Jllame.· -----------

To /(ILL A {11f OC](JflGBIRD BY H.i:u~PE~ LEE

Ct-tAPTER IINE ON Auo1osooK P11ce: IN PlJRPLE SOOK 1 1:46 3

2 36:09 20

13 55:33 30

4 1:21:27

5 1:45:20 55

6 2:0S:44 57

7 2:29:41 77

8 2:45:14 85

9 3:13:28 99

10 3:52:51 118

I 11 4:18:44 132

12 4:55:51 153

13 5:26:29 169

I 14 5:47:43 I 180

I 6:13:13 I 193 I

I 15 I

16 j 6:43:35 I 20S

17 I 7:11:39 222

I 1s I 7:46:44 239

/ 19 I 8:17:59 254

/ 20 I 8:45:31 267 I

: 21 T 9:05:31 276 I

22 9:21:01 284

23 9:35:05 I 291

24 I 10:05:20 I 305 i I

25 10:34:04 319

26 10:44:34 324

27 I 11:01:34 332 I I

28 11:20:05 341

29 11:54:51 358 I

30 12:06:35 263 I

31 12:25:12 I 371 I

Statilt1i 1: Sepcvtate &it Equae Dy tlie £tuu ....

l)irn:111)JlS.

l{,·;1d UVL'r 1111.: i11i'orn 1:1tio11 rn1 tli1.: .li111 Crow 1.:1\\ s, a:.. w-:11 ;1~ ,1.:v1.:ral lJ l. i li L'SI.: l:1w :.. 1>11 p:1gl' 19) l 1) 11 in your

Spri11gho:1rJ Rcad1.: r . Jo1 down 1la: li VL' law~ th:11 :.. urpri ~L'd or slHld,ed yo11 lli L' 11 10:..1 ;111cl :1 dl'i:t i k-d, 1h1m1ugh

~L'1llc1H:L' .11Jo111 11hy 11 i \ :..urpri,e\ )llll or 1d1y ) Oll lind ii ~hocking. /\ 11he L'lld, 11 ri l L' ;1 lhrl'L' I ll liw :.. l'lllL'llL'l'

\ 11111111:ir) o r wlw1 1 Il l' .I i111 Crnw l.a11 , 11 L'l'I.:. whal 1IH.: ir go:il 11 :h .. 111d y1HII' r1.:ac1 i,ll1 In 1hrn1.

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Retkctio11 :

S tatw.n 2: Wliat S ~ cuul fllac~ m fodied filie

For c:ich of th~ pictures belo,Y. c:ird'ully ob c:n·e :md :111:ilyzc ,Yh:ll is going c, 11 . Try the.:.-\\ " :; :m~i

an H to help you. Jot down your notes :ind obserrntions. \\ ritt' a two paragra ph analysis of ,,·hat you learned about the racism :md segreg:11ion in the l':u·ly part of the: I 900·s. including )Our

react ion and thought · on what you· ,·e seen.

--I Picture Notes/ObserYations

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3

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5

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7

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S talio.n 2: S tJtange :J-,uut

First. listen to the song·' trange fruit" by Billie Holl iday and folio\\· along with the lyrics below.

Discuss the meaning with your group. line by line, j otting dov-m any notes. Listen and follow

along again, and write a two-paragraph response to the ong, analyzing the meaning and why it is

an appropriate song for the time period.

Strange Fruit

Suuthcm t-r.:es brar a sfr.ing.: frw t,

Blood on the leaves and blood at the root,

Bind: bodies swinging in the soulhem br.:eze,

Shw1gc fni it hanging.from the poplar trees.

Pastoral scene of the gallant south,

The bulging eyes and the hvisted mouth,

Scent of magnolias, ~·wed and fresh,

Then the sudden smell of bumingjlesh

Hen: 1s jruitfor the crows lo plud:,

For the r;iin lo gather.for the 11•1nd lo suc/1,

r or !he sun lo rot.for the trees lo drop,

H.:n: 1s a strange and biller crop

Some questions to consider:

What is thi s ·'strange fruit"? What evidence do you have to back this up?

What imagery of this ··strange fruit" did the songwriter use? Why is this effective?

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Watch the brief video at hltps //www.youtube com/watch?v=TmsYLmqx3wg_ Answer the following questions on yo ur own sheet of paper. You do not need to rewrite the questions,j ust answer them!

1. When did thts case take place?

2. Explain what led to the arrest of the nine black youths?

3. How long was the trial?

4. Were the Scottsboro Boys' lawyers competent?

5. Why were they convicted? What was the punishment?

6. Why was the verdict overturned? What happened to the Scottsboro Boys?

7. How long did it take the last of the Scottsboro Boys to get released from prison?

8. Were any of them pardoned? If so, how long did it take?

9. What does "egregious" mean?

l O. In your own words, summarize the Scottsboro Boys in a couple of sentences.

Anonymous

SCOTTSBORO

Paper come out-Jone st:e\\ ed Je new. Seven po chillun r:10:m1:1 dear house b'.ue·, Seven po ch1llun mo:in1:1 cleat' hou<e r'.ues. Se\'en nappv0 heads wit' big shin, e1 e All boun' in Jail and framed tu die. All boun in Jail and framed co die.

\le~sm white woman-snake ll'ln' tale Hang and burn anJ 1atl wH' no b::11 . Oat hang and burn and 1ail wit ' no bd. Worse ol ' crime in white folks Ian Black skin coverin' po' workin ' man 131ack skin CO\'enn r o' \\'Orkin' man.

Judge and jury-all in de stan' Lawd, biggety name for same lynchin' ban', Lawd, biggety name for same lynchin' ban'. \Vhite folks and nigger in great co't house Like cat down cellar wit' nohole mouse. Like cat down cellar wit ' nohole mouse .

f•,::-,

(()

5coTTS80RO 11m folk blues, collected by Lawrence Gellert 111 N,g,o Son,1 o/ Prott1C (New Yurk · C~rl F,,chcr, 19)6). u a comment on the Scomboro ca.e In 193111mc blacl.. )Outh, wrrc .11rc,1c,I near Scou,boro, A labama, and charged w11h the rape of two " h11c women Thou~h cvcntu,illy. Jftcr ,cveral trials, they were found nut i;u1l1y, some of them at the 111nc thu son~ w ,1, compu.eJ had b«n con, acted anJ , cntcnccJ co death

CHARACTER SKETCHES

NAME/ GROUP ___ _ _ __ _

CHARACTER _ ______ _

Y l,ur gro p; · 2. -i gnej on~ ..:h:ira -:er You :mJ ~ our ; r.:iup Jre respc1ns11'k for b --oming an ··c:-..pen·· on :!1i::. ..:hara ' l ' r th:oughout the N , k.. You .m:: resp\°,ns1blt.· for J-'l'nr.1~ mg the fol lo\\i ng informa ion on your po ter:

✓ .-\ vi-ual rcpre·entation o ' the h:?r:!C e, ,, 1th citatiom from the book.. (For exampk. if it s:iys he h:15 bro,m h:iir on p:ige - . then ~l,ur dr:l\\ ing of that

character hould haw brown hair,, i ha Ii:: dr:i,m v it th:11 s.1~ s ··p:1ge -··)

✓ .-\ Ii t of a many attributes on the po ter. (For example. 1f it a~. :1 hara ter i- --quick tempered .. on p:ige . then on the po ·ter it should sa~ --quick tempered .. with the page number by it.)

✓ Your po ter mu t ha, e quotes th:it ·ho\\' character ' For full credit. th ·re must be fi , ·e quotes. all cited (by page number).

2 1.5 1 0.5 --------Attributes 6 -r :.ittributes listed on -4-5 attributes Ii ted 2-3 attributes llstcJ I :mri butc listl·d lll l

>-------~po,ter _______ o_n...._p_o_s_tc_r _____ o_n__._p_o_sl_e_r __ ..,......_p_o-.t •r it:lliom All attribute detai ls I attribute detail 2 attribute det:iils 3 or morl'

ha,e cit:ition · missing citation mi sing Citation J ttributcs ktails mi sin!.! ci tation ---- -------------------------- ,._ -

catnc / Paper is wry neat Paper is mostly P:1per is only Paper i slopp_ or n•:tth·ity with color and solid neat \\'ith color and some\\hat neat, messily done with no

:ittempts at drawing solid attempts at ,.,,ith ok attempts at color. There was littk :1nd good drawing and decent drawing and little dfort in drawing. organization of organization of olor. There is There is no :rnributes details anributes'details loppy organization organiLation o f

of attribute · details attributes/detaib ~------.----------------------------,..--Spelling/

mrch:rnics

Quotations

There are no mech:mi -al or ::.pdling errors There :ire :it least 1i,·e quotes that sho,, c h:.u-a ·ter de, elopment. Cited

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There is one mechanical or ·pd ling error

Only four quote ·. .-\ II are ~ited

There :ire 1,,0 There are thrc:c or mechanical or more spel ling or spellin;; error m~diani~ul 1:rror

Three or r'e\.\c!r ALL quOlt:s Ju not quote . All citeJ havt: citations

PARAPHRASltlG VS. DIRECT QUOTltlG fROM 800KS

V,c "·"" lo include c, 1dc11ce 111 our ,,c,drnuc w1 11 nc, but somcllmtS, 11 ' s d11licult Here .s e,ef)thmg ;ou m-.:d to kno\\ al,tJut h11w lo IJIL01 r,1Jralt.: thr) h.:,cluJI cv,dcncc

D IRECT QUOTING

f

'i1111ply 111troducc ;,;.; quote and 'Mlle II exactly ho"~ the text Ma,c sure to include the page number in parenthesis ~\ F l EH ;our c1i_d ~olc but IIEH)J<E your punctuat10111

-------------------------------J L .\ :1111 p h- :

(Jr1g 111al qunlc lio1 ,1 lh1,,; t~-..t ",-Ind b,l the u·a) . \lum1eur \lon w I be/,e, e that I hlJl u /111/r b11111 /mt! ,uth J OU."

JVc• .u.·,· 1hc £ lw11J1•· 111 Co1.u11e 11 /Jcn .,he u1ys, "And by 1/u: ,~a,·, A/0,111, 1,r ,\far111s. I be/,t\'f! that I wus u /111/e ha III fo r t'

w11!, ) '"' (Jl'JI/) - ---- -------------------------------------

P H RI t PH RA S I It C

Swnct1111e,, n'> hcttcr lo p:uaphra~c our quote>, c, pcc1ally 1f 111s a bigger quote, or \\Care tr; rng 10 >how its larger conncct10111 In ra rarhras1 n1:. )ou arc taking the main idea of the quote and rutung 1t rn )Our 0\\11 \\Ords Mal.e sure to c11c II thuuc h'

L,;1111ph- :

O rtL'ltWI quoh: l1rnn lc~I ·· /'nl(. /J 1/,~• 1,,:111,, ,1111 u , 1111nh u , )UII ,un w<. h..-lV n t. ulpuhh· 111 n u / pru,·1dmJ!. ujr,:,• ,:Jucu1w 11/or u/1

011d 11 """' UII\K't..•1 Jor !h t.· 111;:J II ll'l11r..h 1I pn,Ju,,:, If th: u m/ I\ hjl III dur lcnt.:H ·'"" M 1/1 he t.ommlflt•d JI,,: }!l11/ty ont• h not h,:

o1 h,, , 11mm1h th ,· ,w, /,111 ht· ._.,1,,, coin,: , tht• d11rJ.11,·, ,.

V1L.lu1 I fuc:u ,11111p.1rl!) the l.,d. oJ l rcc cJut. .at to11 tu 1hc d.irknC)) of rught. whcri.:m this d.arkncss ~In) arc committed; hO\\ c:vcr,

th\.'. t,J .11111: ,, nul u11 lhc pc, ~011 cu1111n1111ni:; these ~in~ . but on lhc lad. of cJuc:UJon (458).

OTHER NOTES

'There arc c;1w~ where ;ou do not need lo pui your cue in parc11thcs1~. 1f you includ~ 1t Ill your 1n1roduction1

1-: ,aruplt: ()11 µugt') I I, )e(ln V"ljt'llll l,umur., 1 l,;1wrd1er, rnll111g Ins blujfrlwt he 1r11ly lows Cossette

• You don ' ! a l\\ :oy~ have to end your>cntencc w11h !Ire pJrcnthes1~ or the c'idence1

Commenttd {Ml]: lnu oducir quote don' t lu v,: 1t h~nc,nc·

Com mente d (Ml): ln<J Quot ", P4t cn tl'lir, , . cun<tu,U1on (Who· ,

dow n .... 11h [ PP' Vt:•t1. you l>.no"" ,ne 'I

Commented (Ml]: Cite l h • P•,i:. ht'n t l'luu(l'I yow .at t'n·t t,Aln( a direct quolel

Commented [ M4]: !>t-e .,,.h ,1t I did thtrd

Commented [M5] : lntroduceq'-tilr

"hun>:,c.· th,· 11tJlt omc: 11/ 11 , tor; , Commt.ntcd [M6 ]: l PP • .,.i: .. h 'f"'u "-nc N mel

•JI" ;1dJ111c ur ,m11 ll 111g \\CJr<h to :, quo le, ""' hr.1d l'b I J or cll1p,cs tu , ho\\ what""' " t origina lly there

El.ample, :uJdi11~ \\Urlh "/A lur1,n/ "''" fowl of /um! , /"r tht') ar,· c..,ml uml ,1,r.,· fnatd.\ · (-l ]Jj E \ ;i 11q,IL·, , 11 l,lnu:I i11 ~ \\ un h: ·• /"ti,, · J,,, la,, "} /i;1 c.· h -.HfhJ.l'" "/ ,1,., w11/

•Jf you ;uc c1 t1111! more than l ·OUI{ L INES of .1 hool. }OU 1IH1 ) t u-,.:- :1 sp.:c1.1I hlo...:l frm 11at Si:t: O\VL 1

For more 1nforr11Jt1on https://owl.cngllsh.purdue edu/owl/resource/74 7 /03/

Comme nted [M7]: fl1« 1.>11.:,n• t quote , • id •11, w• 1o. • but to nvt conl .. '>t' 11'\t' •t:• Oe, , lhe n• mc 11 " " ,.,y iwtalJtuUon 1u,t m,.i..,c 1 1,,t e +t ' ,n b U ( l.t:h 1

Comment~ (MB] : T ,.,. 011i:u1,1I <llllitr \\,1 ... - rn \11,· ft, r l .1,.~ of lO\t' IS hon 1U!l'. Tht ,h1Jh~1.1 ofthr )Oul . You c.'Jn )im;,l) Ll• r C,UI "1Jr1) c,f l<Jngrr f)lltlh ' \ L) ) Ulhtit111ins II "'il h ,Ul rll 1p~.-1•

LET. S PRACTICE ! PHRHP}-1.RHSING HND QUOTING

Pa rt 1 : Fo:- each piece of texrua e,ider?ce. pr2.ct1ce incorporating it as .i piece of textual e\ldcnce . .1 ·

if i were a ser.tence m your acade:nic parag:-aph. Reme:nbcr your introductions, and make sure it is cited correctly~ __:__ _______________________________ _ -simply because ice 1.L·e e licked a hundred years before ia :5Carted is 110 reason for u.:; nor co cry to

u.:zn. ·· .4.tticus

1) Direct Quote:

2) Paraphrase

·-shoot all the blue j ays you u:anr, if you can hie 'em. but remember it's a sin to kill a mockingbird." .4tticus

3) Direct Quote:

4) Paraphrase:

··Jr's not necessary to tell all you know. It 's not ladylike -- in the second place.folks do11 't like co have someone around knowin ' more than they do. It aggravates them. You 're not go1111a cha11ge any of them by ta/kin ' right, they '1:e got to want to learn themseli:es, and when they do11 't want to learn there's nothing you can do but keep your mouth shut or talk their language.·· Calpumia

5) Direct Quote:

6) Paraphrase:

Tl) BONUS: Incorporate this one using either ellipses or brackets!

Part 2 : Pick three quotes from the Part 1 of the book (chapters 1-12). Make sure one is a direct quote, a nd one is pa raphrased . The third and fourth can be direct quotes, a paraphrased quotes, or any one of the "other options". Make sure they're cited correctly. You may do one additional for BONUS!

7)

8)

9}

10}

+l Bonus}

Name ____________ Pd. __

Page Description of incident or conflict Ho" did this changc/affrcr co ur.>

:\umber( )

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Name __________ Pd. _ _

To KILL A f'/tOGKit{GBIRD LITERARY .ANALYSIS ESSAY UNIT 5 : EMBEDDED ASSESSMENT #2

Assignme nt You arc to compose a literary analysis essay that analyzes the change in character, their coming of age, in To Kill a tvfuckingbird. Your analysis musl discuss passage(s) in terms of the literary elements of the novel -setting, conflict, or character-and explain how that passage relates to the thematic development of the work as a whole

Steps to the assignment (must be checked off) :

• Create a solid thesis reflecting on the prompt's question

o Create an outl ine of what you plan to discuss, including any evidence from your notes

D Turn in a typed, draft in MLA form at

D Participate in peer-editing

D Turn in a revised, final draft AND any rough drafts and prewriting

Rubric Criterion Exceeds Standard Meets Emerging Standard

Development * The text presents a significant and compelling

of Id eas thesis on an issue of justice that is clearly developed and supported. * The text presents a significant and compelling thesis on an issue of justice that is clearly developed and supported.

Organization •The essay is multi-paragraphed and logically organized to enhance reader's understanding. *It includes an innovative introduction with an insightful hook and strong thes is, coherent body paragraphs, and a perceptive conclusion. *The argument is convincing and adeptly uti lizes a variety of persuasive appeals. *Effective transitions exist throughout and add to the cssav's coherence.

Genera-Specific •Genre-specific features such as diction, syntax,

Features factual support, and so on create a specific tone for a particular audience and purpose. •These features renect an authentic, confident, authoritative voice.

Diction *Diction is appropriate for the academic audience.

and Writing *Student fo llows MLA fur111ul and dcmunstratcs

Mechanics superior command of conventions of standard, academic English, as well as a variety of sentence structures. • Either no errors appear, or they are so slight that thev do not interfere with the meanine

Writing Process *The composition refl ects skillful revision and editing to produce a draft ready for publication. *Student refl ects and submits various stages of the writing process.

FINHL DRHfT DUE DHTE: -------

Needs Improvement