To Kill a Mockingbird Chapters 4-16
The Children’s Stories Project
So…why is this novel in a unit about justice? What do mad dogs and old ladies have to do with anything? Many people who read To Kill a Mockingbird ask this question as they read the first few chapters of the novel, comprised of seemingly unrelated stories about the children’s adventures. However, what you will soon discover is that these stories ACTUALLY contribute a great deal to the story and its overall themes (as you discover later in the book).
In fact, one might compare these episodes to fables or parables (see handout), tales illustrating morals or general truths about human nature, because within each story is it’s own “lesson”—something the children learn that helps them better understand the complex and adult themes they face by the end. Therefore, it is important to fully understand what happens in these episodes to apply this knowledge later on. To do this, to help others understand, and to reveal your understanding of theme, you will use your creative and critical thinking skills to create both a visual and written record of the important events, the characters, and most importantly, the theme of the episode in: a children’s story.
Your goal is to make the story and its theme so clear that even a child could understand—and enjoy. Each “group” (you may chose to work as an individual; groups should be no larger than 4, and large groups may be assigned larger products to compensate) will be assigned a chapter or chapters (if the event covers more than one chapter) to create a product that makes the situations and resulting themes comprehensible to everyone. This product can take many forms, but some genres that lend themselves to this project include a children’s book or a short television special—each ending with a clear revelation of the lesson behind the tale.
Process:
As you read the chapter(s) assigned, look for the most important events and characters (examples) that help develop and reveal the theme; these will be the focus of your project. While there may be other characters and issues that come up in the novel, your major concern is telling the story that reveals the theme—and thus, you must identify the pertinent situation, conflict, characters, events (actions/interactions), and resolution that help show the message your audience should take away.
You should then decide how to present these elements; you may want to keep in mind the following questions and requirements:
§ What is the major conflict in the chapter that is resolved to reveal a theme? What events or scenes from the chapter should be included to tell the story?
§ What kind of landscape or setting makes sense for the scene(s)? What props (especially those that are significant or symbolic) can you associate with the main events of the scene?
§ Who are the most important characters in the scene(s)? What should they look like/wear? How should they act, and what must they do or say?
§ What dialogue makes sense for the interactions? What should be taken word for word from the novel—and what could be summarized/reworded to condense and simplify?
§ How will the ending of this episode clearly reveal the author’s theme (message about life or human nature)?
Once you have made a clear plan (storyboard sketches) and had it approved, you will then move on to create the product. This may mean writing a script and gathering filming materials or writing pages to a story and drawing illustrations (those without artistic ability may want to refer to http://www.bitstrips.com for help).
Your products will be evaluated primarily for content, although you should keep in mind that products which show a lack of effort or clarity will not engage your target audience as well as those making good use of design elements. On the reverse are the rubrics that will be used for each project:
Chapter(s) Options
4+5
6+7
8
9
10
11
12
*13 (May incorporate details from next chapters)
14
15
*16 (May incorporate details from other chapters)
Rubrics for the Children’s Stories Project
Category / A(20-18 points) / B
(17-16 points) / C
(15-13 points) / F
(10-0 points)
Planning: Storyboard & Text/Script / The storyboard illustrates the video presentation structure with sketches of each scene. Notes of proposed transitions (special effects, sound and title music, text, color, placement, graphics, etc.) Notes about proposed dialogue/ narration text are included. / The storyboard includes sketches of each scene and includes text for each segment of the presentation, descriptions of background, and notes about proposed shots and dialogue. / The sketches on the storyboard do not provide complete descriptions of the scenes (audio/video background & effects) or notes about the dialogue. / There is no evidence of a storyboard or script.
Progress: Deadlines & *Teamwork / All project deadlines were met. *Student met and had discussions regularly. All students on the team contributed to the discussion and were part of the final project. Team members showed respect with each other. / Most project deadlines were met. Any that were not fully met did not significantly impact the finished project. *Students met and had regular, respectful, and productive discussions. Most on the team contributed to the discussion and were part of the final project. / Several project deadlines were not fully met, resulting in some impact on the finished project. *Only a couple of team meetings were held. Most on the team contributed at some level, but a majority of the work was done by one or two. / Deadlines were regularly missed, having a significant impact on the final project. *Meetings were not held, were disrespectful, and/or some of the team members did not contribute at all to the project.
Product: Landscape and Props / Landscape and props are directly related to the theme (symbolic) or purpose of the chapter and enhance understanding of the scene. / Landscape and props are directly related to the theme or purpose of the chapter, helping in some way to establish the setting or reinforcing an important symbol. / Landscape and props are generally related to the theme or purpose of the chapter and establish a general setting. / Landscape and props seem randomly chosen OR distract the reader.
Product: Choice of Events (Scenes) / Includes the most important event(s) that occur in the chapter(s) and help develop the theme. Events are portrayed accurately as needed to further the message. / Includes important event(s) that occur in the chapter(s) and help develop the theme, but one or two events may not clearly enhance the presentation of the theme or may not be entirely accurate. / Includes several of the important event(s) that occur in the chapter, but focuses on unimportant points, includes several inaccuracies, or excludes essential details that help develop the theme. / Lists some events in the chapter, but information is incomplete, inaccurate, or focused on less important points.
Product: Characters and Dialogue / The main characters are clearly identified and accurately characterized through looks, action, etc., and their actions and dialogue are well-matched to that of the chapter. Any paraphrasing or other changes to dialogue are purposeful, saving time or simplifying without compromising the integrity of the characters or meaning of the story. / The main characters are identified, but may not be characterized accurately or fully. The characters’ actions and dialogue generally match actions and dialogue in the chapter; deviations do not interfere with the telling of the story. / The main characters are identified but are not characterized outside of names or simply props. Actions and dialogue are too general to show their relationship to the chapter; changes interfere with an accurate retelling of the plot. / It is hard to tell who the main characters are, or main characters don’t match the characterization in the chapter. None of the dialogue reflects the dialogue in the chapter, and changes to actions and speech alter the plot and/or meaning of the story.
Product: Theme / The story reveals a clear theme (message) both through the way the main conflict of the story is resolved and through explicit statement. The story maintains a clear focus on the conflict and main character(s) throughout to fully develop the theme. / The story contains a clear statement of the theme (message), which may not fully be revealed through the resolution of the main conflict. The story is generally focused on the conflict to develop the theme. / The story contains some statement of the theme (message), although it is not fully revealed through the resolution of the main conflict. The story may focus too much on subplots that don’t develop the theme. / The story lacks a clear statement of the theme at the end; there is little sense that a lesson or moral is learned through the resolution of the conflict(s) in the story.
Product: Presentation / The product is done neatly, showing effort and attention to details, as well as constructive creativity. There are no spelling, punctuation, or grammar errors. / The product is done neatly, showing effort and some attention to detail or creativity. There are 1-2 noticeable MUG errors. / The product shows some care and creativity, although it may reflect a lack of attention to detail. There are 3-4 noticeable MUG errors. / The product looks thrown together, lacking neatness or detail. There are many noticeable errors.