L2+Jones,+Timothy

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Mr. Timothy B. Jones **Date of Lesson:** Lesson 2 (Self-Knowledge)
 * Grade Level:** 11 **Topic:** To Kill a Mockingbird

__**Objectives**__
 * Student will understand** that mystery characters and their influences on a book can be both positive and negative for the characters.
 * Student will know** a list of minor characters from other books and how they have had major impacts.
 * Student will be able to understand** how a minor character can have a major impact on the outcome of a story.

__Maine Learning Results Alignment__
Maine Learning Results: English Language Arts- A. Reading A2 Literary Texts Grades 9-Diploma //To Kill a Mockingbird// Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama and poetry, using excerpts from the text to defend their assertions. d. Evaluate the theme or themes, whether explicitly stated or implied in a literary text.

Students will be able to analyze minor characters within //To Kill a Mockingbird,// and present an argument as to how they affected the outcome of the book. Students will supplement these arguments with excerpts from the book. Students will also know the themes of the book that Boo Radley encompasses.
 * Rationale:**

__**Assessment**__
Students will be assessed on this project in a couple of different ways. Students will be broken up into discussion groups to talk about the minor characters in //To Kill a Mockingbird.// Throughout these group meetings, I will monitor the discussions and sit in with groups for short periods of time to make sure every student understands the material and the lesson. Students will meet with me on a few occasions to go over their brochure and students will also be required to fill out a daily log of work updating me on how much they have completed. Students will also be given ungraded questions throughout the readings about Boo Radley and his latest interactions with major characters. These questions will be recorded in the student's journal for me to go over later.
 * Formative (Assessment for Learning)**

Students will not be placed into groups for this project. Students will create a list of the pros and cons in regards to Jem and Scout being exposed and interacting with Boo Radley. After the lists are compiled, students will create a brochure via Microsoft that will state the pros and cons along with a short example from the book. Graphics will also be required within the brochure. Students will be given the option of drawing their own graphics into the brochure or finding picture off of the web. A citations page will be required for students who get their pictures off the internet. Students will be assessed using a rubric that I have created.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will use a Microsoft brochure program to base their project around. Content area: Mathematical/logical will be the first intelligence integrated into this project. Students will have to show an ability to design a brochure and how to properly place specific information and graphics. Artistic: Students will be given the option of drawing their graphics in free hand.

__Groupings__
Students will originally brainstorm activities on their own and record them in their journals. Students will then partner up with their winter partners from the seasonal partners chart. After discussing what they have brainstormed, the pairs will then get together with another group of two. (These groups will be appointed by me). The two pairs will share their findings together and elaborate on their information. This will effectively complete the think-pair-share activity. Individuals in the groups will not have specific roles, they will only be required to actively participate in the group, fill out their timeline of Boo Radley and record whatever information they feel will be necessary to the completion of their brochure.

__**Differentiated Instruction**__

 * Strategies**
 * Interpersonal:** Students will be asked on more than one occasion to group up with peers and discuss Boo Radley's actions and their brochures
 * Musical:** Students will be asked to listen to a variety of music on their own and select one they think best represents Boo Radley and his influences.
 * Visual:** Within their brochure, students will be given the option to do their graphics free hand.
 * Naturalistic:** Students will be taken outside into the woods a couple days in a row and find within a tree the same gifts that were given to Jem and Scout from Boo.
 * Mathematical:** Students will work on a timeline of events, chronicling Boo Radley's impacts on Jem and Scout.
 * Linguistic:** To reiterate to them what Boo Radley has done for Jem and Scout, the teacher will read to the students a few excerpts from //To Kill a Mockingbird// that exemplifies the type of person Boo Radley is.

All students prior to the lesson will select a classmate to be there absent buddy. When a student's buddy is absent, it will be there responsibility to fill in their buddy on any homework or readings due the next day. Students will also have a brief meeting with me when they are next in school to receive any handouts, notes or new literature that they must have.
 * Modifications/Accommodations**
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**

Product: Students will each create a brochure on Microsoft that exemplifies the pros and cons of Boo Radley interacting with Jem and Scout. This will give students a more in-depth look at Boo Radley and his impact on the book //To Kill a Mockingbird.//
 * Extensions**

__**Materials, Resources and Technology**__
Laptops with the Microsoft brochure function on it Enough copies of //To Kill a Mockingbird// for the entire class Art materials for students who wish to free hand their graphics A blown up version of a student sample brochure

__Source for Lesson Plan and Research__
[|Youtube tutorial of Microsoft brochure] This will be used to help students who have never used Microsoft brochure [|Wikipedia of To Kill Mockingbird] Students will use the Wikipedia to help further their understandings of the book [|Famous quotes from To Kill a Mockingbird] This will be shown to help get the students thinking about major parts of the book [|Youtube video with a song written about Boo Radley] This video will be shown to help students better understand Boo Radley [|Website with a quick overview of Boo Radley] This website will give the students a better idea of who Boo is

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** During this lesson, students will learn a large amount of information of //To Kill a Mockingbird// while simultaneously being exposed to many different learning styles. Students will be exposed to both self reflective journal writing time, and group discussion time on more than one occasion while completing this lesson. Groups will be required to complete a timeline of events while students in their individual time will be asked to create a fact/opinion graphic organizer. Students will also be exposed to many different aspects of how to create a brochure. Students will be allowed to use the web for their brochure, free hand draw their graphics for their brochure and will also be asked to find a piece of music that they think best describes Boo Radley. Students will also be shown a plethora of videos pertaining to both //To Kill a Mockingbird// and how to make a brochure. The videos will have graphics, lyrics and writing for students to analyze.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** Students will show me their understandings of the themes and characters of //To Kill a Mockingbird// through their ability to accurately discuss events and ideas in small groups and also by their ability to respond to my questions in their journals. Through observing and responding to students, I will know when to move onto the next portion of my lesson and when students need clarification on certain topics. The students will then apply their knowledge of the book into creating a Microsoft brochure showing the pros and cons of Boo Radley interacting with Jem and Scout. This will show a student's ability to analyze major themes and characters of a book and how they affect the book.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Interpersonal:** Students will be asked on more than one occasion to group up with peers and discuss Boo Radley's actions and their brochures
 * Musical:** Students will be asked to listen to a variety of music on their own and select one they think best represents Boo Radley and his influences.
 * Visual:** Within their brochure, students will be given the option to do their graphics free hand.
 * Naturalistic:** Students will be taken outside into the woods a couple days in a row and find within a tree the same gifts that were given to Jem and Scout from Boo.
 * Mathematical:** Students will work on a timeline of events, chronicling Boo Radley's impacts on Jem and Scout.
 * Linguistic:** To reiterate to them what Boo Radley has done for Jem and Scout, the teacher will read to the students a few excerpts from //To Kill a Mockingbird// that exemplifies the type of person Boo Radley is.

I use a multitude of different intelligences in this lesson. Students will have opportunities to go outside, listen to music, work by themselves and within a group. The brochure they create will be more interactive and engaging than just reading //To Kill a Mockingbird.// It will also help the students create a deeper understanding of the major themes and characters.

Rationale:** I will use student responses, graphic organizers and a timeline as my primary opportunities to assess students and alter my lessons. The student responses in the journals will give me an opportunity to see if the students are doing their nightly readings and understanding what is going on. The graphic organizer and timeline will give me a chance to see how deeply the student understands the information and how well they have followed the storyline. I will also use my observational skills to monitor student discussions and discover where students need more clarification. The students final assessment will come in the form of a brochure. The brochure will show the students understanding of how mystery characters can affect characters and major scenes of a book in a profound way.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
This lesson will give students a great opportunity to develop a better understanding of the major themes and characters in //To Kill a Mockingbird.// Through both classroom discussion and individual work, students will begin to form their own opinions on how minor characters can have a large impact on a book. Students will also begin to understand the themes that encompass characters. Students will enter the classroom and the seats will be formed in one big circle. The circling of the desks will be used to help promote a positive atmosphere for discussion. Students will also be watching a few videos so some movement by the students will happen in order to see the screen. To help better understand the book, I would like the students to be in a prime time position to hop right into discussion based activities. Begin class by showing students my sample version of the brochure. (10 minutes) Students will be shortly lectured about minor characters in other books and be given a handout of these characters. (10 minutes) Students will be shown the song about [|Boo Radley] to help get them thinking. (5 minutes) Students will then have a self reflective brainstorming period in which they begin to form opinions on Boo Radley. (5 minutes) Individuals will pair up and discuss what they have brainstormed. (5 minutes) Pairs will turn into groups of four as they further discuss their findings. (5 minutes) Students will disperse from their groups and be shown a video on the [|Microsoft brochure]. (5 minutes) The project will be fully explained to the students along with the requirements of the brochure. Rubrics will be handed out at this time. Students can ask clarifying questions at this time as well. (10 minutes) Work session: Students will be given the rest of the time to finish timelines, fill in their fact/opinion graphic organizers and begin their brochures. (20-25 minutes) Students will enter the class and begin work on a Boo Radley timeline and how he is perceived throughout the book. (20 minutes) Students will share within groups their timeline (10 minutes) Students will then be taken outside to a tree where they will find similar gifts to the ones Boo left Jem and Scout. After receiving the gifts, I will read aloud major parts of the book that involve Boo. (30 minutes) Rest of the class will be used as a work session. (20 minutes) Students will share their songs with the class that they best believe fits Boo Radley. (30 minutes) The rest of the class will be used as a work session, revision and meeting with me. (50 minutes)
 * Day one**
 * Day two: **
 * Day three: **

Students will learn the type of major affect a minor character can have on the books characters and plotline. Students will also learn how to analyze major themes within a book and how a character can represent multiple themes. We are learning this to show how minor people in everyday life can have a large impact on people and events. //Evaluate the theme or themes, whether explicitly stated or implied in a literary text.// Students will be hooked by being shown a blown up student sample version of a brochure and by being shown the [|Boo Radley song].
 * Where, Why, What, Hook, Tailor:** **Spatial, Musical.**

Prior to listening to the song, students will be lectured for a brief time about minor characters throughout literature and how they have affected books. This will be supplemented by a concise handout on minor characters throughout the history of fictional books. It will have Boo Radley listed and shortly explained. Students will then be given a chance to write in their journals and brainstorm ideas about Boo Radley's impact on the book. I will read these responses and provide the student with feedback in their journals. Also, during group discussions I will monitor the groups and listen in to what they are discussing. This will give me a good idea about who understands the material and who [|needs help] understanding the material. The student's ability to fill out the Boo Radley timeline and their graphic organizers will also provide me with insight as to who needs help with what. Students will need to know: the [|major themes] within //To Kill a Mockingbird.// Students will also need to know the affects Boo Radley has on the book and the major characters within the book as well as understanding the themes that are represented by Boo Radley.
 * Equip, Explore, Rethink, Tailors: Linguistic, Mathematical/logical, Intrapersonal, Interpersonal**

Students will explore and experience the information by being placed into a think-pair-share activity. This activity will expose students to not only their own thinking, but will also expose them to the thoughts of other groups. In these groups students will analyze the major themes and characters of the book and how they affect the story. Students will focus their discussion on Boo Radley and how despite his diminished role in the book, still have a major impact on the outcome of the story. I will facilitate this learning process by observing the discussions and sitting in with groups when necessary. Students will be grouped using their seasonal partner chart. The students within groups will have no particular role only that they take notes when necessary and be active in the conversation. Students will show me evidence of their learning by correctly answering questions in their journal entries and by accurately putting together a timeline of Boo Radley and his activities within the books. Students will also show me evidence of their learning by being active participants in group discussions. Students will have a chance to rethink, revise and refine their brochure on multiple occasions. Students will first present the rough draft of their brochure to their groups where they will receive constructive criticism and be able to modify anything they want. Students will then present the rough draft of their brochure to me where I will also give them feedback and ideas for improvements.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Interpersonal, Intrapersonal, Logical**

Students will self assess themselves by writing a short entry into their journal about how well they believe they created a brochure. Students will also comment on how actively they believed they participated in group discussions. I will provide the student with feedback and my comments on this entry upon returning their final grade. I will provide timely feedback to the students by having face to face discussions with them in regards to their brochures and by also commenting on their journal entries before the next class period. This project connects to the next lesson because the next lesson will also be dealing with Boo Radley and how major characters feel about him.
 * Evaluate, Tailors: Intrapersonal, Interpersonal**

[|Youtube tutorial of Microsoft brochure] This quick youtube tutorial of Microsfot brochure will be used to as a quick run through of how to use the brochure program for students who have not used it before. The video will be supplemented by showing my own brochure that has been created using the same program. I will be able to answer clarifying questions about the program if students are confused about the tutorial.
 * Content Notes**

[|Wikipedia of To Kill Mockingbird] The Wikipedia site of //To Kill a Mockingbird,// while not a viable source, will be used to help supplement the lessons using tidbits of information of the site. The site has a good amount of information spanning from facts about Harper Lee, to major themes within the book. The site would be a good way to insight discussion within students about interesting aspects of the book such as gender roles, racial injustices and the lifestyles of the south during the Great Depression. The site will also be used by students who are looking to further their knowledge of the book.

[|Famous quotes from To Kill a Mockingbird] This is a short film that includes many of the major quotes from //To Kill a Mockingbird.// The video will be used to help hook students into the project by presenting to them many of the major aspects of the book. The quotes shown will help incite conversation within the students as to which each one meant and how it could be applied to the brochure and the importance of the quote in regards to the book.

[|Youtube video with a song written about Boo Radley] This will be used as the major hook for students. The song about Boo Radley is written from his point of view and is about how he feels about the world and himself. The video, while not phenomenal, is a good way for students to to better understand the type of person Boo Radley and how he perceives characters in the book such as Jem and Scout.

[|Website with a quick overview of Boo Radley] This website will be used to help explain Boo Radley in three different ways: as he is in reality, as he is in fantasy and as he is in monster form. The website will help give students more incite into who Boo really is and what he means to the kids of Maycomb.

Grading rubric Synthesized lecture on minor characters Boo Radley handout Fact/opinion graphic organizer
 * Handouts**