To Kill a Mockingbird - Introductory Role Play and ...
To Kill a Mockingbird - Introductory Role Play and Historical Background | |
|This is the first lesson of the first unit of the full sequence for the Ninth Grade Literature and Composition course. To |
|introduce students to the emotional and social effects of prejudice and the themes of the novel, teachers may use the role-play |
|activity, introductory handout, and historical resources provided here. |
Primary Learning Outcomes
What is prejudice and what are the effects of prejudice? What makes a hero? In what way is this novel autobiograhical?
Additional Learning Outcomes
What does it feel like to be the object of prejudice?
Topic: Speaking/Listening
Standard: Engages critically and constructively in discussions by speaking and listening.
Topic: Writing/Usage/Grammar
Standard: Writes well-developed paragraphs with clear, controlling ideas.
Topic: Writing/Usage/Grammar
Standard: Uses precise punctuation, capitalization, spelling, and other elements of manuscript form.
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Procedures/Activities
Step: 1 Duration: approx. 30 minutes
Students may experience an example of prejudice with this role play activity. Directions are provided here in an attachment.
Attachments for Step 1
Title: To Kill a Mockingbird Introductory Role Play Activity FileName: To Kill a Mockingbird Introductory Role Play Activity.doc
Description: This Word document includes directions for a brief role play activity designed to provide students with an experience base for discussion of the nature of prejudice, and the characteristics of a hero.
To Kill a Mockingbird
Introductory Role Play Activity
Begin by designating one half of the room for individuals born in the months January – June and the other half of the room for individuals born in the months July – December. Tell students that if they were not born in any of those months you will give them a $20 bill and a free day. (he he) Have the students move to the side of the room that is indicated by their birthday month.
Next, split those groups into two more groups by designating one section for those born January – March and another for those folks born April – June, yet another for those born July – September, and a final group for those born October – December.
Count the number of students in each group. You are trying to determine which group has the fewest members. You are finding the minority for this aspect. But you need not use those words aloud for the class. Students will likely recognize what you were up to in hindsight. If there’s a tie, then you can separate students into one more sub-group with each birthday month as its own group. But if you already have a minority, then you can stop the categorizing at this point.
Once you have determined a minority for this aspect, explain that you want to call that group the “nothings.” They are to do nothing until further notice, nothing except stand.
Explain that the rest of the class is hereby the “darlings.” Begin to give these students a sticker or a piece of candy or something that is a nice surprise.
At this point, I hope a conscientious objector surfaces! Some students may be laughing; others may become insulted. But soon someone will likely speak out. If not, you may wish to ask if anyone has a problem with what you are doing.
IT IS IMPORTANT TO RECOGNIZE THAT THE ROLE PLAY NEEDS TO END THE MOMENT THE INJUSTICE IS PUBLICLY PRESENTED. It only takes a little while to demonstrate an act of prejudice and to carry it out too long may hurt someone’s feelings. The teacher will need to use his or her intuitive sense regarding teachable moments. There is no “script” by which this role play will take place. Some students may immediately object in a vocal manner. Others may become confused or upset, yet remain quiet. As students begin to catch on to your symbolism, ask them to consider these questions in quiet reflection or open discussion:
What was the nature of the prejudice?
Who was acting unjustly?
What was this person doing that was unjust?
Was this person the only person acting unjustly?
Why were these statements or actions unjust?
How did witnesses react?
How did you personally react?
Were you proud of the way you reacted? Why or why not?
Would you wish to react differently in a real situation of prejudice?
Who said or did something admirable?
What does this pretend situation have in common with real historical examples of prejudice?
What dangers may have resulted if the scenario would have continued without heroic intervention?
Ask students to group themselves with two partners. Have students work for three minutes to brainstorm a list of all words that they think of when they think of a hero. Then, have students use these words and/or ideas to think of a sentence that defines a hero. Next, have students share their sentences with the full group. Write these in a prominent location for all to see. Finally, ask students to consider the definition below. Is it anything like the definition they came up with? Does this statement make them wish to add something to their statement? Or, in what ways is their statement more descriptive, inclusive, or accurate than this statement?
Heroes speak and act in order to demand equal treatment for all living things.
Tell students that they should write down their own definition of a hero on a piece of paper. They are about to apply this definition to seven scenarios in a brief writing activity.
Step: 2 Duration: approx. 20 minutes
Immediately following the role play activity, students may be encouraged to respond to the experience in writing with the attached writing prompt. Students who need extra help may benefit from a full-group brainstorm regarding likely responses before writing. Encourage students to write for the entire time. Quantity is not necessarily the goal, but the longer they write the more great thinking they'll uncover. The attached PowerPoint slide may be printed and distributed to remind students of the prompt, or it may be projected on a screen with a computer and projection device.
Attachments for Step 2
Title: To Kill a Mockingbird Introductory Role Play Writing Prompt Heroes FileName: To Kill a Mockingbird Role Play Writing Prompt Heroes.ppt
Description: Students who have just experienced the introductory role play activity are ready to explore their thoughts with this writing prompt. Download, print, and photocopy, or project it on a screen for full class viewing.
Step: 3 Duration: approx. 20 minutes
Students may be introduced to the general nature and plot of the novel with this handout. The teacher may wish to allow students an opportunity to review the handout and share predictions regarding the novel.
Attachments for Step 3
Title: To Kill a Mockingbird Intro. Handout FileName: TO KILL A MOCKINGBIRD INTRO HANDOUT.doc
Description: This handout details the basic plot and ideas explored in the novel.
Step: 4 Duration: at teacher discretion
The following links may be used to expose students to the historical events of the Scottsboro Trials, the events that inspired author Harper Lee to write her autobiographical novel.
Web Resources for Step 4
Title: Memory Walk Lesson Plan
URL:
Annotation: The Library of Congress provides these suggested ideas for teaching the novel with a full sense of its history.
Title: Seattle Times : Martin Luther King Jr. - Civil Rights Timeline
URL:
Annotation: This civil rights timeline may serve as a good introduction or reminder of the historical events that shaped the civil rights movement.
Title: Famous American Trials
URL:
Annotation: This University of Missouri - Kansas City Law School webpage provides details regarding the historical Scottsboro Trials.
Title: Scottsboro : An American Tragedy
URL:
Annotation: This PBS movie documents the Scottsboro tragedy upon which Harper Lee based her novel.
Step: 5 Duration: 30 minutes ; longer if needed
Due to the sensitive nature of the novel's themes, students should be prepared for the language and tragic effects of prejudice illustrated in the story. Students who read the novel without benefit of teacher preparation may take offense to the language or situation and may even misinterpret the meaning. In 1997, the National Council of Teachers of English joined the Prince William Network in a distance learning broadcast entitled "To Kill a Mockingbird : Then and Now." This Thinkquest website includes the historical archives, lesson plans, and preparation activities designed by broadcast participants. Teachers may choose those introductory activities that best suit the needs of students.
Web Resources for Step 5
Title: To Kill a Mockingbird : Then and Now
URL:
Annotation: This excellent ThinkQuest site includes historical information as well as a meaningful justification from the NCTE regarding the importance of preparing students for the powerful themes in the novel. The site includes many detailed activities including sentence starters, opinionaires, and writing prompts to encourage group and individual thinking about key themes.
Title: To Kill a Mockingbird
URL:
Annotation: The plot summary, character profiles, and thematic explanations are useful for students and teachers.
Title: To Kill a Mockingbird
URL:
Annotation: This critical thinking lesson plan may be used to introduce students to the idea of stereotypes.
Title: Glencoe Literature Library Study Guide for To Kill a Mockingbird
URL:
Annotation: This pdf file includes pre-reading activities and supplemental vocabulary and discussion ideas organized by chapter.
Title: Prereading Activities
URL:
Annotation: These prereading activities were designed to prepare students for the novel and its themes.
Title: SCORE : To Kill a Mockingbird
URL:
Annotation: This San Diego SCORE guide includes many novel-based ideas including those that work well as introduction to the novel's themes.
Title: To Kill a Mockingbird : Growing up in the 1930s
URL:
Annotation: Students may use this webquest and accompanying activities to explore life in the 1930s as a preparation activity for the novel.
Title: EducETH : Harper Lee
URL:
Annotation: The EducETH Mockingbird background materials found at this site are extensive. Lesson plans, historical audio, and other novel-based resources make this a great website.
Title: Teacher Universe Exploring Themes in To Kill a Mockingbird
URL:
Annotation: This page describes an entire unit of study for the novel that includes a Power Point presentation and Excel database. Throughout the unit students improve vocabulary, explore the themes of the work, and write from a chosen point of view.
Title: Studying to Kill a Mockingbird
URL:
Annotation: This incredibly extensive novel resource includes introductory information about the derogatory language in the novel. It also includes a wide variety of content including questions and vocabulary that teachers may wish to refer to throughout the teaching of the novel.
Step: 6 Duration: at teacher discretion
Teachers may wish to expose students to biographical information for author Harper Lee. These links may be used for such a purpose.
Web Resources for Step 6
Title: Harper Lee Still Prizes Privacy over Publicity
URL:
Annotation: This Christian Science Monitor article provides some interesting biographical and literary information about the author.
Title: Harper Lee Biography
URL:
Annotation: The Chebucto Community Net web resource houses this Harper Lee biographical web resource. The site also includes novel-based ideas and resources.
Title: Monroe County Heritage Museum
URL:
Annotation: This resource documents the history of the city and events from Harper Lee's hometown.
Title: Nelle Harper Lee
URL:
Annotation: This online Harper Lee biography features much information about the life and writing of Harper Lee.
Title: Quiet Author, Home Town Attract 'Groupies,' Press To Live With 'Mockingbird'
URL:
Annotation: This Wasington Post article offers an update regarding the life of Harper Lee in the 1990s.
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Materials and Equipment
teacher computer with Internet access; printer
Standards (Local and/or National)
National Standard for English #3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structures).
Total Duration
approx. 100 minutes - longer if using supplementary web resources
Technology Connection
historical information may be accessed from supplementary Web links
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Assessment
The written component may be evaluated as part of a final TKAM writing portfolio. More details regarding suggested writing ideas for such a portfolio may be found in the lesson entitled ''To Kill a Mockingbird - Writing Portfolio.''
Extension
Web resources are provided in order to supplement the opening discussion and activities.
Remediation
Students who find the reading or writing difficult may be paired with a capable partner. Students who are unable to recall the historical details may benefit from the PBS movie listed in this lesson. Students who have difficulty with the basic concepts of prejudice and stereotyping may be paired with more capable students to role-play a simple event of quick judgement or prejudice. The teacher could propose scenarios and ask the students to work together to predict a favorable outcome. For example, the teacher might ask: What could you do or say to convince a group of young women to include a young man in a bake sale? Or, what could you do or say to convince a group of teenagers to include an 11-year old in the building of a school project? The teacher could ask the students to explain or role-play the steps by which they could correct prejudice and ensure that everyone had an equal opportunity.
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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