Literary Terms- students begin by teaching the rest of the terms that we will use to analyze this and other texts for the rest of the school year. In these presentations they teach us the term and also apply it to Lee’s book. Boring. Over.
Gender/Race/Identity day- Students get to decide what topic they want to study in relation to TKAM for the day. In their small groups, they follow a document I’ve outlined with resources and step-by-step instructions. While the learning process takes place together, at the end, they write/reflect/create independently. Done!
Context Days- In teacher-selected small groups, students are assigned topics they must research and then teach the class. Part of their presentation includes making connections between the topic and TKAM. Here are the topics:
1. Lack of diversity in literature
2. White gaze
3. Scottsboro Boys
4. Police brutality
5. Black Lives Matter movement
Cool presentations, always. Done!
The Essay- After a collective groan, we endure the grueling process of an essay where they identify what they believe the main theme of TKAM is and cite evidence in the text to support their reasoning. After peer edits and more writing, they’re done. Yay!
TV Show- Secretly, this is my favorite part! In teacher-selected small groups, students choose the character from the text they want to personify and analyze. The task includes preparing that character for a TV Show set in modern day addressing current events. Take a look at the assignment if you want more details. This year, we filmed it and I can’t wait to see it. Even though students know the objective is to focus on characterization skills, they don’t realize how much more they truly extract from the experience. It grants them the opportunity to empathize with someone different from them, understand others’ points of views, realize how some people’s journeys define their stance, and explore current events in a deeper way.
FUN TIMES IN FRESHMAN ENGLISH!