Effective Spring, 2006 Kaitlin Kelleher Baldwin-Wallace College Division of Education Lesson Planning Form (Attach supplemental materials)

I. Major Topic: To Kill a Mockingbird Date: April 16th, 2013 Grade Level: II. MATERIALS: Pen/pencil, To Kill a Mockingbird, worksheets III. CANDIDATE Resources: To Kill a Mockingbird, lesson plan, desk plan, pen/pencil IV. STATE/Local Standards: Key Ideas and Details (Reading for Literature): 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text, including determining where the text leaves matters uncertain. 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of text. 3. Analyze impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 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 identify common themes in To Kill A Mockingbird and I Know Why the Caged Bird Sings What- Analyzing similarities between Harper Lees To Kill A Mockingbird and Maya Angelous I Know Why the Caged Bird Sings How- Direct instruction on background of authors, poem discussion Why- To Kill a Mockingbird and I Know Why the Caged Bird Sings are both influential works that share common themes and historical backgrounds. VI. PROCEDURES: Introduction: Hello class. Today we will be comparing the novel you are reading in class to Maya Angelous poem, I Know Why the Caged Bird Sings. Both are very important works of literature that share many commonalities. It is up to you to analyze both and figure out what ideas they share. Transition/Focus Attention: At the beginning of class, I will pass out a two worksheets. Motivation/Hook: I will read the poem out loud. Set Behavior Expectations: Students are expected to listen to the material being presented, participate in class discussion, and complete the assigned worksheet

Effective Spring, 2006

Set Purpose: The purpose of this lesson is to teach students how to identify and connect themes within related literary works. Strategy and Grouping Pattern Used: Students will be given a brief introduction to the history and background of the novel (direct instruction). They will then be split into groups of 3-4 to work on the worksheets. After the worksheets, they will return to their individual seats. Group Size: Whole class, small groups Steps/Learning Activities/Differentiated Instruction: Anticipated Time for each step 1. Start class, pass out worksheets. 5 minutes 2. Read the poem out loud- 3 minutes 3. Give a brief background of the authors- 5-10 minutes 4. Explain the assignment- Looking for similar characters/points of view, themes, and symbols. - 5 minutes 5. Split students into groups- 2 minutes 6. Give them time to work on the assignment- 15 minutes 7. Bring class back together in their original seats- 2 minutes 8. Group share/ general discussion- 10 minutes Closure: Today we learned about the lives of Maya Angelou and Harper Lee and how their backgrounds may have influenced the symbolism, themes, and characters present in their works. Tell me 5 things you learned today. Turn in your worksheets on your way out. Assessment Activities: 1) I will know the students comprehended the information based on the discussion about similar themes and events. 2) Students will be graded on the worksheet based on level of completion and accuracy. Transition: Tell me what you learned today VII. REFLECTION How do you know that learning took place? How does the data support your conclusion? Ill know that learning took place based on the compare and contrast worksheet and discussion. What kind of adaptations did you make to accommodate individual differences? What other adaptations would be helpful to accommodate the needs of individual students? To accommodate individual differences, I allowed some groups to have less information on their worksheets than others. If their group completed the assignment early, they were required to add more. I also checked on the progress of certain groups more often and gave them more assistance than others.

Effective Spring, 2006

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? I would make them do a compare and contrast worksheet individually and then get in groups to discuss their ideas. I feel like it was too easy for them in groups and they all had the same answers. The answers would have varied more if they would have done the work individually first. Signature of Cooperating Teacher: _____________________________ Date: __________