When Women Write: To Kill a Mockingbird
An in-depth literature study and rewarding discussion of Harper Lee's classic, To Kill a Mockingbird #academic
Kendra Fletcher
Average rating:
5.0
Number of reviews:(521)
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What's included
4 live meetings
3 hrs 20 mins in-class hoursHomework
2-4 hours per week. 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.Assessment
All essays are read and returned to learners with notes, helpful suggestions, and plenty of encouragement.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, we'll read 𝑻𝒐 𝑲𝒊𝒍𝒍 𝒂 𝑴𝒐𝒄𝒌𝒊𝒏𝒈𝒃𝒊𝒓𝒅 together, exploring themes of feminism, society's expectations, family ties, bigotry, and love. I'll introduce you to author Harper Lee, who once said she'd like "to be ... the Jane Austen of South Alabama", bring historical context to life, and help you develop a passion for the story (which means you might end up hating it just as much as you might end up loving it!) -We will stick to a strict reading schedule that guarantees book completion in the 4-week course time. It's a shorter course time than our other books in this series, (we'll be reading around 7 chapters per week), and listening to an audio version is perfectly acceptable if that is better for you. However, you will want to be able to take notes. Week One- Intro to the author and book, in class Week Two-- Read chapters 1-10 Week Three- Read chapters 11-20 Week Four- - Read chapters 21-31 -We'll discuss similes, themes, motifs, and other literary devices as well as spend some time learning to annotate. There will be other interesting activities available, such as creative projects like creating blackout poetry. -An essay topic will be assigned during the 3rd week so that you can begin forming an opinion and a thesis. I will read and return your essay with notes and feedback, with the goal of helping you be a better reader and lover of literature. -Class participation and discussion will be the best way for us to learn together. Come prepared to talk about the story, the chapters we're covering, unfamiliar vocabulary, and give us your thoughts and opinions about Harper Lee's 𝑻𝒐 𝑲𝒊𝒍𝒍 𝒂 𝑴𝒐𝒄𝒌𝒊𝒏𝒈𝒃𝒊𝒓𝒅. Socratic discussion is the center of our time together, and each When Women Write course is designed to prepare you for college and university-level literature analysis. -To round out a high school semester, add either: Essentials for Reluctant Writers Semester I (academic essay writing) 𝘰𝘳 Essentials for Reluctant Writers Semester II (creative writing) 𝘢𝘯𝘥 High School English: Read Literature Like a Professor (literary analysis) My College-Bound Reader courses include 𝘖𝘧 𝘔𝘪𝘤𝘦 𝘢𝘯𝘥 𝘔𝘦𝘯, 𝘛𝘩𝘦 𝘚𝘤𝘢𝘳𝘭𝘦𝘵 𝘓𝘦𝘵𝘵𝘦𝘳, and 𝘞𝘶𝘵𝘩𝘦𝘳𝘪𝘯𝘨 𝘏𝘦𝘪𝘨𝘩𝘵𝘴. I offer other When Women Write courses featuring excellent female authors. When Women Write courses include 𝘑𝘢𝘯𝘦 𝘌𝘺𝘳𝘦, 𝘍𝘳𝘢𝘯𝘬𝘦𝘯𝘴𝘵𝘦𝘪𝘯, 𝘓𝘪𝘵𝘵𝘭𝘦 𝘞𝘰𝘮𝘦𝘯, 𝘈 𝘛𝘳𝘦𝘦 𝘎𝘳𝘰𝘸𝘴 𝘪𝘯 𝘉𝘳𝘰𝘰𝘬𝘭𝘺𝘯, 𝘛𝘰 𝘒𝘪𝘭𝘭 𝘢 𝘔𝘰𝘤𝘬𝘪𝘯𝘨𝘣𝘪𝘳𝘥, 𝘚𝘦𝘯𝘴𝘦 & 𝘚𝘦𝘯𝘴𝘪𝘣𝘪𝘭𝘪𝘵𝘺, 𝘌𝘮𝘮𝘢, 𝘗𝘳𝘪𝘥𝘦 𝘢𝘯𝘥 𝘗𝘳𝘦𝘫𝘶𝘥𝘪𝘤𝘦, 𝘋𝘦𝘢𝘵𝘩 𝘰𝘯 𝘵𝘩𝘦 𝘕𝘪𝘭𝘦, 𝘈𝘯𝘥 𝘛𝘩𝘦𝘯 𝘛𝘩𝘦𝘳𝘦 𝘞𝘦𝘳𝘦 𝘕𝘰𝘯𝘦, and 𝘔𝘶𝘳𝘥𝘦𝘳 𝘰𝘯 𝘵𝘩𝘦 𝘖𝘳𝘪𝘦𝘯𝘵 𝘌𝘹𝘱𝘳𝘦𝘴𝘴.
Learning Goals
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.
Syllabus
4 Lessons
over 4 WeeksLesson 1:
Introductory Lecture and Discussion
During 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. 50 mins online live lesson
1 assignment
Lesson 2:
Discussing Chapters 1-10
During the live meeting, we will discuss chapters 1-10 by Socratic method. We will also discuss the week’s project and assignments. 50 mins online live lesson
1 assignment
Lesson 3:
Discussing Chapters 11-20
During 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. 50 mins online live lesson
1 assignment
Lesson 4:
Discussing Chapters 21-31
During the live meeting, we will discuss chapters 21-31 and wrap up our study of 𝘛𝘰 𝘒𝘪𝘭𝘭 𝘢 𝘔𝘰𝘤𝘬𝘪𝘯𝘨𝘣𝘪𝘳𝘥. 50 mins online live lesson
Other Details
Parental Guidance
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.
Supply List
A copy of 𝑻𝒐 𝑲𝒊𝒍𝒍 𝒂 𝑴𝒐𝒄𝒌𝒊𝒏𝒈𝒃𝒊𝒓𝒅 will be required. I recommend the Harper Perennial 2002 edition.
Language of Instruction
English
Joined April, 2019
5.0
521reviews
Star Educator
Teacher expertise and credentials
Bachelor's Degree in Music or Theatre or Arts from University of the Pacific
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.Reviews
Live Group Course
$79
for 4 classes1x per week, 4 weeks
50 min
Completed by 160 learners
Live video meetings
Ages: 13-18
1-6 learners per class
