To Kill a Mockingbired LOUD LINES

To Kill a Mockingbired LOUD LINES
To Kill a Mockingbired LOUD LINES
To Kill a Mockingbired LOUD LINES
To Kill a Mockingbired LOUD LINES
To Kill a Mockingbired LOUD LINES
To Kill a Mockingbired LOUD LINES
To Kill a Mockingbired LOUD LINES
To Kill a Mockingbired LOUD LINES
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1 MB|4 pages
Product Description

- “Loud Lines” are powerful passages that students glean from the text. By making active choices about which textual elements are significant and “jump out at them,” they continue to develop and nurture CLOSE READING & CRITICAL ANALYSIS skills. The Loud Lines become excellent fodder for small or large group discussions.

- The process is straightforward. As students read, they identify passages they find compelling, they record those passages in the left-hand column, and they EXPLAIN their significance or textual value in the right-hand column.

- Teachers can wait until the end of the text to collect the work, or they can choose to have checkpoints along the way. Also, to ensure authenticity so students don’t retreat toward only those passages deemed important by Internet outlets, teachers could expect students to pull Loud Lines during in-class reading sessions.

Ways You Could Use “Loud Lines”:

- Have students stand and form a full-class circle facing each other. Students share their Loud Lines (without explanation & without duplicating others) and continue the process until all unique lines have been shared. This is a fun and enlightening exercise because students are intrigued to see where they have commonalities and differences with peers. After the whole class is done sharing, you can ask probing questions about HOW & WHY choices were made, you can ask students to select their own “LOUDEST LINE” from their own choices, and you can see if you can reach a class consensus about which line is the most compelling or important from the entire text. (Such consensus provides teachable moments for students as they realize how great and powerful writing can strike a universal chord for audiences – e.g. “To be, or not to be…?”)

- Try the above process AFTER you’ve done partner or small group sharing. Then shift into a large-group session, asking similar questions and having student groups (informally) present their choices.

- Play a “Scattegories”-style game where students read their Loud Lines aloud and others check them off their sheets if they have duplicates. The winners are those who have unique lines still remaining at the end.

- Play a “BINGO”-style game where the teacher reads pre-determined Loud Lines she believes are relevant and worthy, and students mark them on their pages. Once they get five marked, they yell “BINGO”.

NOTE: The true beauty of this exercise is when the students come together at the end and DISCUSS WHY they deem certain Loud Lines to be significant. The conversations and justification elevate the analysis. This, in turn, can be parlayed into a precursor for any type of assessment or essay. There is no real need to dress it up with other “games”. Simply sharing Loud Lines is often powerful enough.
Total Pages
4 pages
Answer Key
Teaching Duration
Lifelong tool
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