TKAM Lesson Plans

Name:__Ms. McClure______________ Grade: ____9_________

Subject: ____English___________ Planned Lesson Date:
_3/11-12/15_____
Lesson Time: 90 Minutes
Lesson Objectives

2 or 3 student
outcomes
Begin with verb

I can complete a dialectical journal to understand

how a character is developed.

I can use evidence found in the text to make

inferences and support my analysis.
Natl / State
Standards

AL College & Career

Ready Course of
Study - Common
Core
Learning Targets /
District Standards
National Standards
(NCTM; NCTE; etc)

Pre-Instructional
Activities

Review
Formative
Assessment
Introductory Set
Prior Knowledge
Essential Questions
Problem Question
Writing Prompts
Predictions / Purpose
Vocabulary

Teaching

Direct Teaching
Graphic Organizers
Reading Instruction
Tech Integration
Teacher
Demonstration
Guided Practice

Analyze how complex characters develop over the

course of a text, interact with other characters, and
advance the plot or develop the theme. [RL. 9-10.3]

Draw evidence from literary or informational texts to

support analysis, reflection, and research. [W. 910.9]

Bell Ringer:

Students will find their desk and take out a blank

sheet of paper and get ready for a pop quiz.

Review:
Students will take a quiz on Chapter 2 and 3.

Small Group Activities:

Students will be broken into groups to work on

dialectical journals. I will assign groups. Students will
break into groups and create a Google doc that they
will share with their group members. I will instruct

Independent Practice
Small Group
Activities
Experiential Activities
Research / Study
Simulations
Problem Solving
Activities
Differentiated
Instruction
Accommodations
Ongoing Assessment

the students on what a dialectical journal is and

what it looks like. I will then demonstrate how to
create one from a template I will expect them to
use. Then students will work in their group to
complete their dialectical journals.

Closure

Summary /
Conclusions
Re-teaching
Formative
Assessment
Review
Reflection

Homework: Write a character sketch from your

dialectical journal. Read Chapters 4-7 which are due
next class.

TKAM Lesson Plans

Name:__Ms. McClure______________ Grade: ____9_________
Subject: ____English___________ Planned Lesson Date:
_3/13/15_____
Lesson Time: 50 Minutes
Lesson Objectives

2 or 3 student
outcomes
Begin with verb

Natl / State
Standards

AL College & Career

Ready Course of
Study - Common
Core
Learning Targets /
District Standards
National Standards
(NCTM; NCTE; etc)

Pre-Instructional
Activities

I can read independently and understand what I am

reading.
I can recognize and use my vocabulary words.
Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the
college and career readiness level [L. 9-10.6]

Bell Ringer: Take out your vocab books.

Review
Formative
Assessment
Introductory Set
Prior Knowledge
Essential Questions
Problem Question
Writing Prompts
Predictions / Purpose
Vocabulary

Teaching

Direct Teaching
Graphic Organizers
Reading Instruction
Tech Integration
Teacher
Demonstration
Guided Practice
Independent Practice
Small Group
Activities

Begin by introducing Unit 10 Vocab

Students will independently read when we are

finished. As students read, I will recruit a few

Experiential Activities
Research / Study
Simulations
Problem Solving
Activities
Differentiated
Instruction
Accommodations
Ongoing Assessment

students to help pass back work.

Closure

Summary /
Conclusions
Re-teaching
Formative
Assessment
Review

Review with class:

Ask students how far they have gotten in their
reading and to summarize chapters 4-7. Ask
students what titles they have given the chapters
and why they titled the chapters as they did.

Reflection

Homework
Read chapter 8-9

TKAM Lesson Plans

Name:__Ms. McClure______________ Grade: ____9_________
Subject: ____English___________ Planned Lesson Date:
_3/16/15_____
Lesson Time: 50 Minutes
Lesson Objectives

2 or 3 student
outcomes
Begin with verb

I can identify active and passive constructions in

literary and nonfiction texts.
I can analyze the stylistic effect of passive or active
constructions in texts.
I can create and revise sentences so that they
reflect active or passive constructions.

Natl / State
Standards

AL College & Career

Ready Course of
Study - Common
Core
Learning Targets /
District Standards
National Standards
(NCTM; NCTE; etc)

Pre-Instructional
Activities

Review
Formative
Assessment
Introductory Set
Prior Knowledge
Essential Questions
Problem Question
Writing Prompts
Predictions / Purpose
Vocabulary

Teaching

Direct Teaching
Graphic Organizers
Reading Instruction
Tech Integration
Teacher
Demonstration
Guided Practice
Independent Practice

Determine the meaning of words and phrases as

they are used in the text, including figurative and
connotative meanings; analyze the cumulative
impact of specific word choices on meaning and
tone [RL. 9-10.4]

Bell Ringer: Summarize chapters 8-9 in 4 sentences.

Use your vocab words: chide, mire, slipshod

I will pass out a guided notes handout.

I Do: Ill explain what passive voice and active voice

are. PowerPoint. I will have sample sentences that
show the difference and how you can change
sentences to make it active or passive. I will also
explain how the tone changes depending on voice
and when to use each example. I will then take a
passage from the Scottsboro Boys and show them

Small Group
Activities
Experiential Activities
Research / Study
Simulations
Problem Solving
Activities
Differentiated
Instruction
Accommodations
Ongoing Assessment

how I analyze it to determine voice.

We Do: In a passage from TKAM we will analyze it

for voice. We will then manipulate sentences to
change the voice. Students will answer questions on
a guided notes handout in relation to the passage.

You Do: I will provide students with a passage from

The Declaration of Independence. They will
independently analyze the passage and answer the
following questions on their guided notes handout.

Differentiation for (2DE), (5RG), (5WW), (6CS),

(7CC), (7DL), (7DG), and (7DW): Guided notes will
help my students who struggle with taking notes,
paying attention, and explaining directions. It will
also help keep students focused on the lecture point
of the lesson. Students will be able to gain
information through visual aid, auditory aid, and
have the ability to try for themselves and be hands
on in their learning. For the We Do and You Do
parts, I will make sure my students understand the
instructions and repeat the instructions. I will also be
vigilant to keep students on task for those who
struggle with attention. Some students have
preferential seating, which is in accordance with
their IEPs or 504s. For my ESL student, I will print
out a copy of the PowerPoint so he can follow along
and translate the document as needed.
Closure

Summary /
Conclusions
Re-teaching
Formative
Assessment
Review

Exit Slip: On a piece of paper, write TWO sentences,

one in active voice and one in passive voice, that
compare Harper Lees biography to To Kill a
Mockingbird.

Reflection

Homework: Read chapter 10-11; bookwork for vocab

unit 10 is due tomorrow. Students will also finish the

questions from The Declaration of Independence

passage.