Lesson
Plan Š Ann Tarafas
I.
OVERVIEW OF THE
LESSON
A. 11/23/2012
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
VIII.
VOCABULARY
1. compromise
2. retrieved
3. onslaught
4. erratic
5. irked
6. persevere
7. cordially
IX.
INSTRUCTIONAL
PROCEDURES
A. Introduction
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.
B. Motivation
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.
C. Development
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.
F.
Assignment
a.
Each group should
write two sentences of something they learned from another
groupÕs
presentation.
X. Assessment
A.
Formative
a.
Teachers will
review the character charts and drawings and give each group
some constructive
feedback.
B.
Summative
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).