To Kill A Mockingbird by Harper Lee
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Students describe setting and characters of the story. They describe prejudice. They participate in group discussion.
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To Kill a Mockingbird: Study Guide
Designed to accompany a reading of Harper Lee's To Kill a Mockingbird, the worksheets in this packet permit readers to keep notes on parallels between Lee's life and Scout's, on characters in the novel, and on chapter events.
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To Kill a Mockingbird: Culture and History
To establish the historical and cultural context of To Kill a Mockingbird, class members listen to an audio that describes Lee's life experiences that parallel the novel, including her friendship with Truman Capote. Groups then read...
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To Kill A Mockingbird: Film Language and Elements Of Style
The frame, the shot, the sequence. As part of a unit study of Robert Mulligan's film version of To Kill a Mockingbird, class members learn to read the visual text of the film, examining the composition of frames and shorts, camera...
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To Kill a Mockingbird: Chapter 1 Prediction Chart
Readers of To Kill A Mockingbird use context clues and narrator comments in Chapter One of Harper Lee’s classic novel to predict the impact of characters and setting on the plot and character interactions. Learners then define a list of...
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To Kill a Mockingbird by Harper Lee
Use this handy presentation to prepare your class before reading the novel, To Kill a Mockingbird by Harper Lee. Segregation, the stock market, and the sociopolitical climate of the times is covered. This will really help build a...
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Scottsboro Boys and "To Kill a Mockingbird": Two Trials for the Common Core
Here's a must-have resource for anyone reading To Kill A Mockingbird or using Harper Lee's award-winning novel in a classroom. The packet contains Miss Hollace Ransdall's first-hand, factual account of the trials of the Scottsboro Boys,...
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To Kill a Mockingbird: End of Novel Critical-Thinking Questions
Chapters 28 – 31 of Harper Lee’s To Kill a Mockingbird are the focus of a series of critical thinking questions. Responders are encouraged to refer directly to the novel to support their inferences and interpretations.
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