The Scottsboro Boys

Name: Ms. McClure_____________ Grade: _____9________

Subject: _____English_______ Planned Lesson Date: ___3/2/15____
Lesson Time: 50 minutes
Lesson Objectives
1) I can independently research facts on the Scottsboro case.
2) I can understand the facts I find and discuss my research.
2 or 3 student
3) I can work in a group to answer questions on the Scottsboro
outcomes
Case.
Begin with verb
Unit Standards (Determined by the Pacing Guide)
Natl / State Standards
AL College & Career COS# 17) Delineate and evaluate the argument and specific claims in a
text, assessing whether the reasoning is valid and the evidence is
Ready Course of
relevant and sufficient; identify false statements and fallacious
Study - Common
reasoning. [RI.9-10.8]
Core
Learning Targets /
Other Standards
District Standards
Conduct short as well as more sustained research projects to answer a
National Standards
question (including a self-generated question) or solve a problem;
(NCTM; NCTE; etc)
narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject
under investigation. [W.9-10.7]

Pre-Instructional Activities
Review
Formative Assessment
Introductory Set
Prior Knowledge
Essential Questions
Problem Question
Writing Prompts
Predictions / Purpose
Vocabulary
Teaching
Direct Teaching
Graphic Organizers
Reading Instruction
Tech Integration
Teacher
Demonstration
Guided Practice
Independent Practice
Small Group
Activities
Experiential Activities
Research / Study
Simulations
Problem Solving
Activities
Differentiated

*Desks should be arranged in groups of 4 or 5 before class begins.

On each desk should be an index card with the students name on
it. On the overhead projector the WebQuest home page should be
up and the bellringer.*
Bell Ringer: Students will find their seats, take out their chrome
books. Students will also need to turn in their letter from Friday
and pick up a packet.
As soon as the bell rings, I will briefly discuss the research paper
rubric and introduce the WebQuest.
WebQuest Day 1: http://zunal.com/webquest.php?w=272642
Students are assigned a role: accuser, defendant, judge, or
detective/reporter. Students will independently research the
questions on the Study Guide and complete their questions. Then
as a group, they will discuss their sections with their group.
Differentiation:
(2DE) She struggles with understanding, so I will make sure my
directions are clear and that she understands the directions. I will pass
out directions as well as go over them myself.
(5RG) I will need to check on him, make sure he has no distractions,
and stays on task.
(5WW) For him, I will repeat instructions, which I will do for the whole
class and for individual groups. Being responsible for only a small
section of the Study Guide on his own and then collaborating with a
group will help him. I will also need to make sure he stays on task.
(6CS) I will pair him with a specific student to be in the same group

Instruction
Accommodations
Ongoing Assessment

Closure
Summary /
Conclusions
Ret-teaching
Formative Assessment
Review
Reflection

because she tends to help him and mother him. I will also make sure
he understands the directions and keep his group towards the front of
the room.
(7CC) Teacher selected groups to avoid potential student conflicts.
(7DL) Seating near the front.
(7DG) Pair him with his peer helper student who can translate for him.
Allow for extra time for translation devices. Modify his study guide to
only require his section of questions be answered. Provide him with a
copy of the answered study guide.
(7DW) Reminders of task. Study Guide will help guide note taking.
Will also receive help in his group.

Students will hold on to their study guides and finish them for
homework if they did not complete their section in class. I will
collect them tomorrow for formative assessment at the end of
class tomorrow.

The Scottsboro Boys

Name: Ms. McClure_____________ Grade: _____9________
Subject: _____English_______ Planned Lesson Date: ___3/3/15____
Lesson Time: 50 minutes
Lesson Objectives
1) I can synthesize information I have researched.
2) I can write my thoughts in a diary entry in the voice of my
2 or 3 student
assigned role.
outcomes
3) I can collaborate in a group to compose a diary entry.
Begin with verb
Unit Standards (Determined by Pacing Guide)
Natl / State Standards
AL College & Career COS# 17) Delineate and evaluate the argument and specific claims in a
text, assessing whether the reasoning is valid and the evidence is
Ready Course of
relevant and sufficient; identify false statements and fallacious
Study - Common
reasoning. [RI.9-10.8]
Core
Learning Targets /
District Standards
National Standards
(NCTM; NCTE; etc)
Pre-Instructional Activities *Desks will be arranged in groups again. They will also have
index cards with the names of the students on them. On the
Review
Formative Assessment overhead projector, the bellringer will be up, followed by the
WebQuest Task 2 Page*
Introductory Set
Prior Knowledge
Essential Questions
Bell Ringer: Students will come in and find their desks. They will
Problem Question
put all their stuff away, with the exception of their chrome books.
Writing Prompts
I will call role and collect research paper folders as I call role.
Predictions / Purpose
Vocabulary
To connect to the day before, I will ask questions to review from
yesterday. I will also explain any unfamiliar vocab they
encountered yesterday, such as accuser, defendant, witness,
victim, etc.
Teaching
WebQuest Day 2: http://zunal.com/webquest.php?w=272642
Direct Teaching
Students are now in new groups. They will be given a diary entry
Graphic Organizers
they are to complete as a group. They are to use their Study
Reading Instruction
Guides from the previous day to help them complete the diary
Tech Integration
entries. They will have 35-40 minutes to complete the assignment.
Teacher
Demonstration
Guided Practice
Differentiation:
(2DE) She struggles with understanding, so I will make sure my
Independent Practice
directions are clear and that she understands the directions. I will pass
Small Group
out directions as well as go over them myself.
Activities
Experiential Activities (5RG) I will need to check on him, make sure he has no distractions,
and stays on task.
Research / Study
(5WW) For him, I will repeat instructions, which I will do for the whole
Simulations
class and for individual groups. Collaborating with a group will help
Problem Solving
him. I will also need to make sure he stays on task.
Activities
(6CS) I will pair him with a specific student to be in the same group

Differentiated
Instruction
Accommodations
Ongoing Assessment

Closure
Summary /
Conclusions
Ret-teaching
Formative Assessment
Review
Reflection

because she tends to help him and mother him. I will also make sure
he understands the directions and keep his group towards the front of
the room.
(7CC) Teacher selected groups to avoid potential student conflicts.
(7DL) Seating near the front.
(7DG) Pair him with his peer helper student who can translate for him.
Allow for extra time for translation devices. Will not call on to read.
Group writing allows for him to contribute without having to write
anything.
(7DW) Reminders of task. Study Guide will help guide diary entry. Will
also receive help in his group.

Diary Entries will be turned in via email upon completion. They

will be emailed to Mrs. Rodgerss email where I will print them. I
will grade them as formative assessment.
Reflection: We will debrief on what they have learned from the
Scottsboro case and prepare them for the rest of the week. I will
also answer any questions they have about the Scottsboro case.
*If time allows, we will read the diary entries aloud to the class.

The Scottsboro Boys

Name: Ms. McClure_____________ Grade: _____9________
Subject: _____English_______ Planned Lesson Date: ___3/4-5/15____
Lesson Time: 90 minutes (Depending on weather, our normal block days may be turned into 2
7-period days)
Lesson Objectives
1) I can analyze the Scottsboro case in a different medium.
2) I can learn new facts from the different source.
2 or 3 student
outcomes
Begin with verb
Natl / State Standards
AL College & Career
Ready Course of
Study - Common
Core
Learning Targets /
District Standards
National Standards
(NCTM; NCTE; etc)
Pre-Instructional Activities
Review
Formative Assessment
Introductory Set
Prior Knowledge
Essential Questions
Problem Question
Writing Prompts
Predictions / Purpose
Vocabulary
Teaching
Direct Teaching
Graphic Organizers
Reading Instruction
Tech Integration
Teacher
Demonstration
Guided Practice
Independent Practice
Small Group
Activities
Experiential Activities
Research / Study
Simulations
Problem Solving
Activities
Differentiated
Instruction

Unit Standards (Determined by Pacing Guide)

COS# 16) Analyze various accounts of a subject told in different
mediums (e.g., a person's life story in both print and multimedia),
determining which details are emphasized in each account. [RI.9-10.7]

*Desks will be arranged back in their normal rows today.*

Bell Ringer: Students will pick up a Movie Study Guide at the
front table and sit in their desk. They will only need a pen or
pencil.
I will introduce the movie.

Activity: PBS Movie Day

Students will watch the PBS documentary and take notes along
with the movie guide. Their Movie Study Guides will cover
different questions than their Web Quest Study Guides.
Differentiation:
(2DE) She struggles with understanding, so I will make sure my
directions are clear and that she understands the directions. I will pass
out directions as well as go over them myself.
(5RG) I will need to check on him, make sure he has no distractions,
and stays on task.
(5WW) When the movie comes to a particular questions, I will pause
the movie and make sure he and the rest of the class get the answers
needed. I will also need to make sure he stays on task.
(6CS) I will make sure he understands the directions and keep him in
his assigned seat in the front.
(7CC) Assigned seating to avoid potential conflicts.
(7DL) Seating near the front.

Accommodations
Ongoing Assessment

Closure
Summary /
Conclusions
Ret-teaching
Formative Assessment
Review
Reflection

(7DG) Pair him with his peer helper student who can translate for him
as needed. Allow for extra time for translation devices. Does not have to
complete a Movie Study Guide. The WebQuest from the previous two
days should help in understanding the content of the movie. I will also
provide him with a copy of the Movie Guide that is completed for him
to use.
(7DW) Reminders of task. Movie Study Guide will help guide note
taking during the movie. I will also stop when necessary for notes to be
finished.

Students will turn in their Movie Study Guides for formative

assessment. I will grade them and pass them back on Friday along
with their diary entries.

The Scottsboro Boys

Name: Ms. McClure_____________ Grade: _____9________
Subject: _____English_______ Planned Lesson Date: ___3/6/15____
Lesson Time: 50 minutes
Lesson Objectives
1) I can compare the Scottsboro case to the Friendship 9 case.
2) I can make predictions about the upcoming novel.
2 or 3 student
3) I can analyze what I have learned and form an argument with
outcomes
the information.
Begin with verb
Natl / State Standards
AL College & Career
Ready Course of
Study - Common
Core
Learning Targets /
District Standards
National Standards
(NCTM; NCTE; etc)

Unit Standards (Determined by Pacing Guide)

COS# 15) Determine an author's point of view or purpose in a text.
[RI.9-10.6]

Pre-Instructional Activities
Review
Formative Assessment
Introductory Set
Prior Knowledge
Essential Questions
Problem Question
Writing Prompts
Predictions / Purpose
Vocabulary
Teaching
Direct Teaching
Graphic Organizers
Reading Instruction
Tech Integration
Teacher
Demonstration
Guided Practice
Independent Practice
Small Group
Activities
Experiential Activities
Research / Study
Simulations
Problem Solving
Activities
Differentiated
Instruction

*Desks will be arranged in a semi-circle/U-shape. Index cards

with the students name will be on the desk.*

COS# 19) By the end of Grade 9, read and comprehend literary

nonfiction in the Grades 9-10 text complexity band proficiently, with
scaffolding as needed at the high end of the range. [RI.9-10.10]
Additional Standards
Draw evidence from literary or informational texts to support analysis,
reflection, and research. [W.9-10.9]

Bell Ringer: Students will come in and find their desks. I will pass
out the Friendship 9 article and a Venn Diagram. Students will
read the article and complete a Venn Diagram. This should take
between 5-10 minutes.
While they complete the diagram, I will call role, post attendance,
and get the Vocab. Unit 10 PowerPoint up on the board.
1) First we will begin by going over the next vocab. unit. This
should take between 5-10 minutes. I will direct teach this part.
2) Next we will briefly review the Scottsboro case popcorn style.
Starting on one side of the U and working around, students will
share one fact about the case. Students will not be allowed to
repeat what their classmates have already said.
3) We discuss the bell ringer and they will compare and contrast
the Scottsboro case to the Friendship 9 case.
4) As a class, we will discuss why the Scottsboro case is
important to study. There is no right or wrong answer. I will use
this to lead in the discussing how this case influenced Harper
Lees novel. We will then hypothesize what will happen in To Kill
a Mockingbird based on this case.
Differentiation:

Accommodations
Ongoing Assessment

Closure
Summary /
Conclusions
Ret-teaching
Formative Assessment
Review
Reflection

(2DE) She struggles with understanding, so I will make sure my

directions are clear and that she understands the directions. I will also
engage her in the discussion.
(5RG) I will need to check on him, make sure he has no distractions,
and stays on task.
(5WW) I will need to make sure he stays focused and on task.
(6CS) I will position him near me and next to his student partner.
(7CC) Assigned seating to avoid potential student conflicts.
(7DL) Seating near me.
(7DG) Pair him with his peer helper student who can translate for him.
Allow for extra time for translation devices. I will provide a translation
of the Friendship 9 article for him. He will complete a Vin Diagram and
I will explain how too. He will also have his peer helper who will be
helping him as well. Allow him extra time to complete the Vin Diagram.
I will provide him a modified version of the vocab words, and will
provide him notes on how this book influences To Kill a Mockingbird. I
will also have him write a couple sentences answering Was there
justice for the boys and why or why not.
(7DW) Reminders of task.

Homework: Vocab. Unit 10 Book Work is due Tuesday 3/10.

Formative Assessment due Monday: Write a half-page reflection
on what you learned this week. Define what justice means and do
you believe justice was done for the boys of the Scottsboro case?
Why or why not? Use evidence from the case to support your
claim.