UNIT: To Kill a Mockingbird DATE: 2-2-2018 to 2-5-2018

LESSON: Chapters 2 and 3 TIME LENGTH: 40 min

LESSON FOUNDATION

PA CORE STANDARDS:

Standard - CC.1.2.9-10.A: Determine a central idea of a text and analyze 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.

Standard - CC.1.3.9-10.K: Read and comprehend literary fiction on grade level, reading
independently and proficiently.

Standard - CC.1.4.9-10.S: Draw evidence from literary or informational texts to support analysis,
reflection, and research, applying grade-level reading standards for literature and literary
nonfiction.

ASSESSMENT ANCHOR DESCRIPTORS:

Standard Area - CC.1.3: Reading Literature: Students read and respond to works of literature -
with emphasis on comprehension, making connections among ideas and between texts with
focus on textual evidence.

INSTRUCTIONAL OBJECTIVES (include at least three):

1. Students will use textual evidence to debate the way Harper Lee depicts the American
Education System.
2. Students will discuss the effects of the Great Depression on the people of Maycomb.
3. Students will differentiate the way Jem and Atticus help Scout learn about the world.
ESSENTIAL QUESTIONS (Include three high level questions):

1. How does Harper Lee show us her feelings about the education system?

2. How has the Great Depression affected the people of Maycomb?

3. How does Calpurnia break stereotypes?

 FORMATIVE ASSESSMENTS (Include at least two):

1. Students will engage in a Think- Pair Share discussion on the following

questions: “What does Lee’s depiction of school in the novel tell us about her feelings regarding the
Education system?” and “How has the Great Depression affected the people of Maycomb? How has it
affected Scout and Jem?”.

2. Students will complete a TOD in response to the question: “What would you
have done if you were Scout when Miss Caroline told Walter to pay her back?”

SUMMATIVE ASSESSMENT: Students will complete a comprehension and analysis quiz on the first 6
chapters of the novel.

LESSON BODY

I. Introduction (3 mins)

A. Motivational Device: Bell Ringer

Students will answer on their own and then discuss with the class: “How has the town of
Maycomb demonized Boo Radley? Why do they think of him like that?”

• Body

• First have students recap what happened in chapter 2.

• Have students think back to their first day of school? What were there
expectations? How did they feel?

• Students will discuss the following questions in a Think Pair Share

• What do you think of Miss Caroline? Why do you think she doesn’t like Scout? Is
this fair to Scout or Atticus?

• What does this depiction of school tell us about Harper Lee’s feeling about the
American Education system? Do you agree with her?

• Yesterday we talked about the perspective of children, after reading, why do

you think Harper Lee chooses a child for her narrator?
 • Think about the quote “You never know a person until you...climb into his skin
and walk around in it”. What does this mean? How do you think this quote will
effect Scout’s actions throughout the novel?

• Students will discuss the above questions and relate their own experiences.

• Independent Practice

• Students will find one quote from each of the main characters we have met so far and
place it in the “important quote” section of their character profile sheet. Students must
bwrite down the location of the quote in the novel.

• We will share these quotes and have each student explain why they chose that
quote and why they believe it is significant to the novel.

• Closing

• Students will write down one theme they believe to be highly present in the novel on a
TOD Slip

• Homework

• Read chapter 4 and complete comprehension questions (included at end of unit)

II. Teaching Procedures Explained (include statement of pedagogy—teaching method)

A. Teaching procedures for this lesson include PowerPoint, Student-Led Discussion and Think-
Pair -Share.

1. PowerPoint slides included at end of unit.

LESSON ESSENTIALS

DIFFERENTIATED LEARNING ACTIVITIES (Include at least three variations):

1. All students of various learning abilities, socio economic status will be able to
participate in the groups discussion as they are encouraged to bring in their own personal experiences
and ideas.
 2. The think-pair- share activity is perfect for those with learning disabilities or
poor executive function because it gives them time to process their thoughts, verify those answers or
thoughts with a classmate and then share aloud if they’re comfortable.

3. The PowerPoint I use utilizes both text and pictures to appeal to both visual and
textual learners. In addition to this, I read through each slide multiple times to ensure auditory learners
are included as well.

INSTRUCTIONAL RESOURCES, MATERIALS, AND TECHNOLOGY:

1. Resources:
a. https://www.teacherspayteachers.com/Product/To-Kill-a-Mockingbird-
BUNDLE-1964476
2. Materials:
a. Character Profiles
b. Note cards for TOD
c. To Kill a Mockingbird novel
3. Technology:
a. Projector, computer for powerpoint

REFLECTION AND ANALYSIS:

1. Analysis of Student Learning

a. I could tell the students were learning because they were actively
engaging in the lesson by responding to discussion prompts and
participating in Think-Pair-Shares. I also collected comprehension
questions from them for chapters 2-3 that will help me to determine
how well they understood the chapters and what if anything I need to
go over in class. Unfortunately not a lot of people did their homework
so this will be hard to use to focus my teaching but for now I will just
base it off of what I have.
2. Analysis of Teaching
a. I thought the lesson went pretty well especially considering my new
established position in the classroom. We did think pair shares and had
students discuss higher level questions so they can better get an idea of
the themes and inner workings of the novel. I will say I think I need to
incorporate a little more guided work or more interactive lessons to
keep the students engaged. It seems they don’t really respond well to
the think-pair-shares. I will refer to my student interest surveys to
better understand how I can better teach them.