Lesson Plan 2

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Date 4/10/14 ________9________ Cole Campbell Subject/ Topic/ Theme To Kill a Mockingbird Grade
I. Objectives How does this lesson connect to the unit plan?

This lesson will allow students to recreate the setting of To Kill a Mockingbird based on their own knowledge of the story.
Learners will be able to:

Create a setting based on textual evidence Use technology to express their creativity
cognitiveR U Ap An E C*
physical development
socioemotional
U AP C
Common Core standards (or GLCEs if not available in Common Core) addressed: 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.
(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 should be familiar with To Kill a Mockingbird and its setting. St udents should be able to use their laptops to search for and create materials to add to the project.
Pre-assessment (for learning): Students will be asked what they recall about the details of the setting. Formative (for learning): Students will envision what the town of Maycomb looks like in relation to the Finch house. Formative (as learning): Students will use quotes from the book to support their creation of the setting. Summative (of learning): Students can compare their models of the town, seeing what unanimously
Outline assessment activities (applicable to this lesson)
made it to the models and what was left off.

Provide Multiple Means of Representation Provide options for perceptionStudents are allowed to be as creative as they want with the setting as long as there are some connections with the book. Provide Multiple Means of Action and Expression Provide options for physical actionstudents can put their creations on the wall. Provide Multiple Means of Engagement Provide options for recruiting interest- Students are allowed to be as creative as they want with the setting as long as there are some connections with the book.
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- students use any image, form, or symbol to represent a location in the town.
Provide options for expression and communication- Students are allowed to explore their creativity and create the model however they see fit.
Provide options for sustaining effort and persistence- Students will have their work on display, therefor they should want to make it presentable
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Provide options for comprehensionStudents will compare and contrast each others models, seeing what was important and what was not.
Provide options for executive functions- students will strive to finish within the hour or by the next day.
Provide options for self-regulationBecause students will be displaying their models, they should strive to be creative and make their models presentable.
Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?
Students should have their model sheets, a copy of To Kill a Mockingbird, construction paper, scissors, markers, crayons, colored pencils, and a chromebook.
There is no specific setup required, as long as students have direct access to the materials required. How will your classroom be set up for this lesson?
III. The Plan Time Components Motivation (opening/ introduction/ engagement) Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Introduce the assignment, hand out the model The students will listen to the instructions, and sheet, and explain they are to fill out the sheet with begin working on the assignment. the most important locations in Maycomb. Direct the students to all the materials that are needed. Encourage them to print off anything from the internet that the want to use. The teacher will go around the room, monitoring students progress, and assisting the students when they have question. The students will be working on their projects, using all of the materials provided.
7 min
35 min
Development (the largest component or main body of the lesson)
9 min
Closure (conclusion, culmination, wrap-up)
The teacher will lead a discussion in comparing the models, emphasizing all of the important locations.
The students will see the important landmarks in Maycomb, and make the distinction between important and unimportant landmarks.
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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.) For this lesson, I wanted my students to explore the setting of To Kill a Mockingbird. I want my students to explore the settings, create a picture of the setting, and determine what is and isnt essential to the story. This lesson allows student s to build their own model of the setting how they envision it, and they get to utilize materials such as markers, crayons, and construction paper. They are also encouraged to use their chromebooks to find images representative of the locations.
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Lesson Planning Form for Accessible Instruction Calvin College Education Program

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

Learners will be able to:

II. Before you start Identify prerequisite knowledge and skills.

Outline assessment activities (applicable to this lesson)

made it to the models and what was left off.

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

Closure (conclusion, culmination, wrap-up)

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