Secondary Lesson Plan Template

Topic:
TKAM close reading/evaluation of
closing arguments chapter

Grade Level:
10th

Length of class:
45 minutes (might
spill into a second
day)

LEARNING GOALS to be addressed in this lesson (What goals for

learning to you hope to accomplish and/or national or state standards will
you address?):
*This will be written on the board*

Students will understand that evidence is important when

supporting and proving a claim

LEARNING OBJECTIVES (What will students know or be expected to do

in this lesson? Use verbs from Blooms Taxonomy):

SWBAT indicate challenges that Atticus faces as he heads into the

closing argument and find textual evidence to support their ideas
SWBAT evaluate the effectiveness of Atticus closing argument
SWBAT determine if Atticus meets the expectations of a closing
argument

CONTENT (What specific

concepts, facts, or academic
vocabulary will be taught in this
lesson?):

REASONING/SKILLS: (What types of

reasoning/skills will students
practice?) (e.g. comparative
reasoning, analytical reasoning,
analyzing, applying, evaluating,
Goals of a closing argument solving two-step equations, defining
in context, classifying information.)
in a court case/strategies
used for a closing argument
Analysis of text
Finding textual evidence

STANDARDS (What national or state standards will you address?):

W.9-10.9 Draw evidence from literary or informational texts to

support analysis, reflection, and research.
RL.9-10.1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn
from the text.
RESOURCES/MATERIALS NEEDED (What materials and resources will I
need?):
To Kill a Mockingbird (chapter handout and film)
PowerPoint with thinking prompt, strategies/goals of a closing
argument
--https://blog.ceb.com/2012/08/10/be-a-strong-closer-3-tips-for-yourclosing-argument/
Writing prompt
LEARNING PLAN (How will you organize student learning in this lesson?
LESSON PLAN SEQUENCE & PACING (How
will I organize this lesson? How much time will
each part of the lesson take?)
1. Provide a thinking prompt for students at the
beginning of class. Have them write on a piece
of loose leaf paper:
--Brainstorm
challenges Atticus faces as he heads into the
closing argument. Find a quote from the novel
that supports these challenges. What does this
mean for him as heads into the closing
argument?
2. Review the goals of a closing argument from
the law blog. Have students jot down a few
notes.
3. Watch the video of the closing argument
4. Read the closing argument aloud. Have
students annotate and highlight strongest
arguments.
5. Discuss any questions students have or any
differences the students noted between the film
and the reading

ACTIVATE
/ENGAGE/EXPLORE
Capture student
attention, activate
student prior knowledge,
stimulate thinking, raise
key questions, Allow
students to observe,
design and plan
experiments, etc.
ACQUIRE/EXPLAIN
Introduce laws, models,
theories, and vocabulary.
Guide students toward
coherent generalizations,
and
help students understand
and use scientific
vocabulary to explain the
results of their
explorations
APPLY/ELABORATE
Provide students
opportunity to apply their
knowledge to new

6. Have students respond to the writing promt:

--Consider Atticus closing arguments. Does his
closing argument achieve the goals of closing
arguments that we discussed? Why/why not?
Was his closing argument effective? Why/why
not? Cite textual evidence to support your claim.
You may also consider the differences between
the film and the novel.

domains, raise new

questions, and explore
new hypotheses. May
also include related
problems for students to
solve.
ASSESS/EVALUATE
Administer assessment
(although checking for
understanding should be
done throughout the
lesson)