EngradeWikisTo Kill a Mockingbird › Lesson #6

Lesson #6


1. Students use strategies to comprehend literary analysis.
4. Students know what constitutes literary quality based on elements of fiction.
In order to remember the characters and understand relationships, the students need visual strategies and repetition. In this lesson the students will discover the complexities of characterization, and they will interweave other story elements. The students will develop understanding of characterization by filling out Venn diagrams and a characterization chart for To Kill a Mockingbird, as well as other activities such as a crossword puzzle.
On board: "Write a definition of 'characterization.' Then work on TKM characters crossword puzzle until class begins."
Pre-Phase of Lesson:
Students will read selected passages from the novel indicating character traits of the characters that coordinate with the imagery and theme.
Phase 1 of Lesson:
Have students continue working on the definitions and/or crossword puzzle. Then discuss the definitions to see if they recognize aspects of physical description, personality, and actions in the character portrayal and development in the novel. Have a few students give examples from their own experiences to solidify the definitions.
Phase 2 of Lesson:
Present the characters graphic organizers on transparencies on the overhead projector, and use the characters list to supplement this information. Provide instructions for the characters chart and the Venn Diagram.
Phase 3 of Lesson:
Have the students begin filling out the character chart and Venn Diagrams. Point out the increasing complexity if three characters are compared/contrasted on a Venn Diagram.
Post-Phase of Lesson:
Instruct the students to continue filling out the character chart as they are reading. Instruct them to fill out two Venn Diagrams with different characters, but characters that "fit" together on each sheet.
Exit Slip 6 - Characterization. Prompt: "Name two characters in To Kill a Mockingbird who are characterized as 'mockingbirds.' Explain in detail why you think so."
How much time was spent on discussion, relative to time spent on worksheets? Do the students understand the "mockingbird" aspect of characterization? What proportion of the book has each student read?
For those students who have not completed reading the novel, assign reading through chapter 28. Instruct the students to find at least five human "mockingbirds" in anticipation of Lesson 7 on imagery.