Project

Number of students

Description

Evaluation

1.

The Great Debate

4 (2 per side)

Recreate a debate on racism that could have taken place in the 1930’s.

Getting prepared:

1.  Research racism at that time in history and find out what people’s beliefs and values were.  (2 sides)

2.  Develop “constructive arguments” (i.e. arguments based upon logical and factual evidence) to support your case.

3.  Find convincing arguments for both sides of the issue, even if what you argue is not what you actually believe.  Role play!

Debate format:

1.  Each student of the team will develop an opening argument, which will outline their main case.  Please don’t repeat each other.

2.  After both sides have stated their main arguments, each person will have the chance to rebut, or argue against, one of the arguments of the opposing side.

3.  Each person will give a brief conclusion.

1.  Work in class

2.  Organization and structure

3.  Folder with printed resources, research notes, and 4 typed arguments and rebuttals

4.  Debate presentation (live or filmed and edited)

2.

Inspiration Webs

2

Use the Inspiration software (available on the Internet or at lab 207) to create webs that analyze literary elements present in the novel.

1.  Choose from the following existing web templates:

Language Arts:  character web, comparative analysis, literary conflict, literary web, persuasive essay, story triangle, textual analysis

Thinking Skills: comparison, opinion proof

Social Studies:  historical episode, historical period

2.  Show your understanding of the novel and of literary elements by completing 3 templates.  Use quotes from the book.

3.  Include images, links…

1.  Work in class

2.  3 color-printed webs.

3.  The same 3 webs saved as html pages on a disk

4.  Brief presentation in class

Project

Number of students

Description

Evaluation

3.

Exploring Theme

2

1.  Create a collage of images from the novel to illustrate 2 or more of the novel’s themes.  The title of your collage should reflect the themes you have chosen.  Your collage should be as large as a sheet of poster board.  It should be creative, colorful, and neat.   

2.  Write an essay in which you discuss the ways in which specific pictures relate to your themes.  Use examples of situations from the novel.

1.  Work in class

2.  Collage

3.  2-page, double-spaced essay

4.  Brief presentation in class

4.

Exploring Point of View

3-4

1.  Create the front page of the Maycomb Tribune during Tom Robinson’s trial using MS Word or MS Publisher.  Include coverage of the trial and other articles that reflect the attitudes and lifestyles of the townspeople.

2.  Requirements:  Front page, an article about the trial, an article about another event from the novel, an editorial about a controversial issue facing the people of Maycomb, and an obituary of someone from the novel who died.

3.  Articles must have headlines and answer the journalistic questions.

4.  Present in a newspaper format.  The newspaper must have at least a front page and another page.  It must include pictures.

1. Work in class

2.  Newspaper

3.  Brief presentation in class

5.

Exploring Character

2

1.  Pretend you are a reporter interviewing a character from the novel.  Choose a character you would like to interview.

2.  Write a list of 10 interview questions.

3.  Write responses to your questions that you believe your chosen character would make.  Remember, the character’s responses should be consistent with what you know about the character’s personality. 

4.  Tape the interview with you as the reporter and your partner as the character.  The interview should last at least 8 minutes.

1.  Work in class

2.  Folder with typed, double-spaced interview questions and answers

3.  Tape with the recorded interview (audio or video)

Project

Number of students

Description

Evaluation

6.

Exploring Plot

2

Illustrate the plot on a poster with a triangular-shaped diagram including drawings and magazine cutouts.

1.  The diagram should illustrate the following:  exposition, rising action, climax, falling action, and resolution.  It should be creative, colorful and neat.

2.  Write an analysis of the plot, referring to your illustrated diagram.  Use examples from the novel.

1.  Work in class

2.  Poster

3.  Typed, double-spaced analysis of the plot

4.  Brief presentation in class

7.

Novel CD Project

2

You are in charge of producing a soundtrack for a new film version of the book To Kill a Mockingbird.  Your job requires you to do the following:

1.  Find 3 songs that help “tell the tale” of the novel.  Keep in mind the tone of the novel (sad in parts, joyful in parts, tense and suspenseful in parts…)

2.  Type the lyrics to the songs.

3.  Write a two-page, double-spaced paper explaining how the three songs complement the novel.  Compare the lyrics and mood of the music to events and words in the book.  A short introductory paragraph, three developed body paragraphs, and a concluding paragraph will work well for this assignment.

4.  Design a CD cover for the soundtrack, relevant to the story.

5.  Be ready to present one of your chosen songs to the class who will act as the board of directors for the music company.  After you play your song, plan a minute of persuasive speaking to convince us of your choice. 

1.  Work in class

2.  2-page, double-spaced paper with lyrics attached and your CD cover

3.  Brief presentation in class

8.

Taking a Stand

2

Prepare an illustrated Power Point presentation on a historical person who has taken a stand on an important issue.

1.  Explain the issue, the person’s reasons for taking a stand, and the consequences that person faced.

2.  Compare and contrast this person’s fight with Atticus Finch’s.

3.  Conclude with an explanation of why you find this person’s stand significant.

1.  Work in class

2.  PP presentation

3.  Folder with the disk and research notes

Project

Number of students

Description

Evaluation

9.

Scout’s Scrapbook

2

Create a scrapbook that Scout would have made during that time in her life. 

1.  Include 10 objects or pictures of objects from the book that Scout would have included with an explanation of each.  (in a little girl’s language)

2.  Also, include 3 objects, with an explanation, that were not mentioned in the book but that Scout would have felt were significant to include in her scrapbook.

3.  Your scrapbook should be creative, colorful and neat.

1.  Work in class

2.  Scrapbook

3.  Brief presentation in class

10.

Stereotypes

2

Prepare a PP presentation to teach your topic in a 10-minute presentation to the group.  Through it, answer the following questions:

1.  What is the nature of a stereotype?

2.  How do stereotypes form?

3.  What is necessary for a general acceptance of a stereotype?

4.  Identify a stereotyped character in the novel and explain how the stereotype formed.

Use examples from the book, quotes, pictures…

1.  Work in class

2.  PP presentation

3.  Folder with the disk and research notes

11.

The Nature of the Hero

2

Prepare a PowerPoint presentation to teach your topic in a 10-minute presentation to the group.  Through it, cover the following points:

1.  Discuss how the issue of courage works in the lives of Atticus, Scout, Tom Robinson, and Boo Radley.

2.  Use examples from the book, quotes, pictures…

1.  Work in class

2.  PP presentation

3.  Disk with your presentation

Project

Number of students

Description

Evaluation

12.

Reflection on the Family

2

Prepare a PP presentation to teach your topic in a 10-minute presentation to the group.  Through it, answer the following questions:

1.  How does the family work as the central unit in the novel to convey values of the characters? 

2.  Consider the following questions in the novel and in life:

a.       child rearing and education of children

b.       single parents

c.       childhood initiation into an adult world

Use examples from the book, quotes, pictures…

1.  Work in class

2.  PP presentation

3.  Disk with your presentation

13.

Maturing and Growing Up / Loss of Innocence

2

Prepare a PP presentation to teach your topic in a 10-minute presentation to the group.  Through it, answer the following questions:

1.  What are the life-changing experiences that enable us to see Scout and Jem “grow up” during the course of the story?

2.  How might they be changed into a more mature understanding of the world around them?

3.  How do you now they underwent those changes?

Use examples from the book, quotes, pictures…

1.  Work in class

2.  PP presentation

3.  Disk with your presentation

14.

Poem

2

Write a poem about the novel (minimum 20 lines).  Write an analysis of the meaning and of the use of poetic devices.

1.  Work in class

2.  Typed, double-spaced document including poem and analysis

3.  Brief presentation in class

Project

Number of students

Description

Evaluation

15.

And Then…

2

Write another part of the story in which you describe what happened to Jem and Scout after the story ended. 

1.  Pay attention to the characters’ personalities.

2. Include dialogues.

3.  Minimum 4 typed double-spaced pages.

1.  Work in class

2.  Typed, double-spaced story including dialogues

3.  Brief presentation in class (live or filmed and edited)

16.

Jem’s Journal

2

Write several diary entries written by Jem during the course of the story.

1.  Include events from the novel.

2.  Reflections should be true to Jem’s personality, values…

1.  Work in class

2.  Journal with typed, double-spaced entries

3.  Brief presentation in class

17.

Trial Coverage

2

Write an account of the trial (after the verdict) for the Maycomb Tribune. 

1.  Use the newspaper article format, including headline, picture, and the answers to the usual journalistic questions.

2.  Use reported speech!

3.  Use MS Word or MS Publisher to present your article.

1.  Work in class

2.  Newspaper article

3.  Brief presentation in class

18.

Radio News Broadcast

2

Script and record a news report on the trial for a news broadcast on an Alabama radio station. 

1.  Cover the usual journalistic questions.

2.  Include a section in which you interview people and you play their answers during the broadcast.

3.  Always be mindful of the original story.

1.  Work in class

2.  Typed, double-spaced script

3.  Tape with the recorded radio broadcast

19.

Atticus’ Appeal

1

Write an appeal for Atticus to use in court against Tom Robinson’s conviction. 

Rehearse a convincing court appeal to present to the judges (classmates).

1.  Work in class

2.  Typed, double-spaced appeal

3.  Presentation to the class

Project

Number of students

Description

Evaluation

20.

Mr. Under-wood’s Editorial

2

In the novel, we are given quite a lot of information about Mr. Underwood’s editorial in the Maycomb Tribune, following Tom’s death.  For example, that he “likened it to the senseless slaughter of songbirds by hunters and children”.  An editorial does not give news, but comments on it and interprets it.  Using all the clues you can find in the book, write the editorial as you think Mr. Underwood might have done.   

1.  Work in class

2.  Folder with notes and your typed, double-spaced editorial.

21.

Arthur Radley’s Secret Diary

2

At the end of the novel, we realize that Boo has never stopped watching the children, and that he has foreseen the danger from Bob Ewell, which Atticus has not taken seriously.  Imagine that Arthur keeps a diary, in which he writes about what he has seen and how he makes sure the children are safe.  Write a series of entries for such a diary, to cover the main events of the final chapters of the novel.

1.  Work in class

2.  Typed, double-spaced diary