English Reading To Kill a Mocking Bird 1

Houston Baptist University

School of Education
Lesson Plan Format
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Subject: English Language - Reading Grade Level: 9 Time Estimate: 45 mins

Unit: American Literature Topic: To Kill a Mocking Bird: An Analysis

Goal(s): Student shall examine and analyze the literature in order to critique or defend the author

Objective(s): The student will examine, classify and critique the literary text with 90% accuracy
by referring to relevant parts of the literary text.

TEKS: 1(A), 1(B)

Materials/Resources/Technology needs: Overhead projector, Graphic Organizers, costumes and

white boards.

Instructional Procedures

Focusing Event: Play a part of the 1962 movie on the literature about to be read. Ask student to
make notes on three unique cultural features of the time, three possible reasons for the behavior
of the various people in the scene and three possible predictions as a group activity.
https://www.youtube.com/watch?v=oaVuVu5KXuE

Teaching/ Learning Procedures:

List and discuss the observations made by the various groups. Save for discussions after the
text is read completely.
Introduce main characters and an overall summary of the book.
On the Prediction chart, discuss and write two predictions about the book just by looking at
its cover as guided practice.
Assign students to write at least two more predictions as a think-pair-share activity.
Assign independent reading for twenty minutes. Graphic Organizers titled Story Plot and
Vocabulary Chart to be filled in simultaneously.
Students to share their findings in their small groups of four. Different opinions to be
discussed and added to their own notes if found relevant.
Student to use the Prediction Sheet to fill in their own individual predictions and discuss
within group.
English Reading To Kill a Mocking Bird 2

On a separate piece of paper, let each student write one thing about one literary element.
Each student shall pick up one literary element from the stack of paper strips kept in the
center of the table.
Let each student write one sentence about what they read. Each group to sequence these
strips and attach to a paper.
Each group will then be graded on how detailed their sentence strips were.
Vocabulary lists to be filled in, collated and submitted as a group along with the sentence
strips.
Graphic Organizer on the story plot to be retained by each student for the next day.

Formative Check (ongoing or specific): Participation of students in group work, partner activity
and class discussion to be graded.

Reteach (alternative used as needed): Each student shall be provided with a plot of the story and
the main characters. Students shall be asked to do independent reading for the first 15 mins
followed by whole class discussion on the characters, setting, plot, language used, vocabulary
words, etc. Graphic Organizers to be filled in as a class and role play to be done by the various
small groups.

Closure: As an exit ticket, each student shall pick one character and write five sentences about
that character. These sentences can be physical description, inferences about his/her nature after
citing the reference of the event.

Assessment/Summative Evaluation: Each group shall create an alternative ending using the same
initial story plot ad the same characters. This can be in the form of a song, a play, a video or a
series of animations created on an electronic platform such as Animoto.
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Modifications/Notes:

ELL: Provide a buddy who is a native English speaker and is adept at recognizing literary
elements, etc. Provide a dictionary relevant to the students L1. In the class hand-out, include
prompts such as What happened in the beginning? What is the setting? Who were the
main characters? What was the problem? What happened next? What did _____ do?
Why? How was the problem resolved? How did the reading end?
SE: Audio book or books with big fonts to be provided if necessary. Scaffolds such as partly
filled in graphic organizers, prompt words for story re-telling, provision of vocabulary lists,
partly filled-in timeline for the student to fill in as they read, simplified version of text( if the
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IEP recommends it), sketches or illustrations provided on the hand-out depicting the major
events.
GT: Compare and contrast the story plot to a current political or social event. Use a Venn
diagram or an extended Venn diagram to show similarities and discrepancies.