SCHEME OF WORK – YEAR 10 - to kill a mockingbird – LESSON PLANNER
TIME/ACTIVITY BREAKDOWN RESOURCES HOMEWORK
Lesson 1 & 2 Lesson 1 To Kill a Find a book or
v Collect information – assess what we have learned from initial Mockingbird watch one of
To Kill a research. Deep South these films to
Mockingbird v Read chapter Worksheet report back –
Chapter 1 – an v Write notes Video of Gone lesson 15
introduction to Introduction of Scout as narrator – child – she is writing as an adult With the Wind
the history of The thinking back. We hear about Jem’s arm - happens at the end of the novel- or Sommersby
Deep South so this links the novel’s beginning to its ending. We also hear about the helpful.
Research Finch family history. As a result of the Civil War, families looked to their Oxford English
roots – very insular people, all families are obsessed by their history. 4a p82-83
Scout said “Being Southerners it was a source of shame to some
members of the members of the family that we had no recorded ancestors
on either side of The Battle of Hastings” -
e.g of Southern attitude and also Scout’s self reflective humour laughing at
herself.
v Look at the Boo Radley legend draw up a class spidergram with notes
on what we have learnt so far about Boo and about the children –
active imagination / creating mystery. Gossip creates myth / distortion
– reflection on our view of other cultures and disability – no
understanding so we alienate them creating irrational fear – N. Ireland.
Lesson 2
v Do the Harriet Tubman, poem p82-83 – read through.
v Follow Deep South worksheet intro the area to be covered.
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SCHEME OF WORK – YEAR 10 - to kill a mockingbird – LESSON PLANNER
Lesson 3 v Read chapter 2 To Kill a
v Scout’s first day at school. Miss Caroline and Scout argue about Mockingbird
To Kill a reading. Miss Caroline humiliates Walter. Scout explains.
Mockingbird v Describe the Cunninghams.
Chapter 2 v What impression do we get of school?
Narrow-minded, humiliating – family background influences people,
Cunninghams constrictive- reading. Scout rebels against this – too innocent to realise
School that you’ve got to play the system. She is like the mockingbird in the
legend – it teaches the others to sing.
v Lead into personal anecdotes about first days at school.
Lesson 4 v Read Early memories of school and free dinners by Fred Rickard. Look Oxford English Start to plan it
at the idea of creating a scene, of a picture in words, an atmosphere. 4a (blue) p10-11 out
Think to important characters, a hated or much loved teacher, an class set
My first day at
incident that was particularly sad, funny, inexplicable to a five year
school – personal
old.
writing, lang
v Weave them all together into an autobiographical account of “My Early
folder
School Days” – other writing language folder piece.
Lesson 5 v Read chapter 3. To Kill a Finish Atticus
v Walter comes to dinner. Scout is rude. Miss Caroline meets Burris Mockingbird question
To Kill a Ewell. Atticus talks to Scout about reading and Miss Caroline.
Mockingbird v Look at how Lee makes Scout sound like a child – p27 “I’d go off and
Chapter 3 drown myself in Baker’s Eddy and then they’d be sorry.” “The Sam
Writing Style Hill”. Preparing to spit.
Comprehension v Why does Walter pour syrup on everything and why is Atticus angry
Ewells with Scout for drawing attention to this?
Atticus No nourishment at home – extra calories.
Introducing how v Describe the Ewells.
to write v What sort of man is Atticus? Give evidence for your opinions. Explain
supported points this use of proof – like a detective. Fiercely non-racist. Wise. Law is
King – true democrat.
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SCHEME OF WORK – YEAR 10 - to kill a mockingbird – LESSON PLANNER
Lesson 6 v Read chapter 4. To Kill a Boo’s diary
v Jem and Scout find presents in the tree stump from Boo. Dill arrives for Mockingbird
To Kill a the Summer: children re-enact the Radley story. Scout’s real name is
Mockingbird shown to be Jean-Louise Finch.
Chapter 4 v What do the presents tell us about Boo? – kind or is it a trick? Idea of it
Boo’s diary being poisoned shows how bad-minded they are.
v Describe Dill – pairs. How does Dill further the Radley story? Death in
three days for Scout and the poisoned chewing gum. Hot steam.
v Draw a flow chart of the Boo Radley story
Boo attacked Mrs Radley with a pair of scissors, so now they keep him
locked up.
v Describe how Boo must feel seeing the enactment of his past and the
scissors every day on the porch? Who was laughing at Scout – what
does this tell us about what Boo is really like?
v Write Boo’s diary after he has watched Scout, Jem and Dill re- enacting his
past and write how he feels about them. Does he want to join them? Homework
Lesson 7 v Read chapter 5 To Kill a
To Kill a v Children talk to Miss Maudie. They try to put a note through the Mockingbird
Mockingbird Radley letter-box. Atticus stops it. Atticus believes in living to the letter
Chapter 5 of the law – at all times a person’s civil liberties must be respected
Boo – Jem and v Improvise conversations between Dill and Jem about plans to meet
Dill Boo. Devise a plan to enter the house and meet him or to draw him out.
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SCHEME OF WORK – YEAR 10 - to kill a mockingbird – LESSON PLANNER
Lesson 8 v Read chapter 6 To Kill a
v Children look into the Radley house. Jem’s pants (trousers) get caught. Mockingbird
To Kill a Dill leaves. Jem goes back for his pants in the night.
Mockingbird v Spidergram – as basis for notes. Draw a spidergram of Jem’s character
Chapter 6
Jem’s character Brave – goes back for pants Typical older brother
Jem
Respects father Daring
Goes back for Atticus’ sake Imaginative - game adventurous
Doesn’t want him to be
disappointed in him and
have to whip him.
Lesson 9 v Read chapter 7 To Kill a Finish letter
v Scout in second grade. The truth about Jem’s trousers is discovered and Mockingbird
To Kill a more presents arrive from Boo. The tree hollow is cemented up by Mr
Mockingbird Radley.
Chapter 7 v What does this final action tell us about Mr Radley?
Informal letter to v Write a letter from Jem to Boo. What would you include? Try to find out about
Boo from Jem how he is being treated. Is he a prisoner? Are you moved to sympathy for Boo
by his generosity?
Lesson 10 v Read chapter 8. To Kill a Draft for
v First snow. Fire at Miss Maudie’s house. Boo Radley covers Scout with Mockingbird homework
To Kill a a blanket. Note Scout’s reaction to kindness of Boo – parallel to later
Mockingbird reaction to the kindness Tom shows to Mayella Ewell. Good deed is
Chapter 8 snubbed. This is an example of institutionalised prejudice – an
Newspaper article irrational grudge against people.
– part one of v Folder piece – part 1Write an article for the Maycomb Tribune about the fire.
folder piece
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SCHEME OF WORK – YEAR 10 - to kill a mockingbird – LESSON PLANNER
Lesson 11 v Read chapter 9. To Kill a
v Scout tries to hit Cecil Jacobs for calling Atticus a “nigger lover”. Mockingbird
To Kill a Atticus talks to Scout about racism. Christmas at Finch’s Landing.
Mockingbird Introduced to Aunt Alexandra and Uncle Jack. Atticus explains to
Chapter 9 Uncle Jack why he is taking the Tom Robinson case.
ATTICUS’ v Why is Atticus defending Tom – class disc then spidergram
MOTIVATION IN
TAKING THE Honour – defends an innocent man To attack racist
CASE regardless of colour attitudes in society
Reasons for
Atticus’ defending
To show of Tom Robinson Justice for Tom -
that a good deed far more decent a
shouldn’t be shunned if society person than
is to prosper. cheating Ewells
What problems do you think that they will face?
Friends turning against them, school problems, personal safety, KKK,
loss of business and professional credibility.
v Should Atticus still take the case on? Give your reasons.
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SCHEME OF WORK – YEAR 10 - to kill a mockingbird – LESSON PLANNER
Lesson 12 v Read chapter 10 To Kill a Finish draft of
v Atticus as a father, and the mad dog incident Mockingbird article for
To Kill a v Write down all your impressions of Atticus’ character – prove with homework
Mockingbird examples from the text.
Chapter 10 Law is the ruler –true democrat
Newspaper article Wise – only one who can handle Scout – Uncle Jack incident.
– part two of Understands folly of society but doesn’t preach – tries to step inside
folder work their skin instead.
The mad dog incident shows that he is no wimp – he has the power to
be a deadly marksman, if he so wishes. This chapter is here to show
Atticus’ true power if he chooses to use it. Of course he won’t, he
upholds the rule of law and democracy. Decisions over people must
take place in the courtroom, not on the street like the mad dog. He is
gentleman and knows that vigilantism is wrong. He has the power but
will not use it.
v In groups discuss the meaning of p100 quote below.
He also says “it is a sin to kill a mockingbird”p100, which means that it
is wrong to kill something that can’t defend itself and does only good
things. This is a metaphor for Tom Robinson, a decent law-abiding
family man who helped and felt sorry for a poor white girl.
v Write a short article for the Maycomb Tribune on the mad dog incident – part
two folder work.
Lesson 13 v Read chapter 11 To Kill a Finish draft for
v Jem is twelve years old. Mrs Lafayette Dubose is described. Jem cuts off Mockingbird homework
To Kill a her flower heads. Atticus makes him read to her. She dies. Look at
Mockingbird Atticus’ wisdom.
Chapter 11 v Write an explanation and discuss the Mrs Dubose / Jem relationship.
Obituary – part v Write an brief obituary of Mrs Dubose’s life and her death for the Maycomb
three for folder Tribune – part three for folder.
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SCHEME OF WORK – YEAR 10 - to kill a mockingbird – LESSON PLANNER
Lesson 14 v Read chapter 12 To Kill a
v Scout explains Jem’s adolescence. Jem and Scout go to Calpurnia’s Mockingbird
To Kill a church. Racial incident. Calpurnia describes her own family and
Mockingbird community. We learn that Tom’s crime is a rape. Helen, Tom’s wife is
Chapter 12 – suffering and no-one will employ her to pick cotton.
character v In pairs - Make a list of the black characters in this chapter and describe
description/ them and what they do in the chapter.
function Calpurnia Rev Sykes Lula Zeebo
LESSON 15 v Look at the black and white photo on the worksheet– impressions Black Boy
Black Boy – about America at that time – openly racist. extracts.
Richard Wright v Compare to South Africa’s apartheid and Hitler’s persecution and
extract – the ghettoisation of the Jews – is it any different?
history / incident v Read through Black Boy extract.
of black v Could it ever be like this in Britain? – immigration control, Asian and
oppression Black areas of London and the big cities. What is the difference today?
v Go through the questions and answer questions.
Lesson 16 Lesson1 To Kill a
v Read chapter 13 Mockingbird
To Kill a v Aunt Alexandra comes to stay. Maycomb is described. Atticus is
Mockingbird instructed to glorify his family to his children.
Chapter 13 P141 – see growth in Scout’s understanding
“one must lie under certain circumstances and at all times when one
can’t do anything about it.”
v Write Aunt Alexandra’s diary entry explaining her first opinions and
impressions of Scout, Jem, Atticus and their lives. Look at the ideas of
the Finch family history.
Lesson 2
Class discussion on how girls are treated differently from boys.
Structure in terms of gender group ideas formulated with pros and
cons of being a girl / boy and the differing expectations of each group.
Formal reporting back and then class discussion.
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SCHEME OF WORK – YEAR 10 - to kill a mockingbird – LESSON PLANNER
Lesson 17 v Read chapter 14 To Kill a
v Atticus defines rape for Scout. Aunt Alexandra wants to get rid of Mockingbird
To Kill a Calpurnia. Jem & Scout argue. Dill found under bed.
Mockingbird v Why does Aunt Alexandra dislike Calpurnia? Knows her own mind.
Chapter 14 Threat kids like her better. Undermines her authority on how to
Newspaper article behave. Equal in the household, rather than a servant.
– part four – v Discuss “You’ve got a roomful of things. I-got-you-that-book-so-go-
Missing Boy read-it.”p58 Discuss Dill’s problem.
v Newspaper article - Missing Boy – Maycomb Tribune – part four folder work
– continue next lesson
Lesson 18 v Read chapter 15. To Kill a
v Sheriff Heck Tate comes to Atticus’ door with Maycomb men. Atticus Mockingbird
To Kill a guards Tom Robinson at the jail. Confrontation with Maycomb men,
Mockingbird children diffuse the situation.
Chapter 15 v “Trouble at the Jail House” As Atticus record your account of the
incident to Aunt Alexandra. Why did Mr Cunningham retreat? Explain
what exactly Scout did.
Lesson 19 v Look at the downloaded material on black oppression in the 1950’s and Extracts for
The history / in groups look at each one and make notes – discuss your response to stimuli
incident of black what was happening in the deep south in the 1950’s. Remember that To Nelson
oppression and Kill A Mockingbird was written in1960. Mandela
the fight back v Feed back. worksheet.
v Look at the similar experience of Nelson Mandela at the time in South
Africa.
v Encourage internet research – www.afroam.org/history
www.wmich.edu/politics/mlk
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SCHEME OF WORK – YEAR 10 - to kill a mockingbird – LESSON PLANNER
Lesson 20 v Read chapter 16. To Kill a
v Atticus explains racial tension and the reasons for confrontation over Mockingbird
To Kill a breakfast. Build up to trial: children describe Mr Dolphus Raymond.
Mockingbird Trial begins.
Chapter 16 Is Aunt Alexandra racist? She says “it encourages them” them
Looking at mob emphasises this sense of otherness / distrusts them and depersonalises
and also Dolphus black people by lumping them all together. Easy then to hate.
Raymond v What is Harper Lee saying about the mob? Discuss.
v Scout split up the mob by repersonalising the cause and reminding Mr
Cunningham that this is Atticus the man who is helping him with his
legal problems at no cost. These are human beings not a simple black
bashing scenario. Walter is made to jump into Atticus’ skin.
v Draw up a spidergram of Dolphus Raymond’s character.
Lesson 21 v Read chapter 17 To Kill a
To Kill a v Mr Heck Tate is the first witness. Mr Robert Ewell is rude as a witness – Mockingbird
Mockingbird reflection on his character.
Chapter 17 v Plan out the events as recounted by each witness in a columned time
Plotting events line on one page.
Lesson 22 v Look at the extract Native Son by Richard Wright and answer the Native son Continue next
Native Son extract question. extract lesson but
plus newspaper v Work on newspaper article finish draft for
article homework
Lesson 23 v Read chapter 18. To Kill a
v Miss Mayella Ewell is questioned as the plaintiff. Mockingbird
To Kill a v Explain terms plaintiff and defendant / the accused.
Mockingbird v Plot out her story on the events flow chart. Are there any
Chapter 18 inconsistencies emerging?
Mayella’s v Write down your impressions of Mayella Ewell. How do you feel about
testimony her? Give reasons for your response.
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SCHEME OF WORK – YEAR 10 - to kill a mockingbird – LESSON PLANNER
Lesson 24 v Read chapter 19. To Kill a
v Mr Tom Robinson is questioned. Mockingbird
To Kill a v Look at the term “boy”. Why is this used?
Mockingbird v Why should Mayella be believed? White, girl, reason to lie?
Chapter 19 v Is Tom innocent? Write your reasons and support each one with
Tom’s testimony evidence.
v Class discussion based on this.
Lesson 25 v Read the speech made by Martin Luther King – p103. Very famous and Oxford English
The art of really led to the freedom for black people in the USA – made in 1963, 4b
persuasion – three years after To Kill A Mockingbird. Look at the novel as a political
oratory – linking text. Look at the history of Martin Luther King and his importance to
to black prejudice America and black people the world over.
& Martin Luther v Look at the idea of the orator – good - Billy Graham, King
King’s I have a Bad - Mussolini, Hitler – people who could work a crowd
dream speech. v Try to identify through quoting the different techniques in this speech.
v Write down your response to the speech. Do you agree with Martin
Luther King’s ideas? Is it reasonable? How does it work up excitement
in the crowd?
Lesson 26 v Read chapter 20. To Kill a
v Recess: children talk to Mr Dolphus Raymond. Atticus makes his Mockingbird
To Kill a summarising speech to the jury. Dolphus Raymond acts strangely by
Mockingbird drinking coke in a paper bag every one writes him off as a low-life and
Chapter 20 so no-one is surprised that he marries a black woman. If he looked
respectable to people then the marriage would be a scandal and they
would experience resistance and trouble. Again look at society’s lack of
true understanding and how people are ready to form judgments about
people with no real understanding of them – no one jumps into
Dolphus’ skin to understand him.
v Is this case as simple as black and white? Explain in detail what Atticus
means. Support each point with proof from the text.
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SCHEME OF WORK – YEAR 10 - to kill a mockingbird – LESSON PLANNER
Lesson 27 & Lesson 1 To Kill a Finish for
v Read chapter 21 Mockingbird homework
28
v Calpurnia approaches judge to look for Atticus’ children in the
courtroom. They are sitting with the black people in the gallery –
To Kill a
significant social point. They plead to hear the verdict. Guilty is
Mockingbird
returned. The black people stand as Atticus leaves the court.
Chapter 21
v Newspaper article – folder work - five. You have sat through the trial as a
Newspaper article
reporter for the Maycomb Tribune. From all the evidence given, the tension
5 – folder work
and the verdict; write an in-depth newspaper report on the trial. You may give
your opinion either way on justice in Maycomb County and on Atticus.
Lesson 2
v Carry on with it.
Lesson 29 v Read chapter 22 To Kill a
v Jem cries. Food from Black community. Miss Maudie talks to the Mockingbird
To Kill a children about Atticus’ role. Bob Ewell spits in Atticus’ face. “They’ve
Mockingbird done it before and they did it tonight and they’ll do it again and when
Chapter 22 they do it – seems only the children weep.” Atticus
Role of the v Groups of three. Discuss the quote. What do the children represent and
children in the stand for in this novel? Innocence, truth and the obvious – society has
novel blinded people to the obvious.
v “There ain’t one thing in this world I can do about folks except laugh,
so I’m gonna join the circus and laugh my head off.” Dill. Explain what
you think he means by this.
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SCHEME OF WORK – YEAR 10 - to kill a mockingbird – LESSON PLANNER
Lesson 30 & v Ain’t I a Woman – Sejourner Truth and Maya Angelou’s Woman work. Ain’t I a Finish for
v Read the two poems and try to assess the life of a black woman. What Woman – homework
31
messages are they trying to convey to us? Sejourner Truth
A poetry
v Look at the white lifestyle of Aunt Alexandra, how does it compare to and Woman
comparison
Calpurnia’s? Work – Maya
exercise – C20th
v Analyse the two poems carefully in terms of style, theme, atmosphere and Angelou
for folder
write a comparative essay on them for folder.
Lesson 32 v Read chapter 23 To Kill a
v Atticus and Jem have a discussion about the trial. Atticus and Aunt Mockingbird
To Kill a Alexandra argue about the children. We learn about the Cunninghams.
Mockingbird We see a new realisation about Boo from Scout. She thinks he wants to
Chapter 23 – stay inside. She realises that society would persecute him for being a
family fate and misfit and it is safer for him to stay out of public gaze. Not a prisoner
snobbery but a refugee.
v Explain the character and logic of the Cunninghams. What are they like
and why are they now trying to help Tom and Atticus?
v Look at Aunt Alexandra’s view of people as opposed to Scout’s view
“Finch women aren’t interested in that sort of people” – can’t change
your nature it is bred into you – “drinking streak” in the family – p249
pecking order idea.
Scout “I think there’s just one kind of folks. Folks.”
Class discussion about this – look at royalty and predestination / fate.
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SCHEME OF WORK – YEAR 10 - to kill a mockingbird – LESSON PLANNER
Lesson 33 v Read chapter 24 To Kill a
v Aunt Alexandra and her missionary circle meet. Tom Robinson’s death Mockingbird
To Kill a is announced by Atticus who needs Calpurnia to go comfort Helen.
Mockingbird Note how Scout is developing here. She learns to bite her tongue and
Chapter 24 not always tell the truth. She is made fun of by Miss Stephanie but
Hypocrisy / irony retorts that she wants to be a lady.
and reasons for v Look at the concept of irony. Why is the Missionary Circle meeting
Tom’s death. ironic?
v Raising money to help poor Africans but can’t see that they are openly
racist and are worsening the poor Afro-Americans’ situation in a very
unchristian regime.
“There’s nothing more distracting than a sulky darky. Their mouths go
down to here. Just ruins your day to have one of ‘em in your kitchen.”
Mrs Merriweather.
v Look at the term hypocrisy
v Why did Tom go mad in prison – collect reasons:
Loss of faith in system / hopelessness of situation/ loss of faith in
people / humanity that they could wrongly send a man to death –
Mayella is a victim but by remaining silent she is killing an innocent
father and breadwinner. Is he guilty really? He has become a social
event – a reinforcement to the black man of his place in society.
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SCHEME OF WORK – YEAR 10 - to kill a mockingbird – LESSON PLANNER
Lesson 34 & v Read chapter 25 To Kill a Finish for
v Dill and Jem recount what happens when they go to Helen Robinson’s. Mockingbird homework
35
Mr B.B. Underwood writes an article about Tom’s senseless death. Look
at the racist response to the death by the white community:
To Kill a
“Typical of a nigger to cut and run. Typical of a nigger’s mentality to
Mockingbird
have no plan, no thought for the future . . . when it comes down to the
Chapter 25
line the veneer’s mighty thin. Nigger always comes out in ‘em.”
Part six – folder –
v Explain the racist nature of this comment. That have legitimised their
newspaper article
case against Tom – he ran so he must be guilty. Can’t see that he ran
because there was no justice, no escape.
v Part six – folder – “Senseless Death” An editorial – a personal view on the
death of Tom Robinson and the racism at the heart of Maycomb society. Look in
depth at racism and Tom’s reason for running.
Lesson 2 - Carry on with work
Lesson 36 v Read chapter 26. To Kill a
v Scout gets into third grade. She reflects on Boo and is no longer Mockingbird
To Kill a frightened of him. She is developing in maturity. The trial has taught her
Mockingbird to be more tolerant of difference. Miss Gates teaches Scout’s class about
Chapter 26 Hitler. Contradiction as Scout remembers her racist comments at the
Miss Gates – trial.
discussion / v Discuss the two quotes in groups:
informal debate Cecil “they’re supposed to change money or somethin’ but that ain’t no
on cause to persecute ‘em. They’re white ain’t they.”
institutionalised Miss Gates: “I heard her say it’s time somebody taught ‘em a lesson
racism and right they’re gettin’ way above themselves.”
wing groups v Why does Lee mention Hitler? Are there any parallels to be drawn
between the two countries?
v Discuss what you understand by the term institutional racism.
v Is Britain today a racist country? What should be done to stop racism at
all levels?
v Discuss as a class after group discussion.
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SCHEME OF WORK – YEAR 10 - to kill a mockingbird – LESSON PLANNER
Lesson 37 v Read chapter 27 To Kill a
v Ewell gets and loses job, blames Atticus. Judge Taylor has a secret Mockingbird
To Kill a visitor. Helen Robinson is harassed on the way to work and Link Deas a
Mockingbird decent man who has found her a job warns Ewell off. Scout and Jem
Chapter 27 start off for the Hallowe’en Party ironically organised by the Missionary
Scout’s devpt of Ladies at the High School.
character through v In pairs try to find evidence of how Scout’s behaviour has changed
the novel through the book. Board work
Listens to Aunt Alexandra
Wears dress to her coffee
Calmed down
morning
Scout’s
Realises that you
Stepping into have to compromise
other’s skin now – Boo
Tries to account for how Closer to Jem
they must feel Gives him space & lets him look after her
Lesson 38 v Read chapter 28. To Kill a Finish for
v Hallowe’en pageant. Scout is dressed as a ham – in a wired mesh Mockingbird homework
To Kill a costume. She performs and is late on stage. Everyone laughs but she is
Mockingbird embarrassed. After everyone has left Scout and Jem leave. Scout has
Chapter 28 forgotten her shoes. They go back for them and Jem and Scout are
Jem’s diary – style attacked on the way home.
and technique v Look at the contrast between the fictitious danger of “haints and hot
steam” and Boo and the real danger of Bob Ewell. The use of Hallowe’en
gives atmosphere of eeriness.
v Here, Jem and Scout are the mockingbirds, the innocent victims of the
trial.
v Who stuck in the knife?
v Was that person justified in killing Bob Ewell?
v Write Jem’s diary entry on the events of that night.
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SCHEME OF WORK – YEAR 10 - to kill a mockingbird – LESSON PLANNER
Lesson 39 v Read chapter 29 To Kill a
v Bob Ewell is dead at the scene of the attack. See Bob Ewell had the knife Mockingbird
To Kill a and had intended to use it on Scout. Heck Tate sums up Bob Ewell’s
Mockingbird character: “Brave enough to kill children . . . to pester a poor colored
Chapter 29 woman.”
The Ewells re v Re examine Atticus’ comments on the Ewells p33-35ish in the light of the
examining other ending. How do you feel about his comments on them now?
areas of the text v Write a description of Boo. Do you think that it is right for him to live
this isolated and prison-like existence?
Pale, not used to light, can’t speak or walk properly.
Lesson 40 v Read chapter 30. To Kill a
v Boo Radley is introduced as Scout’s saviour. Heck Tate orders Atticus to Mockingbird
To Kill a accept that Ewell fell on his knife. Atticus thinks that Jem stabbed him
Mockingbird but Tate realises that Boo did it. This chapter is one where Atticus learns
Chapter 30 that courtroom justice isn’t always applicable or the best thing to do.
The Compromise v Spidergram in pairs:
Atticus has to
compromise and admit
Tate is a realist – he knows that like
that the law isn’t always
Robinson, boo wouldn’t get a fair
trial and Ewell right – after Tom’s
would end up miscarriage of justice. We
Why does Heck
seeming innocent – live in an imperfect
Tate want to
lead to a witch democracy.
cover it up?
hunt for Boo.
Justice is powerless in the
Being mentally ill makes you face of institutional
as vulnerable as being black prejudice and the mob.
As Atticus says “It is a sin to kill a mocking bird.” Bringing out the truth
would be to punish someone who is essentially good and completely
vulnerable.
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SCHEME OF WORK – YEAR 10 - to kill a mockingbird – LESSON PLANNER
Lesson 41 v Read chapter 31. To Kill a
v Scout stays with Boo and then walks him home. She imagines their story Mockingbird
To Kill a from Boo’s viewpoint (she has now learnt how to jump into people’s
Mockingbird skin). Scout and Jem sleep; Atticus watches over them. Scout say;
Chapter 31 “Atticus was right . . . you never really know a man until you stand in
his shoes and walk around in them. Just standing on the Radley porch
was enough”
v Scout says to Atticus”He was real nice” Atticus replies, “Most people
are when you finally see them.”
v Is Boo safe or is he a danger to the public? Discuss. He has stuck a knife
into one and scissors into his mother. Is it just a coincidence that Scout
was saved or Boo as psychopathic as Bob Ewell?
v What sort of father is Atticus? Give reasons for your opinions
Lesson 42 & Lesson 1 and 2 To Kill a Finish draft for
v Look at the essay: Mockingbird homework
43 “You never really understand a person until you consider things from his point
of view, until you climb into his skin and walk around in it.” P35.
To Kill a
Show how Atticus possesses the ability to do this and how Scout develops the
Mockingbird
skill during the novel.
Folder essay –
climbing into skin
This scheme of work by Carys Davies was found free at www.englishresources.co.uk © 2000 English Resources, all rights reserved
