Lesson Plan Template

Candidate Name:__Erryn Walker________________

Strategy (circle one): Task Rotation; NAL; Mystery; Decision Making;

C/C Thinking; Metaphorical; Windows Notes; Other
UNIT NAME
To Kill a Mockingbird
LESSON NAME
Its All Just a Little Bit of History Repeating
Grade
8th

Subject
English/Language Arts

Time Needed (Hours/Days)

50 Minutes/1 Day
Course
Advanced/TAG Mixed Model

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards

CCGPSELA8RI4 Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning
and tone, including analogies or allusions to other texts.
CCGPSELA8RI5 Analyze in detail the structure of a specific paragraph in a text, including the role of
particular sentences in developing and refining a key concept.
CCGPSELA8RI6 Determine an author's point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
Higher Order/Critical Thinking Skills:
10. The student distinguishes between assumptions, inferences, and conclusions.
14. The student identifies and illustrates basic principles and the foundational concepts that are
central to understanding the essence of a field of study

ENDURING UNDERSTANDING:
The student will learn how to critically and analytically read an article about Rodney King and Trayvon
Martin.
The student will take the information from the article and gather relevant information onto their
Windows notes handout.
The students will use the Windows notes handout to make text-to-text references between the article
and To Kill a Mockingbird.

ESSENTIAL QUESTION(s)
Clearly stated, Specific, Unambiguous, Detailed
What should students know, understand, and be able to do when lesson is completed?
How can reading an article and taking relevant notes about it help me realize and
understand the importance of not only making a text-to-text reference but also help me
see how history can repeat itself?
TEACHER LESSON PREPARATION
-Teacher will provide the students with a copy of the article At the Intersection of Rodney
King and Trayvon Martin from USA Today so that the students can annotate the article if
needed.
-Teacher will also provide students with a copy of the Windows Notes handout.
ACTIVATING STRATEGY
Contains one of these in a well-developed, clearly explained format: related pre-assessment,
motivating introductory activity (hook or mini-lesson), opportunity for students to link content to
prior knowledge and interests, an advanced organizer, and/or clearly stated learning expectations
using related focusing and guiding questions
The teacher will ask the students to engage in a Think-Pair-Share about the following
question: Based on your prior knowledge of historical events, is it possible for history to
repeat itself?
Students will think about their response to this question for one minute, pair with one or
two others for three minutes, and share as a whole class for five minutes.
The teacher will ask the students to brainstorm any current events that may relate to the
conflict within the novel To Kill a Mockingbird.
The teacher will write down their brainstorming ideas down on the dry-erase board.

Instructional Sequence and Activities including use of technology

Includes all essential aspects of strategy, demonstrating clear understanding of how to use the
strategy.
The procedures are well-scripted and very clear.
Technology is utilized efficiently, seamlessly, and creatively
The teacher will distribute the USA Today article and the Windows Notes handout.
The teacher will explain the process of using Windows notes is to take an active, engaging,
and analytical look at an informational text and relate the text to self.
The teacher will post a digital copy of the Windows notes template onto the interactive
projector and complete a think aloud for the first paragraph of the article.

Assessment Strategies
Assessment is all of these: aligned to the essential question(s), includes either informal or formal
assessment of student learning, and any assessment tools or questions used are included
The students will be assessed through their analysis of the text.
The students will work independently while completing their Windows notes, and then
discuss their notes with a partner at their table. The students will look at their questions,
write down the question(s) that they have in common on their Windows notes, write the
question(s) onto a sticky note and place them underneath the questions section on the
digital form of the Windows notes.
In their notebooks, the students will write down the text-to-text reference that they wrote
down on their Windows notes.
The students will submit their Windows notes to their turn-in drawer upon completion.

Differentiation
Lesson is clearly differentiated for gifted learners by use of one or more of the following:
acceleration, extensions, enrichment, tiered activities.
Lesson incorporates concepts, principles, cognitive skills, and methodologies that can be
transferred across disciplines.
Activities require students to analyze, synthesize, and/or evaluate.
The teacher will assist any students who are either struggling with the content of the
article or with how to complete their Windows notes.
The teacher will complete another example on the interactive projector, if necessary, for
the students who are having difficulty with understanding or mastering the concept.
Materials/Links/Text References/Resources - Thorough
http://www.usatoday.com/news/nation/story/2012-04-26/trayvon-martin-reflects-rodneyking/54569324/1#.Vms3C1hc1Nk.email
Windows notes template (hard and digital copies)
Interactive projector
County Laptop
Post-It Notes

Windows Notes Template

What facts did you note?

What feelings did you have?

What questions came up for you?

What ideas were sparked?