Daily Plans
Day 1
Title of today’s lesson: To Kill A Mockingbird Introduction
Overview: Students will examine their preconceptions about statements that connect to the real world and the novel. Then,
students will engage in a civil conversation about these statements and explain their thinking.
Learning Objectives –
● Students will prepare for a group discussion (CCSS.ELA-LITERACY.SL.9-10.1.A).
● Students will be able to engage in a collaborative group discussion ( CCSS.ELA-LITERACY.SL.9-10.1).
● Students will be able to respond thoughtfully to a range of perspectives ( CCSS.ELA-LITERACY.SL.9-10.1.D).
Anticipated student conceptions or challenges to understanding: Explain the challenges you anticipate students might face
in accomplishing the lesson objectives and how you plan to address these.
I anticipate that my students will have challenges with the discussion. After last school year, students struggle to talk to one
another. So, there will have to be some scaffolding to the discussion where I show them how to talk to one another.
Materials/Sources: Use bullet points to identify the resources that the teacher and students will use in the lesson. Attach all
relevant materials such as handouts, lecture notes, etc.
● Anticipation Guide
● Discussion Handout
Instructional Sequence: List the “acts” in teaching this lesson including ways you intend to launch and close the lesson and
the details of teacher and student actions. These steps should be appropriately detailed so that another teacher could teach
the lesson. Provide an approximate time frame for each step/act. When you wonder how much information to
include, think about how much information you would need in order to carry out your teaching unit. If you’re
unsure, ask a peer (or me) to read it over and see if you’ve given enough direction. Be clear, be concise, and be
thorough. Be sure to create the actual components of each lesson. In other words, instead of writing “Class
Discussion,” write out the actual discussion questions and other preparation that you would use to facilitate that
discussion.
The first step of your instructional sequence should detail how you will launch the lesson, including what you will say to the students
about the importance of the lesson, what it is that you want the students to learn, and how this lesson links to what has come before and
what will follow it (provide scaffolding for your students).
Step One (introduction to class - what you will say to students):
Act 1. Bell Work- students will answer two SAT style reading and grammar questions. (10 minutes)
Act 2. Check-Out Books- students will check out a copy of TKAM from the library. (10 minutes)
Act 3. Anticipation Guide- students will work independently to complete the TKAM anticipation guide. (30
minutes).
Act 4. Practice Discussion- the teacher will scaffold the discussion process and have the students practice
discussion norms with a non-content topic. (10 minutes)
Act 5. Discussion- the teacher will lead students in a group discussion. (30 minutes)
Assessment: Explain how you will assess student understanding (formative or summative) during and after instruction. This
might be formal or informal and should align with lesson objectives and the instructional sequence.
Students will be assessed through the completion of their individual anticipation guide and their participation in the
discussion.
Attach all handouts, texts, images, notes, discussion questions, PPT presentations, etc.
● Anticipation Guide
● Discussion Handout
