Stations: Compacting with To Kill a Mockingbird

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Stations Compacting with To Kill a Mockingbird

• Exploring Stereotypes
• Think about the power of words and how we tend
  to label whole groups of people, many times
  unfavorably. In this station, you and your group
  will explore the notion of stereotypes through
  personal reflection, role-playing and group
  discussion.
• Take an activity sheet, put your name and class
  period at the top. Read the introductory
  paragraph and directions carefully.
• Choose a label from the Exploring Stereotypes
  container. If you do not understand the term,
  either ask your group members to help explain it
  to you, or choose another. Take a minute or two
  to imagine how this person, with this label,
  would think, act and talk. Prepare a brief
  introduction of yourself as that person, making
  sure to use what you perceive to be stereotypical
  qualities.
• Brainstorm with your group labels and
  stereotypical categories in which we tend to
  place people. These might be related to race,
  gender, social class, age, etc. Record these on
  the graffiti wall in class. Take time to
  discuss impact and implications of these
  words/phrases.
• Answer the rest of the questions on the back of
  the activity sheet independently. Your answers
  will be graded for effort and detail.

2
Stations Compacting with To Kill a Mockingbird

• Independent Reading
• Explore a variety of reading materials
  independently in this station internet sites
  related to To Kill a Mockingbird, nonfiction
  trade books, newspaper articles, old student
  projects and more. There is no response activity
  or worksheet, although there is an exit task on
  which you should indicate 1-2 facts from the
  material you read.
• Choose a book or news article at the station that
  interests you.
• Read independently until the station time
  allotment is complete.
• Record on a sticky a fact or two from the book or
  newspaper. Put the sticky note on one of your
  other sheets to turn in. They will be collected
  and displayed at a later date.

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Stations Compacting with To Kill a Mockingbird

• Putting Yourself in the Photo Exploring Point of
  View
• As we discussed in class, considering ones point
  of view is extremely important when interpreting
  literature. Consider what Atticus Finch says in
  To Kill a Mockingbird, You never really
  understand a person until you consider things
  from his point of view-until you climb into his
  skin and walk around in it.
• Your task for this station is to assume the role
  of a person in, or as a visitor to, the setting
  of the photographs, and briefly describe what you
  would be thinking, feeling, saying, etc., based
  on the situation. Visualize the sights, sounds,
  and even smells a person in the photograph would
  be sensing when writing your description.
• Folder 1 Jim Crow Laws
• Folder 2 Vigilante/Mob Action
• Folder 3 Protests Reaction
• Folder 4 Segregation

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Stations Compacting with To Kill a Mockingbird

• Coming to Consensus
• Ready to participate in a thought-provoking
  activity? This station begins with an
  opinionnaire, a set of 10-15 loaded statements,
  for which you will be asked to indicate your
  level of acceptance. You may accept or reject a
  statement, but there is no neutral ground.
  Afterwards, your station group is charged with
  the task of sharing your answers and discussing
  each statement. Can you build consensus through
  discussion and come to an agreement on a position
  that you all could accept?
• On the top of Opinionnaire activity sheet, write
  your name and class period.
• Independently read the statements and take the
  opinionnaire survey. Choose a side based on your
  initial reactions. Neutral ground is not
  acceptable.
• When everyone is finished, take turns reading
  each statement aloud and going around the circle
  to share answers. As interesting points or
  disagreements arise, take the time to discuss
  with your group. Can you come to consensus
  (agreement)?
• In the last few minutes of the station time
  allotment, independently record any personal
  connections you may have made during the
  activity, also noting what you have learned about
  yourself and your peers.
• Choose a scribe to record, in tally format, your
  groups initial results on the large poster so
  that team results from the day can be analyzed
  tomorrow.

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Stations Compacting with To Kill a Mockingbird

• Coming to Consensus
• Below are the statements on which students had to
  give their opinions.
• All men are created equal.
• Girls should act feminine.
• Boys should act masculine.
• Nobody is all bad or all good.
• Some words are so offensive, they should never be
  written or spoken.
• Under our justice system, all citizens are
  treated fairly in courts of law.
• A hero is born, not made.
• Speaking proper English grammar shows that a
  person is educated or smart.
• No one is above the law.
• Some people bring prejudicial stereotypes on
  themselves.
• When the law does not succeed in punishing
  criminals, citizens should do so.
• Education is the great equalizer.

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Stations Compacting with To Kill a Mockingbird

• Music Interpretation
• Making connections to themes found in literature
  can often be done by experiencing the music or
  art of the particular historical period in which
  the piece was composed/created. At this station,
  you will develop an understanding of the themes
  Harper Lee developed in her 1960 classic, To Kill
  a Mockingbird, themes such as poverty, racism,
  gender roles, protest and hope.
• Choose a listening center and record your name
  and class period on the top of its accompanying
  activity sheet.
• Notice that your activity sheet is double-sided,
  one side for the songs lyrics and the other for
  critical thinking questions, answers and personal
  connections.
• Listen to the song assigned to each center,
  reading along with the lyrics. You may make any
  marks and notations on the lyrics as you follow
  along.
• After listening to the song, answer the related
  critical thinking questions on the right-hand
  side of the activity sheet.
• If there is time, switch centers with a group
  member and repeat steps 1-4. Complete sheets will
  be collected and graded.

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Stations Tiering with 6 Traits

• Voice Station
• Tier 1 - Two Prompts
• Describe a Metallica concert as though you were a
  15-year old metal head (fan of heavy metal
  music).
• Describe the same Metallica concert as though you
  were the metal heads 70-year old grandmother who
  had to drive the teen to the concert.
• Tier 2 - Two Prompts
• You are desperate to get into the exclusive
  performing arts camp, Camp Tapatapatapa. Write
  two notes from the same person (you) with two
  different purposes/audiences.
• Write an email to your best friend, Sally Mander,
  telling her how much you want to get into the
  camp and why you think you deserve to go.
• Write a letter to the camps director of
  admissions, Ms. Ivana Tinkle, indicating your
  interest and qualifications. Include appropriate
  openings and closings. This should be no longer
  than three paragraphs.

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Stations Tiering with 6 Traits

• Ideas Station
• Tier 1
• Look at the following statement Recycling
  newspapers is a way to save trees and our
  environment. It is the main idea statement. Open
  the envelope and examine the strips for important
  and relevant supporting details. Separate the
  relevant details from the irrelevant ones by
  making two piles.
• Examples from paper strips
• Each week, Americans throw away over 200 million
  newspapers, which equals about 500,000 trees.
• Beijing is one of the most polluted-air cities in
  the world, because it is a leading manufacturer
  of goods and has very little environmental
  legislation.
• Tier 2
• Listen to the song, Mammal by They Might Be
  Giants while reading the lyrics. Then respond to
  the prompts below.
• What is the purpose of this song? In other words,
  what main idea is being conveyed?
• Which lyrics support the purpose and main idea
  youve identified? Be specific.
• Look at the lyrics in the third stanza. Explain
  the meaning of One of us might lose his hair/But
  youre reminded that it once was there/From the
  embryonic whale to the monkey with no tail. What
  ideas about mammals do these lines illustrate?

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Stations Appealing to Modalities with Satire

• Whole-Class Activity
• What is satire? It is a device that uses irony,
  sarcasm, or caustic wit to attack or expose
  foolishness, faults in human behavior and
  character, or stupidity. Satire is expressed
  through essays, songs, cartoons, tv shows,
  articles, etc.
• Four Techniques of Satire
• Exaggeration To enlarge, increase, or represent
  something beyond normal bounds so that it becomes
  ridiculous and its faults can be seen.
• Incongruity To present things that are out of
  place or are absurd in relation to their
  surroundings.
• Reversal To present the opposite of or different
  from the normal order e.g., the order of events,
  hierarchical (ranked) order.
• Parody To imitate the techniques and/or style of
  some person, place, or thing.
• Capitol Steps
• In the song, what are Capitol Steps satirizing?
• Do you see any of the four techniques being used?
  Which one(s)?
• Explain how Capitol Steps use the techniques
  using specific examples from the song. Find at
  least two examples.
• What is the point of view of the person/people
  who wrote the song on the subject of owning SUVs?

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Stations Appealing to Modalities with Satire

• Cartoon Station
• Look at several of the cartoons. Try to find at
  least one example of two (2) of the types of
  satire. Choose whichever two you want.

Technique Which cartoon? Explain how the technique is used.
Exaggeration
Incongruity
Reversal
Parody
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Stations Appealing to Modalities with Satire

• Video Station
• Watch either the Wii Fit videos (real and funny)
  or the Mac Book Air videos (real and funny) and
  determine what is being satirized.
• Both sets of videos are essentially making fun of
  people. What character flaw or foolishness in
  people are the satirical videos making fun of?
• How do you know?
• What technique is used?