To Kill a Mockingbird By Harper Lee Part
To Kill a Mockingbird By Harper Lee Part Two Chapter 12 - Chapter 31
Reading • Read through the novel first • OR • Read a chapter at a time. The power point will remind you which ones to read before the activites. . . • OR • Read a few chapters at a time. • You can download a copy of the book onto your phone or tablet, read the copy I gave out, or you could always opt for the audiobook and listen to the story. . . • https: //www. audible. co. uk/pd/To-Kill-a-Mockingbird. Audiobook/B 00 L 5 ONAP 2? qid=1585576029&sr=11&ref=a_search_c 3_l. Product_1_1&pf_rd_p=c 6 e 316 b 8 -14 da-418 d-8 f 91 b 3 cad 83 c 5183&pf_rd_r=P 1 DTJP 7451 AKHRZ 4 SFJA
Activities • Remember to write a summary of each chapter –noting down the important or key things that happen in that chapter. • Answer the close reading questions on each chapter. • Complete the other activities that are interspersed throughout the power point. • You should complete the weekly work on this Powerpoint and email me with work and any questions. hanna. didcock@castlebrae. edin. sch. uk
Week 1 – Tuesday 21 st April Learning Intentions: -To read Chapter 12 -15 -To explore and analyse how Harper Lee created her characters. -To create character profiles -To explore and analyse the impact of language on our thinking -To analyse how the writer uses conflicts to highlight certain themes or key issues - To take our own notes on certain conflicts -To answer the questions on Chapter 12 & 13
Characterisation. • Characterisation is the process of conveying information about characters in narrative (story) or dramatic works of art or everyday conversation. • Characters may be presented by means of description, through their actions, speech, or thoughts. Task 1 Create in-depth character profiles for Scout(Jean Louise Finch) – the narrator and for Atticus Finch– her father – you should note what they: look like, act like, speak like and their thoughts/ philosophy and psychology. . . Add more to this as you read.
Task 2: Write a few notes for at least 3 of the other characters. Jeremy Finch (Jem) Arthur (Boo) Radley Calpurnia Tom Robinson Mayella Ewell Bob Ewell Dill Walter Cunningham Mrs. Dubose Aunt Alexandria • A well-developed character is one that has been thoroughly characterised, with many traits shown in the narrative. • A well-developed character acts according to past instances provided by its visible traits unless more information about the character is provided. • The better the audience knows the character, the better the character development. • Thorough characterisation makes characters wellrounded and complex. This allows for a sense of realism.
Lesson Two Chapter 12 • What is the significance of the First Purchase Church? • What new things does Scout learn about how black people live? • Read the extract from “Cal, ” I asked, “why do you talk nigger-talk to the –folks when …You’re not gonna change any of them by talkin’ right, they’ve got to want to learn themselves, and when they don’t want to learn there’s nothing you can do but keep your mouth shut or talk their language. ” How does Harper Lee show that racial prejudice is ingrained in Maycomb society? • What further significance might the last sentence have?
Conflict Questions that frequently come up at National 5 and Higher are about conflicts presented in a novel, drama or film. Task 1 As you are reading through the novel take note of the conflicts that happen. Why has the writer included each conflict? What does it highlight? Think about the following: Man vs. Society-The conflict of man vs. society is basically one that deals with the prejudices, and values that the society holds. The individual that poses a different view than the society and is discriminated against, for not "flowing with the norm". Who does this relate to? Boo Radley vs. Society: The fear of the unknown plays a major role in this conflict. Viewed as the town freak, the parents of the community tell stories of Boo, and warn their children against going near him, or even worse: becoming him. These stories and the curiosity built up inside every child leads Radley to be set apart from society.
More on conflict. . . • Tom Robinson vs. White Society – own notes • Man vs. Man - own notes • Bob Ewell vs. Tom Robinson – make your own notes here. • The Ewells vs. Atticus Finch - make your own notes here. • What other characters come into conflict with one another and why? • What is the wider issue the writer is trying to highlight? • Are they successful at highlighting the issue? How do you feel about the characters decisions/actions?
Chapter 13 • What does Atticus mean when he says ‘the summer’s going to be a hot one’? • What does Aunt Alexandra think about the importance of family and breeding? • What does Atticus think about this? What evidence is there of this? End of Week 1
Week 2 & 3 Learning Intentions: -To read Chapter 16 -22 -To add to your character profiles -To explore the impact of language on our thinking -To summarise key points from the story -To answer the questions on Chapter 15 -22
Chapter 15 • What is ‘the nightmare[that] was upon us’? • Where does Atticus go on Sunday night? Why? • What is the mob’s purpose in being there? • What effect does Scout have on events at the jail?
Chapter 16 • Why are there so many different people passing the Finch household? Are they all going for the same reason? • What differences do you notice in Miss Maudie’s and Miss Stephanie’s attitude to events? • What do you learn about Dolphus Raymond in this chapter?
Chapter 17 • Summarise Heck Tate’s evidence in bullet points: • Summarise Bob Ewell’s evidence in bullet points: • What kind of father do you think Bob Ewell is? Give reasons for your answer. • How might a) the white people in Maycomb b) the coloured people in Maycomb respond to Bob Ewell’s statement ‘I seen that black nigger yonder ruttin’ on my Mayella’? • Why does Attticus make Bob write his name? What does this contribute to the trial?
Chapter 18 • Summarise Mayella’s evidence in bullet points: • Decide on 15 key event of chapters 17 and 18 and make a list of them along with relevant quotations. Decide what emotions characters would be feeling at the time of these events. • How does Harper Lee create and sustain tension in this chapter and the preceding one? ( Remind yourself of the techniques by looking back at the Power point on Part One)
Chapter 19 • What was Tom Robinson’s relationship with Mayella? • Summarise Tom Robinson’s evidence in bullet points: • Why did Tom run? • Why does Mr Gilmer call Tom ‘boy’? What does this tell us about him? • What is Tom’s mistake in saying ‘I felt right sorry for her”? • Why is Dill so upset?
Chapter 20 • What has Dolphus Raymond got in his paper sack? Why? • What, according to Atticus, is the crime that has been committed? • Atticus says that there is only one way in which all men are equal in America. What is it?
Chapter 21 • Why are a) Cal and b) Aunt Alexandra upset? • What does Jem expect the verdict to be? Does Reverend Sykes agree with him? Why? • What happens as Atticus leaves the courtroom? Why?
Chapter 22 • What does Atticus mean when he says ‘This is their home, sister. We’ve made it this way for them, they might as well learn to cope with it’? • Why is their breakfast so large? • Why does Miss Maudie call the children over? • Why is Bob Ewell so angry with Atticus?
Week 4 Learning Intentions: -To read Chapter 23 -25 -To create and add to your character profiles -To explore and analyse the impact of language on our thinking -To summarise key points from the story -To make notes on the key issues and themes
Key Issues • Tom Robinson's innocence : although the evidence clearly proved his innocence (the one arm, his respectable personality, and his class difference) in the court case in which he was accused of raping Mayella Ewell, the town would not allow Tom Robinson to be set free, due to the town's racist mentality. Tom Robinson was black. This is an example of racism in the book. • Atticus' hidden courage : make your own notes • Mob mentality : Mob mentality is when a whole group of people, in this case, the people of Maycomb County, is caught in one specific mind set, for or against something. Think of the Lynch mob at the jail and make your own notes. • Social classes : The County of Maycomb was divided into strict social classes, with each bearing animosity towards each one another. There were the black people, living in their own section of Maycomb, the ‘white trash’, and the middle class of Maycomb County.
Key Issues • Mrs. Dubose's morphine addiction : make your own notes • Jem's Maturity : make your own notes • Jem and Scout's experiences with Boo Radley : make your own notes • The Cunningham's Financial Status vs. The Ewell's Financial Status : The Cunninghams were just as poor as the Ewells, yet they dealt with their poverty in a different manner. They did not suck money from the state through welfare as the Ewells did, and paid for what they could. They would not take handouts. An example of this is when Walter Cunningham was offered lunch money by his teacher. he wouldn't take it because he knew he would never be able to repay it. The Ewells also never attended school, aside from the first day, whereas the Cunninghams were faithfully attending school. In addition, the Cunninghams remained honorable despite their situation, while the Ewells didn't. The Cunninghams and the Ewells are two examples of how different people deal with the same situation of poverty Task Many of these issues such as drug addiction, maturity, class, poverty, education, innocence, courage, mob mentality. . . exist today. Choose one such issue and write about how you think it should be tackled.
Task 1 Themes –what is a theme? Find out and write down a definition. Write down what you think are themes in 'To Kill a Mockingbird'. Did you think of these themes? Prejudice : Maturity: Friendship: Status: Sacrifice. . .
Prejudice: runs rampant in Maycomb county. A) Racism - The town is prejudiced against black people. This is seen in the case against Tom Robinson. It is obvious that he is innocent but since the jury "cannot" find a black man innocent over a white family they find him guilty. Task 1 Find at least two other examples of racism in the novel. B) People are prejudiced against Boo Radley. No one bothers to find out about the real Arthur "boo" Radley, the town ridicules him and shuns him from society. Task 2 FInd at least one other of prejudice.
Maturity : Different degrees of maturity are displayed by the characters of the novel. • Atticus. One might say he is an adult and therefore mature. However, this is a very irrational statement because there are many adults that have no hint of maturity. His view is very enlightened for a white southern man in the thirties. He shows his mature and enlightened views in the court room while defending Tom Robinson. He doesn't take Tom's defense lightly because he's black but tries hard to with his case. He also shows how mature he is in the way he treats and raises his children. The life lessons and the free thought that are exchanged show his maturity and understanding in bringing up Scout and Jem. • Scout. Task • In what different ways does Scout show she is maturing throughout the novel? • Do any other characters 'mature'? What does this add to the story?
Friendship: This is an influential theme in the novel. • Scout and Jem's friendship with Dill - it opens them up to a new world. He talks of experiences outside of their small closed community. He also introduces them to the stories of Boo Radley. • Atticus with his children. if Atticus did not have some kind of friendship with his children, they wouldn't call him Atticus. They also might not see his important lessons in the same light because not only is it teachings from a father but life advice and insight from a friend. • Boo with Jem and Scout. It isn't really a friendship that they develop but a friendly understanding. For certain purposes it is just as important- to understand that Boo was another real relatable person - who gave them the ability to oversee the stereotypes set on him. Plus their friendly manner allowed Boo to have an outside contact with the world. Task How important is friendship to you? Why? Are you friends with people who are different to you? Why/why not?
Status : The status divisions in this story are very defined, they influence many happenings in this novel. Task 1 Read through the bullet points and answer the questions in red The social structure is made up of four layers: • The highest level is held by white, educated "wealthy" families(especially the men of those families). Who does this include? • The second layer is the working "middle" class. Although these people are generally poor, they work and are somewhat educated. The members of this class would include small shop owners and farmers. Which family are an example of this level? • The next class although financially similar, has completely different morals, standards and quality of life. This class may include some who work, but most noticeably, it is made up of the town drunks, fools and all - round irresponsible people. Which family are an example of this level? • Finally the lowest rank in this hierarchy is the made up of the black citizens. Although they may be as educated and economically stable as those in the second or even first rank, because of their skin they are immediate outcasts and can obviously never move out of their strata. Task 2 - Draw this out in a chart with your own notes.
Sacrifice: • When someone sacrifices something for the benefit of others it is usually well praised. But in this novel not all sacrificial acts are given their recognition. For example, Tom Robinson sacrifices his life for his family: After the guilty verdict in Tom's trial, he was sentenced to be in jail and later hanged. However, this would have led to his family being further ostracized from the Maycomb community. His execution and trial would linger with them. To end this future suffering for his family, Tom purposely tried to be killed while he made his "escape. " No one truly realizes his intentions; maybe because he was black or people figured he was trying to save his own life. Task What other characters sacrifice something? Why?
Week 5 Learning Intentions: -Read chapters 26 -29 -Analyse and Evaluate - answer the questions on chapter 23 - 27 -Add to your character profiles -Explore the impact of language on our thinking -Summarise key points from the story
Chapter 23 • Why does Atticus respond as he does to Bob Ewell? • What has Tom Robinson been sentenced to? Why is this important? • Why don’t people like Miss Maudie and other Maycomb residents serve on juries? • Do you think it is true, as Aunt Alexandra says, that people should only mix with people of the same class? Why/why not? • What do you think of Jem’s theory about why Boo Radley never comes out?
Chapter 24 • What is the purpose of Aunt Alexandra’s tea party? What do you think of the Maycomb ladies? • What news does Atticus break? • Why does Atticus take Calpurnia with him? • What new insight do we get into Aunt Alexandra’s character?
Chapter 25 • How do the people of Maycomb react to the news of Tom’s death? • What does Scout mean when she says: ‘in the secret courts of men’s hearts, Atticus had no case’?
Chapter 26 • Miss Gates says of Americans ‘we don’t believe in persecuting anybody’. Why is this an odd claim for her to make? • Why is Jem so upset at the end of the chapter?
Chapter 27 • What three things happen that upset Aunt Alexandra? For each, explain in detail what happens. • Why does Bob Ewell bear grudges? Why against these people in particular?
Week 6 Learning Intentions: -Read chapters 30 & 31 -Analyse and Evaluate - answer the questions on chapters 28 - 31 -Create - add to your character profiles -Analyse - explore the impact of language on our thinking and the story -Summarise key points from the story -Analyse - explore the techniques used in the ending of the story -Evaluate - write a personal response to the novel.
Chapter 28 • Why can’t Scout see what is going on as they walk home from the pageant? • How do they know that they’re being followed? • What happens to them? • How does Jem get home? What is the verdict on his health when he gets there? • Who is the man in the corner? • Who do you think is responsible for the death of Bob Ewell?
Chapter 29 • How was Scout’s life saved? • What reason does Atticus give for the attack? • What reason does heck Tate give for the attack? • Which do you consider to be more likely to be true? Why? • How does Scout know that the man in the corner is Boo Radley?
Chapter 30 • Who does Atticus think killed Bob Ewell? • Heck Tate disagrees. What is his explanation of events? • Why does Heck Tate want to protect Boo? • Why does Scout escort Boo home? • Explain Scouts thinking when she says: ‘Neighbours bring food with death and flowers with sickness and little things in between. Boo was our neighbour. He gave us two soap dolls, a broken watch and chain, a pair of good luck pennies, and our lives. But neighbours give in return. We never put back into the tree what we took out of it: we had given him nothing, and it made me sad. ’
Task 1 Read the extracts below which summarise all of the events of the novel. What do you notice about the narration? Work out where the different sections (there are eight) fit, and explain the events that are being described in more detail: • Daylight… in my mind, the night faded. It was daytime and the neighbourhood was busy, Miss Stephanie Crawford crossed the street to tell the latest to Miss Rachel, Miss Maudie bent over her azaleas. • It was summertime, and two children scampered down the sidewalk towards a man approaching in the distance. The man waved, and the children raced each other to him. • It was still summertime, and the children came closer. A boy trudged down the sidewalk dragging a fishing-pole behind him. A man stood waiting with his hands on his hips. • Summer, and his children played in the front yard with their friend, enacting a strange little drama of their own invention. • Four more on the next slide. . .
Read the extract below which summarises all of the events of the novel. What do you notice about the narration? Work out where the different sections (there are eight) fit, and explain the events that are being described in more detail: • It was fall, and his children fought on the sidewalk in front of Mrs Dubose’s. The boy helped his sister to her feet, and they made their way home. Fall, and his children trotted to and fro around the corner, the day’s woes and triumphs on their faces. They stopped at an oak tree, delighted, puzzled, apprehensive. • Winter, and his children shivered at the front gate, silhouetted against a blazing house. Winter, and a man walked into the street, dropped his glasses and shot a dog. • Summer, and he watched his children’s heart break. • Autumn again, and Boo’s children needed him.
Chapter 31 • As she stands on the Radley porch, Scout finally understands something that Atticus said to her earlier. What is it? How has she come to understand it? • What are your thoughts on how the novel ended? • What is your personal response to the story? Do you think the characters were realistic/fully rounded? What about the narration? What did you think about the plot? How do you feel about the way the writer has brought up key themes of racism, prejudice, poverty? Are these themes still important today? • Why do you think Harper Lee wrote this novel?
Other books to read if you are interested themes of racism, prejudice, injustice. . .
Congratulations on completing the unit Level 4 descriptors To put in. . . What tasks did you find challenging? Focus on these for Nat 5 as this will help
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