Introduction
Here you will find all of your information for the TKAM unit!
Find some background information about the time period and happenings of the novel below:
https://www.youtube.com/watch?v=sgC09oMIwLc
https://prezi.com/5zvqqasabil6/to-kill-a-mockingbird-background-info/
Task
The task that you will be completing is writing a persuasive paper over the topic of your choosing! Be sure to ask yourself a question relating to your thesis that you are wanting to solve by your own exploration.
Process
Please pick one of the following topics:
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Despite drawbacks for his own family, Atticus was wise to defend Tom Robinson.
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While prejudicial behavior gave some residents of Maycomb a sense of comfortable superiority, it actually limited their ability to develop fully as human beings.
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While Atticus worked hard to develop a relationship with his children, in many other ways he fails as a parent.
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While Atticus may make some mistakes as a parent, overall he is an admirable father.
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While many characters in To Kill a Mockingbird find their power in cowardly clinging to the beliefs of a group, the novel ultimately illustrates that one individual who acts with integrity possesses greater power.
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Even though Scout’s narration is often faulty or inaccurate, her innocence often allows readers to see the events and characters in the novel more clearly.
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While the children in the novel value heroism and courage that involves physical strength, the novel ultimately demonstrates that greater courage resides in those who summon inner strength to fight moral and spiritual battles.
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Despite Aunt Alexandra’s respected status in Maycomb, she struggles with character flaws involving racial and social prejudice.
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Although Scout’s formal schooling is disappointing, she learns many valuable lessons from real life.
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While To Kill a Mockingbird shows the ugliness that can come from judging others, its ultimate message is that great good can result when one defers judgment until considering things from another person’s point of view
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Although Dill may seem like a very minor character in the novel, he actually plays a very important role
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Although Boo Radley had many rumors surrounding him, he was caring and adored the children.
Then, you will need to write your introductory paragraph with an attention getter and your chosen thesis. After this is done, please include the following items:
-at least 2 body paragraphs on your side of the argument
-and least 1 counterclaim paragraph showing the opposing side of the argument
-conclusion paragraph restating your thesis and giving a powerful ending statement
-PLEASE remember to also highlight your sentence formulas!
Use the following links to explore your topic and answer your question!
About the author, Harper Lee (for background information):
Harper Lee. Biography from Wikipedia, the free encyclopedia.
To Kill a Mockingbird - About the Author: Harper Lee (b. 1926). "As a child, Harper Lee was an unruly tomboy. She fought on the playground. She talked back to teachers." "The novel had its origins in Lee's hometown of Monroeville, Alabama which is the small, Southern town that the fictional Maycomb is based upon."
Some Analysis, Critique, and Reviews of To Kill a Mockingbird
Harper Lee's novel is a racist morality tale by Fred Leebron, Special to the P-I (Seattle Post-Intelligencer). "In some facets, 'Mockingbird' is a transparently bigoted work. While 'To Kill a Mockingbird' would like to teach us that racism is skin deep, what it ultimately teaches us is that we will never fully understand the truth about race relations in this country."
Internet Public Library (IPL) Online Literary Criticism Collection: Critical sites about To Kill a Mockingbird. Critical sites abut To Kill a Mockingbird before and after reading.
Critique on To Kill a Mockingbird by Richard Sullivan, from "Engrossing First Novel of Rare Excellence," Chicago Sunday Tribune, July 17, 1960.
Study Guides on To Kill a Mockingbird
Barron BookNotes: To Kill a Mockingbird by Harper Lee 1960, by Joyce Milton. Contents: Author, Novel, Plot, Characters, Setting, Themes, POV, and Structure. Also includes chapter breakdowns.
ClassNote on To Kill a Mockingbird Contents: About Harper Lee, Character List, Short Summary, Full Summary and Analysis, Summary and Analysis of Chapter 1-6, 7-12, 13-18, 19-24, 25-31.
Multimedia for TKAM (For presentation exploration):
Photo gallery for To Kill a Mockingbird (1962) Motion Picture and Television Photo Archive.
To Kill a Mockingbird (1962) Review by Tim Dirks - Includes movie/motion picture review; also has notes from novel
Racial/Legal Issues in TKAM:
Identity, Oppression, and Protest: To Kill a Mockingbird and the Blues "African American history during the Jim Crow era includes encounters with poverty, racism, disrespect, and protest. Harper Lee develops all four of these themes in her famous 1960 novel, To Kill a Mockingbird."
Evaluation
See below for rubric/evaluation over your argumentative paper.
Level II Writing Rubric – Argumentative
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Outcomes |
Exceeds |
Meet |
In Progress |
Not Progressing |
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I can include claims, reasons and evidence in my writing.
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Insightfully addresses all aspects of the prompt
Introduces artful and precise claim(s) in a sophisticated thesis statement.
Thoroughly introduces topic and connects to the thesis statement. |
Competently addresses all aspects of the prompt
Introduces precise claim(s) in a clear thesis statement
Can write a clear thesis statement. |
Superficially addresses all aspects of the prompt
Introduces reasonable claim(s) in a thesis statement
Thesis statement does not fully address the topic.
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Partially addresses aspects of the prompt
Introduces superficial or flawed claim(s) in a weak thesis statement
Thesis statement is weak or is not present. |
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I can develop my ideas based on the audience’s level of understanding. |
Provides substantial and pertinent evidence to support claim(s)
Seamlessly and effectively integrates and cites credible sources and/or textual evidence
Convincingly refutes specific counterclaim(s)
Provides substantial evidence, credible sources and evidence to support the claim. |
Provides sufficient and relevant evidence to support claim(s)
Competently integrates and cites credible sources and/or textual evidence
Competently refutes specific counterclaim(s)
Integrates credible sources and supports the claim. |
Provides limited and/or superficial evidence to support claim(s)
Ineffectively integrates and cites adequate sources and/or textual evidence
Minimally refutes counterclaim(s).
Provides limited evidence to support the claim. |
Provides minimal and/or irrelevant evidence to support claim(s)
Incorrectly integrates or cites sources and/or textual evidence that may not be credible
Acknowledges alternate or opposing claim(s)
Evidence presented is irrelevant and/or sources are not credible. |
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I can use appropriate vocabulary to create relationships between my ideas. |
Strategically uses academic and domain-specific vocabulary clearly
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Competently uses academic and domain-specific vocabulary clearly appropriate for the audience and purpose
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Superficially uses academic and domain-specific vocabulary clearly |
Inadequately uses academic and domain-specific vocabulary
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I can write a conclusion that supports my point of view. |
Provides a meaningful and reflective conclusion which draws from and supports claim(s). |
Provides a conclusion that follows from and supports claim(s)
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Provides a conclusion which repetitively or partially supports claim(s)
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Provides an inadequate conclusion |
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I can gather and use outside information to support my ideas. |
Seamlessly and effectively integrates and cites credible sources and/or textual evidence.
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Competently integrates and cites credible sources and/or textual evidence
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Incorrectly integrates or cites sources and/or textual evidence that may not be credible
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Does not use or cite sources and/or textual evidence
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I can correctly use grammar in my writing. |
Uses purposeful and varied sentence structure |
Uses correct and varied sentence structure
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Uses mostly correct and some varied sentence structure
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Uses limited and/or repetitive sentence structure |
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I can correctly capitalize, punctuate and spell in my writing.
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Contains minimal to no errors in conventions (punctuation, spelling, capitalization)
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Contains few, minor errors in conventions
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Contains some errors in conventions which may cause confusion
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Contains numerous errors in conventions which cause confusion
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Conclusion
Once you are finished with your paper, you will be turning your persuasive/argumentative paper into a presentation.
I will give you further instructions on a different WebQuest.
Here's a preview of the conclusion of this project:
Presentation Guidelines
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You are to take your paper content (You are not writing a new presentation) and put it in presentation format.
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Start out by saying your thesis; then give us a summary of what your points said in your paper, and then conclude with a summary and restating your thesis again. You also may not use the word “I” in your presentation.
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You need some sort of visual to go along with your presentation. (Powerpoint, prezi, poster, brochure, movie, etc.)
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Your presentation has to be a minimum of 2 minutes.
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You may not bring your paper up to speak- only notecards and your visual.
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Items required in your speech:
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Attention Getter
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Introduction
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Thesis
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3 main arguments
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One direct quote from novel
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Counterclaim
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Conclusion
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No personal pronouns
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Some form of digital media (google slides, Prezi, etc.)
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Thank you for working so hard on your papers!
Teacher Page
My name is Ms. Zenor, and I am your English II teacher this year. I graduated from MOC-FV High School and attended Wayne State College where I received my Bachelor's degree in 3 years. I have one sister who is currently a junior at MOC, and my mom and dad both live in Alton, Iowa.
I love living in the lakes area, and I can't wait for this unit to start!