CEP Lesson Plan Form
Teacher: Angelia Martinez
School: AHS Grade Level: 9th Grade
Title: Mob Mentality
Lesson Idea/Topic and
Rational/Relevance: What are you going to
teach and why is this lesson important to
these students? What has already
happened in this classroom surrounding the
subject you will be teaching? What do
students already know? Why are you going
to teach this topic now (how does it fit in
the curricular sequence)? hat teaching
methods/strategy will you be use and
why?
Colorado State University College of Health and Human Sciences
Date:
Content Area: English
Lesson #:
So far, students have studied the hero’s journey and
archetypes; having discussed what a hero can reflect
about the values of a culture- this connects to Atticus
and other heroic characters in this unit’s novel. The
mob mentality term will be taught for purposes of
raising cultural awareness/relevance. Students are
reading the novel To Kill a Mockingbird (TKAM) by
Harper Lee, have viewed various scenes of the film,
listened to songs of protest, and discussed segregation,
the state of the South from the 1900s-1960s, as well as
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
reading.
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:

CCSS.ELA-LITERACY.RL.9-10.3
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:

CCSS.ELA-LITERACY.RL.9-10.5
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:

CCSS.ELA-LITERACY.RI.9-10.7
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:

CCSS.ELA-LITERACY.SL.9-10.1
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:

CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.

http://www.corestandards.org/ELA-Literacy/L/9-10/

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
individual?

Colorado State University College of Health and Human Sciences Page 2

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
film.

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.

Colorado State University College of Health and Human Sciences Page 3

CEP Lesson Plan Form
Name and Purpose of
Lesson
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
Materials
How long do you expect the
activity to last and what
materials will you need?
Anticipatory Set
The “hook” to grab students’
attention. These are actions
and statements by the
teacher to relate the
experiences of the students
to the objectives of the
lesson, To put students into a
receptive frame of mind.
 To focus student
attention on the
lesson.
 To create an
organizing
framework for the
ideas, principles, or
information that is to
Colorado State University College of Health and Human Sciences
Planned Lesson Activities
To Kill a Mockingbird – Harper Lee
Reading Review and Mob Mentality
80 min.
 Smart board/projector
 Computer
 Technology devices (phone or laptop) for Kahoot! Game
o https://play.kahoot.it/#/k/1a0290a4-b45f-47ba-affe-
8f92bd75b3cb
 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:”
https://www.youtube.com/watch?v=rh98Kscctw4
o Donley, Megan. “Examining the Mob
Mentality:” source.southuniversity.edu/examining-the-
mob-mentality-31395.aspx.
o TKAM Film (provided by Katy Sayers; link unavailable)
 Homework for students to complete if time allows
“Good Morning everyone! How has your reading been going?
[student response] I’m glad to hear your enjoying the novel. Now, I’m
going to ask you to do something that you aren’t normally asked to
do: Take out your cell phones or laptops; we are going to play a
Kahoot! Game to review your reading on chapters 12, 13 and 14. If
you don’t have either of these devices get with a partner and share.
Everyone ready? Let’s get started!”
KAHOOT LINK: https://play.kahoot.it/#/k/1a0290a4-b45f-47ba-affe-
8f92bd75b3cb
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CEP Lesson Plan Form
follow (advanced
organizers)
An anticipatory set is used
any time a different activity
or new concept is to be
introduced.
How do you intent to
engage your students in
thinking during the
Anticipatory Set?
Why are you using it at this
point in your lesson?
Procedures
(Include a play-by-play
account of what students
and teacher will do from the
minute they arrive to the
minute they leave your
classroom. Indicate the
length of each segment of
the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Colorado State University College of Health and Human Sciences
The strategy I intend to use is: A Kahoot! game
I am using this strategy here because: Technology will gain student
attention and the idea of a “game” or “competition” will motivate
students.
1) Reading Review: Kahoot! Game (15 min)
QUESTIONING STRATEGIES/CHECK FOR
UNDERSTANDING
 https://play.kahoot.it/#/k/1a0290a4-b45f-47ba-affe-
8f92bd75b3cb
2) Remind students of homework for tomorrow:
Might need to read chapter 15 if we do not
finish reading in class today, read chapters 16
& 17 for homework (due block 3), work on
character quotations and annotations. Vocab
due next week. (2 min)
 “Use guided study time during seminar to keep yourselves
going!”
3) Mob Mentality Discussion: Ask students what
they think of when they hear this term.
QUESTIONING STRATEGIES
 Point out inquiry question: In what ways do the values and
conflicts within the community shape and influence the
values of the individual? TEACHER INPUT
 Mob Mentality Activity: Students will each be given a sticky
note to write down an example of mob mentality that comes
to mind, or simply write down their definition of the term.
Then, students will be asked to place their sticky notes under
the appropriate category on the large poster paper at the
front of the room (categories: definition, positive example,
negative example) (INDIVIDUAL PRACTCE). I will walk around
during this time and help struggling students think of
examples. Then I will ask students to share responses
(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
How do you intend to
engage your students in
thinking during the
PROCEDURE?
Why are you using it at this
point in your lesson?
Closure
Those actions or statements
by a teacher that are
designed to bring a lesson
Colorado State University College of Health and Human Sciences
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,
source.southuniversity.edu/examining-the-mob-mentality-
31395.aspx. INDIVIDUAL PRACTICE
 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
STRATEGIES (5 min)
 Watch Gaston clip (3 min in animated version) MODELING
https://www.youtube.com/watch?v=rh98Kscctw4
 Ask  What mob behaviors are depicted here?
QUESTIONING STRATEGIES
 Follow clip with a discussion of mob events in real life (5-8
min.)
6) Watch mob scene in TKAM (8 min)
MODELING
 Relate back to inquiry question.
7) Read chapter 15 out loud or take any
volunteers to read (20 min) WHOLE-CLASS
PRACTICE
8) If there is remaining time, students can start
working on their homework (student choice is
given here) INDIVIDUAL PRACTICE
 HW: Read chapters 16 & 17, work on character quotations
and vocabulary
The strategy I intend to use is: The Mob Mentality Activity.
I am using this strategy here because: It is largely student-based, but
engaging because student responses will be shared and teacher input
will be given on the term as well. I am using it at this point in my
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.
There may not be a specific point in time for closure because we will
end class reading chapter 15 and we may or may not finish reading.
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:
Differentiation should
be embedded
throughout your whole
lesson!!
This is to make sure
you have met the
needs of your students
on IEPS or 504
To modify: If the activity is
too advanced for a child,
how will you modify it so
that they can be successful?
To extend: If the activity is
too easy for a child, how will
not have a technology device
-Students will be asked to justify a definition, pro or con for mob
mentality (but only if they are comfortable)
-Students are given a simplified version of the article in class to read,
but also made aware that there is a longer, original article if one is at
all interested
-Students are given different forms of modeling for the new concept
being taught (mob mentality) through teacher input, student
examples, video/film examples, an article and direct relation to the
mob scene from the text
-Students are given time during class to work on homework (reading
or work on character quotations or vocabulary)

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