Title of Lesson: Mockingbird: Opening the Chest

Purpose/Rationale: The purpose of this lesson is to exemplify students creative and artistic
skills by connecting symbols from the text to the opening activity. Students are reading
Mockingbird by Kathryn Erskine, a realistic fiction novel that addresses the topic of intellectual
and developmental disabilities from the perspective of the main character, Caitlin, who has
Asperger's syndrome. This novel has a lexile measure of 630L or grade level equivalent to 3.5
but has complex themes of death, grief, loss, family life and overcoming challenges. This novel
is a unique and dynamic way for students to relate to Caitlyns character as well as developing a
sense of compassion and understanding for students who are faced with these challenges on a
daily basis.
Why you are doing this lesson: Students will make text-to-self connections by identifying the
importance of certain symbols in the novel, more specifically the chest, and how/why this
symbol is representative of Devan (older brother who passed away) and Caitlins relationship.
Students will create their own chest that is representative of their relationship with their sibling
or any person that is close to them. Students will illustrate items or concepts that they would
include in their chest and explain their significance. Not only does this activity provide an artistic
outlet, but also prompts discussion for issues presented in the novel like loss and overcoming
obstacles.
Why the timing is appropriate:
This is a during reading activity. Students are about complete with the reading. The chest has
been a vital part in understanding the family dynamic. This activity will serve as a
comprehension check as well as a means students to illustrate a form of literary analysis.
What the rest of the plan for the day is, briefly:
Students will use the full time allotted for the anticipatory set. Teacher will allow more time if
deemed necessary. Students will voluntarily share their artwork and briefly explain what they
chose to illustrate. After students complete their opening activity, teacher will section students
into groups of 3 to 4 and assign each group a discussion question. Students will discuss amongst
each other and proceed to share their thoughts with the rest of the class.
Florida Standards:
LAFS.6.RI.1.3 Analyze in detail how a key individual, event, or idea is
introduced, illustrated, and elaborated in a text (e.g., through examples or
anecdotes).
LAFS.6.RI.3.7 Integrate information presented in different media or
formats (e.g., visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.

 LAFS.6.SL.1.1 Engage effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics,
texts, and issues, building on others ideas and expressing their own clearly.
Objectives:
SWBAT illustrate their understanding of symbols in text
SWBAT identify the importance of the two characters relationship
SWBAT discuss questions amongst their small groups
Materials:

Construction paper
Markers
A copy of Mockingbird
Scissors
Tape/Glue

Anticipatory Set:
Students will look to the front of the classroom for the S.O.C.K. (Start of class kicks) listed on
the dry erase board. The directions will list Mockingbird: Opening the Chest. In what ways is
Devons unfinished chest symbolic of the loss of Devon? How has it has impacted the rest of
Caitlins family? Although her father has covered the chest with a sheet, why do you think he
chooses to keep it in their home? Think about these questions for a moment. Each student will
individually create their own chest that is representative of their sibling or a close loved one. If
you would like to create a chest for Devon, you may do so. Be creative. Try to think of items or
symbols that are important to you and that persons relationship and include them in your chest.
The materials are located in the back of the classroom.
Teaching Strategy/Procedures Activity:
Time:

Student is doing:

Teacher is doing:

2 minutes

Brainstorming: Students will use this

time to think about the questions
listed on the board. They will
contemplate questions like In what
ways is Devons unfinished chest
symbolic of the loss of Devon?
Students will use this portion of the
activity to kick start their ideas for
their illustration as well as making

Teacher is presented the opening

activity. Teacher is reminding
students to think about the listed
questions before beginning
activity. Teacher will ask any
questions students have regarding
the activity. Teacher will provide
context clues like Think about
the chest and how its always in

connections with the text to their

personal lives.

the dark corner, covered with a

sheet. How does that make you
feel about the chest?

11
minutes

Opening Activity:
Students will begin working on their
chest. Students will work individually.
For example, students will retrieve a
chest cutout and then proceed to draw
or cut-out items they would include in
the chest. Sarah decides to make a
chest for her little brother, so she
chooses the blue chest and starts to
cut out a baseball to put in it.

Teacher will have pre-made

cutouts of the chest in multiple
colors. Teacher will provide an
example of her own chest and
why she choose the items to go in
it. Teacher will assure that
students are sharing the supplies
and are addressing the activity
appropriately.

2 minutes

Sharing: Students will use this time

to voluntarily share their chest
amongst their classmates. For
instance, Sarah will go to the front of
the classroom and say I choose my
little brother for this activity. He
really loves baseball and I love going
to his games. Etc.

Teacher will asks students if they

would like to share. Teacher will
listen as each students presents to
ensure comprehension within the
activity.

Summary/Closure:
After students complete their chest, share their illustrations and discuss in their small groups,
they will be prompted to retrieve a blank note card for their homework assignment. Teacher will
briefly explain the guidelines for the homework and any questions before dismissing class.
Assessment:
Formal: None.
Informal: Chest activity. This activity will gauge student comprehension of
important elements in the text, like the chest, and how the student demonstrates text-toself connections through the use of visual presentations.
Homework/Follow-Up Assignment:
Teacher will provide students with a blank note card. Teacher will ask students to Research an
intellectual or mental disability you are unfamiliar with. Write 2 to 3 characteristics of this
disability and then research an organization that addresses and supports this disability. You will
get into small groups at the beginning of class and swap note cards. This assignment will raise
student awareness of different disabilities as well as using outside resources to draw connections
to the text.

Accommodations/Adaptations:
1. Gifted Student: Teacher will give gifted student extra time to finish her chest if necessary.
Teacher will assure that student is comfortable with assignment and does not have high anxiety.
Teacher will praise student illustration to ensure high self-confidence in student work.
2. Student with ADHD: Teacher will spend extra time reviewing chest activity with student.
Teacher will also give student a break between opening activity and discussion to focus their
attention. Teacher will allow student to use electronic device to create their own chest on
Inspiration.
3. Student with ADHD/OCD/Anxiety: Teacher will frequently check-in on student during the
opening activity to prompt student to return to task or provide additional assistance considering
the activity is not very structured. Teacher will allow student to use electronic device to create
their own chest on Inspiration.
4. ELLs: Teacher will make sure students are not struggling with opening activity by
periodically checking in and asking Think about how much the author discusses the chest. In
what ways is it symbolic of the familys relationship? As well as providing an example for chest
activity and homework assignment.
Attachments/Appendices:
See attachment A
Plan B:
Teacher will provide students with extra time on the opening activity if deemed necessary.
Teacher will give students time in the following days class to finish their chest if necessary.
Teacher will provide more in depth discussion questions if the opening activity needs to be
extended. Teacher will provide student with a graphic organizer that identifies symbols in the
text if students seem uninterested with the activity.

Attachment A
Teacher will provide cut-outs that are similar to this. Students will draw or create objects to put
into their chest. This is just a rough draft of what it should resemble.