Bulldog Lesson Plan

Your Name: Kylie Bruner

School: Onsted Schools
Date/Time: October 12, 2020 - 8:00 am
Cooperating Teacher: Paula Kious
Grade: 11th Grade
Subject: High School English

Lesson Description/Topic: “To Kill a Mockingbird” Chapters 19-20

Unit Plan: “To Kill a Mockingbird”
Driving/Essential Question: What other information can we gather about the
trial from these two chapters? What opinions are we beginning to form after
reading?
Theme/Title: “To Kill a Mockingbird” Chapters 19-20

Standards/Benchmarks: Analyze a case in which grasping point of

view requires distinguishing what is directly stated in a text from what is
really meant (e.g., satire, sarcasm, irony, or understatement).

Student Learning Objective/Outcome:Through these learning

activities, the learner will demonstrate the ability to: Form an informed
opinion about themes and topics in this book, by gathering information and
assessing it carefully.

Instructional Activities

Introduction-(time: ~10 minutes)

Engagement/ Activating Prior Knowledge: Discuss the answers to the
quiz, which deals with prior events in the book.

Anticipatory set- (time: ~5 minutes)

 Exploration: Discuss #8 on the quiz: Based on the testimonies so far,
do you think that Tom Robinson is guilty, and why?

Essential Question(s)- What other information can we gather about the trial
from these two chapters? What opinions are we beginning to form after
reading?

Building Inquiry Skills- Which way do you believe the jury to be leaning at
this time?

Instructional Activities/Providing Information: (time: ~20 minutes)

Modeling: N/A

Guided Practice: Begin reading chapter 19, as a class.

Independent Practice: Students will finish the reading on their own.

Explanation: N/A

Interdisciplinary Approaches:

Accommodations for differentiated instruction for:

Resource Students: Students were given extra help from Mrs. Klotz on the
quiz, and have gone over possible answers with her. They should be up to
speed on the answers for the quiz, and can participate in the discussion
afterwards.
ESL students: Students were given extra help from Mrs. Klotz on the quiz,
and have gone over possible answers with her. They should be up to speed
on the answers for the quiz, and can participate in the discussion afterwards.
They also follow along in their books as I am reading out loud, so they can
hear and see the words.

Gifted Students: Call on them to help guide the discussion. Exp: “What did
you put for #8 and why?”

Assessment/Evaluation:

Formative Assessments: Ask key questions during the reading, and look for
student response.

Summative Assessment (if any): Unit Test

Conclusion/Closure: Ask them to make a prediction about how

the trial ends.