Startup: Focus on how Atticus delivers the final remarks of his closing statement. What does he do to bring emphasis? What does he do to help bring power to his speech?
__________________________________________________________________ Objective: Students will revise their responses and create a one minute speech.
__________________________________________________________________ Lets Get into Groups!
Count off 1 - 5.
If you move the desks, remember where they were placed, at the end of the period we will move them back.
***Remember your groups and your number __________________________________________________________________ Time to answer some questions
1) How is Atticus helping Jem and Scout on their journey from innocence into awareness? Use textual evidence to support your response. Respond thoughtfully.
2) What is Scout learning in her transition from innocence into awareness? Use textual evidence to support your response. Respond thoughtfully.
3) What is Jem learning in his transition from innocence into awareness? Use textual evidence to support your response. Respond thoughtfully.
4) Stephanie Crawford is the town gossip. How and why does gossip hinder a person's journey into awareness? How does one overcome this hindrance? Use textual evidence to support your response. Respond thoughtfully.
5) Hatred and misunderstanding plays a huge role in To Kill a Mockingbird. We see them play out in the description of Boo and the prevalence of racism. What are the effects hatred and misunderstanding have on one’s mental stability and happiness? Use textual evidence to support your response. Respond thoughtfully.
__________________________________________________________________ Group Speaking Protocol (Brief introduction)
* There will be several of these. * There will be consequences if anyone shows up unprepared. * This will slowly progress to a speech delivered to the entire class.
__________________________________________________________________ What makes up a good speech?
Standards: SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.