English
Log In
When Women Write: To Kill a Mockingbird
Class experience
US Grade 8 - 11
What is the big deal with this book? Why do so many people love this story? And what was it like to be a female author in a time when women's rights were beginning to cause a ripple effect on the American landscape? What are the themes Ms. Lee wove through her story of the Deep South, two motherless children and their intellectual father, and one very important court case? How does a book like 𝑻𝒐 𝑲𝒊𝒍𝒍 𝒂 𝑴𝒐𝒄𝒌𝒊𝒏𝒈𝒃𝒊𝒓𝒅 remain popular over 50 years after its publication? In this 4-week course,...
4 lessons//4 Weeks
Week 1Lesson 1Introductory Lecture and DiscussionDuring the first live meeting, I will be introducing you to the author and the novel, focusing on cultural, historical, and social issues covered in the story. You don't need to have any of 𝘛𝘰 𝘒𝘪𝘭𝘭 𝘢 𝘔𝘰𝘤𝘬𝘪𝘯𝘨𝘣𝘪𝘳𝘥 read yet, but feel free to start it if you like.Week 2Lesson 2Discussing Chapters 1-10During the live meeting, we will discuss chapters 1-10 by Socratic method. We will also discuss the week’s project and assignments.Week 3Lesson 3Discussing Chapters 11-20During the live meeting, we will discuss chapters 11-20 by Socratic method. We will also share our projects and discuss the essay due at the end of the course.Week 4Lesson 4Discussing Chapters 21-31During the live meeting, we will discuss chapters 21-31 and wrap up our study of 𝘛𝘰 𝘒𝘪𝘭𝘭 𝘢 𝘔𝘰𝘤𝘬𝘪𝘯𝘨𝘣𝘪𝘳𝘥.
This class is taught in English.
Students will become familiar with Lee's To Kill a Mockingbird, learn to identify its theme and motifs, and be able to draw educated conclusions from our rhetorical discussions. CCSS RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently. CCSS RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. CCSS RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently. CCSS W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. CCSS W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. CCSS W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
I re-read 𝑻𝒐 𝑲𝒊𝒍𝒍 𝒂 𝑴𝒐𝒄𝒌𝒊𝒏𝒈𝒃𝒊𝒓𝒅 as an adult on a whim and I couldn't believe how much I once again adored this book. Now the book remains at the top of my all-time favorites list, and I'd love to share it with you in a way that makes you come to love the brilliance of the story and its author. As an author myself, I particularly enjoy studying the works and perspectives of other female authors.
Homework Offered
Weekly reading, an essay, creative projects, and dramatic reading prep. I give a lot of space for learning disabilities and non-neurotypical learners (I have a few in my own home!), so if you're hesitant about the class format, please reach out to me.2 - 4 hours per week outside of class
Assessments Offered
All essays are read and returned to learners with notes, helpful suggestions, and plenty of encouragement.Grades Offered
A copy of 𝑻𝒐 𝑲𝒊𝒍𝒍 𝒂 𝑴𝒐𝒄𝒌𝒊𝒏𝒈𝒃𝒊𝒓𝒅 will be required. I recommend the Harper Perennial 2002 edition.
Learners will not need to use any apps or websites beyond the standard Outschool tools.
The story-line includes an allegation of rape, and although it is not presented in a gratuitous way, it is not avoidable. To Kill a Mockingbird is considered a "Southern Gothic", and it includes some elements of the supernatural, or at least some childish perceptions of the supernatural, and can be spooky for some readers.
What happens when a learner is given the time and space to soak in a story and allow it to change their life? “Aha!” moments are my goal, and it’s why I adore leading worthwhile discussions about classic books. What good is it if we require a teen...
Group Class
$79
for 4 classes1x per week, 4 weeks
50 min
Completed by 150 learners
Live video meetings
Ages: 13-18
1-6 learners per class