ALEX | Alabama Learning Exchange

Setting in To Kill a Mockingbird

Classroom Resource Information

Title:

Setting in To Kill a Mockingbird

URL:

https://aptv.pbslearningmedia.org/resource/ilwnet17-ela-lit-tkam/setting-in-to-kill-a-mockingbird/

Content Source:

PBS

Type:

Lesson/Unit Plan

Overview:

In this interactive lesson, students explore the importance of setting in literature and apply their learning to the novel To Kill a Mockingbird by Harper Lee. Students are introduced to the three main components of the setting: time, place, and the social conditions in the story. Using these three components as a framework, students gain a deeper understanding of the setting in To Kill a Mockingbird by learning about the 1930s. This resource also includes embedded vocabulary practice. A final writing assignment asks the students to write an essay synthesizing their knowledge of the time period and the book. This lesson works for students who are already engaged in studying the novel and have read at least the first two chapters.

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: 11	R7. Use context clues to determine meanings of unfamiliar spoken or written words. Unpacked Content Teacher Vocabulary: R7. Context clues Determine Unfamiliar spoken words Unfamiliar written words Knowledge: R7. Students know: Context clues in speech or text can provide the meaning of unfamiliar words. There are different types of context clues, including: inference/general clues, definition/explanation clues, restatement/synonym clues, and contrast/antonym clues. Context clues in text are often indicated by punctuation marks. Skills: R7. Students are able to: Use context clues to determine the meanings of unfamiliar words in speech. Use context clues to determine the meanings of unfamiliar words in text. Understanding: R7. Students understand that: An author or a speaker use context clues to explain the meaning of unusual words or academic, domain-specific vocabulary.
English Language Arts ELA2021 (2021) Grade: 11	1. Read, analyze, and evaluate complex literary and informational texts written from various points of view and cultural perspectives, with an emphasis on works of American literature. Unpacked Content Teacher Vocabulary: 1. Analyze Evaluate Complex literary text Complex informational texts Points of view Cultural perspectives American literature Knowledge: 1. Students know: Necessary skills to read, analyze, and evaluate complex literary and informational texts. Strategies to identify and describe various points of view and cultural perspectives. Skills: 1. Students are able to: Read complex texts. Analyze elements within complex texts. Evaluate text based on specific criteria provided by teacher. Understanding: 1. Students understand that: Texts written from various cultural perspectives and viewpoints can provide them with valuable information about the thoughts, opinions, and experiences of others.
English Language Arts ELA2021 (2021) Grade: 11	3. Analyze how an author explicitly exhibits his/her cultural perspective in developing style and meaning. Unpacked Content Teacher Vocabulary: 3. Analyze Cultural perspective Style Meaning Knowledge: 3. Students know: An author's cultural perspective influences the style and meaning of their work. Skills: 3. Students are able to: Identify the style and meaning of text. Analyze how an author explicitly exhibits his/her cultural perspective in a text. Understanding: 3. Students understand that: An author's cultural perspective affects word choice, style, theme, and the overall meaning of a text.
English Language Arts ELA2021 (2021) Grade: 11	11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language. Examples: paragraphs, constructed responses, essays a. Incorporate narrative techniques in other modes of writing as appropriate. Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure. c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text. Unpacked Content Teacher Vocabulary: 11. Compose Edit Short products Extended products Writing development Writing organization Task Purpose Audience Command of language 11a. Narrative techniques Modes of writing 11b. Explanations Expositions Complex ideas Complex processes Citing Credible sources Intentional transitions Precise vocabulary Organized structure 11c. Arguments Claims Substantive topics or texts Valid Relevant Sufficient Reasoning Evidence Rhetorical choices Tone Style Transitions Logical conclusion Implications Knowledge: 11. Students know: Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays. The skills required by the writing process. The development and organization of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 11a. Narrative techniques include flashbacks, anecdotes, foreshadowing, story-telling, sensory details, and character development. Narrative techniques can be used in multiple genres of writing. 11b. Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion. Explanatory and expository writing should utilize techniques that objectively introduce and develop topics. Explanatory and expository writing should include academic, content-specific technical word meanings. Words that indicate transitions. 11c. The purpose of argumentative writing is to defend an opinion or state a claim. Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a logical conclusion that describes the larger implications of the topic or text. Strategies to create stone and style in argumentative writing. Words that indicate transitions. Skills: 11. Students are able to: Compose short and extended writing products. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development and organization of the writing. Demonstrate command of the written language. 11a. Incorporate narrative techniques in modes other than narrative writing when appropriate. 11b. Gather credible information and data from multiple sources. Write an explanatory and expository text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words. 11c. Write an argument to support claims in an analysis of topics or texts that utilizes intentional transitions. Gather relevant and sufficient evidence from accurate and credible sources to support the claim. Use valid reasoning to support a claim. Make rhetorical choices that convey a specific tone or style. Include a logical conclusion that captures the larger implications of the topic or text. Understanding: 11. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development and organization of the writing. Formal academic writing should display their command of the English language. 11a. Narrative techniques can be used in multiple genres of writing to engage the audience and create interest. 11b. Explanatory and expository writing should be free from opinions and supported with evidence. Explanatory and expository writing follow a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary. Writers elaborate on details included in the text by using formal academic, content-specific technical words. They must gather their information and data about the topic from multiple credible research sources. 11c. To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources. An argument can be more effective if the writer includes a logical conclusion that indicates the larger implication of the topic or text. They can make rhetorical choices in their writing to create a specific tone and style.

Tags:

American Literature, analysis, context clues, cultural perspective, Expository writing, Harper Lee, historical context, place, setting, time, To Kill a Mockingbird

License Type:

Custom Permission Type
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Accessibility

Text Resources: Content is organized under headings and subheadings

Comments

The lesson includes Teaching Tips.

This resource provided by:

Author:

Jessica Byrd

ALEX Classroom Resource

Setting in To Kill a Mockingbird