Language Arts 9 assignment
Due Tuesday, April 8, 2008
Mrs. Marston

Choose one. Writing assignments must be handwritten and may be illustrated.
Novel - To Kill A Mockingbird by Harper Lee

H - 1. WRITE: How does Atticus respond to Scout’s question “what exactly is a nigger-lover”?

2. WRITE: Atticus tries to explain what he thinks real bravery is. Think of real world examples of people who are brave - famous people or maybe someone less well-known - describe how they demonstrate being brave; and explain why you think they are brave.

H - 3. WRITE about your experiences of meeting people whose way of life was different from your own - perhaps people from another country, or ethnic group, or people whose first language is not the same as yours. Include some of the following words:
aggravate             altercation           asafoetida              collection              congregation    
contentious           customary          denunciation           ecclesiastical  garish                 
habiliments           haughty              indignant   innate  pulpit
qualms rape

4. WRITE a description of First Purchase Church; and illustrate it. WRITE about Jem's and Scout's visit to First Purchase church. Include the people they met, how they were treated and what was the same as and what was different from their church.

H - 5. WRITE: In To Kill A Mockingbird, many characters represent 6 levels of why we do things based on Kohlberg’s Hierarchy of Moral Development. Atticus is a Level 6. Write about the things he does or says that supports this idea. Choose one character for each of the following levels and give examples of actions the characters take that support your thinking. Level I: I don’t want to get in trouble.
Level II: I want a reward.
Level III: I want to please someone.
Level IV: I know the rules and I follow the rules.
Level V: I am considerate of other people.
Level VI: I have my own code of behavior and I follow it (like Atticus) WRITE about what you can do to be a Level 6 thinker?

Writing tips:
Make the paragraph the unit of composition Use the active voice.
Put the statements in positive form. Use definite, specific, concrete language.
Omit needless words. Avoid a succession of loose sentences.
Express coordinate ideas in similar form. Keep related words together.
In summaries, keep to one tense. Place the emphatic words of a sentence at the end.