Monday - Students will read, annotate, and respond to questions for an Economist article on To Kill a Mockingbird's influence. After reading, the students will work on vocabulary for the courtroom scene.
Tuesday - DO NOW: Whom do you think Harper Lee intended to be the hero of the story?
Who is the hero in the story from your point of view? Who or what is the
antagonist of the story? Begin reading courtroom scene as a class. Assign out parts and begin reading. Vocabulary work. Watch movie.
Wednesday/Thursday - Finish reading trial as a class. Partner questions:
1) Scout, Jem, and Dill all respond differently to the trial. When you read the courtroom scene, did you feel more like Scout, Jem, or Dill? Why?
2) Atticus appeals to the jury by declaring, “A court is only as sound as its jury,
and a jury is only as sound as the men who make it up.” Are the men who
make up the jury in Tom Robinson’s case “sound”? Explain your answer.
Imagine that you are writing an appeal of the decision to a higher court.
Make an argument that the verdict should be overturned because the jury
3) How do you think this encounter with injustice affects Jem? Write a
summary of the trial from Jem’s perspective. What did he learn from
watching the witnesses testify? What did he learn about Atticus from
watching him mount the defense? What moments stood out to him most
strongly? What was he thinking as the verdict was read?
Friday - VOCAB BINGO! Selected connection questions for chapters 19-21 of To Kill a Mockingbird in groups. Making predictions from here.