ENGAGE
The author’s life can inform and expand the reader’s understanding of a novel. Although many argue details of To Kill a Mockingbird are autobiographical, Harper Lee has downplayed the parallels. Lee stated that it is not an autobiography, but rather an example of how an author "should write about what he knows and write truthfully".
EXPLORE
Students analyze texts and observe illustrations in order to make inferences about Harper Lee. Students reexamine their inferences by reading the author's biography and identify misconceptions and lingering questions.
The author’s life can inform and expand the reader’s understanding of a novel. Although many argue details of To Kill a Mockingbird are autobiographical, Harper Lee has downplayed the parallels. Lee stated that it is not an autobiography, but rather an example of how an author "should write about what he knows and write truthfully".
EXPLORE
Students analyze texts and observe illustrations in order to make inferences about Harper Lee. Students reexamine their inferences by reading the author's biography and identify misconceptions and lingering questions.
Activities
- Listen to The Big Read CD, To Kill a Mockingbird Part 1 (15:45).
- Read To Kill A Mockingbird - About The Author. The reading includes:
- About The Author
- The Friendship of Harper Lee and Truman Capote
- How To Kill A Mockingbird Came To Be Written
EXTEND
With your group, discuss and record your knowledge of the author. The following questions may be used to guide your response:
- What may have persuaded Harper Lee to write this novel?
- What makes a good work of historical fiction?
Groups engage in discussion to extend and apply knowledge. The groups must examine all students' viewpoints, agree on a response, and justify their response using details from readings.
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