Lyon College Lesson Plan
Based on Charlotte Danielson’s Framework for Teaching
Intern: Drew Nolley
Subject: (AP) English
Date: April 22, 2013
Topic: TKAM (Viewing)
Grade Level: 11
# of Students: 25
Set/Introduction
How will you complete each of the following tasks?

State learning objective(s)
1. Watch Robert Mulligan’s 1962 film version of “To Kill A Mockingbird” (after finishing the book)
2. Compare and contrast how the book and the movie presented characters, ideals, etc.

Focus learning
I will focus students’ learning by having a bell assignment for them prior to watching the movie. This bell
ringer will ask the students to predict how similar or how different the movie will be from the book, as well as
how well the film will present the ideas discussed in the book.

Activate background experiences
In showing the film, I will activate students’ past experiences with the story by simply giving them a new aspect
of the story they have already read.

Motivate students
Motivation for this lesson will be simple: I will tell the class that they will be watching a movie.
What is the relationship to past and future learning and how does this lesson fit within the discipline?
This lesson is related to past learning in that it gives them a new take on the book they have already read. They will
compare and contrast the book to the movie. It is related to future learning in that they will now be able to have a
second source to use in their character analysis essays and research papers.
Learning Objectives
List your objectives below and explain your rationale for them.
Academic Objectives:
This lesson will simply include the viewing of the film and discussions in which the class will compare and contrast
the film to the book
Social/Emotional/Behavioral Objectives:
During this viewing lesson, the students will watch the film. The students will be expected to discuss the film and
compare and contrast it’s presentation of characters, events, and themes with those presented in the book.
Why have you chosen these objectives?
I have chosen these objectives because, when viewing a film version of a book, it is always a good idea to discuss
the similarities and differences between the two different presentations of the same story. I have also chosen these
objectives because the film’s interpretation of the story might be useful in the students’ character analysis essays
and/or in their research papers.
How do your stated objectives take into account diverse and individualized learning needs?
If anything, showing the movie might help students with diverse and individualized learning needs to better
understand the story. Plus, once we compare and contrast, they can know the differences between the two, and
which of the two, the book or the movie, does a better job of presenting the characters, themes, events, etc.
Standards Addressed
Arkansas Frameworks or Common Core Standards: Include codes and expectations.
CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g.,
recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats
and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems,
evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone
used.
Procedures
Materials required:
What materials are required?
A DVD copy of the film “To Kill A Mockingbird”
Computer/projector/smart board
Copy of TKAM text, either the real book or on an iPad
How do you plan to utilize these materials to reinforce skills & concepts?
I plan to utilize these materials to reinforce students capabilities in comparing and contrasting different aspects of
the same story
Grouping for instruction:
How will you group students for instruction?
While watching the movie, the students will just be in their own seats. When comparing and contrasting, though, I
will put them into groups and assign each group a character to discuss amongst each other. Each group will discuss
how they think the character was different or similar between the movie and the book.
Why have chosen this grouping strategy?
I have chosen this strategy because, although characters are not the only thing I will have my students
comparing/contrasting, putting them in groups and comparing/contrasting just the characters will save time in the
lesson and will help them make a decision as to which character they might want to analyze in their first essay in the
unit.
Teaching methods/Strategies:
What methods/strategies do you plan to use for this lesson?
I plan to primarily use discussion within this part of the unit. I will also use group discovery when I have the
students group up and compare/contrast their assigned characters.
Why have you chosen these methods?
These methods are the best in this case because the students will be able to get a grasp on how different
interpretations of the same concept can present content in different ways.
How are you extending students’ thinking?
I am extending students’ thinking in that I am causing them to reach to show me, for example, why Scout is similar
in the movie and the book, or how Boo Radley is portrayed in the movie versus how he is portrayed in the book.
How are you incorporating technology into this lesson? (If you are not, why not?)
I will be incorporating technology into this lesson in that I will be playing the movie through a computer, which will
presumably be hooked up to a projector, which will be displaying the movie onto the smart board. Also, if we are
using iPads to read books at this point, I will be using iPads to read TKAM in order to compare and contrast.
Activities planned:
Describe the activities you have planned for this lesson.
As far as activities go in this lesson, I plan to have the students get into groups in order to compare and contrast one
character per group.
How do they connect with the learning objective/outcome?
This activity connects with the objectives/outcomes of this lesson in that it gives them a good idea of how to
compare and contrast other aspects of the movie and the book when we do it as a class.
Special accommodations:
What accommodations will be made for specific students’ needs in this lesson?
If anything, showing the movie might help students with diverse and individualized learning needs to better
understand the story. Plus, once we compare and contrast, they can know the differences between the two, and
which of the two, the book or the movie, does a better job of presenting the characters, themes, events, etc. I will,
however, still be willing to work with each student if he or she still needs help and will modify to the best of my
abilities
Closure
In closing the lesson, how will you reinforce the learning objective(s) and verify that the students have
understood the content?
I will reinforce the learning objectives and verify that the students have understood the content of this lesson by
evaluating their group worksheet. I will grade each group’s worksheet thoroughly and give them all a 10-15 point
grade depending on if they answered all the questions as well as the accuracy of these answers.
Evaluation
How and when do you plan to evaluate student learning on the content of this lesson?
I will evaluate during and after the group work. I will assign each group a major character, whom they will have to
compare and contrast between the film and the book. Each group will share their answer with me and the rest of the
class, and the other groups will fill in the spaces for each of the other characters that they did not compare/contrast.
Then I will give the 10-15 points based on the fact of how much of the worksheet they answered and how accurate
each of their answers were.
Why have you chosen this approach to evaluation?
I have chosen this approach because I believe that this will be an easy enough assignment that each student can get
his or her full 15 points for this worksheet. Also, the evaluation of this group activity will allow me to gauge how
well they will do in comparing and contrasting other aspects of the novel. This type of evaluation will ultimately
allow me to figure out whether or not the students truly read the book and paid attention to the movie (which
shouldn’t be difficult because both are so good).
How is your evaluation tied to your lesson objective?
This evaluation is tied to the lesson objective in that the objective second to watching the movie was comparing and
contrasting the presentations of different aspects of the story in the movie and in the book. This evaluation will
allow me to see just how well the students will do in comparing/contrasting these different aspects, and will allow
me to know whether or not it would be good for me to continue comparing and contrasting different aspects of the
story as presented by the movie and the book.
What (if any) documentation will you use? Attach a sample/copy to the lesson plan.
The documentation I will use will be a worksheet that will ask the students to compare and contrast the ways each of
the characters were portrayed in the book and in the movie.