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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 4/21/14 _____9___________ Cole Campbell Subject/ Topic/ Theme To Kill a Mockingbird Grade

I. Objectives How does this lesson connect to the unit plan?


The students will immerse themselves within the story by acting out its climax.

Learners will be able to:


Recreate one of the most enduring scenes in literature and film Translate the passage in to a more modern dialect Add their own, potentially fun spin on the scene Summarize the climax of the novel Visualize the social problems of the 1930s

cognitiveR U Ap An E C*

physical development

socioemotional

R U C

Common Core standards (or GLCEs if not available in Common Core) addressed: CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills.

Students must be familiar with the scene they are recreating. They must also be aware of the room and its restraints.
Pre-assessment (for learning): Ask the students to summarize the climactic final court scene of To Kill a Mockingbird

Outline assessment activities (applicable to this lesson)

Formative (for learning): Students will recreate the scene/passage in a more version. Formative (as learning): Students will update the dialect to fit a more contemporary retelling. Summative (of learning): Students will perform their recreation in front of the class. Provide Multiple Means of Representation Provide options for perception- The students have free range to recreate the scene however they see fit, so long as the main point of the scene stays intact. Provide Multiple Means of Action and Expression Provide options for physical actionThe students will be physically acting out the scene/passage Provide Multiple Means of Engagement Provide options for recruiting interest- The students will get to display their own interpretations in front of their classmates.

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

Provide options for language, mathematical expressions, and symbols- The students will be asked to present the scene in a more modern dialect.

Provide options for expression and communication- the students can perform the scene strictly orally, but they can communicate their ideas however they wish.

Provide options for sustaining effort and persistence- This will be a group effort, so they must work together to create a fun, memorable recreation.

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Provide options for comprehensionThe students will be essentially summarizing the scene, but with a more relatable dialect.

Provide options for executive functions- the teacher will let the students know that this is a two day assignment, and the first day is all about planning.

Provide options for self-regulationthe students will have the opportunity to judge their performance in relation to their classmates performance

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

A copy of To Kill a Mockingbird for references, classroom chairs

The desks will be pulled farther back in the room in order to leave space to allow the students to perform. How will your classroom be set up for this lesson?

III. The Plan Time 10 min Components Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. The teacher will explain the assignment, and break The students will assign each other roles within the the students into groups of 5. group.

Motivation (opening/ introduction/ engagement)

Rest of the period Development (the largest component or main body of the lesson)

The teacher will assist students in translation of vocabulary and word choice.

The students will translate the passage into a more modern dialect, while recreating the passage with their own twist.

Closure (conclusion, culmination, wrap-up)

The teacher will evaluate the students performance when they perform their passage on the next day.

The students will perform their completed recreation on the next day.

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Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.) This lesson plan was my favorite to prepare. The idea of getting my students to dive into the literature by recreating and reimagining it. I wrote this plan hoping that my students add their own 21 st century touch to this book, summarizing it in a more relevant fashion while using their creativity to make the story their own. Overall, I just wanted my students to enjoy themselves as they immersed themselves in the book.

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