To Kill a Mockingbird Quiz 1 (Chs. 1-5) Name: 1) Who is ... · Culminating task(s) Symbol presentations (or other selected tasks) Reading schedule 1. Chapters 1-5 2. Chapters 6-9

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To Kill a Mockingbird Quiz 1 (Chs. 1-5) Name: _________________________

1) Who is narrating (telling the story)?

A. Scout

B. Jem

C. Atticus

D. Unknown

E. A reporter

2) What does Atticus (Scout and Jem’s

father) do for a living?

A. Farmer

B. Lawyer

C. Store owner

D. He “buys cotton.”

3) Scout, Jem, and Dill like to pass time…

A. Playing sports.

B. Building forts and castles.

C. Training animals.

D. Playing board games and card

games.

E. Acting out stories.

4) Boo Radley is infamous (famous for a

bad reason) for…

A. Stabbing his father with scissors.

B. Crashing a car into the pharmacy.

C. Leaving his pregnant wife.

D. Voting Republican.

E. Assaulting African Americans on the

street.

5) Dill dares Jem to…

A. Cut Scout’s hair.

B. Touch the Radley house.

C. Kiss Amelia Jenkins.

D. Punch him as hard as he can.

E. Steal Miss Caroline’s figurines.

6) Miss Caroline is angry when she

discovers that Scout…

A. Stole from the donation plate.

B. Has been hiding in the broom closet.

C. Has been reading on her own.

D. Has been passing notes in class.

7) Mr. Cunningham is paying Atticus by…

A. Giving him fifty cents a month.

B. Fixing his car for him.

C. Giving him farm produce.

D. Trick question! He refuses to pay him

back.

8) Where does Scout discover the hidden

goodies?

A. In a school locker

B. In a tree

C. At the bottom of the swimming hole

D. In Atticus’ desk

E. Buried in the flour sack

9) Scout ends up on the Radley property

when…

A. Trick question! She never goes on

the Radley property.

B. She falls on to it by accident.

C. She goes there to try to make a sale.

D. Her father forces her to apologize.

10) When Scout has a conflict with

someone, her first impulse is to…

A. Surrender and do what they want.

B. Run away and tell Calpurnia or

Atticus.

C. Fight.

D. Try to work out an agreement.


To Kill a Mockingbird Quiz 1 (Chs. 1-5) Name: __________________________


A. Scout

B. Jem

C. Atticus

D. Unknown

E. A reporter

2) What does Atticus (Scout and Jem’s father) do for a living?

A. Farmer

B. Lawyer

C. Store owner



A. Playing sports.



D. Playing board games and card games.


4) Boo Radley is infamous (famous for a bad reason) for…





E. Assaulting African Americans on the street.







6) Miss Caroline is angry when she discovers that Scout…






To Kill a Mockingbird Quiz 1 (Chs. 1-5) Name: _________________________


A. Scout

B. Jem

C. Atticus

D. Unknown

E. A reporter

2) What does Atticus (Scout and Jem’s

father) do for a living?

A. Farmer

B. Lawyer

C. Store owner



A. Playing sports.



D. Playing board games and card

games.


4) Boo Radley is infamous (famous for a

bad reason) for…





E. Assaulting African Americans on the

street.







6) Miss Caroline is angry when she

discovers that Scout…





7) Mr. Cunningham is paying Atticus by…

A. Giving him fifty cents a month.

B. Fixing his car for him.

C. Giving him farm produce.

D. Trick question! He refuses to pay him

back.

8) Where does Scout discover the hidden

goodies?

A. In a school locker

B. In a tree

C. At the bottom of the swimming hole

D. In Atticus’ desk

E. Buried in the flour sack

9) Scout ends up on the Radley property

when…

A. Trick question! She never goes on

the Radley property.

B. She falls on to it by accident.

C. She goes there to try to make a sale.

D. Her father forces her to apologize.

10) When Scout has a conflict with

someone, her first impulse is to…

A. Surrender and do what they want.

B. Run away and tell Calpurnia or

Atticus.

C. Fight.

D. Try to work out an agreement.

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Table of Contents

Pre-reading for To Kill a Mockingbird

● It’s NOT about Birds! (anticipation guide)

● Who Is Jim Crow?

● A New Point of View (personal essay)

● When an Apple Isn’t an Apple (symbolism)

4

6

8

10

Reading 1 (Chapters 1-5)

● Building Character

● One Form of Courage

● Setting and Mood (word choice)

● Discussion Questions (Chapters 1-5)

11

13

14

15


● The True Boo

● Atticus’ Guide to Parenting

● Dialect in Dialogue (skit)


19

20

21

22


● Atticus v. Maycomb

● 1930s America Gallery

● Symbol Poems


26

27

29

30


● Closing Arguments I (composition)

● Closing Arguments II (delivery)

● Lee’s Style


35

37

38

39

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● Trial on Trial

● The Scottsboro Affair (analyze bias)

● Writing with Imagery

● Discussion Questions (Chapter 19-23)

43

44

47

48


● Lee’s Themes

● Beyond the Mockingbird (symbolism)

● It’s Complicated (plot structure diagram)


53

55

57

59

Bonus lessons

● The Suspense is Killing Me!

● To Kill a Mockingbird in Context (timeline)

● Hypocrites! (group skit)

64

66

67

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To Kill a Mockingbird Pre-reading: It’s NOT about Birds!

Lesson: It’s NOT about Birds! (anticipation guide)

Key standard: SL1 Comprehension and Collaboration (discussion) SL9-10.1 “Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.”

Into: Some people feel that reading fiction (made-up stories) is a waste of time. What do you think? What might a reader gain from a fictional portrayal? If you think reading fiction is pointless, explain your view.

Through: Introduce the To Kill a Mockingbird unit by explaining... Unit goals

● Analyze theme development (especially symbols) ● Explain the author’s use of point of view ● Describe how authors craft characters (characterization) ● Recognize structural elements and effects (e.g., suspense) ● Cite textual evidence in order to support analysis

Culminating task(s)

● Symbol presentations (or other selected tasks) Reading schedule

1. Chapters 1-5 2. Chapters 6-9 3. Chapters 10-14 4. Chapters 15-18 5. Chapters 19-23 6. Chapters 24-31

Available support: Encourage students to come see you if they are struggling with the readings. Support might include chapter summaries, learning support services, video aids, audio readings, a reading group, or modified assessments. Sensitive content: Be clear on how you expect students to navigate these issues.

● Accusations of sexual assault ● Racist stereotypes, attitudes, and slurs ● Implications of sexual abuse ● Violence (a shooting death and a stabbing death) ● Sexist attitudes and slurs ● Mild cursing and harsh language

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Divide students into small groups to respond to the anticipation guide. The statements on this handout relate to the themes (messages about life) in the novel.

1) Respond to each statement on your own. 2) Share and discuss your responses in your group. 3) Choose one of your group discussions to share with the class.

To Kill a Mockingbird Anticipation Guide (PDF)

Note: The anticipation guide is two pages. If time is short, you can focus on the first page as it contains the most important theme subjects.

Beyond: Based on today’s discussion, make some wild guesses about what To Kill a Mockingbird is all about. (Hint: It is NOT about birds!) Which of the discussion statements interested you the most? Explain.

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An Event That Changed My View (personal essay) Name: _________________________________

Our experiences often shape the way that we see the world. Write a personal essay about a situation or event that changed your point of view in an important way. Make sure to develop your ideas with relevant details (facts, quotations, descriptions, definitions, comparisons, and examples).

Brainstorm topics: What events or time periods from your life suit this topic?

1)

2)

3)

4)

(Circle your final choice.)

Develop your topic: What are the details that will help you explain? (Facts, quotations, descriptions, definitions, comparisons, and examples)

Essay Plan: How will you organize your ideas into body paragraphs?

Main idea for the whole essay (for your introduction and conclusion)

Body paragraph 1 focuses on... Body paragraph 2 focuses on... Body paragraph 3 focuses on...

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Discussion questions (Chapters 1-5)

1. Who was Simon Finch? Why does the narrator take the time to describe her family’s history in Alabama?

2. Who is telling the story? Why is the point of view important in the telling? 3. What about the Radleys make them unusual in Maycomb? 4. What are some of the clues regarding the racism in Maycomb? 5. Describe Scout’s complicated relationship with Calpurnia. 6. What word would you use describe Miss Caroline’s first day as a teacher? Use details from the reading to support your choice. 7. Why won’t Walter Cunningham allow the teacher to buy him lunch? What can be said about his character? 8. Why do you think Scout and Jem call their father by his first name?

9. What does Scout think of school? Do you agree with her views? 10. Why do you think Jem and Dill are so determined to see Boo Radley? 11. If racism and sexism were not an issue, would you want to grow up in small town like the one described in the novel? 12. What do you think is the truth about Arthur Radley? 13. Lee starts the book with a quote: “Lawyers, I suppose, were children once.” What might be the importance of this quote? 14. Find the Chapter 1 excerpt that begins with, “Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather…” How does Lee use her words to create a mood? 15. Lee often uses humor in the telling of To Kill a Mockingbird. Explain one example of Lee’s humor from the reading. 16. How do people talk in Maycomb? Find three examples to share and explain.

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Key excerpts (Chapters 1-5)

Chapter 1

“When my father was admitted to the bar he returned to Maycomb and began his practice… but they were Haverfords, in Maycomb County a name synonymous with jackass.”

Theme subject: lineage and family This is the first example of the belief that family history - to a large extent - is destiny. Even the narrator supports the idea that family history denotes one’s quality.

“Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned to red slop… Maycomb County had recently been told that it had nothing to fear but fear itself.”

Setting Word choice (mood) Lee’s word choice creates the imagery and mood of the sleepy, old town. She also establishes the time period as that of The Great Depression.

“Inside the house lived a malevolent phantom. People said he existed, but Jem and I had never seen him. People said he went out at night when the moon was down, and peeped in windows. When people’s azaleas froze in a cold snap, it was because…”

Word choice (imagery) The Radley place is dilapidated and inspires the kids’ imaginations. Scout’s imagination runs wild with visions of Boo Radley.

“‘Dill, you have to think about these things,’ Jem said. ‘Lemme think a minute… it’s sort of like making a turtle come out…’ ‘How’s that?’ asked Dill. ‘Strike a match under him.’”

Theme subject: harming the harmless This is the first example of Lee developing her main theme regarding the harming of innocent beings. The kids argue about whether a turtle’s feelings are worth considering.

Chapter 2

“I suppose she chose me because she knew my name; as I read the alphabet a faint line appeared between her eyebrows, and after making me read most of My First Reader and the stock-market quotations from the Mobile Register…”

Theme subject: schooling Lee develops her theme on the value of formal education. Lee questions the value of schooling using Scout’s misguided teacher who seeks to limit Scout’s progress.

“Calpurnia was to blame for this. It kept me from driving her crazy on rainy days, I guess. She would set me a writing task by scrawling the alphabet firmly across the top of a tablet, then copying out a chapter of the Bible beneath. If I reproduced her penmanship…”

Characterization: Calpurnia It is clear to anyone other than Scout that Calpurnia is much more than a cook. In many ways Calpurnia is a surrogate mother to Scout and Jem.

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To Kill a Mockingbird Reading 2: The True Boo Chapters 6-9

Lesson: The True Boo

Key standard: RL2 Key Ideas and Details (theme development) RL9-10.2 “Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.”

Into: The message of a narrative (any story) is called the theme. A long text might have many themes. A theme is always expressed in a complete sentence. Theme: Love stinks. (This is a complete sentence.) Theme subject: Love (This is not a sentence.) Brainstorm all the theme subjects that are developing in To Kill a Mockingbird. Chart student responses.

● Racism ● Growing up ● Gender ● Perceptions ● Schooling ● Innocence

● Lineage and family ● Courage ● Religion / morality ● Family ● Tolerance and

understanding

Through: This reading develops a plot surrounding the true nature of Boo Radley. We unravel the mystery of Boo Radley along with the kids. What theme does Lee develop in this episode? (Jem’s point of view on the events is especially important.)

The True Boo Handout (PDF)

Students create a chart that compares Boo Radley perceptions vs. Boo Radley reality. This chart may be completed individually or in collaborative groups. Decide if you want the students to simply identify the events or to include citations. After collecting the evidence, students should be able to identify the theme.

Beyond: What theme has Harper Lee developed about perceptions? Summarize how she uses the plot surrounding Boo Radley to develop this theme.

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Lesson: 1930s America Gallery

Key standard: SL4 Presentation of Knowledge and Ideas (present findings) SL9-10.4 “Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.”

Into: Scout and Jem are growing up in a small town in Alabama in the 1930s. What aspects of their lives are the most different from your own experiences? What aspects are similar? Discuss responses as a class.

Through: Your group will present one image from the 1930s America Gallery to the class. You will conduct outside research in order to gain expertise.

1930s America Gallery PDF (to print or project)

Note: All gallery images are Public Domain. 1930s America Gallery topics:

1. Jim Crow Laws (1870-1965) 2. Separate but Equal (1896) 3. The 19th Amendment (1920) 4. Prohibition (1920-1933) 5. The Wall Street Crash (1929) 6. The Great Depression (1929-1933)

7. Hooverville (1929-1933) 8. Gender in Pop Culture (1930s) 9. The rise of the Nazi Party (1931) 10. The Scottsboro Boys (1931) 11. The Ku Klux Klan (1865-present) 12. The New Deal (1933-1939)

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Lesson: The Scottsboro Affair (analyze bias)

Key standard: RI6 Craft and Structure (point of view) RI.9-10.6 “Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.”

Into: When you are reading online, in a newspaper, or in a textbook, how do you know if the source is being even-handed or fair? How can you tell that a source is biased? (Bias: prejudice; favoring one person or point of view more than others.)

Through: Harper Lee wrote To Kill a Mockingbird in 1960, in the heat of the Civil Rights Movement, but her story takes place decades earlier. The events of the Tom Robinson trial closely resemble the events of a real, famous case from 1931 known as the Scottsboro Affair. The Scottsboro Boys, as they came to be known, were nine African American youths accused of raping two white women in Alabama. Despite a dearth of evidence, eight of the defendants were found guilty and sentenced to death. Protests, retrials, supreme court rulings, and decades of controversy followed. “The Scottsboro Boys” (8 minutes) explanation by Professor Carol Anderson “March 26, 1931 - ‘Scottsboro Boys’ Falsely Accused of Rape” (3 minutes) video from Equal Justice Initiative “The Scottsboro Affair” (6 pages) article from Facing History and Ourselves. We will look at primary documents from the time period of the Scottsboro Affair. As you read the two excerpts from the Huntsville Times, analyze…

● Audience ● Purpose ● Point of view ● Word choice (especially charged words and tone) ● Content

○ What information is emphasized or exaggerated? ○ What information is minimized or even ignored?

● Bias (Reach a conclusion.) Note: If you are interested in conducting a comparison of the Scottsboro trial and Lee’s fictional trial, excellent resources can be found through Edsitement.

Beyond: As consumers of information, why is it important that we be mindful of point of view, purpose, and audience? What are some of the ways that we can be misled? How can misinformation lead to injustice?

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Lesson: Beyond the Mockingbird (symbolism)

Key standard: RL2 Main Ideas and Details (theme) RL9-10.2 “Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.”

Into: SYMBOLISM DRILL! Choose four examples from the list and offer an idea about what each might represent in a creative work. Be creative!

1. An abandoned silver mine 2. An ancient tree 3. A newborn lamb 4. A pair of worn-out gloves 5. A perfect spot to watch the sunrise

6. A homemade birdhouse 7. An orderly greenhouse 8. A broken violin 9. A tiny sailboat 10. An old action figure still in its package

What objects, places, events, or people in To Kill a Mockingbird might be symbolic?

Through: Harper Lee uses symbols to develop her themes. Each group is to choose one symbolic element from the list and present analysis on its development.

Birds Tip: Go beyond mockingbirds; make sure to discuss finches and robins as well.

Animals (not birds)

Tip: Look for examples focused on turtles, dogs, and insects. Pay attention to the description of Helen Robinson upon receiving the terrible news about Tom.

Flowers Tip: The flowers of Miss Maudie, Mayella Ewell, and Mrs. Dubose are connected.

Buildings Tip: Lee assigns meaning to the Radley home, the town jail, and the courthouse. The fact that the courthouse and the jail seem out-of-place is important.

Seasons Tip: Pay special attention to Scout’s observations from Boo’s porch (toward the very end).

The Radley tree Tip: Pay attention to the description of the tree’s roots.

Scout’s overalls Tip: What does Aunt Alexandra do with them after the attack?

Superstitions Tip: What do the kids say about “haints” and “hot-steams” later in the novel?

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Note: Decide how extensively students must use textual evidence. This presentation could work at varying levels of formality. Your presentation must include…

● Relevant textual evidence with analysis

● An explanation of how Lee creates the symbolism

● The connection between the symbol and a theme

Speaking and Listening (SL9-10.6)

Practice delivering your presentation in a professional manner:

● Posture (standing up straight and not fidgeting)

● Movement (engaging eye contact and gestures)

● Voice (clear, paced, and with inflection)

● Tone (formal vocabulary and phrasing)

● Explanation (Do not read off the screen or board. The text is a list of concepts and

details that you will explain, not a script. Expand on the key terms, phrases, and

visuals with your expert knowledge.)

Beyond: Does symbolism have an impact on you as a reader or is it wasted effort? Explain your answer. Which symbol from To Kill a Mockingbird is most impactful to you as a reader? Explain your choice. Create an outline for a short story that includes a symbol. Briefly outline the characters, setting, plot, theme, and symbol.

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Lesson: It’s Complicated (plot structure diagram)

Key standard: RL5 Craft and Structure (plot structure) RL.9-10.5 “Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.”

Into: Identify narratives that include subplots, parallel plots, or episodes (i.e., stories within the story). Examples: The Odyssey, Orlando, comic books, TV shows, The Twelve Labors of Hercules, Moll Flanders, The Adventures of Tom Sawyer, The Phantom Tollbooth...

Through: Brainstorm all the plots (big stories and little stories) in To Kill a Mockingbird. All of the stories follow the narrative structure to some degree - otherwise, they are not stories. Review basic narrative structure as necessary. To Kill a Mockingbird’s structure is complex as there are parallel main plots and episodic subplots. There are the main plots (“Meeting Boo Radley” and “Tom Robinson’s Trial”) and a bunch of episodes along the way. Sometimes, even the subplots have little subplots.

Group task: 1) Choose one plot to diagram. 2) Create a large plot map for the selection. 3) List (on the back) the connections between this plot and the other plots. 4) Add to the display of all the plots (in chronological order) on the wall. (A wide timeline

numbered 1-31 will help.) 5) Show the plot duration (which chapters) and the plot connections using lines, string,

arrows, post-its, or what have you.

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One student or group could make a diagram of the broadest plot: “Why Jem’s Arms Are Uneven” or “Growing Up in Maycomb”. The end goal is for the class to create a huge (and convoluted) diagram on the wall that shows the structure of the novel. Plots to diagram:

● “Why Jem’s Arms Are Uneven” or “Growing Up in Maycomb”

● “The Trial of Tom Robinson”

● “The Quest to Meet Boo Radley”

● “An Unusual Boy” or “Young Boo Radley”

● “The Failed Lynching”

● “Mrs. Dubose’s flowers”

● “The Return of One-shot Finch”

● “What Happened that Day” or “Tom Robinson's Testimony”

● “Jem Loses His Pants”

● “Aunt Alexandra Comes to Stay”

● “Miss Caroline's Bad Day”

● “Visiting Calpurnia's Church”

● “Dill Harris Runs Away”

● “The Confessions of Dolphus Raymond” or “The Drunk Who Didn’t Drink”

● “Scout Tries to be Lady”

● “Scout’s Big Scene” or “On Being a Ham”

● “Uncle Jack Learns a Lesson”

● “The Morphodite” or “Building a Snowperson”

● “Scout Learns about School”

Note: The plots toward the top are the most important to include.

Beyond: Explain how one or more of the plots are connected. What is the impact of these connections? (In other words, why does Lee connect the stories?) The overarching plot might be titled “Growing Up in Maycomb”. Choose three of the subplots and explain what they have to do with growing up. What is the overall effect of Lee’s complicated structure? Why does she have all these plots weaving around and through one another?

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Lesson: To Kill a Mockingbird in Context (timeline)

Key standard: RL9 Integration of Knowledge and Ideas RL7-8.9 “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.”

Into: What do you think Lee wanted to accomplish in writing To Kill a Mockingbird? Of course, she may have had many reasons.

Through: Lee wanted to entertain readers and be compensated ($$$), but she may have had larger goals. Afterall, she published in the midst of the Civil Rights Movement. To think about how this work of fiction relates to real history, you will create a timeline of key terms and events. You must sort the terms in chronological order from earliest to latest. Include the fictional events of To Kill a Mockingbird (1933-1935) and the publication of To Kill a Mockingbird (1960) in your timeline.

To Kill a Mockingbird Context Handout (PDF)

Beyond: How does Harper Lee mimic real-life events in To Kill a Mockingbird? Why does she create these similarities? Think about the people reading To Kill a Mockingbird for the first time in 1960. How do you think they reacted to the novel?

Analyze Word Choice Name: ___________________________________

An author’s style is largely determined by word choice. Authors choose each word carefully to achieve the

intended effect. Whether it is silly rhymes or creepy comparisons, you are talking about word choice.

Word Choice Elements

● Figurative language: metaphor, personification, simile, hyperbole, understatement, idiom, etc. ● Connotations: the words’ feelings and associations; “father” has a different feeling than “daddy” ● Sound devices: rhythm, rhyme, onomatopoeia, alliteration, etc. ● Sense of time and place: dialogue, dialect, allusions, and references ● Tone: the narrator or speaker’s attitude toward the subject including the level of formality ● Mood: the feeling the author wants to create for the reader

Word choice in the text (quote and page number)

Word choice element (from the list above)

Analysis (Explain the element and its effect.)

________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________

Symbol Poem Analysis Name: ___________________________________

A symbol in literature is a person, place, object, or event that contains additional layers of meaning. For

example, a rotten apple in a story might represent a character and their festering hatred. Read a famous

symbol poem in order to perform analysis.

Title _____________________________________________________

Author _____________________________________________________

Speaker Who or what is speaking the poem?

Theme or feeling

_____________________________________________________ _____________________________________________________ _____________________________________________________

Tone

What is the speaker’s attitude toward the subject?

_____________________________________________________ _____________________________________________________

Mood

What feeling is created for the reader?

_____________________________________________________ _____________________________________________________

Symbol

What element has additional layers of meaning? Explain.

_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

Bonus element*

_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

*Other literary elements often found in poetry include… Imagery: descriptions that help the reader imagine with their senses Figurative language: metaphor, simile, hyperbole, synecdoche, personification, idiom, etc. Sound devices: rhythm, rhyme, alliteration, onomatopoeia, repetition, etc. Allusions: subtle references to famous ideas or examples (especially from literature)

Writing Argument Name _____________________________________ When composing an argument, name-calling, repeating yourself, circular reasoning, or other logical fallacies are ineffective. To an intelligent reader, thoughtful appeals and clear evidence are key. Concentrate on organizing claims, developing reasons/appeals, making transitions, keeping an appropriate style, and concluding with authority.

Aristotle determined that all persuasive appeals fall into one of three types:

Logos: A logical appeal. Based on Sound and Reasonable Thought.

Pathos: An appeal to emotions. Anger, Sadness, and Affection Can Persuade.

Ethos: Moral expertise and knowledge. Determining Right and Wrong.

Prewriting

Topic

Position statement

What position are you arguing?

Audience

Whom are you trying to persuade?

Main reasons/appeals and key evidence

(may require research)

Organizing: Your position statement must be supported by claims, reasons, and evidence. The organizer has room for three main reasons or points, but you may have more than three.

Claim

The first witness might be mistaken

about what they saw.

Reason/appeal

The witness' timeline of the events does not

make sense.

(logical appeal)

EvidenceThe witness saw the accused robbers enter the

store when he started his breakfast.

EvidenceThe witness states that when his grits were ready

he saw the defendants leaving the store.

EvidenceCooking grits takes him 15 minutes every day,

so the timeline of five minutes is impossible.

Style and tone What tone is appropriate?

Transitions

What words might you use to make connections or transitions?

Concluding statement

How can you end with authority?

Claim Reason/appeal

Evidence

Evidence

Evidence

Claim Reason/appeal

Evidence

Evidence

Evidence

Claim Reason/appeal

Evidence

Evidence

Evidence

To Kill a Mockingbird Projects and Assignments Table of Contents

Culminating Tasks

● Beyond the Mockingbird: Symbol Presentations ● Scout’s Point of View ● It’s Complicated (plot diagrams) ● Themes of To Kill a Mockingbird ● Truth and Fiction ● Analyze Symbolism in an Unfamiliar Text ● Lee’s Style (word choice) ● Parts, Plots, and Episodes (structure essay) ● Hypocrisy in Maycomb: Point of View and Irony ● Foreshadowing in To Kill a Mockingbird

2 4 5 6 8 9 10 11 12 14

Extension Tasks

Creative Writing ● The Lost Chapter ● Symbolism Narrative ● Writing Dialogue ● Point of View Shift ● Imagery in Writing

Performance / Exhibition

● Primary Source Gallery ● Free Robinson Campaign ● Free Robinson Speech ● To Kill a Monologue ● TKM Artwork (exhibition)

Argument

● Is To Kill a Mockingbird Overrated? (class debate) ● Hypocrisy Editorial ● Does the Jury System Work?

Research / informative

● To Kill a Mockingbird in Context (research report) ● Comparing Mockingbirds ● Studies of Courage ● Famous Court Cases (presentation) ● Growing Up (personal essay)

15 16 17 19 21 22 23 24 25 26 27 28 29 30 31 33 34 36

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Beyond the Mockingbird: Symbol Presentations Harper Lee uses symbols like the mockingbird to develop her themes. Choose one symbolic element from To Kill a Mockingbird in order to perform analysis and present your findings to the class. Explain how Lee attaches meaning to the symbol and how the symbol develops a theme.

Goals

RL2: Analyze how specific details (symbols) develop a theme. RL1: Cite strong textual evidence to support ideas. SL4: (Presentation of Knowledge and Ideas) Organize your ideas and supporting evidence in a clear, logical way.

Instructions:

1) Choose a symbol.

Birds Tip: Go beyond mockingbirds; make sure to discuss Finches and robins as well.

Animals (not birds)

Tip: Look for examples focused on turtles, dogs, and insects. Pay attention to the description of Helen Robinson upon receiving the terrible news about her husband.

Flowers Tip: The flowers of Miss Maudie, Mayella Ewell, and Mrs. Dubose are connected as symbols. What theme or themes do they express?

Buildings Tip: Lee assigns meaning to the Radley home, the town jail, and the courthouse. The fact that the courthouse and the jail seem out-of-place is important.

Seasons Tip: Pay special attention to Scout’s observations from Boo’s porch (toward the very end).

The Radley tree Tip: Pay attention to the description of the tree’s roots.

Scout’s overalls Tip: What does Aunt Alexandra do with them after the attack?

Superstitions Tip: What do the kids say about “haints” and “hot-steams” later in the novel?

2) Collect textual evidence. Find the best quotes from the novel that connect to your symbol. Record your findings and make sure to write down the page number.

ANALYZE TEXTUAL EVIDENCE HANDOUT

3) Reach a conclusion. Form the main idea of your presentation. What does the symbol represent? How is meaning attached? To what theme (message) does the symbol connect?

It’s Complicated (plot diagrams) To Kill a Mockingbird’s structure is complex as there are parallel main plots and episodic subplots. There are the main plots (“Meeting Boo Radley” and “Tom Robinson’s Trial”) and many plots along the way. We will work in groups to diagram specific plots. Then we will work as a class to create a massive diagram of how the plots come together.

Goals:

RL5: Analyze the author’s use of structure (parallel plots and subplots). SL1A: Prepare material for collaboration. SL5: Use media (diagrams) to present and enhance understanding.

Instructions:

1) Choose one plot from To Kill a Mockingbird to diagram. ● “Why Jem’s Arms Are Uneven” or

“Growing Up in Maycomb” ● “The Trial of Tom Robinson” ● “The Quest to Meet Boo Radley” ● “An Unusual Boy” or

“Young Boo Radley” ● “The Failed Lynching” ● “Mrs. Dubose’s flowers” ● “The Return of One-shot Finch” ● “What Happened that Day” or

“Tom Robinson's Testimony” ● “Jem Loses His Pants” ● “Aunt Alexandra Comes to Stay”

● “Miss Caroline's Bad Day” ● “Visiting Calpurnia's Church” ● “Dill Harris Runs Away” ● “The Confessions of Dolphus

Raymond” or “The Drunk Who Didn’t Drink”

● “Scout Tries to be Lady” ● “Scout’s Big Scene” or

“On Being a Bad Ham” ● “Uncle Jack Learns a Lesson” ● “The Morphodite” or

“Building a Snowman” ● “Scout Learns about School”

2) Create a large plot map for the selection. 3) List the connections (on the back) between this plot and the other plots. 4) Add to the display of all the plots (in chronological order) on the wall.

Note: A wide timeline numbered 1-31 to represent the chapters will help. 5) Show the plot duration and the plot connections using lines, string, arrows, post-its, check

marks, or whatever works for you.

6) Reflect on the results: What is the overall effect of Lee’s complicated structure? Why does she have all these plots weaving around and through one another? Which plots connect to themes on growing up?

Hypocrisy in Maycomb:

Point of View and Irony

Harper Lee uses Scout's point of view to show the ironies of Maycomb. Through her eyes we see how hypocritical people can be.

Irony: When the reality is the opposite of what is expected or appropriate.

Hypocrisy: When the behavior of a person or group is contrary to their supposed or stated principles.

Use examples of irony in To Kill a Mockingbird to explain how Lee uses the different points of view to express a message (theme). (Whenever someone is hypocritical it is ironic.) Choose three or more examples to examine the irony, the points of view, and the message. Example:

Hypocrisy Miss Gates’ POV Scout’s POV Reader POV Theme

Miss Gates opposes prejudice in Nazi Germany but supports it in Maycomb.

There is no connection between prejudice in Nazi Germany and how people are treated in Maycomb.

I cannot understand why prejudice in Maycomb is accepted.

There is a connection between the forms of prejudice. Miss Gates is being hypocritical.

People are blinded by the prejudices in their own lives.

Goals:

RL6: Analyze how the author uses point of view. RL2: Analyze how the author develops a theme. W2E: Write informative compositions with a formal style and objective tone.

Instructions:

1) Choose examples of irony that you might write about in your essay body:

❏ The celebration of Africa (Egypt) in a segregated, all-white school.

❏ The justice system (that does not care about justice)

❏ The teacher who disapproves of reading at home

❏ The Missionary Society (that supports oppression in their own community)

❏ White people feeling threatened after the trial

❏ Dill the clown (who laughs at the audience)

❏ Atticus' reelection (despite popular disapproval)

Photo by Tom Woodward, Creative Commons

Writing Dialogue Harper Lee is a master of writing dialogue. The way her characters express themselves makes their personalities and motivations come to life. The dialect they use creates a sense of time and place. Write an original narrative that includes dialogue. Your story could be from your own life or pure imagination. Remember that dialogue is the focus. You also need to demonstrate the writing process.

Goals:

W3: Write narratives to develop real or imagined experiences. W3B: Use effective narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W5: Revise compositions using the writing process.

Instructions:

Brainstorm ideas for a story. (Tip: A story about a man who is mute and is trapped on a desert island is a poor choice.) Plan your narrative.

Literary elements

Conflict:

Main character(s): (Think about their motivations.)

Plot: Inciting incident: Rising actions: Climax: Falling actions: Resolution:

Point of view: (Who is narrating the story?)

Theme: (What is the message about life?)

Pixabay image by StockSnap

Primary Source Gallery Harper Lee wrote To Kill a Mockingbird during the Civil Rights Movement, but her story takes place decades earlier. To understand the historical context of To Kill a Mockingbird one must think about America in the 1930s and in the 1950s-1960s. Choose a topic related to the historical context of the novel and curate a gallery of primary sources. SL2: Integrate multiple sources of information presented in diverse media or formats. SL5: Make strategic use of media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding. W7: Conduct a research project to synthesize multiple sources on the subject and demonstrate understanding of the subject under investigation. 1) Choose an historical context topic to explore.

1930s 1950s-1960s

● Jim Crow Laws (1870-1965) ● “Separate but Equal” (1896) ● The 19th Amendment ● Prohibition (1920-1933) ● The Great Depression (1929-1933) ● Women in Pop Culture (1930s) ● The rise of the Nazi Party ● The Scottsboro Affair (1931) ● Senator Hattie Wyatt Caraway (1932) ● Amelia Earhart (1897-1937) ● The New Deal (1933-1939) ● Eleanor Roosevelt ● The Ku Klux Klan (1865-present) ● Other: _________________________

● Executive Order 9981 (1948) ● Women in Pop Culture (1950s) ● Montgomery Bus Boycott (1955) ● The Vietnam War (1955-1975) ● The Southern Manifesto (1956) ● The Little Rock Nine (1957) ● Greensboro Sit-ins (1960) ● Freedom Rides (1961) ● Bloody Sunday (1965) ● Working mothers (a huge increase) ● Income Inequality ● The Cold War ● Voting Rights Bill (1965) ● Other: _________________________

2) Discover primary sources to share. What is a primary source? A primary source is an artifact, document, recording, or any other source of information that was created at the time under study. Photographs, prints, video, and newspaper clips can all be primary sources if they originate at the time and place being studied. 3) Present a gallery of your primary sources to the class. For each primary source explain…

● What is shown / what can be learned ● The original purpose ● Connections to To Kill a Mockingbird

Public Domain image from Wikimedia

Free Robinson Campaign

Imagine that Tom Robinson is alive and in prison. Create a media campaign to fight for his freedom.

Use various persuasive methods and media to convince leaders and/or the public that justice must be served. You may use biased / unfair approaches also. Make your approach appropriate for the task and audience. W10: Practice writing for a range of tasks. SL6: Adapt speech to a variety of contexts and tasks. SL5: Make strategic use of media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Instructions:

1) Think about persuasive methods that you might use.

Persuasive appeals: Logos: A logical appeal. Based on sound and reasonable thought. Pathos: An appeal to emotions. Anger, sadness, affection, etc. can persuade. Ethos: Moral expertise and knowledge. Determining right and wrong.

Unfair / biased reasoning:

❏ Bandwagon

❏ Testimonial

❏ Plain folks

❏ Transfer

❏ Name-calling

❏ Fear

❏ Charged words

❏ Ad hominem

❏ The straw man

❏ False dichotomy

❏ The Slippery slope

❏ Circular Reasoning

❏ Red Herring

❏ Glittering generalities

2) Outline your campaign.

Purpose

Audience(s) (You might address different targets in your campaign.)

Approach(es)

Call to action (What do you want the listener/viewer to do?)

Media (at least 2)

❏ Speech

❏ Radio spot

❏ TV spot

❏ Artwork

❏ Article

❏ Flyer

❏ Poster

❏ Protest sign

❏ Website

❏ Social media post

❏ T-shirt or button

❏ Other: _________

3) Create the media for your campaign and be ready to present your proposal.

Promotional photo from Universal Pictures

TKM Artwork (exhibition)

Create an original work of art (sketch, collage, graphic design,

painting, sculpture, etc.) inspired by To Kill a Mockingbird.

Choose one or more elements from the novel (a theme, image,

symbol, allusion, character, mood, or event) to explore in art.

You will be graded on your ideas and explanations (not your

artistic abilities). Make sure to compare your work to the original

novel and use precise language and terminology.

Goals:

RL7: Compare works to analyze interpretation. W2D: Use precise language and domain-specific vocabulary.

VA:Re8.1.Ia: Analyze art through specific details.

Instructions:

1) Brainstorm ideas for the subject. Which elements of the novel will you explore artistically? For example, the artist behind the original movie poster focused on childhood, destruction of innocence, and the character Atticus. The composition appears to be a haphazard collection, much like the structure of the original novel. 2) Consider meaning and treatment. What medium will you use? What feelings or themes will you communicate? How will your composition emphasize or modify the original element or meaning? Art terms and considerations:

● Subject (what is being portrayed) ● Medium (materials and techniques) ● Emphasis (what aspects are the main foci and how a viewer knows) ● Tone (the artist's attitude toward the subject) ● Mood (the feeling created for the viewer) ● Feeling or theme (what the artist wants to communicate) ● Style (the techniques the artist uses to communicate) ● More art terms: line, shape, value, motion, texture, space, scale, balance, contrast, etc.

3) Create your art. You might create a painting, sketch, digital graphic design, mixed media, or sculpture. 4) Write your analysis.

● What element(s) of To Kill a Mockingbird did you explore in your art? ● Why did this aspect interest you? ● How does your treatment compare to the original novel? ● Make sure to use language arts terms (theme, mood, symbol, etc.) and artistic terms

(subject, medium, technique, etc.)

Movie poster from Universal Pictures

Is To Kill a Mockingbird Overrated? (class debate)

Many consider To Kill a Mockingbird a timeless classic with

messages that resonate today. For others, To Kill a Mockingbird

is overrated, outdated, or even wrong-headed.

● “Let’s Stop Pretending To Kill a Mockingbird Is Progressive,,,” by Millie Davis

● “Why Are We Still Teaching 'To Kill a Mockingbird' in Schools?” by Alice Randall

● “Why To Kill a Mockingbird Keeps Getting Banned” by Becky Little

Work with your debate team to argue whether the novel should

be included in the curriculum. Think about student engagement,

themes, point of view, controversy, and literary merit.

Resolved: To Kill a Mockingbird is overrated and/or problematic.

It should not be required reading in schools.

Goals:

SL1A: (Comprehension and Collaboration) Prepare material for collaboration. SL1D: (Comprehension and Collaboration) Respond thoughtfully to diverse perspectives.

W1L (Argument) Write arguments to support claims in an analysis of substantive topics.

DEBATE PLANNING PAGE

Individual stage:

1. Brainstorm the novel’s strengths and weaknesses.

2. Choose one point to argue in a detailed paragraph. Include evidence from the novel.

3. Anticipate an objection that someone might make to your point.

4. How would you respond to this counterargument?

5. Join a side. (If the sides are very uneven, challenge yourself to argue against your first

choice. Remember that skilled lawyers can argue both sides.)

Group stage:

6. Collaborate with your group to plan the argument. Decide which points are key to

present in the debate. Refine and add to ideas from the individual stage.

• Organize the argument: claim, reason 1 with evidence, reason 2 with

evidence, reason 3 with evidence, address counterclaims, and conclusion.

7. Sides alternate in presenting the parts of their respective arguments.

8. Sides take turns to give rebuttals (responding to counterclaims).

9. Write a reflection and decide which side won the debate. If you feel that the other side

argued more effectively, be gracious and recognize their success.

Promotional image, Universal Pictures

Presentation Plan

Introduction (Grab attention, state the main idea, and preview supporting ideas.)

Presentation body Sub-topic or supporting idea Details and explanations

Body slide 1

_____________________________ _____________________________ _____________________________ _____________________________

Body slide 2

_____________________________ _____________________________ _____________________________ _____________________________

Body slide 3

_____________________________ _____________________________ _____________________________ _____________________________

Body slide 4

_____________________________ _____________________________ _____________________________ _____________________________

Body slide 5

_____________________________ _____________________________ _____________________________ _____________________________

Body slide 6

_____________________________ _____________________________ _____________________________ _____________________________

Note: Use additional paper if you plan for more than 6 body slides.

Conclusion (Restate main idea, review supporting ideas, and make a connection.)

2/4/2019 Essay Organizer - Google Docs

https://docs.google.com/document/d/1tw9A2_QSiWTBApl7fGJYVMtsRWkwYL10hmiiS07Vmew/edit 1/1

Essay Organizer Name: ________________________________________________

Prompt / topic / resolution:____________________________________________________________

Introduction

Topic introduction or interest grabber:

Thesis, claim, or topic statement:

Preview of essay body (supporting ideas and/or subtopics):

Body

Supporting idea / subtopic #1 Supporting idea / subtopic #2 Supporting idea / subtopic #3

Use the back of this page or additional pages if you will have additional sections/paragraphs.

Conclusion

Restate thesis:

Review essay body (supporting ideas and/or subtopics):

Closing thought: What did the reader learn and why does it matter? How does this information connect to the reader’s world?

Documents

To Kill a Mockingbird Quiz 1 (Chs. 1-5) Name: 1) Who is ... · Culminating task(s) Symbol presentations (or other selected tasks) Reading schedule 1. Chapters 1-5 2. Chapters 6-9