Summary
In this lesson in the To Kill a Mockingbird Part One, students analyze the text for symbols of prejudice and will categorize evidence from the novel to support the claim that either the mad dog or the camellia were the ultimate symbol of prejudice.
Essential Question(s)
How does the author use symbolism to develop characterization and theme?
Snapshot
Engage
Students watch a clip from the movie Wreck-It-Ralph
Explore
Students look for examples of power in the novel and build T-Chart
Explain
Students participate in whole group Tug of War activity.
Extend
Students contribute other symbols of power to a Collaborative Word Cloud
Evaluate
Students write a One-Pager describing symbols of prejudice from a favorite movie/tv show.
Materials
Lesson Slides (attached)
T-Chart Handout (attached)
Tug of War Slide (attached; optional)
Internet connectivity
Tablet or laptop
Sticky notes
Pen/pencil
Paper (for One-Pager)
Crayons/colored pencils/markers (for One-Pager)
Engage
Introduce the lesson by displaying the title slide 2 from the attached Lesson Slides
Display slides 3-4. Review the essential question and the learning objectives.
Display slide 5. Play the following movie clip from the movie Wreck-It-Ralph
Explore
Display slide 6. Explain the T-Chart strategy to the class. Pass out the attached handout, T-Chart. Direct students to look through Part One of the novel for examples that prove the mad dog and camellia are both symbols of prejudice. Ask them to write their examples on their copies of the T-Chart.
If students struggle to locate examples, suggest they partner with a classmate or work collaboratively in small groups in order to formulate a stronger point of view by sharing evidence from the text.
Explain
Display slide 7. Share the instructional strategy, Tug-of-War, with students.
Display slide 8. Have students decide which of the two symbols of prejudice in Part One of the novel, the mad dog or the camellia, is the better symbol of prejudice.
Have students select a quote from the novel to support their claim.
Ask them to write their quotes on their sticky notes.
Have students go to the board and place their sticky notes in either the column for the shell or the column for the glasses.
Ask them to explain their reasons for choosing their particular quotes.
Extend
Display slide 9. Pose the following question to students: What are some other symbols of prejudice that appear in the text? Remind students that these need to be concrete quotes from the text.
At this time, share the link to the Collaborative Word Cloud generator that you set up earlier with the class. As students type in their examples, guide them to make the observation that the larger the word in the cloud, the more consensus the class has on what the main symbols of prejudice are from the text. Are there any words that surprise you? Stick out to you? Make you wonder?
Evaluate
Display slide 10. Share the instructional strategy, One-Pager, with the students. Slide 10 illustrates what the students will create. Explain to them that they will be creating a One-Pager that illustrates a symbol of prejudice from one of their favorite movies.
Display slide 11. The labeled diagram demonstrates how the student example meets the criteria. Each criterion will appear as you continue to advance the slide to allow you to point out the student's work sample.
Title (student example from Thor uses Mjölnir)
Border around the page that includes the theme (student example from Thor uses the quote, "Whosoever holds this hammer, if they be worthy, shall possess the power of Thor." It is also highlighted in the color red.)
Image of the symbol of prejudice (student example from Thor uses Mjölnir, Thor's hammer)
Three or more questions with the answers included:
Why was Thor stripped of his power? A: Thor was stripped of his power after he refused to listen to his father and went after the Frost Giants. It was foolish and unsafe.
What information can you infer from Loki's reaction to Thor being chosen as king? A: I can infer that Loki was jealous that Thor was chosen as king, because of his reaction following the decision. He tried to strip Thor of his power and remove him from Asgard for good!
Draw and label a diagram of the 9 Realms.
A statement about why you believe this to be a symbol of prejudice (student example from Thor: Mjölnir is a symbol of power in the movie Thor. Only the person who is worthy of it can lift it and therefore will have the power of Thor, the God of Thunder.)
Display slide 12 for students while they are working on their One-Pager. The slide shows both the example and the criteria.
Resources
Salesky, M., Hackett, B., & Link, L. (2021). Lord of the Flies Unit - Lesson 6. K20 Center. 5E
Lesson. https://learn.k20center.ou.edu/lesson/1633?rev=10022
K20 Center. (n.d.). Collaborative Word Clouds. Strategies. https://learn.k20center.ou.edu/strategy/103
K20 Center. (n.d.). One-Pager. Strategies. https://learn.k20center.ou.edu/strategy/72
K20 Center. (n.d.). T-Chart. Strategies. https://learn.k20center.ou.edu/strategy/86
K20 Center. (n.d.). Tug-of-War. Strategies. https://learn.k20center.ou.edu/strategy/98
YouTube. (2017). "Wreck It Ralph - Best Scene (Scene) [Movie Clip Hd]. YouTube. https://www.youtube.com/watch?v=3posPWuA9Ss