English 9 To Kill a Mockingbird Ch. 3 & 4
Standards: Student Friendly Language:
3.3 Analyze interactions between main Study characters and how their
and subordinate characters in a literary relationships affect the story.
text and explain the way those
interactions affect the plot.
3.4 Determine characters’ traits by Describe characters’ personalities using
what the characters say about themselves clues (i.e. quotes) from the story.
in narration, dialogue, dramatic monologue,
3.6. Analyze and trace an author’s Know the time and order of events of a
development of time and sequence, story.
including the use of complex literary devices.
Students will be about to:
Explain the differences between Jem and Scout, Burris Ewell and the other
children and provide examples from the text.
Understand the thematic significance of Atticus’ advice to Scout.
Describe Scout’s relationship with other students.
Length: Day 3
Set: 10 mins.
Describe a bad experience you had in school and while it was embarrassing or
1. Read chapters 3 and 4. Students fill out theme chart while reading.
2. Have students describe Scout’s classroom and her relationship with various
students. Have students describe Scout’s attitude towards Walter Cunningham.
Have students generalize Scout’s perspectives of other people. Ask students
Scout’s perspectives connect to the theme of prejudice or racism. Have
students make a prediction on if and how Scout will change her perspectives in
3. Discuss Atticus’ compromise with Scout and what he is asking her to do.
4. Have students add to character log.
Have students interpret and comment on the following quote and collect:
Ch. 3 “You never really understand a person until you consider things from his point of
Students complete study questions for chapters 3 and 4.
Interpretations of quote.
The following day, give a quick quiz on selective study questions.
The study questions themselves and oral discussion.