For
my major project I created two different lesson plans for reading Harper Lee’s To Kill a Mockingbird with an eighth
grade English class. The first lesson plan not focusing on disability but
theme, and the second discussing how perceived disability in the novel affects the
characters. I also wrote a letter to the Fredericksburg City School Board
members, encouraging them to consider including disability studies into the
common curriculum of students. I chose this avenue as I am not an English major
and the idea of writing a paper was daunting to me, and when I thought of what
I could do instead, I knew this was the right choice. After reading To Kill a Mockingbird in eighth grade
myself I did not realize the importance of the novel, or its future impact on
me as a student. Reading Harper Lee’s novel this semester has truly opened my
eyes to how disability affects us every day, and how material relating to
disability studies can be fully accessible to all.
My
goal in creating these two works was to fully consider how disability studies
could believably be integrated into mainstream schools and classrooms. While it
would be ideal to dedicate an entire unit to disability in literature for an
English class, it is improbable that a school district would approve, and even
if they did it would take years to finalize and implement. Instead what I
thought of was ways that disability could be taught within discussion of an
already approved book. To Kill a
Mockingbird is often included in Middle or High School English classes, but
lessons revolve around reading the novel whilst examining the effects of race.
While I have no intention of suggesting that these important discussions be
halted, I believe that disability also has a place here. Teaching students about
this topic pushes boundaries and preconceived notions about those with
disabilities. It fosters increased empathy and acceptance of differences. Disability
studies has the capability of inciting conversations that might not be had otherwise.
While
creating my lesson plans, I had a difficult time forming an outline that was
progressive, while still being something that could be taught in Fredericksburg
County schools, which are considered somewhat conservative on what material is
taught. Therefore, I created two. The first does not actually revolve around disability,
but theme – one of which just happens to be disability. In middle school
English classes, the focus is still on building fundamental reading skills that
can later be used for detailed analysis. Teaching theme allows for a teacher to
use disability as an example, thus further normalizing discussions of
disability. While educators or school board members may not fully agree that
disability studies should be taught, what they can agree on is the importance
of acceptance and compassion. The second lesson is more of what I would want to
be taught in schools, but may be a stretch. The procedure begins with discussing
what views children already have on disability, and opening up conversation
about ways in which disability can also be thought about. The lesson also
includes topics such as race and gender, and whether or not those are disabling
in the novel, which could spark further discussions. The lesson concludes with
a talk of empathy, as I believe that is most important.
I
had originally intended to utilize one of the theory pieces that our class read
around the same time, but I found the writing to be a bit above the
comprehension level of the typical eighth grader, so I instead integrated my
knowledge into sample questions to ask students, and my letter to the school
board. I have emailed that letter to the email listed on the website with my
lesson plan attached, and hope to actually hear back from somebody. The real
significance of this project is enacting real change for the future, something I
think this idea truly has the capability of doing. Word Count: 657
I hereby declare upon my word of honor that I have neither given nor received unauthorized help on this work. -Caitlyn Valenza
Theme in Harper Lee’s To Kill a Mockingbird
Objectives:
- Students
will be able to explain the idea of theme and find examples in text.
- Students
will understand that theme is more than just a topic or a moral, it is the main
message that the author conveys.
- 8.5
The student will read and analyze a variety of fictional texts, narrative
nonfiction, and poetry.
Purpose
The purpose of this
lesson is not only to allow for an understanding of the concept of themes in
fictional text, but also exposes students to ideas such as prejudice and
disability.
Materials/Equipment/Preparation
- Physical
copies of Harper Lee’s novel, To Kill a
Mockingbird for each student, poster paper, markers
- Overhead
projector and screen to project video outlining theme. Set up computer
beforehand with video: https://youtu.be/0heUJ5Q-skU
Procedure
As
the teacher I will begin this lesson with the introduction to the idea of
theme. First, I will ask the class if anyone already knows the definition of theme
or has any idea what it could mean, identifying students who may be more
advanced in the subject, and may need to be challenged more, also their writing
may be used as an example. Then, I will show a short video the concisely
explains theme.
To
show how to both find and understand theme, I will model using the theme of
disability in To Kill a Mockingbird.
I will explain how by giving an explanation such as:
- When we think of theme, sometimes our
default is to just look for a topic that is repeated frequently in a novel, and
while that is helpful in finding a place to start, a theme is more than that.
Take the idea of disability. What does the author say about disability and how
it is perceived? That is the key idea of theme, you should start with “Harper
Lee believes disability *blank*” and that blank is how you create the theme. In
this case, Harper Lee believes perceived disability affects how an individual
is treated in society. And for it to be correct, there should be textual
evidence. Like on page 13, “Jem gave a
reasonable description of Boo: Boo was about six-and-a-half feet tall, judging
from his tracks; he dined on raw squirrels and any cats he could catch, that’s
why his hands were blood-stained—if you ate an animal raw, you could never wash
the blood off. There was a long-jagged scar that ran across his face; what
teeth he had were yellow and rotten; his eyes popped, and he drooled most of
the time.” This perception, which you know is untrue, causes Arthur to be
further ostracized by society, and treated differently by people who have never
met him. Can you think of other characters who disability has also had an
affect on their lives? (Look for answers such as Tom’s arm, or Mrs. Dubose’s
addiction)
- Activities
I will further direct
students through the idea of theme by asking students to work with their table
groups to come up with different themes of the novel to then share with the
class. From there I will write those ideas on the board and work with the children
to create a class set of themes.
Each group of students
will then write one of the themes we have created together as a class on a
large sheet of paper. Groups will then rotate around the room writing one quote
from TKAM on each of the themed pages
that supports the idea. As a class we will go over each of the boards so the
students can learn from each other, and see what ideas they might have missed.
To end class, I will
write 3 classic fairy tales on the board and ask students to write on a sheet
of paper what the theme of that story is as an exit ticket. This will help to
gauge comprehension of the lesson. But assessment also comes from class
participation and what students wrote as evidence from the text to support
their themes.
Disability in Harper Lee’s To Kill a Mockingbird
Objectives:
- Students
will understand how disability can influence the ways an individual is treated
and seen by society and be able to relate that to their life.
- Students
will be able to describe how perceived disability affects individual characters
in the novel.
- Students
will know that the way disability is handled in this novel is not appropriate
today, and that it is important to accept those in our community that are
different.
- 8.5
The student will read and analyze a variety of fictional texts, narrative
nonfiction, and poetry.
Purpose
The purpose of this
lesson is to both build upon and alter student’s view of disability,
establishing that disability is another characteristic of people, and it is
something that should be accepted and embraced, not feared. This lesson also
reiterates the importance of empathy and inclusion.
Materials/Equipment/Preparation
- Physical
copies of Harper Lee’s novel To Kill a
Mockingbird for each student,
- Overhead
projector and screen to project video on empathy: https://youtu.be/icIlUdTEQnU
Procedure
As
a continuation from the previous lessons on the concept of theme, this lesson
focuses on the theme of disability and society. First, I will reiterate my
previously used example of theme in To
Kill a Mockingbird , and then ask students to “think, pair, share” (first
brainstorm for 5 minutes, then discuss with table group, and then share with
the class) about what they know about the term disability in general. If
students are apprehensive about sharing, I will explain how I understand that
the topic can be a sensitive one, but enforce the idea of our classroom being a
community where we can freely share our ideas. I will prompt discussion with a question
of whether or not race and gender are seen as a disability in TKAM.
- Model
- To continue with the topic of disability I
would question the class to think of ways that disability may affect them or
someone they know in their own life. This real-world connection can include
seeing ramps (or lack thereof), watching a TV show, or even connections to
other novels. If children do not want to answer that question, broaden it to
asking if anyone they know has been affected by how someone perceived them, not
relating to disability. (such as stereotypes or gossip)
To
demonstrate the lesson, I will begin with the character of Scout. While gender
may not always be considered a disability, I will ask students how being a
female disables Scout in Maycomb. Using examples from the text, as modeled and
practiced in the lesson previously I will read the examples, “I could not possibly hope to be a lady
if I wore breeches; when I said I could do nothing in a dress, she said I
wasn’t supposed to be doing things that required pants” and “For
one thing, Miss Maudie can’t serve on a jury because she’s a woman”
In
this plan there is considerable time built in for questions and discussions.
Let students question the world as they know it and come to new conclusions.
As time allows have
students take out their writing journal. I will start a list on the board of
characters in TKAM that I believe are
related to disability, but will ask the students if they can think of any
other. Students will take time to write as much as they can in the time allowed
about how their character is affected by disability, reminding them to use
quotes from the text inside their sentences, an important skill to master. This
is done individually to allow students time to reflect privately, and I will
remind them to ask me questions at my desk if they were not comfortable asking
in front of the class.
If time allows, I will project a video on empathy, prefacing it by telling students that I am proud that they could have such a mature discussion about a topic adults may have a hard time talking about. Even if the video cannot be played, I will remind the class that what they should take away from this lesson is just because we may perceive somebody a certain way, it is usually not true. I will leave them with a quote from Atticus, “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.”
Dear Fredericksburg City
School Board Members,
My name is Caitlyn Valenza and I am a student at the
University of Mary Washington. Currently I am simultaneously working towards obtaining
my bachelor’s degree in psychology as well as my master’s degree in education. Amidst
student teaching hours and working full time, this semester I am currently
enrolled in a class on Disability in Literature that has broadened my
understanding of disability not only as a student and a future educator, but as
a global citizen. Disability studies centralizes on the idea that just as race,
and gender are studied as aspects of society, disability can be theorized the
same way in order to help better understand those who are unlike us. I urge the
school board to consider integrating aspects of disability studies into the curriculum
of middle school aged children and above as I believe that this addition will
lead to further acceptance and empathy in students.
In
education disabilities are often though of as an obstacle to overcome, that
with enough support and accommodations students with registered IEPs can become
be mainstreamed and more ‘normal’. But the truth is that any idea of normal is social
constructed, in fact according to Tobin Siebers in the introduction to “Disability
in Theory “…all bodies are socially constructed.” This idea is important for
both teachers and students to understand. We as a society have placed artificial
boundaries on what is expected, and the more that these boundaries are pushed
for our youth the more inclusive our future society can become. Similar to how
teachings of past racism or prejudice can work as a springboard for conversation
and change, disability studies will do the same. In our current climate teaching
acceptance is more important than ever.
Below I have attached a sample lesson plan for teaching
the novel, To Kill a Mockingbird. Lee’s
writing is essential to creating a knowledgeable youth who are exposed to the
history of this country, and is often already taught through a lens of race. I
propose that alongside this discussion of racism educators can include a lesson
about how perceived disability affects character’s acceptance and behavior in
society. From the first outline it is clear to see that while disability may not
be the central idea of every lesson, it is possible to discuss the idea informally,
allowing students to become more accustomed to disability studies as a common
place idea. Social idea of disability states that disability only exists as
society sees it, and Learning through a lens of disability and race allows for
students
Disability is often thought as something to
shield students from, but this lack of intentional confrontation does little to
shield children from real world exposure. What we must do as educators is
prepare our students for real world experiences and not further stigmatize those
who may look, act, or think differently than us. I ask that the school board
consider my proposal, and would be glad to answer further questions or discuss the
importance of this decision.
Sincerely,
Caitlyn Valenza
