Teacher Education Division

EDU-482 Elementary Directed Teaching

EDU-484 Secondary Directed Teaching
EDU-486 (K-12) Directed Teaching

Student Teacher: ​Anna Walsworth Date: ​03/11/2020

Grade Level: ​9th Grade School: ​Northview High School

Cooperating Teacher: ​Audra Whetstone Subject: ​English

Textbook Series: ​To Kill a Mockingbird University Supervisor: ​Dr.

VanDyke

LESSON PLAN

Allocated Time: ​55 minutes

Anticipatory Set: ​Since we are a little behind, the classes will get started with reading the
screenplay version of “To Kill a Mockingbird” chapter six section. We will start talking about what
a screenplay is and what they notice. After discussing this, we will decide who wants to read for
which character. We will need volunteers to play Jem, Scout, Dill, Atticus, Stephanie, Maudie
and a narrator.

Objective and Purpose:

RL.9.2- 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.
W.9.2- Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
SL.9.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
SL.9.4- Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.

Students can comprehend, summarize and take notes on key events and characters from
various chapters of “To Kill a Mockingbird.”
Students can discuss, in their own words, themes and ideas from various chapters of “To Kill a
Mockingbird.”
Students can work collaboratively to read through a chapter of “To Kill a Mockingbird.”

Input and Resources: ​I will explain to students how to fill out their half sheet of notes while they
watch the chapter 7 and 8 summary videos. On one side I will have them split their sheet into
two. On the left side they will write words that stuck out to them or phrases. On the right side
they will draw a circle with the top being the beginning of chapter 7. Then they will need to find
at least three other points to fill in around the circle. Next, for chapter 8 I will tell them that they
get the choice to take notes however they wish to.

Identified Modeling:​ I am going to model to the students what I am looking for with their notes
on the summary videos. Students should draw a circle on their half sheets and number around
their circle 4 separate points. I will show them that the top should be the starting point and
where they should write the beginning of the chapter. They will then go to the right and have at
least 3 other key events from the chapter.

Checking for Understanding: ​I will have the students do a write-pair-share about the two
chapter summaries so I know that they are getting what they need out of the summary videos.

I will have the students discuss themes and ideas they noticed throughout the various chapters.

Guided Practice: ​Together as a class we will go through their chapter summary notes. I will tell
them the starting point and then I will call on the students to fill in the rest of the circle.

Independent Practice: ​The students will have the remainder of the hour to read as a group
chapter nine of “To Kill a Mockingbird.” They will take turns reading through the chapter.

Evaluation Criteria: ​Students will have homework of reading chapters 10-11 over the weekend.
They will get another chapter worksheet that must be completed by Monday.