To Kill a Mocking Bird Projects

To Kill a Mocking Bird Projects  Choose 3 projects you would like to do. They can go across the grid, down the grid or diagonally. They have to be in a row. Timeline: Projects are DUE MONDAY, APRIL 4  I f you have an idea for a project and it is not on the list, please ask me and I might approve it.  By Tuesday, March 15, you will need to submit a paper with the 3 projects you chose.  On Monday, April 4th be prepared to present your projects. 1 Write a letter. Write a 2Scrapbook What you 3. Movie. Create a scene from the book and letter to the very isolated need: make it into a movie. author. Critique the book Writing-A paragraph about Or make a preview capturing highlights from using specifics on why you the author, a paragraph the book. enjoyed the book or why comparing you to Jem or Talk Show-Create a movie that is a talk show you didn’t enjoy the book. Scout, and a paragraph discussing To Kill A Mocking Bird Due to Harper Lee’s very written from a character’s (can do this with a partner in a group) secluded life, also include a point of view. paragraph about what you Pictures: There should be would ask Harper Lee if at least six pictures (hand you had the opportunity. draw, cut out of a magazine, or printed off the internet) that depicts the plot. 4. Story Quilt-Think of 5. Book in Bag 7. Big Book-Create a children’s BIG at least 6 scenes. Draw Step 1: Decorate a bag with book based on one of the same plot them on a square piece elements from the story as To Kill a Mocking Bird. The of paper or cloth. Step 2: Contents of the bag BIG book should be on large paper. Connect each square to Inside the bag include at The Big Book should include make a quilt. Write an least 6 items. These six illustrations. essay on why you chose items represent the plot Think of items a book contain: those particular scenes. diagram: For example you Title page will need to include items Dedication page that reflect: Page about author 1. character(s) 2. setting 3. rising action 4. climax 5. falling action 6. resolution Step 3: Writing Portion You will write a 5-7 sentence paragraph about each item. The paragraph should have a grabbing introduction, ideas supported with more than one detail, and a satisfying conclusion.

8. Rap-Write a rap 8. Character Study-Dress . Newspaper-Antagonist summarizing the up like what the character Write a brief article about the antagonist, the book. Make might wear. Give a character who opposes. Write in complete paragraphs. Explain why this person/thing is the antagonist. sure you include monologue, from the Create a headline that relates to the article the three plot character’s point of view. Draw a picture of the antagonist causing the problem lines, themes Include information on the Features and the major role they play throughout Advice Column characters. the book (static character, Pretend the main character wrote a short letter to a newspaper advice columnist seeking advice about the You will need dynamic character, main vs. major problem your character faces in the story. to present the minor, antagonist vs. Create an assumed name for your character to use to rap in class or protagonist). sign his or her letter. Then write a response from the record yourself columnist that reflects how the problem was solved. Make it look like an advice column. and have Comics recording on Design a four-panel comic strip that illustrates hand to share something funny that happened in the story. with class. Create a title for your strip. I have four squares you could use if you would like.

While working on your project, keep the following in mind: A Quality:  This project is in the most final form possible (ink, neatly done, ready for display, etc.).  The project reflects an impressive understanding of the events, themes, and ideas from the book.  This is work that a parent, guardian, or employer would be pleased with.  This project reflects exactly what the directions asked for.  This student put extra effort into this project.  Creativity shows.

C Quality:  The student followed directions but the project may not be in final draft form and may not show much creativity.  The project shows a limited understanding of the events, themes, and ideas from the book.  The student may have understood the book, but the project doesn’t prove it.  A parent, guardian, or employer would want some revisions.  Some effort went into this project, but not quite enough.

F Quality:  The project does not do what the directions called for.  The project is not fit for presentation because it is incomplete, messy, or something else.  The project does not reflect an adequate understanding of the events, themes, and ideas from the book.  A parent, guardian, or employer would not accept this work.  The project reflects very little effort.  The project may be incomplete.