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Lesson Plan by Mitchell Zuvela B. Sc., B. Ed.

To Kill a Mockingbird by Harper Lee

This free, printable Pixton lesson plan brings the elements of a novel to life with comics and storyboards.

Make the elements of a novel come to life with comics!

Including these awesome activities:
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Featured Layouts

When students complete the activities in this lesson plan, they will use the following comic layout types.

  • Character Map
  • Storyboard
  • Plot Diagram
  • Mind Map

Your students will create amazing images like these in no time!

This free, printable Pixton lesson plan brings the elements of a novel to life with comics and storyboards.
Pixton Lesson Plan on To Kill a Mockingbird by Harper Lee
Pixton Lesson Plan on To Kill a Mockingbird by Harper Lee

Main Characters

To Kill a Mockingbird by Harper Lee

When you import any of the activities below, you can choose to share these ready-made characters with your students.

  • Jean Finch (Scout) from To Kill a Mockingbird by Harper Lee
    Jean Finch (Scout)

    The narrator and protagonist of the story, her faith is tested by the hate and prejudice of people.

  • Atticus Finch from To Kill a Mockingbird by Harper Lee
    Atticus Finch

    Respectable father of Scout, lawyer who defends Tom Robinson.

  • Jeremy Finch (Jem) from To Kill a Mockingbird by Harper Lee
    Jeremy Finch (Jem)

    Typical playful brother of Scout, son of Atticus.

  • Arthur Radley (Boo) from To Kill a Mockingbird by Harper Lee
    Arthur Radley (Boo)

    Recluse, saves Scout and Jem, acts as a symbol in the story.

  • Bob Ewell from To Kill a Mockingbird by Harper Lee
    Bob Ewell

    Ignorant, hateful drunk who wrongfully accuses Tom of raping his daughter.

  • Charles Harris (Dill) from To Kill a Mockingbird by Harper Lee
    Charles Harris (Dill)

    Confident, imaginative friend of Scout and Jem.

  • Miss Maudie Atkinson from To Kill a Mockingbird by Harper Lee
    Miss Maudie Atkinson

    Sharp-tongued widowed neighbor and friend of the Finch’s.

  • Calpurnia #2 from To Kill a Mockingbird by Harper Lee
    Calpurnia

    Disciplinarian, the Finch’s black cook.

  • Aunt Alexandra from To Kill a Mockingbird by Harper Lee
    Aunt Alexandra

    Strong willed, devoted sister of Atticus.

  • Mayella Ewell from To Kill a Mockingbird by Harper Lee
    Mayella Ewell

    Abused, lonely daughter of Bob.

  • Tom Robinson from To Kill a Mockingbird by Harper Lee
    Tom Robinson

    Black field hand accused of rape, important symbol in the story.

  • Link Deas from To Kill a Mockingbird by Harper Lee
    Link Deas

    Fair, honest employer of Tom Robinson.

  • Nathan Radley from To Kill a Mockingbird by Harper Lee
    Nathan Radley

    Boo’s protective brother.

Featured Props

To Kill a Mockingbird by Harper Lee

Student creations come alive with these themed objects – in addition to our library of over 3,000 props!

  • Bench
    Bench
  • Courthouse
    Courthouse
  • Fence
    Fence
  • Flag
    Flag
  • Grass
    Grass
  • House
    House
  • Pistol
    Pistol
  • Prop Stained Glass Window
    Prop Stained Glass Window
  • Sofa
    Sofa
  • Wall
    Wall
Print this Teacher Guide

Teacher Guide

To Kill a Mockingbird by Harper Lee

Step 1Class discussion with students

The social climate of the American South during this time is an important backdrop to the overall theme of the novel. Before reading the novel, examine some key topics which will help your students understand the setting. Break your class into five groups, and assign them each one of the following topics; Harper Lee, The Scottsboro Boys, Jim Crow Laws, growing up in the south, The Great Depression. Ask them to identify who, what, when, where, why, and how. Then have them present their findings to the class in a short presentation.

Step 2Pixton comic-making activities
  • Make a Character Map
    Character Map

    View Activity
  • Make a Comic
    Setting Map

    View Activity
  • Make a Storyboard
    Symbolism

    View Activity
  • Make a Plot Diagram
    Conflict and Plot

    View Activity
  • Make a Storyboard or Mind Map
    Major Themes

    View Activity
  • Extension / Modification
    Comic (Extension / Modification)

    Using the Flickr Creative Common in Pixton, choose several pictures from the Great Depression. Create a single or multi-frame comic with narration or dialogue illustrating the hardships during this period.

Step 3Concluding discussion with students

Watch the 1962 version of the movie To Kill a Mockingbird. Ask your students to look at the way the movie portrays certain characters in the movie. Ask them to analyze where the characters live, their clothing, facial expressions, scene lighting, and the tone in which the characters speak. Focus on the closing speech by Atticus during the trial. What stereotypes and social ideals does he try to bring attention to? Ask your students to comment on the performances of the actors in the movie. Which ones do they feel were convincing, or less than adequate?

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Pixton Activity: To Kill a Mockingbird 1 Character Map

Featured Layouts

  • Character Map

Intro

Comparing and contrasting is an important job that will help reinforce key attributes of the stories characters, and help create connections with the plot and theme.

Instructions

Choose six of your favorite characters from To Kill a Mockingbird and create a Character Map for each one.

  • It is important to add sufficient detail to all the parts of the map.
  • Include an appropriate illustration based on the character's attributes that are outlined in the story.

See the rubric for grading guidelines.

Rubric: Character Map

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The character map is thoughtful; descriptions are detailed and informative. The character map is fully developed; accurate details and insightful descriptions. The character map is complete; descriptions are simple and settings are accurate. The character map includes basic details, but is not fully developed. The character map does not accurately reflect the characters.
Meaning Ideas, information and use of detail • strong point of view
• summary is clear and highly detailed
• descriptions are thoughtful and highly developed
• significant details that make characters unique and dynamic
• relevant ideas with consistent analysis
• summary is clear and accurate
• logical descriptions that clarify and develop the idea
• characters are similar; includes relevant details
• relevant ideas with some analysis
• summary is short, but accurate
• descriptions are simple and consistent
• characters similar to description
• some relevant ideas
• summary has several errors
• descriptions are brief and lack detail
• characters vaguely looks like description
• often very brief
• summary is has significant errors
• descriptions are difficult to follow
• characters do not look like description
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence • proper organization
• panels are thoughtful and detailed
• all panels are organized or logical
• all panels are present
• most panels are organized or logical
• all panels are present
• some panels are organized or logical
• some panels may be missing
• panels are not organized or logical
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total
Print this Activity

Pixton Activity: To Kill a Mockingbird 2 Setting Map

Instructions

Using the novel To Kill a Mockingbird, choose a variety of settings ( three to nine) that are important in creating the plot of the narrative.

Using the template provided, create a storyboard that describes the setting and an event that takes place there.

Make sure to use lots of descriptive details and include a chapter for the event.

  • Each panel should include:

  • A title that identifies the setting
  • A description
  • An illustration that matches

See the rubric for grading guidelines.

Rubric: Setting Map

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The setting map is thoughtful; descriptions are detailed and informative. The setting map is fully developed; accurate details and insightful descriptions. The setting map is complete; descriptions are simple and settings are accurate. The setting map includes basic details but is not fully developed. The setting map does not accurately reflect the characters.
Meaning Ideas, information and use of detail • strong point of view
• summary is clear and highly detailed
• descriptions are thoughtful and highly developed
• significant details that make setting unique and dynamic
• relevant ideas with consistent analysis
• summary is clear and accurate
• logical descriptions that clarify and develop the idea
• setting is similar; includes relevant details
• relevant ideas with some analysis
• summary is short, but accurate
• descriptions are simple and consistent
• setting similar to description
• some relevant ideas
• summary has several errors
• descriptions are brief and lack detail
• setting vaguely looks like description
• often very brief
• summary is has significant errors
• descriptions are difficult to follow
• setting does not look like description
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• setting and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• setting and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• setting and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• setting and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• setting and characters are poorly developed
Form Organization and sequence • proper organization
• panels are thoughtful and detailed
• all panels are organized or logical
• all panels are present
• most panels are organized or logical
• all panels are present
• some panels are organized or logical
• some panels may be missing
• panels are not organized or logical
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total
Print this Activity

Pixton Activity: To Kill a Mockingbird 3 Symbolism

Featured Layouts

  • Storyboard

Intro

In the novel To Kill a Mockingbird, the author uses Mockingbirds as a symbol throughout the novel to represent the characters:

  • Jem
  • Boo
  • Tom
  • Dill

Instructions

Create a Storyboard that identifies and describes, for each of the characters above, how the character represents innocence that has been injured or destroyed.

Your panels should include:

  • A title that identifies the character and page or scene
  • A description that explains how the symbol is important in the text
  • A matching illustration

See the rubric for grading guidelines.

Rubric: Symbolism

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The symbolism is highly developed; examples have significant purpose and engage the reader. The symbolism is well developed; examples are specific and provide sufficient support. The symbolism is briefly discussed; examples are accurate but not fully explained. The symbolism is briefly discussed; vague or irrelevant examples. The symbolism is not identified; lacks any supporting examples.
Meaning Ideas, information and use of detail • strong point of view
• develops ideas clearly and logically with details, examples, and descriptions
• relevant ideas with consistent analysis
• logical descriptions or examples clarify and develop the ideas
• relevant ideas with some analysis
• examples or descriptions are simple and consistent
• few relevant ideas
• examples or descriptions may be poorly developed or illogical
• ideas are not developed
• few details or descriptions
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence (supporting examples identified) • proper organization
• examples are properly referenced
• panels are thoughtful and detailed
• all panels are organized or logical
• examples are properly referenced
• all panels are present
• most panels are organized or logical
• examples are properly referenced
• all panels are present
• some panels are organized or logical
• examples are not/improperly referenced
• some panels may be missing
• panels are not organized or logical
• examples are not referenced
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total
Print this Activity

Pixton Activity: To Kill a Mockingbird 4 Conflict and Plot

Featured Layouts

  • Plot Diagram

Instructions

Summarize To Kill a Mockingbird in a six-panel Plot Diagram.

  • Include a brief description and an illustration for each point of the plot diagram (introduction, rising action, climax, falling action, conclusion), as well as for the main conflict.

  • Be sure to identify the key points that are essential in defining each specific act.

  • Think about relevant quotes that could be used to help create meaning in each panel.

See the rubric for grading guidelines.

Example Plot Diagram

Conflict and Plot in “To Kill a Mockingbird” by Student

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Student Handout

Share this comic with your students to demonstrate the activity without giving away the farm :)

Conflict and Plot in “Cinderella” by Pixton
ExpositionCinderella lives a humble life with her father, and is very happy. However, soon after taking a new wife, Cinderella's father passes away. Main ConflictWith her new husband now deceased, Lady Tremaine and her two daughters take over the house. Rather than welcoming Cinderella into the family, they make her a servant and treat her cruelly. Rising ActionThe Prince, looking to get married, announces there will be a ball for all the ladies in the kingdom to attend. Cinderella plans to go but her stepsisters ruin her dress. As she sits in tears, her fairy godmother appears and gives her everything she needs for a grand experience at the ball. But there is a catch; at midnight, everything will return to how it was before. ClimaxCinderella enters the ballroom and immediately catches Prince Charming's eye. After a night of dancing, the two are in love. Cinderella loses track of time, however, and when the clock strikes midnight, she flees from the ball. Prince Charming is left with nothing but her glass slipper. Falling ActionThe prince is determined to find the mysterious woman from the ball. He sends his men to visit every household in the kingdom and have them try on the glass slipper. The woman whom the shoe fits will be the new princess. DenouementAt last, Cinderella gets a chance to try on the glass slipper and it fits perfectly. Prince Charming knows she is the one he fell in love with at the ball. He rescues her from her wicked stepfamily and they live happily ever after.
Print this Activity

Pixton Activity: To Kill a Mockingbird 5 Major Themes

Featured Layouts

  • Storyboard
  • Mind Map

Intro

Three major themes in To Kill a Mockingbird are:

  • Good and evil
  • Racism
  • Social inequality

Instructions

For each major theme, identify at least two examples in the novel and depict them in a Mind Map or Storyboard:

  • Identify the chapter in the panel title
  • Create an image that summarizes the scene
  • Formulate a brief description of how the example fits the theme

See the rubric for grading guidelines.

Rubric: Major Themes

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The theme is highly developed; examples have significant purpose and are highly detailed. The theme is well developed; examples are specific and provide ample support. The theme is briefly discussed; examples are accurate but not fully explained. The theme is poorly discussed; vague or irrelevant examples. The theme is not identified; lacks any supporting examples.
Meaning Ideas, information and use of detail • strong point of view
• develops ideas clearly and logically with details, examples, and descriptions
• relevant ideas with consistent analysis
• logical descriptions or examples clarify and develop the ideas
• relevant ideas with some analysis
• examples or descriptions are simple and consistent
• few relevant ideas
• examples or descriptions may be poorly developed or illogical
• ideas are not developed
• few details or descriptions
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence • proper organization
• examples are properly referenced
• panels are thoughtful and detailed
• all panels are organized or logical
• examples are properly referenced
• all panels are present
• most panels are organized or logical
• examples are properly referenced
• all panels are present
• some panels are organized or logical
• examples are not/improperly referenced
• some panels may be missing
• panels are not organized or logical
• examples are not referenced
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total

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