To Kill A Mockingbird : To Kill A Mockingbird Sylvia J. Bishop
T&ED
February 24, 2006
Slide 2 : STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas. A. Understand how literary elements and techniques are used to convey meaning. ISBE LITERATURE GOALS - I
Slide 3 : Late High School
2.B.5a Analyze and express an interpretation of a literary work.
2.B.5b Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives. B. Read and interpret a variety of literary works ISBE LITERATURE GOALS - II
Slide 4 : Students will write an essay comparing story ideas and
events with factual events in history
Students will define vocabulary words from the novel.
Students will research race relations in the South in
the 1930s.
Students will research the different social levels of
society in the novel.
Students will research the political power structure of
the South in the novel. OBJECTIVES
Slide 5 : Students should use the following resources:
To Kill A Mocking Bird by Harper Lee
Encyclopedias & Dictionary
CD-ROMs
The Internet
History Textbook
Newspapers & Magazines MATERIALS
Slide 6 : Student evaluation will be based on:
1. Completion of all writing assignments:
-comparison/contrast essay;
-create a list of the characters from the novel
-vocabulary
2. Research activities;
3. An objective test on the novel; and
4. Active participation in all class discussions. Evaluation
Slide 7 : Write an essay comparing story ideas and events with factual events in history:
-include at least 3 examples from the novel -edit for punctuation, spelling, grammar, logic, and sentence/paragraph
structure and format.
Total: /100
________________________
Do you agree with the way Blacks and other minorities have been portrayed in television, fiction, and movies?
Does the television news media portray life in the African-American community accurately?
What is right or wrong about how Blacks and minorities are shown through the mass media? ACTIVITY
Slide 8 : Write a short description of each character.
-punctuation, spelling, grammar, logic, sentence/paragraph structure are important;
Atticus Finch
Jean Louise Finch
Jem Finch
Calpurnia
Dill
Miss Rachael
Miss Dubose
Miss Maudie
Arthur (Boo) Radley
Total: /100
__________________________________________________
Pretend you are a character in the novel and describe the other characters
in the novel and write what you think of each of them. Explain why you feel
the way you do about the characters. ACTIVITY
Slide 9 : Terrain, Stealthy, Predilection, Curiosity, Mutilated, Gouge, Repertoire,
Teemed, Concession, Nocturnal, Vapid, Eccentric, Malevolent, Assuaged,
Jagged, Secured, Expression, Assumption, Cooperation, Scrutiny, Disposed,
Severed, Propelling, Deem, Sufficiently, Irrelevant, Immaterial, Warranted,
Affirmative, Audibly, Obscene, Speculations, Solitary, Blissful, Irascible,
Lament, Mournfully, Mortification, Gait, Reeling, Floundering, Pinioned,
Staccato, Distraction, Garments, Despised, Untrammeled VOCABULARY
Slide 10 : INTERDISCIPLINARY U. S. HISTORY
A. Civil War
B. Emancipation Proclamation
C. Jim Crow
D. Great Depression/Stock Market Crash
E. Civil Rights Movement
Slide 11 : 104 Story Retelling Scoring Guide
Subject: Literature # of scales: 1
Grades(s): 11 & 12 Scale Length: 4 Scale 4 Thorough Understanding
Accurate recall of story events.
All elements present.
Sentences are well organized.
3 Solid Understanding
Accurate recall of story events with possible omission of no more than one key element.
2 Some Understanding
Some recall of story events with omission of one or more key elements.
1 Little or Inaccurate Understanding
Confusion of story events and/or inability to tell what happened RUBIC SCORING