Racism and Discrimination
The classroom teacher will likely initiate discussion about the topics of racism and discrimination in the classroom. See the introduction (above) for ideas to spark this essential "talk."
The English teacher paired the students(some groups of three) for the learning stations, attempting to place less independent learners with stronger students.
At Kinkora High, the English Teacher was actively involved when the students completed the learning stations in the school library and assessed the extent to which the students had learned about these key concepts (following the learning stations and throughout the reading of the novel in the classroom) before they began the final phase of this unit, the individual projects.
The teacher-librarian took responsibility for organizing the learning stations. With the classroom teacher, she facilitated the students' learning and assessed their work in the library (including the evaluation/marking of the various activities).
Schedule for Activities and Time Frame - The learning stations required three (73) minute classes in the school library. An additional twenty minutes was needed for students to complete the evaluation forms.
Teacher and teacher-librarian introduce students to the projects. These stations are designed to introduce you to some of the themes included in your class novel, "To Kill A Mockingbird." These stations will also help you decide on a project (to complete following the reading of the novel). Please refer to the list of Project Suggestions that follows these stations.Step 2
The students spent three 73 minute classes in the school library completing the stations.Step 3
An additional 20 minutes were spent to complete the evaluation forms.Step 4
The subsequent projects were largely completed in the classroom (under the direction of the English teacher) and this part lasted for about 3 weeks, including presentations.
Evaluation: Assessment of Students, Evaluation of Activity and Author Study
Students were assessed according to their efforts (process and answers) for each of the learning stations they completed. Quality answers (showing critical thinking) were emphasized. Students also had to complete evaluation forms in order for their teachers to assess their understanding of the key concepts in this unit. Students were very positive about this unit, this was one of the first opportunities they had had where they were accountable for developing and expressing their own opinions and ideas. Although the topics of racism and discrimination may seem somewhat alien in this small, rural community, the students demonstrated that they did indeed understand the concepts and that they would be more aware and sensitive to their occurrence in their own life experiences and those of others.