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					Lesson Plan for Thursday 10.2.08
To Kill a Mockingbird

    Students will further explore the historical and contemporary issues raised in
       Harper Lee’s To Kill a Mockingbird, including racism, discrimination, and
       segregation, and will do so using new technology applications for the classroom,
       specifically a Web-quest, which contains various non-fictional pieces, media
       sources and other texts for their perusal.

    Students will work collaboratively with partners on the Web-quest, demonstrating
       the ability to work as part of a team.
    Students will complete related responses to each of the tasks that they have
       chosen to undertake, and these responses will reveal their abilities use higher level
       thinking and critical thinking skills to analyze the universal issues presented in To
       Kill A Mockingbird.
    Students will make connections between the issues of the 1930s and 1950s and
       present day.

   1. Students will read, write, listen and speak for information and understanding
            reading and following written, complex directions and procedures to solve
              problems and accomplish tasks (9.1.R.3).
            interpreting and evaluating data, facts, and ideas in informational texts,
              such as national newspapers, online and electronic databases, and websites
            Analyzing information from different sources by making connections and
              showing relationship to other texts (9.1.R.9).
            Interpret information from media presentations, such as news broadcasts

   2. Students will read, write, listen and speak for critical analysis and evaluation
           Analyzing and evaluating nonfiction texts (9.3.R.3).
           recognizing and acknowledging various perspective on issues of local and
             national concern (9.3.L.1).

   3. Students will read, write, listen and speak for social interaction through…
          Sharing reading experiences with a peer; reading together silently or aloud
             or discussing reactions to texts (9.4.R.1).
   4. Students will read, write, listen and speak for literary response and expression
           Connecting literary texts to prior knowledge, personal experience, and
             contemporary situations (9.2.L.5).
           Expressing opinions and supporting them through references to the text.
             Engage in collaborative conversation (9.2.S.1).

Instructional Procedures
     Students will immediately begin working with their partners and begin
        investigating the Web-quest. Each group of students will have a mobile laptop.
        They will orient themselves with the template, explore the various tasks and then
        choose which 2 tasks they will complete today.
     Students will complete at least two of the tasks, but are encouraged to complete as
        many of the tasks as they can, as thoroughly as they can.
     The tasks are meant to encourage lively discussion among the partners, critical
        thinking and astute responses.
     Students will record their work in a word document, and email it to me.

    Mobile computer lab
    Smartboard
    Headphones

    Students will be assessed according to quality not quantity. Thus, they will be
      assessed by the thoroughness of the work they complete during class time, and the
      understandings and critical thinking they demonstrate as reflected in their
      responses to the tasks.
    Students will be assessed by their contributions to class activities, as well as their
      participation and engagement in class activities.
    Students will be assessed by how well they cooperate with others and the respect
      they have for the opinions of their peers.

Extension Activities
    Students will continue to work on the Web-Quest both in class, and outside of
       class. Aside from the tasks, they are also encouraged to contribute to the various
       wikis on the Mockingbird website.

*Differentiation for students with special needs

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