Wednesday

 Today I will take any volunteers who would like to present their essays and get them over wither, then we will look at chapter 1 of To Kill A Mockingbird. You will also have time to look up vocabulary words. 

You will need to start a journal after we finish chapter one with the following information:

Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works 

HW: Read chapter 2-3 over break

Study Questions:

Chapters 1-4 Questions

What is the background of the Finch family?  Where did they come from?  

List three allusions from Chapter 1.

Who is Dill?  What is Dill like?  

How does the book start with a foreshadow? 

What happens at school during Scout's first day?
Who is Calpurnia? What is her place in the Finch household?
What is Walter Cunningham like? What does his behaviour during lunch suggest about his home life?
What do you think of the way Atticus treats Walter?
Does Scout learn anything from Walter's visit? What do you think this is?
Atticus says that you never really understand a person “until you climb into his skin and walk around in it”. What does this mean? Is it an easy thing for Scout to learn? (In the last chapter of the novel, Scout repeats this, but she changes “skin” to “shoes” - this is probably not a mistake: Harper Lee suggests that Scout cannot clearly recall exactly what Atticus said and when, but the reader can check this!)
What do you learn in this chapter about the Ewells?

Go HERE   

Here are some resources:
Audio: Chapter 1.1: https://drive.google.com/file/d/1T8bUgKe5AmEJkqDl0Tre5V-SHvHfOWPY/view?usp=sharing
Chapter 1.2: https://drive.google.com/file/d/1mAHwcSGaKXM3PPDc3koRcKaeAzNtcQpF/view?usp=sharing
Chapter 1.3: https://drive.google.com/file/d/19ND3yZBpYGn-hMoXHSQln35cQ9IWx385/view?usp=sharing

Chapter 1.4: https://drive.google.com/file/d/1m6ci_TNux4wQs8LJwdMzEhsOUTuy1lAc/view?usp=sharing

Unit Learning goal:

Students will demonstrate an understand of one the main concept of the novel by producing 

a final project (PowerPoint, Film, Presentation) that incorporates a 1-page essay that explains 

how a main concept works in the novel and using specific examples to backs up the students ideas.

Main Concepts:

Does the American law guarantee justice for all?

How does personal experience contribute to prejudice?

How do our preconceptions influence our sense of justice?

Can a hero have both good and bad qualities?

Scale/Rubric relating to learning goal:

4 – The student can produce a project that explores and demonstrates in-depth understanding 

of a main concept in the novel and/or connects two of more of these concepts together.

3 – The student can produce a project that demonstrates an understanding of a main concept 

and how it works in the novel.

2 – With some direction/help from the teacher the student can produce a project that 

demonstrates an understanding of a main concept and how it works in the novel.

1 – Even with help from the teacher the student is unable to produce a project that

 demonstrates an understanding of a main concept and how it works in the novel.

TO KILL A MOCKINGBIRD Objectives (smaller chunks of overall goal) and suggested time periods Students will be able to Explain how the following themes work in the novel: The meaning of duty; How prejudice works in society; The meaning of courage Discuss the meaning of the following symbol: mockingbirds, the knot-hole, the mad dog Keep a reading journal – which includes character development, allusions, symbols, questions about the meaning of justice or how prejudice works Discuss how the author’s life and times influences the novel. Outline the plot and discuss why the author may how chosen to structure the novel how she did. Discuss how Scout grows during the novel and why the novel can be considered a Bildungsroman. Keep a detailed list of characters recording important details about them as the student reads (starting with chapter 1)  Explain – why you never really understand a person until you… (Point of View Exercise)  In a group write testimonies and recreate the courtroom scene from the novel 10) Keep a list of the various types of prejudices that occur in the novel 11) Discuss how setting is important to this novel. 12) Discuss how the Civil War references/allusions work in the overall meaning of the novel. RESOURCES: COURSE HERO: https://www.youtube.com/playlist?list=PLz_ZtyOWL9BQgJalCAcWhmLgLtO-1GqQp

NEW VOCABULARY

1)    Subpoena

2)    Fey

3)    Venerable

4)    Uncouth

5)    Sundry

6)    Begrudge

7)    Elucidate

8)    Acquiescence

9)    Succinct

10) Façade