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Lesson (Daniel Pardi) (3/13/18)

To Kill A Mockingbird: (55 minutes)

Briefly: My English class has been reading To Kill a Mockingbird since the first
week of our new semester (Jan. 26th), starting in the last week of January. We are
almost finished reading it. Only two days left of reading in class.

Overview: Today, students are expected to discuss the chapter they read the night
before and follow along with the reading once we have finished our daily warm-
up. This has been the procedure since the beginning of class. Students are expected
to have read a chapter at home, following the chapter we read in class. While
reading, students are motivated to take notes in case of a pop-quiz. They also have
a packet of questions to answer separated by chapter to help them follow along.

Central problem/ Essential question of the Unit: Looking at character


development and literary techniques throughout our reading.

Objectives: ELA Michigan Standards: Literature: Grade 9:


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.

Big Idea: You learn to hate, it is something taught to you, not something you are
born with.

Learning Target/ Students will be able to: further understand the character
development of a full length novel.

Anticipated student conceptions or challenges to understanding:


Materials: The students have had a fairly successful rate of comprehension in
regard to the text. The problem is getting them to read and participate. I provide the
audio book along with the time frame of what they need to read for homework that
night. I try not to call on students randomly, but rather have them volunteer, but
that is not always a successful method.

Instructional Sequence:
1.) Students will begin with a warm-up I made called TKAM “good or bad”
where students will be placed into groups of 5 and each group will get a
different character and write one good about the character and one bad thing
about the character. Not only are they expected to do this in order to get
some practice with group work, gathering textual evidence, and public
speaking (each group will share their answers and the character they had)
but, it also gives them practice at abiding by the same theme the story
follows: “See the good in everyone, not just the bad.”

2.) Once we finish our TKAM “good or bad” warm-up, we will commence a
group discussion on what happened in the chapter we all read for homework.
This a daily routine. We hit on the main points that are essential for students
to know, both for their test, and for their knowledge of character
development.

3.) Once we have sufficiently covered and discussed/answered the questions we


needed to concerning our previous chapter, the students are expected to
follow along as I read out loud the next sequential chapter. We do not
necessarily get through with the entire chapter, but we get as far into as we
can. While read, I will take multiple pauses to discuss what we are reading,
the significance of it, and why it is important. Many times, I will pose the
questions to my student. Even more so, now that we are getting to the end of
the book and the students are starting to learn the characters.

4.) We generally read until we have a minute left. At this points students are
reminded that their homework is to finish whatever we have left of our
chapter we were reading in class, along with the next chapter in the book.
They are also reminded that they have questions to be working on, and notes
to be taking while they are reading.

Accommodations: We have multiple ELL (ESL) students who are sent up to the
ELL support room. I keep my online weekly agenda updated so that the ELL
teacher (who I am in weekly contact with) knows what to keep the students up to
date on. Both students are Spanish speaking primarily, and English second
language. The support room got them To Kill a Mockingbird books in Spanish.
They are not expected to complete the weekly grammar work.