4. • In Chapters 12 to 15, the written and unwritten
rules about family, gender and class play a
significant role in the choices, conversations and
events that take place.
Moreover we encounter…
a. The role of Code-Switching (pg 98 and 111)
b. The range of experiences of African-Americans under Jim Crow (but not in
depth)
c. The myths, fears, and stereotypes about black men that were prevalent in white
society.
d. The reference to the practice of lynching
5. Ch. 12-15
Criticism: Harper Lee does not give the character of Tom
Robinson sufficient depth or to the black residents of
Maycomb.
Page 107 – 108: Explore Firsthand…
H.J Williams and Roosevelt Willams
(Handouts 4.3 – 4.16) pgs. 113-130
6. Do You Really Think So?– Essential Questions
1. How does bias limit our understanding of the world?
What kind of experiences can widen our
perspective?
1. What are the consequences for individuals and
groups who are considered outside of a community’s
“universe of obligation?
9. Homework Reading Pages 198 – 207
– “We parted at summertime” ….to end of Chapter
Using the following the following questions:
i. How well does Scout understand the story she’s telling us?
ii. How does her perspective shape/limit our understanding?
iii. What would you like to know that Scout doesn’t tell us?
Clip: The Children Save Atticus
10. The Children Save Atticus
(link on Symbaloo)
What context do you think students need to
understand what is at stake here?
11. READER’S THEATRE
Rationale: As opposed to presenting skits of the
plot, reader’s theater asks students to create a
recounting of the reading that reveals a message,
theme, or conflict represented by the text.
• It is NOT a dramatization or acting of the text.
• It is the spoken word and creative body
movement/placement that is most vital to a
successful RT.
12. Step One: Identity Group and Reading Excerpt
1. 198-199 “We parted at…just this feeling”
2. 199-201 “We went by Mrs. Dubose…full of n******s”
3. 201-202 “As we walked…was a shadow”
4. 202-204 “Do you really think so?....Jem, take them home”
5. 204 – 206 “I was getting a bit tired…for livingroom talk”
6. 206 -207 “I begal to feel…gesture of affection”
14. Step Two: Individual Work
• Individually reread assigned excerpt paying
attention to theme, language, and tone.
• Note words that stand out.
• Optional: Reread the excerpt
15. Step Three: Group Work
Discuss the chosen words and the scene. As a group
agree on the words, theme or message in the
excerpt you would like to share with the larger
group.
Conversation Starters:
I. What conflict is expressed here?
II. What theme is represented?
III. What words or phrases are important?
IV. What is the message of this text?
V. What is the most important word/ideas?
16. Step Four: Planning & Performance
• Use specific language to represent the
conflict, theme or underlying message of that
excerpt.
• Performances can be silent or they can use
voice in creative ways (choral reading that
emphasizes key phrases).
• Body movement or holding body positions to
create an image frozen in time.
17. Rules and Guidelines:
• NOT a skit
• Everyone needs to participate
• You may NOT alter the order of the text
• No Props
• You may repeat key words, phrases, or
sentences
18. • Rewriting the Jailhouse Scene
1. Tom Robinson
2. Walter Cunningham
3. Atticus
4. Jem
5. Dill
6. Mr. Underwood
19. • Questions to prompt thinking . . .
1. How does the character understand what the men
intend to do when they arrive at the courthouse?
2. How does the character feel when Scout runs to
Atticus?
3. How would the character explain why the men
decided to leave? To whom does the character give
credit for convincing them to back down?
20. Journal Entry
To what extent do you think that people can
really understand the perspective of someone
whose life experiences differ from theirs?
Editor's Notes
One of the pleasure of TKAM is Scout’s distinctive voice and point of view. While there are moments when we hear her adult voice looking back, we mostly see the events unfold through her 6-8 year old eyes, we may even have the sense of that we’re encountering the world and growing up together with Scout. In this session, we want to consider, How does Scout’s perspective shape our understanding of the story? How should it shape our attention as readers?
Ch 12 – Jem matures…Calpurnia takes kids to church – gets criticism
Ch 13 – Aunt Alexandra and feminine influence; AA fits quite fine in Maycomb social circle
Ch 14 – Jem and Scout talk of town; Jem and Scout have a fight; Dill hiding underneath Jem’s bed
Ch 15 – Heck Tate (sherrif and group of men come to Atticus’ house; Tom moved to Maycomb Jail, concerns of lynch mob. AA “disgrace to familY”
Have Ss think about how the resource deepens their understanding of the characters and setting
Some of the themes that come up in Ch 12 – 15 are listed above. Will be expanding on #3 - Lynching
https://www.facinghistory.org/videos/origins-lynching-culture-united-states
Also bring attention to page 112 (viewing Guide)
Journal: Reactions
