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
- Introduction
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.
- Model
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.
- Assessment/Closing
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
- Introduction
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.
- Activities
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.
- Closing/Assessment
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
