Class Launcher: Respond to this quote (meaning and/or examples). How does this relate to TKAM and our lives now?
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 14 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 15 (146-157)
- What is the “nightmare” that now descends upon the children?
- What was (and is) the Ku Klux Klan? What do you think of Atticus's commentabout it?
- How does Jem react when Atticus tells him to go home, and why?
- What persuades the lynching-party to give up their attempt on Tom's life?
- Comment on the way Scout affects events without realizing it at the time.
Summarizer: What is the difference between smart and wise? How would you classify the Finch family?