SUBJECT: English
GRADE: High School
TECHNOLOGY: Email, Internet, Word Processor
BY: Catherine Dean

To Kill a Mockingbird: A Lesson Plan Incorporating Technology

Objectives for reading the novel:

1. Identify aspects of historical and social issues relevant to the story and the time
2. understand stereotypes, identify examples of them in history, personal life
3. employ strategies to analyze a piece of literature
4. identify and analyze symbols in the novel
***technology goals: to use email, the Internet, and Word Processing as tools to facilitate undestanding of the novel

Day 1: Introduce novel as American classic of both prose and historical significance
Familiarize students with historical context. Last half-hour of class and as homework: to computer lab. Students will employ webservers to look up more informationabout these topics:
-the Great Depression
-Jim Crow
-Civil Rights Movement
-Scottsboro Trials
Students will find and print at least two pertinent documents to be collected class use.
Teacher will display information in classroom.
Reading assignment: Chapters 1-11

***After each reading assignment, students will email teacher short message responding to the novel and posing any questions.

Day 2: class discussion of novel. Identify major events. Identify HArper Lee’s use of voice. Teacher will answer, discuss any emailed questions. Question to foster discussion:
-Why do you think Lee uses Scout’s voice?
-Do you like her style of narration? Why or why not?
Do you like the novel so far? Can you cite specific textual examples.
Reading assignment: Chapters 12-22
email responses

Day 3: Class discussion, identifying major event s in chapters 12-22. Teacher will respond to an emailed questions. Questions to foster discussion:
-What is one incident of prejudice that Scout and Jem experience?
-How do you know the incident is a surprise to them?
-What do you realize about Mayella Ewell after reading her testimony?
-What are some indications of social prejudices inthe novel?
Assignment: Using a word processing program, write 2-3 paragraphs in thoughtful response to class discussion--consider the main questions raised in class.
Teacher will provide list of main points. Student will have weekend to complete this assignment.
Reading assignment-chapters 23-31


Day 4: Class discussion: Today,teacher will employ PowerPoint presentation to visually highlight the following main points from the text:
-list major events
-how Harper Lee uses suspense in her writing
-identlfy suspenseful events
Students will see an example of a similar upcoming PowerPoint assignment.
Teacher will address any emailed questions.

Day 5-Symbolism in the novel. Define symbolism as a literary device whereby the author uses an object that is part of a setting or narrative to represent something outside of itself.
identify and discuss following symbols:
**the mad dog, the treehouse, the cemented hole inthe tree, the gun, Atticus pocketwatch, camellias, columns on the building, the mockingbird
Assignment: Keeping in mind class discussion, student will create a PowerPoint presentation about symbolis in the novel. The presentation will include at least five of the symbols identified in class, incorporating brief interpretation(s) of each one. Student will have creative license with the presentation and may use images, clip art, colors, fonts of choice. Presentation must be strong in content as well as visual quality. Some presentations will be shown in class on overhead projector.

Day 6: Discussion focused on stereotyping, racism, prejudices in the novel. Students will consider the functions of moneyand poverty as they relate to stereotypes. Which characters are victims of stereotypes? Do any of them break through behaviors expected of them, showing individuality and exposing the falseness of narrowly labeling people? teacher will show clip of Martin Luther King’s”I Have a Dream”
speech to better establish historical context for novel
and discussion.
Day 7: Screening of film: To Kill A Mockingbird
Day 8” Finish film. Students will be encouraged to respond.

Day 9 : Students will meet in the computer lab. Students will surf the Web, looking for information about Harper Lee, the movie, and the novel. Students will look for reviews of the novel and film, online discussion groups, and any other pertinent information. Student will turn in at least two web addresses with descriptions of the sites. Class results will be compiled to create an “online guide” to the novel.

Day 10: Teacher will hand out and discuss final paper topics: Essays will be formal, formatted accurately on a word processing program, and 5-6 pages in length.
Learning Outcomes
The student will gain exposure to and understanding of a classic American novel. The student will identify, discuss, and come to realizations about the nature of humanity in terms of growing up--students will better realize the nature of social ills: racism, stereotypes, poverty. The students will perceive the significance of social climate’s effects upon literature. They will see how literature interprets the past for future generations. The students will become familiar with symbolism, a literary device which wil be an important part of many reading experiences. They will increase the depth of ther reading skills with this knowledge. The students will experience the satisfaction and merits of discussions with peers about major social issues. They will improve communication and analytical skills. The students will experience the usefulness of technology--email, Internet, word processing--as a classroom convenience and a life skill.