No+5+Extrapolated+activities+for+teacher

Activity C7 – Literary dominos; play dominos using the ones in the Mockingbird folder.Once the Students have the idea ask them to create their own questions and answers. They can use their texts to remind themselves of the appropriateevents or facts that can be used as questions. Let them know that they must check with the teacher first because only one student can ask each question (to avoid duplication). Once they have thought of a question and it has been approved by the teacher they write it on rough paper. Once everyone has thought of a question and answer you can proceed to the next step. (You may have to help some students, try to guide rather than simply give them a question). Give out slips of coloured paper, have the students draw a line vertically down the middle. On the left hand side box they are to write their question. Then the students pass the piece of paper to their neighbour on the right who writes their answer. Each piece of paper will have a question and a different answer on it. Then shuffle the cards and distribute them around the class. The first student reads out their question and the person who thinks they have the answer puts up their hand or shouts ‘bingo’ or whatever to signal. If they are right they get to read their question, if they are wrong they get a point on the board. If they get more than three points on the board they have to stand up in front of the class at the end of the lesson and sing a song! (this should discourage shouting for the sake of it…) Sample questions; Why did Jem have to read to Mrs Dubose? Because he lopped off the top of her Camellia bushes
 * Teachers advice –**

Why did Jem lop off Mrs Dubose’s Camellias? Because she said Atticus was no better than the ‘niggers’ and white trash he worked for.

What happens to Scout during the fire that she is unaware of? A blanket is put over her shoulders.

Who is assumed to be responsible? Arthur ‘Boo’ Radley

Who narrates the novel? Miss Jean Louise (Scout) Finch

Whose house burns down in the book? Miss Maudie Atkinson’s

What does she loathe finding in her garden? Nut grass

Why does Scout believe that Dolphus Raymond is an evil man? Because she thinks he’s always drunk

What does Dolphus Raymond really have in his paperbag? Coca cola


 * Activity C8**
 * Museum Box;**
 * Have the students bring their laptops to class for this activity.**
 * Log onto [|www.museaumbox.e2bn.org]**
 * The site is pretty self explanatory, once the students have decided what their character or theme is give guidance as to where they can find images; Flikr, Crooked Brains or Google Images.**
 * They can use parts of poems, articles or other books provided they give references in their project description.**


 * Activity B5**
 * Revising Language Features Worksheet.﻿**

A. Tone: **this is how the composer feels about the subject of the poem or song. The word choice, poetical devices and symbolism will convey the tone of the poet. There are many words**
 * that can be used to describe tone. Eg. Angry, concerned, frustrated, mournful, critical, mocking, bitter, cynical, etc.**

Exercise: B. Word Choice: **words are very powerful and persuasive when used effectively. The words used convey the composer’s attitude and message. The words in a protest song or poem** C. Structure: **a song has a repeated chorus and the words may or may not rhyme. Protest songs can be free verse or lyrical with a rhyming scheme.** D. Poetical Devices:** there are many poetical devices that a composer can use. Here are some of the main ones you need to know:
 * Think of an issue that you feel strongly about and carefully select your words to create a tone that is mocking and critical in a short written piece:**
 * can be emotive (stirring emotions) and/or satirical (mockingly making a comment on society’s flaws).**
 * Similes: a comparison using ‘like’ or ‘as’. E.g. ‘He floats like a butterfly’
 * Metaphors: where one thing becomes another. E.g. ‘War is a destructive monster’
 * Personification: giving human qualities to a non-human object. E.g. ‘The hydrogen bomb left behind a lethal calling card’
 * Oxymoron: two contradictory words placed together to make a dramatic point. E.g. ‘Sweet sorrow’
 * Hyperbole: dramatic exaggeration, often used to comic effect. E.g. I’m so hungry I could eat a horse.
 * Apostrophe: addressing an inanimate object or a dead person as if they were alive. E.g. ‘Death by not proud though some have called thee mighty…’
 * Repetition: repeating key words, phrases or ideas.
 * Alliteration: repeating the first letter (consonant) at the beginning of a number of words. E.g. ‘The rifles rapidly fired and reloaded’
 * Consonance: repeating the consonant anywhere in a number or words. E.g. ‘__D__ea__d__ly __d__estruction of the __d__ormant worl__d__’
 * Assonance: repeating the vowel sound in a number of words. E.g. __‘I__t __i__s a s__i__n’
 * Onomatopoeia: a word that echoes the sound it represents. E.g. ‘The __goo oozed__ out of the wound’
 * Sibilants: repetition of the ‘s’ sound in a number of words. E.g. ‘__S__ilent ga__s__ __s__uffocated the __s__leeping __s__oldier__s__’


 * E. Other Features:**
 * **Irony**: saying one thing and meaning another. E.g. (about someone aloof) ‘She’s sooooo friendly’
 * **Symbolism:** a representation. E.g. a lion for a brave man, a rose for a beautiful woman.
 * **Narrative voice:** 1st person = I, 2nd person = you, 3rd person = he, she or they.
 * **Imperative voice:** making a statement instead of posing a question. E.g. ‘Hand your books in’ rather than ‘Could you hand your books in?’
 * F. Rhyme and Rhythm:**
 * **Repetition:** a powerful way to direct attention to the parts of a song or poem that the composer wants to emphasise.
 * **Rhyme:** a rap employs rhyme to make it catchy and more memorable.


 * G. Musical Features:**
 * **Vocals:** consider the pitch, tone and pace of the voice.
 * **Pace:** consider the speed of the song or poem.
 * **Instrumental:** consider the choice of instruments and their impact on the sound of the song and the message.

Identify the following features:
 * Exercise:**
 * The river was choking on the rubbish……………………………………….
 * Slowly, silently and stealthily he slid………………………………………...
 * You missed the target by a mile……………………………………………...
 * The urge to kill is a barb in the soul………………………………………….
 * She was a fair, fragile fairy…………………………………………………...
 * The guns spat angrily………………………………………………………….
 * And at each slow dusk, a drawing down of blinds………………………….
 * The clubbing of the hun’s gun………………………………………………..
 * He waded through waist deep water………………………………………...
 * Oh glorious sun, shine on this beauty……………………………………….
 * Men marched asleep………………………………………………………….
 * Sunlight throws scythes against the afternoon……………………………..
 * Oh beautiful, beautiful child now you are free……………………………...

Activity A1 ** To Kill a Mockingbird ** ** By Harper Lee ** Despite what you may think, authors don’t sit down to write with the sole purpose of torturing millions of high school students lucky enough to study their books in the years to come. Writers have something to say. They want to help us learn more about ourselves and other people. They want to make a point about life and how to live it. They will convey those ideas via themes and issues in their books. Lee was concerned with big issues when she wrote Mockingbird. She wanted to reveal what life was like for African-Americans in the deep south. She also wanted to tell people what life was like for the poor, for children and for women. She wanted us to have a picture of the inequities of life and for her readers to consider how they treat each-other. All people are equal and should be treated so. True courage is; knowing you may not succeed but continuing to face up to the obstacles you encounter anyway. Hypocrisy is cruel and unjust. Reading is one of life’s most important skills. It helps us understand the world around us and our place in it. Racism is unjust and abhorrent. Good manners mean making guests feel welcome regardless of who they are or how rich they might be. A loving and supportive family can help you face any challenge in life. To truly understand a person you need to ‘walk a mile in their shoes’. Children should be encouraged and praised for any kind of learning – not discouraged or held back because they don’t conform. It’s important to fight with your head and heart and not with your fists. ||  || Racism and prejudice. Poverty. Women’s rights. Law and justice. Education. The class divide (rich or poor). Growing up. ||  ||
 * To Kill a Mockingbird || Notes from your chosen articles that provide evidence that the issue you have chosen is still a problem today. ||
 * Themes;
 * Issues;