21 | Novel Packet

Name _________________________________________________

Class: Mrs. Lewis-Leach/ 9th grade ENGL Due Date ________________

To Kill a Mockingbird

Novel Packet

To Kill a Mockingbird Anticipation Guide

Part I Directions: Before reading To Kill a Mockingbird, in the Before column, respond to each statement by putting a plus sign (+) if you agree with it, a minus sign (-) if you disagree, and a question mark (?) if you are unsure of your belief.

Part II Directions: Once you are finished with the novel, in the After column respond again to the statements. We will review in class to see if our responses have changed from before reading the novel to after and if so, why we think this happened. This anticipation guide will need to be turned in with your novel packet at the end of the unit for credit.

1._____________ All men are created equally 1.______________

2._____________ Everyone has prejudices about 2.______________ things and people.

3._____________ Education occurs only inside a 3._____________ classroom.

4._____________ The advantages of living in a 4._____________ small town are greater than in a big city.

5.______________ Things cant always be the way 5._____________ we want them to be, thats part of growing up.

6._____________ Courage means doing something 6._____________ difficult even though it can be frightening.

7._____________ Most of our values and attitudes 7._____________ develop in childhood.

8._____________ Fear and ignorance keep 8._____________ prejudice alive.

9._____________ Sometimes its best to take the 9._____________ law into your own hands. Reading schedule

The book To Kill a Mockingbird can be accessed by *checking out a classroom copy, *buying your own copy or *downloading the Adobe full version (linked to my page on the school website).

Day One homework: Begin reading To Kill a Mockingbird (chapters 1-4)

Day Two homework: Read chapters 5-9

Day Three homework: Read chapters 10-12

Day Four homework: Read chapters 13-15

Day Five homework: Read chapters 16-21 (you may want to read further on the weekend!!!!)

Day Six homework: Read chapters 22-25

Day Seven homework: Read chapters 26-31

The Mockingbird Layer Cake

This Packet is worth 40% of your total unit grade! Bring it to class everyday!!!!!Top layer -20 ptsMiddle Layer -30 pts.Bottom Layer -50 points

Chocolate Bottom Layer (50 points needed).You must do enough activities to total 50 points. All activities must be turned in with the novel packet in order to receive credit. .You must complete this layer before moving on to the next.Choose 15 words from the story that you donot know, look up their definitions and create flash cards. Put them in a plastic Ziploc bag with the packet. Learn them. (20 points) Summarize one of the chapters using transitions and a strong topic sentence.(10 points)Create a 20 question multiple choice test with an answer key. Be sure each question has at least 4 choices of which 2 are possible answers, but one is the best.(20 points)Construct a diorama for any scene in the novella. (10 points)Create a poster that illustrates the significanceof the novels title. (10 points)Character Wheels.In alarge circle on plain paper, write one character's name in the center. In each quarter of the wheel, list one of the following categories and describe the character in terms of it:Background,Physical Appearance, Temperament, andIdeas. Includefourdescriptions ineachcategory.(20 points)Write a song aboutTo Kill a Mockingbird. (10 points)Make a portrait of a main characterthat remains true to the description in the text. Under the picture include at least three quotes from the book that provide description of this character.(10 points)

Total points earned: _________________Strawberry Middle Layer (30 points needed).Choose one of the options.Create your own two-pagestoryin which the narrator comes to a moral understanding about the world. Write from your own perspective as a child. Be sure to keep the narration infirst-person point of view.(30 points)Create achildrens bookthat tellsthe story ofTo Kill a Mockingbird. Be sure the pictures and words leaveno gaps in the storyline. Make sure the language and illustrations are appropriate for youraudience.(30 points)

Total points earned: _________________Vanilla Top Layer (20 points possible). Write a 500 word essay on one of the topics below. Make sure to include at least 3 excerpts/ quotes from the book. Proofread, edit and type your final draft. Turn in the following:Chooseonequestion to answer:How can society solve the problemof discrimination? (20 points)

2. What causes people to be good or evil?(20points) 3. Are class distinctions/ social divisionsa good or bad thing? (20 points)

Journal Writing _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Body Biography Outline PlanCharacter name:_________________________

The Body BiographyFor your chosen character, your group will be creating a body biography -- a visual and written portrait illustrating several aspects of the character's life within the literary work. Obviously, begin by drawing in the outline of the body. I have listed some possibilities for your body biography, but feel free to come up with your own creations. As always, the choices you make should be based on the text; for you will be verbally explaining (and thus, in a sense, defending) them. Above all, your choices should be creative, analytical, and accurate. After completing this portrait, you will participate in a "showing" in which you will present your "masterpiece" to the class. Body Biography RequirementsAlthough I expect your biography to contain additional dimensions, your portrait must contain:Visual symbols The five most important quotes (either exposition or dialogue) relating to your character (be sure to attribute correctly and annotate)

Body Biography SuggestionsPlacement - Carefully choose the placement of your text and artwork. For example, the area where your character's heart would be might be appropriate for illustrating the important relationships within his/her life. . The hands might refer to actions or accomplishments of the character

Spine - Actors often discuss a character's "spine." This is his/her objective within the work. What is the most important goal for your character? What drives his/her thought and actions? The answers to these questions are his/her "spine." How can you illustrate it?

Virtues and Vices - What are your character's most admirable qualities? His/her worst? How can you make us visualize them?

Color - Colors are often symbolic. What color(s) do you most associate with your character? Why? How can you effectively weave these colors into your presentation?

Symbols - What objects can you associate with your character that illustrates his/her essence? Are their objectives mentioned within the work itself that you could use? If not, choose objects that especially seem to correspond with the character.

Mirror, Mirror - Consider both how your character appears to others on the surface and what you know about the character's inner self. Do these images clash or correspond? What does this tell you about the character? How can you illustrate this mirror image?

Changes - How has your character changed within the work? Trace these changes within your text and/or artwork.

Mockingbird printing press The

In your group of two-three, you will plan, write, and publish a newspaper, flyer or brochure that shows your understanding of the people and events of the novel To Kill a Mockingbird. You are each reporters/printers for a local Maycomb, Alabama printing press called The Mockingbird Printing Press. You will need to come up with your own name for your newspaper, brochure or flyer. Think about real newspapers as examples for your name. All content in the newspaper/flyer/ brochure needs to be true to the facts of the novel. You can make up situations or locations, but make them logical and use the real characters and setting from the novel. You are to write the sort of publication that would inform outsiders of what has been going on. For example, tell them about the current trial and the affairs of the town (crime, the schools, and the townspeople). Log on to: follow the prompts and create your own content to fit. Make sure to save all work to your flash drive. You can move things around, but the result should look like a Professional Print. The document will be printed, displayed and shown to the class. You will be given some class time in the computer lab, but will also need to make time at home as well, in order to turn this in by the end of the unit. This project is worth 10% of your unit grade and will be turned in with your novel packet.

Tips for successBegin with a planning session and make decisions about what your project will look like. Look at the requirements list below to see what you need. Assign tasks.Choose one person to bring a flash drive to save all material. Divide tasks and stay organized by keeping notes on whose doing what.See me if there are issues. Do not wait to the last minute on this! Set deadlines for yourselves. You may have to do some work outside of school (contact each other by filling in e-mails and phone numbers). Make sure to check grammatical and spelling errors!

REQUIREMENTS

Requirements (basic)Options1 news story

Events calendar

1 editorial

Personality profile

1 court room report

Help wanted ads

Headlines for each story

Obituary

Bylines *see me for clarity if confused.

Comic strip-would need to be scanned

Pictures with captions (You can google these)

Masthead-the names of your group

Flag (of AL or other)

Choose one more item from options list

Suggested events from the novel for your paper, just to get you started(you may use any significant events from the novel) The TrialMiss Maudies FireSneaking a note to Boo RadleyAtticus shoots Tim JohnsonAunt Alexandra hosts the ladiesScout fights with Walter Dill meets Dolphus RaymondThe pageant at schoolThe kids walk home from schoolMob visits courthouseJem reads to Mrs. DuboseScout meets Boo Radley

Group Members:NAMES E-MAIL PHONE____________________________________________________________________________________________________________________________________________________________

NOTES: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Strange Fruit by Billie Holiday Southern trees bear strange fruitBlood on the leavesBlood at the rootBlack bodies swinging in the southern breezeStrange fruit hanging from the poplar treesPastoral scene of the gallant southThe bulging eyes and the twisted mouthThe scent of magnolia sweet and freshThen the sudden smell of burning fleshHere is a fruit for the crows to pluckfor the rain to gatherfor the wind to suckfor the sun to rotfor the tree to dropHere is a strange and bitter crop

The Death of Emmett Till By Bob Dylan"Twas down in Mississippi no so long ago,When a young boy from Chicago town stepped through a Southern door.This boy's dreadful tragedy I can still remember well,The color of his skin was black and his name was Emmett Till.Some men they dragged him to a barn and there they beat him up.They said they had a reason, but I can't remember what.They tortured him and did some evil things too evil to repeat.There was screaming sounds inside the barn, there was laughing sounds out on the street.Then they rolled his body down a gulf amidst a bloody red rainAnd they threw him in the waters wide to cease his screaming pain.The reason that they killed him there, and I'm sure it ain't no lie,Was just for the fun of killin' him and to watch him slowly die.And then to stop the United States of yelling for a trial,Two brothers they confessed that they had killed poor Emmett Till.But on the jury there were men who helped the brothers commit this awful crime,And so this trial was a mockery, but nobody seemed to mind.I saw the morning papers but I could not bear to seeThe smiling brothers walkin' down the courthouse stairs.For the jury found them innocent and the brothers they went free,While Emmett's body floats the foam of a Jim Crow southern sea.If you can't speak out against this kind of thing, a crime that's so unjust,Your eyes are filled with dead men's dirt, your mind is filled with dust.Your arms and legs they must be in shackles and chains, and your blood it must refuse to flow,For you let this human race fall down so God-awful low!This song is just a reminder to remind your fellow manThat this kind of thing still lives today in that ghost-robed Ku Klux Klan.But if all of us folks that thinks alike, if we gave all we could give,We could make this great land of ours a greater place to live.We Wear the Mask by Paul Laurence Dunbar We wear the mask that grins and lies,It hides our cheeks and shades our eyes,--This debt we pay to human guile;With torn and bleeding hearts we smile,And mouth with myriad subtleties.Why should the world be overwise, In counting all our tears and sighs?Nay, let them only see us, while We wear the mask.

We smile, but, O great Christ, our criesTo thee from tortured souls arise.We sing, but oh the clay is vileBeneath our feet, and long the mile;But let the world dream otherwise, We wear the mask!

FILM STUDY GUIDE FOR TO KILL A MOCKINGBIRDSEEING THE FILM THROUGH THE LENS OF MEDIA LITERACY

SYMBOLISM"When we read with our students, we often point out all of the relevantand important symbols in a story or a novel....We assume that studentscannot pick up on a symbol on the first read-through, and that may be true,since for a symbol to be truly a symbol, it must be repeated throughout a work,though students may have difficulty picking out symbols because they do notunderstand the purpose or the function of symbols...so we need to help students seehow artists use various techniques to get the audience to recognize that somethingis, in fact, a symbol." 1Symbolism/Meaning"After we have isolated a symbol, we must interpret it, that is, match thesymbol with a meaning that has been previously learned. For example, wememorize the definitions of words and the conventions of grammar andexpression to be able to read. From our experience listening to radio, we knowthat certain sounds signal the lead-in to news, certain voices convey humoror seriousness, certain sounds convey danger or silliness. With television or film,we learn the meaning of flashback, an extreme close-up on a character's face,character stereotypes, and what to expect in the unfolding sequence of adetective show. We have learned to connect certain symbols with certainmeanings."2Symbolism In The Opening Credits of To Kill A Mockingbirdwatch this sequence here (Quicktime software required)

that gain meaning as the story unfolds. The sequence is a good introduction for thestory's symbolism and themes. It also shows (to quote Harper Lee again) how a filmcan have " a life of its own as a work of art."Notice how the camera moves in, like a child's vision, to close-ups of these valuedobjects, tracking from left to right along the row of treasures carefully arranged.Notice how the nostalgic music and humming of a child create a mood. And noticewhat happens to the drawing at the end of the sequence. 3ACTIVITYStudents should pay careful attention to the opening sequence in the film.Some of the objects are pictured above. Using the chart (below) studentsshould complete the form. For each symbol, students should determine:what is happening in the scene with the object and what it might mean or represent.Some items seen in openingcredits of the filmpocket watchharmonicapearl necklacewhistlemarblesdrawing of a bird Describe the scenein which the item is seen/heardSymbolism meaning or representingMETAPHOR"A metaphor is a means of communication whereby something that wasunknown is made known by drawing upon something already familiar." 1Students may also wish to analyze these other scenes in the filmfor the uses of metaphors. In the first scene, ask students what the mockingbirdrepresents. In the second scene, what is the significance of the rabid dog.DVD Chapter 13 The Dinner GuestAfter an altercation at school between Scout and Walter Cunningham Jr., Jem invitesthe boy over to their house for dinner. In this scene, Atticus explains to the childrenwhy it is a sin to kill a mockingbird.Atticus: I remember when my daddy gave me that gun. He told me that I shouldnever point it at anything in the house. And that he'd rather I'd shoot at tin cans inthe backyard, but he said that sooner or later he supposed the temptation to go afterThe objects that appear behind the opening credits include a pocket watch,harmonica, pearl necklace, whistle, marbles, and a child's drawing of a bird- items

birds would be too much, and that I could shoot all the blue jays I wanted, if I couldhit 'em, but to remember it was a sin to kill a mockingbirdJem: Why?Atticus: Well, I reckon because mockingbirds don't do anything but make music forus to enjoy. They don't eat people's gardens, don't nest in the corncribs, they don'tdo one thing but just sing their hearts out for us.DVD Chapter 15 The Best Shot In This CountyIn this scene, Calpurnia has called Atticus home to take care of a wilddog that is approaching their home.Description: In the next memorable sequence, Atticus proves his Lincoln-esquestature to his children. Although Scout is disbelieving and yells out "He can't shoot"when Sheriff Heck Tate (Frank Overton) hands his rifle to her father, Atticus takesaim with a rifle at a rabid dog moving erratically down the street outside their home.He raises up his glasses a few times on his forehead to see better, and then removesthem altogether by dropping them on the street. Jem and Scout are bothdumbfounded and stunned when the rifle cracks and the dog flops over dead. TheSheriff tells Jem about the hidden abilities of his modest father who hasn't shot agun in twenty years: "Didn't you know your daddy's the best shot in this county?"

FILM STUDY GUIDE FOR TO KILL A MOCKINGBIRDSEEING THE FILM THROUGH THE LENS OF MEDIA LITERACYLANGUAGE OF FILM When we ask students about films they have seen and films they like,they almost invariably talk about the narrative or action, with little senseof how the visual composition conveyed the story. In teaching them to read film, wehave to draw their attention to the various elements of film language 1It is essential that students understand how a film director uses thecamera, lighting, and sound to create a mood and to communicate his vision.Once students understand these elements, it will be easier for them tounderstand and appreciate how director Robert Mulligan approached each sceneand how he made certain decisions about how to portray it.Language of Film: To Kill A Mockingbird: pages 7 -11http://www.filmeducation.org/printpacks/secdocs/classics.pdfConsider this published 1963 movie review: director Robert Mulligan has paced his picture so that it can affect us. He hasperceived that the relationship of the children to their widower father is the central themeof the film, not the more volatile ingredients of an attempted lynching, the trial for rape,nor a red-necked farmers foul revenge against Atticus for defending the Negro he hadaccused. Each of these would lend themselves to the kind of excitement that pleasesaudiences easily, but which wouldhave been completely inappropriate- if not indeed antagonistic- to the mood and purposeof his picture. Instead, Mulligan permits us to look with a childs lingering curiosity at abroken swing on the porch of a ramshackle house, at the galleries of a courthouse whereNegroes rise in silent homage to a white man who had defended one of theirs, at facesfilled with gentleness, or hatred, or love. 2Read the complete original NEW YORK TIMES movie review.Questions to consider:-What is pace or pacing?-How does a director achieve pace in a film?-What elements can he use? (Consider: camera movement, lighting, editing, selection of music, etc.)-What is mood?- What is purpose? Mise en scne This French term comes originally from the theatre where it refers to'putting the scene together.' In film language it refers to - setting and props (including architecture and interior design) - costume, hairstyles and make-up - body language and facial expressions of the characters - the use of colour and design 3After studying the language of film, students may wish to consider thesequestions:1. Why do you think the film was shot in black and white and not color?2. Does the fact that it was shot in B&W have an impact on you?3. Where is the camera placed during the very first scene, after the credits? Wouldyou agree that this is an effective establishing shot? Why do you think the directorchose that perspective?How does this tell the audience about the historical time period (Depression)?4. How does the director introduce us to the main characters?5. How do camera angles, lighting and music contribute to the overall success ofwhat the director is trying to communicate?

To Kill a Mockingbird Novel Packet Page 21

RUBERIC for Unit Grade

The Novel Packet . . . . . . . . . . . 40% (your grade) ____

Daily Quizzes (4) . . . . . . . . . . . 20% (your grade) ____

Journals (3) . . . . . . . . . . . . . . . 10% (your grade) ____

Mapping the Mockingbird . . 10% (your grade) ____

Body Biography . . . . . . . . . . . 10% (your grade) ____

Printing Press . . . . . . . . . . . . . 10% (your grade) ____

YOUR TOTAL UNIT GRADE ____

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