Lesson Plans: To Kill a Mockingbird

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Which trial testimony seems more unbelievable? Activity 2.

To Kill a Mockingbird

Trial Characters Have students analyze the motivations of other main characters defendants, defense attorneys, and judges in both the historical and fictional trials. Another resource for background information on main characters in the trial is the companion website to the American Experience documentary, Scottsboro: An American Tragedy. Horton , the trial judge Biography: Judge James E.

Are there any fundamental similarities between the two defendants? Are they more different or similar? How does Samuel Leibowitz measure up to Atticus as a defense attorney?

To Kill a Mockingbird Lesson Plans

If you were to be represented by one or the other, which one would you want defending you? How does each judge handle the trial testimony? Why does the judge in each case rule in the way he does? What does that say about the character of each judge? Considering these two trials, can you make a statement about equal justice under the law? Is justice blind or is it influenced by community and individual prejudices as well as other factors? Given the climate in Alabama in the s, could the judge s have ruled any other way?

Activity 3. Closing Arguments Have students examine summaries of the closing remarks of the attorneys from both sides in the first trial held March through April , in Decatur, Alabama, covered in Activity 2. Gilmer for the prosecution. She has the narrator Scout and the other children outside the courtroom during this part of the trial.

What are the weaknesses of each summation in each case? How do the personality and character of the attorney delivering the statement as well as the words used influence the juries in each case? What does it reveal about religious bias? What effect does its omission have on the novel? On the reader?

Is the summation for the defense by Samuel Leibowitz in the Scottsboro trial persuasive or not? What do the closing remarks in each trial reveal about race and religious views in this region of the American South in thes? A closing discussion of this lesson in its entirety will have students consider the following: How does a fictional portrayal of a trial compare to a factual account from a historical trial? How does each trial reflect the social and racial prejudice of the American South in the s? Cite specific examples in each case. How do students think these trials would play out if they been set in the context of the early 21st century?

Are there any parallels to these cases in current trials being covered by the media?


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Optional creative writing assessments: Imagine yourself in the role of the prosecuting attorney, Mr. Gilmer, in the fictional trial in To Kill a Mockingbird. In your own words, write a detailed, persuasive closing argument for him to deliver. Consider what points you must emphasize and what evidence you must downplay to make your case to the jury. Teachers may ask students to deliver their completed statements to the class.

Step into the seat of one of the jurors in the trials. Imagine you are serving on the jury in the Scottsboro Boys and you are also serving on the jury in the To Kill a Mockingbird trial. Relate your thoughts on the plaintiffs and other key figures in the cases. Relate your thoughts on the closing arguments of the attorneys. Langston Hughes along with other intellectuals responded to the injustice wrought in the Scottsboro Boys trials. Hughes rendered his outrage into verse and published a full book on this theme, Scottsboro Limited, Four Poems and a Play in Verse.

Have students write their own original poetic response to the trials. Students may enlist the same titles as Hughes or create their own. Conduct a discussion of the film using the following questions. Does the movie make the theme of moral courage clear? Do they concur with the AFI poll? Does the film capture the content and mood of the novel? Consider if a remake of the film were to be undertaken today: What actor could be cast in the role of Atticus? Could he or she do justice to the role the way actor Gregory Peck did in the film? Why does this film still have such widespread appeal fifty years after its release?

irw-russia.ru/includes/sehihop/duxa-anonimayzer-znakomstva-mail.php Compare the experience of watching the two films: What is the emotional response of the student audience to each? Which is more powerful? Which is more moving? What social issues does the documentary raise beyond the racial injustice of this case? Are these issues also raised in the To Kill a Mockingbird film? What are the limitations with the historical documentary? What are the limitations with the fictional feature film? Which tells a better story? In this short lesson for To Kill a Mockingbird, students examine and discuss the similarities and differences between the Cunninghams and the Ewels.

After discussing their observations, students write a letter from the perspective of Miss Caroline.

Ven Diagram Have students complete a Venn diagram to show the similarities and differences between the Cunninghams and […]. In this activity, students explore the courage and strength that Atticus shows when he decides to defend Tom Robinson in To Kill a Mockingbird. Art of Persuasion Arrange students into groups of six. Tell the groups they must select one person to […].

Teaching To Kill a Mockingbird

If you try to cover every page of every chapter, it will take you months to get through it all. Pick out the most important scenes and […].

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In this lesson, students examine the impact of rumors and gossip in their own lives and in To Kill a Mockingbird. After analyzing the difference between what is said and what is known about Arthur Radley, students write a sensational, tabloid-style news article. I usually use this lesson early in the novel, just after we […].

English Class Escape Room: To Kill A Mockingbird

No notes for slide. To Kill a Mockingbird Lesson Plan 1. Students will create a video recording concerning the theme of discrimination 5. Students will produce collages displaying elements of discrimination 6. Why is Tom Robinson on trial in the first place? What makes his trial particularly difficult? How do the racial assumptions and biases affect the trial? Lesson Development After the opening discussion, I will explain that they will be working in groups to create different visuals related to the novel.