...birds they want, but they may not shoot mockingbirds because they do nothing but good. Miss Maudie tries to explain this to Jem and Scout by saying: “Your father’s right,” she said. “Mockingbirds don’t do one thing but make music for us to enjoy. They don’t eat up people’s gardens, don’t nest in corncribs, they don’t do one thing but sing their hearts out for us. That’s why it’s a sin to kill a mockingbird.” Therefore if a character does nothing but good, he is considered a mockingbird. And if that character is harmed, it is considered a sin. Tom Robinson and Arthur (Boo) Radley are considered mockingbird symbols in the novel To Kill a Mockingbird. Tom is a mockingbird symbol who helps Mayella Ewell whenever she asks him to when he passes her house because he feels sorry for her and her situation. Mayella raises her siblings all by herself and is abused...
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...title remains a significant feature. When examining the novel To Kill a Mockingbird, the reader can see that the mockingbird is a metaphorical symbolization of the theme of innocence, or the loss of. Published in 1960 by Harper Lee, To Kill a Mockingbird has become a literary classic. This essay will explore the significance of the title “To Kill a Mockingbird” and will endeavor to explain to the reader why Harper Lee’s novel is called To Kill a Mockingbird while also touching on some of the themes that are connected to the title, such as the loss of innocence and injustice. Revolving...
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...Symbolism is a certain object that can represent something else preferably a theme or lesson of the story. Our assignment was to write a informational essay to present a clear and distinctive perspective on the use of symbolism in the story “To Kill a Mockingbird”. An example of symbolism in the book “To Kill a Mockingbird” is when Jem and Scout build the snowmen. They build the snowmen out of snow and dirt. This represents racism. In Maycomb County, there is a lot of racism because the white people didn’t like the black people. I know this because in the book “To Kill a Mockingbird” it says “Four Negroes rose and gave us their front-row seats. The colored balcony ran along three walls of the courtroom…”(219) The black people had a certain...
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...“To Kill a Mockingbird” Analysis Harper Lee published “To Kill a Mockingbird “ in 1960, a time buzzing with racial segregation and irrational injustice. She based the book on various events that were all to real, only fifty years ago. Throughout the book, the author captures these horrendous inequalities and is able to explore these subjects through various situations and characters. However, it is not always just the color of one’s skin as to the reason of why they are treated differently. Lee is able to display examples of prejudice based on class and status of a person, rather than race alone, through the use of abstract symbols through the use of characters. Harper Lee use birds to symbolize traits in various characters throughout the book. Although it is not just mockingbirds used as the only bird example. When Jem and Scout receive guns to shoot for fun, Atticus warns them against shooting mockingbirds. However, he states that they may shoot all the blue jays they desire. Blue jays are the nuance bird; this connects to Bob Ewell due to the fact that he is the perfect display of a blue jay. The blue jays represent the prejudiced citizens of Maycomb; they are ever present and continue to taunt others. Atticus goes on to tell the kids that it is a sin to kill a mockingbird. The mockingbird is the innocent bird and therefore sums up Tom Robinson the most clearly. As being an innocent man that is only being tried due to his race, he embodies the mockingbird perfectly. Throughout...
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...|Toolooa State High School | | | | | |Tom Lavender, English Essay | | |“Despite the efforts of governments, groups and individuals, humankind still finds it difficult to trust based on the soul of a person; | |we are more comfortable making judgements based on skin colour.” | Prejudice, courage and unity… TEXT COMPARISON Are we always champions of tolerance, courage and receptiveness to others? By the very definition of humanity, we must be. Humanity: benevolence, understanding and kindness towards other people. It is, arguably, our very human nature to feel compassion, courage, understanding, unity and empathy towards our fellow man. Unfortunately, prejudice and judgement also cling to the human condition like tumorous stains – traits which society still finds hard to surmount. Despite the efforts of governments, groups and individuals, humankind still finds it difficult to trust based on the soul of a person; we are more comfortable making judgements based on skin colour. Nelle Harper Lee through her 1960 novel, ‘To Kill a Mockingbird,’ and Boaz Yakin through his 2000 film, ‘Remember the Titans,’ are text composers who tackle the ill-defined paradigms of ‘prejudice, courage and...
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...To Kill a Mockingbird Seminar Essay Guiding Question 2 In To Kill a Mockingbird, Harper Lee explains Scout’s coming of age story through a point of view lesson and a lesson about society. After Scout’s first day of school, Atticus justifies Miss Caroline’s extreme behavior regarding Scout’s early reading skills by claiming “You never really understand a person until you consider things from his point of view(Lee 39)”. At this point in the novel, Scout thinks little of what Atticus says and refuses to believe any justification for how Miss Caroline treated her earlier in the day. However, Scout quickly becomes reminded of this lesson time and time again. At the climax of the novel, Atticus justifies Bob Ewell’s reaction of the court proceedings as “some kind of comeback(Lee 292)” when putting himself in Ewell’s shoes. Scout begins to relax, but is not reassured completely by Atticus’ explanation of Bob Ewell’s bland threats. Scout finally truly understands this coming of age lesson when putting herself in Boo Radley’s...
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...Hannah Aitken Hallberg Period 1 5-18-17 TKM Essay Award winning novelist, Harper Lee, author of To Kill A Mockingbird demonstrates multiple coming of age moments for the narrator Scout, also known as Jean Louise Finch. Specifically in chapter 5, Lee demonstrates how Scout felt heartbreak when Dill told her he loved her and then left her. Lees purpose is to expand this aspect of the human condition Heartbreak of betrayal by incorporating literary elements such as symbol, juxtaposition, metaphor, and tone. Lee opens up chapter 5 with Scout explaining how she knew Jem would get tired of her nagging him, and was relieved when he was. “My nagging got the better of Jem eventually,” (Pg.55). This passage demonstrates how Scout realized that her nagging of Jem would only irritate him more, and that was a moment of realization and maturation for her, coming of age. Lee uses the symbol of the game that Scout and Jem were playing to juxtapose how young they were. The game was about Boo Radley’s life, and it wasn't exactly child friendly, juxtaposing how young Dill and Scout were. Lee uses the symbolism of summer to represent Dill and Scouts relationship. Summer...
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...The classic novel To Kill a Mockingbird has ended up on thousands of classic to read list, school’s required reading, some school even banning the book all together, only to win the Pulitzer Prize in 1961, become a Academy Award-winning film, and is going to be talked about for hundreds of years. So what is it? This tale told by Jean Louise “Scout” Finch, a girl ageing between seven to nine, in Maycomb County a small town in Alabama, lives in a world she soon realizes is not perfect, and struggles to understand why things are the way they are. From race, sex, and all between, this classic tales takes the perspective “innocent eye” to a new level. Scout mother died when she was two, so she does not even miss her, but Jeremy (Jem) does. Jem,...
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...Most people are not able to achieve justice, simply because they lack the audacity to. In Harper Lee’s To Kill a Mockingbird, justice is a concept that is seldom sought after. The novel takes place in the town of Maycomb, Alabama, a prejudiced society where African Americans are oppressed by its white civilians. The novel is narrated by Scout Finch, a young girl who is deprived of her innocence as she comes into contact with the racial injustice in her town. Scout’s father, Atticus Finch, is a lawyer who opposes the bigoted views of Maycomb. Atticus values the equality of every human being, including African-Americans, a group that is heavily despised by the majority of Maycomb. Throughout the novel, Finch repeatedly demonstrates justice by sticking to his moral beliefs. For...
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...* 1. The passage above is notable chiefly for c. a literary conceit 2. In The Federalist, No, X, James Madison proposed that the dangers of factions be controlled by a a. republican form of government * 3. Sky Woman, Wolverine, and Turtle are all important figures in which of the following types of literature ? * d. Native American oral tales * 4. In line 1, “offspring” most probably refers to the author’s * b. book of poem * * 5. “My rambling brat” (line 11) is an example of * d. personification * * * 6. Place the name of teach of the Colonial era figures beside the British colony with which he is most closely associated. A. John Smith- The Virginia Colony B. John Winthrop- The Massachusetts Bay Colony * C. Roger Williams- The Colony Of Rhode Island * * * 7. The passage above is an example of a. Puritanism * * 8. Thomas Pain’s Common Sense had a direct influence on which of the following Revolutionary era works? * c. Jefferson’s Declaration of Independence * 9. The passage above is from * a. William Bradford’s The History of Plimouth Plantation 10. All of the following are writers of the Colonial era EXCEPT b. Margaret Fuller 11. The passage would best be described as an example of d. Sentimentalism 12. The first paragraph of the passage provides an example of which of the following figures of speech ? c. Apostrophe 13...
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...Senior English Curriculum Map: 2010-2011 School Year English IV * Note: “Sacred Book List” Addendum is at the end of this document Quarter #1 August 23 to October 22 Essential Questions: 1. How do writers and artists organize or construct text to convey meaning? 2. What does it mean to be a stranger in the village? Unit Goals 1. To understand the relationship between perspective and critical theory. 2. To apply critical theories to various texts studied and created. 3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis. Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. . Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of...
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...ENGLISH HANDBOOK -“Welcome to my evil lair…” -Mr. Braiman Brooklyn High School of the Arts www.mrbraiman.com http://handbook.mrbraiman.com “EVIL” Welcome to my evil classroom lair. In order to become full-fledged evil “minions,” you need to read this handbook carefully. It explains everything you need to know. “English,” as you may know, is shorthand for “English Language Arts.” Being that we are in an Arts school, but one where academics must and always do come first, it is important that we approach the subject as what it is: an art form. How does one study the arts? What exactly do we do when we study drawing, sculpture, music, or dance? Well, anyone who has studied the arts will tell you that studying the arts essentially involves two things: • Learning about, and developing an awareness of and appreciation for, existing works of art in that particular form; • Developing the skills and techniques associated with the art form, in order to create our own works. In the case of language arts, much like any other art form, we will be studying existing works of art (i.e., reading books, stories and poems), and developing the skills to produce our own (i.e., writing). That’s what English Language Arts is. We will also be preparing ourselves for New York State’s Regents Comprehensive Examination in English, which we’ll all be taking in June. This two-day, six-hour, four-part exam requires no specific knowledge or content, but it does require the skills to listen, read,...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...A Passage to India E. M. Forster Online Information For the online version of BookRags' A Passage to India Premium Study Guide, including complete copyright information, please visit: http://www.bookrags.com/studyguide−passageindia/ Copyright Information ©2000−2007 BookRags, Inc. ALL RIGHTS RESERVED. The following sections of this BookRags Premium Study Guide is offprint from Gale's For Students Series: Presenting Analysis, Context, and Criticism on Commonly Studied Works: Introduction, Author Biography, Plot Summary, Characters, Themes, Style, Historical Context, Critical Overview, Criticism and Critical Essays, Media Adaptations, Topics for Further Study, Compare &Contrast, What Do I Read Next?, For Further Study, and Sources. ©1998−2002; ©2002 by Gale. Gale is an imprint of The Gale Group, Inc., a division of Thomson Learning, Inc. Gale and Design® and Thomson Learning are trademarks used herein under license. The following sections, if they exist, are offprint from Beacham's Encyclopedia of Popular Fiction: "Social Concerns", "Thematic Overview", "Techniques", "Literary Precedents", "Key Questions", "Related Titles", "Adaptations", "Related Web Sites". © 1994−2005, by Walton Beacham. The following sections, if they exist, are offprint from Beacham's Guide to Literature for Young Adults: "About the Author", "Overview", "Setting", "Literary Qualities", "Social Sensitivity", "Topics for Discussion", "Ideas for Reports and Papers". © 1994−2005, by Walton Beacham. All other...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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