School of Education
Essential Components of Lesson Plan
Topic: To Kill a Mockingbird
Class: English 10 Honors Timeframe: 50 minutes Date: 11/4
*Enduring Understanding (Big Idea) for Lesson:
Authors use various writing techniques to create suspense and mystery in their works.
*Essential Question/s for Lesson:
Why does the author use Scout to talk about the Ewell attack twice?
What role does suspense play in keeping a reader engaged?
Key Vocabulary
Haints (pg 341)
Incantations (pg 341)
Repertoire (pg 342)
Pinioned (pg 351)
Floundering (pg 351)
Bleakly (pg 358)
Reprimand (pg 362)
CO-TEACHING MODEL: (Select appropriate strategy…please see guidebook for detailed description of
each strategy listed below)
One teach, one
observe
One teach, one
assist
Station
teaching
Parallel teaching
Supplemental
teaching
Alternative
teaching
Team teaching
I. CONTENT STANDARDS/ Common Core:
9-10.RL.3.1: Analyze and evaluate how an author’s choices concerning how to structure a work of literature, order
events within it (e.g., parallel episodes), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
II. INSTRUCTIONAL OBJECTIVES: “performance tasks” (Number each measurable objective and align to the
corresponding assessment)
1. Compare and contrast Scout’s two separate descriptions of the attack scene in To Kill a Mockingbird found on
pages 351-352 and pages 359-362.
2. Write a reflection upon the question: “Why do authors use character’s memories to describe events instead of
explaining them as they are happening?”
III. ASSESSMENT: (Number each assessment and align to the corresponding instructional objective) :
IV. MATERIALS AND INSTRUCTIONAL TOOLS (including safety issues and technology):
1. Students will fill out a Venn Diagram comparing the two descriptions of Bob Ewell’s attack on Jem and
Scout.
2. Students will complete an exit slip reflection before leaving the classroom.
Materials:
1.
2.
3.
4.
Venn diagram sheets
To Kill a Mockingbird
Audio version of To Kill a Mockingbird
Exit slips for the end of class reflection
V. DIFFERENTIATED INSTRUCTIONAL STRATEGIES:
Content, Process, & Product; Learning Styles; and/or *Universal Design (representation, differentiation, motivation)
1. Students can listen to the audiobook while they reread the passages.
VI. STUDENT ACCOMMODATIONS: (EL, Gifted, Special Needs, etc.)
1. Gifted students will be encouraged to think about abstract, in depth concepts that differ between the two
passages.
2. Students can take their Venn diagrams and work on them in the resource room.
3. Gifted students will be encouraged to fill in more than 4 points in each section of their Venn Diagrams.
VII. DESCRIPTION of LEARNING ACTIVITIES:
Teacher
Responsible
Mr. Stetzel
Clock
Time
or # of
minutes
10
minutes
Activities
Assessment/Evidence
Students and teacher will, together,
create an outline of the events that
unfold in Chapters 28 and 29 of To
Kill a Mockingbird.
Students will have to recall
information from the
reading that they
completed the night
before.
-
This will be
accomplished through
discussion and the teacher
will write out the main
points on the board.
Teacher will direct students to the
passages that they will be looking
at today.
Intro:
Motivation &
Transition
*Q1R, Q1L,
Q2R
-
Pages 351-352 and 359362
Resources
Chapters 28
and 29 in To
Kill a
Mockingbird
Mr. Stetzel
10
minutes
Teacher will hand out Venn
Diagrams to the students.
-
One side will be labelled
“Pages 351-352” and the
other side will be labelled
“Pages 359-362.”
Teacher will make sure
students understand the
concept of a Venn
Diagram and help them to
get started.
Chapters 28
and 29 in To
Kill a
Mockingbird
Students will use
collaboration to analyze
the passages and find
differences in the two
descriptions.
Chapters 28
and 29 in To
Kill a
Mockingbird
Students will have to
apply what they have
noticed in their reading to
answer this question.
Chapters 28
and 29 in To
Kill a
Mockingbird
The teacher will draw a version of
the students’ Venn Diagrams on
the board.
Teach/Practice
*Q2L, Q3L
The teacher and students will look
at the passage on pages 351-352
compared to pages 359-362 and
begin to fill out the Venn diagram
together.
Mr. Stetzel
20
minutes
The students, working in partners,
will be given 20 minutes to
continue filling out the Venn
Diagram with a minimum of 4
points in each section.
If students finish early they will
have quiet read time to finish
reading To Kill a Mockingbird.
If all students finish in time,
students and teacher will
participate in a class-wide
discussion about their comparisons
of Scout’s two descriptions of Bob
Ewell’s attack.
Application
*Q3R, Q4L
Mr. Stetzel
Closure
*Q4R
10
minutes
Write a paragraph reflection
addressing the question: “Why do
authors use character’s memories
to describe events instead of
explaining them as they are
happening?”
VIII. REFLECTION: (Refer to course requirements)
*Refers to 4MAT Model Cycle of Learning, UbD, and/or UDL
August 2012