To Kill A Mockingbird Unit Project

To Kill A Mockingbird Unit Project
To Kill A Mockingbird Unit Project
To Kill A Mockingbird Unit Project
To Kill A Mockingbird Unit Project
To Kill A Mockingbird Unit Project
To Kill A Mockingbird Unit Project
To Kill A Mockingbird Unit Project
To Kill A Mockingbird Unit Project
File Type

PDF

(2 MB|46 pages)
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Standards
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  • StandardsNEW

Curation: The action or process of selecting, organizing, and looking after the items in a collection or exhibition.

Students will create 3 CCSS-aligned projects (Historical Background on To Kill A Mockingbird, Part One of the book, Part Two of the book) to demonstrate understanding of the novel and "curate" their very own museum of artifacts. Topics vary and follow themes and ideas as seen in To Kill A Mockingbird, from racism and justice to The Great Depression and The Scottsboro Boys. Students have choice on which topic they want to represent, as well as choice to create different "artifacts" to show what they know, including: a podcast, a video, a multimedia "top 10" mix, a newspaper and more.

Included are rubrics, exit slips, feedback forms, voting forms, group station labels, daily lesson plans and a detailed assignment sheet. I used this in my English 9 classes and my students came up with some seriously cool projects.

Click on the product preview to see what my students had to say about this project. Enjoy!

Log in to see state-specific standards (only available in the US).
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Total Pages
46 pages
Answer Key
Rubric only
Teaching Duration
2 Weeks
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