Lesson Plan Š Ann Tarafas
I. OVERVIEW OF THE LESSON
B. 60 minutes
C. Mrs. Tarafas
D. Grade level: 7th grade
II. BIG IDEA
1. Some questions can be answered by reading Chapter 3 of To Kill a Mockingbird, and analyzing the main characters through discussion and drawings.
III. ESSENTIAL QUESTIONS
1. What real-life lessons can we learn from the characters of To Kill A Mockingbird?
2. How do the charactersÕ personalities help shape the theme of the story?
3. What can we learn from knowing and drawing our characterÕs appearance?
4. What thoughts, ideas, reflections, or speculations can we make about our character?
IV. PENNSYLVANIA STATE STANDARDS
1. PA State Standard: 1.3.7.C: Interpret the use of literary elements within and among texts including characterization, setting, plot, theme, point of view, and tone.
V. GENERAL OBJECTIVES
1. Understand the main characters in To Kill A Mockingbird based on their perceived appearance, personality, and interaction with other characters.
2. Understand essential life-lessons from the characters including threat, why it is important not to pick fights, and always respect everybody and their ways even if you disagree with them.
VI. BEHAVORIAL OBJECTIVE
1. Discuss and analyze characters and personality traits as found in Chapter 3 of To Kill A Mockingbird.
2. Discuss important life lessons learned by characters regarding threat, not picking fights, and respecting others.
3. Draw and present character charts and/or character drawings to the class and discuss characterÕs emotions, feelings, and personality based on drawing.
VII. INSTRUCTIONAL MATERIALS
1. To Kill A Mockingbird (Chapter 3); large pieces of drawing paper; markers and pencils; 8 ½ by 11 paper for character charts
IX. INSTRUCTIONAL PROCEDURES
a. Mrs. Tarafas will read Chapter 3 of To Kill A Mockingbird to the class. She will gather materials and get ready to place students in groups after the story. Students will listen to the chapter and pick out important characters they would like to use for a character chart or in a drawing. After the story, the students will be placed in groups of four. Two students can work on the character chart which will include the characterÕs name, a quote from the chapter describing the characterÕs appearance, a quote spoken by or about the character showing the characterÕs personality, and a paragraph of 4-6 sentences showing the groupÕs thoughts, ideas, reflections, and speculations about the character. The other two students will work on the large character-drawing, trying to make it be as Ņlife-likeÓ as possible, concentrating on facial expressions and feelings.
a. Once the students in each group chose the character they would like to draw and analyze, they should work together to decide who would like to do the character charts or draw, and who would like to explain the drawing to the class. Each group will have a chance to look at the other groupÕs drawings and try to guess which character it was and what emotions or feelings the character was going through. The group should discuss how these emotions or feelings can relate to lessons in our own life and how we can overcome some of these same problems.
a. Students will listen to Chapter 3 of To Kill A Mockingbird and pick out important characters they would like to analyze.
b. Students will collaborate in their groups about the character they selected, and will create a character chart and drawing on their character.
c. One member from each group will present the drawing to the class. Other groups will have the opportunity to guess what character it is and what the character was feeling based on the facial expressions on the drawing.
d. The class will discuss real-life lessons based on what that character learned in the story.
D. Strategies of Diverse Learners
a. Those students who have intellectual disabilities or a specified IEP can seek extra help from one of the teachers or the other group members if they did not understand any parts of the chapter. These individuals will be encouraged to be in the ŅdrawingÓ part of the group. These students will participate in the discussion on real-life lessons to take from the story, and will be encouraged to guess the facial expressions of the other characters. Teachers will discuss any life lessons not mentioned by the students including threat, not picking fights, and respecting others even if they have an opinion different from yours. These students will be encouraged to collaborate with their group on any ideas or input on the creation of their special character.
E. Summary and Closure
a. All students will have an opportunity to formally share their character charts and drawings with the class. Other members of the class will get to guess which characters the other groupÕs created and discuss the characterÕs feelings, emotions, personality, or any life lessons taken from the chapter.
a. Each group should write two sentences of something they learned from another groupÕs presentation.
a. Teachers will review the character charts and drawings and give each group some constructive feedback.
a. None at this time.
XI. REFLECTION AND SELF-EVALUATION
a. Students can give input on what they liked or didnÕt like about this lesson.
XII. SUGGESTED INSTRUCTIONAL STRATEGIES (WHERE TO?)
W: How will you help your students to know where they are headed, why they are going there and what ways they will be evaluated along the way?
The teacher will read the chapter and provide a clear explanation of character. The students will then select a character from the chapter to draw and analyze and share with the class.
H: How will you hook and hold studentsÕ interest and enthusiasm through thought-provoking experiences at the beginning of each instructional episode?
StudentsÕ interest and enthusiasm will be maintained by the fact that they will be allowed to choose which character they would like to analyze and make the character Ņcome to lifeÓ by being as creative as possible and giving the character real facial expressions.
E: What experiences will you provide to help students make their understandings real and equip all learners for success throughout your course or unit?
The teacher will help by introducing the concept of character and walking around to the individual groups and assisting when necessary.
R: How will you cause students to reflect, revisit, revise and rethink?
The teacher will give the students an opportunity to give feedback on the lesson. They will also be able to see and hear about the other studentsÕ characters.
E: How will students express their understandings and engage in meaningful self-evaluation?
Students will express their understanding through their creative and unique drawings which they will present to the class.
T: How will you tailor (differentiate) your instruction to address the unique strengths and needs of every learner?
Those with special needs or intellectual disabilities can have extra help from the teachers or group members if they do not understand any parts of the story. That student will be encouraged to be in the drawing part of the group and collaborate with the other group members to make the drawing Ņcome to lifeÓ as much as possible.
O: How will you organize learning experiences so that students move from teacher-guided and concrete activities to independent applications that emphasize growing conceptual understandings as opposed to superficial coverage?
This is an introductory activity to have students become familiar with characters in a story and also to take away real and important life lessons from a popular novel.
Anderson/Krathwohl Taxonomy: In this lesson, students are applying procedures (creating a character, drawing a visual representation of the character) and then analyzing their conceptual knowledge of the characterÕs personality traits and emotions to draw conclusions about the character. Therefore, the lesson is in the (B4) cell of the taxonomy.
(Some information adapted from pdesas.org).