Reading: To Kill a Mockingbird
by Harper Lee
General Aims:
o Ss will be able to relate certain events to their own personal experience
o expansion of the vocabulary
o Ss get active
o improve speaking skills (discussions, presentations, role plays)
o improve writing skills (writing role plays, scripts, essay)
Level: Advanced
Main Topic:
o moral education
Session
Tasks (reading, speaking, listening, writing)
1
Introducing To Kill a Mockingbird:


Aims/Focus
 creating atmosphere,
Using the title and cover design (to speculate about the book, its story and
arouse interest in Ss
mood), p. 17
(book and author)
Biographical montage, p. 23
Christina Gugger, Martina Gersbach, FDE FS09
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
Creating a sketch of the author, p. 23

Guessing at missing information, p. 26

Point of order (jigsaw ordering activity), p. 29
Homework: Ss read chapter one at home.
2
 introduction of the
Part One, Chapter 1:

Ordering sentences in the order they happen in the first chapter (Jumbled
main characters
events, p. 46).

Analysing quotes: Who is speaking? What are they talking about?

Presenting the Finch family, Finch household and neighbourhood. Ss work in
groups and have to present people who appear in chapter one.
Homework: Ss read chapters 2-3 at home.
3
 Ss relate events in the
Chapters 2-3:

Introduction: T shows picture of first day at school.
book with their own

Ss write about their first day at school and compare it to Scout’s first day at
experience
school. Ss read their stories to their classmates.
(personalising)

Reading the beginning of chapter four and Ss have to predict what happens next
(one Radley tree catches Scout’s attention).
Homework: Ss read chapter 4-6 at home.
Christina Gugger, Martina Gersbach, FDE FS09
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 Ss personalise events
Chapters 4-6

Ss sit in a circle and talk about the topic of “test of courage” (Mutprobe). Ss talk
in the book
about their experiences.

Whole class has to come up with 5 key points for chapters 4,5,6.

Ss work in three groups and write a summary of chapters 4,5,6 and have to use
Connectors (p. 57) as well as the 5 key points. Ss have to present their results.

Whole class feedback on summaries.
Homework: Ss have to read chapter 7-8 at home.
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 Ss use language
Chapters 7-8:


T shows pictures of things that appear in chapter 7. Ss have to guess what they
actively (writing their
are and have to decide why they are important in the story.
own reports)
Ss have to write an article for the local newspaper about the fire.
Homework: Ss have to hand in the article for the next lesson.
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 Ss compare and
Chapters 9-11:

Whole class watches film (chapter 9-11)
contrast the book with

Whole class discusses quote:
the film
“Mockingbirds don’t do one thing but make music for us to enjoy… but sing their
hearts out for us. That’s why it’s a sin to kill mockingbird.”

Ss read chapter 11 for themselves

Ss have to decide which sentences are true or false, p. 43.
Christina Gugger, Martina Gersbach, FDE FS09
 Ss get to a central
topic of the book
3
7
 Ss analyse characters
Part Two, Chapters 12-13:

Whole class reads chapter 12.

Ss have to do “Choose the statement”, p. 70.

Ss have to read chapter 13 and while reading they should think about the
and their relationships
relationship between aunt Alexandra, Scout and Atticus.

Discussion based on questionnaires: looking at the relationship.
Homework: Ss have to read chapter 14.
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 Ss get active and use
Chapters 14-15:

Ss have to design a missing poster (p. 65) about Dill.

Whole class feedback on poster.

Whole class reads up to page 167 and Ss work in groups and decide what is
their imagination
going to happen next.

Ss present their group results.

Whole class finishes reading chapter 15.
Homework: Ss read chapter 16-17.
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 Ss practise their
Chapters 16-17:

Ss work in two groups and write a script (for a film) for chapter 16 and 17.

Ss present their results.

Whole class watches film and compares what is different in the film to their own
writing skills
script.
Homework: Ss read chapters 18-19 and pay special attention to the cross-examination
Christina Gugger, Martina Gersbach, FDE FS09
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 Ss practise their oral
Chapters 18-19:

Ss have to play jury and talk about the cross-examination and the evidence
 Ss can form their own
given by the witnesses

skills
Ss have to come to a first verdict about the case and work as a jury.
opinions
Homework: Ss have to read chapter 20, 21 and think about the verdict
11
 improving writing skills
Chapters 20-22:

Whole class reads chapter 22

Ss have to write about people’s reaction to the case in groups and present their
results

Ss have to predict what is going to happen next.
Homework: Ss have to read chapters 23-25
12
 improving writing and
Chapters 23-25:

Ss have to write summaries in three groups and present their result

T shows picture of a roly-poly, Ss have to guess what kind of animal it is and see
speaking skills
next activity.

Whole class discussion on the roly-poly and the significance to the whole book
Homework: Ss read chapters 26-27, Ss have to read and answer their questions in
worksheets
13
 Ss practise their
Chapters 26-27:

Question worksheets leading to pair-work in class, p. 39.

Ss work in pairs and ask each other their questions.
Christina Gugger, Martina Gersbach, FDE FS09
listening abilities
5

Whole class listens to recording of chapter 28 (most exciting chapter in the book)
and have to think about what happened and what is going to happen next.
Homework: Ss read chapter 29-31.
14
15
 Ss personalise events
Chapters 28-31:

T has an envelope with his / her personal highlights (at least 3)

Ss have to come up with their own highlights and justify

Whole class opens T’s highlights and whole class discussion, p.85

Alternative: point of no return, p. 82
 the book is rounded
Rounding it off:

What if…

Talking about major themes. Ss write on cards what the major themes were. Ss
up
play teacher and lead the whole class discussion and come to a decision of what
 Ss can test their
progress
the major themes in the novel are.

Or Ss choose their favourite scenes, what they didn’t like about the book
(personalising).

Watching the end of the film

Doing a quiz about the novel (sparknotes) either alone or as a game thing (2
groups – test your knowledge about the novel.
Christina Gugger, Martina Gersbach, FDE FS09
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 task-based learning
Examination:
Writing an essay about To Kill a Mockingbird.
Topics:
1. The local newspaper has decided to write an article about Atticus and the trial.
Write an article in which you examine Atticus’s relationship to the rest of
Maycomb and his role in the community.
2. Scout is a grown up woman now and writes to Dill and tells him what she is
doing now and how her family is. Write the letter.
3. Look at the following quote:
“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.”
Discuss the quote in relation with the novel.
Christina Gugger, Martina Gersbach, FDE FS09
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