Courtney Shein

Dr. Casey
ELD 395
November 3, 2015
Writing Lesson Plan: Grade 8 To Kill a Mockingbird
Rationale: Students are using textual evidence and their knowledge of point of view to
practice writing in different points of view. This novel is written from the perspective of
an adult who is describing her childhood and specific events in close detail. Students will
demonstrate their understanding of point of view and its importance by rewriting a few
pages of the novel from a different characters perspective. This will further students
understandings of the importance of point of view and how changing it can drastically
alter a story. Students who wrote from an adults point of view vs. a childs point of view
will compare their stories, and the students will understand how perception also changes
a story.
Standards:

CCSS.ELA-LITERACY.W.8.1.B

Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.

CCSS.ELA-LITERACY.W.8.3.A

Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.

CCSS.ELA-LITERACY.W.8.3.B

Use narrative techniques, such as dialogue, pacing, description, and reflection,

to develop experiences, events, and/or characters.
Objective:

Students will have to make use of heavy characterization in order to

rewrite a piece of the novel.

Students will recognize the tools authors use in regards to perspective and

point of view and apply them to their own writing.

Students will have to demonstrate an understanding of the character they
choose and how they would view the events the narrator speaks of.

Procedures:
Engagement/Anticipatory Set

On the projector display a character list from To Kill a Mockingbird.

Lets name a few words for each character that describes them. Together,
students and teacher create a list of characters and their
characteristics.

Mentor:

How do you think this list will help you to write your own versions of
TKAM? How will having a better understanding of the characters help
you with your TKAM rewrite? It is important to think deeply about your
character and how their point of view will change the story. For example,
if I were to tell the class about the time I learned how to ride a bike and
then my dad was to come in and retell the story, the story would sound
totally different. The events may sound the same, but the way that my dad
and I saw that day would be totally different. This could be for many

reasons, such as the fact that I was a kid and he was an adult, or because
he knew how to ride a bike already and I had no clue. As you write your
stories, think of an experience in your own life and the others involved
and consider the different perspectives.
Guided Practice:

Think about the character you want to use in your rewrite. Look through
the novel and think about the situations the current narrator presents.
Now think about how the other characters are described. How do YOU
think they would react to these situations? Together, lets fill out this threecolumn chart.

Event

Character reaction as
presented by narrator

Your characters
reaction

Think of the event you would like to write about, and then think about how
the narrator describes the characters reaction that you have chosen to write about.
Remember, this is how Scout the narrator perceived this event. Now think about how you
think the character would react. Fill in the chart.
Independent Application:

Once you have completed your chart, begin to draft your rewrite. This is a
first draft. There will be plenty of time to tweak it. Write down whatever
comes to your mind. How do you think your character is going to handle
the situation you are presenting? Your first thought is important! This

could be the first reaction of your character, a reaction without thinking.

This is a great way to present your character as natural and authentic.
Have fun with this. Make sure to be clear and concise, and not to mix your
perception of the character with Scout the narrators perception.
Whatever you dont finish in class, take home and finish for homework.
Materials:

To Kill a Mockingbird
Projector
3 Column Chart
First Draft of To Kill a Mockingbird rewrite

Assessments:

Class discussion with students. Listing characteristics, asking the students

how they feel about what they know, and how it will help them. Looking
for active reading/textual evidence by way of character list and 3-column

chart.
Character List
3 Column Chart
First Draft of TKAM rewrite

Differentiation: Students are discussing as a class with the teacher, as well as working
independently. Independent work and working with teacher and class offers a different
learning experience. Students are also engaging with informal questions, written
responses (lists), textual analysis, and charts.
Technology Connection: Projector is used in order for students to be able to see what
other students have said, as well as add their own knowledge/opinions to the list for
others to see.
Future Connection: Students are demonstrating their ability to look past the text and

understand that there are many sides to a story. By not taking what the narrator is saying
at face value, and understanding that the sometimes narrators are presented in conflicting
ways, students can then look at other characters and develop a new voice for them.
Students will use this new technique when reading in the future which will help them to
understand other characters and read on a deeper level. Comparing the adult characters to
the younger characters when the rewrites are finished will also help the students to
understand that age and mentality can greatly influence a situation as well.
Citations: Fisher,Douglas,andNancyFrey."FocusingonAssessment."IRAEssentials
IRAE(2013):110.Web.
Using Fisher and Freys journal to guide my lesson plan was really helpful. The journal
guided me in assessing my students understanding of POV through conversation and
independent work. Asking more in depth questions, and asking the students to really
analyze the characters rather than naming one thing and moving on something that Fisher
and Frey talk about a lot. Asking the questions and digging deeper with ones students
shows the student that the teacher cares, but also helps the student to feel confident and
dig deeper for the answer.