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Here is a link for the GoogleDoc we worked on in class when we were looking for quotes that illustrate character traits from To Kill a Mockingbird . 

Tomorrow you need to come to class with quotes (the graphic organizer with boxes and arrows).  Nothing else.  I will chose two pairs of characters, and you will be able to chose ONE of those pairs to write your compare/contrast essay. 

GOOD LUCK, you will do great!

Here’s a little more for those of you that are panicking:

To Kill a Mockingbird notes for Comparison/Contrast Essay

Tom Robinson and Boo Radley

Similarities:

·         Innocent

·         Mockingbird symbols

·         Social Outcastes

·         Victims of prejudice

·         Accused of crimes but innocent

·         Atticus views them

Differences:

• One has a community (black) and one has no community, is secluded
• Town’s view on them – pities Boo, hates Tom
• Boo’s = social prejudice while Tom =  racial prejudice 
• Tom Robinson has no choice but is exposed while Boo wants to be isolated
• Heck tried to protect Boo but not Tom
• Boo committed crimes, Tom did not

Calpurnia and Aunt Alexandra

Similarities:

• Both are despised in the beginning by Scout but then respected by the end
• Strict in dealing with Scout
• Well-mannered women, motherly figures

Differences:

• Cal - teaches Scout values, right and wrong. AA - teaches Scout to be a lady
• Cal – accepts the children as they are. AA – wants to change them
• Cal – is like a mother from the kid’s p.o.v., part of the family. AA – is an outsider

 Scout and Atticus

 Similarities:

• Follow their own ideas, self confident, courage
• Understand other people’s point of view, perspectives, have empathy for others
• They have the ability to change other people’s points of view

 Differences:

• Atticus is emotionally distant, detached while Scout is very emotional
• Atticus is experienced, mature while Scout lacks the ability to understand things
• Atticus is a static character while Scout is a dynamic character
• Levels of tolerance – Scout wants to fight while Atticus is patient

Mrs. Dubois and Mrs. Maudie

Similarities:

• They have the strength to overcome problems, adversity
• They help Jem and Scout become young adults, teach them lessons
• They are “Southern Belles”

Differences:

• Attitudes toward Atticus. Maudie has respect, Dubois does not.
• Maudie is open-minded. Dubois is old-fashioned, closed-minded
• Maudie is not racist, Dubois is racist
• Jem and Scout like Maudie, do not like Dubois

The Cunninghams and Ewells

Similarities:

• Both have a long history in Maycomb
• Both are hit hard by the Great Depression
• Both use alcohol and can be violent when they do

Differences:

• Cunninghams are hard-working, respected. The Ewells are lazy, ignorant, disgrace to the town
• Cunninghams borrow and pay back society. The Ewells take and do not give back to society
• Cunninghams are not educated because they have to work. The Ewells don’t want education

To Kill A Mockingbird - Comparison/Contrast Essay Assignment

Background: The compare/contrast writing format is one of the most common forms you will encounter in your academic careers.  Moreover, being able to think in this form helps you to make all kinds of important decisions in your life—what things to buy, what college to attend, which boy or girl to date, what kind of pet to get—the list is endless.

Your Task:  To write a well-constructed comparison/contrast essay based on two characters from the novel, To Kill a Mockingbird. There five sets of possible characters for this essay:

1.     Boo Radley and Tom Robinson

2.     Miss Maudie and Mrs. Dubose

3.     The Ewells and the Cunninghams

4.     Scout and Atticus

5.     Calpurnia and Aunt Alexandra

On the day that you write your essay:

Your teacher will highlight two of the five options

• You must write your essay on either of the two options selected by your teacher

What you need in class on the day you write your essay:

This assignment sheet and the rubric; there can be no additional writing on it.

• Your Compare/Contrast note-taking sheets.  This sheet will be turned in along with your essay and the rubric. This sheet must be hand written; computer-printed and photocopied documents will not be allowed. You can not use your book on the day you write.
• Dictionaries and thesauruses will be available in class.

How to write a comparison and contrast essay:

Introduction Paragraph

            1.  Catch the reader’s attention - Something that “hooks” the reader, pulls them into the writing and makes them want to read more.

            2.  Background Information - Discuss anything the reader needs to know before you start to explain your topic. For example, important background to the author, the novel, the time period, etc.

            3.  Thesis Statement - Be specifc about your position when answering the question.

Body Paragraphs

1.  Topic Sentence: State your argument and the specific examples you plan to use for support - For each separate body paragraph, the topic sentence should refer to the examples you plan to discuss.

2.  Explain the examples or evidence that support your argument - Be specific by using direct quotes from the novel as needed.

3. A concluding thought summarize and clarify the information you have presented - Be sure the reader understands that you have successfully answered the essay question at this point.

4. Tranisition into the next paragraph - Transition words should be used throughout your paragraphs, but it is a good idea to use transition words to indicate to the reader that there is another example to follow (not needed for your final body paragraph).

Conclusion Paragraph

            1.  Remind the reader of your position - restate your thesis statement.

            2.  Briefly review  the main points that support your position.

            3.  Final closing thoughts - leave the reader with a intelligent idea about your position.

Example Paragraph:  (note: this is NOT a complete essay!)

   Although Lennie, from Of Mice and Men, and Arthur Radley (Boo), from To Kill a Mockingbird, appear different on the outside they are very similar characters.  They are both ‘mockingbirds’ in their stories, which symbolizes their innocence.  Both societies do not welcome them and discriminate against them; they are socially not accepted.  Similarly, they both mean no harm when they both kill a character in the stories (Curley’s wife and Bob Ewell).  In Of Mice and Men, Lennie is killed; conversely Boo Radley is saved from his society.  They both have mental issues as Lennie is mentally retarded and Boo stays locked up inside his house and was suppose to go to an asylum.  They have differences such as Lennie who is referred to as a wild animal, reacts without thinking, and loves to talk.  Whereas Boo, on the other hand, is observant, thinks before he acts and has seldom spoken in his life.  Despite their differences they both mean well to their surroundings and care for people. 

General Things to Remember for English Papers/Essays:

► in-class essays must be written in black or blue ink

► essay must have a title that is concise and represents the subject of the essay (”Expository Essay” is not a title.  The Catcher in the Rye has been taken…)

► if your title includes the name of a poem, play, book, etc., then the normal underlining or quotation mark rules apply.  e.g.:

            The Impact of Racism in To Kill a Mockingbird

► Always avoid these pronouns: I/Me/We/You/Us

► follow MLA guidelines for internal citations and PUNCTUATE correctly

► write in present tense, regardless of when the text was written that you are analyzing.

e.g.:      Shelley employs vivid imagery in “Ozymandias” and warns that all societies will eventually crumble.  (not “employed” or “warned”)

► avoid informal/colloquial language (e.g. “stuff”   “kids”)

► avoid using contractions:  “did not” instead of “didn’t”;   “would have” instead of “would’ve”,  etc.

► titles of long pieces (books, movies, plays, newspapers, encyclopedia) are underlined, or if typing, italics are also acceptable

► if using quotations from the text you are analyzing, be sure to IMBED (blend the quotation with your own sentence) and deal with the SO WHAT factor.  Do not just explain what the quotation means—that is very poor writing style for high school

► The entire introduction and conclusion should be in your own words—no quotes from the text

Method 1 - Dealing with each aspect separately

Comment: this method is easy to write, because it follows a sequence. It is suitable for short pieces of writing (500 words), but in longer pieces of writing the reader will have to work hard to see the relation between ‘A’ and ‘B’; for example, ‘Lennie’s Mental Abilities’ will be many sentences away from ‘George’s Mental Abilities’ (Aspect B).

Method 2 - Dealing with each category separately

Comment: method two gives the reader more help in following the comparisons. In this case it is the writer who needs to work hard, to categorize each point clearly, in his/her outline, before writing.

Creative Writing for To Kill A Mockingbird:

Using the account of the trial in chapters 16-21, make one or more new texts by adapting the original.  Please post this on your ePortfolio and you may want to submit it to the website fanfiction.  Here are some suggestions:

• Write an account of the events of a chosen day, or a summary of the trial after the verdict for a local or regional newspaper, such as the Maycomb Tribune, the Montgomery Advertiser or the Mobile Register. (All these newspapers are named in the text. While Maycomb is a small [fictitious] town, Montgomery is the state capital of Alabama and Mobile is another large city in the same state.)
• Script and present a short item on any part of the trial for a news broadcast on an Alabama radio station.
• Write a scene for a play (stage or TV) or cinema screenplay of some part of the trial. You may wish to edit the original text to make your version shorter.
• Prepare a list of bullet points for Atticus to use in presenting his appeal against Tom’s conviction.
• Write one or more monologues, showing how various people experienced or witnessed the trial. These could be participants or observers. You may wish to choose some of the following: Judge Taylor, Mayella Ewell, Calpurnia, Helen Robinson, Mr. Gilmer, Heck Tate, Dill. Decide how open and truthful you want to be.

Reading Schedule for this week:

Monday/Tuesday March 8 & 9: for HW read chapters 22-24

Wednesday/Thursday March 10 & 11: for HW read chapters 25-28

Monday/Tuesday March 15 & 16: complete the novel ch. 29-31

As you begin to analyse the different characters from To Kill A Mockingbird, please use your worksheet from class and see our notes from class.  Then complete the following activity in class.

To Kill a Mockingbird -  Drawing a Character Based on Textual Support

 Task:  To create a drawing of one of the characters from To Kill a Mockingbird, based on textual evidence.  You will work in pairs or singles, your choice.

 Steps:

 - Begin looking in the novel for any thing that describes what your character looks like, acts like, thinks, or feels.   Use the STEAL mnemonic device to assist you if necessary.

 - Write down these quotes, as you will need to put them on your poster.

 - Create a drawing of that character that fills up most of the paper.  Around the drawing, write the quotes from the novel that support your ‘vision’ of the character.

 - Please provide correct MLA citations for every quote!   Also label each of your direct quotes with either:  Speech, Thoughts, Effect on Others, Actions, or Looks

 e.g.:  Looks:  “…she was nearsighted; she squinted…” (6).

 Although this is not art class, do your best.  Your drawings will be assessed based on use of textual support from the novel and your ability to provide correct MLA citations.  The drawings will be placed outside on the bulletin board and in the classroom.

 You should have a minimum of SEVEN (7) examples of direct textual support; some characters may have more.

 Character Options:

Calpurnia                    Scout                                                      Dill

Boo Radley                Atticus                                                   Jem

Burris Ewell               Walter Cunningham                           Miss Maudie

Grading:

Efficient use of class time                                                  /5

Minimum of 7 direct quotes                                              /5 

Quotes chosen are effective                                              /5

MLA citations are all correct                                             /5 

Each quote is correctly labeled                                         /5

Drawing accurately represents the character, based on the quotes          /5

TOTAL    /30

Next week “The Odyssey Club” will be promoting its annual short story contest. Details will be outlined during Tuesday’s assembly and on the various posters that will adorn our hallways and bulletin boards mid to late next week. For now, here are the details:

1.      600 word maximum!

2.      Must have the prompt (“….and a silent scream split my brain…”)and the theme (“Dreams and Hopes”)

3.   All stories must be submitted to Mr. Krocker, room 306, by April 2, 2010

4. Prize Money: 1^st, 2^nd and 3^rd Place … (1500, 1000, 500 baht gift certificates for Kinukoniya)

For your ePortfolio (AKA: your blog), chose one of the following topics to write about by next class:

1. Compare your growing up years with that of Scout, Jem or Dill.  Are there any similarities?  Any differences?  Can you relate to any of these kids?  Explain.

2. What is “courage”?  What makes someone courageous?  Use examples to support your definition.

3. What are the benefits of living in a small community?  What are the negative aspects?  Relate this to your own experience, how you live, where you live, etc.