Objectives:
DPI Standard Course of Study http://www.dpi.state.nc.us/curriculum/
Technology Competency Goals 2 and 3
English Competency Goals 1,2,5,6
Social Studies Competency Goal 8
Focus
and Review:
Students will begin by navigating the following sites independently
either at home or in the school's media center. These sites have been
used by our class previously. The independent navigation will serve as
a review before introducing this assignment and as a reference tool for students
to complete the time capsule portion of this project.
http://tlc.ai.org/depressi.htm
http://memory.loc.gov/ammem/ndlpedu/lessons/98/mock/intro.html
http://lcweb2.loc.gov/ammem/today/today.html
http://www.historychannel.org
http://www.myhistory.org
Teacher
Input:
Students will work in groups of 3-4 students. I typically allow students
to choose their own groups, because I believe students work best with whom they
are comfortable. Students will be given a copy of the Museum of Living
Literature guidelines listed below. (I have modified these guidelines to include
a technology component and to fit the novel To Kill a Mockingbird. The original
guidelines were given to me by my colleague and friend Marilee Powell.
However, I do not know where the original project originated. It is just
a great project that has been shared, modified, and passed around.) This
project will take students approximately one week to complete after they have
completed the novel. Many times, I give students the project guidelines
before they begin reading. This helps them organize the reading material
and manage their time. So, you should probably consider giving the following
project guidelines to students about three weeks before it is due.
I always discuss the importance of dividing work and sharing the work load.
Students are aware that they will be evaluated using a rubric. Each component
of the project counts 10 points, for a total of 100 points. Before students
begin working on their projects, I will take them to the computer lab and review
both the key events in To Kill a Mockingbird, as well as the history surrounding
the Depression and the 1930's.
Guided Practice:
I will lead students in the reading, analyzing, and interpreting the text of
To Kill a Mockingbird, the review of the significant events regarding the Depression
and the 1930's, and will help students create a display of what they have learned.
Independent
Practice:
Students will be required to create a display which incorporates history, Literature,
music, art, and technology, and involves writing, reading, interpreting,
analyzing, and synthesizing information. Students will be required to present
their display to an audience (our class) and must explain the elements of their
display.
Closure:
Students will finish the semester by creating an aesthetically pleasing display
which incorporates all elements of what they have learned. They will be
provided with an opportunity to collaborate with their peers and present their
best work to an audience. They will be reminded of the connections between
the past, present, and future. The lesson that we are all connected because
of our humanness will be reiterated, and students will come to a deeper understanding
of themselves and others. Ideally, through this multi-cultural unit, students
will better understand motivations for human actions and decisions, and humanity
in general.
Student Instructions for completing their display:
Lesson 8
The
Museum of Living Literature
Creating a display around Harper Lee's To Kill A Mockingbird
For the next two weeks you will be working as curators, creating a museum exhibit for The Museum of Living Literature. The display must be attractive, organized, and effective. Using MLA format you must document any outside sources or electronic sources you use in creating this display. You must turn in a works cited page to me with at least five sources, one of which must be the Library of Congress web site. Each display must be aesthetically displayed on a cardboard backboard, and must have the following components:
1. Quotations: 10 key quotations from the book and 5 quotations from the author about the book, writing, or life (pertinent issues of the book). Identify the source of the quotations (p. #). Display in enlarged form. You may want to stretch yourselves and find additional quotations which deal with criticism of To Kill a Mockingbird and/or the reception of the book at the time of publication.
2. The display must have theme music. Your group will receive more points for a composition that originated at the time of the setting of the book. You will also receive extra points for performing the composition. Write a description of the music, composer, origin, significance, etc.
3. Art: Create an artistic expression of the themes/ideas/topics of the book. Suggestions: Have a group member make a painting, sculpture, pottery, model, print, cartoon, caricature, jewelry, collage, etc. Videotape a group member's dance performance with original choreography. Videotape a commercial with graphic art advertising the book or a public service announcement with special effects encouraging people to read the book. Videotape an original screenplay version of an important scene of the book. Videotape an interview with the author or a character. You may want to consider creating a map of the town, complete with buildings, houses, and details mentioned in the book. Much of this map will be created using your imagination, but it should be based on specific details from the book and you must put page numbers next to each of the items on your map as proof that your map is "accurate."
4. Brochure: Using the multi-media tools available, create a brochure which represents the setting of the book. This must be a tri-fold brochure and it must include a digital image of the author, setting, or some aspect of the Depression. You may also include a timeline of key events in the book, a time line of events in Harper Lee's life, quotation by the author, criticism, etc. You may choose to focus on the fictitious events in the book, or on actual events that were taking place at the time the story takes place.
5. Display three souvenirs from the author's or character's life, or supply artifacts from the era or from the ethnic background. Your group will get extra credit if you supply artifacts from the 1930's and provide a written explanation of the significance of these artifacts.
6. Interview a member of your family, a family friend, or a community member who lived/grew up in the 1930's. This interview may count as one of your interviews of your two oldest relatives for your portfolio. You must word process a narrative essay which details the life story of the person you chose to interview. You must also consult the Library of Congress web site and find information about the Depression and the 1930's which supports the information you gained from your interview with your relative or community member.
7. Display the author's or character's favorite or symbolic food, plant, or animal. Include a written explanation next to your display.
8. Display a collection of ten new word specimens from the book. Label each word with its definition.
9. Provide a historical overview of the era of the book's setting by making a time capsule containing representative items, news clippings, or other information. Once again, it would be helpful to consult the Library of Congress web site for this information.
10. Write and explain 5 statements of theme.