English 9 D+E
To Kill A Mockingbird
Prep- find out if anyone’s parents are attorneys; get computers, order “the rainmaker”
movie; invite parents/community to trial and ask them to be the jury; get theater for trial
Day 1
1. Pass out Miscarriages of Justice assignment and explain- will be due at end of
book
2. presidential advisory committee to Andrew Jackson gamehttp://www.jimcrowhistory.org/resources/lessonplans/hs_lp_presadvisory.htm
3. hw- Read the essay "What Was Jim Crow?" (Used by permission)
http://www.ferris.edu/news/jimcrow/what.htm
Read chapter 1; 5 CDs and CMs
Bring in one news article that shows injustice- begin a folder for these
articles
Day 2
1. Discussion
questions:
1.
Who is telling the story and from what point of view? (It should be
pointed out to students that there are two sides to every argument.
Actually there are many sides to a situation, depending upon who
is looking at it and why. The different “sides” taken by different
people are their points of view.)
2.
What is the setting?
3.
What kind of person is Atticus Finch?
Writing assignment:
1. The technique of this first chapter is like that of a mystery
story in which the author mentions certain things and gives
hints about facts which are not fully revealed until much
later. The incident about Jem getting his arm broken is not
reported until the last chapters of the novel. Can you think of
some incident from your own experiences which seemed
mysterious to you at the time? Recall the incident by writing
about it.
2. Play "The Death of Emmitt Till" by Bob Dylan while writing
3.
Pass out Jim Crow pictures and pass around. Write one or two thoughts that
occur to you for each picturehttp://www.jimcrowhistory.org/scripts/jimcrow/gallery.cgi?collection=crow
4. Pass out pictures of successful blacks in south at time. Do same as abovehttp://www.jimcrowhistory.org/scripts/jimcrow/gallery.cgi?collection=gandy
5. Discuss differences
6. Hw- read chapters 2-4; 5 CDs and CMs
Day 3- GET COMPUTERS IF POSSIBLE
Discussio
n:
These two chapters present the first aspect of Scout’s education.
What are some of her learning
A.
experiences?
(1.
The Cunningha
2.
She must treat W
A guest must al
3.
life.
4.
She must try to
Compare the Cunninghams with the
B.
Ewells.
I
I Writing
I assignment:
.
Describe the relationship between Scout and Atticus. Think about
whether you would like to have the same type of relationship
with your parents. Play "Strange Fruit" by Billie Holiday
while writing
1. Do Maycomb Graveyard Quiz;
http://www.jimcrowhistory.org/resources/lessonplans/amlit_lp_maycomb_gravey
ard.htm
2. Hw- finish narratives; bring in one news article that shows injustice; read chapter
5
Day 41. Do a Tale of Two Towns lesson planhttp://www.jimcrowhistory.org/resources/lessonplans/amlit_lp_two_towns.htm#s
outherntown
2. Hw- finish maps, read chapters 6+7; 5 CDs and CMs
Day 5-
1.
Discussion:
A.
In Chapter 4 the Radley place becomes more mysterious. Discuss the attitude of S
Radley.
B.
What does Atticus think of Boo?
C.
What kind of person is Miss Maudie? Is she typical of the white people in this com
D.
Contrast Miss Maudie’s function with that of Miss Stephanie. III.
In these chapters the children are frightened by the firing of a gun
after their attempt to peek into the Radley house. Can you
remember a time when you were very frightened? Write
about what happened, how you felt, and the outcome of the
situation. Listen to "Walk a Mile in my Shoes" by Elvis
Presley while writing.
2.Do Segregated Education lesson plans (day one and two)
3. Hw- read chapter 8-9; 5 CDs and CMs; work on documentary; one news article
that shows injustice
Day 6- GET “THE RAINMAKER” movie for class
1.
Discussio
n:
Scout’s learning experience continues. As the narrator, Scout
observes and reports, but the reader often comes to a conclusion
that Scout herself is not aware of.
A.
What does Jem finally realize about Boo Radley and why?
When does Scout realize that although Boo may seem pecu
B.
person?
I
I Writing
I assignment:
.
In Chapter 8 the emphasis of the novel shifts to the Tom
Robinson case. Listen to "You've Got to Be Carefully Taught"
written by Rogers and Hammerstein while writing. Announce
that if anyone has a song they believe fits with the book, bring it
in for future journal times.
What are the two themes running through the book?
1. Do Who are the people in the courtroom lesson plan in anticipation of the trial in
the bookhttp://www.jimcrowhistory.org/resources/lessonplans/amlit_lp_courtroom1.htm
2. Hw- read chapters 10-11; 5 CDs and CMs; documentary due next class
Day 7
Discussion:
A.
What are some of the problems that Jem and Scout encounter as a result of their fa
defending a Black man accused of rape?
B.
What would you consider as basic differences between social and race relations at
and those described in the novel?
C.
How are the Boo Radley and the Tom Robinson episodes similar?
How does each reflect something about the title of the novel?
III.
1. Why is it, do you think, that young people and their parents
sometimes have conflicts of one kind or another? Write an
article giving your answer to this question. You might
expand your answer to include a discussion of the reasons
why young people as a group and adults as a group do not
always understand and like each other. Is there a way in
which mutual understanding and respect between these two
groups can be achieved?
2. Present documentary
3. Hw- Read chapters 12-14; 5 CDs and CMs
Day 8
1. Prepare to interview the attorneyhttp://www.jimcrowhistory.org/resources/lessonplans/amlit_lp_courtroom2.htm
2. Hw- read chapters 15-17; 5 CDs and CMs
Day 9
1. Interview attorney
Discussion:
A.
III.
2.
Chapter 12 presents additional views of the
Whites.
What is Aunt Alexandra’s role and what is
What effect does the Robinson case have o
Do you think that what happened to Tom R
B.
C.
D.
Writing
assignment:
In your own words, tell what you think is meant by
“prejudice.”
3. Begin mock trial; do parts 1-4http://www.jimcrowhistory.org/resources/lessonplans/amlit_lp_courtroom3.htm
4. Hw- collect 5 passages for your side; read chapters 18-20
Day 10
I
I Discussion:
.
A.
B.
C.
Describe the courthouse scene.
What is the general atmosphere in the courtroom?
During the trial, how does Atticus destroy Ewell’s
story?
I
I Writing
I assignment:
.
1. Atticus brings out in the trial that the Ewells live in a brokendown house behind the garbage dump. Mayella is seen to be
a terribly lonely, isolated person without any friends or
companions. As you read this part of the story, did you
sympathize with Mayella? Tell how you felt about her and
why
Reading the Novel: Enactment
2. Enactment of Atticus Finch’s famous speech to the jury at
Tom Robinson’s trial wherein he begs his fellowmen to take
a chance and do the right thing. Chapter 20 of the novel.
Students can perform and then examine Atticus’ speech for
its rhetorical effectiveness. A useful web site, reviewed by
EDSITEment, is Silva Rhetoricae: The Forest of Rhetoric.
Use this site to find the definitions and examples of the
various rhetorical appeals—emotional, ethical, logical—
Atticus makes in the courtroom. Which appeal does Atticus
make the greatest use of? Give specific textual examples.
Which appeals seem most persuasive to the students? Give
specific textual examples. Why does the jury refuse to be
persuaded?
3. Work on trial- develop outline of how to argue your case
4. Chose witnesses and assign witness roles
Hw- students each choose a witness from the other side to “cross examine”- make
sure all witnesses are taken and at least 2 people (one witness and one lawyer)
working on each cross examination. Questions should be typed for next class; bring in
one article of injustice
Day 11
1. lawyers and witnesses work together. Come up with questions for witness on
direct examination (witnesses will have no notes). Both witnesses and lawyers
should write down the questions and notes on answers
2. 2 people who are not working with witnesses must type cases and outlines
3. Go over cross examinations. Rework them.
4. Answer any last minute questions about trial next class
5. Hw- lawyers type questions for both cross and direct examinations. Witnesses
prepare for own cross and direct. Everyone dress your part.
Day 12 NEED PARENTS
1. Mock Trial
2. Parents (jury) give verdict. If not enough time, parents write verdict and it is given
the next day in class.
3. Hw- read chapters 21-25; 5 CDs and CMs; fill out evaluations
Day 13
Discussion:
Chapters 19 and 20
are important in
Scout’s learning
experiences
A.
B.
C.
III.
1.
What does she understand about M
What does she understand about T
Chapter 21 presents the suspense
Rev. Sykes explains to him that it
attitudes of all concerned, why do
Writing assignment:
Bob Ewell was embarrassed by Atticus in court and planned
to get revenge. What are your feelings about “getting
revenge,” or “getting back at people”? Express your thoughts
on this subject by giving an example to illustrate your point.
2. Do Scout meets Leonard lesson planhttp://www.jimcrowhistory.org/resources/lessonplans/amlit_lp_life_beyond_mayc
omb.htm
3. Hw- finish narratives
Day 14- GET COMPUTERS
1. research Scottsboro trial-must read all 8 pages of last link- will need it for later.
http://www.law.umkc.edu/faculty/projects/FTrials/scottsboro/scottsb.htm
http://www.courttv.com/archive/greatesttrials/scottsboro/
http://www.law.umkc.edu/faculty/projects/FTrials/scottsboro/SB_HRrep.html
2. Look at pictures from activity 3http://www.jimcrowhistory.org/resources/lessonplans/amlit_lp_activity3.htm
3. answer questions in a 1-3 page essay
4. hw- write essay;
Day 15- GET COMPUTERS
1. discuss yesterday’s reading
A Historical Document: Introduction to the 1931
Scottsboro Trial.
Students should read the eight-page "REPORT ON THE
SCOTTSBORO, ALA. CASE" made by Miss Hollace Ransdall for
the American Civil Liberties Union on May 27, 1931. Miss
Ransdall, a teacher and a social activist, was invited by the
American Civil Liberties Union to investigate the first of the
Scottsboro Boys trials in 1931 and its aftermath. She traveled
throughout northern Alabama and southern Tennessee
interviewing as many individuals she could who had been
involved in (namely the accusers, Ruby Bates and Victoria
Price), or who had observed first hand, the case. For this
activity students should compare Miss Ransdall’s point of view
of the Scottsboro Boys Trial with that of Scout’s view of Tom
Robinson’s trial, chapters 18-20. Both accounts are in first
person. How does Miss Ransdall’s adult point of view of a rape
case—examined second hand—compare with Scout’s firsthand, child’s point of view of Tom Robinson’s case? Does one
narration have strengths that the other does not have? Do any
of Miss Ransdall’s observations stand out as being courageous
in their honesty for the time in which they were made? Do any
of Scout’s observations about her father highlight his own
moral courage? Does her reference to him as Atticus
emphasize his role as a moral arbiter?
4. On computers, go to same pages as yesterday. Go through
parts 2-4 of lesson planhttp://edsitement.neh.gov/view_lesson_plan.asp?id=526
Hw- read chapters 26-28; 5 CDs and CMs
Day 16
Discussion:
A.
B.
Atticus attempts to explain to Jem and Scout about the trial and w
understand the lengths that a man like Ewell will go to get reveng
Scout confronts a type of prejudice in the schoolroom. What happ
I
I Writing
I assignment:
.
1. Have you ever felt that everybody else had the wrong idea
about someone or something? Did you tell them how you
felt, or did you wait to see what the outcome would be before
stating your opinion? Write a composition about the situation
and how it turned out.
2. Do “A day in someone else’s shoes” lesson plan
3. Hw- write story; finish book- 5 CDs and CMs
Day 17
1.
I
Discussion:
.
A.
B.
C.
In these final chapters Boo Radley makes his first physical
why?
What is Scout’s final learning experience in this novel?
In what way has Scout matured?
I
I Writing
I assignment:
.
Discuss the limitations of using Scout as the narrator. What are
the advantages?
2. watch how to kill a mockingbird fake movie- hilarious and
weird- http://www.stanford.edu/~scodary/tkam.htm
3. In a 1964 interview, Harper Lee said about the craft of writing
that “There’s no substitute for the love of language, for the
beauty of an English sentence. There’s no substitute for
struggling, if a struggle is needed, to make an English sentence
as beautiful as it should be.”2 Pick out several sentences in To
Kill a Mockingbird that seem especially beautiful. Write a paper
exploring what it is that makes these sentences so appealing?
How would you describe Lee’s style? Why is it so well-suited to
the story she is telling?
4. http://edsitement.neh.gov/lesson_images/lesson525/Character
Chart01.pdf
use the above chart to complete the following assignment in
groups: As the students read To Kill A Mockingbird, they should
use the chart to keep account of each listed character’s
distinguishing or identifying traits; e.g., the significance of
Scout’s name—what is a scout and what does a scout do? What
is his or her purpose? The students might think of their Boy or
Girl Scouts’ code of behavior, or they may think of the more
adventurous possibility of a scout as one who faces and
navigates “uncharted territory” in the novel. For example, how
does Scout respond to society’s efforts to make her into a “lady”?
In what ways does she break codes of behavior? Does her
behavior represent a type of courage?
What does Atticus’ name refer to? It resonates with Greek
tradition and history of the Attic period, a time noted for civility
and a push towards democracy, particularly by one of its most
prominent statesmen, Solon. Solon advocated more democracy
in the court systems of Greece—more equality and justice,
concepts Atticus himself finds sorely lacking in the Southern
courtroom.
The chart also contains space for students to list the instances of
courage and/or cowardice that these characters manifest along
with the page numbers on which these acts may be found. The
students should also feel free to write down any quotation that
might reveal a character’s courage or cowardice. Characters on
the chart include: Jem, Scout, Mrs. Dubose, Atticus, Tom
Robinson, Bob Ewell, Mayella Ewell, and Boo Radley.
This activity may be done as in-class group work with each
group focusing on a single character on the chart. The groups
should find passages revealing not only of their character’s
personality traits, but also of their character’s courage and
cowardice. Each group can then present their findings to the
class as a whole and may then fill out the rest of their chart
with their classmates’ findings.
5. reconstructing atticus finch”- read paper and write a 1 page
reactionhttp://tarlton.law.utexas.edu/lpop/etext/lubet/lubet.htm
Day 18
1. Watch “to Kill a Mockingbird”.
Students answer the following questions: Tell the students that
the American Film Institute polled Americans for whom they
considered the top 50 heroes in American film, and Gregory Peck
as Atticus Finch won!
Does the movie make the theme of moral courage more clear?
What do the students think of Gregory Peck’s performance as
Atticus? Do they concur with the AFI poll?
2. Does the film capture the content and mood of the novel?
How so?
3. Hw- Miscarriages of Justice assignment due tomorrow