To Kill a Mockingbird
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To Kill a Mockingbird
Starter Unit
Matt Amaral
Hello and welcome to Teach 4 Real. My name is Matt Amaral and I have been blogging about Education, especially what it is like teaching in our low-income urban public schools, for a couple years now, and my articles on Education have been published in places like Teach Hub, EmPower Magazine, The Progressive Review, Education News, and New America Media. But my website is not just dedicated to showing the REAL face of our public schools. It is also a place where educators can come for help.
I have slowly been adding curriculum to the site, yet already THOUSANDS of educators have downloaded my Romeo and Juliet Starter Unit. I’ve found many of you are interested in my Famous Facebook Profiles for Character Analysis, which I have also included here with characters from To Kill a Mockingbird. Just like my very popular Romeo and Juliet Unit, this packet has quizzes, midterms, and a final exam, as well as a few strategies and handouts that might be helpful for new teachers, or teachers who are overwhelmed and unsupported (which seems to be almost all of us, right?).
This is not a full unit, and not meant to be representative of how I teach TKAM. There are just a few things here that I think would be a good place to start for good teachers to build on. I remember when I was a first year teacher thinking I would kill for a couple handouts, a quiz or two and a final exam. Well, that’s what I have here, and to me there isn’t any better book to teach than Harper Lee’s classic.
I hope it helps. Feel free to comment on TKAM page and tell me if it helped. And please subscribe to Teach 4 Real on the right hand side of my website. You will get one email every week (or two:) with one of my articles on what it is like teaching at a low-income urban public school. Plus many of my articles have links to curriculum I’ve developed, with Lesson Plans and Handouts.
|This Packet Includes: |
|-Double Entry Journal Graphic Organizer (GO) |
|-Vocabulary for TKAM |
|-Trial Organizer GO |
|-Atticus’ Closing Argument GO |
|-Midterm Exam for Chapters 1-11 (Part One) |
|-TKAM Final Exam |
|-Matt’s Famous Facebook Profiles for Character Analysis (Newly Updated) |
|-From the Blog: Using Facebook Profiles for Character Analysis |
|-Sample of my full Mango Street Unit |
Matt Amaral is a writer and high school English teacher from the San Francisco Bay Area. He received his undergraduate degree in English Literature from the University of California at Davis and an MFA in Creative Writing. Matt is a featured Blogger at , a leading international website for Education, as well as a contributor to New America Media, the nation’s leading ethnic news organization. He is the former Editor-In-Chief of The Gnu Literary Journal. You can also read his work in recent issues of TeachHub, EmPower Magazine, The Dirty Napkin, Diverse Voices Quarterly, Eclectic Flash, Bird’s Eye ReView, TravelMag, Escape From America Magazine and InTravel Magazine.
Matt is a fellow of AmeriCorps TEAMS (Teacher Education for the Advancement of a Multicultural Society), and teaches summer courses at UC Berkeley’s ATDP Program. He has taught all high school grade levels and abilities, and is known to dive into fights between students, even though his wife doesn’t want him to.
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Double-Entry Journal Name_____________
Chapters _________
Dense Quote from the Text Explanation and Significance Vocabulary Words
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Dense Quote from Text Explanation and Significance Vocabulary
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Vocabulary To Kill a Mockingbird
____1. Predilection a. Absent without permission
____2. Taciturn b. A sign of success or favor
____3. Amble c. Harmless, not evil
____4. Entailment d. Continue despite difficulties
____5. Truant e. Extremely sad
____6. Cordiality f. Curious or inquiring
____7. Benign g. A preference or special liking
____8. Auspicious h. Unpredictably, irregularly
____9. Unfathomable i. Confusion
____10. Inquisitive j. Walk or move at a slow pace
____11. Assuaged k. Speaking clearly
____12. Indigenous l. Conduct, behavior
____13. Persevere m. A law that establishes a property inheritance stays within the same family
____14. Melancholy n. Habitually quiet, uncommunicative
____15. Perpetual o. To persuade or arouse, to bring about
____16. Perplexity p. Friendliness, hospitality
____17. Induce q. Never-ending
____18. Deportment r. Native to or originating from a specific place
____19. Articulate s. To ease or satisfy; make less severe
____20. Erratically t. Unknowable; not understandable
Trial Organizer To Kill a Mockingbird Name___________________
Heck Tate
Quote from the witness What evidence it presents
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Bob Ewell
Quote from the witness What evidence it presents
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Mayella Ewell
Quote from the witness What evidence it presents
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Tom Robinson
Quote from the witness What evidence it presents
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Atticus’ Closing Argument
Name_________________
Quote from Atticus Main Point he is trying to make Vocabulary Words
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What do you think about Atticus’ closing argument? What about the trial in general? Did Atticus do a good job of defending Tom Robinson? Write down your thoughts about what you think really happened that day. Finally, what do you think the outcome of the trial will be?
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/50 Points Name_____________________________
Date_________________
To Kill a Mockingbird Midterm - Chapters 1-11
I. Character Matching: Match each character to the correct description (1 point each)
___1. Jem A. Miss Rachael's nephew who visits in the summer
___2. Radley Place B. Gossipy neighbor
___3. Boo C. A lawyer; Scout's father
___4. Maycomb D. Scout's brother
___5. Walter E. One of The Ewells
___6. Atticus F. Boo's home
___7. Scout G. Narrator of the story
___8. S. Crawford H. Finch family cook, maid & nanny
___9. Burris I. Setting
___10. Dill J. He never leaves his house
___11. Calpurnia K. Scout's teacher
___12. Miss Caroline Fisher L. One of The Cunninghams
II. Short Answer: Please write a 1-2 sentence response for each question (2 points each)
Chapters 1-3
1. What two mistakes did Miss Caroline make on the first day of school?
2. Scout said, " He ain't company, Cal, he's just a Cunningham." What did she mean by that, and what was Cal's answer?
Chapters 4-7
3. What items did Scout and Jem find in the Radleys' tree? Later, why would there be no more surprises in the tree?
4. How did Jem lose his pants? What did he find when he went back for them? Who do they think is responsible?
Chapters 8-10
5. What happened to Miss Maudie's house? What was her reaction? What does this event show about Maycomb County?
6. Why was Aunt Alexandra, “fanatical on the subject of my [Scout’s] attire?”
7. What did Jem do when Mrs. Dubose said Atticus "lawed for niggers?” What was Jem's punishment?
III. Multiple Choice: choose the best answer for the question asked (2 points each)
1. Who is the president of the United States at the time that the events of the story occur?
a) Theodore Roosevelt
b) Harry Truman
c) Franklin D. Roosevelt
d) John F. Kennedy
2. What are some of the issues in the historical period in which the novel is set?
a) Racism; African Americans were denied basic Human and Civil Rights
b) Sexism; women were expected to act a certain way that included acting subservience, silence and weakness
c) Poverty; most Americans were poor and struggling through the depression
d) Both A and C, but not B
e) A, B and C
3. How would you describe Scout’s voice and persona?
a) Completely grown up
b) Extremely childish
c) Child-like, yet mature
d) Mocking
e) Both A and D
4. Which of the following is not a character trait of Scout?
a) Feminine
b) Adventurous
c) Tough
d) Inquisitive
e) Intelligent
5. Who founded Finch’s Landing?
a) Atticus
b) Simon Finch
c) Uncle Jack
d) Jasper Finch
6. How did Miss Caroline learn her educational techniques?
a) From long experience
b) From a magazine article
c) From talking to other teachers
d) From college
7. What is ironic about Atticus?
a) He is old but can still play football
b) He is the best shot in Maycomb County but doesn’t like guns
c) He reads a lot but is accused of teaching Scout how to read incorrectly
d) Both B and C
e) All of the above
8. From which point of view is the novel written?
a) First person
b) Second person
c) Third person
d) Fourth person
9. What literary device does the narrator use to tell the story?
a) Flashback
b) Metaphor
c) Personification
d) Soliloquy
e) Foreshadowing
10. Which are examples of Scout’s conflict/s?
a) She wants Boo Radley to come out but is afraid of what she’ll find
b) She is always fighting with Calpurnia but respects and believes in her
c) While she struggles with being lady-like and not fighting, she knows she must stand up for what she believes
d) Only A and C
e) A, B and C
11. Why are the children fascinated with the Radley House?
a) There are crazy stories surrounding Arthur’s true nature
b) The other family members are as mysterious, and almost as scary, as Boo himself
c) As all children their age, they have huge imaginations and know little about Boo, so they make it up
d) All of the above
12. Who originally brought the Finches to Montgomery?
a) Aunt Alexandra
b) Uncle Jack Finch
c) Atticus Finch
d) Simon Finch
e) Jeremy Finch
13. Why was Scout’s first day of first grade a horrible disappointment?
a) Burris Ewell had a very serious condition of cooties
b) Walter came over to their house to eat lunch
c) She started off on the wrong foot with Miss Fisher and Walter
d) The knot-hole was filled with cement
14. Why did Mr. Nathan say he filled knot-hole with cement?
a) The tree needed cement as a form of support for the branches higher
b) The tree was sick and that Jem should have known that was what you did with sick trees
c) He didn’t want anyone hiding things in it
d) He yelled at the kids and told them to leave him alone
e) Both A and C
15. What is a recurring theme in To Kill a Mockingbird?
a) Only people at the top of the social pyramid can influence justice.
b) It is better to have loved and lost than to have never loved at all
c) Don’t judge someone until you have seen things from their point of view
d) Inheriting a family members name doesn’t condemn them to live the same lifestyle
e) a and b
f) c and d
16. Why was Mrs. Dubose the bravest person Atticus ever knew?
a) She earned his respect by overcoming addiction and dying clean
b) She was a veteran of the Civil War
c) She stood up against racism when it wasn’t popular to do so
d) All of the above
17. Why doesn’t Aunt Alexandra want Scout playing with Walter Cunningham?
a) The Cunninghams are not social equals of the Finches
b) She is afraid of Walter
c) Walter is a bad boy
d) Scout has been grounded
18. When (i)________ tells Jem that it is a sin to kill mockingbirds, (ii)__________explains the significance of the saying?
a) (i) Atticus; (ii) Aunt Alexandra
b) (i) Miss Maudie; (ii) Aunt Alexandra
c) (i) Atticus; (ii) Miss Maudie
d) (i) Miss Maudie; (ii) Atticus
19. Where does Dill live during the school year?
a) Arkansas
b) Mississippi
c) Georgia
d) Boston
20. What are Jem and Scout shocked to discover about Atticus?
a) That he can play the fiddle
b) That he can swim faster than any man in Maycomb
c) That he is the best shot in Maycomb County
d) That he is a prize-winning songwriter
21. How is Harper Lee’s early life similar to Scout?
a) She grew up in Monroeville, Alabama, a similar town to Maycomb
b) She grew up during the great depression
c) She saw first hand the racism and sexism against black people and women
d) all of the above
22. What year did the Great Depression start?
a) 1929
b) 1930
c) 1931
d) 1941
23. Who was president when the Great Depression hit?
a) Franklin D. Roosevelt
b) Theodore Roosevelt
c) Herbert Hoover
d) Calvin Coolidge
24. What was the first period of FDR’s presidency called that helped Americans begin to get out of the depression?
a) The first New Deal
b) The second New Deal
c) The Fireside Chat
d) Hoovertime
/83 points To Kill a Mockingbird Final Exam
Name____________________
Date___________
Period_____
I. Character Matching: match each description to the correct character (1 point each)
1.___ Mrs. Dubose a. doesn’t want the town to focus on Arthur Radley
2.___ Tom Robinson b. suspected Bob Ewell broke into his house
3.___ Mayella Ewell c. befriends Scout when Jem and Dill ignore her
4.___ Arthur Radley d. hunts out of season, but the town doesn’t mind
5.___ Jean Louise Finch e. married to a black woman
6.___ Aunt Alexandra f. hates overalls
7.___ Atticus Finch g. wants to marry Scout
8.___ Dill h. the bravest person Atticus ever knew
9.___ Miss Maudie i. could not have led with his left hand
10.___ Judge Taylor j. was so very lonely
11.___ Bob Ewell k. the protagonist
12.___ Dolphus Raymond l. put a blanket on Scout during the fire at Miss Maudie’s house
13.___ Heck Tate m. used to be the deadest shot in Maycomb County
II. Quote Explanation: Below are dense quotes from the text. Show your understanding of Harper Lee’s writing by explaining what the passage means, and any figurative meanings as well. Real students might even point out the humor in Lee’s tone, which really cracks me up. (5 points each)
1. “The remainder of my school days were no more auspicious than the first. Indeed, they were an endless project that slowly evolved into a Unit, in which miles of construction paper and wax crayon were expended by the State of Alabama in its well-meaning but fruitless efforts to teach me Group Dynamics. What Jem called the Dewey Decimal System was school-wide by the end of my first year, so I had no chance to compare it with other teaching techniques.”
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2. “Aunt Alexandra was fanatical on the subject of my attire. I could not possibly hope to be a lady if I wore breeches; when I said I could do nothing in a dress, she said I wasn’t supposed to be doing things that required pants. Aunt Alexandra’s vision of my deportment involved playing with small stoves, tea sets, and wearing the Add-A-Pearl necklace she gave me when I was born; furthermore, I should be a ray of sunshine in my father’s lonely life.”
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III. Multiple Choice Choose the best answer for each question (1 point each)
1. Who is the president of the United States at the time that the events of the story occur?
a) Theodore Roosevelt
b) Harry Truman
c) Franklin D. Roosevelt
d) John F. Kennedy
2. What are some of the issues in the historical period in which the novel is set?
a) Racism; African Americans were denied basic Human and Civil Rights
b) Sexism; women were expected to act a certain way that included acting subservience, silence and weakness
c) Poverty; most Americans were poor and struggling through the depression
d) Both A and C, but not B
e) A, B and C
3. How would you describe Scout’s voice and persona?
a) Completely grown up
b) Extremely childish
c) Child-like, yet mature
d) Mocking
e) Both A and D
4. Which of the following is not a character trait of Scout?
a) Feminine
b) Adventurous
c) Tough
d) Inquisitive
e) Intelligent
5. Who founded Finch’s Landing?
a) Atticus
b) Simon Finch
c) Uncle Jack
d) Jasper Finch
6. How did Miss Caroline learn her educational techniques?
a) From long experience
b) From a magazine article
c) From talking to other teachers
d) From college
7. What is ironic about Atticus?
a) He is old but can still play football
b) He is the best shot in Maycomb County but doesn’t like guns
c) He reads a lot but is accused of teaching Scout how to read incorrectly
d) Both B and C
e) All of the above
8. From which point of view is the novel written?
a) First person
b) Second person
c) Third person
d) Fourth person
9. What literary device does the narrator use to tell the story?
a) Flashback
b) Metaphor
c) Personification
d) Soliloquy
e) Foreshadowing
10. Which are examples of Scout’s conflict/s?
a) She wants Boo Radley to come out but is afraid of what she’ll find
b) She is always fighting with Calpurnia but respects and believes in her
c) While she struggles with being lady-like and not fighting, she knows she must stand up for what she believes
d) Only A and C
e) A, B and C
11. Why are the children fascinated with the Radley House?
a) There are crazy stories surrounding Arthur’s true nature
b) The other family members are as mysterious, and almost as scary, as Boo himself
c) As all children their age, they have huge imaginations and know little about Boo, so they make it up
d) All of the above
13. Why was Scout’s first day of first grade a horrible disappointment?
a) Burris Ewell had a very serious condition of cooties
b) Walter came over to their house to eat lunch
c) She started off on the wrong foot with Miss Fisher and Walter
d) The knot-hole was filled with cement
14. Why did Mr. Nathan say he filled knot-hole with cement?
a) The tree needed cement as a form of support for the branches higher
b) The tree was sick and that Jem should have known that was what you did with sick trees
c) He didn’t want anyone hiding things in it
d) He yelled at the kids and told them to leave him alone
e) Both A and C
15. What is a recurring theme in To Kill a Mockingbird?
a) Only people at the top of the social pyramid can influence justice.
b) It is better to have loved and lost than to have never loved at all
c) Don’t judge someone until you have seen things from their point of view
d) Inheriting a family members name doesn’t condemn them to live the same lifestyle
e) a and b
f) c and d
16. Why was Mrs. Dubose the bravest person Atticus ever knew?
a) She earned his respect by overcoming addiction and dying clean
b) She was a veteran of the Civil War
c) She stood up against racism when it wasn’t popular to do so
d) All of the above
17. Why doesn’t Aunt Alexandra want Scout playing with Walter Cunningham?
a) Cunninghams’ are not social equals of the Finches.
b) She is afraid of Walter.
c) Walter is a bad boy.
d) Scout has been grounded.
18. When (i)________ tells Jem that it is a sin to kill mockingbirds, (ii)__________explains the significance of the saying?
a) (i) Atticus; (ii) Aunt Alexandra
b) (i) Miss Maudie; (ii) Aunt Alexandra
c) (i) Atticus; (ii) Miss Maudie
d) (i) Miss Maudie; (ii) Atticus
19. Where does Dill live during the school year?
a) Arkansas
b) Mississippi
c) Georgia
d) Boston
20. What are Jem and Scout shocked to discover about Atticus?
a) That he can play the fiddle
b) That he can swim faster than any man in Maycomb
c) That he is the best shot in Maycomb County
d) That he is a prize-winning songwriter
21. How is Harper Lee’s early life similar to Scout?
a) She grew up in Monroeville, Alabama, a similar town to Maycomb
b) She grew up during the great depression
c) She saw first hand the racism and sexism against black people and women
d) all of the above
22. What year did the Great Depression start?
a) 1929
b) 1930
c) 1931
d) 1941
23. Who was president when the Great Depression hit?
a) Franklin D. Roosevelt
b) Theodore Roosevelt
c) Herbert Hoover
d) Calvin Coolidge
24. What is a Bull Market?
a) A time when investors believe the economy will grow
b) A time when investors believe the economy will shrink
c) A place Atticus goes to buy beef
d) A place on the Cunningham farm
25. What does it mean to “run on the banks”?
a) A time when people put all their money in the banks
b) A time when investors put money in different banks to protect themselves
c) A time when people take their money out of banks
d) Occupy Wall Street
26. Who were the three B’s that the American public blamed the Crash on?
a) Bankers, Businessmen, FarmBoys
b) Bankers, Businessmen, Billionaires
c) Bankers, Brokers, Businessmen
d) Bankers, Brokers, Billionaires
27. What was the first period of FDR’s presidency called that helped Americans begin to get out of the depression?
a) The first New Deal
b) The second New Deal
c) The Fireside Chat
d) Hoovertime
28. What radio show caused widespread panic when the American public thought it was actual news and not a fictional story written by HG Wells?
a) Mars Attacks
b) Brave New World
c) War of the Worlds
d) Clockwork Orange
29. Hobos were defined as:
a) Men who had once been successful who had been struck down by the misfortune of the depression
b) Men who wore suits and hats but were homeless
c) Men who road railroad trains West looking for work
d) all of the above
e) b and c
30. Atticus said that in ________all men are treated equally.
a) your own house
b) a court
c) school
d) society
31. Who was Mr. Tate talking about when he said "taking the one man who's done you and this town a great service an' draggin' him with his shy ways into the limelight to me, that is a sin."?
a. Atticus
b. Arthur
c. Bob
d. Jem.
32. The advent of radio and then television in the 1930s began what important part of today’s world?
a. The Great Recession we are now in after the Bush years
b. The 24 hour news cycle and a media that shapes public opinion
c. Science fiction stories about aliens coming to earth, and the Sci-Fi channel
d. Marathon dancing, which has led to Dancing with the Stars
33. Who did Atticus think killed Bob Ewell?
a. Boo Radley
b. Scout
c. Jem
d. Tom Robinson
34. How was Bob Ewell killed?
a. Hit his head on the ground
b. Boo squeezed him to death
c. Scout got hold of a knife and stabbed him
d. He stumbled, fell and landed on a knife.
e. none of the above
35. When the missionary women met in Atticus' house, who did they talk about being their favorite male hero?
a. Atticus Finch
b. Heck Tate
c. J. Grimes Evertt
d. Harold Johnson
36. Why do you think Atticus never used a gun unless necessary?
a. he felt uncertain of himself
b. he felt he had an unfair advantage
c. he wasn't a good shot
d. his eyes were too bad to shoot
37. Mayella Ewell said that Tom Robinson
a. raped her
b. strangled her
c. beat her
d. all of the above
38. A unique facet of Atticus' relationship with his children is that he never:
a. talks down to them
b. doesn’t love them
c. spanks them to keep order
d. doesn’t know what they do with their free time.
39. What issues was Harper Lee highlighting by writing this novel?
a) The treatment of African-Americans
b) The gender-roles of women
c) Some problems in our Educational System
d) All of the above
40. Who reinforces the idea that a person is only good as the family they are born to?
a) Miss Maudie
b) Atticus Finch
c) Aunt Alexandra
d) Tom Robinson
IV. Vocabulary: Match each word to the correct definition- Try not to fail at this part, know what I’m saying? (1 point each)
____1. Predilection a. Walk or move at a slow pace
____2. Taciturn b. A sign of success or favor
____3. Amble c. To persuade or arouse, to bring about
____4. Entailment d. Continue despite difficulties
____5. Truant e. Extremely sad
____6. Cordiality f. To ease or satisfy; make less severe
____7. Benign g. A preference or special liking
____8. Auspicious h. Unpredictably, irregularly
____9. Unfathomable i. Native to or originating from a specific place
____10. Inquisitive j. Absent without permission
____11. Assuaged k. Speaking clearly
____12. Indigenous l. Conduct, behavior
____13. Persevere m. A law that establishes a property inheritance stays within the same family
____14. Melancholy n. Habitually quiet, uncommunicative
____15. Perpetual o. Harmless, not evil
____16. Perplexity p. Friendliness, hospitality
____17. Induce q. Never-ending
____18. Deportment r. Confusion
____19. Articulate s. Curious or inquiring
____20. Erratically t. Unknowable; not understandable
Lesson Plan: Using Facebook Profiles for Character Analysis
As teachers of low-income, sheltered, and/or ELL students, we know how important it is to build background and make our class and our lessons culturally relevant. This activity is the best way I have of teaching the specific content standards about Character Traits and Interactions. No matter a student’s grade level, background, or ability, we know one thing for certain: They have a Facebook Profile. You want to get buy in from students while at the same time getting them to analyze, evaluated, and deliver oral presentations? This is it—one of those lessons that makes the students think, but doesn’t seem like work—something we can rarely say. And remember, it’s okay if they use text talk and online abbreviations, that is what this activity is all about. In fact, the really good ones will be a combination of language from the text and colloquial internet speak. Romeo lamenting in Act III “I like it not in Mantua- FML” might not be appropriate in most cases, but you’re probably going to have to accept it here. Just enjoy it, that is hella funny!
Content Standards focus:
2.0 Reading Comprehension
Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced.
2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
3.0 Literary Response and Analysis
Narrative Analysis of Grade-Level-Appropriate Text
3.3 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.
3.4 Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.
Language Standards focus:
1.0 Listening and Speaking Strategies
1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy
of presentations.
1.9 Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (e.g., voice, gestures, eye contact) for presentations.
2.0 Speaking Applications
2.2 Deliver Expository Presentations
a. Marshal evidence in support of a thesis and related claims, including information on
all relevant perspectives.
b. Convey information and ideas from primary and secondary sources accurately and
coherently.
c. Make distinctions between the relative value and significance of specific data, facts,
and ideas.
d. Include visual aids by employing appropriate technology to organize and display
information on charts, maps, and graphs.
f. Use technical terms and notations accurately.
Objectives:
Students will be able to-
-Extend ideas about character traits of characters in a work through original analysis and evaluation
-Understand how characters influence each other and the plot by analyzing their interactions in the culturally relevant scenario of Facebook Profiles
-Create a Facebook Profile as a synthesis of the Standards 3.3 and 3.4 as it applies to the work and the characters within that work
-Present to an audience using appropriate verbal and non-verbal techniques
-Make an expository presentation using visual aids, conveyinig information and explaining the significance of their project and its relation to the text
Anticipatory Set:
-Review previous scenes precluding the scene about to be read
-Ask for student volunteers who earn participation credit by participating by reading out of their journals or responding verbally.
-Demonstrate finished Facebook profiles so students can see examples of what the instructor is looking for.
Activities:
-Students create Facebook profiles for main characters in a work. Students should be provided with markers, crayons or colored pencils.
-Usually done in groups of three, each member is assigned one character, or each member contributes to each profile-group is graded together
-Students have 1 period to work on the profiles, the rest can be homework.
Things to consider:
-One side is the character’s Bio page (Profile Page), the other is their Homepage, there are distinct differences you need to know.
-Profile pics within each group should be the same, therefore, if Romeo comments on all four papers in a group of four, his profile pic should be constant on each group members sheet of paper
-Pics should be in full color for full credit
-The comments and info need to show an understanding of the character from the work
Assessment of student learning:
-Students turn Facebook at beginning of next class period
-Groups present their profiles in front of class
-Were students able to:
-Extend ideas about character traits of characters in a work through original analysis and evaluation
-Understand how characters influence each other and the plot by analyzing their interactions in the culturally relevant scenario of Facebook Profiles
-Create a Facebook profile as a synthesis of the Standards 3.3 and 3.4 as it applies to the work and the characters within that work
-Present to an audience using appropriate verbal and non-verbal techniques
-Make an expository presentation using visual aids, conveyinig information and explaining the significance of their project and its relation to the text
Extended Activity: NEWSFEED
During the group work in class, there is another aspect of Facebook you can include—The Newsfeed:
Post a giant piece of butcher paper at the front of the room, and design it just like the character Homepage, which has boxes for pictures and lines where people comment. Label “Newsfeed” on the top and tell the class we have a class-wide Newsfeed. Assign each group a character from the novel, and as the other groups work on the assignment, have the groups go one at a time up to the butcher paper and make a post. It should be the character’s latest post viewable on the Newsfeed of anyone who is friends with them.
At the end of class, this is a great way to bring the discussion back to the front of the room, and also gives the students a chance to speak in front of the class. Ask for each group to read their post and answer why they made the post they did and what that has to do with the character and the story.
_________________ [pic]
Studied at Profile Page
Lives in
About Me:
Username:
Email:
IM Screen Names:
Phones:
Add phone
Website:
Sex:
Birthday:
Current City:
Hometown:
Cousins:
Uncles/Aunts:
Parents:
Siblings:
Relationship:
Interested in:
Languages:
Political:
Religion:
Activities:
Interests:
Sports:
Music:
TV Shows:
Books:
[pic] Jean Louise Finch’s Wall
| |
Jem Finch
______________________________________________________________
______________________________________________________________
______________________________________________________________
1 minute ago
[pic]
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Dill
______________________________________________________________
______________________________________________________________
______________________________________________________________
twenty minutes ago
[pic]
Comments:
| |
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|___________ |
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|___________ |
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|___________ |
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_______________(Choose a character)
______________________________________________________________
______________________________________________________________
______________________________________________________________
twenty minutes ago
[pic]
Comments:
| |
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|___________ |
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|___________ |
| |
| |
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|___________ |
[pic] Atticus Finch’s Wall
| |
Jem Finch
______________________________________________________________
______________________________________________________________
______________________________________________________________
1 minute ago
[pic]
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Scout Finch
______________________________________________________________
______________________________________________________________
______________________________________________________________
twenty minutes ago
[pic]
Comments:
| |
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|___________ |
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|___________ |
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|___________ |
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Jack Finch
_____________________________________________________
_____________________________________________________
five hours ago
[pic]
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________________(Choose a character)
_____________________________________________________
_____________________________________________________
three days ago
[pic]
[pic] Boo Radley’s Wall
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Dill
______________________________________________________________
______________________________________________________________
______________________________________________________________
1 minute ago
[pic]
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Scout Finch
______________________________________________________________
______________________________________________________________
______________________________________________________________
twenty minutes ago
[pic]
Comments:
| |
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|___________ |
| |
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|___________ |
| |
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| |
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|___________ |
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Boo Radley
______________________________________________________________
______________________________________________________________
______________________________________________________________
twenty minutes ago
[pic]
Comments:
| |
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|___________ |
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|___________ |
| |
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|___________ |
[pic] Jem Finch’s Wall
| |
Atticus Finch
______________________________________________________________
______________________________________________________________
______________________________________________________________
1 minute ago
[pic]
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| |
| |
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Scout Finch
______________________________________________________________
______________________________________________________________
______________________________________________________________
twenty minutes ago
[pic]
Comments:
| |
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|___________ |
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|___________ |
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|___________ |
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Calpurnia
_____________________________________________________
_____________________________________________________
five hours ago
[pic]
| |
________________(Choose a character)
_____________________________________________________
_____________________________________________________
three days ago
[pic]
[pic] Tom Robinson’s Wall
| |
Helen Robinson
______________________________________________________________
______________________________________________________________
______________________________________________________________
1 minute ago
[pic]
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| |
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Atticus Finch
______________________________________________________________
______________________________________________________________
______________________________________________________________
twenty minutes ago
[pic]
Comments:
| |
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|___________ |
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|___________ |
| |
| |
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|___________ |
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Tom Robinson
_____________________________________________________
_____________________________________________________
five hours ago
[pic]
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________________(Choose a character)
_____________________________________________________
_____________________________________________________
three days ago
[pic]
One From the Blog: Using Facebook Profiles for Character Analysis
If Romeo Montague had a Facebook profile, who would the last four posts be from? Well, all of them might be from Juliet, saying things like, “It’s been five minutes since my last post and I still miss u ................
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