SIOP Lesson Plan Template

Reading Comprehension Lesson Plan

REVISION KEY

Burgundy = Before, During, and After Reading Strategies

Blue = Technology Integration
Green = Assessment Integration
Purple= Final Revisions

Teacher: Ms. Rama Kadri

Date: 02/04/18

Grade/Class/Subject: 9th Grade/English 9

Unit/Theme: To Kill A Mockingbird/Heroism

Context:

This lesson is part of an English 9 unit on To Kill A Mockingbird at South Pasadena High
School in South Pasadena, California. English Language Learners taking part in this lesson are
very much advanced.

Common Core Standards:

CCSS.ELA-LITERACY.L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.

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.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail 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.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.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Content Objectives:

 Students will be able to cite strong textual evidence from within the novel To Kill A
Mockingbird in supporting their claim regarding who is a true hero within the text,
both through a 3-2-1 small group activity, journal, and in corresponding
discussions.

 Students will be able to argue their claim further by providing substantial and
specific analysis regarding how a particular passage within To Kill A Mockingbird
demonstrates that a particular character is an accurate representation of a hero,
through a 3-2-1 small group activity, journal, and in corresponding discussions.

Students will be able to consider and articulate nuances in a particular character
within To Kill A Mockingbird, in considering ways in which they demonstrate
characteristics of a true hero, both through a journal, and in corresponding
discussions.
Language Objectives:

 Students will be able to identify and articulate, through writing, the definition of the
word hero, from their perspective, in addition to characteristics, examples, and non-
examples of heroes in everyday life, through the use of a Frayer Model.

 Students will be able to thoughtfully articulate, through writing and speaking, why a
specific passage supports their claim through corresponding analysis.

REVISION NOTE: I sought to take into consideration feedback regarding the

distinctions between Content Objectives and Language Objectives. I have eliminated one
of my content objectives, instead realizing, upon reflection, that it is far more of a
language objective. Moreover, I also eliminated a few language objectives that merely
reiterated much of the same goals as my content objectives.
Instructional Sequence:
100 Minute Lesson
Teacher Will Do
10 minutes:
BEFORE READING STRATEGY:
Ms. Kadri will project a blank Frayer
Model in front of the class using an
ELMO.
The central vocabulary word at hand
will be “hero.”
Ms. Kadri will model a Frayer Model
for the word “hero” by asking students
to support her in developing an
extended definition of the word,
identifying characteristics of a hero, as
well as examples and non-examples of
a hero.
10 minutes:
BEFORE READING STRATEGY:
Ms. Kadri will circulate around the
room in order to support students
while they create their own Frayer
Model for the word “hero” and assess
students’ current understandings of
the definition and corresponding
elements of this crucial vocabulary
word.
10 minutes:
BEFORE READING STRATEGY:
Ms. Kadri will facilitate discussion as
students articulate what they detailed
on their Frayer Model for the word
“hero,” adding students’ definitions,
characteristics, examples, and non-
examples on the class, collaborative
Frayer Model. This serves as an
additional formative assessment
allowing Ms. Kadri to ascertain
Students Will Do
10 minutes:
BEFORE READING STRATEGY:
Students will engage and participate in
helping Ms. Kadri develop a model
“Frayer Model.”
In so doing, they will aid Ms. Kadri in
developing an extended definition of
the word “hero,” identifying
characteristics of a hero, as well as
examples and non-examples of a hero.
10 minutes:
BEFORE READING STRATEGY:
Students will independently (or in
pairs) develop their own Frayer Model
for the word “hero.”
10 minutes:
BEFORE READING STRATEGY:
Students will engage and participate in
articulating what they detailed on their
Frayer Model for the word “hero.”
More specifically, they will detail
their individually and perhaps
collaboratively developed definitions,
characteristics, examples, and non-
students’ knowledge of the nuanced
aspects of this complex, crucial
vocabulary word, as well as
characteristics, examples, and non-
examples of the word “hero.”

FINAL REVISIONS:
Acknowledging and Integrating
Students’ Funds of Knowledge:
Ms. Kadri will pay particular focus
to the heroes that students identified
in everyday life, and access prior
knowledge by asking pupils to share
examples of who they deemed to be a
hero in society. Ms. Kadri will also
ask students to identify
characteristics that qualify these
individuals as heroes. Ms. Kadri will
also explicitly ask students to
integrate the characteristics they
have outlined as part of their analysis
later on in this lesson.
examples in order to create and

5 minutes:
AFTER READING STRATEGY:
Ms. Kadri will project and detail the
guidelines for the 3-2-1 small group
activity in which students will be
asked to apply their definition of a
hero in conversation with a character
within To Kill A Mockingbird.
Together, students will find 3
examples detailing how a particular
character demonstrates heroism,
connect this to two aspects of their
definitions of a hero, and lastly pose at
least one question that challenges how
this character may in fact not be a
“true hero” through somebody else’s
eyes. Students will also be explicitly
encouraged to refer to their previously
completed “One Pagers” that helped to
support their reading comprehension.
FINAL REVISION: Ms. Kadri
will be sure to call attention to
the ways in which students
specifically draw upon their
Frayer Models, and especially,
the characteristics they
identified as hero-like, and
encourage them to incorporate
them into their analyses.
20 minutes:
Ms. Kadri will circulate around the
room while small groups work on the
3-2-1 small group activity in order to
provide students with further support
enhance a class, collaborative Frayer
Model.
5 minutes:
AFTER READING STRATEGY:
Students will actively engage in
listening and posing clarifying
questions while Ms. Kadri projects
and details the guidelines for the 3-2-1
small group activity in which they will
then apply their definition of a hero in
conversation with a character within
To Kill A Mockingbird. Together,
students will find 3 examples detailing
how a particular character
demonstrates heroism, connect this to
two aspects of their definitions of a
hero, and lastly pose at least one
question that challenges how this
character may in fact not be a “true
hero” through somebody else’s eyes.
Students will also be explicitly
encouraged to refer to their previously
completed “One Pagers” that helped to
support their reading comprehension.
20 minutes:
Students will collaboratively work in
small groups to complete the 3-2-1
small group activity detailed above.
Students will also refer to their
and answer any lingering questions.
This will allow Ms. Kadri to
informally assess students’ use of
examples in correspondence with
their definitions. previously completed “One Pagers” in
order to further delve into discussion
and analysis.
20 minutes:
Ms. Kadri will play a critical analysis video
regarding how a literary critic discusses
how each and every character within To
Kill A Mockingbird could symbolically
represent a “mockingbird.” Ms. Kadri will
ask students to write a brief response
detailing their perspective upon what is
articulated in this video.
5 minutes:
AFTER READING STRATEGY:
Ms. Kadri will project and review the
guidelines for the journal tasking
students to identify a hero within Part
I of To Kill A Mockingbird, and
thereafter support their claim with one
specific piece of evidence and
corresponding analysis.
Ms. Kadri will project and discuss,
along with students, a strong
previously written student example of
this journal, detailing positive
elements in the model that students
may in turn emulate, as well as areas
for improvement and future
elaboration.
20 minutes:
Ms. Kadri will circulate around the
room in order to support students
while they write their own journal
identifying a hero within Part I of To
Kill A Mockingbird, and support their
20 minutes:
Students will watch a critical analysis video
regarding how a literary critic discusses
how each and every character within To
Kill A Mockingbird could symbolically
represent a “mockingbird.” Students will
then write a brief response detailing their
perspective upon what is articulated in this
video.
5 minutes:
AFTER READING STRATEGY:
Students will actively engage in
listening to the guidelines for a journal
asking them to identify a hero within
Part I of To Kill A Mockingbird, and
thereafter support their claim with one
specific piece of evidence and
corresponding analysis.
Students will engage and participate
in analyzing a strong previously
written student example of this
journal, detailing positive elements in
the model that they may in turn
emulate, as well as for improvement
and future elaboration.
20 minutes:
Students will write a journal in which
they identify a hero within Part I of To
Kill A Mockingbird, and support their
claim with one specific piece of
evidence and corresponding analysis.
 claim with one specific piece of
evidence and corresponding analysis.
This will allow Ms. Kadri to once
again formatively assess students’
understandings of the definition of a
hero, as well as evaluate students’
development of corresponding
literary analysis.

FINAL REVISION: Ms. Kadri will

once again remind students to please
integrate the qualities they detailed
as “hero-like” into their analysis.
5 minutes: 5 minutes:

AFTER READING STRATEGY: AFTER READING STRATEGY:

Ms. Kadri will ask students to share
their journal with a partner, detailing
who they identified as a hero within
the novel and why.
Students will help one another in
Ms. Kadri will ask students to help
one another in developing their
analysis further, by providing them
with one specific additional passage
that could help to support their claim
further and/or by helping them to
elaborate further in demonstrating the
ways in which their passage supports
their claim that this character is,
indeed, a hero. Ms. Kadri will ask
students to offer their peer review
and elaboration using the online
peer review tool, PeerGrade, in
which students are able to
anonymously, substantially, and
meaningfully contribute upon their
peers’ work.
Students will share their journal with a
partner, detailing who they identified
as a hero within the novel and why.
developing their analysis further, by
providing them with one specific
additional passage that could help to
support their claim further and/or by
helping them to elaborate further in
demonstrating the ways in which their
passage supports their claim that this
character is, indeed, a hero. Students
will offer their peer review and
elaboration using the online peer
review tool, PeerGrade, in which
they will be able to anonymously,
substantially, and meaningfully
contribute upon their peers’ work.

10 minutes:
AFTER READING STRATEGY:
Ms. Kadri will facilitate a large-group
discussion in which students share
who they identified as a hero within
the text and why. This will serve as an
additional informal assessment,
providing Ms. Kadri with a better
10 minutes:
AFTER READING STRATEGY:
Students will participate in a large-
group discussion in which they share
who they idenfied as a hero within the
text and why.
 grasp on students’ literary, analytical
development.

5 minutes: 5 minutes:

Ms. Kadri will “wrap up” the lesson Students will engage in active
by discussing students’ strengths, and listening while Ms. Kadri “wraps up”
detailing any and all homework the lesson by discussing their
assignments to complete for the next strengths and also detailing any and all
class period. homework assignments to complete
AFTER READING for the next class period.
STRATEGY/INFORMAL ASSESSMENT: AFTER READING
Ms. Kadri will ask students to STRATEGY/INFORMAL ASSESSMENT:
complete an exit slip, in which they
 reiterate the major understandings
they gained through the day’s lesson
by asking: what is your definition of a
hero, and who do you feel is a hero
within the novel? Briefly detail why.
 Students will complete an exit slip, in
which they reiterate the major
understandings they gained through
the day’s lesson by responding to the
following: what is your definition of
a hero, and who do you feel is a hero
within the novel? Briefly detail why.

FORMAL ASSESSMENT: Ms. Kadri will ask students to submit their Frayer Models, 3-2-
1 collaborative analysis, and, lastly, their journals in order to assess individual and group
work on a more comprehensive level. The journal, especially, will serve as a formative
assessment of the skills they have formatively worked towards in generating a Frayer
Model definition of the word hero, as well as in their collaborative 3-2-1 literary analysis.
Through this, Ms. Kadri will be able to gain an understanding of the depth of analysis that
students are able to independently produce, and subsequently plan lessons in accordance to
their current abilities.
Instructional Materials:

Frayer Model
DEFINITION CHARACTERISTICS

EXAMPLES/MODELS NON-EXAMPLES
Instructional Materials, Continued:

ADDED AFTER-READING INSTRUCTIONAL MATERIAL:

Lesson Rationale:

To Kill A Mockingbird is a highly-acclaimed and very commonly read novel in 9th

grade classrooms around the United States. This incredible work introduces students to

substantial issues in American society, including racial injustice, at the forefront. In Part I of

the novel, especially, author Harper Lee lays the groundwork for the famous unjust trial of the

accused Tom Robinson, by offering exposition and character development of the narrator,

Scout, her brother, Jem, her father, Atticus, and other notable characters.

In transitioning between Part I and Part II of this masterpiece, I would like my students

to further develop their comprehension of the text by deeply considering one character, in

particular, whom they deem to be a hero. One of my many objectives in doing so is to encourage

them to delve into in-depth analysis of key passages within the novel, and to engage in

substantial character analysis that will transcend into a deeper comprehension and appreciation

for these characters once the trial is introduced in Part II of the novel.

By asking students to first complete a Frayer Model surrounding the word “hero,” I will

encourage meaning-making in a number of different ways. This graphic organizer is a pre-

reading activity (or, in this case, rather, a pre-analysis activity) that propels students to consider

nuanced definitions of the word “hero,” that they will then apply as they transition into applying

these considerations of “what makes a hero” to a character in the novel, To Kill A Mockingbird.

This Frayer Model will serve as an initial scaffolding tool, as well as an informal,

formative assessment providing Ms. Kadri with a grasp of the level of elaboration and

nuance students are able to achieve in expanding upon their definitions of the word “hero.”
In connecting this directly to both Common Core Standards, as well as my own

pedagogical objectives, this relates explicitly to vocabulary acquisition and development,

and will provide a clear picture of how students are directly able to expand upon crucial

vocabulary that will provide them with a strong foundation for analysis necessary later in

this lesson. Their identifications of the key characteristics of heroes, in particular, will also

allow students the opportunity to draw upon what researcher Luis Moll defines as

students’ “funds of knowledge”—or, in other words, their outside interests, passions, and

literacies, and ultimately their worlds, into the curriculum. A discussion succeeding this

Frayer Model will also give students the chance to touch upon their funds of knowledge by

sharing specific examples of who they consider to be heroes in everyday life, as well as why.

The intention in connecting vocabulary acquisition to students’ worlds is fundamental and

also extremely meaningful, as it in turn brings this lesson to life by engaging students in

relevant and personable ways.

For example, students will thereafter participate in a 3-2-1 after-reading small group

activity, which asks them to work collaboratively to identify 3 examples of a character

embodying heroism within the novel, 2 connections to the definitions they developed in their

Frayer Model, and lastly, one critical “devil’s advocate” type question which pushes them to

think of the ways in which somebody else, from a different perspective, might consider this

individual not to be a hero, after all. As part of this task, students will also be asked to

specifically draw upon their previously developed Frayer Model as the foundation for this

subsequent assignment. The qualities they identified as hero-like, in particular, will be key

for students as they develop their analysis, and will inform their critical interpretations.

Drawing upon the characteristics they previously detailed will allow students to access

prior knowledge, and also deepen their understandings and subsequent collaborative
analysis, as a result. This activity, as well as the corresponding discussion relating to this

task, will function as a substantial and extremely beneficial informal assessment,

highlighting students’ grasp of connections between their definitions and examples/non-

examples of the word hero to specific literary examples within the novel. In other words,

this assignment will offer a fundamental preliminary peek look into the ways in which

students are able to apply their understandings of vocabulary to evidence from the book.

Lastly, as a result of these scaffolding activities, in particular, students will ultimately be able to

independently and comprehensively develop these points further through the use of an after-

reading journal, which asks them to then identify a hero within TKAM, and thereafter offer

considerable analysis detailing why and how this passage exemplifies the heroic nature of this

particular character.

Before then transitioning into their own journal, students will be exposed to a video,

in which one literary critic expands upon what some students might have listed as part of

their 3-2-1 small group activity. This literary critic will push the envelope, so to speak, by

broadening students’ points of views, in that she suggests that ALL of the characters within

To Kill A Mockingbird, could indeed be considered as “mockingbirds.” While students will

need to narrow down their argument in discussing the ways in which one character, above

all, is the symbolic representation of a “mockingbird,” this will expand upon their

arguments by offering them further examples they may not have considered previously.

This will allow students to ultimately be active consumers of a form of technology that

pushes the boundaries of analysis, in a way that may not be possible otherwise.

Moreover, after crafting their individual journals, students will have the

opportunity to use a powerful technological platform that takes peer review to “the next
level,” so to speak. More specifically, PeerGrade gives students the opportunity to offer one

another anonymous constructive criticism in a very structured, and organized fashion.

PeerGrade randomly assigns students another peer’s piece of writing, along with their

teacher’s feedback. Then, PeerGrade leads them, very explicitly, in being able to critically
consider whether all aspects of the prompt, in relation to the rubric, have been thoroughly

addressed. This mode of technology pushes the capabilities of previous peer reviews, in

that students do not merely write in the margins of one another’s work. Instead, they are

led step by step by an online, organized system, to provide far more substantial and

beneficial feedback.

Students’ journal submissions will demonstrate perhaps the most comprehensive

illustration of their abilities with regard to literary analysis and development—key skills

identified as part of the 9th-10th grade English Language Arts Common Core Standards.

This writing assignment will play a pivotal role in gaining a clear understanding of the

level of analysis students are able to produce at this point in our unit, and will thus

effectively impact and inform the ways in which future lessons are organized, structured,

and ultimately planned for the benefit of students. This assessment will additionally

provide a foundational picture regarding the ways in which students are able to structure

and organize their writing, draw upon characteristics of heroes that they initially

identified, and thereafter speak to this through thorough evidence and corresponding

analysis. Once again, this will directly provide a detailed grasp of these elements of

students’ writing, and therefore significantly affect subsequent corresponding lessons, as a

result.

With regard to English Language Learners, in particular, this lesson supports their

development of nuanced vocabulary acquisition and development, as well as foundational

writing, analytical, and communicative discussion strategies, which engage them in various areas

of language development (both written and auditory).

Lastly, this lesson will provide substantial support for students as they begin to draft a more

expansive essay surrounding this same topic. More directly, this corresponding prompt will ask

students to create an extended definition of the word “hero,” before then identifying a hero

within this novel, and providing three specific key pieces of evidence and subsequent analysis

detailing HOW these examples demonstrate this character as a hero.