ELA 10-1: Lesson 9 Chapters: 16-17.

ELA 10-1: Lesson 9 Chapters: 16-17

Morning Mull Over…

Agenda Attendance: the perspective you are writing from in PR#2
House Cleaning: owing Image Discussion Word Wall Chapter review Exit Slip

Chapter Review/Discussion
Small town: word spreads fast and not exactly true. Who is Mr. Dolphus Raymond? How does the community of Maycomb view Mr. Raymond? Why is it ironic that a “gala occasion” is being held the same day as the trial. What is important about where Jem and Scout sit in the courthouse?

What are the different perspectives of the event on trial? Describe each perspective. Why would their be different perspectives on the event? Influences?

What does Bob Ewell writing in trial prove? What kind of flowers do Mayella grow? What do the flowers symbolize?

Conclusion Tell me one thing you learned
Cannot be the same as someone else Perspective Response Due Monday! I am still missing a few PR#1! Readings: Ch. 18-

Agenda Attendance: Favourite Colour House Cleaning Image Discussion
Word Wall Story time! Trial Talk Chapter review Exit Slip

House Cleaning PR#1- STILL MISSING ASSIGNMENTS! PR#2 due today
Report cards this week! Quiz #3 Wednesday

Trial Talk Note taking Trial chapters

Describe Mayella Ewell Attitude/age What does she ask Tom to do? Why would Mayella think she is being sassed? What does this say about her status? What casts a shadow of doubt on the Ewell’s story? Tom… In what way has Atticus “hit” Mayella?

What is Tom’s side of the story? How does he view Mayella? What does he say happened? Why did the scandalous event happen? What is Tom’s dilemma when embraced by Mayella? Race Married Cannot fight her No way out condemned by manners What does Dolphus Raymond say to Dill? Why would he say that? Why was Dill so upset by the cross-examination?

Mind Break! Lets play To Kill a Mockingbird Pictionary! Guess this…

Work Period Work and/or read for the remainder of class.

Wrap Up Make sure your PR#2 is in Quiz #2

Agenda-Double! Period 1 Attendance: favourite non-alcoholic beverage
House Cleaning Word Wall Trial Talk Chapter review Read chapter 22 together… Period 3 Image Discussion Work booklet review Work Period Exit Slip

House Cleaning PR#1- STILL MISSING ASSIGNMENTS!
PR#2- Missing a lot of these! Report cards this week! Quiz #3 Wednesday (Ch )

Trial Talk Note taking Placemat organizer or mind map thoughts?
Anything important? Placemat organizer or mind map Group discussion

What is Mr. Dolphus Raymond’s attitude towards Dill crying? He will become accustom to injustice with age What “code” has Mayella broken? Societal code (1930’s) She put her desires above societies racial codes; tempting a negro According to Atticus, not all people are born equal. Find the passage where he talks about the “great equalizer” What is the great equalizer? What is the truth about Negros according to Atticus

Mind Break! Lets play To Kill a Mockingbird Pictionary Again! Teams
Remember the colour coated chart- new base groups! And your new Pictionary groups!

Why does Atticus allow his children to come back for the trial? Where did they view the trial? How does Jem believe the trial will end? Why does he believe this? What does Reverend Sykes tell Jem about the verdict? Why does the jury not look at Tom when the verdict is delivered? Why was the verdict predictable? Why does the black community members stand as Atticus leaves?

Perspective Response #3
Write letter to the editor (newspaper) regarding the trial. Take the perspective of a citizen in the audience (white or black) Include your opinion on the trial and include evidence from the novel and trial as defence of your opinion. Be sure to discuss ideas of inequality and societal codes (of the 1930’s) You may be an advocate for or against the trial verdict. Be sure to explain why and provide evidence. You may sign the letter with a alter ego (fake name) I.e. Concerned Citizen Min. 2/3 of a page typed and single spaced. Rubric has been updated.

Story time… …and now a reading from Ch. 22….the whole chapter.

Chapter Review/ Discussion
How does Jem react to the verdict? Image reflection “it seems only children weep”. What does this mean? How did Aunt Alexandra react to the children being at the trial? What is Atticus’ defense? How does the black community show their gratitude towards Atticus’ efforts in defending Tom? Times are too hard

What is symbolic about the 2 small cakes and the large cake Miss Maudie makes for the children? Who gets the big cake and why? Why did Atticus consider the trail a partial victory? Jury Why does Dill want to be a clown He wants to laugh at people because people are horrible and all you can so is laugh. How does Bob Ewell confront Atticus at the post office? Why?

Wrap Up Make sure your PR#2 is in Quiz #3 on Wednesday Reading: 23-24
Be done the novel by Monday Please Final Friday March 28th

Agenda Attendance: House Cleaning Quiz #3 Image Discussion Word Wall
Trial Talk Chapter review Exit Slip

House Cleaning PR#1- STILL MISSING ASSIGNMENTS!
PR#2 –Still missing a number of these! Report cards this week!-hand out reports Quiz #3 today

Quiz You have 30 mins Good Luck!

Mind Break! Time to play To Kill a Mockingbird Pictionary!
Score so far? Character: Events: Walter Cunningham Tire game Heck Tate Black Church Visit Calpurnia The gala picnic Aunt Alexandra Miss Maudie’s house fire Bob Ewell The Guilty verdict Boo Radley Reading to Mrs. Dubose

Trial Talk Note taking Look at: Graphic organizer Base groups
Different perspectives Different roles Time period influence Other important/interesting facts

For the next 2 slides have students create their own questions. -introduce Bloom’s Taxonomy Question Heiracry and provide them with examples and a range for their questions. (Chart attached in unit)

Conclusion Perspective response #3 due Monday
Tomorrow please read chapters for tomorrow. Please read chapters for Monday Final on March 28th.

ELA 10-1: Lesson 12 (2) Chapters: 23-24

Agenda Attendance: House Cleaning Image Discussion
Quick Question Meeting Question Sharing Chapter review Exit Slip

House Cleaning PR#2 –Still missing a number of these!
Report cards today!-hand out reports PR#3 due Monday! Finish book for Monday!

Question Sharing Please print your group question below:

Mind Break! Time to play To Kill a Mockingbird Pictionary!
Character: Events: Walter Cunningham Tire game Heck Tate Black Church Visit Calpurnia The gala picnic Aunt Alexandra Miss Maudie’s house fire Bob Ewell The Guilty verdict Boo Radley Reading to Mrs. Dubose

How does Atticus react to Bob Ewell’s threat? Why does Bob act this way? Why does Miss Maudie not sit on the jury? What is Atticus’s explanation? Types of folks How many types does Jem believe there is? How many types does Scout believe there is? What conclusion has Jem come to about Boo Radley?

Mind Break! I couldn't quite remember how to throw a boomerang, but eventually it came back to me. I used to have a fear of hurdles, but I got over it To write with a broken pencil is pointless.

What attitudes of the proper ladies of Maycomb are revealed at the missionary tea party? Women love to gossip and do not understand why their black maids and labourers are so upset at the trial result. Why is Miss Maudie upset with the other ladies? Why does Scout prefer the company of men? Women appear lady-like but are cruel and mean spirited.

What happens to Tom Robinson Spoiler Alert! Why? What remarkable thing does Scout do at the end of the chapter? She is hiding her pain for her father and the memory of Tom.

Conclusion Perspective response #3 due Monday
Finish reading for Monday! Final on March 28th.

Morning Mull Over… How does this sum up the entire book?
Why is this ironic? 1.1.1: a. generate and experiment with strategies that contribute to forming tentative understandings, interpretations and positions [for example, posing questions, suspending prejudgement as appropriate, recognizing that initial interpretations and positions may be inaccurate and incomplete, and recognizing that texts may be inaccurate, misleading or ambiguous] b. form tentative understandings, interpretations and positions on ideas and issues communicated in literature and other texts by expressing own explorations and considering others' explorations

Agenda Attendance: Last year’s Halloween costume? Image Discussion
Word Wall Quiz Masters Chapter reviews House Cleaning Exit Slip

House Cleaning PR#2- STILL MISSING ASSIGNMENTS! PR#3 due today

Quiz Masters! CH. 25-31 In your base groups:
Create a question for each chapter (25-31). Write the questions down; will be taken in Be prepared to share one or two of your questions Randomly selected. Students will create their own higher level questions for each chapter (25-31), and present at least one to the class. The rest will be handed in for formative assessment. This will allow the students to learn from one another, collaborate, as well as provide a general understanding of where the class is at in terms of understanding the novel content. 1.1.1: a. generate and experiment with strategies that contribute to forming tentative understandings, interpretations and positions [for example, posing questions, suspending prejudgement as appropriate, recognizing that initial interpretations and positions may be inaccurate and incomplete, and recognizing that texts may be inaccurate, misleading or ambiguous] b. form tentative understandings, interpretations and positions on ideas and issues communicated in literature and other texts by expressing own explorations and considering others' explorations

What creature does Scout tease? How could this relate to the symbol of a mockingbird? What does Mr. Underwood compare the death of Tom Robinson to? “The senseless slaughter of songbirds by hunters and children” What does Mr. Ewell day about Tom’s death? “one down, two more to go” Have students discuss the questions in their base groups (approx. 5 mins a question page). Then use the no-hands up classroom model and call on students randomly to answer (name cards are available). Repeat this for all chapter review pages. Note: if topic has already been addressed in discussion, ask students to review/remind or simply make a mention of what was discussed previously (gauge class mode for this.) There are mind breaks placed through out the review slides. 2.1.1: c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present] 2.1.2: d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme

What does Scout imagine she would say to Boo Radley? “Hidy do. Mr. Arthur” and the two will talk about the weather. What is ironic about Miss Gates giving a lecture on American democracy? “Over here we don’t believe in persecuting anybody. Persecution comes from people who are prejudice” Does not realize that prejudice exists in her own area How can she hate Hitler and then say mean things about locals. 2.1.1: c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present] 2.1.2: d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme

What 3 peculiar events occur? Bob Ewell was hired and fired for laziness Judge Taylor’s house was broken into Helen Robinson is threatened by the Ewell family on her way to work. What is Scout’s role in the pageant? 2.1.1: c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present] 2.1.2: d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme

Mind Break! Lets play To Kill a Mockingbird Pictionary! Guess this…
Mockitionary! Groups and scores are outlined on the board at the back. Be sure to give a point to the winners of each round (though I am sure the students will remind!) Opposing groups are to be determined randomly. Each group must go once a day! -challenged group (second group chosen) gets to choose the topic. Characters Events -Jem -lining at the black church -Calpurnia -Reading to Mrs. Dubose -Bob Ewell -The Guilty verdict -Boo Radley -Going to the Pageant -Scout -Hot Steam -Mr. Link Deas -Jem destroying Mrs. Dubose’s flowers -Mr. Underwood

Who frightens Jem and Scout on the way to the pageant? What tone does this set for the chapter? What event happens as the children head home from the pageant? Summarize the events Who does Scout believe saves her? What does Heck Tate reveal at the end of the chapter? 2.1.1: c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present] 2.1.2: d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme

Heck Tate said that Bob Ewell “meant business.” What is he referring to? Who saves Jem and Scout? How? Why? 2.1.1: c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present] 2.1.2: d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme

Puns of the Day! In the room the curtains were drawn, but the rest of the furniture was real. Sleeping comes so naturally to me, I could do it with my eyes closed. When a clock is hungry it goes back four seconds. Mind break! Have students stand up read the puns and then play rock, paper, scissors with their shoulder partner. Winners remain standing and play each other.

How do Atticus and Scout accommodate Boo while he is at their house? Why would he feel uncomfortable? What does Atticus believe happened? Why would Heck Tate say something else happened? Who killed Bob? Why would telling the truth be like “shooting a mockingbird?” 2.1.1: c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present] 2.1.2: d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme

Tongue Twisters Say these 3 times fast:
Clean clams crammed in clean cans Willy's real rear wheel Black background, brown background.

Diary Entry Choose a character and one event from the novel. Write a diary entry from the perspective of your chosen character. Be sure to include: evidence from the novel (events and other characters) one page reflection (typed and double spaced) “Dear Diary” or “Dear Journal” as an introduction Signature or sign off at the end of the entry Reflection on the specific character’s perspective

Why would Boo Radley want to pet Jem’s head? What is significant about Scout taking Boo’s hand? Innocence vs. Ignorance What change does she make before they cross the street? Why? What realization does Scout come to as she stands on the Radley porch? What significant statement does Atticus make to Scout about perspective?

House Cleaning Make sure your PR#3 is in Quiz #3 Final Friday
Will have back by Wednesday Few more need to write Final Friday Essay workshop the 27th

ELA 10-1: Lesson 14 Chapters: 28-31 Double 1.1.1:
a. generate and experiment with strategies that contribute to forming tentative understandings, interpretations and positions [for example, posing questions, suspending prejudgement as appropriate, recognizing that initial interpretations and positions may be inaccurate and incomplete, and recognizing that texts may be inaccurate, misleading or ambiguous] b. form tentative understandings, interpretations and positions on ideas and issues communicated in literature and other texts by expressing own explorations and considering others' explorations 2.1.1: c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present] 2.1.2: d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme 5.1.1: b. analyze and describe language and images used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example, stereotyping that contributes to negative portrayals of characters in literature and persons in life] c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others

Morning Mull Over… 1.1.1 b. form tentative understandings, interpretations and positions on ideas and issues communicated in literature and other texts by expressing own explorations and considering others' explorations 2.1.1: c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present] 2.1.2: d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text

Agenda Attendance: Image Discussion Chapter review Quiz Masters
House Cleaning Review and Preview

How do Atticus and Scout accommodate Boo while he is at their house? Why would he feel uncomfortable? What does Atticus believe happened? Why would Heck Tate say something else happened? Who killed Bob? Why would telling the truth be like “shooting a mockingbird?” 2.1.1: c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present] 2.1.2: d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme

Why would Boo Radley want to pet Jem’s head? What is significant about Scout taking Boo’s hand? Innocence vs. Ignorance What change does she make before they cross the street? Why? What realization does Scout come to as she stands on the Radley porch? What significant statement does Atticus make to Scout about perspective?

Mockitionary! Groups and scores are outlined on the board at the back. Be sure to give a point to the winners of each round (though I am sure the students will remind!) Opposing groups are to be determined randomly. Each group must go once a day! -challenged group (second group chosen) gets to choose the topic. Characters Events -Bob Ewell -lining at the black church -Boo Radley -Going to the Pageant -Scout -Hot Steam -Mr. Link Deas -The Guilty verdict -Mr. Underwood -Scout on Boo Radley’s Porch

Quiz Masters! CH. 25-31 In your base groups:
Create a question for each chapter (25-31). Write the questions down; will be taken in Be prepared to share one or two of your questions Randomly selected. Students will create their own higher level questions for each chapter (25-31), and present at least one to the class. The rest will be handed in for formative assessment. This will allow the students to learn from one another, collaborate, as well as provide a general understanding of where the class is at in terms of understanding the novel content. 1.1.1: a. generate and experiment with strategies that contribute to forming tentative understandings, interpretations and positions [for example, posing questions, suspending prejudgement as appropriate, recognizing that initial interpretations and positions may be inaccurate and incomplete, and recognizing that texts may be inaccurate, misleading or ambiguous] b. form tentative understandings, interpretations and positions on ideas and issues communicated in literature and other texts by expressing own explorations and considering others' explorations

Tongue Twisters Say these 3 times fast:
Clean clams crammed in clean cans Willy's real rear wheel Black background, brown background. Mind Break #2

Diary Entry Choose a character and one event from the novel. Write a diary entry from the perspective of your chosen character. Be sure to include: evidence from the novel (events and other characters) one page reflection (typed and double spaced) “Dear Diary” or “Dear Journal” as an introduction Signature or sign off at the end of the entry Reflection on the specific character’s perspective

Work Book Questions Look at symbolism sheet
Characters as symbols sheet (pg.60, second booklet.) Trapped (PG. 38, second booklet) Scout climbs into her own skin (pg. 80, second booklet)

Block 3

Around Maycomb: around the world Mockingbird Edition
Trivia time! As a group you will travel around Maycomb by answer trivia. (use map) Use town map as board game. Find markers for board game (check marks or shapes will work). Reference Question Sheet for questions. Roll dice to determine which group starts (Smartboard) Roll dice to determine order Follow order Each group must answer a question correctly to advance to a new location in Maycomb (each location is ~2 squares) Groups can steal questions (if answered incorrect by the original group) by ALL standing up and then yelling “BOO RADLEY”. First group to get back to the front porch wins! 2.1.2 c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text 2.3.2 f. assess the significance of a text's theme or controlling idea, and the adequacy, relevance and effectiveness of its supporting details, examples or illustrations, and content in general 3.2.3 b. draw conclusions that are appropriate to findings, reflect own understandings and are consistent with the identified topic, purpose and situation 5.2.1 a. set appropriate personal goals for participation in a group; respect, be open to, and be supportive of the thoughts, opinions and contributions of others in a group; and share personal knowledge, expertise and perspectives with others, as appropriate

Work Block Any remaining time may be used as a work block. Reading
Review Work-booklets PR#4 Or questions Work Block If there is time remaining, students may use it as a work block for review, reading, PR #4, work-booklets, or questions.

Will have back by Wednesday Few more need to write Final Friday Essay workshop the 27th Preview: Theme will be looked at tomorrow.

ELA 10-1: Lesson 15 Themes and Symbols 1.1.1:
a. generate and experiment with strategies that contribute to forming tentative understandings, interpretations and positions [for example, posing questions, suspending prejudgement as appropriate, recognizing that initial interpretations and positions may be inaccurate and incomplete, and recognizing that texts may be inaccurate, misleading or ambiguous] b. form tentative understandings, interpretations and positions on ideas and issues communicated in literature and other texts by expressing own explorations and considering others' explorations 2.1.1: c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present] 2.1.2: d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme 5.1.1: b. analyze and describe language and images used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example, stereotyping that contributes to negative portrayals of characters in literature and persons in life] c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others

Morning Mull Over… Finally seeing someone
-taking the perspective of someone else in order to understand them 1.1.1: b. form tentative understandings, interpretations and positions on ideas and issues communicated in literature and other texts by expressing own explorations and considering others' explorations (discussion)

Agenda Attendance: House Cleaning Image Discussion THEMES (30mins)
Perspective Courage Inequality Maturity SYMBOLS (20mins) Review and preview

Hand back today Final Friday Essay workshop the 27th

Final Format Matching Multiple choice Short answer
Extended Response (1) Questions or concerns? The test is similar to the format of the quizzes they have been writing. -a little more written response -and an extended response, most likely based on perspective. (1-2 paragraphs) Test will look at: The themes (written response) Characters and events ( M/C and matching) Symbolism (M/C and WR)

Themes! What is a theme? What is a motif?
The main idea; unifying or dominate idea. Often universal ideas What is a motif? A recurring structures, literary devices or ideas that develop and inform the text’s main themes Make sure to explain the difference! Motifs for TKMB include: -small town life -contrasts between good and evil -1930’s -civil rights 2.1.1: c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present] 2.1.2: d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme 2.3.2 f. assess the significance of a text's theme or controlling idea, and the adequacy, relevance and effectiveness of its supporting details, examples or illustrations, and content in general

Perspective Scout Front porch view…
Retelling the events of childhood as an adult Changes as she grows up throughout the novel. Loss of innocence? Or loss of ignorance Front porch view… What does this show Universal message Atticus’s moral: Scout at last sees Boo Radley as a human being. Her newfound ability to view the world from his perspective ensures that she will not become jaded as she loses her innocence. Scout was never ignorant, so only her innocence was lost at the hands of the injustice in the world. -read Scout’s reflection in Boo’s perspective -read Atticus’s speech about standing in their shoes

Courage Mrs. Dubose Atticus Jem Boo Link Deas Any additions?
Beating addiction despite the pain of dying Atticus Morality in a time of prejudice Skill but does not use it… Jem Lynch Mob Boo Leaving the house “his children needed him” Link Deas Hiring and standing up for the Robinson family Any additions? Mrs. Dubos shows courage by choosing to beat her heroine addiction, despite the pain she knows it will cause and that she is near death. -it would have been easy to use the drugs and peacefully slip into non-existence Atticus shows courage by pursuing Tom’s case in the face of adversity and constant reprimand. He stands up for what he believes is moral and right! Jem displays courage by not leaving his father in the face of a lynch mob. He understood what was going on and stood his ground for the ones he loved. Boo – Shows courage by leaving his comfort and refuse of home behind and standing up for “his children”. Protecting what is important to him despite the discomfort he may face. Link Deas- stands up for the Robinsons and continues to support them through providing work and addressing threats form the Ewells

Quote about courage. –Atticus
Make sure to clarify what he means by “licked” and why it takes courage to pursue

Mockitionary! Groups and scores are outlined on the board at the back. Be sure to give a point to the winners of each round (though I am sure the students will remind!) Opposing groups are to be determined randomly. Each group must go once a day! -challenged group (second group chosen) gets to choose the topic. Characters Events -Jem -lining at the black church -Calpurnia -Reading to Mrs. Dubose -Miss Stephaine Crawford -Boo Radley -Scout -Hot Steam -Mr. Link Deas -Going to the Pageant

Inequality Social Hierarchy Pyramid Tom Tim Johnson White High Class
Race Class Gender Time Period Jim Crow Laws Pyramid Social – racial status Tom The trial Lynch mobs Tim Johnson Conforming to the norms White High Class White Middle/Poor Class White Low Class (uneducated) Black Community The relatively well-off Finches stand near the top of Maycomb’s social hierarchy, with most of the townspeople beneath them. Ignorant country farmers like the Cunninghams lie below the townspeople, and the white trash Ewells rest below the Cunninghams. But the black community in Maycomb, despite its abundance of admirable qualities, squats below even the Ewells, Class: -Profession/finances -family name and history Race: inequality, second class citizens, prejudice, Jim Crow laws. -civil rights movement -lynch mobs/lack of justice Gender: -expectations and stereotypes -”Pink-starched walls…” -Aunt Alexandra Time Period -Jim Crow Laws -civil rights movements -1930’s *For example, Scout cannot understand why Aunt Alexandra refuses to let her consort with young Walter Cunningham. Lee uses the children’s perplexity at the unpleasant layering of Maycomb society to critique the role of class status and, ultimately, prejudice in human interaction. Tim Johnson: conforming to the norms -shot because he was “different”

Maturity Confronting the evils of the world “I felt grown”… (pg. 374)
“only children cry” Dill (reaction to cross-examination) Jem (reaction to verdict) Loss of innocence as they become older “I felt grown”… (pg. 374) Trial “its not fair…” Boo becomes real Scout and Jem’s transition from a perspective of childhood innocence, in which they assume that people are good because they have never seen evil, to a more adult perspective, in which they have confronted evil and must incorporate it into their understanding of the world. As a result of this portrayal of the transition from innocence to experience Read paragraph on Scout’s perspective Boo becomes real…Boo symbolizes innocence toward a grown-up moral perspective. At the beginning of the book, Boo is merely a source of childhood superstition. At the end of the novel, he becomes fully human to Scout, illustrating that she has developed into a sympathetic and understanding individual. Boo, an intelligent child ruined by a cruel father, is one of the book’s most important mockingbirds; he is also an important symbol of the good that exists within people. Despite the pain that Boo has suffered, the purity of his heart rules his interaction with the children. In saving Jem and Scout from Bob Ewell, Boo proves the ultimate symbol of good

Tongue Twisters Say these 3 times fast: Flash message!
Two tried and true tridents

Symbols Symbols are objects, characters, figures, and colors used to represent abstract ideas or concepts. 2.1.1: c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present] 2.1.2: d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme 5.1.1: b. analyze and describe language and images used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example, stereotyping that contributes to negative portrayals of characters in literature and persons in life] c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others

Mockingbird Connection literal and symbolic Boo Radley, Tom, and Jem
Destroying innocence Hatred, prejudice and ignorance threaten innocence Boo Radley, Tom, and Jem The title of To Kill a Mockingbirdhas very little literal connection to the plot, but it carries a great deal of symbolic weight in the book. In this story of innocents destroyed by evil, the “mockingbird” comes to represent the idea of innocence. Thus, to kill a mockingbird is to destroy innocence the threat that hatred, prejudice, and ignorance pose to the innocent: people such as Tom Robinson and Boo Radley are not prepared for the evil that they encounter, and, as a result, they are destroyed. Even Jem is victimized to an extent by his discovery of the evil of racism during and after the trial. Whereas Scout is able to maintain her basic faith in human nature despite Tom’s conviction, Jem’s faith in justice and in humanity is badly damaged, and he retreats into a state of disillusionment.

Snowman Morphodite: Contains contrasting features (black and white) Looks like a male and a female (attire) Jem covers up the ‘mud man’ (black) to make it look like a snowman (white) Fire melts away to the snow to reveal mud Symbolic of prejudice Racism CH. 8 The snowman consists of brown mud to begin with and Scout says ‘Jem, I ain’t ever heard of a [negro] snowman'. Jem replies with ‘He won’t be black long.‘ Scout does not realise it, but she is being racist by using the offensive word [negro]. This also shows Scouts innocence because she is too young to understand what [negro] really means and how it is racist. Jem soon covers the snowman in snow to make it white. Harper Lee may be using the symbol of the snowman to show her views about racism and that deep down all humans are the same. The snowman is black on the inside and white on the outside and this shows that no one should be labelled 'black' or 'white'; we are all the same inside. The snowman also highlights the control the white people had over the black people (the white snow is covering and surrounding the black dirt).

Flowers Miss Maudie’s Garden: Mayella Ewell’s Geraniums
her resilience in conforming to religious norms and pressures. Simplicity. Not materialistic care Mayella Ewell’s Geraniums Care and resilience Beauty in a world of chaos Mrs. Dubose’s Camellias Forgiveness Destruction Resilience to give up Miss Muadie: -does not bow to the pressures of society or religion -non-materialistic lifestyle (more space for gardening after her house burns down) -her children as she has none of her own she has adpated her garden to be the primary recipient of her care and love Mayella: the only source of beauty in her life She is the caregiver Tenderness Resilience to be engulfed by the lower class lifestyle Mrs. Dubose: Jem destroying the flowers is much like how the morphine has destroyed Mrs. Dubose

Atticus Symbol of morality Understands people Moral compass Boo Radley
Bill Cunningham Mrs. Dubose he moral voice of To Kill a Mockingbird is embodied by Atticus Finch, who is virtually unique in the novel in that he has experienced and understood evil without losing his faith in the human capacity for goodness. Atticus understands that, rather than being simply creatures of good or creatures of evil, most people have both good and bad qualities.

Gifts in the Tree Knot Willingness and desire to establish connections
Connect to the outside world Generosity and care Like a parent Types of gifts Like a friend or child

Diary Entry Choose a character and one event from the novel. Write a diary entry from the perspective of your chosen character. Be sure to include: evidence from the novel (events and other characters) one page reflection (typed and double spaced) “Dear Diary” or “Dear Journal” as an introduction Signature or sign off at the end of the entry Reflection on the specific character’s perspective Just a quick review to check if there is any questions or concerns Change the due date to next Wednesday. 3.2.3 b. draw conclusions that are appropriate to findings, reflect own understandings and are consistent with the identified topic, purpose and situation 4.1.3 d. develop supporting details, by using developmental aids appropriate to form and purpose [for example, use charts to collect and assemble details in creating character comparisons when developing a comparison and contrast essay, or use a think-aloud reading strategy to make notes from informational text when writing a summary] e. develop content appropriate to purpose [for example, relate supporting information and examples to conclusions when creating a written or oral report; and relate imagery, figurative language and musical devices to purpose when developing a poem] 4.1.4 a. meet particular production, publication and display requirements for print texts [for example, adhere to a particular manuscript style when creating a research paper]; and explain requirements in light of purpose, audience and situation

Wrap Up Final Friday Essay class tomorrow
Themes and symbols in the novel Questions, concerns, or comments? A lot of the themes are applicable to life outside of the novel. –important life lessons Symbols are a lot of personal interpretation and connections but some symbols in literature are universal or can have more than one meaning. As long as you can provide evidence to support a symbol and its meaning, you are not wrong.

ELA 10-1: Lesson 9 Chapters: 16-17.

Similar presentations

Presentation on theme: "ELA 10-1: Lesson 9 Chapters: 16-17."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

ELA 10-1: Lesson 9 Chapters: 16-17.

Similar presentations

Presentation on theme: "ELA 10-1: Lesson 9 Chapters: 16-17."— Presentation transcript:

Similar presentations

About project

Feedback