| What
Is Setting?
How do time, place and actual occurrences affect
fiction?
AIM
What is setting, and how does it affect To Kill
a Mockingbird?
Objectives
1) Students will understand the definition of what setting
is, and be able to identify the setting of TKAM.
2) Students will be able to connect actual occurrences and
historical facts to the setting of TKAM, and identify how
setting influences the novel. |
Created
by Akiko Minaga
Location: Louis D. Brandeis High School
Grade: High School
Subject: English
Subject: Special Education
About
the teacher
Akiko Minaga is a second year, Special Education high school
English teacher at Louis D. Brandeis High school. She also
teaches SETSS and Keyboarding.
aminaga@hotmail.com |
Vocabulary Concepts
- Setting
- The Great Depression
- Deep South Discrimination
- The Scottsboro Trials
- Jim Crow Laws
Procedures
For the Do Now, the teacher will have students define "setting"
using the dictionary. The teacher will facilitate discussion around
what students can identify as the setting of TKAM. The teacher will
then guide students through the group activity that will further
their knowledge of the setting of TKAM. Students will be divided
into groups of 2 or 3. The information gathered through the group
activity will be shared at the end of class.
Activities
Each group will receive an envelope with pictures and brief articles
and clippings regarding one of the key historical concepts mentioned
above. Students will be given 15-20 minutes to put together a brief
3-5 minute presentation that will teach the class about their topic.
They should answer the following questions within their presentation:
- What happened in this event, or what is this concept?
- Where do we see this topic mentioned in TKAM?
- How is this topic significant to TKAM?
- Why is it important to know this information to further our
understanding of the book?
Extension/Follow-up
Students will present their information and take notes on the other
groups' presentations.
Homework
Students will write one paragraph on what they learned from another
group's presentation, and how it relates to TKAM.
Evaluation
The teacher will assess students for on-task behavior and their
completion of the four questions. Homework will also be checked
to see comprehension of other concepts.
Standards Addressed
New York State Standards for English Language Arts
Standard 3: Language for Critical Analysis and Evaluation.
Students will listen, speak, read, and write for critical analysis
and evaluation. As listeners and readers, students will analyze
experiences, ideas, information, and issues presented by others
using a variety of established criteria. As speakers and writers,
they will use oral and written language that follows the accepted
conventions of the English language to present, from experiences,
ideas, information and issues.
Standard 4: Language for Social Interaction. Students
will listen, speak, read, and write for social interaction. Students
will use oral and written language that follows the accepted convention
of the English language for effective social communication with
a wide variety of people. As readers and listeners, they will use
the social communications of others to enrich their understanding
of people and their views.
Students
This lesson is targeted for a high school sophomore-level Special
Education English class.
Overall Value
This is a lesson that can be easily modified. The reading level
of the material can be adjusted according to students or groups,
and the material can be leveled.
Teacher Tips
For students with lower reading levels, you can highlight the important
facts to make the gathering of information easier. It may help to
use pictures with captions, instead of lengthy texts, for severely
limited students.
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