To Kill a Mockingbird
Some suggested class activities
Caseworkers meeting on Boo Radley
Students will need to spend some time researching the relevant events and
selecting appropriate textual evidence to support their case.
Students work in small groups. Each member takes on the role of social worker,
police officer, child psychiatrist, teacher or chairperson.
Each presents a view of the ‘scissors incident’ according to their particular role and
taking into account the previous events which might have affected Boo’s behaviour.
The social worker might argue that Boo was influenced by older boys and that he
was a weak character and easily led, but not a criminal type.
The police officer might refer to Boo’s involvement with a gang of teenage
criminals and the need to keep him ‘off the streets’.
The child psychiatrist might argue that Boo was affected by the loss of his mother
and his father’s apparent lack of affection.
The teacher might refer to Boo’s lack of education because he had been kept at
home and that this had given him insufficient opportunities to socialise with others.
The chairperson’s role is to direct the meeting and make sure that everyone else
has the chance to put their views. They should also sum up the evidence at the end
of the meeting.
If time, the chairpersons could visit other groups and exchange ideas.
Local radio broadcast
Students work in small groups on competing radio stations. They are trying to
broadcast the most dramatic account of the shooting of Tim Johnson. Students in
role as:
• The presenter of the programme who introduces the news and links to the
journalists and eye witnesses. Also finishes the programme.
• The journalist who arrived on the scene shortly after the shooting and who
describes it for the listeners and interviews the Sheriff , Atticus Finch and
Miss Maudie.
• The journalist who interviews the switchboard operator and gets her
account of events.
• The Sheriff who is interviewed by the journalist.
• Atticus Finch, being interviewed by the journalist
• Miss Maudie being interviewed by the journalist.
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To Kill a Mockingbird
Dramatise the episode of the lynch mob outside the county jail.
Some take the roles of Atticus, Jem, Scout, Dill, Mr. Cunningham, Mr. Underwood
and Tom Robinson. The rest of the group are the lynch mob.
• Those with roles write their scripts including stage directions.
• Those in the mob can give themselves one or two lines to say, based on
the description of the crowd in the book.
• A small group can act as directors / stage managers.
If it is possible to arrange suitable lighting, this would add to the atmosphere.
Perhaps class could watch this episode from the film after their own dramatisation.
Stage the trial of Tom Robinson
Roles: Judge Taylor, Atticus Finch, Heck Tate, Bob Ewell, Mayella Ewell, Tom
Robinson, Mr. Gilmer, The Court Reporter.
It might be possible for several different people to play Atticus at different points
in the trial.
Twelve of the class can be jurors. The rest can be onlookers.
Each actor should research and write their own script – with the help of others.
They should use the words from the text, but can make the speeches shorter.
Jurors and onlookers can help the actors and can make some general notes about
attitudes and prejudice in Maycombe
The teacher or class members can direct.
The class could watch this episode of the film first, to give them more ideas.
The Maycombe Tribune
In groups the class can write the edition of the Tribune that reports Tom
Robinson’s trial. They can either use A3 sheets ruled into columns, or use
computers with Publisher, if available. They could include the following:
• Headlines, sub-headings, pictures, ‘artists’ impressions’.
• Main story reporting what happened; the evidence; the verdict and
reactions to it.
• A feature on Mayella Ewell and her lifestyle, including an interview with her
and perhaps quotations from the children.
• A background feature on Tom Robinson and his family, including an
interview with Link Deas, his employer.
• An editorial from Mr. Underwood, giving his own opinions about the trial
and the verdict.
Problem page
Imagine you are Mayella Ewell and write a letter to the problem page of a
magazine [published in a town away from Maycombe]. You should explain about
your circumstances and the way your father behaves towards you and ask for
advice. Remember that Mayella is poorly educated – your letter should reflect this.
Write the reply that you think Mayella would get from the ‘agony aunt’. Try to be
realistic about what could or could not be done in the circumstances. Remember
these letters are printed in the magazine to help others, not just the
correspondents.
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To Kill a Mockingbird
A TV chat show
In groups the class script a chat show following the death of Tom Robinson and
trying to decide who was to blame.
Was it Mayella Ewell for making the accusation of rape?
Was it the jury who convicted an innocent man?
Was it Tom himself for not waiting for Atticus to get an appeal heard?
Was it the guards at the camp who opened fire on an unarmed and crippled
prisoner?
Was it the society of Maycombe whose prejudice made it possible for these things
to happen?
You will need small groups to represent each of these viewpoints. They will need
to research and make notes for their argument.
You will also need a presenter who gives each group a turn at speaking and keeps
order. S/he will also introduce the programme and sum up the results at the end.
If available, you can use a camcorder to give authenticity. This will need an
operator who can focus on the right areas and show reactions as well as
arguments.
Poetry time
Students can either write a poem based on the novel, beginning ‘It’s a sin to kill a
mockingbird’ or they can write a rap that exposes the prejudiced attitudes of
many Maycombe residents.
If they want to illustrate it appropriately, it would be a good display.
Storyboard a film trailer
This assumes that the students have watched the film starring Gregory Peck.
They could also be shown some trailers and encouraged to note the features:
• The use of persuasive and emotive language
• The use of short clips of the most exciting scenes
• The use of voice over, music and sound effects to create atmosphere
• The use of banner headlines that zoom in across the screen
• Information about the release of the film, such as ‘coming soon’, ‘at a
cinema near you’ or ‘here next week’ etc.
Looking at character
Students work in small groups using either an A3 sheet or a sheet of sugar paper.
They are assigned one of the main characters to research.
In the middle of the sheet they should draw the character. Suitable costumes and
background can be found on www.costumes.org
Around the character they should draw speech bubbles, each of which contains a
quotation from the text that shows something about the personality of their
character.
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To Kill a Mockingbird
Class presentations
In groups, the class researches an area related to the context of the book. These
could include:
Prejudice and human rights in the American South [Mississippi Burning]
The Great Depression [The Grapes of Wrath]
The American Civil War [Gone with the Wind]
American Myths [Dances with Wolves] [Shane] [High Noon]
Family, Education, Religion, History [Little House on the Prairie]
They should relate their research to the text and present it to the class in one of
the following ways:
Flip Charts
OHTs
PowerPoint presentation
Comic strip story
Students re-tell the episode of Bob Ewell’s attempted murder of Jem and Scout in
six cartoon pictures with captions. The captions should be taken from the text in
each case.
• Jem and Scout leaving the pageant [she is still dressed as a ham]
• Jem and Scout being followed by Bob Ewell
• Scout hitting Ewell in the stomach after Jem is attacked and lying
unconscious
• Boo Radley attacking Bob Ewell and killing him
• Boo carrying Jem with Scout following behind
• Atticus and Aunt Alexandra coming to meet them.
Diaries
Miss Caroline’s diary entry for her first day at school.
Dill’s diary entry for running away to Jem and Scout’s.
Jem’s diary entry for his last reading session for Mrs. Dubose.
Calpurnia’s entry for the Sunday visit to First Purchase with the children.
Miss Maudie’s entry for the fire at her house.
Atticus’s entry after the death of Tom Robinson.
Aunt Alexandra’s entry after the missionary tea party.
Boo Radley’s entry after the end of the book.
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