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Chelsea Kahle

ERHS Lesson: To Kill a Mockingbird (chps 24-28)

Standard: SOL 11.4

Instructional Objectives:
Students will understand the phrase walking in someone elses skin.
Students will understand greater plot points and motifs of the novel.
Students will be able to write creatively using background information from the novel.
Students will be able to analyze and make predictions in regards to chapters 24-28.
Students will know plot of chapters 24-28.

Materials: To Kill a Mockingbird; Posters for Text Graffiti; Markers; RAFT assignment
sheet; separate sheet of paper.

Informal: Discussion with students as they work in small groups at the posters; whole-class
discussion when we go through the chapters and reference our answers on the posters.
Formal: RAFT responses

Questions: Why does Lee keep referencing the conversation about the Mrunas? What are some
ways were seeing Jem and Scout coming into the adult world? How do each of them respond to
these changes? What are some ways that gender roles play a big role in these chapters? Why
does Tom Robinson make a break for it? What does it mean if something is senseless? How
does Scout come to realize Toms death as senseless? Why does Lee include the whole Current
Events scene? Where do we see foreshadowing about something bad happening to Jem and
Scout throughout chapters 24-28? Do you have any predictions about what will happen next?
What do we think about the attack?

Lesson Body and Sequence:

Time Teacher Does Students Do
15 min Ms. Ryan goes through chapters in short Students engage in class
discussion up to the point of chapter 24. discussion.
20 min Teacher introduces text graffiti and puts Students rotate around the
students into small groups/pairs. room with their groups at a
designated pace and respond
to the discussion questions
on the poster. Students also
respond to each others
responses on the posters.
25 min Once all posters have been visited, teacher Students engage in class
brings students back to whole class discussion. discussion.
Teacher leads discussion of the chapters, going
chronologically through the plot, and uses
student answers to poster questions in guide our
understanding/ask questions/make predictions,
20 min Teacher introduces RAFT assignment. The Students choose their RAFT
RAFTs relate directly to the chapters we focused scenario and begin writing
on in class today. Teacher explains instructions independently.
and allows students to work independently.
(Remainder) With any remaining time, teacher asks students Students share and listen to
to share their RAFTs out loud. others RAFTs before the
end of class.

Plans for Differentiation and Accommodations:

Struggling Readers Advanced Students

-Small groups/pairs allow students to help -Students have several chances to work at their own pace.
each other clarify any misunderstandings in -Many opportunities for class and small group discussion
the reading they were supposed to have -Students can act as leader in their small group
completed. discussions at the posters
-Text graffiti activity allows students to -RAFT assignment give students many options so that they
brainstorm answers/ideas together in a low may pick a scenario that challenges them most, or that they
stakes setting before coming together as a are most excited about.
class and discussing them all together.
-RAFT assignment gives students many
options so that they may pick the scenario
that is easiest to comprehend/write about for
each student.

Inter-Logic: Ms. Ryan will be beginning the day by going over the chapters that students were
to have read a while ago but were not discussed last class due to timing. Then, once we are
caught up, I will begin my text graffiti activity to ease us into discussing chapters 24-28 of To
Kill a Mockingbird. After we discuss these responses and the plot as an entire class, students will
use the RAFT activity to better understand the events of this section of the book by looking at it
from a new perspective. Next class, students will have finished the last three chapters of the