Subject: Re: To Kill a Mockingbird
On question 25 in chapter 11, I don't understand how Ivanhoe relates to this chapter, so I am unsure how to answer it correctly. I know that Ivanhoe is a story about bringing people together and I know that in this chapter the children are being brought together with Mrs. Dubose, but I am unsure how to connect the two together...
Another awesome question! Here is a quick summary: “The legendary Robin Hood, initially under the name of Locksley, is also a character in the story, as are his "merry men". The character that Scott gave to Robin Hood in Ivanhoe helped shape the modern notion of this figure as a cheery noble outlaw” (Wikipedia).
Could you consider any of the kiddos as “outlaws” or as doing something that everyone else doesn’t do? (Racist beliefs?? They don’t think like everyone else, do they?) Does Mrs. D think they are “outlaws” even though we know they are noble?
Hope that helps!
From: Dominique Robinson
Hello Mrs. Stevenson, I apologize for not communicating with you via your website but unfortunately I have an innate ability that renders me useless with most technology so I stuck with good, ole email. Although my "technocrat" skills is not what I intended to ask about; in the chapter 22- 23 question section, there is a triple continuation of the question relating to Jem's taking Mr. Ewell's point of view and why he gifted Atticus with his unpleasantness outside the post office, numbers 47, 48 and 50. Would you like me to complete the question all three times in a different way each time, or was there an unintended typo? Thank you for your time.
Great question, Dominique!
Throughout the book, Scout is learning about taking others people's perspective. "Walk around in someone else's skin" So throughout the book, she begins to see people differently. In the beginning, she meets Ewell's son. One perspective-- town just finds it easier to not deal with the family. Then she meets Ewell at the Robinson's-- drunk and scary. Then Mayella--liar and in the middle of full out racism. She begins to understand why the kids are the way they are. Then...the end...he comes after kids--imagine what he would be like with his own children. A lot of this is inference (taking the information and making an educated guess--kinda like a hypothesis but for English). Your perspective should be changing throughout the book, too, about the characters and Scout and Jem. Jen is older so he definitely changes. Scout is young so we see her just starting to get it, but she is narrating the book as an adult looking bad through her own eyes as a child.
Hope that helps! Excited to meet you!
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On Jul 28, 2015, at 2:36 PM, Alina Andreevna <firstname.lastname@example.org> wrote:
I had a question about chapter 27. I don't know if maybe the question is messed up or something, but I can't find the passage on page 251. I don't know what the question wants me do answer? Please help.
Reread Atticus's explanation of Bob Ewell's actions on page 251, beginning with " I think I understand..." and ending with "Atticus chuckled." What does Atticus's explanation reveal about his character? Use the strongest evidence from the novel to support your answer.
Gotcha! Atticus represents the calm, rational man in a community of emotionally charged people; he is a sensible man who feels he can handle those who are irrational and over-wrought because he can "climb into his skin and walk around in it." In Chapter 27, when Atticus explains Bob Ewell's actions, he places himself in the man's skin: Bob Ewell is white trash, detested in Maycomb, made to live by the garbage dump. But, when he gets the opportunity to gain attention by accusing a 'Negro' of sexually assaulting his daughter, Ewell thinks he will elevate himself in the eyes of the community--"He thought he'd be a hero"--because the people will want to hang Tom for touching a white woman. But, instead, Atticus proves him a liar and he and his daughter are humiliated, seen again as nothing but white trash. He chuckles because the idea of Ewell ever becoming a hero is a ridiculous idea.
Hope that helps! See you VERY soon! make sure to look for me during registration! : )
Hello Mrs. Stevenson, its nice of you to answer our questions. I was wondering if you could happen to answer mine? This has been on my mind for a few days, and it really gets to me. You see, I have a problem identifying Scout's gender. I was so sure that Scout was a female, based upon what Jem said on page 8, in the first chapter. That page says, "...jerking his thumb at me. "Scout yonder's been readin' ever since she was born, and she ain't even started to school yet." In this, it says she, and Scout's real name is quite feminine, as revealed in the second chapter. On page 17, Scout also says that "Jem had his little sister to think about." Most of the time this character is called Scout, so I was confused in the fourth chapter, when on pages 50 and 54, Jem tells Scout that "he" is acting like a girl. Then on page 50, Scout thinks, "There was more to it than he knew, but I decided not to tell him." Then, again on page 52, Scout describes the trio as, "the three of us were the boys who got into trouble..." So, I started to get confused, for I answered the questions and have been reading the book thinking that Scout was a young girl.
I have one more question that just needs reassurance. I am fairly certain that Scout and her father and brother are people of no color, but I was not sure. So, if you could help me, that would be fantastic. I am not very far, so you could just sit back and wait for me to figure it out on my own, but it would make things a lot less confusing for me if you didn't. Thank you.
Mrs. Stevenson( email@example.com )
Scout is a girl! But a TOTAL tom boy! I think that Jem, her brother, forgets that she is a girl. Scout is also the narrator for this novel. She and her family are white. But her stand-in mom/housekeeper, Calpurnia, is black. So that is why she can't see a difference between black and white. She loves Cal.
Their names---lots of symbolism. Scout--1. Noun: a soldier or other person sent out ahead of a main force so as to gather information about the enemy's position, strength, or movements. Verb: 2. make a search for someone or something in various places. 3.explore or examine (a place or area of business) so as to gather information about it. 4. reject (a proposal or idea) with scorn.
So Scout goes through the book "gathering information" about negative ideas about racism and prejudice. She is "searching" for the truth. She "examines" the truth. She "rejects" other's ideas of what the truth is. She decides that the color of a person's skin does not make a person.
Jem--or "Gem". Think about the connotation of this word. A gem is a precious jewel. How can you see Jem or his ideas as precious?
And since we are talking about symbols--mockingbirds represent innocence. Hmmmmm...this could be people, ideas, relationships, childhood, ??? Think about this as you read also.
See you soon!! : )
I just wanted to ask you a question about chapter 11. If the question just says to analyze, we don't need any evidence right? I was just putting evidence for most of the questions, if I doesn't ask for evidence we don't need any, correct?
Mrs S.: According to the RACE format, you need evidence for each answer. This is the skill I really want you to work on. If the answer is obvious, you are probably fine, but I do expect most of the answers to have a quote or evidence. Paraphrasing can also be used as evidence.
From: Amy Knight [mailto:firstname.lastname@example.org]
Hi, I just wanted to let you know that the Nampa Public Library is featuring the book this month! They have a special movie showing scheduled. Here's the link.
Hi, Ms. Stevenson. I wanted to ask about one of the To Kill A Mockingbird questions. In chapter two question 5, it asks about why Scout might feel sorry for Miss Caroline and to analyze the chapter. I was wondering if you could help me to understand the question, because I am a little confused by it.
Miss Caroline is not from around town. She dresses nice. She has etiquette down. She is probably from the city. She doesn’t understand how this poor, small town works.
There are those farmers, business people, the richer people, the churchy people, the whites, the blacks, the dirt poor and terribly mean people. The Cunninghams are the really poor people. The other boy is from the town drunk, mean family. This book is full of stereotypes and with that comes how people judge others without really getting to know them.
Miss Caroline doesn’t come from this town so she doesn’t realize that there are families that are in stereotyped groups and that there are unwritten ways to deal with them. In this sense, Scout gets it and Miss C (the adult) doesn’t. Scout feels bad for her because that makes her seem not super “smart” or “educated” to the real world. She is educated to teach but not about people in general. (Lots of hidden things here)
Welcome to Columbia’s Honors 9 English Program!
Hello! My name is Mrs. Stevenson and I am super excited to meet you all. I am just losing my Honors/Pre AP students after having most of them for 2 years. My program went from 35 to 95 in just one year! While I am very sad to see my last students move on, I am very excited to get new recruits! I have high expectations but you will truly learn to enjoy my English class. It’s not more work, it’s just different work. I have heard many great things about you and you middle school teachers, so I can’t to meet you! If you have any questions over the summer, do not be afraid to email and ask your question—there are NO dumb questions. I also have a website! Get in the habit of checking this site because all your Columbia teachers will have websites.
Summer is the perfect time for reading! Research shows students’ reading skills decline during the summer. Therefore, in order to continue to develop strong reading skills and emphasize the importance of life-long reading, the Columbia High School English Department has implemented summer reading requirements for all Honors, Pre AP, and AP classes.
It is our goal to strengthen the reading and analytical skills of all students so that they are academically prepared for the upcoming school year. Summer reading is intended to be a purposeful and true assessment tool for incoming students and they will be assessed during the first few weeks of school to gauge the student’s ability to read, analyze, and interpret literature at a level expected of incoming students. These assessments will influence instruction, especially at the beginning of the semester. Written communication skills are simultaneously assessed, also at a level expected of incoming students.
The book you read will be part of in-class assignments given later and students are encouraged to take notes regarding plot summary, central conflict, symbols, relevant themes, and character development so that they are prepared for the summer reading assignment. We recommend students purchase copies of the books so that may annotate as needed. It is our intention to help our students develop the necessary critical reading and thinking skills necessary for success.
For your summer assignment, you are reading the novel To Kill a Mockingbird. Written by Harper Lee in 1960, as the Civil Rights Movement was gaining full speed in this country, this is a story of growing up in the decade of The Great Depression, the 1930’s, in a very prejudiced southern United States. The novel is fiction, but Harper Lee draws from her own memories of experiences she had growing up in 1930’s Alabama. Most of the students who actually read this book have said it is their favorite. You need, as you are reading the novel, to go on-line and learn what you can about the following:
1) The Great Depression
2) The Dust Bowl
3) Harper Lee’s background
4) The Scottsboro Trial
Can’t wait to meet you,
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