Brief Description

Tsl05 TEACHER-SUBMITTED LESSON PLAN HEADLINE: You Are There! The Importance of Setting TAGLINE: *** Can you see it? [set DASH] Recreate the setting of To Kill a Mockingbird! This week's lesson, on the importance of setting in a story, was submitted by Albert Baggetta, a teacher at Agawam High School in Agawam, Massachusetts. [NOTE TO PATTY/NANCY: TEXT OF LESSON APPEARS BELOW. THIS IS COPY-EDITED TEXT, SO IT NEEDS TO REPLACE ANY PREVIOUSLY POSTED TEXT.] TEXT: [set BOLD] Title: [end BOLD] Mapping the Mockingbird [set BOLD] Grade Levels: [end BOLD] 7-12 [set BOLD] Subject: [end BOLD] language arts, technology, art [set BOLD] Description: [end BOLD] This lesson offers a focused approach to studying setting in To Kill a Mockingbird, by Harper Lee. Students will read the novel with an eye to collecting data that will create a mental image of the novel's setting. They will catalog all stationary objects that are important references to the characters and events in the novel. Then they will use the catalog to construct a physical map of Maycomb. [set BOLD] Objectives: [end BOLD] to introduce the importance of setting in a novel to encourage the use of computer technology. [set BOLD] Key Concepts: [end BOLD] reading for data, cataloging, creating a database, mapmaking [set BOLD] Materials: [end BOLD] individual copies of the novel To Kill A Mockingbird, by Harper Lee (Everyone should have the same edition.); a journal or a computer database to catalog data; posterboard and drawing supplies or a computer drawing program. [set BOLD] Lesson Plan: [end BOLD] Note: It is better to make this a joint project between two students. Sharing the work allows more time for reading for enjoyment. Instructions: Use posterboard or heavy backing for the map. Artwork is not important, but neatness is. The map should be done in color and all objects must be labeled. Page numbers should be cited on the map. Accurately identify at least 10 stationary objects from the story. Journals and/or databases will be corrected for accuracy and neatness. Attention should be given to spelling and phrasing. Procedure: Discuss the lesson, mentioning examples of some of the objects and locations students should be looking for. Provide students with a starting reference point. For example, they might start by drawing Main Street or the Finch house. Reference to the setting sun is a good point for locating directions. Students read the novel and collect data about stationary structures and objects used as part of the setting. These objects will usually be referenced by characters or the narrator of the story. Students catalog each piece of information. The format of an entry might include a short quotation or paraphrase that includes the object, a reference to its physical location, and the page number from the book. [set INDENTED] Example: (not actually from the book) "There were Chinaberry trees located behind the Finch house." page 57 From this selection, a student should know where to draw the Chinaberry trees in relation to the Finch house. Students enter the information in a journal or database. Typing the data into a database allows students to search to locate specific objects quickly. A simple http://baggetta.click2site.com/mockingb.htm database is available online. Students review collected data and draw a map. Students should be encouraged to be creative when making the maps. Students might create three dimensional maps with Monopoly buildings, use CAD programs, drawing programs, and clip art. [set BOLD] Assessment: [end BOLD] Each map and journal is graded based on the instructions provided. [set BOLD] Submitted by: [end BOLD] Albert Baggetta, Agawam High School, Agawam, Massachusetts

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