To Kill A Mockingbird and Scout free essay sample

What are the main points in Heck Tate’s evidence? What does Atticus show in his cross examination of Tate? 5. What does the reader learn about the home life of the Ewells? Be specific with examples from the text. To Kill a Mockingbird In-Class Simulation Once this paper is in your hands, you may NOT have any contact outside your group!!! THE TASK: A man has been convicted of rape and battery and sentenced to die for the crime. He is appealing his conviction to the 104th Circuit Federal Appeals Court seated in Gallatin County. You and your fellow justices will hear the case as one of the final stages of his appeal. You will decide whether to (1) accept his appeal for a new trial, (2) modify his death sentence (to life in prison or probation, (3) leave the sentence as is – and allow him to die for his crime. In your group, you will need to elect a Chief Justice who will guide the process, asking for each member’s opinion, mediating disagreements, and conducting votes. We will write a custom essay sample on To Kill A Mockingbird and Scout or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page You will also need two recorders – one to keep track of arguments of why you think the man is guilty and one to keep track of arguments of why you think the man is guilty. The chief justice should tally the final verdict. You will need to write and deliver a majority opinion justifying the ultimate decision and your reasons for your choice. The defendant is 27 years old, married with children The victim is a 21 year old single white woman The victim and the defendant work in the same building and both acknowledge having seen each other before and sometimes speaking casually with one another. †¢ †¢ The victim was severely beaten in the attack, which helped account for the death sentence The defendant denies the accusations, but claims that the woman flirted with him on one occasion that was interrupted by a jealous boyfriend †¢ The boyfriend claims to have later witnessed the assault, arriving only in time to scare off the defendant. †¢ †¢ The defendant was apprehended as he was trying to flee. The appeal is based on the fact that no medical evidence of rape was ever obtained. Those on the scene at the time claim it wasn’t an immediate concern. He was convicted after six hours of deliberation by a jury of 12 honest MEN The defendant has since attempted, unsuccessfully, to escape from prison The alleged incident occurred in the victim’s home at approximately six o’clock in the evening on the night of August 10, 1988. †¢ †¢ †¢ Injuries were found on the left side of the victim’s body. Victim was never examined by a medical official/ The Defendant’s left arm was left shriveled and paralyzed from a childhood accident. To Kill a Mockingbird Bell Work Chapter 18 and 19 1. Is Mayella Ewell like her father or different from him? In what ways? 2. How does Dill react to the trial? Why is this, in your opinon? 3. How well do you think Mr. Gilmer proves Tom’s guilt? Why? Why not? 4. What made Tom Robinson visit the Ewell’s house in the first place? 5. In your own words, explain Mayella’s relationship with her father. To Kill a Mockingbird Bell Work Chapter 20 and 21 ++ NO BELLWORK DUE TO CLASSWORK ASSIGNMENT: Using your book, chapters 17-20 only, please locate and write down passages that fit the following criteria. Use a separate sheet of paper. Write neatly. Punctuate quotations properly { â€Å"†¦Ã¢â‚¬  (98). }. Introduce each passage with a sentence that identifies is (i. e. Atticus reveals Bob Ewell’s guilt when he says, â€Å"†¦Ã¢â‚¬  (34). Note: 6 passages total. 1. 2. 3. 4. 5. 6. Bob Ewells’s guilt (something Atticus says) Bob Ewell’s guilt (something Bob Ewell says) Tom Robinson’s innocence (something Tom says) Tom Robinson’s innocence (something Atticus says) Mayella’s lies The one thing that Tom Robinson says that is considered a mistake that might ruin his changes of winning the trial. To Kill a Mockingbird Bell Work Chapter 22, 23, 24 1. Although Atticus did not want his children in court, he defends Jem’s right to know what has happen. Explain, in your own words, Atticus’s reasons for this (look at the speech beginning â€Å"this is their home, sister†¦) 2. Why does Dill say that he will be a clown when he grows up? 3. Why is Bob Ewell so angry with Atticus? Do you this his threat is a real one? Why/Why not? What do you think about Atticus’s reaction to Bob Ewell’s challenge? 4. What does Atticus tell Scout about why the jury took so long to convince Tom? 5. Explain, briefly, how Tom was killed. What is Atticus’s explanation for Tom’s attempted escape? To Kill a Mockingbird differentiated unit for chapters 22, 23, 24 Learning Goal: Read chapters 22, 23, 24 of To Kill a Mockingbird , make sense of the citizen’s of Maycomb’s reaction to the verdict, and make a personal connection to the reading. 1. Assignment one: For a struggling reader, listening to the chapters being read aloud and stopping to pause and reflect on the points in the chapters which are significant is more helpful. For homework due in this class period, ask the students to complete a reading log entry that is a ? page response to the verdict delivered in chapter 21. How do they feel about the unfairness of the trial or do they think it is fair? Why/Why not? During class, the students will listen to the reading, and while they listen, they will fill in the graphic organizer provided to them. This graphic organizer will ask them to fill in various citizen’s reactions to the verdict – all of which is touched on in the reading. See handout one. 2. Assignment two: For the average reader and group workers, a review and discussion of the reading assignment is appropriate. The homework due in this class period is reading chapters 22, 23, 24. The chapters detail the town’s reaction to the verdict, and after completing the bellwork for these chapters, it is useful to have the students share passages which illustrate the townspeople’s reactions to the trial and a discussion of what their own reactions to the verdict are. See handout two. 3. Assignment three: For advanced readers and independent workers, a webquest on the Scottsburo Trials is relevant and interesting. The students will complete the same reading for the day’s class period; however, during class, these students will use the computers available to research the trials and answer the attached questions. Assessment: completion of the webquest and the ability to relate the Scottsburo Trials to To Kill a Mockingbird . See handout three. Materials needed: Computer with internet access for level 3 assignment TKAM audio cd with cd player and copies of graphic organizer for level 1 assignment Overhead with bellwork questions and sticky notes for level 2 assignment Reading Log Entry for Chapter 21: Re-read the section on pages 210-211. How does the verdict make you feel? Do you think it is fair or unfair? Why/Why not? Do you wish things could be different? Did you ever think – just for a minute – that Tom might win the trial? How do you predict others in the town will react to the news? What about Bob Ewell? Jem? Dill? Miss Maudie? Graphic organizer for Chapters 22, 23, 24 Character How the character reacts to the verdict page # Handout Two To Kill a Mockingbird Bell Work Chapter 22, 23, 24 6. Although Atticus did not want his children in court, he defends Jem’s right to know what has happen. Explain, in your own words, Atticus’s reasons for this (look at the speech beginning â€Å"this is their home, sister†¦) 7. Why does Dill say that he will be a clown when he grows up? 8. Why is Bob Ewell so angry with Atticus? Do you this his threat is a real one? Why/Why not? What do you think about Atticus’s reaction to Bob Ewell’s challenge? 9. What does Atticus tell Scout about why the jury took so long to convince Tom? 10. Explain, briefly, how Tom was killed. What is Atticus’s explanation for Tom’s attempted escape? Hand out sticky notes. Have students mark passages to share with the class of different people’s reactions to the trial. Split up the people among members of the class. They can work with a partner if they choose. Then have class members share with each other and put master copy on the board with page #s. Handout three The Scottsboro trials The websites below discuss a very controversial trial held in Alabama in the 1930s, very similar to the trial of Tom Robinson. Read this entire page and the timeline that follows: Historical Context of the Scottsboro Trials library. thinkquest. org/12111/scottsboro/historic. htm For more information (optional), visit: The Trial of the Scottsboro boys /www. law. umkc. edu/faculty/projects/FTrials/scottsboro/SB_acct . html Answer the following questions that you can present to the class: 1) What were the Scottsboro boys on trial for? Did they actually commit this crime or not? How do you know? The second part of your paper should consist of a personal essay that illustrates the point(s) of empathy that you share with the character and a detailed and meaningful description of the reasons why. Remember that your experiences do not need to be exact duplicates of the situations or experiences of the character; they must merely relate in some meaningful way. Assignment due __________. Neatly handwritten. Skip lines between passages. Empathy: The ability to understand another’s feelings, perspective, motivation, and situation. Skim through the novel To Kill a Mockingbird and find five incidents or quotes with which you can empathize in some way. Be sure to write the entire passage or quote and include the page number on which it begins. Then write what it is you can empathize with. Follow exactly the format below. Example: 1. Scout’s feelings: â€Å"After ten forevers Dr. Reynolds returned. ‘Is Jem dead? ’ I asked. ‘Far from it,’ he said, squatting down to me. ‘He’s got a bump on his head, just like yours and a broken arm† (264). Point of empathy: I can empathize with Scout’s fear that her brother is dead after their run-in with Mr. Ewell. I, too, have felt scared that my brother was dead after he was in a car accident. It turned out that he was just injured, but like Scout, I was really afraid at the time. Empathy Paper Outline TO KILL A MOCKINGBIRD I. Opening paragraph a. This passage is significant because Scout has been involved in a very scary situation involving her brother and Bob Ewell. One of the people who saved Jem is Boo Radley, one character of whom she and her brother have been frightened. d. â€Å"After ten forevers Dr. Reynolds returned. ‘Is Jem dead? ’ I asked. ‘Far from it,’ he said, squatting down to me. ‘He’s got a bump on his head, just like yours and a broken arm† (264). e. I can empathize with Scout’s fear that her brother is dead after their run-in with Mr. Ewell. Personal story a. I, too, have felt scared that my brother was dead after he was in a car accident. It turned out that he was just injured, but like Scout, I was really afraid at the time. b. My brother and his best friend got into a car accident on New Year’s eve, and I was in fifth grade. c. He ruptured his spleen and we went to the hospital. d. We had to cancel our family New Year’s party. e. I didn’t understand why he was so out of it after the surgery and I thought he was dying because of all the blood. Comparisons and conclusion a. Both Scout and I feel very close to our brothers, and we look up to them in such a way that we would be lost without them. b. Like Scout, I was also very young when my brother was in the accident, and I didn’t understand exactly what had happened. c. Similar to Jem, my brother was pretty badly injured, and it would take some time before he healed. d. I always wanted to share my experiences with my older brother because I looked up to him so much. I don’t remember anything in particular happening the night of his accident, but I have felt similar to Scout when she describes: â€Å"As I made my way home, I thought what a thing to tell Jem tomorrow. He’d be so mad he missed it he wouldn’t speak to me for days† (279). II. III. ENGLISH I LITERARY Empathy Paper Rubric CONNECTION WRITING RUBRIC SKILL AREA 6 Responses at this level: 5 Responses at this level: 4 Responses at this level: 3 Responses at this level: Meaning: the extent to which the writing exhibits sound understanding, interpretation, and/or analysis of the writing task and text(s) Convey an accurate and indepth understanding of the topic, audience, and purpose for the writing task †¢ offer insightful interpretations of the text(s) with analysis and connection that goes well beyond a literal level †¢ develop ideas clearly and fully, effectively integrating and elaborating on specific textual evidence †¢ reveal a thorough and insightful understanding of the author’s use of literary elements and techniques †¢ skillfully establish and maintain consistent focus on a clear and compelling thesis which offers a personal connection to the text †¢ exhibit logical and coherent structure that supports the thesis †¢ make skillful use of transition words and phrases †¢ are stylistically sophisticated, using language that is precise and engaging, with notable sense of voice and awareness of audience and purpose †¢ effectively incorporate a range of varied sentence patterns to reveal syntactic fluency †¢ demonstrate control of the conventions with essentially no errors, even with sophisticated language Convey an accurate and complete understanding of the topic, audience, and purpose for the writing task †¢ offer clear and explicit interpretations of the text(s) with analysis and connection that goes beyond a literal level †¢ develop ideas clearly and consistently, incorporating and explaining specific textual evidence †¢ reveal an understanding of the author’s use of literary elements and techniques †¢ effectively establish and maintain consistent focus †¢ exhibit a logical sequence of claims, evidence, and interpretations to support the thesis †¢ make effective use of transition words and phrases †¢ use language that is fluent and original, with evident awareness of audience and purpose †¢ incorporate varied sentence patterns that reveal an awareness of different syntactic structures †¢ demonstrate control of the conventions, exhibiting occasional errors only when using sophisticated language (e. g. , punctuation of complex sente nces) Ideas and Content: the extent to which ideas are elaborated using specific and relevant details and/or evidence to support the thesis Convey an accurate although somewhat basic understanding of the topic, audience, and purpose for the writing task †¢ offer partially explained and/or somewhat literal interpretations of the text(s) with some analysis and connection †¢ develop some ideas more fully than others, using relevant textual evidence †¢ reveal an implicit understanding of the author’s use of literary elements and techniques †¢ establish and maintain focus on a clear thesis †¢ exhibit a logical sequence of claims, evidence, and interpretations but ideas within paragraphs may be inconsistently organized †¢ make some attempt to use basic transition words and phrases †¢ use appropriate language, with some awareness of audience and purpose †¢ make some attempt to include different sentence patterns but with awkward or uneven success †¢ demonstrate partial control, exhibiting occasional errors that do not hinder comprehension (e. g. , incorrect use of homonyms) Convey a partly accurate understanding of the topic, audience, and purpose of the writing task †¢ offer few or superficial interpretations of the text(s) with a tendency to retell instead of analyze or connect †¢ develop ideas briefly or partially, using some textual evidence but without much elaboration †¢ reveal a vague or limited understanding of the author’s use of literary elements and techniques †¢ establish but fail to consistently maintain focus on a basic thesis †¢ exhibit a basic structure but lack the coherence of consistent claims, evidence, and interpretations †¢ make an inconsistent attempt to use some basic transition words or phrases †¢ rely on basic vocabulary, with little awareness of audience or purpose †¢ reveal a limited awareness of how to vary sentence patterns and rely on a limited range syntactic structures †¢ demonstrate emerging control, exhibiting frequent errors that somewhat hinder comprehension (e. g. , agreement of pronouns and antecedents; spelling of basic words) Organization: the extent to which the writing establishes a clear thesis and maintains direction, focus, and coherence Word Choice and Sentence Fluency: the extent to which the writing reveals an awareness of audience and purpose through word choice and sentence variety Conventions: the extent to which the writing exhibits conventional spelling, punctuation, paragraphing, capitalization, and grammar