Lessons, Activities, and Homework To Kill a Mockingbird Lessons, Activities, and Homework

Our Learning Focus for Today: April 27 2015 Do Now: Get started on your silent reading. DictionaryLand peeps, letter “C”. Place your novel on your desk while I walk around. If you do not have it you will be getting a detention. Reminders: Prepare for quizzes! They’ll be the easiest way to raise your grade! Agenda: Silent reading SSR Log Quiz Ch.4-6 Rev. Ch.4-6 Working with Chapters 7-9 Last Class: Reviewed Ch.2-3 Next Class: Ch.10-11 Homework: Finish Ch. 8&9, write and answer questions. Read Ch. 10 & 11. Our Learning Focus for Today: Analyze subplot and motif to determine how characters develop through coming-of-age experiences. Make predictions, form inferences, draw conclusions, and find evidence to support analysis. Use Levels of Questions to identify themes in Chapters 7–9.

Literary Terms: take notes! a recurring image, symbol, theme, character type, subject, or narrative detail that becomes a unifying element in an artistic work. the sequence of events that make up a story, often accompanied by a subplot. a secondary/side story, that develops from and supports the main plot and usually involves minor characters. Motif: Plot: Subplot:

Chapters 4-6: Review and Analysis In your table group, share your notes chart that you completed for homework. Work together to construct an interpretive statement about how the experience of finding gifts in the knot-hole of the Radley live-oak tree has helped Jem and Scout come of age. You will have 10 minutes to discuss your notes and come up with an interpretive statement as a group. After 10 minutes, you will each share your statement with the class.

Chapters 4-6: Review and Analysis The character of Boo Radley is a motif in To Kill a Mockingbird, and the incidents involving the children’s fascination with him form one of the major subplots of the novel. In your discussion group, divide up the following passages that explore this motif and subplot in further depth. The 4th person in the group can choose whatever passage they like. Passage 1: Ch.4 (from “Let’s roll in the tire…” to the end of Ch.4) Passage 2: Ch.5 (from “Next morning when I… ” to the end of Ch.5) Passage 3: Ch.6 (from “What are you gonna do?” to “Settle it yourselves.”)

Chapters 4-6: Review and Analysis You will now form an expert group with other students who have selected the same passage. Passage 1 people: Sit in the desks closest to the door. Passage 2 people: Sit in the middle section of the room. Passage 3 people: Sit in the desks closest to the parking lot.. Conduct an even closer reading of your passage, making sure to note textual evidence and record your questions, commentary, predictions, inferences, and conclusions. Work together to complete the appropriate row of the graphic organizer on the next page.

Chapters 4-6: Review and Analysis Objective Summary of the Passage Statement About How This Is a Coming-of-Age Experience Key Textual Evidence to Support Your Interpretation Passage 1 Passage 2 Passage 3 You will have 15 minutes in your “expert passage” groups to fill out the table for your passage. After 15 minutes, go back to your original table group and share your expert group’s observations, interpretations, and evidence. Take notes in the appropriate row as you listen to the other group members analyze their passage.

Levels of Questions Please take notes on the different levels of questions. Using Levels of Questions can help you identify universal themes in a text. Level 1 – Literal Answers can be found in the text or with further research EX: Who is Boo Radley? Level 2 – Interpretive Requires inference and further research to answer EX: Why do you think Harper Lee uses the motif of Boo Radley in the novel? Level 3 – Universal Answers go beyond what is included in the text and may require additional research EX: How do acts if prejudice and racism shape a community? 10 minutes to jot down the notes on this slide

After we read this chunk, take 5 minutes to generate your ?’s! Chapters 7-9: Lets Read! As a class we will read and analyze the first chunk of Chapter 7, generating questions at all three levels. We will share our responses to the questions in a class discussion. Chunk 1: From the start of Chapter 7 to “I’d have the facts.” Level 1 Question: Literal Questions- What does the text say? Level 2 Question: Interpretive Questions- What does the text mean? Level 3 Question: Universal Questions- Why does it matter? After we read this chunk, take 5 minutes to generate your ?’s!

Chapter 7: Lets Read! You will now read and analyze the second and third chunks with your table group. Generate one question for each level for both Chunks 2 & 3. Afterwards, you will share your responses to the questions in a group discussion. Chunk 2: From “There are no clearly defined seasons . . .” to “Huh?” Level 1 Question: Level 2 Question: Level 3 Question: Chunk 3: From “You reckon we oughta write a letter…” to the end of the chapter. Level 1 Question: Level 2 Question: Level 3 Question:

Chapters 8 & 9: Independent Practice You have the remainder of the class period to read Chapters 8 & 9. As you read Chapters 8 and 9, chunk each chapter into at least three sections and generate Levels of Questions for each chunk. You can create a table like the one below: CHAPTER 8 CHAPTER 9 CHUNK 1 From …to… CHUNK 2 From …to… CHUNK 3 From …to… Level 1 Level 2 Level 3

Chapters 8 & 9: Independent Practice After reading Chapters 8 & 9 you should have a total of 9 questions per chapter, 18 questions total! After you write your questions, write a response for all of the Level 2 and Level 3 Questions. You should have a total of 12 questions answered. Don’t forget to read Chapters 10-11 for homework!!!