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Grade 10 : English 10: To Kill a Mockingbird

Instructional Design: Jill Stewart

Stage 1 - Desired Results

Established Goals:
Students will respond and create visual and multimedia text.
Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences  (General Outcome 1)
discover possibilities 1.1
extend awareness 1.2
consider new perspectives 1.2.1
Students will listen, speak, read, write, view and represent to comprehend literature and text in visual and multimedia form and respondd personally, critically, and creatively (General Outcome 2)
discern and analyze context 2.1.1
understand and interpret content 2.1.2
extend prior knowledge 2.1.3
understand and appreciate textual forms, elements and techniques 2.2
resond to print and nonprint texts 2.3
connect self, text, culture and milieu 2.3.1
Students will listen, speak, read, write, view and represent to manage ideas and information. (General Outcome 3)
focus on purpose and presentation form 3.1.1
Students will listen, speak, read, write, view, and represent to create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication (General Outcome 4)
develop and present a variety of print and nonprint texts 4.1
consider and address matters of choice 4.2.3
edit text for matters of choice 4.2.3
Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.  (General Outcome 5)
use language and image to show respect and consideration 5.1

ICT Outcomes:
Below is a pdf file identifying all of the ICT outcomes touched on throughout this project. Click on the file to download it to your computer.

Enduring Understandings:
• Students will better understand the relationship between form, context, and meaning.
•  Students will better understand and appreciate artistic vision and artistry of language as expressed in print and non print text
•  Students will understand themes reflected through language and style in the selected passage.
•  Students will gain an appreciation of one of the world’s great pieces of literature
•  Students will explore the the role of the individual in the face of a society marked by bigotry and misunderstanding.
• Students will explore the significance of family and/or community

Essential Questions:

• What are the effects of fear on the individual? on society at large?
• What are the influences which shape emotional growth of young people?
• To what extent is the legacy of intolerance, discrimination, prejudice present in our world today?
• Explore the qualities of a good parenting.  What are the effects?
• What is the role of fiction in representing or affecting morality?

Students will know and be able to:

•  students collaborate, develop, and implement the various stages of completing a project
•  students judiciously choose a thematic passage of 40 lines
•  students generate ideas
•  students analyze passage according to symbol, character, action, theme,
•  students deliver passage and analysis

Stage 2 - Assessment Evidence

Performance Task(s)
Students will create a multimedia presentation, using iMovie software. They will choose a passage of 40 lines from the novel on which to base media presentation. They will present the passage with attention to symbol, character, action, and theme. They must aim toward establishing organic unity in finished project .

Other Evidence (Quizzes, test, etc)
Class discussion
creative assessment
critical assessment

Self Assessment
peer assessment
metacognitive activities

Stage 3 - Learning Plan

Teaching and Learning Activities
Lab 1:
The students will have finished gathering their pictures and music beforehand. Students will be
instructed how to import still pictures and how to edit their visual. They will receive a handout and
given time to practice their editing skills. Students will be shown how to start a new project and
where to save it properly. Movies cannot be saved on network disks as they take up too much
space. They must be saved on a ghost folder residing on local machines. There will be no way to
back up movies. Although it is unlikely, it is possible that student work may be lost at some point.
Students must come to class with all their material (pictures, CDs, etc.) for each class in the
unlikely event that their project is lost. They must finish editing the visual before the next period.

Lab 2:
Students will be instructed how to retrieve their project properly and how to incorporate and edit
the audio tracks. Then, they will edit their audio tracks and record the narration.

Lab 3:
Before the end of the period, students will learn how to export as a QuickTime movie (they must
choose medium size). They must name their movie properly so that we can differentiate which
movie belongs to whom. Students will be instructed how to log onto the staff server. Then
students will drag and drop their finished product (QuickTime version) on the staff server. We will
then burn a CD with their movies on them, and students will prepare to present the project to their
peers for final evaluation.
After the oral presentation is completed, students must delete their movie from the English 20
folder. It is OK to keep a copy of the movie as a Quicktime in individual folders, but the original
iMovie form must be deleted to free hard drive space.

Additional Teacher Resources
These are documents for teachers and/or students that were developed to support the project.  Documents will always be available in pdf format as well as in the original format created (e.g. MS Word, AppleWorks, Inspiration, etc)


Click to download Rubric


Student Exemplars

The following exemplars represent an excellent and an adequate student samples. Please click on the exemplar to download a copy.  NB - You will need Quicktime installed on your computer to view.


 Last Modified: 19 December,2005