Friday

 TEST

Thursday

Today we are going to review for the FINAL.

 https://youtu.be/7bU-wFPNyZg?si=OTB6C5XPn7hvTel1

5/2 FINISH BOOK and review

5/3 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

Unit Learning goal:

Students will demonstrate an understand of one the main concept of the novel by producing 

a final project (PowerPoint, Film, Presentation) that incorporates a 1-page essay that explains 

how a main concept works in the novel and using specific examples to backs up the students ideas.

Main Concepts:

Does the American law guarantee justice for all?

How does personal experience contribute to prejudice?

How do our preconceptions influence our sense of justice?

Can a hero have both good and bad qualities?

Scale/Rubric relating to learning goal:

4 – The student can produce a project that explores and demonstrates in-depth understanding 

of a main concept in the novel and/or connects two of more of these concepts together.

3 – The student can produce a project that demonstrates an understanding of a main concept 

and how it works in the novel.

2 – With some direction/help from the teacher the student can produce a project that 

demonstrates an understanding of a main concept and how it works in the novel.

1 – Even with help from the teacher the student is unable to produce a project that

 demonstrates an understanding of a main concept and how it works in the novel.

TO KILL A MOCKINGBIRD

Objectives (smaller chunks of overall goal) and suggested time periods

Students will be able to

1. Explain how the following themes work in the novel: The meaning of duty; How prejudice works in society; The meaning of courage

2. Discuss the meaning of the following symbol: mockingbirds, the knot-hole, the mad dog

3. Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works

4. Discuss how the author’s life and times influences the novel.

5. Outline the plot and discuss why the author may how chosen to structure the novel how she did.

6. Discuss how Scout grows during the novel and why the novel can be considered a Bildungsroman.

7. Keep a detailed list of characters recording important details about them as the student reads (starting with chapter 1) 

8. Explain – why you never really understand a person until you… (Point of View Exercise) 

9. In a group write testimonies and recreate the courtroom scene from the novel

10) Keep a list of the various types of prejudices that occur in the novel

11) Discuss how setting is important to this novel.

12) Discuss how the Civil War references/allusions work in the overall meaning of the novel.

TO KILL A MOCKINGBIRD

1-4) Give three scenes/examples of the following theme and discuss how your example backs up the theme:

1)    The Meaning of Duty

 

2)    Prejudice

 

3)    Appearance vs. Reality

 

 

4)    Discuss the following symbols and what they represent in the novel:

 

The Fire

 

The knot-hole in the oak tree

 

The mad dog

 

5)    List three allusions and discuss what ideas the allusions reinforce.

 

6)    What is the point of view of the novel?

 

7)    Discuss the mystery of the following characters (appearance vs reality):

 

A)   Mr. Raymond

 

B)   Mrs. Dubose

 

C)    Calpurnia

 

D)   Boo Radley

 

8)    Why doesn’t Heck Tate want Bob Ewell’s death to go to court?

 

 

9)    List and discuss five lessons that Scout learns.

 

10)Define situational irony.  List one event in the novel that is ironic.

 

11)Discuss the three-part structure of TO KILL A MOCKINGBIRD

 

12)How does this novel fit the definition of a bildungsroman?

 

13)Who are mockingbirds in this novel? How? Why?

 

 

14)How does the novel begin and end in the same place?

 

 

15)Even though Atticus loses the court case, how does he begin to change the town?

 

16)Discuss the importance of the following characters

 

Miss Maudie

 

 

Jack Finch

 

 

Dill

 

Mayella

 

Aunt Alexandra

 

Mr. Avery

 

Stephanie Crawford

 

17)Discuss the novel as a 3-part structure and outline each part

 

18)Discuss flowers in this novel.

 

19) How is this novel a bildungsroman novel?

 

20)List five people that Scout fights.

 

 

21)List five types of prejudice that appears in the novel.

 

 

Wednesday

 Today we need to look at chapters 30 and 31. BIG TEST ON FRIDAY.

5/1 Chapters 30-31

5/2 FINISH BOOK and review

5/3 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

Unit Learning goal:

Students will demonstrate an understand of one the main concept of the novel by producing 

a final project (PowerPoint, Film, Presentation) that incorporates a 1-page essay that explains 

how a main concept works in the novel and using specific examples to backs up the students ideas.

Main Concepts:

Does the American law guarantee justice for all?

How does personal experience contribute to prejudice?

How do our preconceptions influence our sense of justice?

Can a hero have both good and bad qualities?

Scale/Rubric relating to learning goal:

4 – The student can produce a project that explores and demonstrates in-depth understanding 

of a main concept in the novel and/or connects two of more of these concepts together.

3 – The student can produce a project that demonstrates an understanding of a main concept 

and how it works in the novel.

2 – With some direction/help from the teacher the student can produce a project that 

demonstrates an understanding of a main concept and how it works in the novel.

1 – Even with help from the teacher the student is unable to produce a project that

 demonstrates an understanding of a main concept and how it works in the novel.

TO KILL A MOCKINGBIRD

Objectives (smaller chunks of overall goal) and suggested time periods

Students will be able to

1. Explain how the following themes work in the novel: The meaning of duty; How prejudice works in society; The meaning of courage

2. Discuss the meaning of the following symbol: mockingbirds, the knot-hole, the mad dog

3. Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works

4. Discuss how the author’s life and times influences the novel.

5. Outline the plot and discuss why the author may how chosen to structure the novel how she did.

6. Discuss how Scout grows during the novel and why the novel can be considered a Bildungsroman.

7. Keep a detailed list of characters recording important details about them as the student reads (starting with chapter 1) 

8. Explain – why you never really understand a person until you… (Point of View Exercise) 

9. In a group write testimonies and recreate the courtroom scene from the novel

10) Keep a list of the various types of prejudices that occur in the novel

11) Discuss how setting is important to this novel.

12) Discuss how the Civil War references/allusions work in the overall meaning of the novel.

TO KILL A MOCKINGBIRD

1-4) Give three scenes/examples of the following theme and discuss how your example backs up the theme:

1)    The Meaning of Duty

 

 

 

 

 

 

 

2)    Prejudice

 

 

 

 

 

 

3)    Appearance vs. Reality

 

 

 

 

 

 

 

 

4)    Discuss the following symbols and what they represent in the novel:

 

The Fire

 

 

 

The knot-hole in the oak tree

 

 

 

The mad dog

 

 

 

 

5)    List three allusions and discuss what ideas the allusions reinforce.

 

 

 

 

6)    What is the point of view of the novel?

 

 

 

 

 

 

 

7)    Discuss the mystery of the following characters (appearance vs reality):

 

A)   Mr. Raymond

 

B)   Mrs. Dubose

 

C)    Calpurnia

 

D)   Boo Radley

 

8)    Why doesn’t Heck Tate want Bob Ewell’s death to go to court?

 

 

 

 

9)    List and discuss five lessons that Scout learns.

 

 

 

 

 

 

10)Define situational irony.  List one event in the novel that is ironic.

 

 

 

 

 

11)Discuss the three-part structure of TO KILL A MOCKINGBIRD

 

12)How does this novel fit the definition of a bildungsroman?

 

 

 

 

 

 

 

13)Who are mockingbirds in this novel? How? Why?

 

 

 

 

 

 

 

14)How does the novel begin and end in the same place?

 

 

 

 

 

 

 

15)Even though Atticus loses the court case, how does he begin to change the town?

 

 

 

 

 

 

16)Discuss the importance of the following characters

 

Miss Maudie

 

 

Jack Finch

 

 

Dill

 

Mayella

 

Aunt Alexandra

 

Mr. Avery

 

Stephanie Crawford

 

17)Discuss the novel as a 3-part structure and outline each part

 

 

 

 

 

 

18)Discuss flowers in this novel.

 

19) How is this novel a bildungsroman novel?

 

 

 

 

20)List five people that Scout fights.

 

 

 

 

 

21)List five types of prejudice that appears in the novel.

 

 

Tuesday

 I'm going to give a few minutes to work on journals, then we will review books 26 and 27 (if anyone has read them) and move on. Note, you have a TEST on Friday.

 

4/30 Chapters 28-29

5/1 Chapters 30-31

5/2 FINISH BOOK and review

5/3 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

Monday

Today we are going to look at chapter 26 and then try and do a mock trial of the court case. 

4/29 Chapters 26-27

4/30 Chapters 28-29

5/1 Chapters 30-31

5/2 FINISH BOOK and review

5/3 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

Friday

 You have a quiz today and then we will be looking at chapters 24-25.

First, Gwen is going to perform her essay.

4/26 Chapters 24-25

4/29 Chapters 26-27

4/30 Chapters 28-29

5/1 Chapters 30-31

5/2 FINISH BOOK and review

5/3 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations

Thursday

 Today we need to look at chapter 23.

 

4/25 Chapter 23

4/26 Chapters 24-25

4/29 Chapters 26-27

4/30 Chapters 28-29

5/1 Chapters 30-31

5/2 FINISH BOOK and review

5/3 TEST

5/7 - 5/9 Work on Projects

5/10 Presentations