Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 4/22/14 __9______________ Cole Campbell Subject/ Topic/ Theme To Kill a Mockingbird Grade

I. Objectives How does this lesson connect to the unit plan?

This lesson will allow students to gain a better understanding to the characters of To Kill a Mockingbird.

Learners will be able to:

Distinguish characteristics between characters, and identify their significance Cite important quotes to identify characters Use technology to present findings

cognitiveR U Ap An E C*

physical development

socioemotional

R U AP C

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-LITERACY.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. (Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills.

The students must have an idea of the major characters in To Kill a Mockingbird. The students must also know how to use Google Presentation.
Pre-assessment (for learning): Ask students which defining characteristics distinguish each character. Formative (for learning): Students will use text to research and online presentations to present their findings to the class. Formative (as learning): Students will research characters, and find quotes that describe their appearance, personality, inner thoughts.

Outline assessment activities (applicable to this lesson)

Summative (of learning): The students (in groups) will present their characters to the class. Provide Multiple Means of Representation Provide options for perception- The students will be using Google Presentation, allowing them to view the details of the characters in a more interesting way. Provide Multiple Means of Action and Expression Provide options for physical actionstudents will move into groups, moving tables to fit the groups accordingly if needed. Provide Multiple Means of Engagement Provide options for recruiting interest- Students will be able to work together in groups, providing a more fun, collaborative effort.

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

Provide options for language, mathematical expressions, and symbols- students can use any textual evidence they want so long as it supports their claim.

Provide options for expression and communication- The students will express themselves in class through a Google Presentation, or possibly a Prezi if they are comfortable with it.

Provide options for sustaining effort and persistence- The group work will keep the students accountable, making sure they actually do some work and contribute to the overall class effort.

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Provide options for comprehensionThe presentations will provide details on characters most important traits.

Provide options for executive functions- Students will give their presentations, and the teacher may interject other main points about characters that the student may have missed.

Provide options for self-regulationThe group work will keep the students accountable, making sure they actually do some work and contribute to the overall class effort.

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

A copy of To Kill a Mockingbird, a chromebook, and something to take notes on.

All the desks must be pointed towards the projector screen so every student can see the presentations. How will your classroom be set up for this lesson?

III. The Plan Time 10 min Components Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. The teacher will introduce the assignment, and Students will listen to the instructions, gather into assign the students into groups. There will be 5 their assigned groups, and begin their research. character groups representing Scout, Jem, Boo, Dill, and Atticus. Each group will be tasked with using quotes from the book to describe the assigned characters physical appearance and personality. Then, they will make a Google Presentation, and use the information they had just gathered to present to the class. Students will begin research on their character, The teacher will go around monitoring students looking for quotes that describe their character. progress, and assisting when necessary. After completing their research they will upload their findings to a Google Presentation.

Motivation (opening/ introduction/ engagement)

30 min Development (the largest component or main body of the lesson)

10 min

Closure (conclusion, culmination, wrap-up)

The teacher will evaluate the groups presentations as they are presenting, possibly filing in on any vital information that the students missed.

The students will present their findings about their characters in a presentation that should not last longer than 2 minutes. Any presentations that were not presented can be shown the following day in class. When not presenting, students will be taking notes on other groups characters.

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Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.) The point of this lesson was to allow students to gain a deeper understanding of the characters in To Kill a Mockingbird. Each students gets specialize in one character, and present their findings to the class. By making this assignment a presentation, the students have become responsible for their own learning. They must accurately describe their characters in order for the rest of the class to understand the characters. Hopefully, this added motivation would keep them engaged and kept accountable by their peers.

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