Comparing Characters Lesson Plan

English I

TKAMB Innocence Essay

Ms. Splichal

This lesson works well in conjunction with reading the novel To Kill A Mockingbird. Students will complete a project based lesson before composing an essay from analyzing the characters within the plot.

Professional Preparation:

Learning objective: Teaching the students to notice different similarities and differences of characters in the novel and writing a strong thesis statement.

Explicitly stated rule: All characters have similarities and differences, but some characters have so many similarities and differences that there is no way around comparing them. The same thing can be said about comparing families as a whole.

Logistics of Lesson:

Academic Language Required: Compare, contrast, Venn diagram, think critically, and discuss 

Relevance: Students need to start comparing characters in To Kill a Mockingbird because it will make the process of doing so as the book progresses a lot easier and more enjoyable. This will also help them to better make inferences and predictions about how the characters and their actions will progress through the novel.

Learning Tasks:

1.     Provide students with a resource which lists all of the characters names in To Kill a Mockingbird. While having students jot down notes on character traits they notice about the characters, read the chapters while playing the audio book read by Sissy Spacek https://www.audiofilemagazine.com/reviews/read/27849/to-kill-a-mockingbird-by-harper-lee-read-by-sissy-spacek/. Pause wherever you see fit to ask for comments and questions.

2.     Ask the students if they notice any characters that are comparable  

3.     As a class, come to the consensus of the explicitly stated rule and agree which characters inevitably need to be compared and contrasted.

Active Practice:

1.     Divide students into five groups of four students. Hand out a poster board to each group. Students will prepare a Venn diagram to compare and contrast two of the characters. For example, Walter Cunningham, Jr. and the Scout Finch, Helen Robinson and Calpurnia, Mrs. Dubose and Miss Maudie, Atticus Finch and Aunt Alexandra, or Tom Robinson and Mayella Ewell. On a separate worksheet, there are questions for them to answer in regard to numerous characters and points of the chapter as well. Give the students 15-20 minutes to complete this.

2.     Come together as a class and have each of the five groups present their Venn diagrams.

3.     Present the following to the class: https://docs.google.com/presentation/d/1PFZBloEM8HPfcl6UyeFNhOdVzDaMNZcNWk4ufVDzUkA/edit?usp=sharing   

Extension: Analyze the title

Discuss the title, To Kill a Mockingbird, and ask whether any of the characters may represent a mockingbird. The title represents opression and innocence. Find the quote in the book where Atticus explains why it is a sin to kill a mockingbird. 

For independent work, after presenting their posters to the class, have students choose which character they believe represents the mockingbird. Students will write the name of the character on their essay assignment sheet.  After choosing the character, students will explain how the character chosen has had the fullness of their life stifled as a result of the events in the plot. These explanations will help with composing a strong thesis statement before beginning the innocence essay. Have students submit their thesis statements for grading.

Informal Assessment: Attentively listen to what the students have to say in discussion and walk around the class to view their Venn diagrams. Also, check their character selections and explanations. Some may need to be rechosen if the character's role in the plot does not provide strong enough evidence to support said character as the mockingbird. Have students share their thesis statements with the class and together make any adjustments before beginning essay.

Formal Assessment: Students will submit an essay for grading using Six-Traits of Writing. 

 Accommodations for special learners:

·      Reading the novel aloud allows both visual and auditory learners to learn their best.

·      A pretyped character sheet with all character descriptions can be provided to students with IEPs. In lieu of writing, they will highlight the words.

·      Giving students 15-20 minutes to work on their worksheet allows certain students with IEPs to not feel too rushed and/or overly stressed.

Works Cited

Papageorge, Ellie. "Comparing Characters Lesson Plan". OER Commons. Institute for the Study of Knowledge Management in Education, 06 Mar. 2016. Web. 16 Apr. 2023. <https://www.oercommons.org/authoring/12584-comparing-characters-lesson-plan>.

Amedee, Rachel. "Elements of To Kill a Mockingbird Presentation". OER Commons. Institute for the Study of Knowledge Management in Education, 16 May 2019. Web. 10 Apr. 2023. <https://www.oercommons.org/authoring/54342-elements-of-to-kill-a-mockingbird-presentation>.

Nunan, Lindsay. "Writing Strong Thesis Statements". OER Commons. Institute for the Study of Knowledge Management in Education, 19 Jun. 2017. Web. 16 Apr. 2023. <https://www.oercommons.org/authoring/22521-writing-strong-thesis-statements>