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LU Title: Dealing with Prejudice Through Literature; To Kill a Mockingbird, by Harper Lee |
Author(s): Robin S. Hosmer |
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Grade Level: 9 |
School : Madrid-Waddington Central |
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Topic/Subject Area: English Literature |
Address: P.O. Box 67, Madrid, New York 13660 |
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Email: rhosmer@mum.neric.org |
Phone: (315) 322-5746 |
OVERVIEW
Literature often serves as a vicarious experience for students. Harper Lee provides the reader the experience to learn aspects of life outside the realm of danger or consequences. The novel To Kill a Mockingbird brings the concepts of murder, hate, violence, equality, poverty, sexism, racism, and prejudice to the forefront. Through the author's vision, the reader learns that ignorance is not something a person is born with; instead it is an acquired or learned behavior. Atticus points out a simple truth, "You never really understand a person until you consider things from his point of view- until you climb into his skin and walk around in it." (Lee)
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Declarative |
Procedural |
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Reading comprehension chapter Questions |
Characterization chart |
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Define literary elements; Theme: Rite of |
Literary Analysis |
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Design and make a Graphic Organizer |
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Essay -- Process writing and conferencing |
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Word processing |
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ESSENTIAL QUESTIONSIONS
CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write
out related Performance Indicator(s) or Benchmark(s)
ELA Standard 1: Language for information and Understanding; subsection #2 … "Speaking and writing to interpreting, applying, and presenting information." Benchmarks: Use standard English skillfully (grammar, vocabulary, & style) for effective communication
ELA Standard 2: Language for Literary Response and Expression; subsection #1 … "Listening and reading for literary response to understand the text, recognize the social, historical and cultural features of the text." Benchmarks: Evaluate literary merit based on understanding of the genre and literary elements.
ELA Standard 4: Language for Social Interaction; subsection # 1 … "Oral communication requires reflection in various and different situations." Benchmarks: Discussions on academic subjects, anticipating listeners needs and addressing them.
MST Standard 2: Information Systems: subsection # 1… Information and technology is used to process and communicate information. Benchmarks: Understand and use features of word processing.
PURPOSE: To activate prior knowledge and discuss controversial themes such as; murder, hate, violence, equality, racism, sexism, prejudice and poverty.
LEARNING
EXPERIENCES
In
chronological order including acquisition experiences and
extending/refining
experiences for all stated declarative and
procedural knowledge.
CULMINATING PERFORMANCE
Include rubric(s)
Students will each write an essay describing how racism and
prejudice led to the stereotyping of characters into groups, and they will
include why some characters could not neatly fit into a classification. Essay
will include all the above elements from the graphic organizers, and include a
summary quote and/or description that tells why Jem's definition of folks is
hard to follow.
RUBRIC:
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Elements Scale |
Meaning and Developments |
Organization |
Language Use |
Conventions |
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Weights |
35% |
30% |
15% |
20% |
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4 |
Includes author & title, Key phrases such as, "Folks classifications", list four types of folks, defines two literary elements and gives evidence of 4 examples, Explains 4 quotes |
Original, logical and coherent essay through devices such as introduction, Body paragraphs conclusion, and transitions that contribute to a whole. |
Uses original precise language, sense of voice and audience. Makes effective use of sentence structure and length |
Correct spelling, punctuation, paragraphing, grammar & usage. Microsoft Word used: 1.5 to 2 pages, double-spaced, font 10-12, standard margins, spell check utilized, saved to a:drive on disc. |
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Includes author & title, Key phrases such as, "Folks classifications", list four types of folks, defines and gives evidence of 2 literary elements, Explains 4quotes |
An appropriate context of introduction, body, and conclusion is apparent in the essay |
Uses original precise language, and awareness of audience. Makes consistent use of sentence structure that are varied in length and structure |
Generally correct spelling, punctuation, paragraphing, grammar & usage. 1.5 to 2 pages, double spaced, font 10-12, standard margins, spell check utilized |
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Includes author & title, Key phrases such as, "Folks classifications", Gives evidence of 2 literary elements, Explains some quotes |
Establishes some direction for the essay, organization is tentative |
Relies on ordinary, often imprecise, language and relies on sentences that lack variety in structure and length, and may be constructed incorrectly |
Minor errors in spelling, punctuation, paragraphing, grammar & usage that do not interfere with communication. 1.5 to 2 pages, double spaced, font 10-12, standard margins, spell check utilized |
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Includes author & title, Key phrases such as, "Folks classifications, gives some of evidence of literary elements, and quotes |
Lack context or focus and shows little or no evidence of organization |
Includes vague, inappropriate, or incorrect words and relies on run-ons or sentence fragments |
Minor errors in spelling, punctuation, paragraphing, grammar & usage that may interfere with communication. 1.5 to pages, double-spaced, font 10-12, standard margins, spell check utilized. |
PRE-REQUISITE SKILLS
Knowledge of literary elements; process
writing skills, seventh grade reading level
Whole unit takes twenty-seven days. To shorten do not show
movie and/or double up on some reading assignments or assign Saturday as a day.
This schedule is for average students. Above average or advanced students could
easily adjust to more nightly reading. Modification (such as audiotape and/or a
shorten version of the novel) may be applied for resource room students based
on the criteria.
EXTRA CREDIT PROJECT
Students will make a current event college/bulletin board in which they clip and paste current events (from magazines, newspapers, etc.) that relate to the theme of prejudice. The objective is to compare/contrast the issues of prejudice past and present.
Technology will be used to process and communicate information. Using Microsoft Word, or a similar word processing program, students will demonstrate mastery of correct spelling, punctuation, paragraphing, grammar & usage as well as page setup, double spacing, correct font and margin selection and data storage. Movie is also utilized as a form of technology.
ADDITIONAL MATERIALS
PEER GRADING RUBRICS
"CONFIDENTIAL"
Directions: Circle the number that best corresponds with each individual's participation. See "Group Rubrics" for specific criteria. Please include a grade for yourself. Remember this based on the "Honor System" and teacher observation.
Name Grades
1.________________________________ (0) (50) (65) (75) (85) (90) (95) (100)
2.________________________________ (0) (50) (65) (75) (85) (90) (95) (100)
3.________________________________ (0) (50) (65) (75) (85) (90) (95) (100)
4.________________________________ (0) (50) (65) (75) (85) (90) (95) (100)
If comments are necessary to justify a grade (absence, unwilling to participate, spending extra time etc.), then please write it here.
COMMENTS:
*** Individual grades will be determined by three criteria;
_______________________________________________________________________________________
TO KILL A MOCKINGBIRD by Harper Lee
CHARACTERIZATION-- GROUP RUBRICS
Group Members_______________________________________________ Date____________________
I. Title of Book 5pts_______
II. "Folks" and Classifications represented 15pts_______
2. Characterization of all characters 10pts_______
TOTAL SCORE__________