Social Awareness Advertisement:
A To Kill a Mockingbird
Summative Poster Assessment
Both advertisers and authors seek to influence audiences.
Many times ads wish only to convince consumers to buy this or
that, but some ads work to promote social change or cultural
awareness. You have been hired by a company from Alabama
who wishes to pay for an ad campaign that promotes the themes
of social justice from one of the most popular books set in their
state: To Kill a Mockingbird. However they can’t decide which
theme to pick and you are not the only ad firm hoping to earn this
campaign.
You must create a poster on important thematic subject in the novel To Kill a
Mockingbird. The potential subjects are: Injustice, Innocence, Inequality, Education,
Bravery, Maturity, Gender roles, Mob mentality, Integrity, and Perception vs. Reality.
From your group’s study of images, music, current events, and Harper Lee’s treatment
of this subject in To Kill a Mockingbird your group will develop an art poster which
encourages reflection, understanding, and action in your audience.
Your work will be evaluated under MYP Criterion A and C, according to the following
rubrics (see back page):
Criterion A: Analyzing
0
1—2
3—4
5—6
7—8
The student does not reach a standard described by any of the descriptors below.
The student provides limited analysis of the effects of the creator’s choices on an
audience, rarely justifies opinions and ideas with examples or explanations.
The student provides adequate analysis of the effects of the creator’s choices on an
audience, justifies opinions and ideas with some examples and explanations, though
this may not be consistent.
The student competently analyses the effects of the creator’s choices on an audience,
sufficiently justifies opinions and ideas with examples and explanations.
The student perceptively analyses the effects of the creator’s choices on an audience,
gives detailed justification of opinions and ideas with a range of examples, and
thorough explanations.
Criterion C: Producing text
0
1—2
3—4
5—6
7—8
The student does not reach a standard described by any of the descriptors below.
The student produces texts that demonstrate limited personal engagement with the
creative process; demonstrates a limited degree of insight, imagination or sensitivity
and minimal exploration of and critical reflection on new perspectives and ideas,
makes minimal stylistic choices in terms of linguistic, literary and visual devices,
demonstrating limited awareness of impact on an audience, selects few relevant details
and examples to develop ideas.
The student produces texts that demonstrate adequate personal engagement with the
creative process; demonstrates some insight, imagination or sensitivity and some
exploration of and critical reflection on new perspectives and ideas, makes some
stylistic choices in terms of linguistic, literary and visual devices, demonstrating
adequate awareness of impact on an audience, selects some relevant details and
examples to develop ideas.
The student produces texts that demonstrate considerable personal engagement with
the creative process; demonstrates considerable insight, imagination or sensitivity and
substantial exploration of and critical reflection on new perspectives and
ideas, makes thoughtful stylistic choices in terms of linguistic, literary and visual
devices, demonstrating good awareness of impact on an audience, selects sufficient
relevant details and examples to develop ideas.
The student produces texts that demonstrate a high degree of personal engagement
with the creative process; demonstrates a high degree of insight, imagination or
sensitivity and perceptive exploration of and critical reflection on new
perspectives and ideas, makes perceptive stylistic choices in terms of linguistic,
literary and visual devices, demonstrating good awareness of impact on an audience,
selects extensive relevant details and examples to develop ideas with precision.