To Kill A Mockingbird English 9 Grade: Advanced Freshman English Monica Cole October-November Unit

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To Kill a Mockingbird
English
9th Grade: Advanced Freshman English
Monica Cole
October- November Unit
Table of Contents
Cover page- p. 1
Table of Contents- p. 2
Contextual Factors Table and Rationale- p. 3-5
Kentucky Core Academic Standards- p. 6
Connections to Literacy- p. 6-7
College Readiness Standards/Other Content Standards p. 7
Communication with Students, Parent/Caregivers, and Colleagues p. 8
References and Credits p. 9
Identification of students with special needs p. 10
Unit Planning Map p. 11
Lesson Plans: 12- 33
Lesson Plan 1 p. 12-15
Lesson Summaries- p. 32- 33
CONTEXTUAL FACTORS DATA TABLE

Fayette County: Paul Laurence Dunbar
District, School, & Classroom Contextual Factors
District & Community Factors:
1. List economic characteristics of the school district.
a. Free or Reduced Lunch: 49.7 percent
2. Demographics
a. White: 54.3 percent
b. African-American: 22.6 percent
c. Hispanic: 14.3 percent
d. Asian: 4.2 percent
Native languages spoken by students: 80
Students enrolled as English Language Learners: 3,798
School Factors
1. Listing Price of Houses in Paul Laurence Dunbar School District: $61,900$500,000+
2. Students: 2120
a. White: 1319
b. African American: 336
c. Asian/Pacific Islander: 153
d. Hispanic American: 270
e. American Indian: 1
f. Two+ Races: 41
Eligible for Free/Reduced Lunch: 38%
Student/Teacher Ratio: 17.56
Classroom Factors
1. During my lesson, without other help in the classroom, I will use the peer
tutors and classroom aides help the students or grade papers. Being in a 9th
grade classroom, many demands are put on the teachers and that requires
some outside help. Peer tutors are not always in the classroom for every
class, however, when they are there they can float between the tables so
each table gets more individual attention.
2. I do not have that many technological resources, but I do have what I
need for an effective lesson. I have a computer, projector, a student
computer, and a DVD player at the back of the room. I will need both the
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computer and projector to present the agenda, so theyre able to find what
were doing for class that day. Furthermore, Ill present the class links for
reading quizzes through the projector. If students need, they are able to use
the student computer instead of taking the quizzes on their phone. Using the
projector keeps the students looking up, so I can see whos paying attention
and following along. The lesson is to help student comprehension of material,
but using the technology will not only influence their understanding but also
help their behavior during class.
3. The room is set up in groups of 4 or 6 and facing the projector and white
board. Students sit two to each desk and usually with someone directly
across from them. Teachers somewhat easily travel the room, but sometimes
in between tables and chairs the movement can be tight because of student
backpacks. This classroom setup better facilitates group work for students.
Student Contextual Factors
Grade Level(s) in the Class: 9 Student Ages in the Class: 14-15 Number of
Students in the Class: 28
# of Students with IEP: 0 # of GSSP Students: 0
# of ELL Students: 0
Characteristics of Students:
1. Many students struggle with organization. From the advanced class, there is a
least one parent that has requested teacher assistance in keeping student on
track with writing homework in the agenda. Because of this request, I do my
best to make sure all students are aware of whats due and they write it down
somewhere.
2. These students also struggle with contributing to class discussion. I hope to
get all students to speak every class, so if that means one person reads
whats on the board just so they are up and speaking, then I will do that to
keep everyone involved, awake, and off of their technology during each
lesson.
Student Skills:
1. The entire class is advanced level, so they are able to handle an advanced
course load and higher level questioning. Many (80% of students) are involved with
demanding extra-curricular activities that affect the amount of homework turned in
each class. So while much of the class is paying attention and participating in the
lesson, there are a few failing grades.
2. This class as a whole can be talkative. They feed off a few distractions and then
suddenly the whole class will have lost focus fairly easily. This has been known to
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happen more than once during a class leaving the lessons unfinished and objectives
not met.
Implications of Contextual Factors

Implications for Assessment and Instruction:
1. Students in the class, while very bright, seem to be unfocused when asked to
turn in their work and continue to stay focused on class instruction. This has shown
a large gap in student grades, which can become distracting for students once they
enter the classroom. Its important to direct those students to pay attention to the
lesson so they do not continue to fall behind.
2. Since the class can be distracted easily, to better implement instruction and to
ensure class objectives are met, it helps to add a timer for a window in which
students can finish their work. That way they are more accountable for their
behavior and can clearly have enough time to complete the allotted tasks.
References
Jenkins, Daphne. "Fast Facts." Fayette County Public Schools. N.p., 16 2012. Web. 8
Nov. 2014 <http://www.fcps.net/about-fcps/data-central/fast-facts>.
"NCES." Institute of education services, n.d. Web. 08 Nov 2014.
<http://nces.ed.gov/globallocator/sch_info_popup.asp?
Type=Public&ID=210186001669>.
Kentucky Core Standards

The following unit objectives are addressed through this Unit:
Students will identify persuasive appeals and fallacious reasoning.

Students will explain why persuasive appeals are used in TKAM and modern
advertising.
Students will gather evidence to support central themes that are developed
throughout TKAM.
Students will analyze how the novel and film versions of TKAM differ and why
those changes were made.
Students will initiate and participate effectively in collaborative discussion of
TKAM.
Students will write informative texts that examine complex ideas and analysis
of content.
Kentucky Core Academic Standards

CC. 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.
CC. RL. 9-10.7: Analyze the representation of a subject of a key scene in two
different artistic mediums, including what is emphasized or absent in each
treatment.
CC. RI. 9-10.8: Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evident is relevant and sufficient;
identify false statements and fallacious reasoning.
CC. SL. 9-10.1: Initiate and participate effectively in a range of collaborative
discussions with diverse partners on grades 9-10 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
CC. WR. 9-10.2: Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
Connections to Literacy:
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This unit will connect to literacy employing student skills in reading, writing,
speaking and listening. Students will engage in reading the novel To Kill a
Mockingbird by Harper Lee. In this unit, students will be looking at the written and
film mediums of this story, comparing and contrasting them as well as analyzing
and explaining the choices made (for example directors choice of shots/angles and
Lees use of using the n-word). By working on these lesson objectives, students
have the opportunity to practice the skills for themselves. Students also engage in
many group discussion activities requiring them to present, write, find evidence,
and lead fulfilling the speaking and listening standard to connect to literacy. This is
invaluable to students so they are able to properly present data and information to
not only their English class, but also all of their classes and future endeavors.
Students will also dissect the novel and movie to find specific themes, authors
choice in the structure of the text, and how characters develop over a text.
College Readiness Standards/Other Content Standards:
College/Career Readiness Standards
C. R. S. Topic Development in Terms of Purpose and Focus: Identify the central idea
or main topic of a straightforward piece of writing
This unit will meet this standard because students will be asked to identify the
major themes of TKAM. By identifying this theme and gathering evidence to support
their thoughts, students will have to write an analysis of theme as well.
C. R. S. Topic Development in Terms of Purpose and Focus: State the main theme of
or summarize essays they have written
This unit will meet this standard because students will be asked to use their
cumulative knowledge of the standards and objectives assembled to write an
analytical essay that supports their choice of major theme consistent within TKAM.
Students must use evidence and proper commands of the English language.
IRA Standards
Standard 2: Curriculum and Instruction
Candidates use instructional approaches, materials, and an integrated,
comprehensive, balanced curriculum to support student learning in reading and
writing.
In this unit, students are exposed to many different forms of instruction. Including
lecture, group, classroom discussion, and all sorts of traditional print, digital and
online resources students will engage in understanding meaning of text. Throughout
this unit, all types of media also including film and clips that helps facilitate
understanding of the material. Each lesson is built on top of the previous lesson, so
students are able to ease throughout the unit with a strong foundation of skills of
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the concepts in To Kill a Mockingbird.
Standard 5: Literate Environment
Candidates create a literate environment that fosters reading and writing by
integrating foundational knowledge, instructional practices, approaches and
methods, curriculum materials, and the appropriate use of assessments.
Students are learning about one of Americas beloved novels, which embodies
American history, prejudice, and other controversial issues. This book allows
students to explore many different kinds of topics. Students must read the novel
and write their ideas to stay up to date with the class lessons. This specific novel
only further contributes toward the literate environment specified in this standard.
Communication with Students, Parent/Caregivers, and Colleagues

Students:
Prior to instruction and to get to know the students in my class, I will hopefully had
the opportunity to go on home visits to see their family in their home dynamic, or a
neutral zone away from the school. Students funds of knowledge directly
influences the way that I teach. Speaking with parents about their students
likes/dislikes/triggers will help me have a better understanding of how to act around
the students. For instance, extremely introverted students would not feel
comfortable with me constantly calling on them to answer questions, etc. Knowing
that type of information early will help me realize what I need to do to help facilitate
their learning. During instruction, Id like to keep the class interactive and hands on.
This can be made possible by the implementation of technology. Students will be
working in pairs, groups, independently applying their knowledge instead of
listening to me lecture every day. Ill provide feedback with rubrics and student work
passed out during and after each unit. Students can expect a quick turnaround with
returned work; I pride myself on being very organized.
Parents/Families:
To facilitate communication with parents I will send out weekly reminders to them
via Infinite Campus. I do appreciate the opportunity to speak with parents about
students because it allows me to have insights to their parenting styles, as well as
insights to the best way students learn. Prior to each semester, I hope to give
parents a copy of the syllabus so that parents will have a copy of the approximately
what we plan to do each day. This information will also be posted to my class
website that Ill use during each class as well. Parents can see the lessons and
download assignments as needed. During the unit, I will keep communication open
to give parents both good and bad news about their student. Parents do not want
teachers to call with only bad news; Id love to call parents with good reports about
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student behavior or growth on test scores. Again, I hope Ill already have visited the
home of the student to meet the parents/families face to face. Ill send emails/calls
home as often as possible. After each unit, Ill send a progress report through email;
phone call or face-to-face whatever works best for the parents of my students.
Colleagues:
As a new teacher, I need to ensure I have a support system from my colleagues.
Since I do not have the experience that my colleagues do, I will rely on their
expertise of teaching the lessons (aka: what worked best and what didnt). During
the unit, I will specifically ask for help in identifying my weaknesses (i.e.: higher
level questioning and culturally responsive teaching practices). Lastly, after the unit
is complete, I need to give feedback to my team about the results of unit scores.
Staying in open communication with colleagues will be instrumental to making the
unit a success.
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References
A. Faris, personal communication, 17 October 2014.
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Identification of Students with Special Needs
To be an effective educator, I must recognize my students with special needs. Since
this is an advanced English course, students are pushed to excel in literacy and this
content area. Most students at Dunbar are given class schedules that allow all
students (not just special education) to be in their least restricted environment. That
means, many students with disabilities that hinder learning are in collaborative
classes. In the advanced level, there are not many large hindrances to learning;
however, there are students that still have IEPs and 504s. There are a few students
with ADD that must get the redirection they need during the lessons. Helpful cues,
pats on the back, and subtle reminders help these students stay on task and
focused. I also have a student with slight vision impairment, to help this student
succeed; Ive provided the opportunity to come to the front of the room to watch
videos or to see the board. To communicate with parents of these students, Im able
to email them if necessary. Ive already checked to make sure that email is a good
way to communicate, and Ive found that all parents are readily available to help
their child with extra work given in class.
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Unit Planning Map
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Lesson Plan 1:
Intern Name: Monica Cole
# of Students: __28___
Date: 10- 28/29- 2014
# of IEP Students: __0___
Age/Grade Level: ___9___

Unit Title: To Kill a Mockingbird
Cycle: __________
# of GSSP Students ____ # of LEP Students: _______
Subject: ___English___
Major Content: _____________
Lesson Title: N-Word/ Discussion Groups
Context
Identify the unit topic and the unit objective(s) addressed by this lesson.
The unit topic is about the novel To Kill a Mockingbird, which encompasses student learning about
theme over the course of the novel, film appreciation (two mediums of work), collaborative
discussion, and narrative/informative writing. The unit objectives for this lesson are:
1. Students will initiate and participate effectively in a range of collaborative discussions
with diverse partners on 9-10 topics, texts, and issues, building on others ideas and
expressing their own clearly and persuasively.
2. Students will explain why Harper Lee approves or disapproves of the n-word based on
chapter 9 of TKAM.
Describe the students prior knowledge or the focus of the previous lesson.
The previous lessons have focused on dissecting Chapters 1-8 of TKAM. Students have spent time in
class looking at Harper Lees motivation for writing the novel, characterization of Boo Radley, Atticus,
Scout and Jem, and many comprehension activities to keep students accountable for reading.
Describe generally any critical student characteristics or attributes that will affect student learning.
All students in the class are gifted or achievement level is on-point with grade level activity, so
student learning is expected to be high. A few students can be distracting because of their
hyper/excited behavior, but it usually doesnt last long.
Lesson Objective(s)
State what students will demonstrate as a result of this lesson. Objective(s) must be student-centered,
observable and measurable.
1. After completing the lesson, Students will explain why Harper Lee approves or disapproves of the nword based on chapter 9 of TKAM.
2. After completing the lesson, students will be to initiate and participate in collaborative discussion.
Connections
Connect your goals and lesson objective(s) to appropriate Kentucky Core Content and/or Program of Studies.
Use no more than two or three connections, and if not obvious, explain how each objective is related to the
Program of Studies and/or Core Content.
CC. 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.
CC. SL. 9-10.1 Initiate and participate effectively in a range of collaborative discussions with diverse
partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing their own
clearly and persuasively.
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Assessment Plan
Objective/Assessment Plan Organizer
Objective Number
1. After completing the
lesson, students will be
able to explain Harper
Lees approval or
disapproval of the Nword in Chapter 9 of
TKAM.

to initiate and
participate in
collaborative
discussion.
Type of
Assessment
Description of
Assessment
Formative
Group Discussion
Offensive Language
Worksheet
Depth of
Knowledge
Level
Bloom: #6
Evaluation
Adaptations
and/or
Accommodations
Helpful
cueing/prompting/
redirection to
students that need
refocusing
Allow students who
need to sit at the
front of room
Formative
Group Discussion
Bloom: #4
Analysis
Move/ Allow
students to work in
the groups at their
table to help
struggling students.
Resources, media and technology

List the specific materials and equipment needed for the lesson. Attach copies of printed materials to be
used with the students.
Computer with internet access, Think in 3s Graphic Organizer, Google Forms for quizzes, white
boards and dry erase markers, projector
If appropriate, list technology resources for the lesson including hardware, software and Internet URLs, and
be sure to cite the sources used to develop this lesson. (If your committee thinks the technology observed in
the lessons does not fairly represent your use of technology, provide additional documentation in your
Component 1 exhibits. See Standard 6.)
ALL needs compiled on teacher created website: mscole2014.weebly.com
(PLD ENGLISH > October 28/29)
Procedures
Activities
Differentiation Strategies
Introduction10 minutes
1. Students note the new quiz link
located on the projector. (BELL RINGER)
2. When students finish their quiz, they
can begin reading for their SSR time.
Students will need to take out homework
assignments for teacher to collect.
I will prompt students to read, as well as

take any missing quizzes needed from
previous classes.
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Give a paper copy of the quiz link to
student with visual impairment so he/she
does not have to strain their eyes
looking at the board.
Activating Prior Knowledge5 minutes
3. Introduce lesson and agenda for the
day. Introduce lesson by asking students
to share what they know has happened
in the book thus far.
I will begin by introducing characters and

prompting students with simple recall
questions about recent chapters (we just
finished discussing the gifts in the
knothole).
Discussion Groups30 minutes

4. With the context and setting in mind,
we will discuss some differences and
similarities between TKAM film and
novel.
5. Introduce group work and review
group instructions and assign one
question per table (10 minutes
Clarify
as
appropriate
based
on
monitoring group work. Offer cues to
students who look unfocused. If needed,
guide students to section of book where
answer can be found.
Set timer for class to ensure everyone is
on task and working
6. Have groups share

presentation (15 minutes)
their
group
N-word Analysis30 minutes

11. With teacher-led instruction, we will
look at a passage from chapter 9 and
Scouts fight with Cecil Jacobs about
Atticus defending a black man.
Offer movement breaks for those who

need it.
12. Have conversation with students

about the use of the n-word, and why it
was necessary for Harper Lee to include
it in the novel.
13. For formative questioning ask
students to think-pair-share their ideas
about the characters based on the use of
Offer helpful suggestions to students

struggling to come up with descriptive
and specific wording.
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the word, as well to share with the class.
14. At their tables, ask students to find
three examples of how Harper Lee
approves or disapproves of the word to
write on their graphic organizer.
15. As a group, they must finish with a
concluding statement synthesizing the
evidence they found to back their claim.
Closure-- 5 minutes
16. In the last five minutes, review
homework and ask that students write in
their agenda (or something they use) to
keep track of whats due next block:
Chapter 10 and 11 reading questions.
Circulate among all the tables to make

sure everyone is participating and
understanding
the
method
of
questioning and the assignment.
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Lesson Plan 2:
Date: October 30/31, 2014

Cycle: __________
Lesson Title: ACE Paragraph Evidence Finding
Context
Students will gather evidence to support central themes that are developed throughout TKAM .
The previous lessons have focused on dissecting Chapters 1-9 of TKAM. Students have spent time in
class looking at Harper Lees motivation for writing the novel, the use of the N-word as noted in
Chapter 9, and many comprehension activities to keep students accountable for reading.
Lesson Objective(s)
1. After completing the lesson, students will gather evidence to support central themes that are
developed throughout TKAM.
Connections
objective summary of the text.
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Assessment Plan
Objective Number
1.After completing the
lesson, students will
gather evidence to
support central themes
that are developed
throughout TKAM.
Type of
Assessment
Description of
Assessment
Formative
Evidence Gathering
Depth of
Knowledge
Level
Bloom: #4
Analysis
Adaptations
and/or
Accommodations
Helpful
cueing/prompting/
redirection to
students that need
refocusing

Computer with internet access, ACE courage paragraph organizer, vocabulary review worksheets
(PLD ENGLISH > October 30/31)
Procedures
Activities
Activating Prior Knowledge
day. Let students know they are able to
finish their n-word discussion group work
from last block during SSR.

previous classes.
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Independent Work15 minutes

5. Pass out vocabulary review. Have Set timer for class to ensure everyone is
students work on the vocabulary review on task and working
to go over their words for the quiz next
class.
6. Go over the review with the class. Ask
for student examples and clarify that
each written sentence needs two context
clues.
Constructed
minutes
Response
Evidence40

discuss the most courageous parts of
chapter 9, 10, and 11 of TKAM.
8. Place a piece of large white paper at

each table with a marker. Assign each
table a chapter (9, 10 or 11).
9. In groups, have students find a quote
from each chapter that illustrates
courage in TKAM. Have them cite
evidence and post papers around the
room.
10. Allow students to take pictures of the
evidence so they are ready to complete
their ACE paragraph assignment.
Closure-- 5 minutes

and specific wording. Lead students to
the culminating courage example from
Mrs. Dubose in Chapter 11.
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Lesson Plan 3:
Date: November 3/5, 2014

Cycle: __________
Lesson Title: ACE Paragraph/ Citation Practice
Context
Students will write informative texts that examine complex ideas and analysis of content.
The previous lessons have focused on dissecting Chapters 1-11 of TKAM. Students have spent time
in class looking at Harper Lees motivation for writing the novel, the use of the N-word as noted in
Chapter 9, and many comprehension activities to keep students accountable for reading. Now,
students delve into the theme of courage.
Lesson Objective(s)
2. After completing the lesson, students will write informative texts that examine complex ideas and
analysis of content.
Connections
objective summary of the text
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CC. WR. 9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis of
content.
Assessment Plan
Type of
Assessment
Description of
Assessment

gather evidence to
that are developed
throughout TKAM.
Formative
Evidence Gathering

write informative texts
that examine complex
ideas and analysis of
content.
Formative
ACE Courage
Paragraph
Objective Number
Depth of
Knowledge
Level
Bloom: #4
Analysis
Adaptations
and/or
Accommodations
Helpful
cueing/prompting/
redirection to
students that need
refocusing
Bloom #6:
Evaluation
Give extra time for

those who lose
focus, give handout
with larger font to
student with visual
impairment

Computer with internet access, ACE courage paragraph organizer, vocabulary test
(PLD ENGLISH > November 3/5)
Procedures
Activities
can briefly look at their vocabulary test
words.
3.
Pass
out
vocabulary
tests.
Give

previous classes.
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students as much time as needed to
complete the test (usually 20 minutes at
maximum). Students must use the word
properly, identify part of speech, and
then write their own sentence with
context clues.
Writers Notebook30 minutes
5. Have students try and integrate a Set timer for class to ensure everyone is
quote
into
an
example
writing on task and working
assignment from the short story
Eleven.
6. Explain to students that they must
introduce, punctuate, and explain each
quote used as evidence. Quotes cannot
stand-alone and they must have
relevance
to
the
ideas
youre
connecting.
7. Have students share their intros with
their table partner, then have students
share with the class.
Clarify proper introductions and give

feedback to students as theyre giving
their examples.
ACE Paragraph30 minutes

8. Have students look at the model on
the ACE paragraph. With teacher-led
instruction, ask students to follow along
to find the introduction, quote, and
citation from the model.
9. Go over the rubric for ACE model and

let students know what will earn them
full credit on the assignment (left
column).
10. Allow students time to work on their
theme statements, organizers, and their
own ACE paragraphs.

need it.
Have students use chorale response
when teacher asks what comes next?
to keep everyone on task.
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Closure-- 5 minutes
keep track of whats due next block: ACE
Paragraph as well as Chapter 14 and 15
reading questions.
Lesson Plan 4:

Cycle: __________
Lesson Title: Scene Analysis/ Discussion Groups
Context
1. Students will initiate and participate effectively in a range of collaborative discussions
with diverse partners on 9-10 topics, texts, and issues, building on others ideas and
expressing their own clearly and persuasively.
2. Students will analyze the representation of a subject or a key scene in two different
artistic mediums, including what is emphasize or absent in each treatment.
in class looking at Harper Lees motivation for writing the novel, the theme of courage throughout
chapters 9-11, the use of the N-word as noted in Chapter 9, and many comprehension activities to
keep students accountable for reading.
Lesson Objective(s)
1. After completing the lesson, students will be able to explain how and why the director chooses to
represent a scene to maximize the viewers experience.
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2. After completing the lesson, students will be to initiate and participate in collaborative discussion.
Connections
CC.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment.
CC. SL. 9-10.1 Initiate and participate effectively in a range of collaborative discussions with diverse
partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing their own
clearly and persuasively.
Assessment Plan
Objective Number
able to explain how and
why the director
chooses to represent a
scene to maximize the
viewer.
to initiate and
participate in
collaborative
discussion.
Type of
Assessment
Description of
Assessment
Formative
Lynch Mob Analysis

worksheet
Formative
Group Discussion
Depth of
Knowledge
Level
Bloom: #5
Evaluation
Adaptations
and/or
Accommodations
Helpful
cueing/prompting/
redirection to
students that need
refocusing
Bloom: #3
Synthesis
Move/ Allow
students to work in
the groups at their
table to help

Computer with internet access, Mob Analysis Worksheet (linked via website below), Google Forms
for quizzes and evaluations, white boards and dry erase markers, TKAM movie, projector
Procedures
Activities
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previous classes.

day. Introduce lesson by asking students
to share what they know has happened
in the book thus far.
I will begin by introducing characters and

prompting students with simple recall
questions about recent chapters (we just
documented the theme of courage
leading us to the trial).
Movie Catchup20 minutes

4. Discuss what the students will see in
the movie, and cue them to think about
specific sections of the book to compare
to the film.
I will walk around and keep attention

focused on the movie since its a longer
segment.
Discussion Groups30 minutes

5. With the context and setting in mind,
we will discuss some differences and
similarities between TKAM film and
novel.
7. Introduce group work and review
group instructions and assign one
question per table (10 minutes
8. Have groups share
presentation (15 minutes)
their
group
9. With Google form, allow students to

evaluate themselves and the others in
their group (if time)
Lynch Mob Analysis30 minutes
Clarify
as
appropriate
based
on
students who look unfocused. If needed,
guide students to section of book where
answer can be found.
on task and working
26

have a lesson on shot analysis of the
night before the trial of TKAM.

need it.
12. Play movie and pause when needed

to analyze shots/ angles for different
sections and to make connections about
what the shots and angles were
purposeful in this scene.
13. For formative questioning ask
students to think-pair-share their ideas
about the characters based on angle
movements, as well as share with the
class.
14. Allow time for students to begin
homework in class, if possible.
Closure-- 5 minutes
Lynch Mob Analysis worksheet as well as

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Lesson Plan 5:
Age/Grade Level: ___9__

Cycle: __________
Lesson Title: Persuasive Appeals
Context
Students will evaluate arguments and claims in a text assessing whether the reasoning is valid
Students will identify false statements and fallacious reasoning.
in class looking at Harper Lees motivation for writing the novel, the theme of courage throughout
chapters 9-11, the use of the N-word as noted in Chapter 9, and many comprehension activities to
keep students accountable for reading. In the last class, students learned about character perception
in the film and novel mediums of the story.
Lesson Objective(s)
1. After completing the lesson, students will be able to evaluate arguments and claims in a text
assessing whether or not the reasoning is valid.
2. After completing the lesson, students will be able to identify false statements and fallacious
reasoning.
Connections
CC.RI. 9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify dales statements and fallacious
reasoning.
28
Assessment Plan
Objective Number
able to evaluate
arguments and claims in
a text assessing
whether or not the
reasoning is valid.
able to identify false
statements and
fallacious reasoning.
Type of
Assessment
Description of
Assessment
Formative
Trial Scene
Worksheet/
Persuasive Appeals
Notes
Formative
Trial Scene
Worksheet/
Persuasive Appeals
Notes
Depth of
Knowledge
Level
Bloom: #6
Evaluation
Adaptations
and/or
Accommodations
Helpful
cueing/prompting/
redirection to
students that need
refocusing
Bloom: #3
Application
Move/ Allow
students to work in
the groups at their
table to help

Computer with internet access, Persuasive appeals Notes/Worksheets (linked on website below),
Google Forms for quizzes and evaluations, TKAM movie, YouTube videos, projector
Procedures
Activities
(15 minutes)

previous classes.
29

day.
Discuss
how
students
use
persuasion in their day-to-day life. (Pass
out persuasion notes)
I will model and bring up an idea of how I

use persuasion for an example.
Notes/Discussion30 minutes
4. Have students read PowerPoint and I will continue to circulate the room to
take notes. As we move from slide to make sure everyone is on task and
slide, discuss with students the concepts focused.
of ethical, logical, and emotional
appeals. Have students share ideas with
table partners and with the class.
YouTube identification- 15 minutes
5. Play YouTube video > ask students to
jot down ideas of their thoughts which
appeals were used in the video > ask
them to share with table partner > share
with the class. Do this for each video.
Clarify
as
appropriate
based
on
students who look unfocused.
on task and working
Trial Analysis (time left: between1530 minutes)

6. Set up the movie reviewing back
story and what we watched last class.

need it.
7. Have students watch Heck Tates

statements

8. Have them summarize argument and

look at persuasive appeals (Repeat
steps 6-8 for Bob Ewell, Mayella Ewell,
and Tom Robinson)
Closure-- 5 minutes
30
31
Lesson Plan 6:

Cycle: __________
Lesson Title: Analytical Essay
Context
Students will write informative texts that examine complex ideas and analysis of content.
in class looking at Harper Lees motivation for writing the novel, the use of the N-word as noted in
Chapter 9, and many comprehension activities to keep students accountable for reading.
Lesson Objective(s)
2. After completing the lesson, students will write informative texts that examine complex ideas and
analysis of content.
Connections
objective summary of the text
CC. WR. 9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis of
content.
32
Assessment Plan
Type of
Assessment
Description of
Assessment

gather evidence to
that are developed
throughout TKAM.
Summative
Evidence Gathering

write informative texts
that examine complex
ideas and analysis of
content.
Summative
Analytical Essay
Objective Number
Depth of
Knowledge
Level
Bloom: #4
Analysis
Adaptations
and/or
Accommodations
Helpful
cueing/prompting/
redirection to
students that need
refocusing
Bloom #6:
Evaluation
Give extra time for

those who lose
focus, give handout
with larger font to
student with visual
impairment

Computer with internet access, projector, computer/mobile lab
-- Writing Rubric
Procedures
Activities
can begin SSR (20 minutes).

previous classes.
Writers Notebook10 minutes

3. Have students look through their Set timer for class to ensure everyone is
reading questions for similar theme on task and working
statements they have been keeping up
with in the reading.
33
4. Have students share what they

believe an over arching theme of the
novel would be.
Give feedback to students as theyre

giving their examples.
5. Begin student pre-writing exercises for

summative analytical essay. Discuss
similar themes and give students rubric
so they can see what is expected of
them (20 minutes).
Writing- 25 minutes
7. Have students use a computer to
begin typing their first draft of their
essay.
8. Ask students to revisit their ideas
about integrating quotes, so they are
able to refer back to notes about the
proper way to cite evidence.
9. Allow students time to type the
beginning
of
their
summative
assignment. This assignment stretches
until the book is finished, but it will be
work in progress until the final draft is
turned in.
Closure-- 5 minutes
Continue expanding on theme analysis
as well as Chapter 20 and 21 reading
questions.
Move about the room to make sure

everyone is typing and working on their
theme ideas throughout the novel.
34
35
Lesson Summaries
Before the To Kill a Mockingbird unit, students will have a unit focused on short
stories. This leads into a novel, so there is an obvious progression between the
units, which leads into poetry. This spans a wide range of content and literacy skills
that students need as freshman in high school.
One of the assignments in the short story unit, is to read many short stories and
complete plot diagrams. These plot diagrams help outline exposition, characters,
conflict, plot, rising action, falling action, and resolution. By diagramming these
elements, students will have the skills needed to identify and analyze the use of this
kind of story arc in TKAM.
Another assignment students will complete will be their theme comparison between
the poem The Man He Killed and the short story The Sniper. Students will
complete a Venn diagram about the two works, and compare them writing a theme
statement citing evidence from both works. In doing this, students will have practice
writing themes as well as comparing works, which progresses into identifying major
themes and comparisons in TKAM.
Students will write a narrative piece continuing the story of The Lady, or the
Tiger? This story ends in a cliffhanger and students must employ proper mechanics
of writing as well as the elements of a story. Completing this assignment, complete
with first and second drafts, peer reviews, and a final draft students work toward
mastery in their writing content standards. Students also have insight to writing
these kinds of narrative pieces that help them progress into the TKAM narrative
novel.
With the TKAM unit sandwiched in between a unit about short stories and a unit
about poetry, students are able to have a wide range of literacy and content
knowledge that spans over the entire year.
The unit after To Kill a Mockingbird is Romeo and Juliet. When first beginning the
unit, students will learn the basics and fundamentals of poetry. Structured very
similar to the other two units in fall semester, students will first learn about
Shakespeare by completing a formative web adventure assignment similar to the
beginning of TKAM. This will allow students to learn the history behind the play,
what was happening during that period of time, as well as that culture and that side
of the world. This unit also employs the collaborative discussion standard, which
students will continue using with their group work and individual assignments.
Students will also continue their reading informational core content standard
because (like in TKAM unit), students will employ outside resources to note how
Romeo and Juliet is still relevant today, similar to their summative unit assessment
in TKAM. Students will go through the writing process independently, then with their
peers, and then independently for a final draft. This formative writing process will
36
continue to help students with their informative type of writing they began at the
beginning of the school year.
Students will also engage in similar narrative writing skills to their short story unit.
Students will rewrite the ending of the play from either Romeo or Juliets perspective
in the way they wouldve liked to see it end. If they enjoyed the scene as is, then
they could expand on that moment from the families perspective, but they had to
pick either the Montagues or Capulets. This will engage their peer editing skills,
Standard English conventions of writing, and their writing of imagined experiences
focusing on setting, characterization, and the implementation of dialogue.

To Kill A Mockingbird English 9 Grade: Advanced Freshman English Monica Cole October-November Unit

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1

CONTEXTUAL FACTORS DATA TABLE

Implications of Contextual Factors

Kentucky Core Standards

Students will identify persuasive appeals and fallacious reasoning.

Kentucky Core Academic Standards

Communication with Students, Parent/Caregivers, and Colleagues

Unit Planning Map

Date: 10- 28/29- 2014

# of IEP Students: __0___

Age/Grade Level: ___9___

# of GSSP Students ____ # of LEP Students: _______

Major Content: _____________

Lesson Title: N-Word/ Discussion Groups

2. After completing the

Resources, media and technology

I will prompt students to read, as well as

I will begin by introducing characters and

Discussion Groups30 minutes

6. Have groups share

N-word Analysis30 minutes

Offer movement breaks for those who

12. Have conversation with students

Offer helpful suggestions to students

Circulate among all the tables to make

Date: October 30/31, 2014

# of IEP Students: __0___

Age/Grade Level: ___9___

# of GSSP Students ____ # of LEP Students: _______

Major Content: _____________

Lesson Title: ACE Paragraph Evidence Finding

Resources, media and technology

I will prompt students to read, as well as

Independent Work15 minutes

7. With teacher-led instruction, we will

8. Place a piece of large white paper at

Offer helpful suggestions to students

Date: November 3/5, 2014

# of IEP Students: __0___

Age/Grade Level: ___9___

# of GSSP Students ____ # of LEP Students: _______

Major Content: _____________

Lesson Title: ACE Paragraph/ Citation Practice

1.After completing the

2. After completing the

Give extra time for

Resources, media and technology

I will prompt students to read, as well as

Clarify proper introductions and give

ACE Paragraph30 minutes

9. Go over the rubric for ACE model and

Offer movement breaks for those who

Date: November 6/7, 2014

# of IEP Students: __0___

Age/Grade Level: ___9___

# of GSSP Students ____ # of LEP Students: _______

Major Content: _____________

Lesson Title: Scene Analysis/ Discussion Groups

Lynch Mob Analysis

Resources, media and technology

I will prompt students to read, as well as

Activating Prior Knowledge5 minutes

# of IEP Students: 0_

Age/Grade Level: _9_

# of GSSP Students # of LEP Students: ___

# of IEP Students: 0_

Age/Grade Level: _9_

# of GSSP Students # of LEP Students: ___

# of IEP Students: 0_

Age/Grade Level: _9_

# of GSSP Students # of LEP Students: ___

# of IEP Students: 0_

Age/Grade Level: _9_

# of GSSP Students # of LEP Students: ___

# of IEP Students: 0_

Age/Grade Level: _9

# of GSSP Students # of LEP Students: ___

# of IEP Students: 0_

Age/Grade Level: _9_

# of GSSP Students # of LEP Students: ___