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CEP Lesson Plan Form

Teacher: Angelia Martinez Date:

School: AHS Grade Level: 9th Grade Content Area: English

Title: Mob Mentality Lesson #:

Lesson Idea/Topic and So far, students have studied the hero’s journey and
Rational/Relevance: What are you going to archetypes; having discussed what a hero can reflect
teach and why is this lesson important to about the values of a culture- this connects to Atticus
these students? What has already and other heroic characters in this unit’s novel. The
happened in this classroom surrounding the mob mentality term will be taught for purposes of
subject you will be teaching? What do raising cultural awareness/relevance. Students are
students already know? Why are you going reading the novel To Kill a Mockingbird (TKAM) by
to teach this topic now (how does it fit in Harper Lee, have viewed various scenes of the film,
the curricular sequence)? hat teaching listened to songs of protest, and discussed segregation,
methods/strategy will you be use and the state of the South from the 1900s-1960s, as well as
why? terms related not only to this time period, but issues
we still see today (stereotype, prejudice,
discrimination, racism). Students have also been
assigned a specific character from the novel to create a
body biography on, so they are collecting quotations,
vocabulary and analysis on one’s character throughout

For this lesson, I am focusing on the idea of a “mob

mentality” because it ties in well with the inquiry
questions for the unit, as we are focusing on justice,
values/influences of a community/culture, perspective
and overcoming biases. We will first be reviewing
chapters 12, 13 and 14 with a Kahoot game. Then,
students will be asked to tap into their prior knowledge
of mob mentality before I go into detail on the concept
with the mob mentality activity. We will read an article
on the term and students will then be shown several
examples of mob mentality through video and then
asked what mob mentalities are depicted. The mob
scene from TKAM will then be shown. Finally, I will read
chapter 15 out loud to students (or take volunteers)
and if there is any time remaining, students may begin
reading chapters 16 and 17 OR work on character
quotations and vocabulary for homework.

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CEP Lesson Plan Form

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Key Ideas and Details:

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure:

Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel
plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Integration of Knowledge and Ideas:

Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print
and multimedia), determining which details are emphasized in each account.

Comprehension and Collaboration:

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively.

Conventions of Standard English:

Demonstrate command of the conventions of standard English grammar and usage when writing or


Understandings: (Big Ideas)

Students will understand mob mentality not only in relation to the text, but within film, society and
societies past.

Students will be able to come up with one’s own example of mob mentality in society, as well as identify
the concept of mob mentality within the text (TKAM).

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

How does the point of view in the novel influence the reader’s perspective of the characters and events?

In what ways do the values and conflicts within the community shape and influence the values of the

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CEP Lesson Plan Form

How is it possible to have a perspective that differs from the culture in which you live?

Is one’s perspective determined by their location in place and time?

Can you overcome your biases?

Is the world fair?

Statement of Inquiry: A person’s point of view influences his perception of what is fair and just.

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: Define mob mentality and present examples of the concept within TKAM, society and through

This means: Identifying mob mentality, coming up with examples of this, and explaining why an
occurrence fits under this.

List of Assessments: (Note whether the assessment is formative or summative)

Formative Assessment:

Kahoot! Game: Students will play to review reading (chapters 12, 13, 14) in preparation for
upcoming quiz on TKAM reading.

Mob Mentality Activity: What do you think of when you hear this term? Write own an example
on a sticky note and stick it under which category you believe it falls under (your definition, a
positive example or a negative example of mob mentality).

Summative Assessment:

Body Biography Assessment: Students will ultimately narrow down quotations to portray
assigned character from TKAM.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of
To Kill a Mockingbird – Harper Lee
Lesson Reading Review and Mob Mentality
Should be a creative title for
you and the students to
associate with the activity.
Think of the purpose as the
mini-rationale for what you
are trying to accomplish
through this lesson.
Approx. Time and 80 min.
 Smart board/projector
 Computer
How long do you expect the
activity to last and what  Technology devices (phone or laptop) for Kahoot! Game
o https://play.kahoot.it/#/k/1a0290a4-b45f-47ba-affe-
materials will you need?
 Sticky notes/large poster paper
 Pens/pencils
 Text: TKAM
 Resources: Article, videos, film related to Mob Mentality
o Beauty and the Beast “Kill the Beast:”
o Donley, Megan. “Examining the Mob
Mentality:” source.southuniversity.edu/examining-the-
o TKAM Film (provided by Katy Sayers; link unavailable)

 Homework for students to complete if time allows

Anticipatory Set
The “hook” to grab students’ “Good Morning everyone! How has your reading been going?
attention. These are actions [student response] I’m glad to hear your enjoying the novel. Now, I’m
and statements by the going to ask you to do something that you aren’t normally asked to
teacher to relate the do: Take out your cell phones or laptops; we are going to play a
experiences of the students Kahoot! Game to review your reading on chapters 12, 13 and 14. If
to the objectives of the you don’t have either of these devices get with a partner and share.
lesson, To put students into a Everyone ready? Let’s get started!”
receptive frame of mind.
 To focus student KAHOOT LINK: https://play.kahoot.it/#/k/1a0290a4-b45f-47ba-affe-
attention on the 8f92bd75b3cb
 To create an
framework for the
ideas, principles, or
information that is to

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CEP Lesson Plan Form

follow (advanced
An anticipatory set is used
any time a different activity
or new concept is to be
How do you intent to
engage your students in The strategy I intend to use is: A Kahoot! game
thinking during the
Anticipatory Set? I am using this strategy here because: Technology will gain student
attention and the idea of a “game” or “competition” will motivate
Why are you using it at this students.
point in your lesson?

Procedures 1) Reading Review: Kahoot! Game (15 min)

account of what students
 https://play.kahoot.it/#/k/1a0290a4-b45f-47ba-affe-
and teacher will do from the
minute they arrive to the 2) Remind students of homework for tomorrow:
minute they leave your Might need to read chapter 15 if we do not
classroom. Indicate the finish reading in class today, read chapters 16
length of each segment of & 17 for homework (due block 3), work on
the lesson. List actual character quotations and annotations. Vocab
due next week. (2 min)
 “Use guided study time during seminar to keep yourselves
Indicate whether each is: going!”
3) Mob Mentality Discussion: Ask students what
-teacher input they think of when they hear this term.
-modeling  Point out inquiry question: In what ways do the values and
conflicts within the community shape and influence the
-questioning strategies values of the individual? TEACHER INPUT

-guided/unguided:  Mob Mentality Activity: Students will each be given a sticky

note to write down an example of mob mentality that comes
-whole-class practice to mind, or simply write down their definition of the term.
Then, students will be asked to place their sticky notes under
-group practice
the appropriate category on the large poster paper at the
front of the room (categories: definition, positive example,
-individual practice
negative example) (INDIVIDUAL PRACTCE). I will walk around
-check for understanding during this time and help struggling students think of
examples. Then I will ask students to share responses
-other (WHOLE-CLASS PRACTICE) and give commentary, following
with giving my own examples.
 EXAMPLES: The Wave, Line Dancing, Studying for an exam in a
classroom (TEACHER INPUT). (20 min)

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CEP Lesson Plan Form

4) Read article on mob mentality (simplified

version) and connect to the inquiry question.
(10 min)
 Donley, Megan. “Examining the Mob Mentality.” Examining
the Mob Mentality, South University, 14 Jan. 2011,

 Inquiry Question: In what ways do the values and conflicts

within the community shape and influence the values of the
individual? TEACHER INPUT

5) Ask students to set up the scene for the mob

scene in Beauty and the Beast. QUESTIONING
 Watch Gaston clip (3 min in animated version) MODELING
 Ask  What mob behaviors are depicted here?
 Follow clip with a discussion of mob events in real life (5-8
6) Watch mob scene in TKAM (8 min)
 Relate back to inquiry question.
7) Read chapter 15 out loud or take any
volunteers to read (20 min) WHOLE-CLASS
8) If there is remaining time, students can start
working on their homework (student choice is
 HW: Read chapters 16 & 17, work on character quotations
and vocabulary
How do you intend to
engage your students in The strategy I intend to use is: The Mob Mentality Activity.
thinking during the
PROCEDURE? I am using this strategy here because: It is largely student-based, but
engaging because student responses will be shared and teacher input
Why are you using it at this will be given on the term as well. I am using it at this point in my
point in your lesson? lesson because students have already been asked to play a game for
the anticipatory set to check for understanding, but now I want to
hear student voices and thinking both written and out-loud as a
whole-class practice.

Those actions or statements There may not be a specific point in time for closure because we will
by a teacher that are end class reading chapter 15 and we may or may not finish reading.
designed to bring a lesson However, I will conclude the main lesson by reconnecting back to the

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CEP Lesson Plan Form

presentation to an inquiry question. If we do happen to finish the reading, I will simply

appropriate conclusion. Used ask students to continue reading silently into the next chapter for the
to help students bring things last few minutes left.
together in their own minds,
to make sense out of what
has just been taught. “Any
Questions? No. OK, let’s
move on” is not closure.
Closure is used:
 To cue students to
the fact that they
have arrived at an
important point in
the lesson or the end
of a lesson.
 To help organize
student learning
To help form a coherent
picture and to consolidate.
How do you intend to
engage your students in The strategy I intend to use is: to reconnect to the inquiry question.
thinking during CLOSURE? “Are there any comments on what you have realized about the
inquiry question based on today’s reading?”
Why are you using it at this
point in your lesson? I am using this strategy here because: it’s important for students to
know what exactly the inquiry question is and its relevance to the
lesson content.

-Students may work in groups, in pairs or independently if one does

Differentiation: not have a technology device
Differentiation should
be embedded -Students will be asked to justify a definition, pro or con for mob
throughout your whole mentality (but only if they are comfortable)
lesson!! -Students are given a simplified version of the article in class to read,
This is to make sure but also made aware that there is a longer, original article if one is at
you have met the all interested
needs of your students
-Students are given different forms of modeling for the new concept
on IEPS or 504 being taught (mob mentality) through teacher input, student
To modify: If the activity is examples, video/film examples, an article and direct relation to the
too advanced for a child, mob scene from the text
how will you modify it so
that they can be successful? -Students are given time during class to work on homework (reading
To extend: If the activity is or work on character quotations or vocabulary)
too easy for a child, how will

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CEP Lesson Plan Form

you extend it to develop their -I will read aloud to students, but also give the option for volunteers to
emerging skills? read
 Students participate in activities throughout the lesson.
Reflection: (data
analysis)  Students can successfully recount material that was read in
How will you know if the previous night’s reading and demonstrate understanding
students met the learning of these chapters.
targets? Write a description
of what you were looking for  Students can define mob mentality and give examples of this
in each assessment. term both in the novel and outside of the novel within our

 Students begin pondering the inquiry question and sharing

one’s thinking.

 Students are attentive during video, reading and use

homework time effectively and productively.

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