Deconstruction

Purpose


The purpose of this lesson is for students to apply critical theory to various texts, and to take their findings and make real-world connections. After applying a deconstructionist lens to a text they will be able to identify the explicit and implicit conflicts.


//Students will be able to:// //Apply deconstructionist theory to a text.// //Recognize binaries and oppositions in the text// //See both sides of an argument or a conflict without being a part of the conflict//


The teacher will use transmission approach to instruct students about various critical lenses with a focus on deconstructionism. The teacher will define the word binary and why it applies to this unit of study. The teacher will explain the use of binaries in various texts already studied before moving into //To Kill a Mockingbird//.

Resources for Overt Instruction  (list no more than 4)
What is happening in this link?
 * · []
 * · Handout on Deconstructionism

http://www.bartleby.com/113/1011.html
 * · Deconstruction practice with Dickinson poem
 * //To Kill a Mockingbird//

Summary of Classroom Activities / Situated Practice
//Identify binaries in an assigned passage from// //To Kill a Mockingbird// //in groups. Why do they exist? What purpose do they serve?// //Students can use color marking to help them further evaluate their assigned text.// //Students will translate their color marked passages into a graphic organizer for comparison with other critical theories.//

Overt Instruction during Situated Practice
//Teacher will observe the students’ progress as they work on finding binaries in their assigned passages and assist as needed.//

Student work that will be assessed 

Students will turn in their graphic organizer labeled “Deconstruction Theory”

Assessment Plan
An ‘A’ paper will contain students' color marking passages which display critical thinking and a clear relationship to the text as a whole; they are able to defend their color markings. A ‘C’ paper will be color marked but lack a clear cut explanation as to why; students may be unable to defend their color markings. An ‘A’ paper will have many binaries clearly defined and explore the use of inferences to further break down the text. A ‘C’ paper will examine superficial binaries without drawing inferences from the text or beyond.

Accommodations/Modifications
· Pair lower performing students with higher performing students for group work. · Include ESOL students in discussion of binaries and how it is evident in their cultures (e.g. yin and yang, etc.)