LEARN NC

K–12 teaching and learning · from the UNC School of Education

Justice for All? To Kill a Mockingbird and A Time to Kill

Following a study of the novel To Kill a Mockingbird, students will view the courtroom scenes in To Kill a Mockingbird and A Time to Kill and determine factors which influenced the verdicts in each trial.

A lesson plan for grades 9–12 English Language Arts and English Language Development

By Becky Ackert and Deborah Belknap

About the authors

Becky has taught English at West Carteret High School for 28 years.
Deborah has taught English as a Second Language and Theatre Arts at West Carteret for three years.

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Learning outcomes

After viewing the courtroom scene in each movie, students will be able to:

  • recognize and identify examples of prejudice.
  • identify verbal and non-verbal persuasive tactics.
  • identify similarities and differences in each trial.
  • identify cultural factors that influenced each verdict.
  • select an issue and take a stance which reflects the viewpoint of the particular period.

Teacher planning

Time required for lesson

3 days

Materials/resources

Videos, To Kill a Mockingbird and A Time to Kill
Seven attachments below.

Technology resources

Television, VCR or DVD player

Pre-activities

Students will have already read and discussed the novel, To Kill a Mockingbird.
The teacher will lead an oral discussion of the court system of the United States and have students identify and discuss recent controversial court cases which have been in the news.

Activities

  1. Teacher will show the courtroom scene in To Kill a Mockingbird. Teacher will lead an oral discussion (See attachment for questions). Students will verbally respond to the questions.
  2. Teacher will give background information on A Time to Kill. See Synopsis of A Time to Kill for notes.
  3. Students will view the courtroom scene in A Time to Kill. Teacher will lead an oral discussion using the same questions as before. Students will verbally respond to the questions.
  4. In small groups of 4-5, students will discuss and fill in comparison/contrast chart. Teacher will lead a discussion of the results and students will respond verbally.
  5. Teacher will give students a copy of the writing assignment and the Assessment rubric. Students will complete the writing assignment in two-three days outside of class.
  6. Students will read and share assignments with class on date due, defending their positions.

Assessment

Assessment Rubric

Supplemental information

The advanced limited English proficient student
will use expanded vocabulary effectively in social and academic settings with few errors and will rely much less on forms of non-verbal communication. Learning objectives focus on comprehending academic questions spoken at normal speed, following multi-step directions on academic topics, demonstrating comprehension of various literary genres, initiating and participating in group discourse, preparing and delivering presentations, elaborate effectively using description and comparison, developing reading fluency, analyzing text and evaluating literature, understanding the elements of poetry, using reference materials, discerning cultural variations represented in texts, identifying literary elements of fiction and non-fiction, writing about complex themes, reflecting, evaluating, analyzing and responding to texts, and examining cause-effect relationships.

Related websites

N/A

Modifications

  • The student should have a list of the critical vocabulary for English Language Learners (see above) prior to reading the novel or viewing the video clips.
  • The student may use an English dictionary and an English/Native language dictionary to find definitions.
  • The student should be able to view the video clips at least one time before viewing them with the rest of the class.
  • The student should be given a copy of Synopsis of A Time to Kill before viewing the video clip.
  • The student should be given a copy of Questions for Discussion before viewing the video clips.

The student should be given the LEP Venn Diagram to complete the compare/contrast activity.

The teacher will use the LEP assessment rubric for the writing assignment.

The student should have extended time to complete the assignment, if needed.

Alternative assessments

Assessment Rubric and LEP assessment rubric

Critical vocabulary

Trial, Jury, Attorney, Defendant, Prosecution, Testimony, Prejudice, Summation, Verdict, Arraignment, Sentence, Persuasive, Similarities, Differences, Analyze, Editor

Comments

This novel is taught in the eleventh grade in our school, but the assignment could work for ninth graders who read the novel.

This lesson plan was developed during the English Language Development Standard Course of Study lesson planning institutes hosted by the North Carolina Department of Public Instruction and LEARN NC, June and July, 2004. It includes specific strategies, instructional modifications, and alternative assessments which make this lesson accessible to limited English proficient students. Please note that this lesson has been aligned with the goals and objectives of the N.C. English Language Development standards.
This lesson was modified for the advanced limited English proficient student. Additional modifications are needed for a novice or intermediate level student.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 11 — English III

  • Goal 3: The learner will demonstrate increasing sophistication in defining issues and using argument effectively.
    • Objective 3.01: Use language persuasively in addressing a particular issue by:
      - finding and interpreting information effectively.
      - recognizing propaganda as a purposeful technique.
      - establishing and defending a point of view.
      -responding respectfully to viewpoints and biases.
    • Objective 3.02: Select an issue or theme and take a stance on that issue by:
      - reflecting the viewpoint(s) of Americans of different times and places.
      - showing sensitivity or empathy for the culture represented.
      - supporting the argument with specific reasons.
    • Objective 3.03: Use argumentation for:
      - interpreting researched information effectively.
      - establishing and defending a point of view.
      - addressing concerns of the opposition.
      - using logical strategies (e.g., deductive and inductive reasoning, syllogisms, analogies) and sophisticated techniques (e.g., rhetorical devices, parallelism, irony, concrete images).
      -developing a sense of completion.
  • Goal 5: The learner will interpret and evaluate representative texts to deepen understanding of literature of the United States.
    • Objective 5.02: Analyze the relationships among United States authors and their works by:
      - making and supporting valid responses about the text through references to other works and authors.
      -comparing texts to show similarities or differences in themes, characters, or ideas.
  • Goal 6: The learner will apply conventions of grammar and language usage.
    • Objective 6.02: Discern and correct errors in speaking and writing at a level appropriate to eleventh grade by:
      - reviewing and refining purposeful use of varying sentence types with correct punctuation.
      - reviewing and refining correct pronoun usage, antecedents, and case.
      - refining subject/verb agreement and choice of tense.
      - extending effective use of phrases and clauses. - discussing parts of speech as they relate to writing.
      -editing for correct spelling and mechanics.

English Language Development (2005)

Grades 9–12

  • Goal 1. Listening: The learner will apply conventions of grammar and language usage.
    • Objective AD 1.01: Comprehend most conversational questions spoken at normal speed.
    • Objective AD 1.02: Understand and follow multi-step directions on academic topics when spoken at a normal speed with occasional restatement.
    • Objective AD 1.03: Comprehend academic questions spoken at normal speed.
    • Objective AD 1.06: Respond appropriately when participating in group discourse by adapting language and communication behaviors to the situation to accomplish a specific purpose.
  • Goal 3. Reading: The learner will apply conventions of grammar and language usage.
    • Objective AD 3.07: Identify and demonstrate knowledge of various types of communication (e.g., expressive, informational, argumentative, critical).
  • Goal 2. Speaking: The learner will apply conventions of grammar and language usage.
    • Objective AD 2.02: Engage and initiate more extensive social and classroom discourse with peers and adults on unfamiliar topics by asking and answering questions, restating ideas, and soliciting information.
    • Objective AD 2.05: Express an informed opinion that is logical and coherent.
  • Goal 4. Writing: The learner will apply conventions of grammar and language usage.
    • Objective AD 4.01: Demonstrate writing using a wide variety of complex vocabulary, including academic vocabulary and idioms.
    • Objective AD 4.02: Use varying sentence styles and types.
    • Objective AD 4.03: Write about complex themes outside the realm of personal experience.
    • Objective AD 4.04: Assess writing for conventions of effective writing (e.g., audience, purpose, etc.).
    • Objective AD 4.07: Defend argumentative positions on literary and nonliterary issues by using support and elaboration.
    • Objective AD 4.09: Demonstrate understanding of selected literature through interpretation and analysis.
    • Objective AD 4.10: Apply conventions of grammar and language usage.
    • Objective AD 4.11: Analyze and respond to texts that contain characteristics of cultural variations.