Molloy College

Division of Education

Lesson Plan

Student: Graceann Giordano Professor: Professor Moroney Course: EDU527

Date: July 31, 2018 Grade: 8th

Topic: To Kill a Mockingbird and The Civil Rights Movement

Content Area: English

INSTRUCTIONAL OBJECTIVES (s) ​(Lesson Objective(s)*)

After reading chapter 25 of T​o Kill a Mockingbird​, students will be able to identify main
characters throughout the book. With this knowledge students will be able to understand
characterization and how the civil rights movement had an effect on some of the main
characters in the novel. They will prove their knowledge of this material by participating in a
group project, each group will be assigned a character to present on. They will come up with a
google slides or prezi that analyzes their character throughout the novel. The presentation will
be graded based on a rubric presented to the students. In this assignment students will prove
their knowledge of the characters throughout the novel, in detail and describing their characters
reaction to one major event in the novel. The students will present to their peers to get a deeper
understanding of all the characters.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

Reading Literature; Key Ideas and Details (​RL.8.2)

Determine a theme or central idea of a text and analyze its development over the course of the
text, including its relationship to the characters, setting, and plot; provide an objective summary
of the text.
Indicator:​ Students summarize their analysis of their assigned characters within their
presentation.
Writing; Key Ideas and Details (W.8.6.)
Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate with
others.

Indicator:​ Students will be using either google slides or prezi to present their assigned
characters to the class. Students will use these presentation to fill out a worksheet including all
of the assigned characters and using points from each groups presentation to fill it out.

ISTE NETS Standards:

1. Creativity and innovation Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression

Indicator: ​ The Students will work using technological tools such as google docs or
websites such as prezi to analyze the character they were assigned from ​To Kill a Mockingbird.
They students will upload their work digitally using google classroom and present their projects
to the class.

INSTRUCTIONAL RESOURCES

​ y Harper Lee
-​To Kill a Mockingbird b
-Computer access with internet connection
-Google docs or prezi and google classroom
-Pen and paper
-Graphic Organizer
-Smartboard

MOTIVATION

The Students will watch a scene from the movie To Kill a Mockingbird that can help them guide
them into discussion about the characterization of Atticus and Bob Ewell.
https://www.youtube.com/watch?v=guMVb47aD-k

DEVELOPMENTAL PROCEDURES
1. As a class the students will start to discuss different characters in the book and the roles
they play. Once they come up with a few characters break into cooperative learning
groups, each group being assigned one character.
 2. Takes notes on their character, using sufficient evidence from the text to backup their
claims.
3. Students will actively work together in groups to create a digital presentation, as outlined
in the rubric, describing in detail their characters, significance in the story and one major
event in the book and how it changed/didn’t change the character.
4. To close the lesson students will begin giving presentations to their classmates while
filling out a characterization graphic organizer for later use.

INSTRUCTIONAL STRATEGIES
● Group discussion: introducing the idea of characterization and their ideas of two very
different characters within the novel.
● Cooperative learning: Students will be working together in groups to present their
knowledge of a character they have been assigned in detail. The students will work
together using online application via the computer.

ADAPTATIONS
Laptops will be used for students with trouble with handwriting.
The English Language Learner will have video clips, translators and digital representation
throughout the lesson.
The groups will chosen in advance and will have students with various needs spread
throughout.

DIFFERENTIATION OF INSTRUCTION

The differentiation will include class discussion introducing the topic. I will provide an example
presentation for students to refer to throughout creating their own. Cooperative learning groups
can also give students assistance when getting into the final stages of the presentation.

ASSESSMENT
-The graphic organizer will be collected at the end of the presentations.
-Students will be able to assess their own groups and how they worked together post
presentation.
-Students will be able to grade their peers presentation on a 1-10 scale, using comments.
 INDEPENDENT PRACTICE
Following the lesson students will create a journal entry in the point of view of themselves living
in Maycomb, Alabama in the 1930’s during The Great Depression.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention

To re-engage my students I would have the students gather a paragraph from the text that the
author using great detail to describe one of the characters. Then, I would have the students who
are most artistically driven draw the character, using textual evidence to back up details of their
drawing.

Academic Enrichment
For students who need more of a challenge to my lesson, I would have them use their
knowledge of characterization in their independent reading. They would have to pick out a
character and compose a journal entry in that character's point of view.
 REFERENCES

Lee, Harper. ( 2006). To kill a mockingbird. New York :Harper Perennial Modern Classics,