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Duration: 6-8 weeks Aligned for grades 7-10. Although the language is not difficult, the complexity of the overlapping elements is sophisticated. The historical context, language, and references will confuse some readers. The events and themes of the book require some maturity. Accelerated Reader Level: UG 5.6 Lexile rating: 870 Page numbers refer to ISBN 978-0-446-31078-9.

TeachNovels.com , COPYRIGHT 2017

TABLE OF CONTENTS

Dear Educator 2

Guiding Principles Studying Literature Together A Weekly Basis Minimal Resources Required Common Core Standards

3 3 3 4 4

How to Use TeachNovels Guides Integrating TeachNovels Guides into Your Teaching Procedure Supporting Diverse Learners and Resistant Readers

5 5 5 7

Preparing to Read Lesson: Historical Context

8 9

Week 1: Building Character 13

Week 2: The True Boo 21

Week 3: Atticus v. Maycomb 28

Week 4: Lee’s Style 36

Week 5: Trial on Trial 43

Week 6: Lee’s Themes 52

Culminating Tasks 61

Extension Activities 71

Exam Banks Comprehension (36) ELA Standards (25) Short Response (16) Extended Response (10)

74 74 80 85 87


Please pay for your copy. 1

To Kill a Mockingbird week 2 Chapters 6-9

Standards

The True Boo Reading: Literature, Key Ideas and Details 7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. 9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Speaking and Listening, Comprehension and Collaboration 7.1 B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. 8.1 B Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. 9-10.1 B Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Reading Quiz To Kill a Mockingbird #2 Chapters 6-9

1) Which character is the most reluctant (not wanting) to spy on Boo at night? a) Jem b) Dill c) Walter d) Scout

2) How does Mr. Radley scare the kids off of his property?

a) Shooting a gun b) Making bear noises c) Throwing boxes from the window d) Making “hainting” noises e) Jumping out with a scary mask



3) When Jem has to run for his life, he is forced to leave behind... a) His watch. b) His sister. c) His fishing pole. d) His pants. e) His playing cards.

4) What puts an end to the gift tree?

a) It gets cut down. b) Atticus forbids (makes a rule against) it. c) The kids decide to ignore it. d) The hole gets filled with cement.

5) Who dies in chapter 8?

a) Dill b) Maudie Atkinson c) Aunt Alexandra d) Mrs. Radley e) Calpurnia

6) The new sensation exciting the kids is…

a) A movie theater. b) The new kid at school. c) Snow. d) Their father’s car. e) The radio.

7) Disaster strikes their neighborhood when…

a) There is a flood. b) There is a fire. c) There is a robbery. d) There is a virus spreading. e) The taxes are increased.

8) Who puts the blanket over Scout?

a) Miss Caroline b) Boo Radley c) Atticus d) Cecil Jacobs e) Bob Ewell f) Jem

9) Scout gets in more fights due to...

a) The ancient Egyptians.



b) Her father’s job. c) Her clothes. d) The way she talks. e) The mother-daughter dance.

10) You could describe Atticus’ approach to parenting as...

a) Strict and severe. b) Lazy and disinterested. c) Unpredictable and moody. d) Understanding and patient.

Key excerpts

Chapter 6 72 “‘Mr. Radley shot at a Negro in his collard patch…’” Mr. Radley and/or the neighbors automatically assume anyone trespassing must be black. Thematic element: racism 76 “It was no use, I unlatched the back door…” The style in this paragraph establishes an eerie, expectant mood. Craft: creating mood with word choice

Chapter 7 78 “Jem waved my words away as if fanning gnats…” Somebody helps Jem out with his pants situation. Lee hints that Boo may not be the monster that the town envisions. Plot event: mysterious aid to Jem Thematic element: incorrect perceptions Craft: figurative language (simile) 78-82 “We were walking past our tree. In its knot-hole rested a…” The implication is that Jem is starting to suspect Boo Radley of leaving the gifts. Plot event: The kids theorize about the gifts from the tree. Thematic element: incorrect perceptions Thematic element: growing up 80 “Before I remembered that there was no such thing as hoodooing…” Scout is startled by the little, homemade figurines. Motif: superstitions and the supernatural 83-84 “Next morning on the way to school he ran ahead of me and stopped at the tree…” Mr. Radley ruins the gift-hiding spot. Characterization: Mr. Radley (What can we infer from this action?)



84 “Atticus left us on the porch. Jem leaned on a pillar rubbing his shoulders…” Jem thinks about the gift tree episode and is upset. Characterization: Jem Thematic element: incorrect perceptions Thematic element: growing up

Chapter 8 87-90 “‘We shouldn’t walk about in it,’ said Jem…” The kids show childish wonder at the snowfall. Thematic element: growing up Characterization: Jem 89 “‘Jem, I ain’t ever heard of a …’” Scout uses the n-word freely at this point. Thematic element: racism 89-90 “We could not wait for Atticus to come home for dinner…” Jem and Atticus take pride in Jem’s creation. Characterization: Atticus, Jem 95-97 “As we drank our cocoa I noticed Atticus looking at me…” The family notices that someone put a blanket over Scout during the fire. Jem confesses the secrets he had been keeping from Atticus. Atticus explains that Boo provided it. Plot event: the mysterious blanket Characterization: Boo Radley, Jem Thematic element: incorrect perceptions

Chapter 9 99-100 “Cecil Jacobs made me forget…” Scout explains how school is a bad influence. Thematic element: racism Thematic element: the value of schooling 100 “Atticus sighed, ‘I’m simply defending a Negro…’” Atticus explains that the black community of Maycomb is “beyond the town dump.” Thematic element: racism Plot event: Atticus is defending Tom Robinson 100-101 “‘If you shouldn’t be defendin’ him, then why are you…” Atticus explains why he must defend Robinson as best he can even though they will not win. Characterization: Atticus Motif: birds and harmless creatures (first mention of Tom Robin son)



102 “With this in mind, I faced Cecil Jacobs…” Scout has an internal conflict about fighting or obeying her father. Characterization: Scout Thematic element: growing up 104-105, 116-117 “‘I should think so. She eats all the leftover fingers and ears…” Atticus gives his advice on raising kids to his brother. It is clear that he is an unconventional yet mindful parent. Thematic element: growing up Characterization: Atticus 105 “But at supper that evening when I asked him to pass the damn ham...” Scout comments that she is not concerned with becoming a lady. The fact that Scout objects to traditional views on gender roles is recurring theme. Thematic element: gender views 106-107 “Finches Landing consisted of three hundred and sixty steps down a high bluff…” The family still has Christmas on the old plantation. Setting: plantations Thematic element: racism 106 “There were six bedrooms upstairs…” The room assignments were made to protect the virtue of the daughters. Thematic element: gender views 107 “Talking to Francis gave me the sensation of settling slowly to the bottom of the ocean… Craft: figurative language 108-110 “Aunt Alexandra was fanatical on the subject of my attire…” Scout and Francis discuss gender expectations. Thematic element: gender views 110-112 “‘If Uncle Atticus lets you run around with stray dogs…” Cousin Francis insults Atticus for defending Tom Robinson. Thematic element: racism 113-115 “Uncle Jack’s eyebrows went up…” Scout thoughtfully argues her defence to her uncle. Characterization: Scout



Lesson: The True Boo

Into : What theme topics are developing so far? Explain that a theme topic is usually just one or two words (e.g. making friends). Chart student responses. Remind students that a theme is a complete sentence. (Love is a theme topic, love stinks is a theme.) Now, let’s try to put each theme topics into an appropriate theme sentence. Review how the reading develops a parallel plot on the true nature of Boo Radley. The author wants us to think about our perceptions of others. What is the theme that she develops? What lesson can we learn from what Jem learns? (Perception is a theme topic; “Perceptions are often based on misunderstanding” is a theme.) Through : Students are to create a flow chart that traces what the kids think and learn about Boo. How have their perceptions changed? Decide if you want the students to simply identify the events or to include citations. After creating the chart, they should identify the message. What theme is Lee developing? This chart may be created individually or in cooperative groups. You could also create a simpler, two-column chart comparing Boo Radley myth with Boo Radley reality.

Writing : What theme has Harper Lee developed about perceptions? Summarize how she uses the plot surrounding Boo Radley to develop and shape this theme.

Alternate / additional lessons: Atticus’ Guide to Raising Kids RL1 Key Ideas and Details (cite textual evidence) Into : Ask the students about raising kids. What are the elements of good parenting? Can you offer some examples of behaviors and methods? Point out that there will be contradictory opinions.



Through : Have the students analyze Atticus’ parenting in cooperative groups. They should use textual evidence to write an instruction manual for his principles and methods of parenting.

Atticus’ Guide to Raising Kids

1) Let kids experiment with bad behavior. Kids will experiment with bad behavior in front of you or behind your back. Allow it up to a point. Do not give them attention until absolutely necessary. They will learn that bad behavior is nothing special.

Page 104, “Atticus said, ‘Don’t pay any attention to her, Jack. She’s trying it out. Cal says she’s been cussing fluently for a week, now.’” Uncle Jack disagrees with Atticus and talks to Scout about her foul mouth.

Writing : What is Atticus trying to achieve with his approach to parenting? Does Atticus’ approach make sense to you? Why or why not?

1930’s America (requires research access) Writing 7 (research questions) Into: Quick-write: Generate research questions on one or more of the following topics.

● Feminism in the 1930s ● Segregation in America ● The Great Depression

Chart student responses as a class. Explain that they might start by asking straightforward, simple questions but ultimately want to arrive at open-ended questions that require a thoughtful answer. For example, they might move from "Could a black person marry a white person?" to "What were the factors impeding interracial marriage?" Through: Students are to conduct a short research project based on a research question of their choosing. As research proceeds, it is typical to fine-tune, narrow, broaden, or redirect the research. Steps:

1. Preliminary research question 2. Preliminary research 3. Final research question 4. Formal research (Decide how formal you want this to be regarding citation etc.) 5. Composition

Beyond: Students organize their research into a presentation for the class.

Homework To Kill a Mockingbird Chapters 10-14



Culminating Tasks

Scout's Point of View Essay Reading Literature 1 (citing textual evidence), Reading Literature 6 (point of view), and Writing 2A (organizing information) Write a response to literature essay analyzing how Lee uses point of view in To Kill a Mockingbird . Make sure to compare Scout's point of view at the beginning of the novel, her point of view at the end of the novel, and her point of view as an adult looking back on the events. Cite textual evidence (MLA format) and explain how the point of view impacts other elements (like themes). Paragraph / section ideas

● Introduction (your general thesis on how Lee uses the point of view and a preview of your essay body)

● Scout’s point of view at the beginning of the novel ● Why Lee decided to tell the story from this point of view (Why not the point of

view of Atticus, Tom Robinson, or Calpurnia?) ● Scout's point of view compared to the other children in the novel ● One key event that shows how her point of view is changing ● Scout’s point of view by the end of the novel ● Scout's point of view as an adult (She breaks in with adult observations.) ● Comparing Scout's three points of view (beginning of novel, end of novel, and

as an adult) ● How this point of view develops the key theme(s) (on understanding others,

growing up, and innocent creatures) ● Conclusion (restate your thesis and review your key points)

You will be assessed on how well you cite textual evidence (MLA format), organize your ideas, and analyze Lee's use of point of view.

Theme Presentation Reading Literature 1 (citing the text), Reading Literature 2 (theme development), Speaking and Listening 4 (presenting information clearly) Lee offers many themes (messages about life) in To Kill a Mockingbird . Choose one theme topic from the list below and create a presentation on how Lee develops this theme. Your presentation should express a theme statement (putting a



theme topic from the list into a complete sentence), organize your support topically, and use key citations from the text. Theme topics:

● Racism ● Growing up ● Gender ● Perceptions ● Schooling ● Innocence ● Lineage and family ● Courage ● Religion / morality ● Family ● Tolerance and understanding

Remember that a presentation is organized like an essay (each slide is like a paragraph with a main idea and supporting details), but should not look like an essay. There should be no paragraphs on the slides and few complete sentences. The presenter's role is to explain the key words and phrases in greater detail. You need not write out what you are going to say in advance as long as you remember why the key words and phrases are important.

Slide ideas (You do not need to include all of these sections.): ● Introduction (the theme statement and a summary of your presentation body) ● Symbols related to the theme. (Each symbol could be its own slide.) ● Plot events related to the theme. (Each event can be its own slide.) ● Key dialogue related to the theme ● Key character related to the theme ● Connection to another theme in To Kill a Mockingbird ● How the theme is impacted by the point of view . (How does Scout's point of view

help the development of this theme?) ● Structure and the theme (how the theme develops over the course of the plot) ● Lee's word choice and the theme (figurative language, connotations, mood,

allusions/references, etc.) ● Conclusion

You will be graded on how well you analyze the development of the theme, include textual evidence, and organize your presentation.



c. Symbol. d. Motif. e. Irony.

6. “‘Well, Mayella was raisin’ this holy racket so I dropped m’load and run as fast as

I could but I run into th’fence, when when I got distagneld I run up to the’ window and I seen… that (n-word) yonder ruttin’ on my Mayella!” This quote is mainly an example of...

a. Plot. b. Symbol. c. Irony. d. Dialogue and dialect. e. Figurative language.

7. The story about Jem and Mrs. Dubose’ flowers is an example of…

a. Rhetoric. b. Subplot. c. Foreshadowing. d. Allusion.

8. Which choice does not represent and element of the author’s word choice?

a. Figurative language b. Imagery c. Parallel plots d. Dialect

9. The title of the novel most closely relates to the element of…

a. Irony. b. Structure. c. Symbol. d. Point of view.

10. When a key detail helps the reader predict a later event, it is called…

a. Imagery. b. Symbolism. c. Theme development. d. Foreshadowing. e. Subplot.



Short Response (16 prompts) Each prompt can be answered with one detailed paragraph.

1. Setting : Describe the setting of the novel (be sure to include the social rules). How does the author create this setting for the reader? Paraphrase important details from the novel in your answer.

2. Setting : Briefly describe life under segregation as illustrated in To Kill a Mockingbird . Use important details from the novel in your explanation.

3. Historical context : To Kill a Mockingbird takes place during the 1930s but was published in 1960 (during the Civil Rights Movement). Briefly explain how the novel connects to historical realities and events.

4. Irony : Lee uses irony to show the hypocrisy in Maycomb. (Hypocrisy is when someone’s behavior is opposed to their supposed beliefs.) Identify one example of irony in To Kill a Mockingbird , explain how it is ironic, and explain how Lee uses it to make a point.

5. Characterization : Authors use characterization methods to make the people in their stories real in our imaginations. Choose one character from TKM and explain how Lee creates this person for the reader. Use relevant Language Arts terms to earn maximum points.

6. Characters : Static characters are characters that do not change their personality or thinking in the story. Identify three static characters from the novel and explain the role of each within the narrative. In other words, why does Lee include each of them.

7. Theme : Identify one important theme of the novel. Use details from the novel (paraphrase what you can remember) in order to explain how Lee develops this theme . Draw on more than one element (plot events, conflict, character, symbol, craft, imagery, etc.) to earn maximum points.

8. Theme : What is Lee’s main message about growing up? How does she develop this theme? Use key details from novel to support your answer.



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