Monday-Thursday 11/11-11/14
Focus Questions and Dual Monologues
Objectives:
1. Students will answer relevantly, closed and open ended questions based on their reading of the
text.
2. Students will analyze the first nine chapters of To Kill a Mockingbird based on the questions
presented to them, as well as questions they develop on their own.
3. Students will contribute to discussions, ask relevant questions, and respond to questions when
prompted concerning their understanding and interpretation of the novel.
4. Students listen to others and synthesize their views in connection to point made.
Standards:
 Listen to others. (1.5.11.A.) Ask Clarifying questions. Synthesize information, ideas, and
opinions to determine relevancy. Take notes.
 Contribute to discussions. (1.6.11.D) Ask relevant questions. Respond with relevant
information or opinions to questions asked. Listen to and acknowledge the contributions
of others. Adjust tone and involvement to encourage equitable participation. Introduce
relevant, facilitating information, ideas, and opinions to enrich the discussion. Paraphrase
and summarize as needed.
 Read and understand works of literature (1.3.11.A)
 Identify, describe, evaluate, and synthesize the essential ideas in text. (1.1.11.D)
 Demonstrate after reading understanding and interpretation of both fiction and nonfiction
text. (1.1.11.G) Make and support with evidence assertions about texts. Make extensions
to related ideas, topics, or information. Evaluate the author‟s strategies.
 Analyze the relationships, uses, and effectiveness or literary elements used by one author
including characterization, setting, plot, theme, point of view, tone, and style. (1.3.11.A)
Materials: Novel, Packets
Anticipatory Set: The class will review what they have read in the story thus far- concentrating
on cause and effect relationships, characterization, and plot.
Procedures and Sequence:
Monday:
 Students will finish reading chapter 18 and review the reading schedule.
 Students will complete focus questions through chapter 19.
Tuesday
 Review Questions
 Assign Dual Monologues
Dual Monologues
9th Grade
A monologue is a form of dramatic entertainments when the character may be speaking his or
her thoughts aloud or speaking to the audience.
A dual monologue occurs when two characters speak their minds aloud in conjunction with the
other yet without engaging in conversation.
Below is an example the start of dual monologue between Judge Taylor and Mrs. Merriweather:
Judge: Being in control is important
Merriweather: Being in control is important
Judge: But one must not act as if he is in control
Merriweather: It is all in the way one acts
Judge: Sometimes I just close my eyes, but I never fade far away
Merriweather: It is important that while leading here, I think of individuals who are far away in
the mission fields
Judge: It is the only way I can complete my mission of being unbiased in this town
Merriweather: This town needs a little bias
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Important information
Dual monologues should be between 4 minutes in length. That is about two pages of
information for each character.
Both characters should share time. One character should not speak for six minutes and
the other for two.
You must utilize your prop during your monologue
Characters do not have to speak in single sentences. They can talk for extended time to
tell stories or remember instances from the story.
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For example, in the middle of Judge and Merriweather’s monologue, the judge could
stop and remember the court case and say the following.
Judge: The court case was completely unfair but to protect myself I had to pretend
that it wasn’t. With eyes closed, I could still imagine the tears that ran down tom
robinson’s face. I knew he wasn’t guilty. So did the whole town! That girl lied on
the stand. She flat out lied. I mean, I probably would have lied too if Bob Ewell
was my father. But still, she lied and it was wrong.
You can use technology during your monologue.
If you and your partner want to include the issues on a power point you can.
You may use note cards to help to remember your lines or attach your script to the back
of your prop if you’d like. However, your script should be rehearsed.
You may include background music with your monologue that helps reveal your
character. The song must be approved by me.
On the day that you complete your monologue, your script and your packet are due.
You may utilize one issue to discuss or multiple issues. If you can think of another issue
not listed below, feel free to discuss it with your partner. (Please get it approved by me).
Lastly, be confident! You know your character.
Issues to discuss in To Kill a Mockingbird:
1. How to raise children
2. The Maycomb County Disease
3. The incident at the jail between Atticus and the KKK (Mr. Cunningham)
4. Race intolerance
5. Prejudice
6. Hypocrisy
7. The verdict
8. Elite vs. “the other type of folk”
9. Mockingbirds v Blue Jays
10. Avoiding issues by staying hidden or away v Fighting issues in the lime light
11. Black v White
12. Black/White v Gray
13. Rumor Mill
14. Boy v Girl… what is the difference in genders in Maycomb County
15. The way we talk
16. Is Maycomb County the whole world?
17. Is Bob Ewell’s death justice?
18. “Getting into other people’s skin”
19. Judging a book by its cover
20. Karma
21. “It’s a sin to kill a Mockingbird”
22. Town borders
23. Clean living folk v trash
24. Jim Crow Laws
25. The Great Depression
26. Suspense and mystery in the town
27. Who broke Jem’s arm
28. Cause and Effect
29. Legal Issues
30. Tom Robinson’s death
31. How Bob Ewell treated his daughter
32. Mayella’s decision to cast blame on Tom
33. Heck Tate’s decision to go hunting
34. Heck Tate’s decision that Bob fell on his knife
35. Missionary Circles
36. Standing up for your family
37. Titles the town places upon you… you can’t trust a Crawford, all Bufords stand like
that…
38. Poverty
39. Black community v White community
40. Any instance or story from within the novel/chapters can be utilized.
Dual Monologue rubric
Presenters:
______________________________________________
______________________________________________
Script:
Accuracy of Script: ______/5
Flow of Script: _______/5
Character’s Voice: _______/5
Corresponding lines (with partner): ______/5
Presentation:
Tone: ____/3
Eye Contact: ____/3
Delivery: ____/3
Timing: ______/4
4 Minutes- 4 points
3 minutes- 3 points
2 minutes- 2 points
1 minute- 1 point
Prop: _____/2
Total: ______/35
Wednesday-Friday 2/2-2/4
Dual Monologue Preparation and Presentation
Objectives:
1. Students will answer relevantly, closed and open ended questions based on their
reading of the text.
2. Students will analyze their assigned chapters of To Kill a Mockingbird based on the
questions presented to them, as well as questions they develop on their own.
3. Students will contribute to discussions, ask relevant questions, and respond to
questions when prompted concerning their understanding and interpretation of the
novel.
4. Students listen to others and synthesize their views in connection to point made.
5. Students will present information in a concise and analytical manner.
6. Students will discuss issues from the 1930s in conjunction with the story.
Standards:
 Listen to others. (1.5.11.A.) Ask Clarifying questions. Synthesize information, ideas,
and opinions to determine relevancy. Take notes.
 Contribute to discussions. (1.6.11.D) Ask relevant questions. Respond with relevant
information or opinions to questions asked. Listen to and acknowledge the
contributions of others. Adjust tone and involvement to encourage equitable
participation. Introduce relevant, facilitating information, ideas, and opinions to
enrich the discussion. Paraphrase and summarize as needed.
 Read and understand works of literature (1.3.11.A)
 Identify, describe, evaluate, and synthesize the essential ideas in text. (1.1.11.D)
 Demonstrate after reading understanding and interpretation of both fiction and
nonfiction text. (1.1.11.G) Make and support with evidence assertions about texts.
Make extensions to related ideas, topics, or information. Evaluate the author’s
strategies.
 Analyze the relationships, uses, and effectiveness or literary elements used by one
author including characterization, setting, plot, theme, point of view, tone, and style.
(1.3.11.A)
Materials: Novel, Packets
Anticipatory Set: The class will choose groups.
Procedures and Sequence:
 In their groups students will prepare for their presentations for the class.
 The “To Kill a Mockingbird” dual monologues should identify their characters and
discuss the issues of the 1930s.
 The presentation should be at least 4 minutes in length between the two characters.
 Students will begin presenting on Friday.