Amanda+Klein

=**Exploring //To Kill a Mockingbird// and Discrimination**= Amanda Klein Inspired by //Blending Genre, Altering Style// by Tom Romano

9-10 English Honors

**Estimated Timeline:**
This unit will span over three and a half weeks with a final presentation on the sixteenth day (about half the class period). Class periods are one hour.

**Overview:**
This assignment is connected specifically with Harper Lee's //To Kill a Mockingbird//, and the issues that the book addresses such as the southern way of life, the great depression, the idea of good and evil, and mostly on segregation. The project the students will compose will be a multi-genre project in which they include a title page, table of contents, repetends, and five pieces ranging in genre (four of which must come from different genres). The genres the students decide to choose from will be modeled in class by the pieces they read or are presented with (these could be letters, short stories, poetry, song lyrics, dialogues, journal entries, etc.). The students will have some time in class to complete the project, including some time in the library so they may do some extra research (if need be), and to peer edit.

**From Theory to Practice:**
A multi-genre project contains different genres that can at times relate different meanings in a novel. When a novel or a play is taken apart, piece by piece, the reader finds that each piece is needed to make the writing a whole. Whether the pieces are dialogue, setting, characterization, or plot, all of these pieces are needed. Each piece in a multi-genre project acts in the same way: all pieces make a whole. A multi-genre project "is composed of many genres and subgenres, each piece self-contained, making a point of its own, yet connected by theme or topic and sometimes by language, images, and content" (Romano x-xi). Different genres such as writing dialogue, poetry, songs, and drawings can focus on a specific piece of a novel, and give students an outlet for their creativity and allow them to portray their thoughts and opinions more accurately. These different genres will allow students to analyze specific elements of literature in the novel and apply them in their own writing, expounding their writing skills, and having a means to be able to apply these same skills in their future writing.

Sources used: Lee, Harper. //To Kill a Mockingbird.// New York: Harper Perennial Modern Classics, 2002. Romano, Tom. //Blending Genre, Altering Style.// Portsmouth, NH: Boynton/Cook Publishers, Inc., 2000.


 * Student Objectives:**
 * Students will compose a multi-genre project based on the different themes presented in the novel and demonstrate their understanding (segregation, the south during the great depression, good and evil).
 * Students will be able to analyze the characters, setting, plot, and dialogue for meaning in //To Kill a Mockingbird// and will apply these skills in their own writing.
 * Through different exercises students will be able to practice their own writings based on models, and will be able to compose their own short stories, letters, poems, dialogues, etc.
 * Students will have a chance to use and research outside resources.
 * Students will explain and support their reasoning behind each piece they write for the multi-genre project.
 * Students will evaluate and offer suggestions to peer writings.

CE 1.1.3: Select and use language that is appropriate (e.g., formal, informal, literary, or technical) for the purpose, audience, and context of the text, speech, or visual representation (e.g., letter to editor, proposal, poem, or digital story). CE 1.1.4: Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) or the selected form or genre. CE 1.1.6: Reorganize sentence elements as needed and choose grammatical and stylistic options that provide sentence variety, fluency, and flow. CE 1.3.9: Use the formal, stylistic, content, and mechanical conventions of a variety of genres in speaking, writing, and multimedia presentations. CE 2.1.7: Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique. CE 3.1.2: Demonstrate an understanding of literary characterization, character development, the function of major and minor characters, motives and causes for action, and moral dilemmas that characters encounter by describing their function in specific works. CE 3.1.9: Analyze how the tensions among characters, communities, themes, and issues in literature and other texts reflect human experience. CE 4.1.1: Use sentence structures and vocabulary effectively within different modes (oral and written, formal and informal) and for various rhetorical purposes.
 * Michigan ELA Content Expectations: (those bolded are especially important)**
 * CE 1.3.1: Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patters (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).**
 * CE 1.4.5: Develop organizational structures appropriate to the purpose and message, and use transitions that produce a sequential or logical flow of ideas**.
 * CE 3.1.7: Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other texts.**
 * CE 3.1.8: Demonstrate an understanding of historical, political, cultural, and philosophical themes and questions raised by literary and expository works.**
 * CE 3.2.1: Recognize a variety of literary genres and forms (e.g., poetry, drama, novels, short stories, autobiographies, biographies, multi-genre texts, satire, parody, allegory) and demonstrate an understanding of the way in which genre and form influence meaning.**
 * CE 3.2.5: Respond to literature in a variety of ways (e.g., dramatic interpretation, reader’s theatre, literature circles, illustration, writing in a character’s voice, engaging in social action, writing an analytic essay) providing examples of how texts affect their lives, connect them with the contemporary world, and communicate across time.**

**Instructional Plan:**

 * Resources:**
 * //To Kill a Mockingbird// by Harper Lee
 * //Blending Genre, Altering Style// by Tom Romano
 * // American Experience—Scottsboro: An American Tragedy //// movie //
 * “What Was Jim Crow?” article
 * Pencils/Pens
 * Paper
 * Picture of trial scene from //To Kill a Mockingbird//
 * Crayons/Colored Pencils/Markers
 * Overhead Projector
 * // Raisin in the Sun // by Lorraine Hansberry
 * “Where I’m From” poem by George Ella Lyon
 * Writers’ Journals
 * “The Sky is Gray” by Ernest J. Gaines
 * “Letter to Birmingham Jail” by Martin Luther King Jr.
 * Construction paper
 * Sticky notes
 * //To Kill a Mockingbird// movie


 * Teacher Preparation:**
 * Have read //To Kill a Mockingbird//
 * Create worksheets, rubric, and assignment sheet
 * Check out television and projector if not available in own classroom
 * Check out computer lab on work days
 * Gather past examples of well-done multi-genre projects


 * __Week One__**
 * Day One**
 * Assign //To Kill a Mockingbird// with every student, hand out an assignment sheet for the multi-genre project and explain the assignment. (Multi-Genre Project Assignment Sheet:([[file:Klein TKAM assignment sheet.doc]])Also hand out a copy of the rubric for the project so students will know in advance what is expected of them and how they will be graded. Also make sure to explain that different writing exercises within the next few weeks will be examples of genres they can write from for their final project, and that they will be expected to work on these throughout the entire unit.
 * Students will begin watching //American Experience—Scottsboro: An American Tragedy.// This movie is a documentary of the Scottsboro case in which nine African American boys were accused of raping two White girls while they were all riding a train car during the Depression. The way they are treated in court, and accusations they faced are quite similar to the case in //To Kill a Mockingbird// and will serve as a great introductory piece to the unit.


 * Day Two**
 * Students will finish watching //American Experience—Scottsboro: An American Tragedy.// Briefly explain the connection of the book and movie (without giving the book away), and why the movie is important.
 * Students will read an article on the Jim Crow laws ([]).
 * After reading the article students will partner up and write a letter to their peer. In their letter they will answer a prompt: //What were your reactions to these laws? Do you still see evidence of these laws today? If so, where?// After writing their letters students will swap with their partners, read theirs, and respond in letter format. (Lesson plan:[[file:Klein week 1, day 2 lesson plan.doc]])


 * Day Three**
 * Students will be shown a picture from the trial scene in //To Kill a Mockingbird// ([]). Most students will not know what is going on in the picture, especially since they will not come to this scene in their reading yet. Students will examine the picture for a couple minutes and then write what they believe is or could be going on in play format (this means writing mostly dialogue). After writing students may volunteer to share their writings aloud and then have a brief discussion on where the picture comes from in the book (without giving the book away). When the class finally reaches this scene in the book this picture can be referred to again.
 * Students will begin creating a map using Harper Lee’s descriptions of Maycomb. They will need to include important locations such as Scout’s house, the Radley house, school, courthouse, jail, Miss Maudie’s house, Miss Stephanie’s house, and other important characters’ houses. The map should be artistic and should be labeled correctly. On the back of the map, or on a separate sheet that will be turned in with the map students will need to include the quote they found the location from and the proper citation of page number. This piece of work will be a required piece in the multi-genre project. (Lesson plan: [[file:Klein week 1, day 3 lesson plan.doc]])


 * Day Four**
 * Students will read an excerpt from //Raisin in the Sun// by Lorraine Hansberry. The students will first need to be given some background on this play and the plot of the play. After reading the excerpt, discuss the hardships the family faces due to segregation and why Karl Lindner comes to visit them. Discuss which Jim Crow laws this excerpt addresses.
 * Students will have the remaining period of class to work on their map of Maycomb. Students may work together on this assignment, but must create their own.


 * Day Five**
 * Students will discuss the first portion of //To Kill a Mockingbird// (chapters 1-10) by answering worksheet questions in a small group and then coming together as a whole class and discussing.


 * __Week Two__**
 * Day One**
 * Students will read George Ella Lyon’s “Where I’m From” poem, and will discuss the images they think works well and what they liked about it.
 * Students will then create a concept map with their names in the center and will branch off including images of themselves, of their childhood. (Student Concept Map: [[file:KleinIAmConceptMap-Student.doc]])
 * Students will then write their own “Where I’m From” poem. Once finished if students would like to volunteer to read theirs aloud they may.
 * Pass out a blank character concept map. Students may use these to brainstorm images about a character and write a “Where I’m From” poem from that character’s perspective for their multi-genre project if they so wish. (Character Concept Map: [[file:KleinCharacterConceptMap.doc]])
 * Students will begin reading “The Sky is Gray” by Ernest J. Gaines. Hand out discussion questions that accompany the reading. ("The Sky is Gray" Discussion Questions: [[file:KleinThe Sky is Gray discussion questions.doc]]) (Lesson Plan: [[file:Klein week 2, day 1 lesson plan.doc]])


 * Day Two**
 * Students will finish reading “The Sky is Gray,” and as a class discuss the questions, dealing specifically with segregation in the south. Explain and discuss the connections of the problems brought up in this story with the problems brought up in //To Kill a Mockingbird//.
 * Students will brainstorm characteristics of Jem and Scout in the small groups at the table/desks they are sitting at. As a class students will collaboratively create a Venn diagram of the two characters and their personalities/characteristics. Afterwards show an example of a Poem for two voices. Students will then create a Poem for two voices through Jem’s and Scout’s perspectives. (Venn Diagram: [[file:KleinJemScoutVennDiagram.doc]])
 * Day Three**
 * Students will read “Letter to Birmingham Jail.” If students finish early they may have the rest of the period to read //To Kill a Mockingbird//.


 * Day Four**
 * Students will finish reading “Letter to Birmingham Jail,” and in their writer’s journal will respond to the prompt: //How does Martin Luther King Jr.’s comparisons reflect African American culture? Does he mention any Jim Crow laws?//
 * Students will meet in groups of four with a draft of a piece they have written for their multi-genre project, and workshop their piece. Each student will read theirs aloud and receive feedback from their peers of positive feedback, what needs work, and suggestions to improve their piece (Peer Review Sheet: [[file:Klein Peer Review Sheet.doc]]). Students will take turns until each has had a chance to share.


 * Day Five**
 * Students will discuss the second portion of //To Kill a Mockingbird// (chapters 11-18), through literature circle roles in the small groups they are sitting in (four students). Main ideas will then be discussed as a whole class.


 * __Week Three__**
 * Day One**
 * At the beginning of the hour students will partake in a grammar activity addressing strong and weak verbs. They will then be issued a passage of //To Kill a Mockingbird// with empty blanks. Students will fill in the madlib with strong verbs. After students have shared some of the verbs they used the real passage will be read aloud. This lesson will be linked to the voice the students will need to give to their multi-genre pieces. (Verb List: [[file:Klein StrongWeak Verbs.doc]]) (Mad Lib: [[file:Klein To Kill a Mockingbird Mad Lib.doc]])
 * Students will create a random autobiography based from a template that will be passed out to each student. This is a fun, creative poetry writing exercise that can also be adapted to a character from //To Kill a Mockingbird// that can be used as a multi-genre piece. (Random Autobiography Template: [[file:Klein Random Autobiography template.doc]]) (Lesson Plan: [[file:Klein week 3, day 1 lesson plan.doc]])


 * Day Two**
 * Individually conference with students over a piece they feel the least comfortable with for their multi-genre project. Meanwhile students will have the opportunity to be in groups of two to peer review, to work independently, or to read on their own.
 * Day Three**
 * Students will analyze the trial scene from //To Kill a Mockingbird// and list the key events in order. (Cartoon Outline: [[file:Klein TKAM cartoon outline.doc]]) From these events students will create their own cartoon including captions and dialogue. This cartoon will be a piece included in the multi-genre projects.
 * Day Four**
 * Students will each receive a piece of construction paper from which they will cut out a frame. They will then use this frame to focus on a specific object and write a few descriptive sentences about that object, just focusing on what they see, without naming the object. Students may share their sentences with their peers. This activity can be used for the multi-genre project, as perhaps repetends or as a series for a regular piece. (Lesson Plan: [[file:Klein week 3, day 4 lesson plan.doc]])
 * Students will have a chance to peer review again in small groups (three to four).


 * Day Five**
 * Students will discuss the final portion of //To Kill a Mockingbird// (chapters 19-31) through a Socratic Seminar.


 * __Week Four__**
 * Day One**
 * Students will receive a self-reflection sheet and fill it out based on their multi-genre projects. (Self-Reflection: [[file:Klein TKAM self reflection.doc]])
 * Students will present their presentations in the small groups they are sitting in, and will swap groups once. Each student will have a few post-it notes to write praise comments for projects they like.
 * Multi-genre projects will be graded based on the same rubric given to students on the first day. (Multi-Genre Project Rubric: [[file:Klein TKAM rubric.doc]])
 * Days Two and Three**
 * Students will watch the movie //To Kill a Mockingbird// to wrap up the unit.