July 20th, 2016

Stephanie Donovan
Mighty Miss Malone: Lesson 3
I.

Descriptive Data

This unit plan is being used for my 15:1 ELA special education class. I have a total of six
students in this small group setting. This group meets every day for about thirty to forty-five
minutes. This group is all about utilizing graphic organizers, technology, and partner work. Each
of the lesson plans will take anywhere from 2 days to one week to complete.
II.

Materials, Equipment and Technology What will you need for this lesson? How will
you use technology, if applicable?
During this unit plan, students will use laptops, audiobooks, essays that they
originally wrote during a general education ELA lesson, and graphic organizers. Along
with these extra materials, students will need their Mighty Miss Malone book by
Christopher Paul Curtis, their folders, pencils, and workbooks, which are available on a
laptop for my student who is unable to write, but is able to type on a laptop. The Mighty
Miss Malone is about a girl growing up in poverty with a mother fighting for gender
equality rights.

III.

Standards and Objectives How does the plan align with the CCSS and your learning
objectives?
a. Common Core State Standards
i. CCSS.ELA-Literacy.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and
poems; historical novels and fantasy stories) in terms of their approaches
to similar themes and topics.
b. Learning Objectives
i. The students will be able to compare The Mighty Miss Malone to Bud, Not
Buddy through a method of their choice.

IV.

Procedures What will you do to help the students learn?

a. The students should have just completed their reading of Bud, Not Buddy, also by
Christopher Paul Curtis, and they should be done writing their essay for the
module. They are going to use these materials to compare Bud, Not Buddy to The
Mighty Miss Malone.
b. The students will be reading the next few chapters of the novel and while doing
this, they will be using evidence flags and graphic organizers to take notes and
pull quotes from the text to show the hardships that Deza and her parents face.
c. I will introduce the student to their end of unit task, which will be that they will
complete the reading of this novel and then create either a comic, PowerPoint,
poster and paragraph, or write an essay comparing The Mighty Miss Malone and
Bud, Not Buddy. Both of these characters endure poverty, racism, and gender

equality issues, which is what I want the students to focus on comparing for their
final project.
d. Students will be given class time for the week after the next few chapters are read
to start their process for their final project. They will be given graphic organizer to
use at their choice.
e. I will be walking around and assisting students as needed. The book will be
available as an audio version if students would like to listen to a chapter or two.
This lesson will be done towards the end of the school year so students should be
able to handle this assignment more independently/or through using peers as a
resource.
V.

Modifications How will you adapt parts of the lesson to meet the needs of students
with disabilities, with limited English, or with other special needs?
This unit lesson is filled with modifications that are all discussed throughout the
lessons. Due to this being a 15:1 special education unit plan, I am already teaching in a
small group setting using multiple tools and pieces of technology to meet the needs of my
students.

VI.

Student Assessment How will you know the students were successful?
Students will hand their final project in upon completion and it will be graded
based on the comparison of the two books/characters. Their method of presenting
the information will also be graded based on a rubric that will be given to them
prior to beginning the lesson.

VII.

Initial Reaction notes on your teaching experience. What went well? What would you
change and why?
TDB once the lesson is completed.