to kill a mockingbird

AO4: Relate texts to their

social, cultural and historical

contexts.

AO2: Explain how language, structure and

form contribute to writers’ presentation of

ideas, themes and settings.

AO1: Respond to texts critically and

imaginatively; select and evaluate relevant textual detail to

illustrate and support interpretations.

Assessment Objectives: English Literature Unit 1: Section A (Different Cultures prose).

Read: Chapter 1

Lesson 1

WALT: Develop an understanding of the effects of slavery and The Civil rights movement on 1930s America.

Everyone with BLUE EYES...

Sit on this side of the room

Everyone with BROWN,GREEN & GREY EYES...

Sit on this side of the room

Liste

n!

Recent research has show that people with BLUE eyes:

Are less likely to achieve at sportWill not get highly paid jobs

Will not be as happy in their lives

Liste

n!

Who is this?What colour eyes does he have?GREEN!

Who is this?What colour eyes does she have?BROWN!

Hands u

p!

Who is this?What colour eyes does she have?GREEN!

Who is this?What colour eyes does she have?BROWN!

Hands u

p!

There’s a chemical called MELANIN in the eye which

helps with human development.

People with blue eyes have little or no MELANIN, meaning they are not as good at things as people with brown, green

and grey eyes.

Liste

n!

Please accept my apologies...

I was fibbing!

The colour of your eyes does not affect these things AT ALL!

Liste

n!

Mini white boards at the ready...


I’d like you to list THREE of your thoughts and feelings

during that experiment

You have ONE minute

WHY did you feel these things?

Alone


I’d like you to SHARE your thoughts and feelings during

that experiment

ONE minute thinking time

WHY did you feel these things?

Pairs

This lesson’s KEY WORDS are:

INEQUALITY

WHAT do you think these words mean?

You have ONE minute thinking time

DISCRIMINATIONTo favour one person over another based on their race / colour

People not being treated fairly because of their race / colour

Pairs

MINI PLENARY

Let’s share what we think!

Hands u

p!

Marketplace ActivityGroups



contexts.


Divide into groups. Half the groups in the class will have the key information on African American Slavery and the other half will have the key facts about The Civil Rights Movement.

Your task is to write down as much as you can on one side your post-it note. Each pupil should have their own post-it.

3 MINUTES


Your teacher will now take away your information sheet and you will be left with the facts you have written on your post-it.

You must prepare a short speech on your subject which will inform the rest of the class.

5 MINUTES

MINI PLENARY

Nominate a spokesperson to feedback what your group now knows about slavery and the great depression.

Hands u

p!

Look at your word jumble and highlight all the POSITIVE words in one colour and all the NEGATIVE words in the other.

Pairs

“I have a dream!”

These words are taken from the famous speech made by Martin Luther King Jnr. It is all about the struggle for

EQUALITY between black and white Americans.

Liste

n!

Black people were literally separated from their white counterparts.

Liste

n!

Look at the images in front of you. Write a short diary entry for each as if you were the beaten slave and Rosa Parks.

How would you have felt?

Alone



contexts.

AlonePLENARY

Swap your work with your partner and highlight all the words which you feel represent discrimination and inequality.

Read: Chapters 2 & 3

Lesson 2

WALT: Develop an understanding of the effects the economic depression on 1930s America.

USA in the 1930s: The Economic Depression

What are these people

thinking?

Imagine being so poor that you have to queue for bread and water.

Pairs

It was known as ‘The Great Depression’. 13 million people became unemployed.

In 1929, Wall Street Crashed and many Americans lost their jobs.

MINI PLENARY

Let’s share what we know!

Hands u

p!

What did we learn about the Cunningham family in Chapter 2 of the novel?

The Cunninghams

They are very poor farming family.

They are ‘country folk’ and the Wall Street Crash hit them the hardest.

Mr. Cunningham pays Atticus in food because he can’t afford to pay him cash.

Walter had caught ‘hookworms’ from walking barefoot (couldn’t afford shoes).

They are very proud don’t take anything they can’t pay back.

Walter accidently got Scout into trouble at school because he wouldn’t accept money from Miss Caroline.

NOTE: If they had lived in a city, they would have been the type of people who would have to queue up for food.

Pairs

Walter CunninghamOn your gingerbread person, please list as

many ADJECTIVES as you can which describe the

way I look.

Now list as many ADJECTIVES which

describe my personality

Use the text from CHAPTER 2 to help you.

Pairs

MINI PLENARY


Hands u

p!

What kind of language does Harper Lee use to describe the Cunninghams?

Identify THREE quotes from the chapter which show this.

“As the Cunninghams had no money to pay a lawyer, they simply paid us with what they had.”

“The Cunninghams never took anything they can’t pay back...they never took anything off of anybody, they get along on what they have. They don’t have much but they get along with it.”

Pairs

AO1: Select and evaluate relevant textual detail to

illustrate and support

interpretations.

"Walter Cunningham was sitting there lying his head off. He didn't forget his lunch, he didn't have any. He had none today nor would he have any tomorrow or the next day. He had probably never seen three quarters together at the same time in his life."

What kind of language does Harper Lee use to describe the Cunninghams?

Identify the KEY WORDS and EXPLAIN them.

“As the Cunninghams had no money to pay a lawyer, they simply paid us with what they had.”

EXPLANATION: What can we say about the above key words in relation to the Cunninghams and the ECONOMIC DEPRESSION in America?

Hands u

p!

AO2: Explain how language

contributes to writers’

presentation themes.

MINI PLENARY


Hands u

p!

Turn your attention to Chapter 3. What kind of language does Harper Lee use to describe Burris Ewell?

Pairs

Turn your attention to Chapter 3. What kind of language does Harper Lee use to describe Burris Ewell?

Identify your own quotes, highlight the key words and explain the meaning behind them.

Pairs

?EXPLANATION: What can we say about the key words in relation to the Burris Ewell and the ECONOMIC DEPRESSION in America?

AO2: Explain how language

contributes to writers’

presentation themes.

AlonePLENARY

Swap your work with a partner and look at their explanations of key words.

Write one sentence for each which explains HOW they have related the quote to the theme of economic depression.

Read: Chapter 4

Lesson 3

WALT: Examine the importance of setting and place within the novel (Maycomb).

Refer to your jumbled up description of Maycomb from Chapter 1

Is this a POSTIVE or NEGATIVE image? Write down three reasons why!

Alone

What are your impressions of

Maycomb, from reading the

novel, so far?

? ? ?

? ?

Pairs

Mindmap your thoughts!

MINI PLENARY


Hands u

p!

Made up / imagined. Previous learning!

What must have it been like for a poor woman to live in this small town?

?

1.................................................

2.................................................

3.................................................

Pairs



contexts.


What must have it been like for a black man to live in this small town?

? 1.................................................

2.................................................

3.................................................

Pairs



contexts.


?

Pairs

What must have it been like for a white man to live in this small town?

1.................................................

2.................................................

3.................................................



contexts.

MINI PLENARY


Hands u

p!

LOOK at your map of Maycomb and focus on the children’s play boundary. This is where Scout, Jem and

Dill are allowed to play.

Liste

n!

Look just how small their ‘world’ is!

They were not allowed out of this boundary area.

As a result of this, their imaginations had to be quite vivid in order for them to have any fun.

Refer back to CHAPTER 4. What kind of activities do the children get up to in this chapter? List as many as you can!

Bonus Question: What one thing

are all these games and

activities linked to?

Find a quote which displays the children’s

over-active imagination.

Read the description of the Radley place.

Identify all the ADJECTIVES.Write down the image this creates.

Identify the SIMILE which has been used.What does this imply?

Identify the PERSONIFICATION which has been used.What does this imply?

Pairs

MINI PLENARY


Hands u

p!

Write a description of the Radley place using your own words.

Use ADJECTIVES Use a SIMILEUse PERSONIFICATION

AO1: Respond to texts

imaginatively

Alone

AlonePLENARY

Swap your work with a partner and look at their descriptions.

Use THREE different coloured highlighters to identify where your partner has:

Used ADJECTIVES

Useda SIMILE

Used PERSONIFICATION

Lesson 4

WALT: Investigate the effect of the role of Boo Radley on the novel.

What are your thoughts of the

mysterious character, Boo

Radley?

? ? ?

? ?

Pairs


MINI PLENARY


Hands u

p!

Liste

n!

Boo Radley is an ‘outsider’ just like these famous characters from

other stories.

What do all these characters have in common?

A bogeyman is a monstrous imaginary figure used in threatening children. This legendary monster has no specific appearance, and versions of the monster can vary drastically even from household to household within the same community; in many cases, he simply has no set appearance in the mind of a child, but is just a personification of terror.

Read the description of ‘the bogeyman’ below.

In what ways can Boo Radley be associated with this?Write your thoughts down in your exercise book.

Pairs

AO4: Relate texts to their social,

cultural and historical contexts.

MINI PLENARY


Hands u

p!

The Legend of Boo Radley

Put the images in order and fill in the captions

Pairs

MINI PLENARY


Hands u

p!

The Legend of Boo Radley

1 2 3

4 5 6

Liste

n!

"Two live oaks stood at the end of the Radley lot; their roots reached into the side-road and made it bumpy. Something about one of the trees attracted my attention.”

The significance of the ‘gift tree’Hands u

p!

Who is placing the items in the hole in the tree?

Why do you think this person is doing this?

How is this tree a connection to the children and the outside world?

Could this tree be seen as a symbol for freedom? Why?

Is Boo Radley the local Maycomb ‘Bogeyman’?

Arguments FOR Arguments AGAINST

Refer back to the previous tasks and

what you have learned about Boo so

far. Use this information to fill in

the table.

Groups

Look at your ‘Boo Quotes’ sheet in order to help you make up your mind.

Groups

Half the class groups will argue for the motion that Boo is a ‘bogeyman’ and the other half will argue ‘against’. You have 6 minutes to compose your notes on a post-it before you have to reveal your side of the debate to the class.

DEBATE!

Groups




AlonePLENARY

In order to leave the classroom, you must write out an exit ticket on your post-it note.

On the ticket you will write 3 excellent arguments / ideas you have heard today

which sum up Boo Radley’s character so far.

Lesson 5

WALT: Investigate the effect of the role Atticus on the novel.

What do we know about

Atticus Finch so far?

? ? ?

? ?

Pairs


MINI PLENARY


Hands u

p!

Atticus Finch – Father, lawyer, widower

Jean Louise “Scout” Finch - The narrator and protagonist of the story“Jem” Finch Arthur “Boo” Radley

A recluse who never sets foot outside his house, Boo dominates the imaginations of Jem, Scout, and Dill

Bob Ewell - A drunken, mostly unemployed member of Maycomb’s poorest family

“Dill” Harris - Jem and Scout’s summer

neighbour and friend

Miss Maudie Atkinson -The Finches’ neighbour, a sharp-tongued widow, and an old friend of the family

Calpurnia - The Finches’ black cook

Aunt Alexandra - Atticus’s sister, a strong-willed woman with a fierce devotion to her family

Mayella Ewell - Bob Ewell’s abused, lonely, unhappy daughter

Tom Robinson - The black field hand accused of rape

Heck Tate - The sheriff of Maycomb and a major witness at Tom Robinson’s trial

Refer to your character ‘family tree’ worksheet:

Why do you think I’ve placed Atticus at the top? List as many reasons as you can.

In other words, why he is such an

important character?

Alone

"You never really understand a person until you consider things from his point of view - until you climb into his skin and walk around in it"

“Did you know that Dr. Reynolds works the same way? He charges some folk a bushel of potatoes for delivery of a baby.”

“Now you tell your father not to teach you anymore.”

“Never push your granny whilst she’s shaving.”

“It is a sin to kill a mockingbird.”

Which is Atticus’ genuine advice?Alone

Atticus FinchThe best way to analyse Atticus’ character is to look at what other people say about him and react to him!

“He's the same in the courtroom as he is on

the public streets”

“There are some men in the world who were born to do our unpleasant jobs for us. Your father's one of

them”

Liste

n!

“Jem’s ears reddened from Atticus’s compliment, but

he looked up sharply when stepping back”

Why would Jem have such a physical reaction at a compliment from his father? What does this tell us about their relationship? Write one reason in your books.

Remember the snowman in chapter 8?

MINI PLENARY


Hands u

p!

Atticus FinchPairs

On your gingerbread person, please list as


way I look.



• Father of Scout and Jem• A widower• An attorney by profession• Highly respected• Good citizen• Instills good values and morals

in his children.• His children call him “Atticus”• Honest• Typical southern gentleman• Brave• Courteous• Soft-spoken

Atticus FinchListe

n!

Add these qualities to your gingerbread person, if you haven’t already got them.

MINI PLENARY


Hands u

p!

Quote finder!

Refer to chapters 7 & 8: Take three of Atticus’ qualities discussed in the previous activity and find a quote which relates to each one.

1. _______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

Pairs




"You never really understand a person until you consider things from his point of view - until you climb into his skin and walk around in it.“ (Chapter 3)

What language device is this?

SIMILE METAPHOR ONOMATOPOEIA

Why? / What does it mean?

Pairs

What does it tell us about Atticus?

Good advice...

Refer back to the events of Miss Maudie’s house fire in Chapter 8

You are Atticus

How do you feel about Boo Radley placing the blanket over your daughter?

Write a diary entry, revealing your thoughts and feelings.

Alone


imaginatively

Take into account the metaphor you analysed in the previous task when displaying Atticus’s thoughts.

AlonePLENARY

Two things we have learned today are that Atticus is:WISE & A GOOD FATHER.

Write down FOUR examples of Atticus being the above character.

Think about what has happened so far in the narrative.

Read: Chapter 9

Lesson 6

WALT: Investigate the effect of the role of Scout on the novel.

The Characters

Name the above!

Alone

Atticus Jem

Boo Radley

Calpurnia

Look at your quotes work sheet and match the quote to the character.

Pairs

Atticus Jem

Boo Radley

Calpurnia

What are Scout’s thoughts about each of these characters?Write down THREE opinions she would have about each.

Pairs

MINI PLENARY


Hands u

p!

Scout FinchPairs

On your gingerbread person, please list as


way I look.



How is Scout described and what does it mean?Quotation Meaning...

“She discovered that I was literate and looked at me with more than faint distaste.”

“You’re also growing out of your pants a little.”

? ?

Hands u

p!

Scout’s teacher does not approve of her advanced reading skills, but Scout is a bright child who has grown in a house filled with newspapers and books.Uncle Jack is referring both to Scout’s cheeky behaviour and to her tomboy nature. She rarely wears dresses, which she learns will get in the way of her becoming a ‘lady’.

Refer to your quotes analysis worksheet and the first three pages of Chapter 9.Find 4 quotes and explain what they mean. How do they reveal Scout’s character?



How is Scout described and what does it mean?Quotation Meaning...

1. ?2. ?3. ?4. ?



Pairs

Refer to your quotes analysis worksheet and the first three pages of Chapter 9.Find 4 quotes and explain what they mean. How do they reveal Scout’s character?

AO2: Explain how language, structure

and form contribute to writers’ presentation of ideas, themes and

settings.

MINI PLENARY


Hands u

p!

You are Scout...Pairs

Read the following Write a diary entry on how you feel about the event.

Make sure you include your thoughts about what Atticus’ expectations are of you and how you feel about what Cecil Jacobs is saying about him.

PLENARY

Swap your work with another pair.

Give them feedback using a post-it note. Write down THREE things you have learned about Scout from their work and add one

more that they have missed out.

Pairs

Read: Chapter 10

Lesson 7

WALT: Explain the symbolism of The Mockingbird Metaphor in the novel.

Type of finch.

A small plain bird, which doesn’t

stand out visibly.

However, it has a beautiful song.

It mimics the songs of other birds.

Some Mockingbird species are

endangered.

They are constantly learning

new songs and sounds throughout

their lifetime.

They are only known to be

aggressive when defending their

nests and young.

They eat pests / insects which helps

gardeners.

You have 10 seconds to take in all the key Mockingbird facts

?

?

?

?

?

?

?

?

Now recall the facts that you can remember.Alone

Mockingbirds

? ? ?

? ?

Pairs

Place your answers in a Mockingbird Mindmap!

MINI PLENARY


Hands u

p!

Pairs

Take your Mockingbird facts into consideration when answering the following question...

Why would it be wrong to kill a mockingbird?

Please refer to your

worksheet

MINI PLENARY


Hands u

p!

Create a table in your books with one column titled POSITIVE one NEGATIVE

POSITIVE NEGATIVE

Alone

Now choose the following words to place in either column. Pairs

“Shoot all the bluejays you want, if you can hit 'em, but remember it's a sin to

kill a mockingbird.”

“Mockingbirds don't do one thing but make music for us to enjoy... but sing

their hearts out for us. That's why it's a sin to kill a mockingbird."

Refer to your work sheets and:

1. Highlight the key words in each quote.

2. Explain what you think each quote means, using the key words.

Pairs

MINI PLENARY


Hands u

p!

Liste

n!

Mockingbirds are...

...innocent

...beautiful

...helpful

...not harmful

...not destructive

...a symbol for the characters in the novel!

Which of these characters can be

seen as a ‘Mockingbirds’

Write each of their names down in your books a give ONE reason why Atticus, Boo and Tom are ‘Mockingbirds’.

...fragile

What event from Chapter 10 do these images remind you of?

Answer: _____________________________________________________________________________________________________________________________________________________________________________________________

Hands u

p!

Let’s focus on...

...as a ‘Mockingbird’.

Groups

How does the shooting of the rabid dog, Tim Johnson, show Atticus to have ‘Mockingbird’ qualities?

Do the other characters see him differently?

How? Why?

?

?

?

?

He shows kindness to the dog by

putting it our of its misery

with one shot.

He becomes a hero and an inspiration to his son, Jem,

who now looks up to

him.

He is not a show off and

is very humble

about his talents.

He potentially

saved lots of peoples’ lives because the

dog was dangerous.

Groups


imaginatively

AlonePLENARY


On the ticket you will:

Identify 3 things you have written about Atticus Finch which make him a ‘mockingbird’ character.

Write down an explanation of the link between real mockingbirds and ‘mockingbird’ characters in the novel.

Read: Chapter 11

Lesson 8

WALT: Explain the symbolism of Mrs Dubose’s camellias (flowers) and nature.

What kind of character is Mrs. Henry Lafayette Dubose?

? ? ?

? ?

Pairs

MINI PLENARY


Hands u

p!

Re-Read the following passage in Chapter 11Alone

As you read, highlight quotes which convey Mrs. Dubose’s personality...

Share your quotes with a partner

Add the quotes to the mindmap that you completed in your book in the starter activity...

Pairs

Look at the following explanations

You fill in the blank explanations for the above quote...

“Mrs Dubose was stationed on her porch as we went by.”

The word ‘stationed’ shows that she is always there and never moves. This further shows that she could be nosey.

“Playing hooky, I suppose. I’ll just call up the principal and tell him!”

Even though it is a Saturday and there is no school, Mrs. Dubose is looking for any excuse to land the children into trouble. This shows that she is a nasty and vindictive person.

“And you - she pointed an arthritic finger at me.”

Harper Lee uses italics for the word ‘you’ in order to make it stand out when Mrs. Dubose says it in an aggressive way. Furthermore, the image of the ‘arthritic finger’ pointing at Scout makes her seem evil, like an old witch.

“She put her hand to her mouth. When she drew it away, it trailed a long silver thread of saliva. ‘Your father’s no better than the niggers and trash he works for!’”

?

Liste

n!Pair

s

MINI PLENARY


Hands u

p!

Liste

n!Camellias

Camelias are EVERGREEN (grow all year round and always there) shrubs that have beautiful and colourful flowers, which usually grow very large (and obvious). However it also produces a kind of ‘fruit’ which is a dried up old capsule, hidden away from view and not very nice to look at.

Camellias

Camelias are EVERGREEN (grow all year round and always there) shrubs that have beautiful and colourful flowers, which usually grow very large (and obvious). However it also produces a kind of ‘fruit’ which is a dried up old capsule, hidden away from view and not very nice to look at.

Pairs

With this in mind...

What could this flower possibly represent or symbolise?

Why do you think Harper Lee has linked this plant to Mrs. Dubose?

Write your thoughts / responses on the worksheet provided

1.

2.

MINI PLENARY


Hands u

p!

Let’s focus on...

What does Jem do in Chapter 11, which lands him in trouble?

Hands u

p!

Answer: He cuts all the tops of Mrs. Dubose’s Camellia bushes.

“He did not begin to calm down until he had cut the tops off every Camellia bush Mrs. Dubose owned, until the ground was littered with green buds.”

Let’s focus on...

What does Jem do in Chapter 11, which lands him in trouble?

Answer: He cuts all the tops of Mrs. Dubose’s Camellia bushes.

“He did not begin to calm down until he had cut the tops off every Camellia bush Mrs. Dubose owned, until the ground was littered with green buds.”

Pairs

Identify the key words in this quote and write them down in your book.

Emotions running high

Violent image

Represent Mrs. Dubose’s prejudice and hate.

The idea of getting rid of the old ideas and making way for new, fresh ones to grow.

Now write an explanation of the quote in your book, using the notes below.

AlonePLENARY


On the ticket you will:

Summarise the character of Mrs. Dubose in three bullet points.

Summarise the symbol of her Camellias and what this represents.

Lesson 9

WALT: Demonstrate your knowledge and understanding of Part 1 of ‘To Kill A Mockingbird’ (past paper question).

Read: Chapter 12

Lesson 10

WALT: Investigate the significance of dialogue and regional dialect in the novel.

WORD MEANING PLACE

Gormless Silly / stupid Yorkshire

Y’all

Scally

Canny

Oaxter

Mardy

Mint

Pure

Snotter cloot

Look at the table on your worksheet. Match up the word, meaning and place it comes from. The first word is done for you.

Everybody

Pairs

Southern USA

Crimminal Manchester / L’pool

Excellent / great Newcastle

Armpit Edinburgh

Miserable / soft North West England

Excellent / great Manchester / L’pool

A lot of Salford

Handkerchief Newcastle

Swap sheets with another pair and mark your answers.

Liste

n!

DialectA special kind of language which is linked to a specific place.

This can take the form of...

‘Made up’ words

Accent (spelled how it sounds)

Oaxter (armpit) Innit (isn’t it)

Existing words used with a

different meaning

Pure (a lot of)

Copy into books

WORD MEANING MADE UP (?)

EXISTING(?)

ACCENT(?)

Copy this table into your books.Alone

Place each word in the table and guess the meaning. Tick one of the last three boxes to show whether it is made up, an existing word used differently or accent.

Alone

Now choose THREE of the words and write a sentence for each.Alone

MINI PLENARY


Hands u

p!

“That’s why you don’t talk like the rest of ‘em, said Jem...That Calpurnia had led a modest double life had never dawned on me. The idea that she had a separate existence outside of our household was a novel one, to say nothing of her having command of two languages.”

“Cal, I asked, why do you talk nigger-talk to your folks when you know its not right?”

“Well, in the first place, I’m black.”

“That doesn’t mean you hafta talk that way when you know better, said Jem.”

Look at the following quotes from chapter 12.



MINI PLENARY


Hands u

p!

Think of as many ADJECTIVES as you can to describe the house in this image.

Alone

Now share your ADJECTIVES with a partner.

Pairs

What kind of MOOD do these descriptive words create?

Pairs

MOOD / ATMOPSHERE

? ? ?

? ?

Read: Chapter 13

to kill a mockingbird

Documents

colour eyes

blue eyes

race colour people

race colour mini plenary

green grey eyes

mini white boards

black people

minutes mini plenary