MISSOURI STATE UNIVERSITY

Daily Lesson Plan

Student Teacher: Subject: Brittny Campbell English - Mockingbird Story Map School: Missouri State University

Save As Print Form

Date of Lesson: 09/19/2011 Grade Level: 10

1. Measurable Objectives:
1. Students will identify the elements of fiction in Harper Lee's "To Kill a Mockingbird." 2. Students will create a story map of "To Kill a Mockingbird." 3. Students will discuss the relationship between the words in the word cloud.

2. Standards: (identify the standards related to this lesson: e.g., MoSTEP, Conceptual Framework, Subject Area, GLE's, etc.)
CLE's: 1H. Apply post-reading skills to comprehend, interpret, analyze, and evaluate text. c. Reflect d. summarize 2C. Use details from text(s) to: b. analyze character, plot, setting, point of view

3. Anticipatory Set: (motivation)

A word cloud with the elements of fiction and relating words from "To Kill a Mockingbird" will be projected onto the overhead. Students will begin class by getting into small groups and trying to figure out the relationship between the words in the word cloud. After 5 minutes of discussion time, the teacher will ask groups to share their findings with the class. After group reporting the teacher will review the elements of fiction with the class, showing the relationship between the words.

4. Instructional Input: (materials/technology/procedures)

Materials: Word cloud image, classroom copies of blank story map, example story map, classroom set of "To Kill a Mockingbird." Technology: Overhead Projector Procedures: 1. Project word cloud onto board (done before class) 2. Begin class by having student discuss the relationship between the words in the word cloud (5 minutes) 3. Ask students to share findings and review the elements of fiction and how they relate to "Mockingbird" (7 minutes) 4. Pass out story maps (1 minute) 5. Show example story map and review directions for the assignment (3 minutes) 6. Student work time (25 minutes) 7. Ask students to share examples of what they have written in their story maps and allow time for any questions for puzzled students (5 minutes)

5. Modeling
Teacher will show an example of a completed story map to the class before student work time is allotted.

6. Comprehension Check:
Comprehension check will occur during the end of unit test/essay.

7. Assignments/Objective(s) Assessment: Guided Practice: Independent Practice:

student work time on story map, story map will be homework if not completed during class time

8. Closure/Summary:
During the last 5 minutes of class, teacher will ask for student examples of their story maps. Questions/ideas for puzzled students will also be answered/given during this time.

9. Modifications: (Identify and briefly describe specific changes and/or accommodations made to meet the learning needs of students from diverse backgrounds,
including students from different ethnic and racial groups, students with IEPs, ESL students, and students with different learning styles.) Visually impaired students will be given copies of the word cloud and story map example. IEP students will be accommodated according to their IEP plan. ESL students will be allowed to use their translation device (electronic or dictionary) and will be allowed help from the teacher or their ESL teacher. All students in the modification category will be allowed to use the academic resource room and will be given extra time to complete the assignment if needed.

10. Self Evaluation My teaching strengths were: Changes needed were:

Cooperating Teacher Signature

Date