Using Building Blocks in the Secondary Classroom

Several years ago a group of boys approached me and asked if they could recreate scenes from the book To Kill a Mockingbird by Harper Lee using LEGO™building blocks for their culminating project. This option was not on my original list of projects. 

After determining that they were serious (and not just trying to get out of doing actual work), I caved and let them. And what I observed during the process was unexpected and simply marvelous. While I hoped The boys were constantly referring back to the novel to try to get the details correct. One argument was what color was Atticus's hair. They searched and searched until they found the passage in chapter 15 where Scout contrasts Jem's features with "...Atticus's graying black hair..." (Lee 203). Then they had the problem of not having black or gray hair. One boy suggested to just put a hat on him. "Atticus would never wear a hat!" another argued. I have to admit I enjoyed listening to them argue about these little details, referring back to the text, and deciding how to resolve these problems. (They went with blond for Atticus--see in the image above--making sure to tell me it was supposed to be gray.)

Above, Mr. Avery falling off Miss Maudie's roof in chapter 8 of To Kill a Mockingbird.

What I realized, though, was that this was not only a lesson in finding supporting evidence from the text, but a lesson in negotiating, communicating, and compromising with one another. And let's not forget the creativity involved. A year later when I tried this with small groups, we had the dilemma of having "people" who just didn't seem to work with our novel:

The way the students adapted the figures into the story was priceless:

Student A: Mrs. Orman, where are Spongebob's legs?
Me: I have no idea. Gone, I guess.
Student B: Well, he'll have to be Dill. You know, because he's so short.
Student A: And blond.
Student B: Perfect.

* * *

Student C: Darth Vader is obviously Bob Ewell.
Student D: Obviously.
Student C: So who will Boo be? 
Student D: Are you kidding? Boo is a Ninja. He was always a Ninja. I can't believe we are having this conversation.

* * *

Student E: Why is Tom a Stormtrooper?
Student F: Because his face is black.
Student E: That is so racist.
Student F: How is that racist when it's just a fact?
Student E: Because you are white, Dude. You can't say things like that. And because we have this thing here missing an arm. That's clearly Tom. 
Student F: Now who's being racist?!
Student E: Dude, that's not racist.
Student G (from another group, yelling across the room): There's more to people than just their looks, Guys!  
Student E: Ok, well Stormtroopers are evil and Tom's the innocent one here.
Student F: What about Finn? He's good and he was a Stormtrooper. 
Student E: But Tom didn't start evil and turn good. Tom was always a good man.
Student F: Fine. Tom will be the brown robot with one arm. But what if this thing is just as bad as a Stormtrooper? We know nothing about this robot. 
Student E: He was a caring robot who lived his life helping others. I already created a whole backstory for him...

* * *
I actually prefer using figures who may not fit the mold in order to push students to think more critically and creatively about the characters.

"Boo is a Ninja. He was always a Ninja..."

PREPARING FOR THE ACTIVITY

Before trying this in class, make sure you are prepared with enough building blocks for students (this was the first challenge the group faced). One boy in the group brought in a small box that they thought would be sufficient; unfortunately, the pieces were designed to build vehicles rather than structures. The next day they brought in a five-gallon tub full, which was more than sufficient.

Below is an example of how many blocks it may take to build a simple scene outside a jail cell. Keep in mind that the structures do not have to be complete (only two sides of this jail cell are finished):

  
Here are some other examples requiring a few more blocks:

If your students cannot bring in their own building blocks, they can be purchased at your local superstore. I recommend getting a kit that has windows and doors, as those features seem to work with many scenes from different stories. If you don't want to spend a lot (because they ARE expensive!), you can often find them at garage sales or even on eBay. You can also ask your colleagues if you can borrow some--chances are many of them have some at home. 

IMPLEMENTING THE ACTIVITY IN THE CLASSROOM
You'll want to determine the skills you wish students to practice. The more you ask of them, the longer they will need to practice them. 

GROUP PROJECT: 
The skills I wanted students to practice with the group project (2-3 class periods) included inferring and interpreting scenes from the novel and creating a visual representation of the inferences. I also wanted them to communicate in writing a summary of the project.
  
I required the group of four boys to show me four different scenes from the book and explain (both orally and in writing) why they chose the scenes, which details they wanted to make sure they included in each, why those details were important, and the problems they encountered and how they resolved them within the group. Each member took on the responsibility for writing about one of the scenes but, for the most part, they all had a hand in building all four scenes. The group had three class periods to complete the project. 

END-OF-THE-CHAPTER or EXIT ACTIVITY: 
For a shorter activity (10-20 minutes), the skills I wanted students to practice were similar: inferring and interpreting scenes from the chapter and creating a visual representation based on the inferences. 

Students split into small groups and each group got a little pile of blocks (enough to build at least one or two walls) and two figures. I asked each group to select a scene to reenact from the chapter we had just completed reading in class. If they wanted more blocks, they had to answer a question from the novel (from any of the previous chapters) to earn more blocks or props. Some students negotiated with students from other groups to trade blocks, which was fine with me. At the end of the period, I did not allow them to save their work because I had to reuse the blocks for the next class period. I recommend taking pictures of them, though, that you can display after every class period/section has completed the exercise.

If you wish to incorporate the writing component, you could use it as a bell-ringer the following day. Ask students to reflect on the previous day's activity and write why they chose the scene, which details they made sure to include, and problems they may have faced and how their group rectified them.

CREATIVE ACTIVITIES FOR ANY BOOK
If you like this idea, I have plenty more in my pack: Creative Activities for ANY Book or Story. They are all aligned with the Common Core State Standards, so you don't have to feel guilty for incorporating more creativity into your classroom.  

The following pictures are additional examples from To Kill a Mockingbird. Can you identify the scene?

* The scene depicted is from chapter 4 when the children are acting out the "Boo Radley" game. It's a combination of when Miss Maudie sees them--the screwdriver is her hedge clippers--and when the children are acting out "Chapter XXV, Book II of One Man's Family" and Atticus sees them (Lee 53).


Work cited:
Lee, Harper. To Kill a Mockingbird. 1960. Hachette Book Group, 2010.

Literature Inspired Ornaments

I had a classroom set of very old, falling apart To Kill a Mockingbird books. They were in too poor of condition to resell or donate (many were missing pages). Some of the pages we used for a blackout poetry project. But with 100+ of these books, I wanted to find another easy way to repurpose my favorite novel. 

BOOK QUOTE ORNAMENT (Glued on outside of ball)
I was inspired by images on Pinterest of so many book crafts; one that caught my eye that I knew I would be capable of making was an image of a holiday ornament made from pages of a book. I gathered up some old plastic colored balls and grabbed my Modge Podge glue and scissors and started cutting and gluing.

I quickly realized that my strips were too wide. If you are gluing the pages on the outside of the ball, cut the strips into two- or three-line strips. The skinnier the quotes, the easier they are to wrap around the ball. I found wrapping them vertically rather than horizontally worked best. 

But this way does take a long time. I also found out NOT to glue your favorite quotes first, because chances are, they will be covered up. The first layer of quotes will probably not show, so feel free to glue blank pages first, then your favorite quotes after.

It took me several hours just to complete one. The more I made, though, the faster I became. Picking out the quotes probably took the longest.

They were pretty but needed a little sparkle. I purchased some Diamond Dust, clear glitter, and clear "vase filler" baubles that looked like little ice pebbles and figured I would experiment with each and see what I liked best.

Make sure to let the ornaments dry completely overnight or for at least 12 hours before adding any embellishments.

I found my favorite look was to glue the ice pebbles near the top, then sprinkle the diamond dust on top and down the sides. I didn't want too much because I wanted to be able to read the quotes through the dust and glitter. 

You can experiment with the amount of bling you wish to add. 

BOOK QUOTE ORNAMENT (Filled clear balls or other shapes)
I really love the look of the glued strips on the balls, but not the amount of time they took. So I purchased some clear balls and present shapes and decided to fill them instead. (This ornament is FAST and so easy!)

I took the quotes and wrapped them around my pinky, then stuck them in the balls. Most of them retained their shapes. I experimented with wrapping them around skinnier objects like a colored pencil or just rolling them into a spiral helped keep their curls better.  

While just the book quotes looked nice, they tended to just roll up together into one big curl. So I realized I needed another element inside the shapes to keep them from doing that.

I added a mixture of the diamond dust, clear glitter, silver glitter, and some of the little ice pebbles. This worked well. Adding another paper element that wasn't rolled into a curl, however, worked the best. I had some crinkles--I don't know what you call these things, but they are like shredded paper folded in zig zags--left over from a gift, so I added some of those, and they worked. They kept the quote strips apart and added some color, too.

There are so many possibilities you can try with this type of ornament. As long as it fits in the ball, you could add charms, beads, and anything that fits inside relating to the novel.

I hope you enjoy this little craft and are able to repurpose your own old novel sets into beautiful ornaments.

Feel free to ask me any questions in the comments.  

Teaching #BlackLivesMatter in an all-white school

I teach in a small, rural, almost all-white community. So maybe you're wondering why I would be teaching #BlackLivesMatter.  The answer? This is where it's needed the most.

Whenever I teach Harper Lee's To Kill a Mockingbird, I make sure to cover stereotyping, racism, and use of the N-word before we even open the book. But in the past few years, I've found it harder and harder. Honestly, I thought after President Obama was elected things would change for the better.

Spongebob Squarepants is a TM of Viacom International Inc.

Yes, I believed life very well could be rainbows and sunshine. Anti-Obama supporters would see the light and embrace the historic moment. Instead, I saw people who I thought were upstanding citizens posting the most hateful, racist comments and memes on social media. And it only got worse. It didn't take long for students to pick up on what they heard at home and for the hateful language to slip into usage at school. Which made my job even more important.

If you think a white teacher shouldn't be teaching #BlackLivesMatter to white students, think again. This is the audience that needs to hear the message the most.

The biggest problem is the lack of understanding of WHY a movement like #BlackLivesMatter is necessary and important. I hear many people say, "Well, don't ALL lives matter?" Yes, they do. But, in reality, it is a mythical notion unsupported by facts. 

History tells us that our country was founded on the principle that white men matter. It would take many, many years for the populace to agree that perhaps black men, and perhaps white women, and then maybe black women matter, too. But...not as much as white men. 

Members of our judicial branch, law enforcement, and lawmakers make decisions every single day that impact each and every one of us. Their actions speak clearly: white men matter more. 

Don't believe me? Then explain this:

• Eighty-eight percent of law enforcement officers are white. (Source: Wall Street Journal)

• Black drivers are pulled over by law enforcement three times more than white drivers, DESPITE the fact that police are less likely to find contraband in a black driver's vehicle. (Source: NYTimes)

• Even though whites use and sell drugs at the same (or even higher) rate as blacks and Latinos, minorities are more likely to be arrested for it. (Source: NYDailyNews)

• Despite the fact that numerous people and businesses are to blame, only one Wall Street executive was convicted for the 2007 mortgage/housing crisis that launched our country/world into the Great Recession (estimated losses globally=$4 trillion). That executive is a minority. (Source: NYTimes)

• Blacks and Latinos have suffered the most as a result of the mortgage/housing crisis. (Source: CBSNews)

• Prosecutors are 95% white. (Source: Wall Street Journal)

• Blacks and Latinos are more likely to be incarcerated for a crime than a white person. (Source: ACLU)

• One in three black men will be incarcerated in his lifetime. (Source: ACLU)

• Though only making up 6% of the population, black men comprise 35% of the prison population. (Source: ACLU)

• Corey Batey and Brock Turner were both found guilty of raping an unconscious victim. Both were 19-years-old, both were college students, and in both cases, there was ample evidence for thier convictions. One man was sentenced to the mandatory minimum of 15 to 25 years for rape. One was sentenced to six months in the local jail, with early release in three months for good behavior. The only difference between the men? One is black, the other is white. Can you guess who received the harsher punishment? (Source: NYDailyNews)

• The sentence for a crime committed by a black male is 20% longer than the sentence given to a white male. (Source: ACLU) In Batey's case, it was 3000% longer.

• Sixty-five percent of prisoners serving life sentences without parole for nonviolent crimes are black. It jumps to over 70% in federal prisons. (Source: ACLU)

• Across the nation, prosecutors are more likely to strike a potential juror if he/she is black in death penalty cases. (Source: NYTimes)

• In the South, black jurors are stricken at a much higher rate (80%) than whites. (Source: NPR) 

• Eighty-seven percent of members in Congress are white. (Source: Scholastic)

• Seventy-six percent of all millionaires are white. (Source: Statista & CBSNews)

• In 2012, many states tried to pass voter-ID laws that required voters to show a driver's license or personal ID issued by the government. A majority of the voters these laws would affect were minorities. (Source: TheAtlantic)

• The amount of new voting laws passed by states in 2012 was the most since the Jim-Crow era. (Source: NYTimes)

• Thirty-four of the 50 states take away voting rights of citizens who have been incarcerated. (Source: BrennanCenterForJustice)

• In 2014, elected officials blocked a bill that would raise the federal minimum wage to $10.10/hr.; 60% of minimum-wage workers are minorities. (Source: AmericanProgress) 

• Elected officials also blocked the Paycheck Fairness Bill in 2014; it would have issued harsher penalties for discrimination pay gaps between men and women. (Source: DailySignal)

• Twenty million black workers would have benefitted with higher paychecks if the American Jobs Act had been passed in 2011. (Source: WhiteHouse)

• Congress has only allowed 42% of President Obama's judicial nominations to pass, compared to 86% of Bush II's and 84% of Clinton's. (Source: WashingtonPost)

• Most toxic waste sites are created in minority-populated neighborhoods. (Source: Newsweek)

• The Environmental Protection Agency (EPA)--a branch of the government--denied 95% of all civil rights claims against polluters in minority communities. (Source: Newsweek)

• The principle cause of the Flint, MI water crisis was "...the state government’s blatant disregard for the lives and health of poor and black residents of a distressed city." (Source: NYTimes)

• Even though white men make up 31% of the population, they hold 65% of ALL elected positions in the U.S. (Source: WashingtonPost)

Do you happen to see a trend? Do these actions represent a society that believes ALL lives matter? 

Time and time again, the people who are supposed to be representing ALL Americans seem to act as though only the white upper class matters. Our society of mass-incarcerations of our minorities causes a ripple effect that disenfranchises minority voters, thus producing a majority of white leadership, thus continuing the endless cycle of racism, discrimination, and the need for movements such as #BlackLivesMatter. 

As long as white men hold the majority of power in our nation, it is up to them to do the right thing and make decisions that are NOT based on race or income or social status. They need to make selfless decisions: sacrificing their elite statuses for the benefit of society as a whole. And while I believe there are many white men who are more than willing to make these sacrifices (I live with two of them), I am sure there are still many who are frightened by the prospect of giving up such power. (Which is probably why so many are against the idea of a female president.)

Therefore, educating our young white students on these matters is essential. They are the ones that can effect change and help make a difference. They can ensure a future where #AllLivesMatter is, in fact, a reality.

Harper Lee: The Silent Salute for You

Though I knew this day would come, my heart still stopped when one of my students ran into my classroom this morning and told me the news that Harper Lee had passed.

I have a hard time articulating how deeply her words meant to me when I first read To Kill a Mockingbird as a junior in high school. There was something about her narrative style that I hadn't read before and I was addicted. It was the only book we read as part of a curriculum that I wanted to buy for myself. I did, and I continued to re-read it every year until I was hired to teach sophomore English and could re-read it several times each year. It still remains a favorite after all these years.

While I am saddened that I will never have the opportunity to meet or see my literary hero, I am glad that Nelle Harper Lee died peacefully in her sleep and lived a full, happy, quiet life.

Her legacy of tolerance will live on as her words continue to inspire generation after generation. The silent salute to you, Harper Lee.

R.I.P. Nelle Harper Lee

April 28, 1926 - February 19, 2016

Go Set a Watchman By Harper Lee Close Reading Activities

Go Set a Watchman by Harper Lee will be published in just a couple of hours. While it's not exactly a new book, it is new writing for fans who have been clamoring for something--anything--from their beloved author. And I am one of those fans.

To Kill a Mockingbird is still (and will probably always be) my all-time favorite novel. So to get another look at my favorite characters from a different perspective (an older Scout), I was ecstatic. Then I read the first chapter and realized why she spent two years rewriting and revising the work.

It is important to understand that while the publishing of Go Set a Watchman (GSaW) is “new,” this novel is not new. It is Harper Lee’s first draft of her only novel, To Kill a Mockingbird (TKaM), submitted to her publisher in 1957 and asked by her editor to rewrite the story, using a child’s perspective. It took Lee two years to revise and rewrite it. In 1960, TKaM was published as the final version. Therefore, GSaW is not going to be as polished; it was her initial offering, and one that needed much revision. Readers should expect some of the characters will be different, and perhaps not as likable.

The beauty, though, of having her first draft to analyze, is that readers will be able to see where the characters and events originated. Readers will see how her writing improves with revision. And, hopefully, readers will be enlightened by the publishing process: how hard work, perseverance, and meticulous revisions are requirements in creating a classic novel. In today’s world of instant gratification, it’s important to look at the process and stages of a work that took years to develop and write.

Which is why I created a resource for my students to compare the two works. I am going to have them read closely the first chapter of GSaW and re-read the first chapter of TKaM and analyze how the author improved the story in various areas.

If you are looking for teaching resources for using GSaW in the classroom, you can find my materials in my teacherspayteachers store. All of the activities are aligned to the Common Core State Standards for reading, language, and writing.

I'd also love to hear what you think of Go Set a Watchman. Comment below with your thoughts/feeling. Thanks for visiting!

To Kill a Mockingjay (When Two Worlds Collide)

My students recently finished reading Harper Lee's classic (and my all-time favorite) novel To Kill a Mockingbird. We happened to finish the novel the day "The Hunger Games: Catching Fire" movie was released. Perhaps it was in the spirit of excitement to see Suzanne Collins' novel Catching Fire played out on screen that I created this typo on my students' To Kill a Mockingbird short answer test.

Free Activity Download

http://thepottergames.com

I guess it was only a matter of time before my love for The Hunger Games collided with my love for To Kill a Mockingbird. But mashing up literary works can actually be quite fun...when it's done on purpose, of course. One of the greatest experiences I've had since reading The Hunger Games trilogy was being one of the writers and editors of The Potter Games, a fun choose-your-adventure mash-up of the Harry Potter series and The Hunger Games trilogy. Students, fans, and bibliophiles can still visit the site today and play the original game or try any of the newer spin-offs. It's a great exercise for your students because it involves reading and critical thinking skills to actually become a victor of the Games.

I have a FREE download to accompany the website. It includes directions for your students to create their own literary mash-ups. Try this activity out when you have a few minutes left in class or want a fun pre-holiday interactive and technology-driven activity your students will love.

Common Core Skill: Literary Allusions
Of course, literary allusions are nothing new. In addition to creating their own mash-ups, students can try to identify examples of literary allusions in any piece of fiction or nonfiction. Identifying and explaining allusions is a Common Core skill your students should be practicing while reading (in grades 8-12).

For instance, To Kill a Mockingbird is chock full of literary allusions. The first chapter makes reference to the novel The Gray Ghost by Seckatary Hawkins and the Tom Swift books by Victor Appleton. Some allusions are used to enhance and clarify the time period, while others play a greater role. Stoner's Boy in The Gray Ghost becomes an important thematic link between the characters and the two main plots of the novel.

If you are looking for a resource to use while teaching To Kill a Mockingbird, The Hunger Games, or other novels, you can find materials in my TeachersPayTeachers online store.

The Boo Lady Spreads Harper Lee's Message

Long before I started blogging and well before I discovered TpT, I had a little store on eBay where I sold my hand-beaded book-themed bookmark "thongs" (because they fit in the crack of your book, of course). It was there that I had the good fortune to cross paths with Marsha Gaspari, otherwise known as the Boo Lady.

I was already familiar with the Boo Lady before she happened upon my store, though. She used to have a website called the BooHole and it encouraged adults and children to carry on the generosity of Boo Radley and Miss Maudie by creating our own "Boo" holes to pass along gifts to people passing by. She had pictures of her various knotholes and posted those of others. My students and I came across her website one year when they were researching examples of To Kill a Mockingbird in pop culture.


So when she bid on one of my bookmarks, I was star-struck. Since then, we've "followed" one another online and she always lets me know the latest happenings in the Mockingbird world. Just the other day in class I was telling my sophomores about the Boo Lady, hoping to inspire that same generosity. And, lo and behold, I received a package today containing stunning prints from the "To Kill a Mockingbird" movie. The prints are perfect classroom decor, showing the after-the-trial scene of Miss Maudie with Jem, Scout, and Dill. The other one of Boo Radley (Robert Duvall in his first big-screen acting role) will stay up the rest of the year, but will be hidden from next year's sophs until we reach that part in the novel. My students saw first-hand how one person's generosity truly touches so many others. THANK YOU, BOOLADY!




Now, it's my turn to pay it forward. You can download my To Kill a Mockingbird word cloud prints free this week!

And don't forget to check out Marsha's Etsy shop: 

The Boolady 

It is filled with one-of-a-kind To Kill a Mockingbird-inspired jewelry, gorgeous prints, and so many lovely trinkets any English teacher, librarian, book-lover, or human being in general would absolutely love! They would make perfect holiday gifts for those hard-to-buy-for relatives, as well. ;)

To read more from the Boo Lady, peruse her blog: http://boolady.blogspot.com/

Follow the happenings of two owls on Marsha's other blog: The Adventures of Ned and Nellie

Happy Birthday, Harper Lee!

Happy Birthday, Harper Lee! 

Harper Lee, the author of To Kill a Mockingbird, turns 87 today. Will you do anything special in class to mark the occasion this week? (Or perhaps you did last week, along with William Shakespeare on the 23rd?)

Here's a free journal prompt from my A Year of Journal Prompts to mark the occasion:

The text:

Harper Lee, the author of To Kill a Mockingbird, turned 87 on April 28, 2013. 

  The Pulitzer-winning To Kill a Mockingbird is the only novel Lee has written, though some speculate that she has written additional unpublished works. She also helped her friend Truman Capote research and write his nonfiction book, In Cold Blood.

  As a private person, perhaps Lee does not wish to be placed, once again, into the limelight by publishing a new novel. 

  Would you like to be famous even if it meant losing your privacy? How would your life change if you were sought by reporters and fans every day? Would you still wish to have fame? Why or why not?