gossip or rumour. • Why do people gossip?

Truth vs. Rumor • Students are to make a T‐Chart in their notes. • Have the students consult the first chapter and make a list of things that they know are true

about Boo Radley, and things that are rumour.

• When they are finished, have them share with the class and make a master list on the board. • Then discuss other examples of truth and rumour being different – high school students should

be able to provide a few examples of this phenomenon.



Truth (known fact) Rumour

• Arthur Radley • Hasn’t been seen in 15 years • Got in trouble as a teenager • Father refused to have Arthur go to

“reform school”

• Arthur was locked in the house.

• He creeps around and peers in windows

• Malevolent phantom • 6 ½ feet tall • Drools • Eats rats and squirrels raw • Pecans from Radley tree are poisonous • Kills children • Chained to the bed

Maycomb Enquirer • Pass around some newsstand gossip magazines – national enquirer, etc. • Examine together and talk about how these articles might affect people’s lives. How much is

fact and how much is fiction?

• After they have had a look at the gossip magazines, tell students they are to write an article for the Maycomb Enquirer.

• Their articles should have one foot planted lightly in fact, but can be sensational and largely invented.

• Have students share their articles when they finish.

Lesson #3

Vocabulary • Please consult the vocabulary package.

Reading • Students are to read silently – use this time to get some marking done ☺

Chapter Two and Three Questions • Please consult the Chapter Questions Package.

Ven Diagram • Have students complete a Venn diagram to show the similarities and differences between the

Cunninghams and the Ewels.



• Discuss what makes these families different.

Miss Caroline Letter • Students do the following: Imagine you are Miss Caroline after your first day teaching in

Maycomb. Write a letter to a friend or family member in Alabama describing what happened in class and how you feel about it.



Lesson #4

Reading • Students are to read silently – use this time to get some marking done ☺ • Let them read for an extended period of time today so that they really get into the novel.

Chapters Four to Six Questions • Please consult the Chapter Questions Package.

Character Chart • Distribute the character chart handout. • Students are to fill in information for Scout, Jem, and Atticus, and others. • Once they are finished, students should use any remaining time to catch up on whatever isn’t

finished or to continue reading.



Lesson #5

Creative Writing • Harper Less uses language to intensify the mood of terror and suspense as Jem snuck on to the

Radley property (pages 57‐62).

• Describe a time when you were very frightened. Use language that evokes all of your senses to recreate the feeling of terror you experienced.

• When the students are finished, ask volunteers to share their experience with the class.



Chapter Seven and Eight Questions • Please consult the Chapter Questions Package.

Lesson #6

Research Presentation • Organize students into groups of three. You can make the groups randomly or by design, or you

can have students select their own groups.

• Distribute the assignment handout. • Read over the assignment and evaluation criteria with the class.

Presentation Signup • Give the groups a few minutes to confer. • Then invite them to sign up for a topic – only one group per topic.

Begin Research • Students are to begin researching and taking notes about their topic. Make sure they

understand how to take notes and that their presentations and visual aids must be in their own words.

• You students will need access to the library and/or computers for this component.



Lesson #7


Research Presentation Work Time • Students are to use this time to work on their research presentations. • Remind them to keep reading at home.

Lesson #8


Research Presentation Work Time • Students are to use this time to work on their research presentations. • This is the last class time available to work on this. Presentations will begin tomorrow in

random order.

Lesson #9

Presentations • Select groups in random order by putting one name from each group into a hat and drawing in

turn.

• Grade the presentations while in progress.

Lesson #10

Presentations • Finish any presentations that did not get completed yesterday.

Chapter Nine to Eleven Questions • Please consult the Chapter Questions Package.




Quiz Reminder • Remind the students that they have a quiz on part one of the novel on Monday.

Lesson #11

Part One Quiz • Distribute the quiz. • Students read instructions and complete the quiz. • Mark together in class by having students exchange papers.



Lesson #12

Atticus and Aunt Alexandra • Students are to complete a Venn diagram comparing Atticus and Aunt Alexandra.

Character Sketch • By this point in the novel, several characters have been well developed. • Students are to select one character to write a detailed description of. • Their description should include a brief physical summary, but should focus primarily on

personality.

• Students must support their descriptions with examples and evidence.



• Character sketches should have at least four paragraphs: introduction (biographical details), physical description, personality description with evidence, conclusion.


Lesson #13

Art of Persuasion • Arrange students into groups of six. • Tell the groups they must select one person to be the resister, while the other five will be

persuaders.

• The five persuaders must try to convince the resister to change his/her mind about something. It could be as simple as arguing that cats are better than dogs, or that it’s better to be too hot than too cold.

• Afterwards, discuss the challenge of going against the majority.

The Road Not Taken • Ask the students if they have ever been in a situation where they had to stick to their beliefs

despite pressure not to.

• Put Robert Frost’s poem “The Road Not Taken” on the overhead (read to your class if you don’t have an overhead projector).

• Discuss the poem and connect it to the novel. • Why was it important for Atticus to defend Tom Robinson?

Chapters Twelve to Fourteen Questions • Please consult the Chapter Questions Package.


Lesson #14

The Lynch Mob • Ask your students what they know about lynch mobs. What did they do? Who were they? • Read the lynch mob scene aloud – the one in which Scout diffuses things by talking to Mr.

Cunningham.



• How did Scout diffuse the passions of the gang? What does this tell us about how behave in groups? What does it tell us about the power children can have?


Trial Ledger • Distribute the trial ledger handout. • Students are to record items on either side while they read through the trial.


Chapters Fifteen to Eighteen Questions • Please consult the Chapter Questions Package.

Lesson #15

News Article • Students are to write a news article describing what occurred on the first day of Tom Robinson’s

trial.

• The article should summarize the testimony given by Heck Tate, Bob Ewell, and Mayella Ewell. • What are the main issues so far? • Begin with a lead – a short, one‐sentence paragraph that encapsulates the most important

information: Ex. The prosecution laid the foundation of its case today in the Tom Robinson rape trial.

• Students should then use short paragraphs and should present information in the order of

importance.

• Include quotes from two sources.





Lesson #16

Chapters Nineteen to TwentyTwo Questions • Please consult the Chapter Questions Package.

Personal Response • Students are to write a personal response to the Tom Robinson trial and guilty verdict. • How did it make you feel? • Why was Tom convicted? • Why do you think Harper Lee decided not to go the easy way and have Tom be acquitted? • Invite students to share their responses when they are finished.


Reading • Students are to read silently – use this time to get some marking done ☺ • Students should now be close to finished reading the book.

Lesson #17

Chapters TwentyThree to TwentyFive Questions • Please consult the Chapter Questions Package.

Atticus as a Hero • Tell your students that TV station A&E named Atticus the number one movie hero of all time. • Ask them what they think of this? • Do they agree with A&E? • Why did A&E feel Atticus was such an exceptional hero? • Who would you name? • What does being a hero mean?

Begin the Film • The movie version of To Kill a Mockingbird, starring Gregory Peck, is a classic. It’s worth

watching.



Lesson #18

Finish the Film • Finish watching the movie and debrief – what did you think of the film? Did it stay true to the

book? Were the characters as you had imagined them? Were any important details left out of the movie? Any more thoughts on Atticus as the number one film hero of all time?

Chapters TwentySix to ThirtyOne Questions • Please consult the Chapter Questions Package.

Lesson #19

Literary Essay • Distribute the essay structure handout and planning sheet. • Review essay structure and planning with your students. • Distribute essay assignment description and criteria. • Read over with students and answer questions. • Students begin planning and then writing their essays.

Lesson #20

Finish Essay • Essays are due at the end of class.

Review • When students are finished, hand out the review sheet. • When everyone is finished writing the essay, you can play review games like bingo and jeopardy. • Remind your students that their unit test is next class.

Lesson #21

Unit Test • Administer the unit test. • Mark essays while they write the test.

To Kill a Mockingbird Vocabulary In your notes, create a chart to record the definition and sample sentences for each bold printed vocabulary word. The sentence must show that you know the meaning of the word.

Acceptable: Jerry's asinine behaviour frightened me.

Not Acceptable: Jerry is asinine.

Example:

Vocabulary Definition Sentence

Asinine Extremely stupid or foolish. Jerry's asinine behaviour frightened me.

Chapter 1 "When it was healed, Jem's fears of never being able to play football were assuaged ... "

"All we had was Simon Finch, a fur-trapping apothecary from Cornwall whose piety was exceeded only by his stinginess."

"...she married a taciturn man."

"...arising from the alleged wrongful detention of a mare, were imprudent enough to do it in the presence of three witnesses .. "

Chapter 2 "The class murmured apprehensively, should she prove to harbor her share of the peculiarities indigenous to that region."

"When I asked what entailment was, and Jem described it as a condition of having you tail in a crack ... "

"My sojourn in the corner was a short one."

Chapter 3 "His fists were half cocked, as if expecting an onslaught from us."

"He examined Walter with an air of speculation."

"Jem's free dispensation of my pledge irked me"

"She was furious, and when she was furious Calpurnia’s grammar became erratic."

Chapter 4 "The remainder of my schooldays were no more auspicious than the first."

"... it was a thousand colors in a parched landscape; but most of all, summer was DiII."

"Mrs. Dubose lived two doors up the street from us; neighborhood opinion was unanimous that Mrs. Dubose was the meanest old woman who ever lived."

"Jem arbitrated, awarded me first push with an extra time for Dill, and I folded myself inside the tire"

"Jem's evasion told me our game was a secret, so I kept quiet."

Chapter 5 "Our tacit treaty with Miss Maudie was that we could play on her lawn... "

"Miss Maudie's benevolence extended to Jem and DilL"

"Jem said placidly, 'We are going to give a note to Boo Radley' "

"...we were not to play an asinine game he had seen us playing... "

“‘No,' said Atticus, 'putting his life's history on display for the edification of the neighborhood.' "

Chapter 6 "...the ensuing contest to determine relative distances and respective prowess only made me feel left out again.. "

"Atticus saved Dill from immediate dismemberment."

"...the chinaberry trees were malignant, hovering, alive."

"In the waning moonlight I saw Jem swing his feet to the floor"

Chapter 7 "...they invented toilet paper and perpetual embalming"

"'...chewing gum cleaved to her palate and rendered her speechless ... ' "

"Next day Jem repeated his vigil and was rewarded"

Chapter 8 "For reasons unfathomable to the most experienced prophets in Maycomb County, autumn turned to winter that year."

"Jem and I were burdened with the guilt of contributing to the aberrations of nature... "

"Jem procured some peach tree switches from the back yard, plaited them... ' "

"'You've perpetrated a near libel here in the front yard.' "

"Miss Maudie's tin roof quelled the flames.”

Chapter 9 "He wore a General Hood type beard of which he was inordinately vain."

"A flip of the coin revealed the uncompromising lineaments of Aunt Alexandra and Francis"

"...he enjoyed everything I disapproved of, and disliked my ingenuous diversions."

“‘Not unless there's extreme provocation connected with 'em.' "

Chapter 10 "With these attributes, however, he would not remain as inconspicuous as we wished him to... "

"Uncle Jack instructed us in the rudiments thereof..."

“‘But I must say Providence was kind enough to bum down that old mausoleum of mine...' "

“‘You’re in considerable peril.' "

"He walked erratically, as if his right legs were shorter than his left legs."

Chapter 11 "…her reaction was apoplectic."

"Jem...had decreed that we must run as far as the post office corner each evening to meet Atticus coming home from work."

"...what made him break the bounds of 'You just be a gentleman, son,' and the phrase of self-conscious rectitude he had recently entered."

"...he had a naturally tranquil disposition... "

Chapter 12 "... he was diligently writing on a slate while some frivolous-looking girls yelled, 'Yoo-hoo!' at him' "

"She spoke quietly, contemptuously."

"...but the roses on her hat trembled indignantly."

Chapter 13 "I realized that this was not a tactful question."

“She would exercise her royal prerogative.. "

“Winston Swamp, a place totally devoid of interest."

"There was indeed a caste system in Maycomb…"

Chapter 14 "...her needle broke the taut circle."

“‘Scout, try not to antagonize Aunty, hear' "

"Still in wrist manacles, he wandered two miles out of Meridian... "

"...his infallible sense of direction told him he was in Abbott County... "

Chapter 15 "Atticus tried to stifle a smile but didn't make it."

“‘Jem’s got the look-arounds,' an affliction Calpurnia said all boys caught at his age.' "

"The Maycomb jail was the most venerable and hideous of the county's buildings."

"I began to sense the futility on feels when unacknowledged by a chance acquaintance."

Chapter 16 "Local opinion held Mr. Underwood to be an intense, profane little man, whose father in a fey fit of humor christened Braxton Bragg... "

“‘Better be careful he doesn't hand you a subpoena."

"We asked Miss Maudie to elucidate..."

"...one passed sundry sunless county cubbyholes.. ."

Chapter 17 "...of sleepy-eyed sullen men..."

"...no public health officer could free them from congenital defects... "

"...when the debate became more acrimonious than professional..."

Chapter 18 "…as opposed to yearly lavations..."

"Atticus was making his slow pilgrimage to the windows... "

"Mayella sniffed wrathfully and looked at Atticus."

Chapter 19 "I did not understand the subtlety of Tom's predicament..."

"Judge Taylor told the reporter to expunge anything he happened to have written down..."

“‘You’re very candid about this...'"

Chapter 20 "'The state has not produced one iota of medical evidence... (p. 205).' "

"'...And so a quiet, respectable, humble Negro who had the unmitigated temerity ... '"

Chapter 21 "'You think they'll acquit him that fast?' "

Chapter 22 "Jem made a feral noise in his throat."

"Jem grinned ruefully."

"'...can't any Christian judges an' lawyers make up for heathen juries... '"

Chapter 23 "'Something furtive,' Aunt Alexandra said."

"I looked up and his face was vehement."

"He was going into one of his declines, and I grew wary."

Chapter 24 “I heard Mrs. Grace Merriweather giving a report in the living room on the squalid lives of the Mrunas...

“...decided that I meant no impertinence..."

"For certainly Mrs. Merriweather was the most devout lady in Maycomb."

"When Miss Maudie was angry her brevity was icy."

Chapter 26 "…what reasonable recluse wants children peeping through his shutters?"

"…a publication spurious in the eyes of Miss Gates, our teacher."

Chapter 27 "I suppose his brief burst of fame brought on a briefer burst of industry, but his job lasted only as long as his notoriety..."

“...lost in fruity metaphors and florid diction..."

Chapter 28 "High above us in the darkness a solitary mocker poured out his repertoire..."

"...to the irascible qua-ack of a bluejay…"

"It's owner said, 'Uff!' and tried to catch my arms, but they were tightly pinioned."

Chapter 29 "…I pointed to the man I the comer, but brought my arm down quickly lest Atticus reprimand me for pointing."

Chapter 30 “...if I connived at something like this, frankly I couldn't meet his eye…”

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Chapter Questions

Susan Anderson

Chapter One 1. Why are the children fascinated with the Radley house? What was the first “dare” made

concerning the house?

2. How did the Radley House get its reputation? Do you think it was deserved?

3. Compare Dill’s family situation with Scout’s.

4. What evidence is there that Scout is intelligent?

5. Would you like to live in a town like Maycomb? Explain your answer. What would be the advantages and disadvantages to living there?

Chapters Two and Three 1. Why was the first day of school so disappointing for Scout?

2. Why did Miss Caroline have so much trouble on her first day teaching in Maycomb?

3. What advice about human nature does Atticus give Scout?

Chapters Four to Six 1. How did the children amuse themselves during Dill’s second summer in Maycomb? If you were

their parents, would you allow them to play this game? Explain.

2. How did Scout end up becoming closer with Miss Maudie? What message was she trying to convey to Scout regarding Boo Radley?

3. Why do you think the neighbours concluded it was a black person in Mr. Radley’s collard patch?

4. Why was Jem willing to risk danger to retrieve his pants?

5. Why do you think Scout characterized school as “twelve years of unrelieved boredom”? What kind of schooling might have made her happier? How would you reform the school system: more choices, smaller classes, etc.

6. Why do you think Dill made up so many stories about himself and his father? Explain.

Chapters Seven and Eight 1. Who do you think fixed and folded Jem’s pants? What does this suggest about the person who

may have done this?

2. What new onjects did Scout and Jem find in the Radley Oak? Why were the children certain that the trinkets were for them?

3. Why did Scout fear the world was coming to an end?

4. Why do you think Jem confessed to Atticus about the children’s activities regarding Boo Radley?

5. How did Miss Maudie react to the loss of her house? What did this reveal about her character?

6. Why do you think Jem and Scout were so devastated when they discovered that the knothole in the oak tree was filled in?

Chapters Nine to Eleven 1. What makes the Tom Robinson case different from other routine cases?

2. Why did Atticus accept the Robinson case knowing he wouldn’t be paid and that people would

be angry at him?

3. Why did Uncle Jack spank Scout? Why did Atticus believe she deserved this punishment even after Jack admitted his error?

4. What happened to change the children’s perception of their father? How did it change?

5. Why did Jem destroy Mrs. Dubose’s flowers? Do you think his punishment was fair? Explain.

6. Why did Atticus feel that Mrs. Dubose was exceptionally brave?

Chapters Twelve to Fourteen 1. Why did Calpurnia fuss over the children so much before taking them to First Purchase?

2. How did Calpurnia’s church differ from the white people’s church?

3. What did Scout and Jem learn about segregation and the inequalities between blacks and whites

during their visit to Calpurnia’s church?

4. Why did Atticus agree with Aunt Alexandra’s wish to move in for the summer? How did the children feel about this?

5. What values and behaviours did Aunt Alexandra try to impart to the children?

6. Why did Dill run away from home?

7. What evidence showed that Jem was starting to grow up and was beginning to identify with the adult world? Explain and be specific.

Chapters Fifteen to Eighteen 1. Why did Heck Tate and the men with him want Tom Robinson moved out of the local jail?

2. How would characterize the crowd that came to the trial? Why do you think the author

described them in such detail?

3. What did the men in the Idlers’ Club mean when they said “the court appointed him to defend this nigger…but Atticus plans to defend him. That’s what I don’t like about it”? What did these men expect Atticus to do?

4. On what single issue does Atticus build his case?

5. Why does Mayella resent Atticus?

Chapters Nineteen to TwentyTwo 1. Why did Scout pity Mayella even though she was testifying falsely against Tom?

2. What was the “subtlety of Tom’s predicament” on the day Mayella tried to seduce him? Why

was it such a difficult situation?

3. Compare Scout’s and Dill’s reactions to Mr. Gilmer’s prosecution. Why do you think Dill became so upset when Mr. Gilmer cross‐examined Tom?

4. Why had Dolphus Raymond made himself into a town outcast? What commentary was he making about the town and its values?

5. According to Atticus in his summation speech, what was the only way that people in this country are equal? Are people actually equal under the law? Think of examples to support your answer.

6. Why were the spectators at the trial so appalled when Tom Robinson said that he felt sorry for Mayella? What does this reveal about life in Maycomb? Explain.

7. What did Miss Maudie mean when she said “It’s just a baby step, but it’s a step”?

8. What is your assessment of the townspeople of Maycomb and the jury that convicted Tom Robinson? If you were Atticus, could you continue to live in Maycomb. Explain.

Chapters TwentyThree to TwentyFive 1. How did Atticus explain Bob Ewell’s provocative behaviour? Why do you think he told this to his

children?

2. According to Atticus, what was the difference between the Cunninghams and the Ewells? Why did Atticus select a Cunningham for the jury?

3. As a result of the conviction, what conclusion did Jem draw about Boo Radley’s seclusion? Do you agree?

4. What was the reaction of the majority of Maycomb County to Tom’s death? Why do you think the author presented opposing points of view on the subject of Tom’s death?

5. How did Mr. Underwood, in his editorial on Tom’s Robinson’s death, use the symbol of the mockingbird?

Chapters TwentySix to ThirtyOne 1. What evidence is there that the townspeople had mixed feelings about Atticus after the trial?

2. Why did Sheriff Tate wanted people to think Ewell fell on his own knife?

3. What do you think Scout meant when she said that to reveal Boo Radley’s part in Bob Ewell’s

death would be “like shootin’ a mockingbird”? Explain.

4. What insight came to Scout as she stood on Boo Radley’s porch after taking him home?

5. What message was Atticus trying to convey to his daughter at the end of the book when he said, “Most people are, Scout, when you finally see them”?

To Kill a Mockingbird Trial Ledger Fill in the ledger below with points made by the prosecution and the defence.

Prosecution Defence

If you were a juror, what would your verdict be? Explain your decision. ___________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Character Chart

Character Description Quote

To Kill a Mockingbird Research Project

Project In groups of three (3) students, you will prepare a research presentation on a topic that is connected to one or more themes in the novel To Kill a Mockingbird.

Each student in the group will be responsible for conducting research, making clear notes, creating a brief annotated bibliography of the research sources, and sharing the information with the group.

The group will create a presentation to be given in front of their fellow classmates. This presentation will include an oral component (with every member of the group participating), and visual/auditory aids (pictures, posters, PowerPoint, video, etc.).

In addition, groups will be expected to complete self and group evaluations on the group's process, individual participation, and the quality of their presentation.

RESEARCH TOPICS:

1. Slavery in the U.S.A. 2. Emancipation 3. The Ku Klux Klan 4. The Black Panthers 5. Martin Luther King Jr. 6. The Civil Rights Movement in the U.S.A. 7. Rubin “Hurricane” Carter 8. Racism in America Today 9. Capital Punishment 10. The Great Depression in North America in the 1930's 11. The Rodney King Riots 12. Other – Bring other topic ideas to teacher before beginning research

*** Except in extraordinary circumstances each group will do a different topic!

PROJECT COMPONENTS a) Research Questions- Each group must develop research questions that will direct the research of the group.

b) Notes- Each group member is responsible for researching one aspect of the topic and making two (2) pages of split page notes.

c) Annotated Bibliography- This is a bibliography that includes a brief description of each source they have used, as well as an analysis of the quality and relevance of its information. Your bibliography must include 6-8 sources.

d) Oral Presentation- 20-25 minutes long (including time in class to ask questions). You will need to plan your presentation carefully. Your goal is to ----give the class a clear understanding of the topic you have researched. Be creative and prepared! You should actively engage your audience in your presentation.

All group members must participate!

e) Media - You must use media (audio/visual) to make your presentation more interesting and easier to follow. You can use diagrams, charts, maps, pictures, posters, video clips, etc. Use at least two (2) types of media (a map and a video clip, slides and an overhead, a graph and a poster). Make sure that any visual is large enough for the whole class to see it clearly!

f) Self and Peer Evaluation- You will be expected to complete evaluations on the work of your group and on the quality of your presentation.

EVALUATION You will receive a group grade and an individual grade, which will be added to your total presentation grade. Specific grading criteria is given on page three (3)of this handout.

Individual Grade – 25 marks • 5 – Notes • 10 – Speaking Skills • 5 – Self and Peer Evaluation • 5 – Annotated Bibliography

Group Grade – 25 marks • 15 – Presentation Content • 15 – Presentation Style and Delivery

Total 50 marks

To Kill a Mockingbird Facebook Profile Your assignment is to shed some light on one of the supporting characters in To Kill a Mockingbird by creating a facebook-style profile for him/her.

Use the template provided, or create your own on paper or using the computer.

Elements Your profile must include the following:

• Pictures • Friend list • Basic personal info • Likes • Status updates • Posts • Comments • Etc.

Each of the elements above should be carefully selected to illustrate aspects of your character. Take some time to really think about who the person is, and what they might want to share on a social-media profile.

Characters Choose from the characters below:

• Bob Ewell • Mayella Ewell • Arthur “Boo” Radley • Calpurnia • Heck Tate • Dolphus Raymond • Charles Baker Harris

Your profile should demonstrate your understanding of the character by providing a full picture of their life and personality.

Be creative and have fun.

Name:

Works at

Lives in

Relationship Status:

Recent Likes:

Comments:

Comments:

Friends:

Comments:

Comments:

Comments:

Comments:

Comments:

Comments:

Comments:

To Kill a Mockingbird News Story

Intro Miss Stephanie Crawford, editor of the Maycomb County Enquirer, is in bed with a bad case of laryngitis. Since she cannot interview the townsfolk without a voice, she has called on you, her trusty gossip- getting reporter, to pick up the investigatory slack.

Assignment Your assignment (and you have no choice but to accept it) is to flesh out the mystery surrounding the town enigma, Boo Radley.

Use the novel as a tool for your investigation into the following questions:

• Who is this mystery man? • What is the real story behind his seclusion in the Radley house?

Support your evidence with direct quotes from the text, which you will be asked to collect on "interview" quote sheets.

Remember, the more scandalous the news, the more papers we sell. Also, remember to include all the important answers to the questions: who, what, when, where and why.

Criteria Your article should be presented in the form and style appropriate to a tabloid article.

Be sure to include any mug shots of Boo, who as we know, is a little camera shy.

Each person is expected to prepare a report of about 200-250 words (and make them Juicy!!! ), which includes quotes from three or four people close to Boo – Mr. Radley, Mrs. Radley, or Miss Maudie (who remembers Boo before his internment).

As you begin to gather information on Boo, be creative. Don't just stop at the bare facts.

Remember the motto here at the Maycomb County Enquirer: "The truth is like an elastic…stretch it until it snaps!"

Mockingbird Literary Response Essay As part of the study of To Kill a Mockingbird, you will be writing an essay on one aspect of the novel. You will be given some class time to work on the essay and you will be given specific instruction on essay writing. The final product will be graded out of 27 marks: 6 marks for content, 6 marks for organization, 6 marks for expression, 6 marks for mechanics and 3 marks for reference citations. You will be given additional marks for collecting quotations, preparing an outline and writing a rough draft.

Choose one of the following topics:

1. Examine the use of the mockingbird as a symbol in the novel. What does the mockingbird symbolize? Which three characters can be considered "mockingbirds?"

2. At the end of the novel, Scout thinks that "Jem and I would get grown but there wasn't much else left for us to learn" (Lee. 1982, p.282). What important lessons have either Scout or Jem learnt from Atticus' defence of Tom Robinson and the events surrounding the trial?

3. What does the novel have to say about "courage?" Who are the courageous characters in the novel, and how do they demonstrate their courage? What is the author's message about real courage?

4. Several times Atticus emphasizes the need to consider things from another's point of view. How does following his advice change the children's opinions of other people in Maycomb? What is the author's underlying message about seeing things from another's viewpoint?

5. As the novel progresses, Scout and Jem come to understand and value Atticus. What events cause this development of the children's admiration for their father? How does each event contribute to their understanding of Atticus?

6. Examine the theme of prejudice in the novel. How is prejudice demonstrated in the story and by whom? What is the author's underlying message about prejudice?

7. Examine the theme of hypocrisy in the novel. How is hypocrisy demonstrated in the story and by whom? What is the author's underlying message about hypocrisy?

* If you have your own idea for an essay topic, consult me to ensure that the topic is appropriate and manageable.

Your essay must make specific references to the novel and use direct quotations (with citations) to support your arguments.

Essay length: 500 words with a minimum of 5 citations

Due Dates Essay Outline: _____________ Rough Draft: _____________ Polished Draft: _____________

To Kill a Mockingbird Part One Quiz

Part 1 – Short Answer (1 mk. ea.) You do not have to use complete sentences.

1. Who comes to visit from Meridian Miss. and becomes friends with Scout and Jem? 2. What happens to Burris Ewell on the ftrst day of school? 3. What does Jem leave behind the night he is scared away from the Radley house? 4. Who does Scout invite to lunch on her ftrst day of school? 5. Why do the children stop receiving the gifts in the tree from Arthur Radley? 6. What do Jem and Scout get for Christmas that Atticus disapproves of? 7. Towards the end of Part 1, Jem gets into trouble with Mrs. Dubose.

a) What did Jem do to get into trouble with her? b) What is his punishment? c) What does Atticus mean when he says she "died free"?

Part 2 – True/False (1 mk. ea.) 1. The name Haverford meant jackass in Maycomb. 2. Caledonia is a servant in the Finch home. 3. A 'cootie' is a Negro domestic servant. 4. Charles Baker Harris is aka Judge Harris. 5. Atticus said Mrs. Dubose was the "bravest lady who ever lived." . 6. Maudie Atkinson's house was destroyed by the KKK 7. Atticus volunteers to defend Tom Robinson. 8. The Cunningham family are 'white trash.' 9. The children fmd a Civil War medal in the tree. 10. Stephanie Crawford is a town gossip.

Part 3 – Longer Answer (3 mks. ea.) Answer in 3-5 sentences each.

1. Why is it "a sin to kill a mockingbird?" 2. Identify two people in the novel who are mockingbirds, and explain why. 3. Why does Atticus disapprove of guns?

Part One Quiz Answer Key

Part 1 1. Dill 2. Sent home 3. Pants 4. Walter 5. Filled with cement 6. Air rifles 7. a) Flowers b) Read to Mrs. Dubose c) Not addicted to morphine

Part 2 1. T 2. F 3. F 4. F 5. T 6. F 7. F 8. F 9. F 10. T

Part 3 1. They are totally innocent –do nothing but sing. 2. Answers will vary. 3. Guns are only used to kill, they provide an unfair advantage, etc.

Characters Crossword

Across 4. New to Maycomb County. 5. Believes in pellet guns and spankings. 6. Chief witness for the prosecution. 10. Shot to death. 11. Boo! 12. Unknowingly saves Atticus and Tom from a lynch mob.

Down 1. "Bob Ewell fell on his knife." 2. Dill. 3. Her house burns down. 7. Old One-Shot. 8. Looks after the Finch household. 9. Left-handed.

Characters Crossword Answer Key

Across 4. MissCaroline

5. UncleJack

6. Mayella

10. TomRobinson

11. ArthurRadley

12. Scout

Down 1. HeckTate

2. CharlesBakerHarris

3. MissMaudie

7. Atticus

8. Calpurnia

9. BobEwell

Review Crossword Puzzle

Across 2. Finch children's "near libel." 4. The County. 6. One-Shot. 8. Scout's costume. 10. Boo's big bro. 12. Killed by One-Shot with one shot. 13. They only attend the first day of school. 14. The Reverend

Down 1. Jem loses them at the Radley house. 3. Tom and Boo. 5. Mrs. Dubose's vice. 7. The local county's disease, according to Atticus. 9. Sent the kids for ice-cream. 11. The Sheriff's first name. 12. Drinks from a paper bag.

Review Crossword Answer Key

Across 2. Snowman

4. Maycomb

6. Atticus

8. Ham

10. Nathan

12. Dog

13. Ewells

14. Sykes

Down 1. Pants

3. Mockingbirds

5. Morphine

7. Racism

9. Mayella

11. Heck

12. Dolphus

To Kill a Mockingbird Double Puzzles Unscramble each of the clue words. Copy the letters in the numbered cells to other cells with the same number.

1.

2.

Unscramble each of the clue words.

Take the letters that appear in boxes and unscramble them for the final message.

3.

Unscramble each of the clue words.

Take the letters that appear in boxes and unscramble them for the final message.

4. Unscramble each of the clue words. Copy the letters in the numbered cells to other cells with the same number.

Double Puzzle Answer Key 1. Maudie Atkinson, Alexandra Hancock, Calpurnia, Caroline Fisher, Grace Merriweather, Stephanie Crawford, Lafayette Dubose – The Ladies of Maycomb County.

2. Tom Robinson, Arthur Boo Radley – It is a sin to kill a mockingbird.

3. Who stops the lynch mob? Jean Louise Finch

4. Maycomb County gossip queen. Miss Stephanie.

To Kill a Mockingbird Cryptograms 1.

2.

3.

4.

5.

6.

Cryptogram Answer Key 1. “You never really understand a person until you consider things from his point of view…until you climb into his skin and walk around in it.”

2. “Remember it’s a sin to kill a mockingbird.”

3. “I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand.”

4. “Simply because we were licked a hundred years before we started is no reason for us not to try to win.”

5. “Real courage is when you know you’re licked before you begin, but you begin anyway and see it through no matter what.”

6. “That boy is your company, and if he wants to eat up that tablecloth, you let him, you hear?”

To Kill a Mockingbird Unit Test

Part One: Matching (19 Marks) Place the letter of the correct character next to each description. Characters may not be used more than once.

a. Aunt Alexandra b. Miss Maudie c. Atticus d. Calpurnia e. Miss Stephanie f. Mr. Cunningham g. Walter Cunningham h. Link Deas i. Mrs. Dubose

j. Bob Ewell k. Burris Ewell l. Mayella Ewell m. Miss Caroline n. Francis Hancock o. Charles Baker Harris p. Miss Rachel q. Cecil Jacobs

r. Lula s. Arthur Radley t. Nathan Radley u. Dolphus Raymond v. Reverend Sykes w. Heck Tate x. Mr. Underwood y. Mr. Gilmer

1. _____Will not accept money that he cannot pay back. 2. _____Watched over Atticus with a shotgun on the night before the trial. 3. _____Was sent home on the first day of school. 4. _____People call him "Dill". 5. _____Told Atticus that he must stop teaching Scout to read. 6. _____Was known as the town gossip. 7. _____Believed Jem and Scout needed to live up to the family name. 8. _____He was the town Sheriff. 9. _____Dill's Aunt. 10. _____Threatened Atticus and spat in his face.

11. _____Was the man that Scout spoke to during the mob scene outside the courthouse. 12. _____Her house burnt down in the middle of the worst winter on record. 13. _____Plugged the knot hole in the oak tree with cement. 14. _____Found seats for Jem, Scout, and Dill on the day of the trial. 15. _____The prosecuting attorney during Tom Robinson's trial. 16. _____The person that gave Dill a sip of "Coke". 17. _____Was the persc:r.. that Articus said "thank you for my children" to. 18. _____Took Jem and Scout to church. 19. _____Constantly yelled at Jem and Scout from the front porch.

Part Two: Short Answer (28 Marks) Answer the following questions using complete sentences.

1. What does Atticus tell Jem and Scout they must do to truly understand another person’s actions? (1 mark)

2. List the four (4) people that testify at the Tom Robinson trial. (2 marks)

3. List the three (3) things that prove Tom is innocent. (3 marks)

4. What does the snowman symbolize? (3 marks)

5. Atticus says, “I hope and pray I can get Jem and Scout through it without bitterness, and most of all, without catching Maycomb’s usual disease.” Explain what Atticus is talking about and five one example of Maycomb’s “usual disease.” (3 marks)

6. Why is it a sin to kill a mockingbird? (2 marks)

7. Who is the mockingbird in this story? Explain. (2 marks)

8. What do Jem and Scout receive as Christmas presents? (1 mark)

9. What does the incident between Tim Johnson and Atticus symbolize? Be specific. (4 marks)

10. Explain the significance of Heck Tate’s quote: “I’m not a good man Mr. Finch, but I am still sheriff of Maycomb County and Bob Ewell fell on his knife!” (4 marks)

11. List three (3) things that Boo Radley gave to Jem and Scout. (3 marks)

Part Three: Paragraph Answer (12 Marks) Answer only ONE of the following questions in a carefully organized paragraph (topic sentence, explanation and evidence, concluding sentence).

1. Atticus tells Jem, "I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand." Discuss two situations in the novel that live up to Atticus' definition of what courage is.

- OR - 2. Scout:" an' Atticus, when they finally saw him, why he hadn't done any of those things Atticus,

he was real nice ...." Atticus: "Most people are Scout, when you finally see them." How does this conversation represent the primary theme of the novel? Specifically, discuss how it relates to the town and the people who live there including Boo Radley and Tom Robinson.

To Kill a Mockingbird Unit Test - Answers

Part One 1. g2. x3. k4. o 5. m6. e7. a8. w9. p10. j11. f12. b13. t14. v15. y16. u17. s18. d19. i

Part Two 1. “You never really understand a person until you consider things from his point of view — until

you climb into his skin and walk around in it.” --Atticus (pg. 30)

2. Bob Ewell; Mayella Ewell; Heck Tate; Tom Robinson

3. Crippled left arm; Bob Ewell is left-handed; Irregularities in Mayella's story; no doctor.

4. The snowman represents that black people and white people really are not different. The"snowman" is originally made of mud right, and they cover it in snow. It shows that thesnowman is still a "snowman" when it was made of mud, and that there was really no differencewhen they covered it with snow, except the color of its skin.

5. Atticus is talking about prejudice. Answers will vary.

6. Mockingbird's don't hurt anyone; they just make beautiful music.

7. Boo Radley and Tom Robinson can both be seen as mockingbirds. Answers will vary.

8. Air rifles.

9. Tim Johnson is an old dog who wanders Maycomb County as the community pet until it getsrabies and Atticus has to shoot it to save the neighborhood. Before this moment, Scout and Jemthink their dad is feeble and lacking any sort of impressive talents, but this moment changestheir mind about Atticus. They learn that he can shoot, but he doesn't take advantage of thistalent because he doesn't want to brag, and he considers it an unfair advantage over theanimals he'd be hunting.

10. Heck Tate is covering for Boo Radley. He knows on good could come of either celebrating orprosecuting Boo for killing Bob Ewell to protect the Finch kids. Boo just wants to be left alone.

11. Old coins; carved dolls; cotton; a pocket watch; knife; etc.

Part Three Answers will vary.

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Extras

To Kill a Mockingbird Unit Ideas Here are some ideas for you to use while teaching To Kill a Mockingbird.

I have included Unit Goals, Pre-Reading Activities, During Reading Activities, Reading Strategies, and After Reading Activities.

Enjoy.

UNIT GOALS • Students will have increased awareness of the central issues in the novel: Maturity & Coming of

Age, Racism, Social Hierarchies, Class & Gender Discrimination, Parenting, Education vs. Schooling, Hypocrisy, Rumours & Gossip, etc.

• Students will develop their ability to read and interpret literature.

• Students will internalize reading strategies.

• Students will make connections between issues in the novel and current events.

• Students will understand and be able to apply literary terms such as, narrative voice, symbol, episodic narration, characterization, theme, verbal irony and style.

• Students will write an essay that examines an aspect of the novel.

PRE-READING ACTIVITIES • Eyes on the Prize: View the segment on the Montgomery Bus Boycott initiated by the actions of

Rosa Parks, or the segment on the murder or Emmett Till.

• Related Readings: Bring in one or several articles on varying levels of discrimination and/or racism. These articles should spark a lively discussion. For variety, conduct the activity as a jigsaw, with each group getting a different article to read and summarize (verbally) for the class.

• Scrapbook: Students collect articles on current events related to the major issues in the novel (see the list under unit goals).

• Research project: Students can research current of historical events related to the novels major issues.

• Line Toss: Work in groups of 6. Each student has an important line from the novel. Within the group, a ball is tossed randomly. Each person who catches the ball must read his/her line before tossing the ball to someone else.

DURING READING • First School Memory: Have students write a short response on their first clear memory of being

in school. Students may choose to expand these into short narratives.

• Talk show on Scouts First Day of School: Assign students to various character roles (Miss Caroline, Jem, Walter Cunningham, Little Chuck Little, Burris Ewell & Atticus). Have "Oprah" question each character about that first day of school.

• Quick Write: Select a key line from that day 's reading and use it as a prompt (or as the first line) of a quick write. As students write, give them other words from the chapter to incorporate in their writing.

• Music: Select theme songs for important character. How does each song suit the character?

• Is Atticus a Good Father? Several Options (all fit for chapters 10-11)

• Value line: Have students stand on a value line to rate Atticus as a father. Ask various students to give their reasons for the ranking.

• Qualities of a Good parent: Brainstorm qualities of a good parent and discuss how Atticus measures up to them. This can end as a discussion or it can lead into· an argumentative paragraph.

• Talk show: Assign students to various character roles (Mrs. Dubose, Aunt Alexandra, Miss Stephanie, Miss Maudie, Calpurnia, Uncle , & Atticus). In a talk show format, have each character comment on Atticus's skill as a parent.

• Mayella Ewell: Victim or Criminal?

• Debate: With 15-20 minutes to prepare, students should be able to generate enough for a lively debate.

• Argumentative Paragraph: This paragraph can be a follow-up to the debate, or it can stand on its own.

• Maycomb Social Hierarcy: Have students draw a pyramid and place on it all of the social groups in Maycomb. Provide a rationale for each placement (and perhaps a quotation).

• Concept Attainment: Prejudice vs. Discrimination. Use the concept attainment method to help students distinguish between the two of these.

• Improv: Have groups of students improvise the dinner conversation at the Ewell's home during the court recess.

• Tableau: Have groups of students prepare tableaux of important scenes for review.

• Character Walk (as Boo Radley): This is a powerful exercise for helping students understand the debilitating impact of rumours and gossip. Students form two rows facing each other. These students represent the people of Maycomb and will repeat the rumours and gossip about Boo. Other students play the part of Boo Radley and walk between the lines of students, listening to the gossip. All students should have a turn to play both Boo Radley and the general public of Maycomb.

• Examining Style: Have students read and listen to Martin Luther King's "I Have a Dream" speech. Ask them to pick out anything that makes this a memorable speech. Introduce the concept of style as it applies to writing. Look at page 279 in To Kill a Mockingbird and talk about the style of writing used to express Scout's thoughts and memories.

SOME SUGGESTED READING STRATEGIES • Summarizing: Students summarize events as they read. Initially this might be every few pages. It

can also mean a verbal summary with a partner at the end of a chapter.

• Prediction: (a) Object prediction (b) Sort and Predict with vocabulary

• Guided Reading: Stop several times during oral reading to have students write a 2 sentence summary and to compose 1 question. Students can internalize this strategy and use it while reading silently.

• Key Words: List key words for the upcoming passage, define them with students and ask students to look for the words in that day's reading.

AFTER READING • E-zine: Students work in groups to create an electronic magazine on an issue linked to the novel.

To complete this project students will demonstrate computer use skills, research skills and literacy skills.

• Essay on the novel.

Mockingbird E-Zine In this project for To Kill a Mockingbird, students work in groups to create E-Zines related to the novel.

It is a great way to end your To Kill a Mockingbird unit.

Goal The goal of this project is for you to gain knowledge about a topic and to share’ that knowledge on the Internet.

Instructions 1. Form a group of 3.

2. Choose a topic for your e-zine (see the list below).

3. Learn how to evaluate websites (find useful and reliable information).

4. Decide the components of your e-zine.

5. Research your topic using electronic and print sources. Make notes and record your research reflections.

6. Prepare an individual bibliography.

7. Take responsibility for the various components of the e-zine. Each person must write at least one longer article.

8. Write and carefully edit your articles.

9. Create your e-zine and post it as a web page.

10. Presentation and viewing.

Topics • Racial discrimination

• Discrimination by age

• Parenting

• Issues involving the family

• Education

• Justice system -Young offenders

• Legal system -Then and Now

• Growing Up

• Establishing your own identity

• Poverty and the homeless

Required Components • Editorial (expresses your informed opinion)

• Feature article (reflects your research)

• Novel commentary (assesses how worthwhile the novel is in helping a reader understand your group’s issue)

Optional Components (select 3) o Original drawing or cartoon related to your issue

o Top Ten List

o Recommended movies on the topic (with a short annotation)

o Recommended songs on the topic (with a short annotation)

o Recommended reading on the topic (with a short annotation)

o Original poetry

o Published poetry

Where to Find It in To Kill a Mockingbird Page 24: Scout criticizes Walter Cunningham’s eating habits.

Page 30: Atticus tells Scout to “step into” others’ skin.

Page 33-35: Scout finds gum and pennies in the knot hole of the tree.

Page 38: Scout rolls into the Radley yard in a tire.

Page 40: The children act out Boo’s life.

Page 43-46: Miss Maudie tells Scout about Arthur Radley.

Page 48: The children try to pass Boo a note on a fishing pole.

Page 52-54: Children try to look in the Radley house at night.

Page 59-60: Jem and Scout find carved dolls in the tree

Page 61-62: Knot-hole is filled with cement.

Page 66-68: Jem and Scout build a snowman.

Page 69-71: Miss Maudie’s house burns down.

Page 71-72: Scout realizes Boo put a blanket around her.

Page 75-76: Atticus tells Scout why he is defending Tom Robinson.

Page 83-84: Scout fights with Francis.

Page 88: Atticus tells Jack about the case and says he hopes his children don’t catch Maycomb’s disease of racism.

Page 89: Scout believes Atticus is feeble.

It is a sin to kill a mockingbird.

Page 96: Atticus shoots the rabid dog.

Page 101: Mrs. Dubose ridicules Jem and Scout.

Page 103: Jem ruins Mrs. Dubose’s camellias.

Page 105-109: Jem reads to Mrs. Dubose.

Page 111-112: Atticus explains Mrs. Dubose’s courage.

Page 115: Jem starts to grow up. Page 118: Calpurnia takes Scout and Jem to church. Page 121: Scout learns about "linin"'. Page 126: Aunt Alexandra comes to stay for a while. Page 137: Aunt Alexandra tries to convince Atticus that they don't need Calpurnia anymore. Page 139: Scout finds Dill hiding under her bed. Page 149: Atticus goes downtown with the car, and the children don't know why. Page 151 : Jem, Scout and Dill go down to the jail late at night. Page 154: Scout successfully diffuses a dangerous situation outside the jail. Page 159: Miss Maudie explains that going to court is not for her.

Jem explains to Dill Dolphus Raymond's family situation. Page 164: The children sit upstairs with Reverend Sykes and the Negroes. Page 166: Mr. Heck Tate testifies in court.

Page 170: Mr. Bob Ewell testifies in court. Page 177: Atticus proves that Mr. Ewell is left-handed. Page 178: Mayella Ewell testifies. Page 181: Mayella Ewell tells the court that she won't answer any more questions if she's going to be mocked. Page 186: Tom Robinson stands up in court, and we learn that his left arm is totally useless. Page 190: Tom Robinson is called to testify. Page 195: Mr. Link Deas speaks out of turn in defense of Tom and is told to leave the court. Page 198: Dill gets extremely upset during the trial and Scout has to take him outside. Page 200: Mr. Dolphus Raymond gives Dill a drink from his paper bag. Page 202: Atticus gives his last speech before the jurors.

Calpurnia comes into the courthouse with a note for Atticus about the children's whereabouts. Page 207: Calpurnia marches the children home, lecturing all the way. Page 211 : The verdict of "guilty" is given.

Name

Research Notes

Source: _

_

I

IIII

IIII

II

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Ii

i

II

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Page # or Paragraph

NotesMain Idea

,

,

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Grading Criteria for Notes

5 Excellent

• Notes are paraphrased into clearly understood, legible statements • Includes informative background information and many significant details • Main ideas are meaningful; format is complete • Length: notes are thorough & extend well beyond the minimum length • Notes are paraphrased into clearly understood, legible statements • Includes informative background information and some significant details • Main ideas are meaningful; format is complete • Length: notes extend beyond the minimum length • Not~ are paraphrased • Includes background information and some details • Main ideas are included; format is complete • Length: notes meet the minimum length requirement • Notes may not be paraphrased • May be missing background information or details • Format may be incomplete • Lenqth: notes may not meet the minimum lenqth requirement • Plaqiarized: all or part of your notes match a classmate's notes

4 Good

3 Adequate

2/1 Unsatisfactory

0

I have a Dream - by Martin Luther King, Jr..

Delivered on the steps at the Lincoln Memorial in Washington D.C on August 28, 1963

Five score years ago, a great American, in whose symbolic shadow we stand signed the EmanCipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of captivity.

But one hundred years later, we must face the tragic fact that the Negro is still not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. So we have come here today to dramatize an appalling condition.

In a sense we have come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men would be guaranteed the inalienable rights of life, liberty, and the pursUit of happiness.

It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check which has come back marked "insufficient funds." But we refuse to believe that the bank of justice is bankrupt. We refuse. to believe that there are insufficient funds in the great vaults of opportunity of this nation. So we have come to cash this check -- a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to open the doors of opportunity to all of God's children. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood.

It woUld .be,fatal Jd/'the nation toooverlookthe urgency of the moment and to underestimate the dE7termiriation of 'the Negro. This'sweltering summer of the Negro's legitim~t:e.di~on;ent will not :. pass untU'there is'aninvigorating'autumn of freedom and equality. N.in~~~,~)ei~~tl,1ree is not an ;. end, buta beginning.Tho~who hope th~t the,Negro needed to bl~\N,~qff.~~am:;~pqwill :'3qWiP~ .:.'

.,T ;contentWiIl have a rude awakening 'if the nation returns to businessi!s, usual.p!ere will be n~itl:1er !'o, '{;',~,:';, rest n,or tranquility in America until the Negro is granted his citizenship rights.· TIW whirlwinds'qf:+; w, ,'~T;~l::r~volt wili continue .to.shake the foundations of our nation until the bright d~yof lustice,~merges.:~,'~.

t. ,J! ;J';'~'iBut there is something that I must say to my people who stand on tt:Jewarl1.1 Jhresh9~p 'iVh~~~J.~~ds :,'; :- into the palate of justice. In the process of gaining our rightful place \Ne"rrust notOe guilty of" ,

.. ;, wrongfiildeeds. Let us not seekto satisfy our thirst for freedom,by·dnnking fr9mthecF~pjof "'.' ',' ·...:,bittemess 'and hatred. . ;'~:. :: i"::.:

We m'ust forever conduct our struggle on the highpiane of dignity and discipline. We mu,st not; allow our creative protest to degenerate into physical violence. Again and again we must ri~~Q :!r~ majestic hei!jhts of meeting physical force with soul force. The mar:ve110u~,,n~w militancy wry;~h r~~h ." engulfe4tlileiNegro community must nQtdead' us to distrust of all whi~e p~(Jple, for,many of,Qur.?:.

white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny and their freedom is inextricably bound to our freedom. We cannot walk alone.

And as we walk, we, must make the pledge that we shall march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging In the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. [\Jo, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream.

I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow cells. Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive.

Go back to Mississippi, go back to Alabama, go back to Georgia, go back to louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. let us not wallow in the valley of despair.

I say to you today, my fiiends, that in spite of the difficulties and frustrations of the moment, I still have a dream. It is a dream deeply rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal. lI

I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at a table of brotherhood.

I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice. .

I have ~ dream that my four children will one day live in a nation where they will not be judged by the color of their skin butbythe content of their character.

I have a dream today..

I have a dream that one day the state of Alabama, whose governor's lips are presently dripping with the words ofinterposition and nullification, will be transformed into a situation where little black boys and black girlswill be able to join hands with little white boys and white girls and walk together as sisters and brothers. .

I have a dream today.

I have a dream that one day every valley shall be exalted, every hill and mountain sh,all be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the lord shall be revealed, and :all flesh shall'see it together.

This is our hope. This is the faith with which I return to the South. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knOWing that we will be free one day.

This will be the day when all of God's children will be able to sing with a new meaning, "My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim's pride, from every mountainside, let freedom ring."

And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania!

.Let freedom ring from the snow-capped Rockies of Colorado!

Let freedom ring from the curvaceous peaks of California!

But not only that; let freedom ring from Stone Mountain of Georgia!

Let freedom ring from Lookout Mountain of Tennessee!

Let freedom ring from every hill and every molehill of Mississippi. From every m

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TKMB Lesson Plansenglishunitplans.com/wp-content/uploads/2014/01/To-Kill... · 2016. 5. 19. · • Begin reading To Kill a Mockingbird (TKMB) aloud to the class. • Finish chapter