Abstract: This document provides a nine-week unit plan for a 9-10th grade English Language Arts Class. The
plan has been derived from the use of Common Core Language standards four and three. The literary focus is
To Kill A Mockingbird. This lesson plan was developed under the direction of my course mentor. This
assignment specifically examines week/unit one of the nine-week learning plan.
Teaching & Learning Plan Preparation
FOCUS: Common Core Language Standards: To Kill A Mockingbird, Harper Lee: Poems by Langston Hughes
Grading Period Content Planning
Course: 9-10 Grade English Language Arts
Why should this lesson be taught? (What knowledge/understanding intended for students to gain)
The themes and key points in the literary works for this unit plan open a window for students and readers to witness intolerance, which
provides an opportunity for the student to analyze and interpret such works by writers in historical, aesthetic, political and
philosophical contexts. As students employ in these literary works, they learn how to trace the development of historical periods.
Teaching students to analyze and investigate historical events and period’s serves as a gateway, which allows students to draw
parallels between the protagonists and the intolerance present in society. Additionally, focusing on word/phrase meaning and choice in
the selected literary works allocates opportunity for the students to reach a deeper understanding of what the author/narrator is trying
to express and communicate. Literary works such as the ones selected for this lesson plan highly impact readers to become committed
to learning about the intolerance and human rights (violation of rights), segregation and hatred of the past or present. As readers, we
learn about the lives of others, other places and cultures, other ways of seeing the world. We find out about the past, how it sculpted
the present and how our today makes our tomorrow. We learn we are not alone in our feelings, and that joy and pain are universal;
Furthermore humanity is to be celebrated for its diversity and is ultimately one species.
Concept 1 (Unit/Week One): Students will analyze Langston Hughes poems, “Dinner Guest Me” and “I Too Sing America”
highlighting and determining Hughes’ use of words and phrases; what meaning and purpose do they serve. Students will be asked
to highlight a total of ten words and phrases in the poems and hypothesize and analyze the connotation. They will explain why
they think the author used the certain words and phrases. Students will discuss their findings in collaborative groups then share
responses as a class. Students will be encouraged to take notes during their discussion. Graphic organizers will be provided to
students who have difficulty with note taking
Concept 2 (Unit/Week Two): Students will analyze word meaning and position in Maya Angelou’s, “I Know Why The Caged
Bird Sing.” Students will be given a version of the poem edited by the teacher in which certain words or phrases with similar
meaning have been changed. After students read the edited poem they will be given the original (unedited poem) and will
compare the two and will discuss the importance of word meaning in regards to Angelou’s word choice, position and
implications.
Concept 3 (Unit/Week Three): Students will begin reading Harper Lee’s novel To Kill A Mockingbird. Prior to this week
students will have already complete chapters one through five. Students will be divided into five groups. Each group will be
assigned a chapter to analyze words for meaning –making. Students will be given a graphic organizer, which they will complete
as a group. The Say-Mean-Matter graphic organizer requires students to identify quotes (say), determine what meaning these
words or quotes add to the chapter (mean), and determine why Lee included them and why they are important to the chapter and
the text as a whole (matter).
Concept 4 (Unit/Week Four): Students will learn about Greek and Latin roots and identify patterns of words to enhance the
ability to analyze meaning making. Students will be review three vocabulary words in the beginning of the lesson, which include:
word root, suffix, and prefix. Students will then form collaborative groups and will be given 10 Greek and or Latin roots.
Students will brainstorm words that incorporate their list of root words and determine what the words have in common allowing
them to gain an understanding of what the meaning the Greek and or Latin root may have. (Example: Root: Inter  Words
brainstormed: international, intersection, intercept  Commonalities/identifying root meaning: between, among, jointly).
Concept 5 (Unit/Week/Five): Students will answer discussion question in small groups to ensure comprehensibility of the
novel read thus far. Students will be given excerpts from To Kill A Mockingbird and will be directed to identify word patterns,
meaning. Students will need to identify a certain number of words and or phrases and identify the meaning, importance and
identify the Greek and or Latin root(s). Students will also be allowed to use computer to research the current events during the
time on the novel in order gain a better understanding of the words and phrases used in the excerpt. Students will work in groups
to create a poster of their findings.
Concept 6 (Unit/Week Six): Students will read chapters twenty-five and twenty-six of To Kill A Mockingbird and complete a
graphic organizer while reading. In one column of the graphic organizer students will write unfamiliar words, in the next column
students will indicate what they think the word means and in the third column they will look up the word using a college-level
dictionaries, rhyming dictionaries, bilingual dictionaries, glossaries, thesauruses- both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning, its part of speech, or its etymology. Students will then participate in a
kinesthetic activity “Give One, Get One” in which the student meet with peers swapping their findings.
Concept 7 (Unit/Week Seven): Students finish reading the novel and will work in groups or pairs on focus questions that guide
them to discuss important events in the novel. Students will work to develop a theme for the novel, and will be encouraged to use
their graphic organizers from previous weeks to help them.
Concept 8 (Unit/Week Eight): Students will complete an outline for an essay, which requires them to develop a theme for the
novel and support their reasoning by providing at least three quotes from the novel. The outline will guide students through the
essay writing process and will require them to find quotes, and apply the meaning-making skills they have developed (what is
said, what does it mean, and why is it important.
Concept 9 (Unit/Week Nine): Students will peer review each other’s rough drafts and will provide each other with constructive
feedback to enhance the concrete details and analysis in their final drafts. Teacher will meet with each student for 5 min during
the class period throughout the week.
Report Card GRADE—Rationale: Students will be graded according to the rubric devised. The rubric will be given the rubric
prior to beginning their outline assignment in week 8.
Dividing Major Content Area into 5 Minor Content Areas
One Week/Unit: 5 Minor Content Areas
Content Packet---Day One Learning Plan Minor CA 1: Introduce Focus: discuss word meaning and significance of word
choice with the selected text.
Content Packet---Day Two Learning Plan Minor CA 2: Examine word meaning in depth: compare and contrast words with
similar meaning.
Content Packet---Day Three Learning Plan Minor CA 3: Repeated Exposure: Plan opportunities to encounter new words.
Content Packet---Day Four Learning Plan Minor CA 4: Bridging: Ask students what they already know about a word.
Content Packet---Day Five Learning Plan Minor CA 5: Allow Sufficient Time: Set aside time to address and questions about
word meaning and extended practice.
Rationale: Students will be introduced to the content at an appropriate rate in order to ensure basic comprehensibility and to set
the stage for more in depth analysis in future weeks.
Determining Scope & Sequence
Day 1
Teaching & Learning
Plan
Day 2
Teaching & Learning
Plan
Day 3
Teaching & Learning
Plan
Day 4
Teaching & Learning
Plan
Day 5
Teaching &
Learning Plan
Introduce Focus
Bridging
Examining Word Meaning Repeated Exposure
Allow Sufficient Time
Introduce students to
Students will meet in
Students will discuss the
Students will discuss the
Students will meet in
Major content area
collaborative groups and
importance of examining
importance of
collaborative groups
(Focus) and explain
discuss what they already word meaning and put
examining word
and discuss the words
what they will be
know about word
their knowledge in to
meaning and put their
and phrases they
expected know and how
meaning and why they
practice by analyzing
knowledge in to practice
highlighted and how
(what instructional
think author use certain
Langston Hughes Poem
by analyzing Langston
they analyzed them.
activities) they will
words; what purpose
“Dinner Guest Me.” This
Hughes Poem “I Too
This activity will
achieve knowledge and
does word choice serve?
poem will serve at a
Sing America.” They
allow students to share
understanding of the
How do they understand
practice and introduction
will hypothesize and
their findings and
focus. Provide students
and analyze word
to the curriculum on word
analyze the connotation
discuss
with resources and
meaning? This will allow
meaning. The activities
of selecting words and
collaboratively.
information to help them
students to share and
assess their knowledge of
phrases. This activity
Students will be asked
in their meaning-making
familiarize the ways they
word meaning and critical
serves to allow students
to share what was
process.
approach word meaning.
thinking skills.
with additional practice
discussed and will be
It allows them to engage
and gain familiarly with
given time to ask
in the focus of the
the process of
questions if needed.
unit/curriculum.
understanding word
This activity will
meaning and why author
allow the teacher to
use certain words.
assess students
understanding and
progress of
comprehensibility
from the beginning of
the week.
Content Area Standards
Day 1 Teaching &
Learning Plan
Day 2 Teaching &
Learning Plan
Day 3 Teaching &
Learning Plan
Day 4 Teaching &
Learning Plan
Day 5 Teaching &
Learning Plan
Introduce Focus
Bridging
Examining Word
Repeated Exposure
Allow Sufficient Time
Meaning
Determine or clarify the
Determine or clarify the
Determine or clarify the
Determine or clarify the
Determine or clarify the
meaning of unknown and
meaning of unknown and
meaning of unknown and
meaning of unknown and
meaning of unknown and
multiple-meaning words
multiple-meaning words
multiple-meaning words
multiple-meaning words
multiple-meaning words
and phrases based on
and phrases based on
and phrases based on
and phrases based on
and phrases based on
grades 9–10 reading and
grades 9–10 reading and
grades 9–10 reading and
grades 9–10 reading and
grades 9–10 reading and
content
content
content
content
content
Language Standard 4
Language Standard 3
Language Standard 4
Language Standard 4
Language Standard 4
A. Use context (e.g., the
A. Apply knowledge of
A. Use context (e.g., the
A. Use context (e.g., the
D. Verify the preliminary
overall meaning of a
language to understand how overall meaning of a
overall meaning of a
determination of the
sentence, paragraph, or
language functions in
sentence, paragraph, or
sentence, paragraph, or
meaning of a word or
text; a word’s position or
different contexts, to make
text; a word’s position or
text; a word’s position or
phrase (e.g., by checking
function in a sentence) as
effective choices for
function in a sentence) as a
function in a sentence) as a
the inferred meaning in
a clue to the meaning of a
meaning or style, and to
clue to the meaning of a
clue to the meaning of a
context or in a dictionary).
word or phrase.
comprehend more fully
word or phrase.
word or phrase.
when reading or listening.
Language Standard 3
Language Standard 3
A. Apply knowledge of
A. Apply knowledge of
language to understand
language to understand how
how language functions in
language functions in
different contexts, to make
different contexts, to make
effective choices for
effective choices for
meaning or style, and to
meaning or style, and to
comprehend more fully
comprehend more fully
when reading or listening.
when reading or listening.
Learner Outcomes
Day 1 Teaching &
Learning Plan
Day 2 Teaching &
Learning Plan
Day 3 Teaching &
Learning Plan
Day 4 Teaching &
Learning Plan
Day 5 Teaching &
Learning Plan
Introduce Focus
Bridging
Examining Word
Repeated Exposure
Allow Sufficient Time
Meaning
Determine or clarify the
Determine or clarify the
Determine or clarify the
Determine or clarify the
Determine or clarify the
meaning of unknown and
meaning of unknown and
meaning of unknown and
meaning of unknown and
meaning of unknown and
multiple-meaning words
multiple-meaning words
multiple-meaning words
multiple-meaning words
multiple-meaning words and
and phrases based on
and phrases based on
and phrases based on
and phrases based on
phrases based on grades 9–
grades 9–10 reading and
grades 9–10 reading and
grades 9–10 reading and
grades 9–10 reading and
10 reading and content
content
content
content
content
Language Standard 4
Language Standard 4
Language Standard 3
Language Standard 4
Language Standard 4
D. Verify the preliminary
A. Use context (e.g., the
A. Apply knowledge of
A. Use context (e.g., the
A. Use context (e.g., the
determination of the meaning
overall meaning of a
language to understand
overall meaning of a
overall meaning of a
of a word or phrase (e.g., by
sentence, paragraph, or
how language functions
sentence, paragraph, or
sentence, paragraph, or
checking the inferred
text; a word’s position or
in different contexts, to
text; a word’s position or
text; a word’s position or
meaning in context or in a
function in a sentence) as
make effective choices
function in a sentence) as a
function in a sentence) as a dictionary).
a clue to the meaning of a
for meaning or style, and
clue to the meaning of a
clue to the meaning of a
word or phrase.
to comprehend more fully
word or phrase.
word or phrase.
when reading or listening.
Language Standard 3
Language Standard 3
A. Apply knowledge of
A. Apply knowledge of
language to understand how language to understand
language functions in
how language functions in
different contexts, to make
different contexts, to make
effective choices for
effective choices for
meaning or style, and to
meaning or style, and to
comprehend more fully
comprehend more fully
when reading or listening.
when reading or listening.
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
By the end of this
By the end of this
By the end of this
By the end of this
By the end of this
assignment, students will
assignment, students will
assignment, students will
assignment, students will
assignment, students will be
be able to identify their
be able to students will be
be able to apply knowledge
be able to continue apply
able to ask questions
own understanding of the
able to work
of language to understand
knowledge of language to
concerning word meaning
word meaning.
cooperatively in a small
how language functions in
understand how language
and usage with confidence
group environment and
different contexts, to make
functions in different
and seek effective help from
students will be able to
effective choices for
contexts, to make effective
reference sources.
describe the functions of
meaning or style.
choices for meaning or
language and previous
style at an in depth level.
Students will also be able to
knowledge or ways they
describe, evaluate, and
have approached
communicate the impact of
understanding authors
word choice and the function
word meaning and
word meaning has with in a
specific word choice.
text.
Pre-Assessment (Formative Assessment)
Day 1 Teaching &
Learning Plan
Day 2 Teaching &
Learning Plan
Day 3 Teaching &
Learning Plan
Day 4 Teaching &
Learning Plan
Day 5 Teaching &
Learning Plan
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
By the end of this
By the end of this
By the end of this
By the end of this
By the end of this
assignment, students will
assignment, students will
assignment, students will
assignment, students
assignment, students
be able to identify their
be able to students will be
be able to apply
will be able to
will be able to ask
own understanding of the
able to work cooperatively
knowledge of language to
continue apply
questions concerning
word meaning.
in a small group
understand how language
knowledge of
word meaning and
environment and students
functions in different
language to
usage with
will be able to describe the
contexts, to make effective
understand how
confidence and seek
functions of language and
choices for meaning or
language functions in
effective help from
previous knowledge or
style.
different contexts, to
reference sources.
ways they have approached
make effective
understanding authors
choices for meaning
Students will also be
word meaning and specific
or style at an in depth
able to describe,
word choice.
level.
evaluate, and
communicate the
impact of word
choice and the
function word
meaning has with in a
text.
Pre-Assessment
Pre-Assessment
Pre-Assessment
Pre-Assessment
Pre-Assessment
(Formative Assessment)
TPS
EXIT CARD
GUIDED
KWL
Students will respond to a
After students complete
QUESTIONS
Students will
QUICK WRITE
warm-up activity which
the activity for the class
Students will answer
complete K-W-L
Students will complete a
they answer one to two
they will complete an exit
four questions about
Chart, which tracks
Quick Write assignment.
questions about word
card explaining one word
the poems, which will
what a student knows
Prompt: How does
meaning and word choice,
or phrase they selected
help them evaluate
(K), wants to know
language functions in
which were covered in
from the poem and explain
and analyze the
(W), and has learned
different contexts and
previous
how it impacts the read;
second poem.
(L) about language
why do you think word
lesson/introduction. This
what purpose does it
This will serve to
functions in different
choice is important to an
activity will be a quick
serve?
direct the students in
contexts, to make
author or to you as a
TPS activity.
their ability to critical
effective choices for
writer? How may it
think about the
meaning or style.
influence meaning of a
assignment for the
text?
Ask for a few students to
share their responses.
Ask for a few students to
Return exit cards to
day.
Continual checking
share their responses.
students the next day with
Students will share
for understanding
comments/feedback.
responses and will be
through questioning
invited to ask
and providing
questions they may
feedback to students
have. Teacher will
during group work.
address concerns
she/he found from
reviewing exit cards
on previous day.
Teaching Strategies
Day 1 Teaching &
Learning Plan
Day 2 Teaching &
Learning Plan
Day 3 Teaching &
Learning Plan
Day 4 Teaching &
Learning Plan
Day 5 Teaching &
Learning Plan
QUICK WRITE
Think Pair Share (TPS)
EXIT CARD
GUIDED QUESTIONS
KWL CHART
Students will be asked
Students will respond
Students will discuss the
Students will answer four
In the beginning of
questions about the focus
to a warm-up activity
importance of examining
questions about the poems,
class students will
of the curriculum and will
which they answer one
word meaning and put
which will help them
Students will
be asked to share what
to two questions about
their knowledge in to
evaluate and analyze the
complete K-W-L
they already know.
word meaning and
practice by analyzing
second poem. They will
Chart, which tracks
Students will complete an
word choice, which
Langston Hughes Poem
discuss the questions as a
what a student knows
anticipation reaction guide
were covered in
“Dinner Guest Me.”
class.
(K), wants to know
and participate in a
previous
Students will listen to an
Students will discuss the
(W), and has learned
kinesthetic activity that
lesson/introduction
audio recording of Mr.
importance of examining
(L) about language
requires them to vote
Student will then share
Hughes reading his
word meaning and put their functions in different
according to the answers
their responses with a
poem: Audio-Recording
knowledge in to practice
contexts, to make
the anticipation guide by
partner and may be
by analyzing Langston
effective choices for
moving to the appropriate
selected to share what
After students the
Hughes Poem “I Too Sing
meaning or style.
location in the classroom.
their partner
analyzing activity for the
America.” They will
Students will then
Student will be given and
communicated to them.
class they will complete
hypothesize and analyze
meet in collaborative
outline and will complete
Students will be divide
an exit card explaining
the connotation of
groups and discuss
the outline as the teacher
into groups to discuss
one word or phrase they
selecting words and
the words and phrases
presents the students with
focus questions that
selected from the poem
phrases. After students
they highlighted and
key information about the
will help engage and
and explain how it
complete analyzing and
how they analyzed
unit on word meaning and
focus them for practice
impacts the reader; what
hypothesizing they will
them in Hughes’
function of langue.
in future class periods.
purpose does it serve?
Students will listen to an
poems. Teacher will
audio recording of Mr.
meet with each group
Hughes reading his poem:
to check-in and
Audio-Recording and note
monitor student
if hearing the recording
progress. Students
caused them to make any
will be ask to present
changes to their findings.
their discussion and
findings to class.
Ongoing Assessment
Day 1 Teaching &
Learning Plan
Day 2 Teaching &
Learning Plan
Day 3 Teaching &
Learning Plan
Day 4 Teaching &
Learning Plan
Day 5 Teaching &
Learning Plan
Ongoing Assessment
Ongoing Assessment
Ongoing Assessment
Ongoing Assessment
Ongoing Assessment
Continuously checking
Continuously checking
Continuously checking
Continuously checking for Continuously checking
for understanding
for understanding
for understanding
understanding through
for understanding
through questioning, as
through questioning, as
through questioning, as
questioning, as well as
through questioning, as
well as having the
well as having the
well as having the ability
having the ability to work
well as having the
ability to work with the
ability to work with the
to work with the students
with the students one on
ability to work with the
students one on one is
students one on one is
one on one is beneficial
one is beneficial for the
students one on one is
beneficial for the
beneficial for the
for the instructor to see
instructor to see where
beneficial for the
instructor to see where
instructor to see where
where more attention
more attention should be
instructor to see where
more attention should
more attention should be should be focused. Also,
focused. Also, using
more attention should
be focused. Also, using focused. Also, using
using assessments such
assessments such as Quick be focused. Also, using
assessments such as
assessments such as
as Quick Write, Journal
Write, Journal Entries,
assessments such as
Quick Write, Journal
Quick Write, Journal
Entries, Exit Cards,
Exit Cards, Guided
Quick Write, Journal
Entries, Exit Cards,
Entries, Exit Cards,
Guided Questions and
Questions and Evaluation
Entries, Exit Cards,
Guided Questions and
Guided Questions and
Evaluation sheets will
sheets will allow the
Guided Questions and
Evaluation sheets will
Evaluation sheets will
allow the instructor to
instructor to review where
Evaluation sheets will
allow the instructor to
allow the instructor to
review where the
the students may still be
allow the instructor to
review where the
review where the
students may still be
struggling in the evidence
review where the
students may still be
students may still be
struggling in the
and analysis connection
students may still be
struggling in the
struggling in the
evidence and analysis
process, and how to better
struggling in the
evidence and analysis
evidence and analysis
connection process, and
prepare for the following
evidence and analysis
connection process, and
connection process, and
how to better prepare for
lessons. Teacher should
connection process, and
how to better prepare
how to better prepare for the following lessons.
check for student’s
how to better prepare
for the following
the following lessons.
Teacher should check for
knowledge of a topic,
for the following
lessons. Teacher should
Teacher should check
student’s knowledge of a
metacognitive awareness,
lessons. Teacher should
check for student’s
for student’s knowledge
topic, metacognitive
and conceptual
check for student’s
knowledge of a topic,
of a topic, metacognitive awareness, and
understanding.
knowledge of a topic,
metacognitive
awareness, and
conceptual
metacognitive
awareness, and
conceptual
understanding.
awareness, and
conceptual
understanding.
conceptual
understanding.
understanding.
Post-Assessment
Day 1 Teaching &
Learning Plan
Day 2 Teaching &
Learning Plan
Day 3 Teaching &
Learning Plan
Continuously checking
Continuously checking for Continuously checking for Continuously checking for Continuously checking
for understanding
understanding through
understanding through
Day 4 Teaching &
Learning Plan
understanding through
Day 5 Teaching &
Learning Plan
for understanding
through questioning, as
questioning, as well as
questioning, as well as
questioning, as well as
through questioning, as
well as having the ability
having the ability to work
having the ability to work
having the ability to work
well as having the
to work with the students
with the students one on
with the students one on
with the students one on
ability to work with the
one on one is beneficial
one is beneficial for the
one is beneficial for the
one is beneficial for the
students one on one is
for the instructor to see
instructor to see where
instructor to see where
instructor to see where
beneficial for the
where more attention
more attention should be
more attention should be
more attention should be
instructor to see where
should be focused. Also,
focused. Also, using
focused. Also, using
focused. Also, using
more attention should be
using assessments such as assessments such as Quick assessments such as Quick assessments such as Quick focused. Also, using
Quick Write, Journal
Write, Journal Entries,
Write, Journal Entries,
Write, Journal Entries,
assessments such as
Entries, Exit Cards,
Exit Cards, Guided
Exit Cards, Guided
Exit Cards, Guided
Quick Write, Journal
Guided Questions and
Questions and Evaluation
Questions and Evaluation
Questions and Evaluation
Entries, Exit Cards,
Evaluation sheets.
sheets
sheets
sheets
Guided Questions and
Evaluation sheets
Modifying Learning
Modifying Learning
Modifying Learning
Modifying Learning
Modifying Learning
Plan
Plan
Plan
Plan
Plan
Planned Differentiation
Planned Differentiation
Planned Differentiation
Planned Differentiation
Planned
& Accommodation
& Accommodation
& Accommodation
& Accommodation
Differentiation &
Differentiation: The
Differentiation: The
Differentiation: The
Differentiation: The
Accommodation
interactive nature of this
interactive nature of this
interactive nature of this
interactive nature of this
Differentiation: The
lesson is designed to
lesson is designed to
lesson is designed to
lesson is designed to
interactive nature of this
engage all students. This
engage all students. This
engage all students. This
engage all students. This
lesson is designed to
lesson is meant to be
lesson is meant to be
lesson is meant to be
lesson is meant to be
engage all students.
engaging and creative for
engaging and creative for
engaging and creative for
engaging and creative for
This lesson is meant to
all types of learners and
all types of learners and
all types of learners and
all types of learners and
be engaging and creative
all levels of language
all levels of language
all levels of language
all levels of language
for all types of learners
developers. This lesson
developers. This lesson
developers. This lesson
developers. This lesson
and all levels of
allows for students to
allows for students to
allows for students to
allows for students to
language developers.
communicate with each
communicate with each
communicate with each
communicate with each
This lesson allows for
other while constructing
other while constructing
other while constructing
other while constructing
students to communicate
their own personal
their own personal
their own personal
their own personal
with each other while
knowledge. Having
knowledge. Having
knowledge. Having
knowledge. Having
constructing their own
multiple components is
multiple components is
multiple components is
multiple components is
personal knowledge.
necessary to complete the
necessary to complete the
necessary to complete the
necessary to complete the
Having multiple
tasks. Therefore Students
tasks. Therefore Students
tasks. Therefore Students
tasks. Therefore Students
components is necessary
utilize Gardener’s Theory utilize Gardener’s Theory
utilize Gardener’s Theory
utilize Gardener’s Theory
to complete the tasks.
of Multiple Intelligences,
of Multiple Intelligences,
of Multiple Intelligences,
of Multiple Intelligences,
Therefore Students
allowing for deeper
allowing for deeper
allowing for deeper
allowing for deeper
utilize Gardener’s
understanding of the
understanding of the
understanding of the
understanding of the
Theory of Multiple
lesson at hand. This is
lesson at hand. This is
lesson at hand. This is
lesson at hand. This is
Intelligences, allowing
also a unique way to
also a unique way to
also a unique way to
also a unique way to
for deeper
lower the learner’s
lower the learner’s
lower the learner’s
lower the learner’s
understanding of the
affective filter by
affective filter by reducing affective filter by reducing affective filter by reducing lesson at hand. This is
reducing the stress of
the stress of performance.
the stress of performance.
the stress of performance.
also a unique way to
This lesson is intended to
This lesson is intended to
lower the learner’s
performance. This lesson
This lesson is intended to
is intended to be given at
be given at a modified rate be given at a modified rate be given at a modified rate affective filter by
a modified rate of speech
of speech and will allow
of speech and will allow
of speech and will allow
reducing the stress of
and will allow sufficient
sufficient time for
sufficient time for
sufficient time for
performance. This
time for repeated
repeated exposure and
repeated exposure and
repeated exposure and
lesson is intended to be
exposure and practice to
practice to ensure student
practice to ensure student
practice to ensure student
given at a modified rate
ensure student
comprehensibility and
comprehensibility and
comprehensibility and
of speech and will allow
comprehensibility and
competency by the time
competency by the time
competency by the time
sufficient time for
competency by the time
students begin and
students begin and
students begin and
repeated exposure and
students begin and
complete the summative
complete the summative
complete the summative
practice to ensure
complete the summative
assessment essay at the
assessment essay at the
assessment essay at the
student
assessment essay at the
end of the nine week
end of the nine week
end of the nine week
comprehensibility and
end of the nine week
period.
period.
period.
competency by the time
period.
students begin and
complete the summative
Accommodations will be
Accommodations will be
Accommodations will be
Accommodations will be
assessment essay at the
made on an as need basis. made on an as need basis.
made on an as need basis.
made on an as need basis.
end of the nine week
period.
Brief Example(s) of Accommodations
Average Performer
Provide participation points on certain assignments to increase average
performer participation in class. Verbally check-in with student and
write responses/feedback on students work to ensure his/her
comprehension of curriculum and to increase clarity. Provide student
with an outline or graphic organizer as needed. Allow student to gain
additional credit for revised test and essays.
ELL Student
Provide various cooperative learning activities that require students to
share what their partner(s) discussed. Multisensory activities will help
student understand the material as it can be taught in various ways.
Reiterate, repeat and clarify any areas student may need help. Have
student sit in the front of the classroom so he can receive assistance
from the teacher if needed during the times he/she is require to read
independently or aloud. Incorporate assignments and writing prompts
that allow students to discuss their interests and reflect on the
curriculum being presented.
High Performing Student
Inform student you expect him or her to complete the assignments to
the highest of the standards set on the rubric or guidelines given. If
student surpasses expectations incorporate higher-level material and ask
them to delve deeper in what they already wrote.
Under Performing Student
Use multisensory activities in order to give student several ways to
process the information presented (i.e. educational technology).
Provide credit for participation in class to encourage student to
volunteer. Allow student to use his/her Ipod when appropriate, when
doing independent work if student demonstrates efforts in being
engaged and focused during the class. Have student self-assess his/her
behavior and understanding each daily or weekly, then have the teacher
assess his/her behavior, and require his/her parents to review his/her
behavior and sign the sheet. Have student sit in the front of the
classroom to ensure he/she is paying attention during class
Special Needs
Provide student with additional instruction and teacher outline and
notes presented in various ways: written and visually (pictures/graphs).
After explaining information (directions) have student explain them to
teacher to ensure comprehensibility. Reduce final essay length to three
paragraphs instead of five. Provide student with colored note cards to
help organize research and notes for essay. Meet with resource teacher
to specify accommodations for students.
Summative Assessment
ASSESMENT FOR UNIT 1: The summative assessment will consist of students writing a paragraph explaining two parts of Hughes’ poem,
which they highlighted. Students will explain meaning of his word choice in the selections of their choice. Why did he chose these words or
phrase, how does that impact you as the reader?
ASSESSMENT FOR ENTIRE NINE-WEEK SESSION: Students will be required to submit a five-paragraph essay by the end of the nineweek period, which demonstrates their understanding of language function and word choice in To Kill A Mockingbird. Why Lee made these
choices… for meaning? Or style? How does it affect the overall theme and novel? Students will compose an analysis essay at an in-depth level.
OR
Students will also be given the option to compose a 7-stanza poem, which correlates with a theme they found in TKAM. Students will then write a
3-paragraph essay explaining why they placed certain words in their poem and the meaning and or purpose the words serve. Students will also
explain how Harper Lee’s use of words, word placement, and style and word placement helped them develop their poem.
Students will need to demonstrate their ability to analyze the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
sentence. Further explaining why the chosen quotes from the novel matter and what do they mean.
**Prior to the completion of the essay students will expand their analysis through peer evaluation and the capacity to use their own personal
grading expertise as they “take on the role of teacher” to enhance their understanding.
Rubric/Grade
Skills
10
7
5
3
Excellent
Good
Fair
Unsatisfactory
INTRODUCTION:
CONTENT:
Grabs the reader’s attention
Good first sentence
Vague first sentence
Confusing first sentence
States the main idea in a
Main idea is clear
Main idea is lacking focus
Unclear main idea with little
focused, clear way
Includes some important
Sentences are confusing
connection
Includes important details
details about topic
and choppy
Sentences are short Little to
about the topic
Sentences are in order
Clear flowing sentences
but lack flow
Important details in logical,
Includes general details
Details are there, but
Little to no supporting
coherent order
in a logical order with
some are missing and do
details
Details support main idea
good support to main
not follow a logical order
Many spelling and
Spelling and punctuation are
idea
Some spelling and
punctuation errors
correct throughout
Few spelling and
punctuation mistakes
Language is unclear
Ideas are presented honestly
punctuation mistakes
Most ideas are clear but
Sentences are not in logical
and clearly
Ideas are presented in a
some are confusing
order
Student clearly explains and
consistent manner
Student somewhat
Student does not provide an
understands meaning and
Student explains and
explains and understands
explanation/analysis that
purpose of word choice and
understands meaning and
meaning and purpose of
demonstrates understanding
function, which is
purpose of word choice
word choice and function,
of word choice and function.
demonstrated in their
and function, which is
which is demonstrated in
Student provides 1 or more
analysis.
demonstrated in their
their analysis.
quotes.
Student provides 3 or more
analysis.
Student provides 2 or
quotes from text.
Student provides 3 quotes
more quotes from text.
from text.
no detail included
CONCLUSION:
Main idea is restated with
Main idea is restated
Main idea is restated
Restatement of main idea is
supporting details from the
within the first sentence
within conclusion
missing
content
Leaves the reader with a
Reader’s understanding
Reader is left confused
Leaves the reader with an in-
sense of understanding
of topic is vague
Sentences are ambiguous
depth understanding about
about the theme/topic
Important points are
and random
the theme/topic
Sentences clear but lack
missing
Clear flowing sentences
flow
Sentences are confusing
and choppy
USE OF TEXTUAL
Used specific and convincing
Examples and quotes
Few examples were used
Little to no examples or
EVIDENCE
examples and quotes from the
used from the texts
from the texts studied
quotes were used from the
texts studied to support
studied were general and
No citations were
texts studied
claims throughout writing,
somewhat specific to
included
Support was confusing
making insightful and
claims made throughout
Claims were slightly
and/or missing
applicable connections
the writing
supported
Comprehension is unclear
between texts
Comprehension is clear
Occasional errors hinder
Comprehension is mastered
comprehension
ORGANIZATION
Logical progression of ideas
Logical progression of
Organization is clear.
No discernible
Structure
with a clear structure that
ideas. Transitions are
Transitions are present.
organization. Transitions
Transitions
enhances the thematic
present equally
statement. Transitions are
throughout essay.
mature and graceful.
are not present.