Lesson 44 Chapter 8-10 Lessons from the Neighborhood

1. Lesson 44Chapter 8-10Lessons from the Neighborhood Purpose To evaluate how a minor character has affected the major characters To infer and predict significance of a character’s role

2. Warm Up • Get out your homework where you titled the chapters. Explain why you picked the titles! • We will then have a class discussion about your AOW.

3. Station 1 – chapter 8Station 2 – chapter 9Station 3 – chapter 10 • Answer the questions aloud as a group. Each person must answer the question. You will have 3 minutes before you move onto the next station.

4. Infer and Annotate • As you look over chapters 8-10, record details on page 377about the growing relationship between Boo and the children. Identify textual details that suggest something more to you, and interpret what these suggestions are. • After you annotate and fill in the chart on page 377, come up with 2 questions for discussion. • Author and Me – You will begin this question with the phrase “Why do you think the author….” • Theme – In this type of question you will ask a question that specifically ties to one of the book’s themes. • From the Text – In this type of question you will reference a specific line or paragraph or scene from the book and ask a question based on that excerpt. • Pulling It Together – In this type of question you will juxtapose two different parts of the book and ask a question based on their correlation. • Other – Come up with any open-ended question (a question that cannot be answered in one word) based on something you found significant or something you were unsure of.

5. Homework • Read chapter 12-13

6. Motif & Synthesis • In your TKAMP, define motif (pg 378) and synthesize (378) • A motif is a unifying element in an artistic work, especially any recurrent image, symbol, theme, character type, subject, or narrative detail. • The word synthesize, which means “to combine parts or elements into a whole,” has a Greek prefix, syn-, meaning “together” or “united,” and the Greek root thesis, which is “something laid down, like a statement.”

7. Who is Arthur Radley? • In small groups, using the notes you have collected, answer the following questions to discuss the character of Boo Radley as a motif. Take notes about your conclusions. • Who is most affected by the contacts the children have made with Boo? How do you know, and what has been the effect? • Review the rumors and gossip the children hear about Boo. What is the effect of all the stereotyping? What is the truth of the rumors, gossip, and stereotyping? • What has been Atticus’s role in the children’s relationship to Boo? • Discuss harper Lee’s purpose in including this story of the children and Boo Radley. What are the children learning from this experience as they come of age in Maycomb, Alabama?

8. Interpretive Statement • Synthesize all the incidents by writing an interpretive sentence that shows your understanding of how the relationship has changed from the beginning of the novel to now. • Two steps • Step 1: Identify how the children first view Boo • Step 2: Explain the change in the relationship that has occurred and explain why this change is important • The children first stereotype Boo as an evil freak, capable of horrible acts of violence, but as he reaches out to them with kindness and concern, and as they try to contact him, the children discover he deserves their kindness and sympathy, not their fear and hatred. • The children, especially Jem, have begun to leave behind the fear and stereotyping of their early thinking about Boo Radley because these ideas are being replaced by real contacts that create a connection of kindness and curiosity between Boo and them. • Because of the efforts of the children to know Boo, and Boo’s kindness and concern for the children, Scout and, especially, Jem have learned to empathize and sympathize with him.

9. Writing Prompt • Write a diary entry in Boo’s voice (use first-person point of view) commenting on the children’s latest pranks. Be sure to communicate Boo’s attitude toward the children through the diction and imagery you use to write about them. Think about how you could use the subjunctive mood to begin your diary entry; for example, “If I could talk to jem and Scout, I would..”