a. quiz chapters 1-3 name:
TRANSCRIPT
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Evaluative Activities
A. QUIZ Chapters 1-3 NAME: ______________ _
1. True or False: In To Kill A Mockingbird, Maycornb County ]s in the state of Georgia.
2. Who i:3 Charles Bake:.- Harris better known as?
3. How does Mr. Cunningham payoff his debt ("entailment") for the legal services he received from Atticus Finch?
4. Who is Burris Ewell'?
5. Give one reason why Scout does not want to return to school after the first day.
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B. QUIZ Chapters 14 and 15 NAME: ____________ _
1. True or Fa lse: Aunt Alexandra wants to di~)mi 55 Calpurnia as the Firches' housekeeper and nurse.
2. Briefly dcscr~_be Dill';::; "udvcntur'c" which finally brought him underneath Scout's bed.
3. A few days before the tria1, what does Heck Tate request of At t icu~;'?
4. What is Mr. Cunningham's final reactiun to Scout's entailment question:'
5. True or False: Atticus is obviously mad at Jem after the ja:i 1 incident for nClt obeying him becau~3e he rnes~)ag('s hi;j hair on the way homf~.
C. QUIZ Chapters 23-26 NAME: ____________ _
1. Briefly describe Jew's feelings about Tom Robinson's conviction.
2. What sport. would J em 1 ike to g·o out f or next year at school?
3. True or False: Atticus wants Alexandra to help him inform Helen Robinson of her husban<l's death.
4. Bow did Mt'. Underwood (the ceLL tor of The Maycomb Tr ibune) refer to ~:om's deatbir; his cditut:ial?
5. What comment did Bob EwelL make when he heal-d abouL TDm Robinson's death?
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D. No Study Required "Quest" over Part One To Kill ~ Mockingbird
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1. (15 points) Based on your reading of TQ Kill 12 Mockinqbird 50 far, jescribc how Scout has "changed" or grown up from the beginning of the novel through chapter 11. Use TWO ::;pecific example:3 from chapters 1 through 11 to support your ideas.
2. (15 points) Describe (based on your understanding of the novel and class discussion) your perception of Atticus Finch as a father. to Scout and ,hom. Use a t least TWO examples from the text to support your answer.
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E. Heview/Study Guide: To Kill ~ Mockingbird
I. Read the entire novel To Kill ~ Mockingbird and know the main plot, minor story lines, and how they are all related.
A. Study your questions/answers from the review program.
B. Write a brief (1-2 paragraph) summary of the major story line. Try not to use the book!
C. BONUS ACTIVITY: What are your two most favorite sections of To Kill ~ Mockingbird? Write a short sta.tement telling why each is a favorite.
II. Know about the characters discussed in class and "defined" in the "Creative Me" project (if you chose not to do t~is particular project, there are extra sheets in the folder marked "CREATIVE ME" -- SHORT OPTION 1).
A. Know how each character developed throughout the story (pay particular attention to the Finch family, the Ewell family, and Tom Robinson). Also know how each character was influential in the major and minor story lines.
B. Who are your two favorite characters in the story? Write a short description of why they are your favorites.
C. Remember in point of view discussion held in class!
III. Know about the main discussion/lecture topics covered in class.
A. Make a list of the topics covered (i.e. prejudice, family life) and write a BRIEF description for each.
B. Which topic do you feel is the most important in To Kill ~ Mockingbird? Explain and support your answer with evidence from the text.
C. Know about setting and theme, and how they are Si~Tlificant (~lements t.hroughout the entire st.ory.
Good Luck on the Test!
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F. TEST -- To Kill ~ Mockingbird
I. Matching: Place the letter of the correct answer in the space provided (24 points total).
1. Atticus Finch
2. Walter Cunningham
3. Mr. Avery
4. Mi~is Maudie
5. Scout Finch
5. Ca=_purnia
7. Mayella Ewel]
8. Alexandra Finch
9. Dill Harris
10. Helen Robinson
11. Jem Finch
12. Jack Finch
A. Was embarrassed and humiliated when in court.
B. Thought that ch-i Idren were evil and the ruin of the neighborhood.
C. Thought that Maycomb families had peculiar "streaks."
D. Told tales of being kept prisoner in a basement.
E. Scout and Jem's "second" mother and housekeeper.
F. The modest sharpshooter.
G. A child in Maycomb who never had his lunch.
H. A doctor who didn't like Scout's cussing.
I. A feisty youngster who didn't like school.
J. A flower -lover whose house burned down.
K. Often spent time to himself while growing up.
L. She slumped to the ground after hearing bad news.
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II. Read the following quotes from To Kill ~ Mockingbir'd. Place the name of the person that said each quote in the spaces provided (16 points total).
1 J.. •
2.
"I know it's February, Miss Eula May, But I know a mad dog when I see one. Please, ma'am, hurry!"
"Scout, ... (but) let me tell you something, and don't you forget it·" whenever a whi te man [is mean] to a black man, no matter who he is, or how fine a family hE comes from, that wl1ite man is trash."
3. "{file 1 1 , the night of November twenty-one I was comin' in from the wood with a load 0' kindlin' and just as I got to the fence I heard Mayella screamin' like a hog stuck inside th(' house."
4. "No, :3uh, not after she offered me a nickel the first ti.me. I was glCld to do it ... and I knowed she didn't have no nickels to spare." _____ _
5. "{fIJe 11, if you don I t want me to 9row up talkin' that WCLy, ,,,hy do you send me to school?"
6. "Grandma, she ci"illed me Cl whore 1 ady and jumped on me! "
7. "I wants to know why you bringin' white chillun to a nj gge: church."
8. "vJhert:: are you two going at this t lme of day? Playing hooky, I suppose. I'll just call up the principal and tell him!"
III. Write "" short, yet dotai led paragraph which show whClt signif icance the following objects had in the stOt"Y (30 points total).
1. A ~nothole in a tree:
2. A bottle of coke in a paper bag:
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3. Old Tim Johnson:
4. A ham costume:
5. A chiffarobe:
6. An old tire:
7. A ripped pair of pants:
8. A dime store baton:
9. A withered, crippled hand:
10. A pitcher of molasses at the dinner table:
IV. Answer all of the following essay questions in a clear, concise manner (30 points total).
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1. Based on what Y:Ju have lear-ned thr-ough reading To Kill ~ Mockingbird, now many different types of prejudice ar'C' there? Or i.s there one "standard" type of prejudice that everyone has? Explain your answer-, citing several 3pecific examples from the text. (10 points)
2. Harper Lee wrott~ To Ki 11 ~ Mockingbird wi th the simple intent of it be~ng a love story. How is this novel a love 3tory? Give and explain the different types of love that can be found in To Kill ~ Mockingbir_~, and how each of these types of love effect the eventual outcome of the story. (10 points)
-------------------
60
3. Compare and/or contrast the characters of AtticU5 Finch and Bob Bwell. In comparing and/or contrasting these two characters, cite specific events and descriptions which focus on their individual abilities to be good or bad father figures, and discuss how this effects each man's individual family. (10 points)
------------------------------------
61
G. Grading System: To Kill ~ Mockingbird Unit
~Points for activities in the ro Kill ~ Mockingbird unit will be totaled as follows:
Quizzes (2 total) ........................ 20 points Quest 1 (Computer literacy) .............. 20 points QU€~st 2 (TKAMB- Part 1)................. 30 points Test over TKAMB .......................... 100 points
"Creative Me" Projects (Grade based on work done in class and if done on word processor) .............. 20 points
20 points 60 points
(20 points per short project, 60 for the long project)
An!3wer s from Program Review.............. 10 points / set 50 points
total Class Participation (Role plays, essays, worked in class, etc.) ......................... 30 points
TOTAL POINTS FOR THE UNIT .................... 350 points
Grade ~350-315
~314-280
~2'l9-245
~244-210
~209/below
Breakdown: A (100-90%) B (89-80%) C (79-70%) D (69-60%)
F (59% and below)
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Rationale: Daily Lesson Plans
The pur-pose of providin(J i':l geneeal overview of this
uni t 's dcci ly 1 esson plans is to give the reader an idea of
how all of the unit activities can be handled and arranged on
a day-to day basis. Even though the unit is very structured
as a whole,:he individual teacher who chooses to use it can
rearrange act i vi ties, -Lengthen or shorten acti vi tie s ,
eliminate activities, or even add new activities depending on
hislher need, evaluated class ability, or other unforeseen
factors \>lhich may arise dUY'ing the course of the unit. The
following outline simp:y tells how the at.thor would teach the
unit, and other teachel-s may usc it straight from the text or
modify it as they so desire.
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66
Rationale: Program Evaluation
The purpose of evaluating the fi.nal SuperPILOT review
program is thr·eefold: fir-st, it i~3 impor-tant that the
program v.;rork!j smoothly, wi thout any flaws; second, the
program should be useful and attractive to the main category
of user (in this case, the higll school student); and finally,
it should be useful to other teachers in the profession who
may benef i t f rom the actual prog ram, or· who may be interf';:'i t.ed
in writing their own pt-ogram using the SuperPILOT system.
The evaluation technique used was very simple: the program
was administered to four high school students, two English
teachers (all of the above from Yorktown High School), and
two fellow English education majors at Eal1 State. They were
asked to run the progri:lm (with aSf, i st:J.flce, if necessary), and
then to c:omnlcnt on it .'.n writi.ng: first, by using the
provided evaluation fot-m, and secondly, by adding thei.r own
comments. The following page(s) include a brief summary of
the commerlts made about the program by those evaluated.
67
Evaluation Comments
Those d.sked to view the program for the most part had
positive co::nments to make about it. The high school students
felt that it would be useful in helping them understand
difficult sections of the novel, especially the chapters
involving the trial scene (chapters 16-22). Only one student
felt that ~he questions on the program were too simple, and
therefore somewhat repetitive to what may be discussed in
class lectures. This student also felt that the program
could be "j3.zzed up" a little more with some graphics designs
placed after each section (It's a goal I certainly can work
before I use the program in my own classroom!).
The high school teachers asked to review the program
also liked it, with the only real critical comment being that
it may, again, make the novel "too easy" to understand
without reading it. They really liked the fact that the
students would be given the opportunity to work one-on-one
with some of the more difficult concepts presented in the
program; again, they, too, liked the questions used in the
section of the program involving Tom Robinson's trial. They
felt that these questions, when combined with some background
discussion on American law and its legal system, and the role
plays included in the unit, would make for a truly
educational experience.
Because of time limitations, I was unable to contact
68
two Ball State colleagues to run and review the program;
therefore, I will take the opportunity to make some of my own
comments on it. I agree with the student and teacher
comments discussed earlier: the program does need some color
and "spark" to make it more appealing to the students, since
the program in itself is often repetitive. And I also agree
that the questions are very simple in places, maybe too
simple. But hopefully because of this, I will be able to
cater to all academic levels of students in this manner, from
the genius-computer whiz, to the "I-just-want-to-get--by"
student. The novel TQ Kill ~ Mockingbird is indeed a
classic, and definitely a novel to be read, lived, and
understood by all. Hopefully this review program can help to
not only increase the chances of that happening for the
less-motivated students, but also for those who want to go
beyond the teacher's expectations of merely reading the book
because it was assigned to understanding its relationships to
their everyday lives.
---------------------- - -
69
Closing Comments
When I first thowJht about doing this project, I never
realized the amount of time, effurt, and patience required to
finish it. l\lthough i-': seemed Like forever-, I am finally
done, and I definitely learned a lot through the experience.
First, I learned that ~her~ is a real need for computer
education and u~;e in a ,1 at"eas of the high school cut"!:_"iculum,
not just in English. Cl, T can help the teacher bring new
dimens ions t_;~) all k:i.nd~, of act i vi ties and ass ignments, as
we 11 as create Cl new, CDr):; t. rur. ti ve f arm of purposefu 1
activity in order to o\:cupy a student's mind and time.
Second, CAl (at least :n tJlC English cla~sroom) can create
more independence of thought and activity on the part of the
individual s-::;udent; the student is made responsible for what
he/she does or does not do with the unit in question, and the
teacher takes on the true role as an educator and guide in
the process of learning. Finally, working on such a p~oject
has helped me to learn more about my own capacities not only
as an cdL,ca tor, but al ;:.0 as a "computer' 1 i tera te" human
being. I found out that no matter how int imida t ing computerfj
may look, they are definitely more us~ful and helpful than
they are scary ~- frustrating, at timus, but not scary.
Even though time and facilities did not permit use of
the program for all stLdents, the otllCr pl-eceding activities
(including mGiny of the questjun~; on the review progt-dm) were
------------------.-----
70
used in teacr,ing the unit on To Kill 11 Mockingbird during my
student teaching at Yorktown High School, and were quite
succes sfu1. For' exampl e, three of the "Crea t i VE:' Me" pt~O j eets
were used as out-of-class assignments for the unit; the
discussion questions, quizzes I ann Lest over' the novel were
also used in evaluatiwJ individu().l student participation and
understanding. All of the abov~mentioned activities achieved
a 65·75% success rate among aU of the sLutlenb:;. Now
including the actual review program with the unit can assist
in leaving even more time for divergent discussions, in class
project time, and other similar activities.
It is my hope that this project will help others to
learn to go beyond their stereotypical capabilities as basic,
standard secondary educators. It bas really helped me to
realize my potential in many educati.onal a n.'-' a 5 , including
and most importantly the realm of CAl.
Works Cited
Apple n fu?BJ& SuperPILOT Edi tor I 5 Manual. Cuper'ti_no,
California: Apple Computer/Inc. I 1980-82.
llPEl~ n ~,e ~!:!perPILOT ~J_angllage Refer-ence Manual.
Cupertino, California: Apple Computers, Inc., 1980-82.
Boyd, Beulah, ed. Huw Do You "Do" ... 7: General Suggestions
and Specific Unib-.. for Secondary ED..9Ji'.5h. Tucson,
Arizona: Tucson Public Schools, 1962.
Burns, Capta~n Hugh. Stimulating Thinking with Computer
'J'ectlnoJ,_~~. Froc. of the Task Force on the Implications
of Educational Technology. Denver: Colorado Commission
on Highc~r Educati(ln, 16-17 Mar.ch, 19[H.
Christian, Barbara. Creative Escapes: Adventures irl Writing
Grades 7-12. Belmont, California: Pitman Learning,
1980.
Eisenburs:, J.D. and Bruce Tognazzini. Apple
Pre::~ent:3 ... App] e. Computet- softwan? Apr} e COITlp.lter,
Inc., 1982.
Leonardi, Elizabeth B. and Janet L. McDonald. "The Micro in
the English Classt-oom: Shifting the Emphasis from
Processi.ng Words t.o Processing Ideas." Educational
Te c ltn 01 (2.9Y 2 7 . 2 (l 98 7): ,1 5 7 .
Moran, Charlc~s. "Wol-d Pl:-OCP~3:3ing and the Teaching of
Writing." English Journal 72.3 (1983): 113-15.
Rodrigues, Raymond J. "The Computer'- Based Wr-i t ing Pt-ogram
fr-om Load to Pr-int." English Jour-nal 73.1 (1984):
27-30.
Schiffman, Shirl S. "Productivity Tools for the Classroom."
The Computing Teacher 13.8 (198G): 27·31.
Schwartz, Helen J. "TE-aching Writing With Computing Aids."
ColI ~ Eng 1 ish 46 . 3 (1984): 2 J 9 -- 4 7 .
Ziegler, Alan. The Writing Workshop, vol. l. New York:
Teachers & Writers Collaborative, 1984.
Bibliography
Anderson-Inman, Lynne. "Th<? Heading-Writing Connection:
Classroom Application for the Computer, Par·t 1." The
Computirl9'. Teacher 14.fl (1985): 7.3-6.
Apple IT Apple Super-PILOT Eci.i tor I f) ManuaL Cuper-tino,
Cal ifonlia.: Apple Computer', Inc., 1980--82.
Apple l1.. fu2E.:Le SuperPILOT L(3.nguage Reference Manua 1.
CupE'rUno, Califor'nia: Apple Computer, Inc., 1980-82.
Boyd, Beulah, cd. How Vo y(:'~g "Do" ... ?: General Suggestions
and Specific Unit:_; for Secolldary English. Tucson,
Arizona: Tucson Public Schools, 1962.
Burns, Major Hugh. "Computing uS a Way of Brainstorming in
English Composition." E<i.ucation 101.2 (1981): 105-08.
Burns, Cuptain Hugh. ~~timu1<~:t ing Thinking ~i th Compyter
Technol(2TI. Proe, of the T'.isk For-ce on the Imp1 jcations
of Educational Technology. Denver: Color-ado Commission
on Higher Education, 1617 March, 1981.
Catano, '::'amc:3 V. "Computer'-Based Wri ting: Navigating the
F1uj,d Text." CoLl:.~ CQ!!lf29sition and Communication.
3 (, . 3 (1 '3 8 5 ) : 3 0 9 - 1 b .
Christian, Barbara. Cr-eative Escapes: Adv_entuY'e~~ in Writing
Grades 7-12. Belmont, California: Pitman Learning,
1980.
Eisenburg, J.D. and Bruce Tognazzini. Apple
Present:3 ... Apple. Computer software. Apple Computer,
Inc., 1982.
Harris, Jean(~tte. "Student Writers and Word Processing: A
Preliminary Evaluation." ~ollcqc ~Qp1~sitioll and
Communication 36.3 (1985): 323 30.
"High Road, Low Road, End of the Road for CAl and
Progr'amrning?" Phi De 1 t~ Kappc.l.n 68. 7 (1987): 547 48.
Ka.tz, Sandra, and John M. Arones. "Inquiry: A
Computel r Program Based on Hhetol'ical Theory."
Educational Technology. 25.2 (1985): 37-9.
Lee, Harper'. To Kill l~ Mockingbird. Ph:[ ladelphia: J. B.
Lippencott, 1960.
Leonardi, Elizabeth B. and Janet L. Mc Donald. "The Micy'o in
the English Classl-oom: S'hiftin<J the Emphasis from
Processing Words to Processing Idea:::~." Educational
Tcchnol(~gy 27.2 (1987): 45-7.
Mean~3, BE'th and Lindy Ll.ndeL Clear and Lively Writ,iJ1t3,:
CrcG~tivt~ .I<i~as amt Activitic~3, G,rages 6-10. Englewood,
Colorado: Librar~es Unlimited, 1900.
McKenzie, Jamieson. "AccOl"dion Writing -- Expository
Compos i':' ion wi th the Word Proce::) sor ." Enql:i.::;h tJ' cJurnal
73 .:, (1984): 56 - flo
Moran, Charles. "Word Pr'oces5 Lng and the Teaching of
Writing." English Journal 72.3 (1983): 113 .. 15.
Nash, James and Lawrence Schwartz. "Making Computet"s Work in
the Wri ':' i ng Clas::>." Educational Technology 25.5
(19El5): 1926.
Ro.ime, Ang\? Ie. M. "Stimulating CrcativQ Wt'itten Cemmun~ication
Through DivercJent Thinking Pr'ocessc~s in Teacher
Education." The Journal of CrQative Behavior 14.2
( 1 9 8 0): 1 2 5- 3 2 .
Rodrigues, Dawn. "Computers and Basic Wr-iters." College
Composition and Communication 36.3 (1985): 3]G'~.
Rodrigues, Raymond J. "'1"1-;,(: Computer" Based Wt'i t i n9 Proqram
f rum Load to Pt'int." Erler 1 i sh cTourn<J.1 73.1 (198 /1):
27-30.
SchiffmaG, Shirl S. "Productivity Tools for the Classroom."
The Computing Teacher 13.8 (1986): 27-31.
Schwart z, He Len ,J. "Teaching Wri tinq 'Ni th Computer Aids."
Solomon, Gwen. "Writing with Computers." Electronic
Learning 5.3 (1985): 39-43.
Wells, Bethany J. and D. Scott Bell. "A New Appnlilch tD
Comprehension: Using Cloze o.nd Computer-Assisted
Instruc:: ion." Educationa 1 Technoloqy 20.3 (1980):
49-~;1_
Whitworth, Richard. C:.a5S Notes (ENG 395/399). Sept. ·Feb.
1987-88.
Ziegler, Alan. The Wr:~ ting Workshop, vol. 2- New York:
Teachers & Writers Collaborative, 1984.
Appendix
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Evaluation of Unit over To Kill ~ Mockingbird
1. What is your overall impression of the book, To Kill A
Mockingbird?
2. What wa:3 your favorite activity in this unit? Why was it
your favorite?
3. What was your least favorite activity in this unit? Why
was it your least favorite?
4. In reference to the computer review program, did you find
it:
very helpful in allowing me to understand the
novel.
o.k. in helping me understand the novel.
not very helpful at all.
a waste of class time.
5. What mi'~ht be added or deleted from the review program to
make it a better learning tool?
f.. What wa~~ your favorite pat-t of the entire computer
portion of the unit (including the introductory section
over the Apple computers)?
7. Please add any other comments about the review program
and/or the unit that you may have in the space below:
Thanks!
Program Evaluation Survey
1. What is the best feature of this review program? Why do
you fee1 that it j.s the best?
2. What is the worst feature of this review program? Why do
you feel that it is the worst?
3. What miqht you add to or delete from the program to make
it a more useful learning tool?
4. Please add any other comments that you would like to make
about the review program in the space below:
Thank you for your time!