To Kill A MockingbirdUnit HandoutName:

Block:

Date:

Essential Questions

  1. How can we break through barriers of prejudice to promote tolerance?
  2. How does geography shape societies’ views of themselves and others?
  3. How does TKM reflect the values of the time period in which it is set?
  4. What was life like in the deep South in 1935 America?
  5. What is the universal theme of TO KILL A MOCKINGBIRD?
  6. How does society force its citizens to take unpopular, but moral, stances in order to promote change?
  7. How does To Kill a Mockingbird frame issues of courage and cowardice against the backdrop of the American South in the 1930s?

Literary TermsVocabulary

foreshadowing

point of view

persuasion

symbols

Reading

Complete the “Courage/Cowardice” web activity as you read the novel. Present the results to the class at the end of the novel. (100 points)

You will be reading the novel in sections. As you read each section, you’re expected to take notes that pertain to your “Courage/Cowardice” assignment. At the end of each section, you will be getting together with your group to discuss the section and prepare for your presentation.

Discussion Date:

Chapters 1-3 (31 pg.)______

Chapters 4-8 (43 pg.)______

Chapters 9-11 (39 pg.)______

Chapters 12-16 (42 pg.)______

Chapters 17-19 (34 pg.)______

Chapters 20-23 (28 pg.)______

Chapters 24-27 (27 pg.)______

Chapters 28-31 (28 pg.)______

Research/Technology

  1. Complete the “History and Culture” web quest. Answer the 5 questions. (20 points)
  2. Complete the “Types of Courage” web activity and discussion. (10 points)
  3. Complete the “Courage/Cowardice” web activity as you read the novel. Present the results to the class at the end of the novel. (100 points)

Creative Project 100 points

1. Naturalist—Identify 10 of the flora (plants & vegetation) detailed in the novel including: oaks, magnolia trees, azaleas, cannas, geraniums, camellias, etc. Create a display of pictures and information about each of these 10 plants. If possible, bring in real samples of any of the plants you have access to (leaves, blossoms, etc.)

2. Musician—Select 5 songs that are either mentioned in the book or seem appropriate for the themes, characters, setting, or moods in the novel. Create a CD of these songs. Write a description of which songs you selected and describe how they are appropriate for this assignment. OR select 1 song as described above and perform it live (vocal or instrumental) for the class. Explain why/how it fits the themes, characters, setting or, mood of the novel. If you are performing live you may perform as a group as long as each person in the group participates equally. If you choose to do this as a group, you will need to harmonize or some can provide instrumental accompaniment to a vocal performance. No more than 4 people in a group.

3. Artist—Using appropriate medium, create a piece of art that reflects a theme, character, setting or mood of the novel. Your artwork must be on unlined paper. If it is a pencil drawing, it should have appropriate lines and shading. Also acceptable, water color, sculpture, photography, textiles, etc. A hastily sketched drawing with little or no detail will not receive higher than a 50% on this assignment.

4. Dramatist—Select a scene or major incident from the novel to develop into a one-act play to perform for the class. You may do this as a solo or group performance. Suggested scenes:

a. the missionary tea

b. the scene with Mrs. Dubose

c. courtroom trial scenes

d. Scout’s classroom

e. The last incident in Jem’s room and the front porch

5. Illustrator—Design an illustration that captures the essence of the novel. Transfer that illustration to a ceiling tile and paint it to complete the illustration. (1 or 2 people).

6. Historian—Research 5 of the following. In a presentation that includes both written and visual elements, inform your audience what these are, why they were significant, and how they apply to the novel. YOU MUST include specific references for EACH written in MLA format. (Your audience should be able to tell exactly where you got your information for each topic.) If any of your information is copied directly from a source, you must indicate you have quoted your source—use “ “ quotation marks!! Appomattox, W.P.A., National Recovery Act, Robert E. Lee, Eleanor Roosevelt, Civil Rights Movement & Montgomery, AL role in it, Ku Klux Klan, Brown vs. Board of Education, A.M.E. Church, Great Depression, F.D.R’s New Deal,

7. Collector—Collect 10 items that represent characters, objects, the setting, themes, etc. of the novel. For your presentation, display each of the objects and describe it’s connection to the novel. If you prefer NOT to talk, type your connection descriptions and create a visual display your audience may read for themselves.

8. Lawyer—In the 1930’s, court cases were handled differently than they are now. Is a black man on trial today for a crime against a white woman more likely, less likely, or as likely to get a fair trial today as he would have been in 1930? Gather evidence to support your claim including how jury selection was handled then and now and any statistics you can find to validate your presumptions. Write a speech to present your case.

9. Reporter—(1 person) Write a newspaper story about the trial. Research how to write a trial story. Look at current trial stories in current papers. (2-4 people) Create a newspaper that captures various events from the novel in news, society, and advertisements, etc.

10. Southern Chef—create an illustrated recipe book of 10 or more of the Southern dishes mentioned in the novel. Examples: collard greens, scuppernogs, Lane cake

Be sure to give credit to your sources.

11. Gamer—plan and create a board game, card game, or video game based on events and characters from the novel.

12. TV Journalist—Interview someone who was alive during the 1930’s. Using the “Great Depression Interview Guidelines” interview the person. If possible, record your interview on a cam-corder, or tape recorder. If this is not possible, take detailed notes so you can type up the interview like interviews in popular magazines.

13. Inventor—Invent a creative project idea of your own & have it approved by the teacher.

Acting/Performance

Using “Activity Sheet 1,” improvise a scene in groups of 3 and perform them for the class. After performing, answer the questions at the bottom of the Activity Sheet and turn them in. (5 points)

Writing

Writer’s Notebooks (50 points)

Use “Activity Sheet 7” for writing ideas. Write 10 writer’s notebook entries.

Handouts

Activity Sheet 1

Activity Sheet 7

Tests (50 points)

Test over the novel