Two weeks ago I posted a Vine video I created of my students going around our school to complete an “Amazing Race” style activity to complete six different activities related to our reading of To Kill a Mockingbird. A handful of people tweeted me and asked me to share the activity. I am a big proponent of of learning stations and I wanted to put a spin on learning stations by making these activities a competition among students and setting up the stations around the school using clues related to the novel. For example, one clue read Scout said, “Until I feared I would lose it, I never loved to read.” Where can Scout fuel her passion for reading? Here is where you can find the next task on your TKAM Amazing Race.
Each group of students were given a map with QR codes that led them around the school to then complete the text based activities. Each team got an answer record sheet and used their mobile devices to read the QR Codes and required readings at the different stations. All required readings were linked via QR codes but I have linked the articles below for my readers.
Below are the six activities I asked my students to complete throughout the two day “Amazing Race” competition.
1. A Nightmare Among Us – Chapter 15
Read the article “Fear Factor: How herd mentality drives us.”
Answer 3 questions to make a tic-tac-toe win. Write your responses on the answer sheet provided and bring to class completed.
2. Gender Codes
In Chapters 11, 12, & 13 Scout is reminded by others to “act like a lady.”
Read through the article “Growing Up Female in the 1930s South.” Think about what connections you can make between women interviewed and the women in TKAM.
Complete the compare/contrast foldable in your Interactive English Notebook identifying similarities and differences between the gender expectations for women during this time period and Scout’s struggle to meet the gender expectations.
3. Caste Systems in Maycomb – Chapter 13
What is a caste system?
A social structure in which classes are determined by heredity.
Caste systems, social inequalities, and poverty cycles are all sub stories in TKAM. Throughout the book there are divisions in social classes which cause tension and conflict.
What is the hierarchy in Maycomb County? Complete the chart on your answer sheet by placing where you think each of the characters belong. Then, find evidence to support your claim.
4. Different Dialects – Chapter 12
In Chapter 12 Scout and Jem attend church with Calpurnia. They notice that she uses language differently at church than she does in their home. Scout describes Calpurnia as “having command of two languages.”
Use your text to examine the conversation between Jem, Scout, and Calpurnia at the end of Chapter 12. Respond to the following questions, using quotes from the novel to help explain your responses.
- A) How do Scout and Jem describe the way Calpurnia uses language in church?
- B) What explanation does Calpurnia give for using language differently at church than in the Finch’s home?
At the end of Chapter 11 Atticus tells Jem, “I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand.”
- How do you define courage?
- Who shows courage in the novel? Complete the chart on your answer sheet illustrating two characters who exemplify courage, how they show courage, and specific textual evidence that supports your claim.
6. Life Lessons
Find three people (Young people or adults) who can tell you the important life lessons they remember from the novel, To Kill a Mockingbird.
Video record on your phone, this person talking about their memories about the book and the important life lessons they took away from the novel.
If you would like a copy of my activity with the answer record sheet and QR Code maps for each group, please email me or leave a comment on my blog and I will share the document with you. Please note that the clues I created for my students were specific to my school.