Day 6

10/10- Author/Setting Investigation

Objectives:
I can
Utilize a variety of resources to understand an author or a setting
Present my understanding in the form of a PowerPoint slide
Relate my understanding of the author/setting to the text
Common Core Standards:
CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

Schedule:
10 Minutes: Silent Reading
Conference or read with students
8 Minutes: Instruction
Students will be choosing whether to make a Meet the Author slide or a Visit the Place slide
They will use their laptops to conduct research and use their book to connect this research to the novel
Meet the Author requirements:
Picture of the author
Biography details (when and where born, how long she lived, ect)
Personal details (dive into portrait of author as family or community member)
Quote from the author
Visit the Place requirements:
Picture of the place
Physical context (what is the place like? Climate, physical features, plant/animal life)
Historical context (what were the people inhabiting this place like at the time? What historical movements
were taking place?)

20 Minutes: Guided Practice- Students work on their slides

They share them into my google drive folder

10 Minutes: Presentations
Students will get with partners who had the alternative type of poster and present their research findings
5 Minutes: Reflection and Homework

In Interactive Notebook: How will one thing you learned through your research impact how you read
TKM?
Day 7
10/11- Musical Connections
Objectives:
I can
Analyze music as text
Connect themes that I find in music with themes that I find in literature
Participate thoughtfully in a discussion on music as text
Common Core Standards:
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.

Schedule:
10 Minutes: Silent Reading
Conference or read with students
8 Minutes: Introduction to Music as Text
Quick introduction to the value of music as text historically (example: 1960s anti-war music)
Musical lyrics as poetry
Model graphic organizer for students to copy into Interactive Notebook

Lyrics/Theme in Song

Connection to TKM

30 Minutes: Listening/Filling Out Graphic Organizer/ Discussing

Play songs one at a time for students to fill out graphic organizer:
1. Where is the Love? Black Eyed Peas https://www.youtube.com/watch?v=EICNm-Ow0ms
2. Waiting on the World to Change John Mayer https://www.youtube.com/watch?v=REqz9D7OWZE
3. Pennies from Heaven Bing Crosby https://www.youtube.com/watch?v=_IFgC7JhVrM

In between each song, ask for volunteers to share what connections they wrote in their graphic organizer

5 Minutes: Homework
Students must bring in the printed lyrics for a song they can connect to the themes/ideas in TKM
We will share these songs in class- be prepared to discuss your choice and have a sample of the song in
mind to play
Continue reading
* Modified Lesson- Day 7
Fire Drill- 15 Minutes gone from class time
10/11- Musical Connections
Objectives:
I can
Analyze music as text
Connect themes that I find in music with themes that I find in literature
Participate thoughtfully in a discussion on music as text
Common Core Standards:
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.

Schedule:
10 Minutes: Silent Reading
Conference or read with students
8 Minutes: Introduction to Music as Text
Quick introduction to the value of music as text historically (example: 1960s anti-war music)
Musical lyrics as poetry
Model graphic organizer for students to copy into Interactive Notebook

Lyrics/Theme in Song

Connection to TKM

*** Fire Drill

15 Minutes: Listening/Filling Out Graphic Organizer/ Discussing
Play songs one at a time for students to fill out graphic organizer:
- Waiting on the World to Change John Mayer https://www.youtube.com/watch?v=REqz9D7OWZE
- Pennies from Heaven Bing Crosby https://www.youtube.com/watch?v=_IFgC7JhVrM
*emitted one song
Have students share quickly in partners after each song instead of engaging in a whole class discussion

5 Minutes: Homework
Students must bring in the printed lyrics for a song they can connect to the themes/ideas in TKM
We will share these songs in class- be prepared to discuss your choice and have a sample of the song in
mind to play
Continue reading
Day 8
Understanding By Design Unit Template
10/12
Title of Unit
Curriculum Area
Developed By

Empathy
English

Grade Level
Time Frame
Amanda Nickless
Identify Desired Results (Stage 1)
Content Standards

CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn fr
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how
refined by specific details; provide an objective summary of the text

Understandings
Overarching Understanding
Music can be analyzed as text
Texts can be thematically compared to achieve greater understanding

Related Misconceptions

Essential Que
Overarching
How can we connect with others
through literature?

That themes do not present themselves in a variety of ways.

That a classical text is not still relevant with past and present music.

Knowledge
Students will know

Skills
Students will be

Literature and lyrical music can share themes

That connecting themes across genres helps us to better understand them

Goal
Role
Audience
Situation

Product/Performance

Standards

Present a song with lyrics that embodie

Reflect on the choices of other students
songs to TKM

Assessment Evidence (Stage 2)

Performance Task Description
Students present and analyze song lyrics in relation to TKM
Help students see music as a comparative text
Classmates
Students have been assigned to bring lyrics from a song that they believe connects s
now presenting them.
- The original song lyrics
- Notes comparing other students song lyrics to TKM
Minute by Minute:
10 Minutes: Silent Reading Time
20 Minutes: Students share one minute of their song and put up lyrics
- After each song students one thing they noticed with a partner (1 m
2 Minutes: Brain break from: https://www.gonoodle.com/
19 Minutes: Continue sharing songs and discussing
2 Minutes: Conclude with assignment for homework (continue reading)
Students can present their song of choice.
Students can make connections between TKM and the other students songs of choic

Other Evidence
Students will be expected to hand in:
- A copy of their lyrics
- Two column notes on the other students songs (see previous lesson for two column format) *This will go in
Learning Plan (Stage 3)
Where are your students headed? Where have they been?
How will you make sure the students know where they are
going?

How will you hook students at the beginning of the unit?

This activity invites students to think about texts and abo

more relevant fashion. The students are working to under
this activity invites them to make more personal connect
have been reading and analyzing TKM for over a week. A
toward their project of writing a narrative, being able to u
different perspectives will be crucial. They will continue
through activities.
This lesson has been prefaced with a model lesson wh
examples of connecting lyrics with literature. The hook i
song that they are ready to present t

What events will help students experience and explore the

big idea and questions in the unit? How will you equip
them with needed skills and knowledge?

How will you cause students to reflect and rethink? How

will you guide them in rehearsing, revising, and refining
their work?
How will you help students to exhibit and self-evaluate
their growing skills, knowledge, and understanding
throughout the unit?
How will you tailor and otherwise personalize the learning
plan to optimize the engagement and effectiveness of ALL
students, without compromising the goals of the unit?

How will you organize and sequence the learning activities

to optimize the engagement and achievement of ALL
students?

Exploring music as text and making connections employ

analysis and empathy. In order for students to make a the
they need to understand perspective and relevance.
I have helped equip the students by giving them a model
them meaningful reading habits so that they can get the m
read.
Students will have the opportunity to reflect in both writt
song, the students must make at least one connection. As
students in perspective taking through writing. We will re
work.
This lesson incorporates the ongoing assignment of an In
Interactive Notebook allows students to safely take risks,
Through this they can naturally track their progress. The
will help students ultimately display their knowledge in a
This activity is specifically designed to encourage partici
meaningful way. The students each share something for t
personal investment. In order to optimize effectiveness, I
template will help certain students organize their thinking
students are supported is by moving from individual thou
thought with a partner. This ensures multiple forms of en
helpful in different ways to different students.
For this lesson, I made sure to make time for scaffolding
naturally work together to understand and to connect. In
activity modeling. I found the first few songs and them d
helpful two column notes and then talked through one co
students then work individually in finding connections. A
a partner, which they can discuss ideas with in a low risk

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision
and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
Day 9
Madeline Hunters Lesson Plan Format
Coat of Arms (Smag. p. 37)
Total Time: 53 Minutes
Class & Unit: 9th Grade Honors ELA
Unit: Empathy: How can literature help us connect to others?
Materials/Resources:
To Kill A Mockingbird
Small Poster Board
Colored Pencils/Crayons
Laptop/Internet to get to symbol guide: https://www.fleurdelis.com/symbolism.htm
1. Anticipatory Set (10 Minutes):
Warm up:

1. In their Interactive Notebooks, have students write two words or phrases that describe the Finch
family, and then pull one quotation from the text that describes one of their characteristics
2. Students share with a partner
3. Write The Finch Family on the board, have each partnership write one of their words, phrases
or quotes on the board around it
2. Objective/Purpose:
Goals:
Students will be able to identify key values and beliefs of the Finch family.
Students will be able to put these key values and beliefs into symbols and arrange them on a coat of arms.
Students will be able to support their choices with textual evidence.
Standards:
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.
3. Instructional Input (8 Minutes):
1. Show students a couple of examples of a coat of arms
* Harry Potter!
2. Describe the significance of a coat of arms
https://www.britannica.com/topic/coat-of-arms
Every choice is intentional: position, symbol and color all have meaning
4. Modeling (8 Minutes):
On the projector, I make a sample coat of arms with my students for a different character in To Kill A
Mockingbird
I will pick Boo Radley
I will pull up the symbols on the projector and have students pick the ones they believe represent him
5. Checking for Understanding:
Ask for questions and then have students share directions with their neighbor.
6. Guided Practice (20 Minutes):
Students will create their own coat of arms for the Finch family. They will each need:
1. Four different symbols, one for each quarter of the coat of arms
2. At least four different colors for the background of the shield
7. Independent Practice (5 Minutes):
* continue for homework as needed
Students will write a reflection in their Interactive Notebook describing why they chose each symbol and
color and justifying their choices with at least two quotes from the novel.
*Question: Do I need to add a close into this lesson? I feel as though the independent practice doubles as
a closure activity. Could closure occur on a different day (i.e. what if students displayed their work?)

Day 10

Objectives:
I can
Think creatively and show it through my writing
Analyze film as text
Compare a film interpretation of To Kill A Mockingbird to the novel
Common Core Standards:
CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-LITERACY.RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is
emphasized or absent in each treatment (e.g., Auden's "Muse des Beaux Arts" and Breughel's Landscape
with the Fall of Icarus).

Schedule:
10 Minutes: Silent Reading Time
I conference or read with the students
5 Minutes: Prompt suggestion for Creative Writing Friday!
This week I utilize prompts from the website http://thinkwritten.com/365-creative-writing-prompts/:
(In my room, I plan on having a jar full of these prompts typed and cut out) - students can come pick from
the jar as many times as they want until they find a prompt that interests them
Students are also encouraged to simply write about whatever comes to mind
13 Minutes: Creative Writing Time!
I will write alongside the students
15 Minutes: Continue watching To Kill A Mockingbird
It can be found at: https://www.youtube.com/watch?v=PwB35WkFfKA
10 Minutes: Film as Text response in Interactive Notebook
Questions as reflection:
What additional differences between the movie and the novel have you noticed so far?
What do you think about the representation of the characters? Were you surprised?