EngradeWikisTo Kill a Mockingbird › Lesson #8

Lesson #8


1. Students use a full range of stragegies to comprehend literature.
2. Students recobnize an author's purpose and know what constitutes quality based on elements of fiction.
3. Students use standard edited English.
4. Students read and write to solve problems.
5. Students understand textual patterns.
6. Students read and contextualize novels as a record of human experience.

Now that the students have read To Kill a Mockingbird, have produced one-sentence summaries, and have examined the setting, the language style, the characterization, and the mockingbird symbolism, they are ready to analyze patterns in the individual elements of fiction analyses and analyze these patterns in the individual elements of fiction for an overriding pattern as they ponder themes in the novel. The students will develop understanding of theme in novels by

integrating elements of fiction discoveries and patterns in To Kill a Mockingbird by means of a summary academic journaling chart.
filling out the "Understanding Fiction" chart by means of previous lessons; the list was introduced in lesson one but is to be presented in more detail during this lesson.
listing subthemes in To Kill a Mockingbird and documenting these themes by identifying passages in the novel.

Have students read a few key passages from To Kill a Mockingbird that highlight the primary theme: "It's a sin to kill a mockingbird" (Chapter 10).
Pre-Phase of Lesson:
Prompt on board: "Write a definition of 'theme.'" Informally assess student knowledge of "theme" to determine background knowledge and need for further teaching. Compile a composite definition to be evaluated later.
Phase 1 of Lesson:
Explain academic journaling, especially to more advanced students. Model metacognitive discourse about need for an organized notebook. Talk about index dividers for sections on plot, setting, imagery, allusions, etc. Explain the academic journaling summary chart. Instruct the students to jot down most significant reaponses to each category prompt, but to leave the theme box blank.
Phase 2 of Lesson:
Using the overhead projector, discuss the elements of fiction and the means to evaluate fiction by examining an author's use of these elements. Discuss each element thoroughly, drawing the students into feedback of the previous lessons and refine the concepts using the more advanced charts or the list of definitions. Integrate significant applications of each concept of To Kill a Mockingbird.
Phase 3 of Lesson:
Have the students fill out their "Understanding Fiction" chart.
Post-Phase of Lesson:
Have the students fill out their thematic quotes organizer. Relate to the analysis of the title of To Kill a Mockingbird.
Exit Slip 8. Prompt: "Identify the primary theme of To Kill a Mockingbird, then identify at least three events and/or examples of elements of fiction of this novel that demonstrate this theme. Theme of To Kill a Mockingbird: . . . Events/Examples that Demonstrate this theme: . . ."
To what extent do the students understand how to determine the primary theme of To Kill a Mockingbird, and how well could they apply this knowledge to other novels? How much of the worksheets were the students able to accomplish in class? Do they need further explanation of theme and how theme relates to the other elements of fiction?
Introduce the elements of film in anticipation of the film version of To Kill a Mockingbird for Lesson 9.