Exploring To Kill A Mockingbird by Harper Lee

Introduction / Task / Sources / Process / Guidance / Conclusion / Worksheet

Introduction:

As students begin reading To Kill A Mockingbird by Harper Lee, their comprehension can be improved by exploring information about the author and the book itself.  This webquest has been designed to enhance the students' reading comprehension.  Students will use this activity to increase their computer skills, reinforce their reading skills, and delve further into the book and its history. 

Task:

TN Content Standards 8.1, 9.1, 10.1- The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.

Working alone, students will need a pencil and paper to share their discoveries as they follow the webquest and learn more about To Kill A Mockingbird and its author.

Sources:

Educational Technology Services, Region 20 education service center. (2001). Retrieved April 5, 2004, from http://www.esc20.k12.tx.us/etprojects/formats/webquests/summer99/northside/tkmb/default.htm

Fischer, H. G. (2004). Educ ETH-The English page. Retrieved April 1, 2004, from http://www.educeth.ch/english/readinglist/leeh/mockingbird.html

Moore, A. (2001). Studying "To Kill A Mockingbird." Retrieved April 4, 2004, from http://www.shunsley.eril.net/armoore/gcse/mockingbird.htm

Rutherford, N. L. (1998-2001). To kill A mockingbird, The student survival guide. Retrieved March 29, 2004, from http://www.lausd.k12.ca.us/Belmont_HS/tkm/

To kill a mockingbird, Homework online. Retrieved March 29, 2004, from http://www.homework-online.com/tkamb/character.asp

Process:

Students will need to read chapters 1-4 of To Kill A Mockingbird before starting on this adventure. 

Students will print a copy of the worksheet and use it as a map to answer the questions.  Each section can be filled out by visiting various websites. 

An idiom is a phrase in which the meanings of words does not exactly fit the definitions of those words.  Characters throughout the novel uses phrases that might not be heard elsewhere.   Use the following website to learn more about idioms.  List three idioms, including the chapter and the page numbers where they can be found. http://www.lausd.k12.ca.us/Belmont_HS/tkm/

Using the following website, list three main facts about each of the nine characters listed.  http://www.homework-online.com/tkamb/character.asp

Answer the questions for chapters 1-4.  http://www.shunsley.eril.net/armoore/gcse/mockingbird.htm

Find out more about Harper Lee.  Using a timeline format, list 10 facts about Harper Lee and her life.  http://www.educeth.ch/english/readinglist/leeh/mockingbird.html

Guidance:

"Reflection"

Purpose:  The purpose of this is to allow the students access to web-based learning during the study of To Kill A Mockingbird.

Preceding Event: Prior to this study, the students will read chapters 1 - 4 of the novel as they get a basic understanding of the setting of the novel. 

Ensuing Event: After completing this task, students will have a better understanding of the setting, the author and the first four chapters of the novel.  Students will build upon this knowledge as they continue to read the remainder of the novel.  The information obtained will enhance their comprehension for their tests.

This product should improve learning by allowing the student to study the novel in ways other than just reading.  It gives them a hands on experience that they can relate to what they already know about the book and what they will learn later. 

This activity could be improved by allowing students to search on their own for web sites to use as study guides.

Conclusion:

Students have used the preceding web sites to learn more about Harper Lee and her novel To Kill A Mockingbird. The answers they found will help as they continue their reading and as they study for their daily reading quizzes and test. 

Worksheet

Chapter 1

• What do you learn in this chapter about Maycomb, Atticus Finch and his family?
• What do you learn about Dill's character?
• What, briefly, has happened to Arthur “Boo” Radley.
• Why does the Radley place fascinate Scout, Jem and Dill?
• What do you notice about the narrative voice and viewpoint in the novel?

Chapter 2

• Why is Scout so looking forward to starting school?
• Why does Jem not want anything to do with Scout at school? Is his behavior typical of an older child?
• What do you think of Miss Caroline Fisher as a teacher? Can you find qualities which would make her good or not so good at her job?

Chapter 3

• Who is Calpurnia? What is her place in the Finch household?
• What is Walter Cunningham like? What does his behavior during lunch suggest about his home life?
• What do you think of the way Atticus treats Walter?
• Does Scout learn anything from Walter's visit? What do you think this is?
• Atticus says that you never really understand a person “until you climb into his skin and walk around in it.” What does this mean? Is it an easy thing for Scout to learn? (In the last chapter of the novel, Scout repeats this, but she changes “skin” to “shoes” - this is probably not a mistake: Harper Lee suggests that Scout cannot clearly recall exactly what Atticus said and when, but the reader can check this!)
• What do you learn in this chapter about the Ewells?

Chapter 4

• What does Scout think of current fashions in education?
• What superstitions do the children have in connection with the Radley house?
• Why do the children make Boo's story into a game?
• What do they do in this game? Do you think the game is an accurate version of what happens in the Radleys' home?
• What might be the cause of the laughter from inside the house?