Lesson Plan Template

Student Name: Lindsey Kaler

Grade Level: 9th / 10th
School: X High School
Date of Lesson: 9/20/16
Topic: To Kill A Mockingbird / Making Connections

Enduring Understandings: (What big idea(s) will students understand as a result of this
lesson?)
Students will understand that making connections between multiple texts, as well
as historical context, can help readers come to deeper understandings.
Students will understand that texts of multiple mediums and publication dates can
build upon and inform each other.
Essential Questions: (What question(s) will students grapple with as they learn through
this lesson?)
Can a book stay relevant, even over 40 years after its publication?
How can we connect with literature from the past in ways aside from connecting
to our personal lives?
Primary Content Objectives:
Students will know: (facts/information)
Students will know that To Kill a Mockingbird is set in Alabama during the Great
Depression and was written in the context of the US South during the 1960s.
Students will be able to do: (skills and behaviors)
Students will work collaboratively with students to understand a shared text.
Students will examine a text and extract essential meanings from it.
Students will make connections between texts of different mediums (interview,
opinion article, photographs, poetry, novel) and publication dates.
Students will clearly and succinctly communicate essential understandings of a
text to peers.
Related state or national standards: (Examples include State Standards of Learning,
Common Core State Standards, Next Generation Science Standards or National
Curriculum Standards for Social Studies)
Virginia SOL: 9.1 The student will make planned oral presentations independently and
in small groups.
l) Assume shared responsibility for collaborative work.
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.

Assessment: (How (and when) will students be assessed? What evidence will you collect
to determine whether students have met the lesson objectives? Will the assessment(s) be a
pre-assessment (diagnostic), formative (ongoing feedback) or summative?)
Diagnostic
o Anticipation Guide: The anticipation guide will give me an idea of what
students think about the longevity of texts and themes that will resonate
throughout To Kill a Mockingbird.
o Exit Card: The exit card will give me diagnostic information about how
well students are able to make predictions based on a section of text. From
student responses to the questions section, I will be able to determine
where student areas of need are in relation to comprehension and deeper
understanding of complex texts.
Formative
o Jigsaw Discussions: I will ambulate around the room to monitor students
as they complete each step of the jigsaw activity. As I observe students, I
will be able to ask them questions to assess their understanding of a
singular text and how to make connections between texts. I will be able to
intervene and support students as I assess them through my observations
and continue to assess their understanding and ability to work
collaboratively.
o Exit Card: The exit card activity will serve not only as a diagnostic
assessment, but also as a formative assessment because I will be able to
determine what questions students still have after our priming activities
and jigsaw. I will also be able to determine how well they are able to make
connections with the To Kill a Mockingbird text after we have spent class
time working in various groups and modes making connections amongst
the four jigsaw texts.
Summative
o Jigsaw Poster: Students visual representations of their group jigsaw
connections will give me a summative look at how they were able to
interpret the texts and work collaboratively to create a final product.
Materials and Resources: (List here all materials that you will need in order to
successfully teach this lesson. Include technology and website links, texts, graphic
organizers, student handouts, physical manipulatives, etc.)
13 copies of To Kill a Mockingbird
13 copies of Anticipation Guide
Google Drive
o Jigsaw readings (Interview: Growing Up Black in the 1930s, Time of
Change: Civil Rights Photographs 1961-1965, In Alabama, Its the
1960s Over Again, Caged Bird)
 o Exit Card
3 pieces of poster paper (for jigsaw visual)

Key Vocabulary and Definitions:

Prime to prepare something; to make ready
Preamble - a primary or introductory statement

Lesson Procedures:
1. Introduction and goal orientation:
[2 minutes] Expectations/agenda
Hi everyone! Welcome back to class, as always its great to see everyone here today. I
hope youre excited to get to work today I know I am because we have a lot to get
started on before we begin our new whole class novel! Were going to be doing some
group exploration of a few texts that are going to prime us for our novel, Harper Lees To
Kill a Mockingbird. Can anyone tell me what it means to prime something? Students
respond. Right, it means to prepare something and make ready, especially before
something else is applied. Primer for a wall helps the paint stick on. So were going to
prime our minds with some texts that will help us make connections to the novel, which
well start today.

2. Connecting to prior knowledge and experiences: (Questions or activities that help

students make links) (What learning strategies are you using in this lesson? How
will students get opportunities to respond (OTRs)?)
[2 minutes] Anticipation Guide
What I want you to do now to prime your minds a bit for what well get more deeply into
today is to fill out this quick survey. Just go with your first instinct. There is not right or
wrong answer, I just want you to fill our what immediately comes to your mind. Students
complete anticipation guide. Okay now put that aside for now and well return to that
soon, as well as later on as we continue to read To Kill a Mockingbird.

3. Tasks and activities: (What challenging tasks and activities will students engage in
as they construct knowledge, learn new skills or behaviors and develop
understandings? In what ways will you provide high-quality feedback to students
about their engagement, behavior, and content mastery?)
[20 minutes] Jigsaw Part 1
Were going to be working in groups now to explore some texts first in small groups
examining the same text, and then in small groups sharing what you have learned with
others who read different texts. We have four different texts and I want everyone to be
able to experience each of them, so I have created some groups for you. I will read
students groups off and ask them to physically move to an area in the room in which they
think that their group can work productively.

So in your groups, identify one person who will examine each one of these texts (quickly
preview texts as a class). Ask students to share with me who is exploring each text. Okay
now that you have identified who will be reading which text and where your group will
meet as a home base, youre going to switch up again! Organize students in text-specific
groups (all students reading Caged Bird sitting together, etc.).

What youre going to do in these groups is spend a few minutes exploring individually,
and then coming together as a group to decode these texts. Youre going to be experts on
your text and youll be sharing your expertise with your original group members. So by
the end of your expert group discussions, you will need to come up with a two-minute
presentation for your base groups that includes a quick summary of your text (what is it
about?), three main takeaways that your other group members need to know about this
text, and one question (what are you still wondering about after exploring your article?).
Any questions? Go ahead and get started!

I will verbally prompt students after about 6 minutes that they should begin discussing
with their group members by now if they have not already. At about 14 minutes, I will
verbally prompt students to get their summary, takeaways, and questions organized if
they have not already. I will warn students about one minute before they will need to
come back to their original groups. I will also be ambulating around the room to monitor
students as they work in their groups. I will support and challenge groups as needed.

[14 minutes] Base group Jigsaw share

(7 minutes) Excellent work everyone, I love seeing the participation of each group
member in the jigsaw and the really respectful collaboration that I saw. I want you
to keep in mind Glassers connecting habits as you all come back together in your
original groups to share what you have learned. Each group member should have
two minutes to share what you learned in your text-based groups. What were your
takeaways? What were your questions?

(7 minutes) Okay, now that you have all shared, what I would like you to do is
create a visual representation of the connections you see between your four texts.
You could create a graphic organizer such as a Venn diagram, you could draw an
image that you think represents your connections, you could make a table, or any
other visual cue for us to get insight into the connections you see between these
texts. If you choose to draw a symbol or image, be sure to include a brief
supplemental written explanation of your connections, somewhere between 2 and
5 sentences.

[12 minutes] Class-wide Jigsaw debrief

You have all made some awesome connections between your texts and that is exactly
what we were looking for. Its a great primer for our reading, which well do in just a few
minutes. But now that weve had some partner work and small group work, I want to
bring us back out to a whole class discussion briefly before we get started on reading To
Kill a Mockingbird. I want to read you all a quote from Harper Lee, when she was asked
to write an introduction for an anniversary edition of the novel. Lee wrote, The only
good thing about introductions is that in some cases they delay the dose to come.
Mockingbird still says what it has to say; it has managed to survive the years without
preamble. Does anyone know what a preamble is? Its essentially an introduction. So
what Lee is saying is that her book has survived throughout the years and still says what
it has to say without introduction.

Do you all think that this is true? Why do you think Lee writes this? If it needs no
introduction, why did we read these various texts before we began our reading? What
constitutes a preamble for the novel? Why is it important to think about the context of
the novel: the 1930s setting of the novel, the 1960s environment in which Lee wrote the
novel, and the present climate and culture in which we are reading the novel?

[25 minutes] Read Aloud

I will fluently read To Kill a Mockingbird aloud to students as they follow along in their
texts.

4. Closure: (How will you wrap up the lesson and reinforce key ideas? Closure may
include some form of assessment or exit slip)
[8 minutes] Exit Card
Wow, what a great start! Raise your hand if youre excited to continue? Awesome, me
too. So what I want you to do for the last few minutes of class is to react to what we just
read. At the beginning of class, before we started reading the book, we read various
different texts and you all found some great connections between the texts that you read.
And we have those posted around the room which will help us activate our background
knowledge as were reading. But what I want you to do now is to think within yourself
about the reading. On your Google Drive, go to the document titled TKM Day 1 Exit
Card. I want you to spend the rest of class, so 8 minutes, writing in this document. Treat
it a bit like a writing pushup just keep writing but there is also more thinking time
than might be required for a pushup, so take your time. In this exit card, we want you to
connect with the text make at least one connection, one prediction, and ask one
question. Weve included some sentence starters at the beginning of this document to help
you along. I also suggest you take a look at your anticipation guide to get some ideas
about what you might want to think about as youre reading and writing. Any questions?
Go ahead and get started!

Thanks for an awesome class everyone, I loved the participation that I saw from all of
you and the pitter-patter of keys I heard for that exit card. I look forward to reading them!

Accommodations for individual differences: (How will the lesson be differentiated to

support diverse learners? Describe additional supports that can be used for re-teaching if
needed, and a challenging extension for students for demonstrate mastery quickly or
show evidence of a lot of prior knowledge.)
The following initials indicate a specific student in the class:
LM: This student had a stroke when she was 11 that left her with speech aphasia.
She has significant processing delays and demonstrates a lack of confidence when
confronted with larger readings. Reading aloud will be one support for her that
allows her to keep up with the class as we begin To Kill a Mockingbird. Further,
the image collection that serves as one option that students can choose as a jigsaw
 text will allow LW to serve as an expert for her peers, which will build her
confidence and allow her to keep up with the pace of the whole class learning as
she learns from peers who were more efficiently able to read the longer textual
selections.
TW: Another student in the class, TW, will also benefit from my fluent reading
aloud of the novel because he has low decoding skills but high verbal skills and
thus will be better able to comprehend and keep up with the class if we read aloud
together.
ES: This student has one of the higher skill levels in the class and needs more of a
challenge to remain engaged. Working in a mixed readiness group will allow him
to engage and learn from his peers, rather independently at what might be a
quicker pace than is possible with group work. The varied textual selections
(interview, image collection, poem, and article) will allow him to choose the text
that he feels most challenged by and interested in, allowing him to serve in both
the expert role and the learner role for other texts.
Behavioral and organizational strategies: (What behaviors will you model or discuss
with students? What do you want to remember about organizing the lesson and materials?
Use this section for reminders to yourself about behavioral and organizational strategies.
For example, do you want to explicitly model how to work with partners in this lesson?
Or demonstrate how to use mathematical tools? What strategies
(cognitive/metacognitive) will you use to help manage behavior?)
Modeling: I will model appropriate discussion behaviors as I visit each small
group during the jigsaw activity. This will demonstrate to students that My
modeling fluent reading, I can keep students consistently engaged in our reading
and are able to see a model of fluent reading.
Behavior-specific praise: I will give students a lot of behavior-specific praise and
feedback throughout the lesson so that they are motivated to recognize and engage
in specific appropriate behaviors.
Fives/ Choice Theory: I will use the system of taking a five and going to
Choices at XHS to give students a signal that the behavior that they are engaging
in is not appropriate and they need to self-evaluate and self-monitor their
productivity and participation in class.
Transition Time: I will tell students that they have 6 minutes to present in their
groups and get create their visual representations but in my plan, I have allotted 7
minutes to give students and myself some organizational leeway.