SIOP Lesson Plan Template

Writing Comprehension Lesson Plan

REVISION KEY
Green = Assessment Integration
Purple = Final Revisions

Teacher: Ms. Rama Kadri

Date: 02/13/18

Grade/Class/Subject: 9th Grade/English 9

Unit/Theme: To Kill A Mockingbird/Heroism

Context:

This lesson is part of an English 9 unit on To Kill A Mockingbird at South Pasadena High
School in South Pasadena, California. English Language Learners taking part in this lesson are
very much advanced.

Common Core Standards:

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.

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.

CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 Content Objectives:

§Students will be able to identify and provide feedback on another peer’s major
assertion (thesis) and subsequent analysis within their peer’s previously written
journal.
§ Students will be able to develop their peers’ analyses regarding who is a hero
within the novel To Kill A Mockingbird by citing another piece of evidence and
subsequent analysis.
Language Objectives:

§ Students will be able to identify and articulate the major assertion (thesis) of a piece of
writing, as well as identify and provide detailed feedback on their peers’ analysis.

§ Students will be able to develop their peer’s claim, through writing, by providing an
additional direct piece of evidence from within To Kill A Mockingbird. They will also
be able to develop corresponding analysis regarding how a particular passage from
within the novel demonstrates that a particular character is an accurate representation
of a hero.

Instructional Sequence:
50 Minute Lesson as part of a 100 minute Period
Teacher Will Do Students Will Do
15 minutes: 15 minutes:

§ Ms. Kadri will introduce the peer § Students will actively listen and watch
review and development assignment while Ms. Kadri provides written
by projecting a slideshow with guidelines, as well as a model for peer
guidelines, indicating that students review.
will need their journal from the
previous lesson, centered around who
is a hero within TKAM, and will need
to begin by trading their journal with a
partner. The guidelines will indicate
that students should clearly identify
their peer’s thesis statement, their
evidence, and their analysis, and
provide detailed feedback on areas of
strength, and areas for growth.
Additionally, students will be asked to
develop their peer’s point by
incorporating another piece of
evidence, and corresponding analysis
to support their classmate.
Ms. Kadri will also indicate that a specific focus
should be placed upon identifying the
characteristics identified by their peer in
correspondence with their definition of a hero.
Moreover, Ms. Kadri will emphasize the
importance of tying their analysis of the
character within TKAM to these specific,
previously developed qualities of heroes.
 § After detailing these guidelines, Ms. K
will model expectations for the peer
review using the ELMO. She will
identify the thesis, evidence, and
analysis of a journal by highlighting
each in a different color, and then
offer comments regarding areas of
strength in the writing, as well as areas
for growth.
Ms. Kadri will additionally also be
sure to discuss the ways in which this
model journal relates their analysis
directly back to the characteristics
identified as heroic.

15 minutes: 15 minutes:

§ Ms. Kadri will circulate around the § Students will conduct a peer review of
room while students independently one of their classmate’s previously
identify thesis statements, evidence, written journals regarding who is a
and corresponding analysis in their hero within TKAM, by identifying
peer’s writing, making sure to support their peer’s thesis statement, evidence,
those who need assistance. This will
serve as an initial informal
assessment allowing Ms. Kadri the
chance to gain an understanding of
students strengths and struggles as
they delve into this writing and
analytical process. and corresponding analysis.
20 minutes: 20 minutes:

§ Ms. Kadri will circulate around the § Students will develop their peer’s
room while students independently writing by offering an additional piece
develop their peer’s writing by of evidence corresponding with their
offering an additional piece of thesis, as well as subsequent evidence.
evidence corresponding with their
thesis, as well as subsequent evidence.
Once again, this will allow Ms. Kadri
the opportunity to gain a clearer
picture of where students stand as
part of this assignment, and more
specifically, will illustrate the level of
anlaysis that students are able to
produce.
Summative Assessment:

Ms. Kadri will ask students to submit their

initial journals, their peer review analysis,
and finalized journals in order to
demonstrate their growth as part of this task.
Ms. Kadri will be able to assess the
development in students’ writing and
analysis as a result of this lesson. This will
correspondingly allow her to plan future
lessons in accordance with the depth of
analysis achieved as part of this particular
activity.
Instructional Materials:
Lesson Rationale:

This lesson is a continuation of a previous one in which students first began by defining a

hero in a comprehensive manner, before in turn writing a journal in which they identified a hero

within the novel To Kill A Mockingbird and analyzed a passage in accordance to their thesis. As

part of this task, students will be provided with a rich opportunity to see writing as a process,

and, more specifically, as a developmental, fluid, growth process. As a result of a peer review,

students will have the chance to clearly identify organizational strategies in another classmate’s

work, and also take these reflections with them as they seek to improve their own writing as a

result of the feedback provided to them, too.

As a whole, this lesson will offer a fundamental opportunity for both informal and

formal assessment to take place, in that students will be able to exemplify their abilities

with regard to peer review and analytical literary development, as well as with their

“finalized” journals, both of which are essential skills highlighted as part of 9th-10th grade

English Language Arts Common Core Standards, and of course correspond directly with

my own objectives. In this way, these tasks will function as a snapshot of students’

understandings of fundamental elements of writing, as they will be required to identify

multiple aspects of a peer’s writing and organizational strategies. Additionally, this lesson

will serve as a means in which to more directly and summatively assess students’ growth in

writing and literary analysis, more specifically.

In elaborating upon this point, this lesson will offer the chance for students to be able

to develop their literary analysis skills as they additionally build upon their peer’s points by

providing another piece of evidence that corresponds with their chosen hero, as well as a

subsequent analysis. This will not only give them the chance to help a peer as they begin
drafting a more extensive essay on the same topic, but will also aid them as they receive

additional opportunities in analysis.

Even more specifically, in asking students to be able to tie the characteristics they

identified as heroic in their initially developed Frayer Models surrounding the word

“hero,” as part of their analysis, students will be able to engage in nuanced, complex, and

critical analysis that not only develops their vocabulary acquisition and deeper

comprehension of such a multifaceted word, but also in turn develop analytical skills

often taught in higher-level, and often even AP English courses. This will allow students

to specifically learn organizational and analytical strategies that will benefit them in

future English courses, and well beyond their academic careers.

In considering English Language Learners, more specifically, this offers a low-risk task

that provides them with exposure to further examples of writing. Their teacher will also scaffold

instruction by providing clear guidelines projected through PowerPoint, as well as by explicitly

modeling a peer review that they may then emulate as they work independently thereafter.

To reiterate a final significant point: this lesson functions as a foundation for substantial

analytical writing development, and will specifically serve as a way to benefit students as they

transition into writing a well-developed five paragraph essay that asks them to consider who the

ultimate hero is within the novel To Kill A Mockingbird.