Effective Spring, 2006 Kaitlin Kelleher Baldwin-Wallace College Division of Education Lesson Planning Form (Attach supplemental materials)

I. Major Topic: To Kill a Mockingbird Date: April 23rd, 2013 Grade Level: 9th II. MATERIALS: Pen/pencil, To Kill a Mockingbird, colored pencils/crayons, construction paper III. CANDIDATE Resources: To Kill a Mockingbird, lesson plan, desk plan, pen/pencil, colored sticks IV. STATE/Local Standards: Key Ideas and Details (Reading for Literature): 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text, including determining where the text leaves matters uncertain. 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of text. 3. Analyze impact of the authors 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). IV. (a) National/State technology standards (if applicable) http://cnets.iste.org/students/s_stands.html V. Objective(s): By the end of this lesson, the students will: be able to pick out important plot points of a story and effectively summarize a book without knowing the ending. What- Analyzing the plot of TKAM and discerning important events How- creating a new cover for the book Why- It is important to be able to pick out the most important events in a story in order to uncover symbolism and themes VI. PROCEDURES: Introduction: Hello class. Today you will be creating a new cover for TKAM. You will need to design a cover with 3 different quotes or scenes represented in the work. You will also need to complete a summary of the novel on the back of the cover, so make sure you include the important events up until this point but dont give too much information away. Transition/Focus Attention: At the beginning of class, I will pass out colored sticks (for grouping) without an explanation. Motivation/Hook: I will show them covers used previously

Effective Spring, 2006 Set Behavior Expectations: Students are expected to listen to the material being presented, participate in class discussion, and complete the assigned work Set Purpose: The purpose of this lesson is to teach students how to identify important passages and themes Strategy and Grouping Pattern Used: Students will be given a brief introduction to the lesson (direct instruction). They will then be split into groups of 3-4 to work on their covers. Group Size: Whole class, small groups Steps/Learning Activities/Differentiated Instruction: Anticipated Time for each step 1. Start class, pass out sticks. 3 minutes 2. Explain what, why, how- 3 minutes 3. Show previous covers used- 5 minutes 4. Split students into groups - 3 minutes 5. Give them time to work on the assignment- 15 minutes 6. Bring class back together in their original seats- 2 minutes 7. Group share/ general discussion- 10 minutes Closure: Today we created new novel covers using important plot points. We also summarized the book sequentially. Tell me 3 things you learned today. Turn in your covers on your way out. Assessment Activities: 1) I will know the students comprehended the information based on the discussion about themes and events. 2) Students will be graded on the work based on level of completion and accuracy. Transition: Tell me what you learned today VII. REFLECTION How do you know that learning took place? How does the data support your conclusion? I know learning took place based on the responses to the what I learned worksheet and presentation of their drawings. What kind of adaptations did you make to accommodate individual differences? What other adaptations would be helpful to accommodate the needs of individual students? I went around to certain groups and helped students who seemed to be struggling. They were given more explicit instructions than the groups who were comfortable with the assignment. For groups who finished early, I had them add more quotes to their book covers. Other than the modifications discussed above, would you change any aspect of the plan or how you conducted the lesson? (E.g. introduction and transitions, sequence of

Effective Spring, 2006 activities, time management, questioning, etc.) Why or why not? What changes would you make? I would have taken more time at the beginning of the lesson to show more examples of previously used book covers and better explained their assignment and the themes of the book. The students were supposed to be farther along in the book, but it turns out they only made it to chapter 4 by the time I taught this lesson. I would have waited a little longer to do this lesson under other circumstances so they would have had an easier time identifying themes of the book and finding quotes. Signature of Cooperating Teacher: _____________________________ Date: __________