To Kill a Mockingbird (Slavery in America extra reading link) Introduction To Kill a Mockingbird (Slavery in America extra reading link)

Themes and Ideas One of the major themes and ideas in the novel is the ability of ‘doing what is right’ rather than ‘following the crowd’. Think of a time that you have gone against the crowd. Why did you decide to go against the crowd? How did you know it was the right thing to do? And how did you feel when you were in the minority? Can you think of any examples in history or society when people have gone against the crowd for the greater good? Find an example.

Write answers to the following: Is it ever okay to lie? Have you ever acted and thought in a prejudicial way towards others? Are children immune to racism, prejudice and hatred?

Looking at the text in more detail Chapter 1

Elements of a novel study Plot / Events Characters Setting Themes and Ideas Symbols Narrative style / voice Language Techniques Context Representations Message Positioning

As you read Chapter 1 Make notes: Answer Chapter 1 Questions: Plot / Events Characters Setting Themes and Ideas Symbols Narrative style / voice Answer Chapter 1 Questions: What do you learn in this chapter about Maycomb, Atticus Finch and his family? What do you learn about Dill's character? What, briefly, has happened to Arthur “Boo” Radley. Why does the Radley place fascinate Scout, Jem and Dill? What do you notice about the narrative voice and viewpoint in the novel?

Deeper Analysis Childhood / Innocence / Naivety / Imagination Plot / Events Themes and Ideas Broken arm – Jem Reflection on childhood Family history – Simon Finch / Atticus / Calpurnia Meet Dill – learn he comes from the city with picture shows The children play together – imagination The Radley Place and Boo Radley are introduced – rumours discussed Jem is dared to touch the Radley Place Childhood / Innocence / Naivety / Imagination Conservative rural towns grounded in tradition Knowledge / Understanding – consider the idea of reading Prejudice / Fear / Isolation from the community

Deeper Analysis Symbols Narrative style / voice The Radley Place – a place that is ‘droopy and sick’ – becomes a symbol of the lies that exist in small communities as people try to protect their reputations. Isolation and alienation First person narrative Personal Reflective – an adult reflecting on childhood but told from a child’s viewpoint – sense of innocence

Deeper Analysis – Characters Scout Jem Atticus Dill Boo Radley Calpurnia

Deeper Analysis – Characters Scout Jean Louise Finch Protagonist / Viewpoint Likes to read Tells the story with a touch of humour Admires her brother Battles with Calpurnia Nearly 6 Jem Older brother - leader Jeremy Atticus Finch Jem touches the Radley Place after being dared by Dill – never refuses a dare - courage Clear admiration for Jem Jem is 10 Atticus Father Lawyer His first two clients were hung – dislikes criminal law Economical Helps other – i.e. brother Dill Charles Baker Harris Childhood friend Nearly 7 From Meridian, Mississippi Fascinated by the Radley Place – wants to make Boo come outside Boo Radley Mysterious figure Arthur Truth and rumours about Arthur Trouble as a teenager Boo supposedly attacked his father Boo’s brother moves home after his father’s death and Boo remains locked away Calpurnia Housekeeper / Cook A feared and respected presence Orders Scout about Dislikes Old Mr Radley

Deeper Analysis – Setting - Maycomb Draw a picture of the setting Use quotes around your picture to justify your response How does the setting develop the mood of the opening chapter? What mood is created through this setting? What themes and ideas are developed through this setting?

Looking at language in detail “Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned to red slop . . . somehow it was hotter then . . . bony mules hitched to Hoover carts flicked flies in the sweltering shade of the live oaks on the square. Men’s stiff collars wilted by nine in the morning. Ladies bathed before noon, after their three-o’clock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum. . . . There was no hurry, for there was nowhere to go, nothing to buy and no money to buy it with, nothing to see outside the boundaries of Maycomb County. But it was a time of vague optimism for some of the people: Maycomb County had recently been told that it had nothing to fear but fear itself” (page 5 – 6).

Setting – The Radley Place Using evidence from the novel, explain how the Radley Place is a house of mystery and fear. Look at how the language creates this mystery and fear. Draw out specific evidence to support and develop your paragraph Use PEE chains to develop your response See pages 9 – 10

Thinking about Themes and Ideas Can you think of any examples where you or someone you know has been the victim of gossip or rumour. Why do people gossip? Make a T-Chart in their notes. Consult the first chapter and make a list of things that they know are true about Boo Radley, and things that are rumour.

T – Chart Rumours Truth – Known Fact

T – Chart Rumours Truth – Known Fact He creeps around and peers in windows Malevolent phantom 6 ½ feet tall Drools Eats rats and squirrels raw Pecans from Radley tree are poisonous Kills children Chained to the bed Arthur Radley Hasn’t been seen in 15 years Got in trouble as a teenager Father refused to have Arthur go to “reform school” Arthur was locked in the house

Maycomb Enquirer Think about newsstand gossip magazines. Consider how these articles might affect people’s lives.  How much is fact and how much is fiction? You are to write an article for the Maycomb Enquirer. Their articles should have one foot planted lightly in fact, but can be sensational and largely invented. Use gossip to develop your story.

Thinking points How is Maycomb represented by the author? What message is being developed in the opening chapter? How is the reader positioned to view the town and its attitudes? How is the reader positioned to view Boo Radley and the Radley Place?