Kaitlin Kelleher Baldwin-Wallace College Division of Education Lesson Planning Form (Attach supplemental materials) I.

Major Topic: Harper Lee Bio/Reading Strategies- Summarizing 30th, 2013 Grade Level: 9th II. MATERIALS: Harper Lee Bio, fortune teller, worksheet III. CANDIDATE Resources: Harper Lee Bio, projector, laptop, color cards http://www.biography.com/people/harper-lee-9377021?page=2 http://www.youtube.com/watch?v=5N3_wsjW7AY IV. STATE/Local Standards:
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. CCSS.ELA-Literacy.SL.9-10.4 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.

Date: April

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 effectively create a summary by condensing main ideas presented in a paragraph, as well as give a brief background of the life of Harper Lee. - I can effectively summarize What- author study, reading strategy (summarization) How- reading a biography of Harper Lee and breaking it down into paragraphs Why- It is important to be able to pick out the most important information from a long text and be able to create a brief summary. It is also helpful to learn about the life of an author in order to gain a greater understanding of his or her works. VI. PROCEDURES: Introduction: Hello class. Today you will be learning about the life of Harper Lee, the author of To Kill a Mockingbird. You will need to read a few paragraphs of information and create a summary to be shared with the class. You will be split into groups, and each group will be responsible for a different aspect of Harper Lees life. Then well be doing an activity to enforce your comprehension of the material. This lesson is important because it teaches you how to form

an effective summary as well as provides information about the life of the author, which may be reflected in the book. Transition/Focus Attention: At the beginning of class, I will pass out color cards. Motivation/Hook: I will show them the video clip 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 form an informational summary as well as provide information about the author. Strategy and Grouping Pattern Used: Students will be working individually at the start and end of class, and in groups of 2-3 during the summarization activity. Steps/Learning Activities/Differentiated Instruction: Anticipated Time for each step 1. Start class, show video clip. 5 minutes 2. Explain what, why, how- 3 minutes 3. Split into groups- 2 minutes 4. Summary time - 7 minutes 5. Group summary share- 10 minutes 6. Different groups - 2 minutes 7. Fortune Teller- 5 minutes 8. Comprehension Worksheet- 10 minutes Closure: Today we learned how to create an effective summary after being presented previously unknown information as well as learned more about the life of Harper Lee. Make sure you pay attention to the plot line of To Kill a Mockingbird and see if you can find any similarities between the events in the book and what you learned about Harper Lee today. Turn in your comprehension worksheet on your way out and have a good day. Assessment Activities: 1) I will know the students comprehended the information based on the comprehension worksheet answers 2) Students will be graded on the work based on level of completion and accuracy.

VII. REFLECTION How do you know that learning took place? How does the data support your conclusion? What kind of adaptations did you make to accommodate individual differences? What other adaptations would be helpful to accommodate the needs of individual students?

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 activities, time management, questioning, etc.) Why or why not? What changes would you make?

Signature of Cooperating Teacher: _____________________________ Date: __________