Professional Documents
Culture Documents
Schedule:
10 Minutes: Silent Reading
Conference or read with students
8 Minutes: Instruction
Students will be choosing whether to make a Meet the Author slide or a Visit the Place slide
They will use their laptops to conduct research and use their book to connect this research to the novel
Meet the Author requirements:
Picture of the author
Biography details (when and where born, how long she lived, ect)
Personal details (dive into portrait of author as family or community member)
Quote from the author
Visit the Place requirements:
Picture of the place
Physical context (what is the place like? Climate, physical features, plant/animal life)
Historical context (what were the people inhabiting this place like at the time? What historical movements
were taking place?)
10 Minutes: Presentations
Students will get with partners who had the alternative type of poster and present their research findings
5 Minutes: Reflection and Homework
In Interactive Notebook: How will one thing you learned through your research impact how you read
TKM?
Day 7
10/11- Musical Connections
Objectives:
I can
Analyze music as text
Connect themes that I find in music with themes that I find in literature
Participate thoughtfully in a discussion on music as text
Common Core Standards:
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Schedule:
10 Minutes: Silent Reading
Conference or read with students
8 Minutes: Introduction to Music as Text
Quick introduction to the value of music as text historically (example: 1960s anti-war music)
Musical lyrics as poetry
Model graphic organizer for students to copy into Interactive Notebook
Lyrics/Theme in Song
Connection to TKM
In between each song, ask for volunteers to share what connections they wrote in their graphic organizer
5 Minutes: Homework
Students must bring in the printed lyrics for a song they can connect to the themes/ideas in TKM
We will share these songs in class- be prepared to discuss your choice and have a sample of the song in
mind to play
Continue reading
* Modified Lesson- Day 7
Fire Drill- 15 Minutes gone from class time
10/11- Musical Connections
Objectives:
I can
Analyze music as text
Connect themes that I find in music with themes that I find in literature
Participate thoughtfully in a discussion on music as text
Common Core Standards:
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Schedule:
10 Minutes: Silent Reading
Conference or read with students
8 Minutes: Introduction to Music as Text
Quick introduction to the value of music as text historically (example: 1960s anti-war music)
Musical lyrics as poetry
Model graphic organizer for students to copy into Interactive Notebook
Lyrics/Theme in Song
Connection to TKM
5 Minutes: Homework
Students must bring in the printed lyrics for a song they can connect to the themes/ideas in TKM
We will share these songs in class- be prepared to discuss your choice and have a sample of the song in
mind to play
Continue reading
Day 8
Understanding By Design Unit Template
10/12
Title of Unit
Curriculum Area
Developed By
Empathy
English
Grade Level
Time Frame
Amanda Nickless
Identify Desired Results (Stage 1)
Content Standards
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn fr
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how
refined by specific details; provide an objective summary of the text
Understandings
Overarching Understanding
Music can be analyzed as text
Texts can be thematically compared to achieve greater understanding
Related Misconceptions
Essential Que
Overarching
How can we connect with others
through literature?
Knowledge
Students will know
Skills
Students will be
Goal
Role
Audience
Situation
Product/Performance
Standards
Other Evidence
Students will be expected to hand in:
- A copy of their lyrics
- Two column notes on the other students songs (see previous lesson for two column format) *This will go in
Learning Plan (Stage 3)
Where are your students headed? Where have they been?
How will you make sure the students know where they are
going?
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision
and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
Day 9
Madeline Hunters Lesson Plan Format
Coat of Arms (Smag. p. 37)
Total Time: 53 Minutes
Class & Unit: 9th Grade Honors ELA
Unit: Empathy: How can literature help us connect to others?
Materials/Resources:
To Kill A Mockingbird
Small Poster Board
Colored Pencils/Crayons
Laptop/Internet to get to symbol guide: https://www.fleurdelis.com/symbolism.htm
1. Anticipatory Set (10 Minutes):
Warm up:
1. In their Interactive Notebooks, have students write two words or phrases that describe the Finch
family, and then pull one quotation from the text that describes one of their characteristics
2. Students share with a partner
3. Write The Finch Family on the board, have each partnership write one of their words, phrases
or quotes on the board around it
2. Objective/Purpose:
Goals:
Students will be able to identify key values and beliefs of the Finch family.
Students will be able to put these key values and beliefs into symbols and arrange them on a coat of arms.
Students will be able to support their choices with textual evidence.
Standards:
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.
3. Instructional Input (8 Minutes):
1. Show students a couple of examples of a coat of arms
* Harry Potter!
2. Describe the significance of a coat of arms
https://www.britannica.com/topic/coat-of-arms
Every choice is intentional: position, symbol and color all have meaning
4. Modeling (8 Minutes):
On the projector, I make a sample coat of arms with my students for a different character in To Kill A
Mockingbird
I will pick Boo Radley
I will pull up the symbols on the projector and have students pick the ones they believe represent him
5. Checking for Understanding:
Ask for questions and then have students share directions with their neighbor.
6. Guided Practice (20 Minutes):
Students will create their own coat of arms for the Finch family. They will each need:
1. Four different symbols, one for each quarter of the coat of arms
2. At least four different colors for the background of the shield
7. Independent Practice (5 Minutes):
* continue for homework as needed
Students will write a reflection in their Interactive Notebook describing why they chose each symbol and
color and justifying their choices with at least two quotes from the novel.
*Question: Do I need to add a close into this lesson? I feel as though the independent practice doubles as
a closure activity. Could closure occur on a different day (i.e. what if students displayed their work?)
Day 10
Objectives:
I can
Think creatively and show it through my writing
Analyze film as text
Compare a film interpretation of To Kill A Mockingbird to the novel
Common Core Standards:
CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-LITERACY.RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is
emphasized or absent in each treatment (e.g., Auden's "Muse des Beaux Arts" and Breughel's Landscape
with the Fall of Icarus).
Schedule:
10 Minutes: Silent Reading Time
I conference or read with the students
5 Minutes: Prompt suggestion for Creative Writing Friday!
This week I utilize prompts from the website http://thinkwritten.com/365-creative-writing-prompts/:
(In my room, I plan on having a jar full of these prompts typed and cut out) - students can come pick from
the jar as many times as they want until they find a prompt that interests them
Students are also encouraged to simply write about whatever comes to mind
13 Minutes: Creative Writing Time!
I will write alongside the students
15 Minutes: Continue watching To Kill A Mockingbird
It can be found at: https://www.youtube.com/watch?v=PwB35WkFfKA
10 Minutes: Film as Text response in Interactive Notebook
Questions as reflection:
What additional differences between the movie and the novel have you noticed so far?
What do you think about the representation of the characters? Were you surprised?