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Differentiation Lesson Plan

Unit Title or Big Idea/Concept/Skill: To Kill a Mockingbird


Lesson Title or focusing skill and/or concept: Connecting non-fiction/real world texts
Critical Learning Objectives being taught in this lesson:
SWBAT:
Cognitive (know/understand):
1. The students will understand why it is important to read non-fiction texts
Affective (feel/value) and/or Non-Cognitive:
2. The students will value reading a different genre text from the one they are reading for
their overall unit
Performance (do):
3. The students will be able to relate the non-fiction text they are reading to a theme in To
Kill a Mockingbird
4. The students will be able to read and comprehend a non-fiction text chosen based on their
interests and Lexile level.
SOLs:
10. 5 The student will read, interpret, analyze, and evaluate nonfiction texts.
f) Draw conclusions and make inferences on explicit and implied information using
textual support as evidence.
g) Analyze and synthesize information in order to solve problems, answer questions, and
generate new knowledge.
CCSs:
CCSS.ELA-LITERACY.RI.9-10.2

Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
CCSS.ELA-LITERACY.RI.9-10.4

Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language of a court opinion differs from
that of a newspaper).
Methods of Assessment:
Text-based questions: In looking at the answers the students provide to questions asked
about the text, I can assess how well the students understood the article in general. These
questions also include identifying the meaning of vocabulary in context, have the
students summarize the text, and have the students form personal opinions based on
evidence given in the text.

Procedures/Instructional Strategies
Beginning Room Arrangement: Students in their usual seating arrangements, in rows, facing
the front of the class.
1 Bridge/Hook/Opening to lesson:
Students are currently reading the novel To Kill a Mockingbird and tracing some themes
throughout. One of these themes in gender stereotypes, and what is expected of the traditional
southern lady.
2 Relating To Kill a Mockingbird to the world
I lead a discussion with the students on how a lot of the themes we encounter in To Kill a
Mockingbird are still relevant in todays world. I give an example of the Trayvon Martin case
since most of the students have heard of this case, and some have even followed it closely. I also
choose this case because I have a large portion of African American students in my case. Since I
am a white female I feel this example is a good way to try to connect with this different
population.
3 Reading Non-Fiction Texts
Prior to the class I have printed out the articles the students are going to read and attached
reading comprehension questions. There were 7 different articles I choose based off of each
individual students Lexile level and what I know about their hobbies, interests, and
personalities. The questions on the other hand, attached to the articles, are asking very similar
things/demanding the same of the students.
4 Pair and Share
The students get with a partner that read a different article and give a brief summary of the article
and explain how they can connect what they read in the article to the theme of gender stereotypes
in To Kill a Mockingbird.
5 Closure
As an exit slip the students are required to turn in their question and answers to the article for my
review.
Examples of questions being asked:
Maybe Mean Girls Mental Games Have a Purpose
1. Summarize the central ideas of the article in no more than two sentences.
2. PART A: As it is used in paragraph 2, the word aberrant most closely means:
a. common
b. atypical
c. unnecessary
d. cruel.

3. In the context of this article, how do gender stereotypes influence the way we perceive
aggression? Can women truly be as aggressive as men? How are they portrayed in
literature and in the media? What does history tell us?
4. How can you what we have seen of gender stereotypes in To Kill a Mockingbird to what
is presented in this article?

Should Girls Be Allowed to Play High School Football?


1. Explain both sides of this debate. Cite evidence from the text to support your answer.
2. In paragraph 8, explain what the author means by the word, gender-bending.
3. How can you what we have seen of gender stereotypes in To Kill a Mockingbird to what
is argued in this article?
4. Josh Bean asks a number of questions in this article, and now its your time to answer.
Should girls be allowed to play high school football? Answer based on what you learned
from reading this article, your experiences, and other opinions you have on this matter.
Please remember to be respectful of other peoples answers and opinions as you discuss.