To Kill a Mockingbird - Creative Projects
To Kill a Mockingbird - Creative Projects | |
|This is the sixth lesson of the first unit of the full sequence for the Ninth Grade Literature and Composition course. Numerous |
|creative project ideas are provided here as Web resources. The teacher may determine whether a student will be given a |
|particular project or choice of projects. Students use a Project Think Form to articulate their plan for the project and later |
|complete a Project Evaluation Form in which they express their feelings regarding the final product or experience. |
Primary Learning Outcomes
How may details from the novel be expressed in a creative project that illustrates the theme or message of the work?
Additional Learning Outcomes
How may I personalize the experience of reading the novel to create a product or experience that reflects my personal abilities and interests?
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Assessed QCC Standards:
Grade: 9-12
Language Arts
Core Skills
5
Topic: Core Skills
Standard: Identifies, comprehends, and summarizes the main and subordinate ideas in a written work.
11
Topic: Core Skills
Standard: Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicitly stated main idea).
Literature and Composition 09
34
Topic: Speaking/Listening
Standard: Follows multipart instructions and asks questions for clarification.
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Procedures/Activities
Step: 1 Duration: approx. 20 minutes
The teacher determines whether students should choose a creative project from these ideas and resources, or suggest another project for teacher approval. The teacher may wish to allow students an opportunity to consider their personal learning style with the quick inventory linked here. It may likely take at least 20 minutes for students to learn of their choices and ask questions.
Web Resources for Step 1
Title: Tea with Miss Alexandra
URL:
Annotation: In this southern style assignment, students adopt the personae of a character from the novel and attend a tea like the one Scout attended.
Title: To Kill a Mockingbird - Creative Project Choices
URL:
Annotation: This site includes much information for teachers of the novel. This page details creative project ideas for expressing the novel's themes, settings, and characterization.
Title: Learning Styles
URL:
Annotation: This easy-to-read worksheet may help students ascertain their personal learning style and, therefore, the kind of creative project that may work best for them.
Title: Pulling it All Together
URL:
Annotation: This culminating activity may be used to extend the learning. One school's oral history interview is detailed in this Web site.
Title: Creative Lesson Plans for To Kill a Mockingbird
URL:
Annotation: The four projects in this lessonp lan could be suggested for creative projects.
Step: 2 Duration: approx. 20 minutes
After students learn about the details of their chosen project, students may use the Project Think Form as a means to articulate and think through their project process.
Attachments for Step 2
Title: Project Think Form FileName: Project THINK Form.doc
Description: This Project Think Form guides student thinking with ten questions regarding the scope and nature of the novel-based project.
Step: 3 Duration: approx. 60 minutes
Students may be given class time to share their creative projects. The teacher may determine how much is needed for students to speak about or demonstrate their projects. However, in a class of twenty-five, it may take as long as one hour.
Step: 4 Duration: approx. 20 minutes
Students may be encouraged to complete the Project Evaluation Form as a means to evaluate the project's success.
Attachments for Step 4
Title: Creative Project Evaluation Form FileName: Creative Project Evaluation Form.doc
Description: This 10-question evaluation form is designed to lead students through a self-reflection process in the effort to evaluate the success of the novel-based creative project.
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Materials and Equipment
individual projects require different materials - some require only paper and pen, others require technology such as video cameras or computers; the teacher may help students keep material needs in mind when choosing a project appropriate for individual or full group work
Standards (Local and/or National)
National Standard for the Teaching of English #7 - Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
Total Duration
suggested 120 minutes
Technology Connection
Some students may choose to create a technology-based project such as a video or Power Point presentation. Students may be encouraged to type or compose the Project Idea and Project Evaluation Forms on a word processor.
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Assessment
The Project Evaluation Form may be used as a means of self or teacher-based assessment. Or, the teacher may wish to encourage students to create a traditional rubric for the project.
Extension
Students could conduct and record an interview with an individual who remembers an historical event which helped shape the Civil Rights Movement in America. Directions for such an activity are provided in the links above. Remind students to use the Internet if they do not have easy access to such an individual. The findings may be presented to the audience in an oral presentation.
Remediation
Students who have difficult conceiving or completing an individual creative project may benefit from a discussion of or an examination of a sample exemplary project. The teacher may also wish to interview the student regarding his or her talents and abilities. Perhaps an artistic student may sketch a scene from the novel or a musician may write a song that expresses a character's feelings. Step one includes a link to a quick learning styles inventory worksheet that may help students recognize their inclinations.
Accommodation
For students with exceptional needs, what changes can be made in instruction and teaching delivery to enhance student participation and learning? Each area below is a direct link to general classroom accommodations.
Non-readers Physical Impairments Sensory Impairments Attention/Behavior Gifted
Each disability below is a direct link to general classroom accommodations specific for that disability.
Autism
Deaf - Blind
Deaf/Hard of Hearing
Emotional and Behavioral Disorder
Mild Intellectual Disability
Orthopedic Impairment
Other Health Impairments:
Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
Tourette Syndrome
Significant Development Delay
Specific Learning Disability
Speech - Language Impairment
Traumatic Brain Injury
Visual Impairment
Modification
For students with significant disabilities, what changes can be made in instruction and teaching delivery to allow students to participate in classroom instruction while working on IEP objectives and off grade level QCC standards. Below are suggested modifications correlated to the procedures of this lesson plan.
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