Lesson Plan # 1
Name: Emma Newton
Lesson Title: Identity, Stereotypes, and Society: Pre-Reading of To Kill a Mockingbird
Subject Area and Grade Level: 11th Grade English
Introduction
Overview of Instructional Plan
This lesson will focus on examining the role of stereotypes and identity to set the stage before delving into the reading of To Kill a Mockingbird. Students will consider their own identity by creating identity charts to explore factors in their lives that have shaped who they are. Students will then do a word association with the word “stereotype” and create a working definition of the term. The instructor will then display an image of an etching entitled “I Feel Most Colored When…” and ask the students to analyze the image first individually and then in small groups. After getting the students comfortable with the concept of stereotypes and identity, the class will then watch a video which discusses the setting and historical context of the novel. Students will make observations about race, class, and poverty in the video and will share their ideas and reactions with the class. The instructor will provide a quick lecture to expand on the historical setting, discussing factors such as Jim Crow Laws, The Great Depression, Civil Rights Movement, Segregation, Poverty, etc. After establishing the setting and historical context, the students will then engage in a comparison exercise in which they use a Venn Diagram to compare and contrast life in the 1930’s with modern day life. The class will culminate in a group reading of the beginning of Chapter 1, where the instructor will model tone, pacing, and annotating.
Content Standard(s)
(include NC ELA Standards and NCTE Standards)
RL. 11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where the story is set, how the action is ordered, how the characters are introduced and developed).
RL. 11-12.4 Determine the meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly engaging.
W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Content Objective(s) Based on Content Standard(s)
Students will create an identity chart to identify the aspects that shape who they are and describe the factors that influence their identity.
Students will compose a written definition of “stereotype” and explain in group discussions how it is related to social setting and identity.
Students will examine the setting and historical context of the novel to analyze what Harper Lee is attempting to say about stereotypes, identity, and our need to belong by participating in a written journal activity and comparing/contrasting ideas in a Venn Diagram.
Academic Language Function Objective(s)
Identify/describe
Analyze
Compare and Contrast
Explain
Essential Question(s) for Students to Explore
Unit Essential Questions:
What kinds of experiences influence our identities and the ways we think about others? How do stereotypes and racism impact our willingness or ability to empathize?
Lesson Essential Questions:
What are stereotypes, and how do they affect how we see ourselves and others see us? How does our need to belong influence our identity? How does it lead to the formation of “in” groups and “out” groups in our society?
Prior Knowledge
Students must be familiar with the term “stereotype”.
Students must understand what “word associations” are.
Students must be familiar with comparing and contrasting through the use of Venn Diagrams.
Students must be familiar with analyzing the components of a text, such as setting, context, and the development of characters.
Assessment/Accommodation
Formative Assessment
(attach specific instructions and/or examples)
Students will create an identity chart about themselves illustrating the factors that shape and define who they are. Students will be required to share their identity charts on the wall and participate in a gallery walk in which they observe the factors that their classmates included in their identity charts.
Students will create a working definition of “stereotype” and describe, in productive group discussions, what words and ideas are associated with the term and how it is related to the make-up of society and identity.
Students will complete a compare/contrast assignment in which they will create a Venn Diagram to organize the differences and similarities of society in the 1930’s and present day.
An exit ticket assessing students’ understanding of how identity is shaped will allow the teacher to gauge depth of comprehension and points that might need to be revisited.
Summative Assessment (attach specific instructions or examples; include connection to content/language objective)
The summative assessment will be a collection of articles displayed creatively in a magazine format. Throughout the unit, students will work to create a magazine on issues surrounding identity, racism, and empathy linked to To Kill a Mockingbird, other texts explored throughout the unit, and current events. Each student will choose a specific topic related to the themes explored in the unit (community, justice system, biases, identity, recognizing similarities, prejudices, then vs. now, etc.). Students will research and explore their topics using a variety of sources and various perspectives. Each student will be responsible for writing at least four articles; however, students are encouraged to go beyond the requirements. Students will write and carefully edit their articles, including images that relate to the topic and enhance the meaning. Students are encouraged to think outside the box and be creative with this assignment. At the end of the unit, each article will be compiled together to form a whole-class magazine that will be posted electronically as a web page.
Each student are required to write the following:
Lesson Plan
Materials
To Kill a Mockingbird
Crayons/markers/colored pencils
Construction paper
White board marker
Handout of questions for “I feel most colored when…”
Venn Diagram handout
Journals
Organizational Structures
(e.g., lecture, whole-class discussion, group work, individual work)
Individual work: identity chart, word association, Venn Diagram, exit slip
Group work: creating definitions, analyzing an image,
Class discussion: stereotypes, analyzing an image, race and poverty observations in the video
Lecture: historical context/events, group reading
Bell Ringer/Review Activity
What makes you, you?: Students will create an identity chart in which they brainstorm experiences, events, likes, dislikes, people, places, etc. that have shaped their identity.
Detailed Activities and Procedures
(include transitions, time allocations, & supporting theories/principles)
Bell Ringer Activity (15 minutes)
What makes you, you?: Students will create an identity chart in which they brainstorm experiences, events, likes, dislikes, people, places, etc. that have shaped their identity. Each student’s chart should be colorful, fun, and creative. It can be in the form of a “spider web” brainstorming chart, or any other form of their choosing. Students will hang their charts on the walls around the room.
Activity 1: Word Association and Definitions (20 minutes)
Before delving into the discussion on the history and background of To Kill a Mockingbird, students will be asked to do a word association for the words “stereotype” and “identity.” Students will be given a few minutes to brainstorm words and ideas they associate with each word. Then, the instructor will call on students one at a time and ask them to share at least one word. The instructor will record each word on the board and students will be asked to write down the list in their notebooks. Then, working with a partner or individually, students will take a few minutes to write a working definition in their journals for the word “stereotype” based on the list of words made with the class. The class will then engage in a discussion of the definitions, connotations, and ideas surrounding the word “stereotype.”
Activity 2: “I Feel Most Colored When…” (20 minutes)
The teacher will display an etching by Glenn Ligon that was inspired by Zora Neal Hurston’s How it Feels to be Colored Me. The students will be given a few minutes to think about the image individually. Then, working in groups of 2-3, students will consider the following questions (Given to students in a handout):
Activity 3: Video of Setting and Historical Context of the Novel (10 minutes)
The instructor will project a YouTube video about the setting and historical context of To Kill a Mockingbird. The class will watch the entire video (1:55 long). Before viewing, students will be asked to pay attention to the state of poverty and race relations in the 1930’s south. After the video, the teacher will ask the class what they observed about race and poverty. The teacher will highlight key points on the historical context (e.g. Jim Crow Laws, The Great Depression, Segregation, Poverty, Civil Rights Movement, etc.). Then, the students will be asked how factors, such as Jim Crow Laws, The Great Depression, Poverty, etc., play a role in shaping stereotypes and identity. They will record their thoughts in a short paragraph or two in their journals.
Activity 4: Then vs. Now (10 minutes)
Students will be asked to think about the historical setting of the novel, and compare the life of a person in the 1930’s to the life of a person now. Based on what they observed in the video and what was discussed with the class, students will write down what they think life was like in the 1930’s and explain the differences in modern day life. They should consider factors such as poverty, racism, family, technology, etc. The instructor should remind students to keep in mind that some themes, ideas, beliefs, problems, etc. might have changed very little or not at all since the 1930’s. Students should organize their thoughts in a Venn Diagram that will be given to them as a handout.
Activity 4: Group Reading (10 minutes)
The instructor will begin reading the first few paragraphs of the novel, modeling tone and pacing for the students. The instructor will routinely stop for comprehension checks and highlighting important lines. During this time, students will be expected to follow along in their books and make annotations/comments/questions in their books or journals.
Closure (5 minutes)
Students will write a question or comment about something that was discussed in class. It can be something they were thinking about during class, a question they want to pose in a discussion, something they were confused about, etc. This will be their exit ticket and the instructor will collect them as the students leave the classroom.
Closure (include review/reflection and independent practice)
Each student will write a question or comment about something that was discussed in class. This will be their exit ticket and the instructor will collect them as the students leave the classroom.
References (within this lesson)
Glenn Ligon Etching taken from: http://collection.whitney.org/object/8363
Setting and Historical Context Video taken from: https://youtu.be/VhAT_2v6VAQ
Name: Emma Newton
Lesson Title: Identity, Stereotypes, and Society: Pre-Reading of To Kill a Mockingbird
Subject Area and Grade Level: 11th Grade English
Introduction
Overview of Instructional Plan
This lesson will focus on examining the role of stereotypes and identity to set the stage before delving into the reading of To Kill a Mockingbird. Students will consider their own identity by creating identity charts to explore factors in their lives that have shaped who they are. Students will then do a word association with the word “stereotype” and create a working definition of the term. The instructor will then display an image of an etching entitled “I Feel Most Colored When…” and ask the students to analyze the image first individually and then in small groups. After getting the students comfortable with the concept of stereotypes and identity, the class will then watch a video which discusses the setting and historical context of the novel. Students will make observations about race, class, and poverty in the video and will share their ideas and reactions with the class. The instructor will provide a quick lecture to expand on the historical setting, discussing factors such as Jim Crow Laws, The Great Depression, Civil Rights Movement, Segregation, Poverty, etc. After establishing the setting and historical context, the students will then engage in a comparison exercise in which they use a Venn Diagram to compare and contrast life in the 1930’s with modern day life. The class will culminate in a group reading of the beginning of Chapter 1, where the instructor will model tone, pacing, and annotating.
Content Standard(s)
(include NC ELA Standards and NCTE Standards)
RL. 11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where the story is set, how the action is ordered, how the characters are introduced and developed).
RL. 11-12.4 Determine the meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly engaging.
W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Content Objective(s) Based on Content Standard(s)
Students will create an identity chart to identify the aspects that shape who they are and describe the factors that influence their identity.
Students will compose a written definition of “stereotype” and explain in group discussions how it is related to social setting and identity.
Students will examine the setting and historical context of the novel to analyze what Harper Lee is attempting to say about stereotypes, identity, and our need to belong by participating in a written journal activity and comparing/contrasting ideas in a Venn Diagram.
Academic Language Function Objective(s)
Identify/describe
Analyze
Compare and Contrast
Explain
Essential Question(s) for Students to Explore
Unit Essential Questions:
What kinds of experiences influence our identities and the ways we think about others? How do stereotypes and racism impact our willingness or ability to empathize?
Lesson Essential Questions:
What are stereotypes, and how do they affect how we see ourselves and others see us? How does our need to belong influence our identity? How does it lead to the formation of “in” groups and “out” groups in our society?
Prior Knowledge
Students must be familiar with the term “stereotype”.
Students must understand what “word associations” are.
Students must be familiar with comparing and contrasting through the use of Venn Diagrams.
Students must be familiar with analyzing the components of a text, such as setting, context, and the development of characters.
Assessment/Accommodation
Formative Assessment
(attach specific instructions and/or examples)
Students will create an identity chart about themselves illustrating the factors that shape and define who they are. Students will be required to share their identity charts on the wall and participate in a gallery walk in which they observe the factors that their classmates included in their identity charts.
Students will create a working definition of “stereotype” and describe, in productive group discussions, what words and ideas are associated with the term and how it is related to the make-up of society and identity.
Students will complete a compare/contrast assignment in which they will create a Venn Diagram to organize the differences and similarities of society in the 1930’s and present day.
An exit ticket assessing students’ understanding of how identity is shaped will allow the teacher to gauge depth of comprehension and points that might need to be revisited.
Summative Assessment (attach specific instructions or examples; include connection to content/language objective)
The summative assessment will be a collection of articles displayed creatively in a magazine format. Throughout the unit, students will work to create a magazine on issues surrounding identity, racism, and empathy linked to To Kill a Mockingbird, other texts explored throughout the unit, and current events. Each student will choose a specific topic related to the themes explored in the unit (community, justice system, biases, identity, recognizing similarities, prejudices, then vs. now, etc.). Students will research and explore their topics using a variety of sources and various perspectives. Each student will be responsible for writing at least four articles; however, students are encouraged to go beyond the requirements. Students will write and carefully edit their articles, including images that relate to the topic and enhance the meaning. Students are encouraged to think outside the box and be creative with this assignment. At the end of the unit, each article will be compiled together to form a whole-class magazine that will be posted electronically as a web page.
Each student are required to write the following:
- An editorial (expresses each student’s informed opinions)
- A feature article (reflects each student’s research, findings, and interpretations of their topic)
- An original poem
- Original drawings or cartoons
- Recommended movies about the topic
- Recommended songs about the topic
- Recommended paintings about the topic
- Recommended poems about the topic
- A top ten list relating to the topic
- An interview with a fictional character, historical figure, author, etc.
- Ads relating to the topic
Lesson Plan
Materials
To Kill a Mockingbird
Crayons/markers/colored pencils
Construction paper
White board marker
Handout of questions for “I feel most colored when…”
Venn Diagram handout
Journals
Organizational Structures
(e.g., lecture, whole-class discussion, group work, individual work)
Individual work: identity chart, word association, Venn Diagram, exit slip
Group work: creating definitions, analyzing an image,
Class discussion: stereotypes, analyzing an image, race and poverty observations in the video
Lecture: historical context/events, group reading
Bell Ringer/Review Activity
What makes you, you?: Students will create an identity chart in which they brainstorm experiences, events, likes, dislikes, people, places, etc. that have shaped their identity.
Detailed Activities and Procedures
(include transitions, time allocations, & supporting theories/principles)
Bell Ringer Activity (15 minutes)
What makes you, you?: Students will create an identity chart in which they brainstorm experiences, events, likes, dislikes, people, places, etc. that have shaped their identity. Each student’s chart should be colorful, fun, and creative. It can be in the form of a “spider web” brainstorming chart, or any other form of their choosing. Students will hang their charts on the walls around the room.
Activity 1: Word Association and Definitions (20 minutes)
Before delving into the discussion on the history and background of To Kill a Mockingbird, students will be asked to do a word association for the words “stereotype” and “identity.” Students will be given a few minutes to brainstorm words and ideas they associate with each word. Then, the instructor will call on students one at a time and ask them to share at least one word. The instructor will record each word on the board and students will be asked to write down the list in their notebooks. Then, working with a partner or individually, students will take a few minutes to write a working definition in their journals for the word “stereotype” based on the list of words made with the class. The class will then engage in a discussion of the definitions, connotations, and ideas surrounding the word “stereotype.”
Activity 2: “I Feel Most Colored When…” (20 minutes)
The teacher will display an etching by Glenn Ligon that was inspired by Zora Neal Hurston’s How it Feels to be Colored Me. The students will be given a few minutes to think about the image individually. Then, working in groups of 2-3, students will consider the following questions (Given to students in a handout):
- How does the way that we blend in or stand out among those around us change how we define ourselves? How does it change how others define us?
- How does it feel to be the “different” one and how does it influence the choices we make?
- Is our identity influenced more greatly by our similarities to other people or by our differences?
Activity 3: Video of Setting and Historical Context of the Novel (10 minutes)
The instructor will project a YouTube video about the setting and historical context of To Kill a Mockingbird. The class will watch the entire video (1:55 long). Before viewing, students will be asked to pay attention to the state of poverty and race relations in the 1930’s south. After the video, the teacher will ask the class what they observed about race and poverty. The teacher will highlight key points on the historical context (e.g. Jim Crow Laws, The Great Depression, Segregation, Poverty, Civil Rights Movement, etc.). Then, the students will be asked how factors, such as Jim Crow Laws, The Great Depression, Poverty, etc., play a role in shaping stereotypes and identity. They will record their thoughts in a short paragraph or two in their journals.
Activity 4: Then vs. Now (10 minutes)
Students will be asked to think about the historical setting of the novel, and compare the life of a person in the 1930’s to the life of a person now. Based on what they observed in the video and what was discussed with the class, students will write down what they think life was like in the 1930’s and explain the differences in modern day life. They should consider factors such as poverty, racism, family, technology, etc. The instructor should remind students to keep in mind that some themes, ideas, beliefs, problems, etc. might have changed very little or not at all since the 1930’s. Students should organize their thoughts in a Venn Diagram that will be given to them as a handout.
Activity 4: Group Reading (10 minutes)
The instructor will begin reading the first few paragraphs of the novel, modeling tone and pacing for the students. The instructor will routinely stop for comprehension checks and highlighting important lines. During this time, students will be expected to follow along in their books and make annotations/comments/questions in their books or journals.
Closure (5 minutes)
Students will write a question or comment about something that was discussed in class. It can be something they were thinking about during class, a question they want to pose in a discussion, something they were confused about, etc. This will be their exit ticket and the instructor will collect them as the students leave the classroom.
Closure (include review/reflection and independent practice)
Each student will write a question or comment about something that was discussed in class. This will be their exit ticket and the instructor will collect them as the students leave the classroom.
References (within this lesson)
Glenn Ligon Etching taken from: http://collection.whitney.org/object/8363
Setting and Historical Context Video taken from: https://youtu.be/VhAT_2v6VAQ
A copy of the complete lesson plan with attached handouts and documents can be found below:
Lesson Plan | |
File Size: | 263 kb |
File Type: | docx |