Identity in To Kill A Mockingbird

Author(s):
Deborah Cramer


Grade Level:
11
Timeframe: Class periods? 2
Number of hours? Minutes? 50 min
Lesson Description or Explanation
We will be studying To Kill a Mockingbird and look at identity how the time period plays a part in that identity. Students draw their current bedrooms and write a short piece on what their bedroom says about their identity. Then based on research done on the computer, they will draw their bedrooms in the 1930’s based on what was available at the time (they will also include prices). Students will then write a piece making connections to one of the characters in the text about what their 1930 bedroom says about their identity and what they think the characters bedroom would have looked like and what that says about them.

Indiana Curricular Standards

ENG : 11.3.2: Analysis of Grade-Level-Appropriate Literary Text:
Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. (Core Standard)
11.5.4: Write historical investigation reports that:
• use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main argument.
• analyze several historical records of a single event, examining critical relationships between elements of the topic.
• explain the perceived reason or reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation.
• include information from all relevant perspectives and take into consideration the validity and reliability of sources.
• include a formal bibliography. (Core Standard)


ISTE Standards
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
Assessments
Formative/Summative
Assessment will be done based on accuracy of details and validity of writing.

Prior Knowledge
Curricular Knowledge or Skills: Will build on writing skills as well as Social Studies connections. This will also promote higher order thinking skills.
Technology Knowledge: Build on research skills, looking at accuracy and quality of website.

Technology

Internet Resources: (please list URLs)
http://www.michigan.gov/hal/
http://www.thepeoplehistory.com


Hardware: Computer

Software: Internet

Procedure
Based on researching prices and available items, students will draw their bedrooms today and in the 1930’s. Based on the differences, students will write about what these pictures say about their identity and how it would be different if they lived in the 1930’s.
Differentiated Instruction

ESL This lesson is differentiated by design; it is contextualized for each individual student. It does not rely solely on writing or drawing, but a combination of techniques.

Challenge/Extend
The lesson is designed for critical thinking and potential to reach beyond the current range in critical thinking.

Special Needs
Depending on the need, lesson would be adjusted accordingly. For example, if the student did not have writing abilities, then they would have the option of recording their essays or if they need assistance with computer or drawing, then I would look at alternative options. Other than that, I do believe most students will be able to do this project on their own level.