do you really think so? (day 2)
TRANSCRIPT
• In Chapters 12 to 15, the written and unwritten rules about family, gender and class play a significant role in the choices, conversations and events that take place.
Moreover we encounter…a. The role of Code-Switching (pg 98 and 111)b. The range of experiences of African-Americans under Jim Crow (but not in depth)c. The myths, fears, and stereotypes about black men that were prevalent in white
society.d. The reference to the practice of lynching
Ch. 12-15
Criticism: Harper Lee does not give the character of Tom Robinson sufficient depth or to the black residents of Maycomb.
Page 107 – 108: Explore Firsthand…
H.J Williams and Roosevelt Willams (Handouts 4.3 – 4.16) pgs. 113-130
Do You Really Think So?– Essential Questions1. How does bias limit our understanding of the world?
What kind of experiences can widen our perspective?
2. What are the consequences for individuals and groups who are considered outside of a community’s “universe of obligation?
Origins of Lynching Culture in the U.S.
Homework Reading Pages 198 – 207 – “We parted at summertime” ….to end of Chapter
Using the following the following questions:
i. How well does Scout understand the story she’s telling us?ii. How does her perspective shape/limit our understanding?iii. What would you like to know that Scout doesn’t tell us?
Clip: The Children Save Atticus
The Children Save Atticus
(link on Symbaloo)
What context do you think students need to understand what is at stake here?
READER’S THEATRERationale: As opposed to presenting skits of the plot, reader’s theater asks students to create a recounting of the reading that reveals a message, theme, or conflict represented by the text.
• It is NOT a dramatization or acting of the text. • It is the spoken word and creative body
movement/placement that is most vital to a successful RT.
Step One: Identity Group and Reading Excerpt
1. 198-199 “We parted at…just this feeling”2. 199-201 “We went by Mrs. Dubose…full of n******s”3. 201-202 “As we walked…was a shadow”4. 202-204 “Do you really think so?....Jem, take them home”5. 204 – 206 “I was getting a bit tired…for livingroom talk”6. 206 -207 “I begal to feel…gesture of affection”
Step Two: Individual Work• Individually reread assigned excerpt paying
attention to theme, language, and tone. • Note words that stand out.• Optional: Reread the excerpt
Step Three: Group WorkDiscuss the chosen words and the scene. As a group agree on the words, theme or message in the excerpt you would like to share with the larger group. Conversation Starters:
I. What conflict is expressed here?II. What theme is represented?III. What words or phrases are important?IV. What is the message of this text?V. What is the most important word/ideas?
Step Four: Planning & Performance• Use specific language to represent the conflict,
theme or underlying message of that excerpt. • Performances can be silent or they can use
voice in creative ways (choral reading that emphasizes key phrases).
• Body movement or holding body positions to create an image frozen in time.
Rules and Guidelines: • NOT a skit• Everyone needs to participate • You may NOT alter the order of the text • No Props• You may repeat key words, phrases, or
sentences
• Rewriting the Jailhouse Scene
1. Tom Robinson2. Walter Cunningham3. Atticus4. Jem5. Dill6. Mr. Underwood
• Questions to prompt thinking . . .
1. How does the character understand what the men intend to do when they arrive at the courthouse?
2. How does the character feel when Scout runs to Atticus?
3. How would the character explain why the men decided to leave? To whom does the character give credit for convincing them to back down?