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AO4: Relate

texts to their
social, cultural
and historical
contexts.
AO2: Explain how
language, structure and
form contribute to
writers presentation of
ideas, themes and
settings.
AO1: Respond to texts
critically and
imaginatively; select
and evaluate relevant
textual detail to
illustrate and support
interpretations.
Assessment Objectives: English Literature Unit 1: Section A (Different Cultures prose).
Read: Chapter 1
Lesson 1
WALT: Develop an understanding of the effects of
slavery and The Civil rights movement on 1930s
America.
Everyone with BLUE EYES...














Sit on this side of the room
Everyone with BROWN,
GREEN & GREY EYES...













Sit on this side of the room
Recent research has show that people with
BLUE eyes:

Are less likely to achieve at sport
Will not get highly paid jobs
Will not be as happy in their lives

Who is this?
What colour eyes does he have?
GREEN!
Who is this?
What colour eyes does she have?
BROWN!
Who is this?
What colour eyes does she have?
GREEN!
Who is this?
What colour eyes does she have?
BROWN!
Theres a chemical called
MELANIN in the eye which
helps with human
development.

People with blue eyes have
little or no MELANIN, meaning
they are not as good at things
as people with brown, green
and grey eyes.
Please accept my apologies...
I was fibbing!







The colour of your eyes does not affect
these things AT ALL!
Mini white boards at the ready...
Mini white boards at the ready...
Id like you to list THREE of
your thoughts and feelings
during that experiment






You have ONE minute







WHY did you feel these things?
Mini white boards at the ready...
Id like you to SHARE your
thoughts and feelings during
that experiment






ONE minute thinking time







WHY did you feel these things?
This lessons KEY WORDS are:
INEQUALITY


WHAT do you think these words mean?
You have ONE minute thinking time







DISCRIMINATION


To favour one person over another based on their race / colour

People not being treated fairly because of their race / colour

MINI PLENARY

Lets share what we think!
Marketplace Activity
AO4: Relate
texts to their
social, cultural
and historical
contexts.
Marketplace Activity
Divide into groups. Half the groups in the
class will have the key information on
African American Slavery and the other half
will have the key facts about The Civil Rights
Movement.
Your task is to write down as much as you
can on one side your post-it note. Each
pupil should have their own post-it.
3 MINUTES
Marketplace Activity
Your teacher will now take away your
information sheet and you will be left
with the facts you have written on
your post-it.
You must prepare a short speech on your
subject which will inform the rest of the
class.
5 MINUTES
MINI PLENARY

Nominate a spokesperson to feedback what your group
now knows about slavery and the great depression.
Look at your word jumble and highlight all the POSITIVE
words in one colour and all the NEGATIVE words in the other.
I have a dream!
These words are taken from the famous speech made by
Martin Luther King Jnr. It is all about the struggle for
EQUALITY between black and white Americans.
Black people were literally separated from their white counterparts.
Look at the images in front of you. Write a short diary entry
for each as if you were the beaten slave and Rosa Parks.
How would you have felt?
AO4: Relate
texts to their
social, cultural
and historical
contexts.
PLENARY

Swap your work with your
partner and highlight all the
words which you feel
represent discrimination and
inequality.

Read: Chapters 2 & 3
Lesson 2
WALT: Develop an understanding of the effects
the economic depression on 1930s America.
USA in the 1930s: The Economic Depression
What are
these people
thinking?
Imagine being so
poor that you have
to queue for bread
and water.
It was known as The
Great Depression. 13
million people
became unemployed.
In 1929, Wall Street
Crashed and many
Americans lost
their jobs.
MINI PLENARY

Lets share what we know!
What did we learn about the Cunningham
family in Chapter 2 of the novel?

The
Cunninghams
They are very
poor farming
family.
They are country folk and
the Wall Street Crash hit
them the hardest.
Mr. Cunningham pays Atticus
in food because he cant
afford to pay him cash.
Walter had caught
hookworms from
walking barefoot
(couldnt afford
shoes).
They are very
proud dont
take anything
they cant pay
back.
Walter accidently got Scout into
trouble at school because he
wouldnt accept money from
Miss Caroline.
NOTE: If they had lived in a city, they
would have been the type of people
who would have to queue up for
food.
Walter Cunningham

On your gingerbread
person, please list as
many ADJECTIVES as you
can which describe the
way I look.
Now list as many
ADJECTIVES which
describe my personality
Use the text
from CHAPTER
2 to help you.
MINI PLENARY

Lets share what we know!
What kind of language does Harper Lee use
to describe the Cunninghams?

Identify THREE quotes from the chapter which show this.
As the Cunninghams had no money to pay a lawyer, they simply paid
us with what they had.
The Cunninghams never took anything they cant pay back...they
never took anything off of anybody, they get along on what they have.
They dont have much but they get along with it.
AO1: Select and
evaluate relevant
textual detail to
illustrate and
support
interpretations.
"Walter Cunningham was sitting there lying his head
off. He didn't forget his lunch, he didn't have any. He
had none today nor would he have any tomorrow or
the next day. He had probably never seen three
quarters together at the same time in his life."
What kind of language does Harper Lee use
to describe the Cunninghams?

Identify the KEY WORDS and EXPLAIN them.
As the Cunninghams had no money to pay a
lawyer, they simply paid us with what they had.
EXPLANATION: What can we say
about the above key words in
relation to the Cunninghams and
the ECONOMIC DEPRESSION in
America?
AO2: Explain how
language
contributes to
writers
presentation
themes.
MINI PLENARY

Lets share what we know!
Turn your attention to Chapter 3. What kind of
language does Harper Lee use to describe Burris Ewell?

Turn your attention to Chapter 3. What kind of
language does Harper Lee use to describe Burris Ewell?

Identify your own quotes, highlight the key words and explain the meaning behind them.
?
EXPLANATION: What can we say
about the key words in relation to
the Burris Ewell and the ECONOMIC
DEPRESSION in America?
AO2: Explain how
language
contributes to
writers
presentation
themes.
PLENARY

Swap your work with a partner and
look at their explanations of key
words.

Write one sentence for each which
explains HOW they have related the
quote to the theme of economic
depression.

Read: Chapter 4
Lesson 3
WALT: Examine the importance of setting
and place within the novel (Maycomb).
Refer to your jumbled up description of Maycomb from Chapter 1

Is this a POSTIVE or NEGATIVE image? Write down three reasons why!
What are your
impressions of
Maycomb, from
reading the
novel, so far?
?
?
?
?
?
Mindmap your thoughts!

MINI PLENARY

Lets share what we know!
Made up / imagined. Previous learning!
What must have it been like for a poor woman to
live in this small town?
?
1.................................................

2.................................................

3.................................................
AO4: Relate
texts to their
social, cultural
and historical
contexts.
Made up / imagined. Previous learning!
What must have it been like for a black man to
live in this small town?
?
1.................................................

2.................................................

3.................................................
AO4: Relate
texts to their
social, cultural
and historical
contexts.
Made up / imagined. Previous learning!
?
What must have it been like for a white man to
live in this small town?
1.................................................

2.................................................

3.................................................
AO4: Relate
texts to their
social, cultural
and historical
contexts.
MINI PLENARY

Lets share what we know!
LOOK at your map of Maycomb and focus on the
childrens play boundary. This is where Scout, Jem and
Dill are allowed to play.

Look just how
small their world
is!
They were not
allowed out of this
boundary area.
As a result of this,
their imaginations
had to be quite
vivid in order for
them to have any
fun.
Refer back to CHAPTER 4.
What kind of activities do
the children get up to in
this chapter? List as many
as you can!
Bonus Question:
What one thing
are all these
games and
activities linked
to?
Find a quote which
displays the childrens
over-active
imagination.
Read the description of the Radley place.

Identify all the
ADJECTIVES.
Write down the image
this creates.
Identify the
SIMILE which
has been used.
What does this imply?
Identify the
PERSONIFICATION
which has been
used.
What does this imply?
MINI PLENARY

Lets share what we know!
Write a description of the Radley place
using your own words.

Use ADJECTIVES Use a SIMILE Use PERSONIFICATION
AO1: Respond
to texts
imaginatively
PLENARY

Swap your work with a partner and
look at their descriptions.

Use THREE different coloured
highlighters to identify where your
partner has:



Used
ADJECTIVES
Used
a SIMILE
Used
PERSONIFICATION
Read: Chapters 5 & 6
Lesson 4
WALT: Investigate the effect of the role of
Boo Radley on the novel.
What are your
thoughts of the
mysterious
character, Boo
Radley?
?
?
?
?
?
Mindmap your thoughts!

MINI PLENARY

Lets share what we know!
Mini white boards at the ready...
Boo Radley is an
outsider just like these
famous characters from
other stories.

What do all these characters have in common?

A bogeyman is a monstrous imaginary figure
used in threatening children. This legendary
monster has no specific appearance, and
versions of the monster can vary drastically
even from household to household within
the same community; in many cases, he
simply has no set appearance in the mind of
a child, but is just a personification of terror.
Read the description of the bogeyman below.

In what ways can Boo Radley be associated with this?
Write your thoughts down in your exercise book.
AO4: Relate texts
to their social,
cultural and
historical
contexts.
MINI PLENARY

Lets share what we know!
The Legend of Boo Radley
Put the images in order and fill in the captions
MINI PLENARY

Lets share what we know!
The Legend of Boo Radley
1 2 3
4 5 6
Mini white boards at the ready...
"Two live oaks stood at the end of the Radley lot; their roots reached into
the side-road and made it bumpy. Something about one of the trees
attracted my attention.

The significance of the gift tree
Who is placing the
items in the hole
in the tree?
Why do you think
this person is
doing this?
How is this tree a
connection to the
children and the
outside world?
Could this tree be
seen as a symbol
for freedom?
Why?
Is Boo Radley the local Maycomb Bogeyman?
Arguments FOR Arguments AGAINST
Refer back to the
previous tasks and
what you have
learned about Boo so
far. Use this
information to fill in
the table.
Look at your Boo Quotes
sheet in order to help you
make up your mind.
Half the class groups will argue for the motion that Boo
is a bogeyman and the other half will argue against.
You have 6 minutes to compose your notes on a post-it
before you have to reveal your side of the debate to the
class.

DEBATE!
AO1: Respond to texts
critically and
imaginatively; select
and evaluate relevant
textual detail to
illustrate and support
interpretations.
PLENARY

In order to leave the classroom, you must
write out an exit ticket on your post-it note.

On the ticket you will write 3 excellent
arguments / ideas you have heard today
which sum up Boo Radleys character so far.
Read: Chapters 7 & 8
Lesson 5
WALT: Investigate the effect of the role
Atticus on the novel.
What do we
know about
Atticus Finch so
far?
?
?
?
?
?
Mindmap your thoughts!

MINI PLENARY

Lets share what we know!
Mini white boards at the ready...
Atticus Finch
Father, lawyer, widower
Jean Louise Scout Finch -
The narrator and protagonist of the story




Jem Finch



Arthur Boo Radley
A recluse who never sets foot
outside his house, Boo
dominates the imaginations
of Jem, Scout, and Dill
Bob Ewell - A drunken,
mostly unemployed
member of Maycombs
poorest family
Dill Harris - Jem and
Scouts summer
neighbour and friend
Miss Maudie Atkinson -The
Finches neighbour, a sharp-
tongued widow, and an old
friend of the family
Calpurnia - The
Finches black cook
Aunt Alexandra - Atticuss sister, a
strong-willed woman with a fierce
devotion to her family
Mayella Ewell - Bob Ewells
abused, lonely, unhappy
daughter
Tom Robinson - The black field
hand accused of rape
Heck Tate - The sheriff of
Maycomb and a major
witness at Tom Robinsons
trial
Refer to your character family tree worksheet:
Why do you think Ive placed Atticus at the top? List as many reasons as you can.
In other words,
why he is such an
important
character?
Mini white boards at the ready...
"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"
Did you know that Dr. Reynolds works the same way? He
charges some folk a bushel of potatoes for delivery of a baby.
Now you tell your father not to teach you anymore.
Never push your granny whilst shes shaving.
It is a sin to kill a mockingbird.
Which is Atticus genuine advice?

Atticus Finch

The best way to analyse Atticus character is to
look at what other people say about him and
react to him!
He's the same in the
courtroom as he is on
the public streets
There are some men in
the world who were born
to do our unpleasant jobs
for us. Your father's one of
them
Jems ears reddened from
Atticuss compliment, but
he looked up sharply when
stepping back
Why would Jem have such a physical reaction
at a compliment from his father? What does
this tell us about their relationship? Write
one reason in your books.

Remember
the snowman
in chapter 8?
MINI PLENARY

Lets share what we know!
Atticus Finch

On your gingerbread
person, please list as
many ADJECTIVES as you
can which describe the
way I look.
Now list as many
ADJECTIVES which
describe my personality
Father of Scout and Jem
A widower
An attorney by profession
Highly respected
Good citizen
Instills good values and morals
in his children.
His children call him Atticus
Honest
Typical southern gentleman
Brave
Courteous
Soft-spoken
Atticus Finch

Add these qualities to your gingerbread
person, if you havent already got them.

MINI PLENARY

Lets share what we know!
Quote finder!

Refer to chapters 7 & 8: Take three of Atticus
qualities discussed in the previous activity
and find a quote which relates to each one.
1.
_____________________
_____________________
_____________________
2.
_____________________
_____________________
_____________________
3.
_____________________
_____________________
_____________________
AO1: Respond to texts
critically and
imaginatively; select
and evaluate relevant
textual detail to
illustrate and support
interpretations.
"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. (Chapter 3)
What language device is this?
SIMILE METAPHOR ONOMATOPOEIA
Why? / What does it mean? What does it tell us about Atticus?
Good advice...

Refer back to the events of Miss Maudies
house fire in Chapter 8
You are
Atticus
How do you
feel about
Boo Radley
placing the
blanket over
your
daughter?
Write a diary
entry, revealing
your thoughts
and feelings.
AO1: Respond
to texts
imaginatively
Take into
account the
metaphor you
analysed in the
previous task
when displaying
Atticuss
thoughts.
PLENARY

Two things we have learned
today are that Atticus is:
WISE & A GOOD FATHER.

Write down FOUR examples of Atticus
being the above character.
Think about what has happened so far in
the narrative.
Read: Chapter 9
Lesson 6
WALT: Investigate the effect of the role of
Scout on the novel.
Mini white boards at the ready...
The Characters

Name the above!
Atticus Jem
Boo Radley
Calpurnia
Look at your quotes work sheet and match the quote to the character.
Atticus Jem
Boo Radley
Calpurnia
What are Scouts thoughts about each of these characters?
Write down THREE opinions she would have about each.
MINI PLENARY

Lets share what we know!
Scout Finch

On your gingerbread
person, please list as
many ADJECTIVES as you
can which describe the
way I look.
Now list as many
ADJECTIVES which
describe my personality
How is Scout described and what does it mean?
Quotation Meaning...
She discovered that I was literate
and looked at me with more than
faint distaste.


Youre also growing out of your
pants a little.




? ?
Scouts teacher does not approve
of her advanced reading skills, but
Scout is a bright child who has
grown in a house filled with
newspapers and books.

Uncle Jack is referring both to
Scouts cheeky behaviour and to
her tomboy nature. She rarely
wears dresses, which she learns
will get in the way of her
becoming a lady.

Refer to your quotes analysis worksheet and the first three pages of Chapter 9.
Find 4 quotes and explain what they mean. How do they reveal Scouts character?
AO1: Select and
evaluate relevant
textual detail to
illustrate and support
interpretations.
How is Scout described and what does it mean?
Quotation Meaning...
1. ?
2. ?
3. ?
4. ?
AO1: Select and
evaluate relevant
textual detail to
illustrate and support
interpretations.
Refer to your quotes analysis worksheet and the first three pages of Chapter 9.
Find 4 quotes and explain what they mean. How do they reveal Scouts character?
AO2: Explain how
language, structure
and form contribute to
writers presentation
of ideas, themes and
settings.
MINI PLENARY

Lets share what we know!
You are Scout...

Read the following
Write a diary entry on how you feel about the event.
Make sure you include your thoughts about what Atticus expectations are of you
and how you feel about what Cecil Jacobs is saying about him.
PLENARY

Swap your work with another pair.

Give them feedback using a post-it note.
Write down THREE things you have learned
about Scout from their work and add one
more that they have missed out.
Read: Chapter 10
Lesson 7
WALT: Explain the symbolism of The
Mockingbird Metaphor in the novel.
Type of finch.
A small plain bird,
which doesnt
stand out visibly.
However, it has a
beautiful song.
It mimics the songs
of other birds.
Some Mockingbird
species are
endangered.
They are
constantly learning
new songs and
sounds throughout
their lifetime.
They are only
known to be
aggressive when
defending their
nests and young.
They eat pests /
insects which helps
gardeners.
You have 10 seconds to take in all the key Mockingbird facts
?
?
?
?
?
?
?
?
Now recall the facts that you can remember.
Mockingbirds
?
?
?
?
?
Place your answers in a Mockingbird Mindmap!

MINI PLENARY

Lets share what we know!
Take your Mockingbird facts into consideration
when answering the following question...
Why would it be wrong to kill a mockingbird?
Please refer
to your
worksheet
MINI PLENARY

Lets share what we know!
Create a table in your books with one column titled POSITIVE one NEGATIVE
POSITIVE NEGATIVE
Now choose the following words to place in either column.
Shoot all the bluejays you want, if you
can hit 'em, but remember it's a sin to
kill a mockingbird.
Mockingbirds don't do one thing but
make music for us to enjoy... but sing
their hearts out for us. That's why it's a
sin to kill a mockingbird."
Refer to your work sheets and:

1. Highlight the key words in each quote.

1. Explain what you think each quote
means, using the key words.
MINI PLENARY

Lets share what we know!
Mockingbirds
are...
...innocent
...beautiful
...helpful
...not harmful
...not destructive
...a symbol for the characters in the novel!
Which of these
characters can be
seen as a
Mockingbirds
Write each of their names
down in your books a give
ONE reason why Atticus,
Boo and Tom are
Mockingbirds.
...fragile
What event from Chapter 10 do
these images remind you of?

Answer:
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________









Lets focus on...
...as a Mockingbird.
How does the shooting of the rabid dog, Tim
Johnson, show Atticus to have Mockingbird
qualities?
Do the other characters see him differently?
How? Why?
?
?
?
?
He shows
kindness to
the dog by
putting it our
of its misery
with one
shot.
He becomes
a hero and an
inspiration to
his son, Jem,
who now
looks up to
him.
He is not a
show off and
is very
humble
about his
talents.

He
potentially
saved lots of
peoples lives
because the
dog was
dangerous.

AO1: Respond
to texts
imaginatively
PLENARY

In order to leave the classroom, you must write out an
exit ticket on your post-it note.

On the ticket you will:

Identify 3 things you have written about Atticus Finch
which make him a mockingbird character.

Write down an explanation of the link between real
mockingbirds and mockingbird characters in the novel.
Read: Chapter 11
Lesson 8
WALT: Explain the symbolism of Mrs
Duboses camellias (flowers) and nature.
What kind of character is Mrs. Henry Lafayette Dubose?

?
?
?
? ?
MINI PLENARY

Lets share what we know!
Re-Read the following passage in Chapter 11
As you read, highlight quotes which convey Mrs. Duboses personality...
Share your quotes with a partner
Add the quotes to the mindmap that you completed in your book in the starter activity...
Look at the following explanations
You fill in the blank explanations for the above quote...
Mrs Dubose was stationed on her
porch as we went by.
The word stationed shows that she is
always there and never moves. This further
shows that she could be nosey.
Playing hooky, I suppose. Ill just
call up the principal and tell him!
Even though it is a Saturday and there is no
school, Mrs. Dubose is looking for any excuse
to land the children into trouble. This shows
that she is a nasty and vindictive person.
And you - she pointed an arthritic
finger at me.
Harper Lee uses italics for the word you in
order to make it stand out when Mrs.
Dubose says it in an aggressive way.
Furthermore, the image of the arthritic
finger pointing at Scout makes her seem
evil, like an old witch.
She put her hand to her mouth.
When she drew it away, it trailed a
long silver thread of saliva. Your
fathers no better than the niggers
and trash he works for!
?
MINI PLENARY

Lets share what we know!
Camellias
Camelias are EVERGREEN (grow all year round and always there)
shrubs that have beautiful and colourful flowers, which usually
grow very large (and obvious). However it also produces a kind of
fruit which is a dried up old capsule, hidden away from view and
not very nice to look at.
Camellias
Camelias are EVERGREEN (grow all year round and always there)
shrubs that have beautiful and colourful flowers, which usually
grow very large (and obvious). However it also produces a kind of
fruit which is a dried up old capsule, hidden away from view and
not very nice to look at.
With this in mind...
What could this
flower possibly
represent or
symbolise?
Why do you think
Harper Lee has
linked this plant
to Mrs. Dubose?
Write your
thoughts /
responses on the
worksheet
provided
1.
2.
MINI PLENARY

Lets share what we know!
Lets focus on...
What does Jem do in
Chapter 11, which lands
him in trouble?
Answer: He cuts all the
tops of Mrs. Duboses
Camellia bushes.
He did not begin to calm down until
he had cut the tops off every
Camellia bush Mrs. Dubose owned,
until the ground was littered with
green buds.
Lets focus on...
What does Jem do in
Chapter 11, which lands
him in trouble?
Answer: He cuts all the
tops of Mrs. Duboses
Camellia bushes.
He did not begin to calm down until
he had cut the tops off every
Camellia bush Mrs. Dubose owned,
until the ground was littered with
green buds.
Identify the key
words in this quote
and write them
down in your book.
Emotions running high
Violent image
Represent
Mrs.
Duboses
prejudice
and hate.
The idea of
getting rid of
the old ideas
and making way
for new, fresh
ones to grow.
Now write an
explanation of the
quote in your book,
using the notes below.
PLENARY

In order to leave the classroom, you must write out an
exit ticket on your post-it note.

On the ticket you will:

Summarise the character of Mrs. Dubose in three bullet
points.

Summarise the symbol of her Camellias and what this
represents.
Lesson 9
WALT: Demonstrate your knowledge and understanding of
Part 1 of To Kill A Mockingbird (past paper question).
Read: Chapter 12
Lesson 10
WALT: Investigate the significance of
dialogue and regional dialect in the novel.
WORD MEANING PLACE
Gormless Silly / stupid Yorkshire
Yall
Scally
Canny
Oaxter
Mardy
Mint
Pure
Snotter cloot
Look at the table on your worksheet. Match up the word, meaning and place
it comes from. The first word is done for you.
Everybody Southern USA
Crimminal Manchester / Lpool
Excellent / great Newcastle
Armpit Edinburgh
Miserable / soft North West England
Excellent / great Manchester / Lpool
A lot of Salford
Handkerchief Newcastle
Swap sheets with another pair and mark your answers.
Dialect
A special kind of language which is linked to a specific place.
This can take the form of...
Made up
words
Accent (spelled
how it sounds)
Oaxter (armpit) Innit (isnt it)
Existing words
used with a
different meaning
Pure (a lot of)
Copy into
books
WORD MEANING
MADE UP
(?)
EXISTING
(?)
ACCENT
(?)
Copy this table into your books.
Place each word in the table and guess the meaning. Tick one of the last three
boxes to show whether it is made up, an existing word used differently or accent.
Now choose THREE of the words and write a sentence for each.
MINI PLENARY

Lets share what we know!
Thats why you dont talk like the rest of em, said
Jem...That Calpurnia had led a modest double life had never
dawned on me. The idea that she had a separate existence
outside of our household was a novel one, to say nothing of
her having command of two languages.
Cal, I asked, why do you talk nigger-talk to your folks when
you know its not right?

Well, in the first place, Im black.

That doesnt mean you hafta talk that way when you know
better, said Jem.
Look at the following quotes from chapter 12.
Identify the key words in this quote and write them down in your
book.
Identify the key words in this quote and write them down in your
book.
MINI PLENARY

Lets share what we know!
Think of as many ADJECTIVES as you can to describe the house in this image.
Now share your ADJECTIVES with a partner.
What kind of MOOD do these descriptive words create?
MOOD /
ATMOPSHERE
?
?
?
?
?
Read: Chapter 13

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