Analyzing the novel to kill a Mockingbird in literature class

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dc.authoridAKYOL, Lütfiye CENGİZHAN/0000-0003-4814-3863
dc.authorwosidAKYOL, Lütfiye CENGİZHAN/AAK-6131-2020
dc.contributor.authorTanis, Ayfer
dc.contributor.authorCengizhan, Lutfiye
dc.date.accessioned2024-06-12T11:07:44Z
dc.date.available2024-06-12T11:07:44Z
dc.date.issued2010
dc.departmentTrakya Üniversitesien_US
dc.description2nd World Conference on Educational Sciences (WCES-2010) -- FEB 04-08, 2010 -- Bahceschir Univ, Istanbul, TURKEYen_US
dc.description.abstractThe purpose of the study is to find out most effective activities that could be applied in Perspectives in Literature Class while the novel which is one of the most fundamental example of American Literature - To Kill a Mockingbird by Harper Lee - is analyzed in terms of various narration techniques including characterization, theme, plot, exposition, point of view, motifs and symbols. In this context, whether the activities including drawing a triangular comparison diagram, Venn diagram, clustering, brainstorming, games, watching documentary and videos, writing journals, drawing plotline, technology integrated games and competitions etc. have positive affects on the students' comprehending the literary devices included in the novel is sought. In order to examine the effects of the activities on pupils learning, a curriculum project was developed so as to teach a unit in literature class via designing a concept map, curriculum project plan (description of the unit, outcome statements, the structure of activities), lesson plans and samples of students' works, overall evaluation plan (worksheets, quizzes, journals), description of the technology integrated and bibliography. The participants in this study were twenty-four eleventh grade high school students enrolled in Ames High School in Iowa, the USA in the second semester of 2007-2008 academic years. The data were collected through observations, interviews and samples of students' works. The results of the study indicated that the success and the comprehension of the pupils' literary devices included in the novel could be developed by means of these selected classroom activities. (C) 2010 Elsevier Ltd. All rights reserved.en_US
dc.identifier.doi10.1016/j.sbspro.2010.03.698
dc.identifier.endpage4391en_US
dc.identifier.issn1877-0428
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-77957702424en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage4387en_US
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2010.03.698
dc.identifier.urihttps://hdl.handle.net/20.500.14551/22170
dc.identifier.volume2en_US
dc.identifier.wosWOS:000282002804058en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherElsevier Science Bven_US
dc.relation.ispartofInnovation And Creativity In Educationen_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectLiteratureen_US
dc.subjectNovelen_US
dc.subjectLiterary Termsen_US
dc.subjectNarration Techniquesen_US
dc.subjectCurriculum Projecten_US
dc.titleAnalyzing the novel to kill a Mockingbird in literature classen_US
dc.typeConference Objecten_US

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