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 game- http://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 picture- http://www.jimcrowhistory.org/scripts/jimcrow/gallery.cgi?collection=crow
4. Pass out pictures of successful blacks in south at time. Do same as above- http://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
Discussion:These two chapters present the first aspect of Scout’s education.
A. / What are some of her learning experiences?(1. / The Cunninghams are poor but honest people.
2. / She must treat Walter with courtesy even though he is poor.
3. / A guest must always be treated with respect regardless of his/her station in life.
4. / She must try to see things from others’ points of view.)
B. / Compare the Cunninghams with the Ewells.
III. / Writing assignment:
-1. 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_graveyard.htm
2. Hw- finish narratives; bring in one news article that shows injustice; read chapter 5
Day 4-
1. Do a Tale of Two Towns lesson plan- http://www.jimcrowhistory.org/resources/lessonplans/amlit_lp_two_towns.htm#southerntown
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 Scout and Jem toward Boo 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 community?
D.
Contrast Miss Maudie’s function with that of Miss Stephanie. III. / Writing assignment:
-1. 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.
Discussion: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?B. / When does Scout realize that although Boo may seem peculiar, he is really a kind and friendly person?
III. / Writing 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 book- http://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 father’s (Atticus) defending a Black man accused of rape?
B.
What would you consider as basic differences between social and race relations at the present time 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? / How does each reflect something about the title of the novel?
III. / Writing assignment:
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 attorney- http://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. / Chapter 12 presents additional views of the social situation in Maycomb. Discuss this situation as it pertains to Blacks and Whites.
B. / What is Aunt Alexandra’s role and what is her attitude concerning Atticus’ involvement with Tom Robinson’s case?
C. / What effect does the Robinson case have on the Finch household?
D. / Do you think that what happened to Tom Robinson in this novel could happen today? Why or why not?
III. / Writing assignment:
2. In your own words, tell what you think is meant by “prejudice.”
3. Begin mock trial; do parts 1-4- http://www.jimcrowhistory.org/resources/lessonplans/amlit_lp_courtroom3.htm
4. Hw- collect 5 passages for your side; read chapters 18-20
Day 10
II. / Discussion:A. / Describe the courthouse scene.
B. / What is the general atmosphere in the courtroom?
C. / During the trial, how does Atticus destroy Ewell’s story?
III. / Writing assignment:
1. Atticus brings out in the trial that the Ewells live in a broken-down 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. / What does she understand about Mayella’s character?
B. / What does she understand about Tom Robinson?
C. / Chapter 21 presents the suspense as to what the verdict will be. Jem feels confident that Tom Robinson will be set free. Rev. Sykes explains to him that it would be against tradition to decide in favor of a Black person. In light of the attitudes of all concerned, why do you suppose Atticus put so much effort into defending Tom?
III. / Writing assignment:
1. 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 plan- http://www.jimcrowhistory.org/resources/lessonplans/amlit_lp_life_beyond_maycomb.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 3- http://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 first-hand, 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 plan- http://edsitement.neh.gov/view_lesson_plan.asp?id=526
Hw- read chapters 26-28; 5 CDs and CMs
Day 16
Discussion:A. / Atticus attempts to explain to Jem and Scout about the trial and why Ewell has acted the way he did. Does Atticus really understand the lengths that a man like Ewell will go to get revenge?
B. / Scout confronts a type of prejudice in the schoolroom. What happened in school that she could not understand?
III. / Writing 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. / In these final chapters Boo Radley makes his first physical appearance. Would you consider him the hero of the novel? If so, why?
B. / What is Scout’s final learning experience in this novel?
C. / In what way has Scout matured?
III. / Writing 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/CharacterChart01.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?