Ferris State School of Education

Lesson Plan Format

Name: Jill Moyer Date: April 14, 2020

Curriculum/Course: ELA Books and Movies elective Grade level: 11
Materials: power point, pen/pencil, worksheet,
Time/Period: 3rd hour
chromebook,
Standards: List the state or national standards that you are using in this unit/lesson. This section also includes technology
standards.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; RL 11 1-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or
drama; RL 11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is diredtly stated in a text from
what is really meant.
Objectives (I can statement):
 After reading To Kill a Mockingbird, students will be able to identify at least 3 meanings behind the
symbolism of mockingbirds.
 Students will identify two characters, and give examples, as to why the characters are considered
mockingbirds.
Assessment (Formative, Summative): (ie. thumbs up/down, exit ticket, quiz, chapter test, rubric (attach if appropriate), etc.)
Formative: I will ask the students what is a metaphor and what is symbolism? I will ask students to provide some
examples of metaphors and symbolism.

Summative: The students will fill out an exit ticket at the end of class stating which two characters are like a
mockingbird and give 3 reasons why they are like a mockingbird.
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, questions you will ask)
(3 Minutes) Using think, pair, and share, I will ask the students to talk with a neighbor to see what they think a
mockingbird means and why?
(7 Minutes) Discuss what the students think, paired, and shared with each other.

Steps in the lesson:

1. (5 minutes) Journal – What animal would best represent you? What characteristics would be the same
between you and the animal? (example Lion = courage; fox = sly; Eagle = bold)
2. (3 Minutes) Using think, pair, and share, I will ask the students to talk with a neighbor to see what they
think a mockingbird means and why?
3. (7 Minutes) Discuss what the students think, paired, and shared with each other.
4. (5 Minutes) Show power point presentation about the Mockingbird is a symbol of innocence. The
presentation would include 6-7 different characteristics to describe the Mockingbird.
5. (20 Minutes) In groups or individually, students will compare characteristics of the mockingbird and state
how they compare to Boo Radley and Tom Robinson using passages from the novel.
6. (10 Minutes) The students will share passages from the book where Boo Radley and Tom Robinson are
portrayed as a mockingbird.
7. (5 Minutes) Students will fill out an exit ticket at the end of class stating which two characters are like a
mockingbird and give 3 reasons why they are like a mockingbird.
Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals of the lesson.
 As a recap, I would remind students what metaphors and symbolisms are and how they are used in literature to help
identify and give deeper meaning to characters. As they leave class, I will have them hand in their exit tickets so I
have an understanding of which students understand why Boo Radley and Tom Robinson are considered
mockingbirds in the story.
Extension Activities:

For students who want additional study about metaphors and symbolism in literature I would have the student look
at different literary works who use birds symbolically, such as Edgar Allen Poe’s The Raven, Maya Angelou’s I know
Why The Cage Bird Sings, James Hurst’s The Scarlet Ibis, or Hans Christian Andersen’s The Nightingale and see why
those particular birds were used in those stories.
I would also have the students locate other metaphors used in To Kill A Mockingbird, such as in chapter 3 “until you
climb into his skin and walk around it in,” or in chapter 11 “courage is a man with a gun in his hand.” The students
can write the passage down and examine what the write is trying to say using the metaphor.

Accommodation /Modification:
Specific Student/Group

For students who are struggling with the concept, I would have worksheet in three columns. Column 1 would have
Boo Radley’s name; Column 2 would have pre-written characteristics of a mockingbird, along with examples from
the story; Column 3 would have Tom Robinson’s name. The student would have to draw lines from the middle
column to either Boo Radley or Tom Robinson.
Differentiation:

What will I differentiate? Content Process Product Environment

Explain:
Students can listen to different parts of the story through audio or my reading passages from the texts. Working in
groups can assist students in finding certain passages from the story.

How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Explain:
By using a thumbs up/ thumbs down to make sure students are aware of metaphors and symbolism before the
lesson. I can pair those who are struggling with those who have mastered the concept.

Diversity: I would add the assignment to google classroom so students can have access to the assignment at home.
Technology:

Powerpoint, audio (maybe) on internet

Reflection/Teacher Notes: