Overview

Summary: After reading the novel “To Kill a Mockingbird,” students will choose a character from the novel and present a rant to the class. This rant will focus on any part of the plot throughout the novel. For example, one student might choose to present Scout ranting about Walter Cunningham and his overindulgence of the syrup at dinner to point out the importance of being a polite host.

Standards:

• RL.11-12.2 Analyze literary text development.
• RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
• RL.11-12.6 Analyze a case in which grasping point of view or perspective requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement) and evaluate the impact of these literary devices on the content and style of the text.
• W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
• SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
• SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Objectives/Outcomes: After students create their character rant, they will present them to the class. There will be grading rubrics for the creation process, as well as the presentation itself.

Teaching Approach: Lecture, small groups, whole group presentation
Assessment: There will be grading rubrics for the character rant and presentation for each student.

Lesson Preparation

Teacher Needs:

• Character Description Chart [Click Here]
• Character Rant Key Terms presentation [Click Here]
• Grading rubric [Click Here]
• Example rant videos (linked within the Character Rant Key Terms slideshow)

Helpful Hints: If students have the character description chart completed ahead of time, it will help in the brainstorming process of the character rant. A good overview of how to write a rant can be found here.

Student Needs:

• Pet Peeves Brainstorm Worksheet [Click Here]
• Character Description Chart [Click Here]
• Character Rant fill-in the blank guided notes [Click Here]
• Character Rant outline [Click Here]
• Character Rant template (fillable Google Slides) [Click Here]
• “To Kill a Mockingbird” novel
• “To Kill a Mockingbird” guided questions answered in previous sessions

Prior Knowledge: Students will have already read the novel “To Kill a Mockingbird,” answered the study guides and completed the Character Description Chart prior to starting the character rant. (If students have completed the character descriptions ahead of time, they can then use that chart to help them choose a character and a particular scene from the novel to create their rant.)

Student Voice: Students will be able to choose their partner for the brainstorming activity/practice prior to the actual presentation. Students will also be able to choose which character he/she will portray for the presentation.

Vocabulary: cabaret, rant, monologue, satire, point of view and verbal irony

Evidence / Assessment of Outcomes

Students will produce written outlines and present their character rants in front of the entire class.

Enduring Understandings

Students will understand that personal expression, storytelling, and emotion, as well as interpretation of one’s tone and point of view, can influence people’s opinions about a given topic. These ideas stem from some of the main themes of the novel: prejudice and racism, appearances vs. reality and courage/bravery.

Learning Plan

Prompt: Referring to the Key Terms slideshow, students will take notes over a brief introduction and review of the definitions of key vocabulary: cabaret, rant, monologue, satire, point of view and verbal irony. Students will watch videos with examples of rants.

Hook: After students watch the example videos and take notes, they will brainstorm pet peeves (see Pet Peeves Brainstorm worksheet) and take turns sharing this initial rant with a partner.

Essential Question(s): Why is how we say something as important as what we say? How does the use of irony or satire impact the persuasiveness of an argument? Why might you choose to use figurative language to express a point of view?

Teacher and Student Performance Tasks:

• Introduce the Character Rant Outline handout.
• Independently, students will outline and write a new rant from the point of view of a character in “To Kill a Mockingbird.” Examples of completed students outlines [Click Here]
• Students will develop a presentation in Google Slides and deliver a compelling performance of theircharacter’s rant in front of the class.

This entire lesson delivery and presentation should take an estimated time of 1-4 days, depending on class size and time given to students to work on the assignment in class.

Final Review: After the lesson is completed, students will be able to explain and give examples of the following terms: cabaret, rant, monologues, satire, point of view, and verbal irony. Students will have to present evidence of knowledge of these terms in their presentation/slide show.

Lesson Reflection

After teaching this lesson, I thought it went better than expected. I tried this lesson with my co-taught English 11 class. I incorporated our department writing curriculum for this lesson, so it seemed to be familiar to the students when they were creating their character rants.

Overall, I was happy with the outcome and process of the character rants. Most of the class was quite creative with their topics and ideas. The only part I would consider changing or trying differently is the presentation aspect. I would try this same lesson with a higher-level class of students to see if I could get longer and more analytical character rants. I think that relatively weaker writing abilities may have contributed to why this class’s rants were short.