Class Launcher: Write a narrative paragraph using action verbs. Details.
Standards: ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
EQ: How does the character development contribute to the theme of the book and move the plot forward?
Activator: Group or whole class discussion of Chapter 12-13 questions.
Teaching and Learning Strategies: Continuing into Part 2 of TKAM, we will read and focus on themes related to social injustice and relevance to Georgia Studies and current issues (local, state, and world).
Chapter 14 (136-146)
- Comment on Atticus's explanation of the alleged crime. How suitable is this as an answer to Scout.
- Why does Alexandra think Atticus should dismiss Calpurnia? How does Atticus respond to the suggestion?
- Why is Scout pleased when Jem fights her back? Why is she less pleased when he tells Atticus about Dill?
- What do we learn from Dill's account of his running away?
Summarizer: How would you describe Atticus's attitude to Alexandra and Calpurnia?