MENTOR TEACHER DESIGNED ​OR​ MIRROR-TAUGHT LESSON PLAN TEMPLATE

ENGLISH EDUCATION, 2019-2020 ACADEMIC YEAR

L​ESSON​ A​UTHOR​: D​ANIEL​ O’C​ONNELL

D​ATE​: 1/16/20
P​ERIOD​: 2​ND​ A​ ND​ 4​TH
G​RADE​ L​EVEL​: 9​TH​ G​RADE​ H​ONORS​ L​ITERATURE
T​IME​ A​LLOTTED​: 90 M​INUTES

C​ONTEXT​/R​ATIONALE​:​ (W​HY​ ​THIS​ ​LESSON​ ​IN​ ​THIS​ ​WAY​ ​WITH​ ​THIS​ ​GROUP​ ​OF​ ​STUDENTS​ ​TODAY​?)
I T​ EACH​ ​AT​ N​ORTH​ O​CONEE​ H​IGH​ S​CHOOL​, ​WHICH​ ​IS​ ​LOCATED​ ​JUST​ 20 ​MINUTES​ ​FROM​ A​THENS​ ​AND​ UGA ​CAMPUS​. O​CONEE​ ​COUNTY​ ​IS​ ​LOCATED​ ​ON​ ​RURAL
FARMLAND​, B ​ UT​ T​ HE​ M ​ AJORITY​ O​ F​ T​ HE​ S​ CHOOLS​ S​ TUDENTS​ L​ IVE​ I​ N​ S​ UBURBS​ P​ OPULATED​ A​ CROSS​ T​ HE​ C​ OUNTY​. T​HERE​ A​ RE​ F​ EW​ S​ TUDENTS​ W ​ HO​ C​ OME​ F​ ROM
LOWER​, M ​ ORE​ R​ URAL​ D​ EMOGRAPHICS​, A​ S​ T​ HE​ M ​ AJORITY​ O​ F​ T​ HE​ S​ TUDENT​ B​ ODY​ P​ OPULATION​ C​ OMES​ F​ ROM​ M ​ IDDLE​/U​ PPER​-M ​ IDDLE​ C​ LASS​ H​ OMES​. T​HE​ F​ AMILIES
OFTEN​ W ​ ORK​ J​ OBS​ O​ UTSIDE​ O​ F​ T​ HE​ C​ OUNTY​; E​ ITHER​ I​ N​ A​ CADEMIC​ P​ OSITIONS​ A​ T​ UGA, O​ R​ I​ N​ A​TLANTA​. T​HE​ R​ EASON​ F​ AMILIES​ M ​ OVE​ T​ O​ O​CONEE​ C​ OUNTY​ I​ S​ F​ OR
THE​ T ​ WO​ M ​ AGNET​ S​ CHOOLS​ L​ OCATED​ W ​ ITHIN​ I​ T​. N​ORTH​ O​CONEE​ I​ S​ T​ HE​ F​ IRST​ A​ ND​ M ​ OST​ W ​ ELL​ K​ NOWN​ M ​ AGNET​ S​ CHOOL​, F​ OLLOWED​ B​ Y​ O​CONEE​ C​OUNTY​ H​IGH
S​CHOOL​. B​OTH​ S​ CHOOLS​ H​ AVE​ T​ HE​ S​ AME​ D​ EMOGRAPHICS​, W ​ ITH​ N​ORTH​ O​CONEE​ B​ EING​ R​ EFERRED​ T​ O​ A​ S​ T​ HE​ “​HIGHER​ E​ ND​” H​ IGH​ S​ CHOOL​. T​HE​ S​ TUDENT
POPULATION​ W ​ ITHIN​ T​ HE​ S​ CHOOL​ I​ S​ 78% W ​ HITE​, W​ ITH​ T​ HE​ R​ EMAINING​ 22% C​ ONSISTING​ O​ F​ M ​ OSTLY​ A​SIAN​/P​ACIFIC​ I​SLANDER​ A​ ND​ H​ISPANIC​ S​ TUDENTS​. O​NLY
5% O​ F​ T​ HE​ S​ TUDENT​ P​ OPULATION​ I​ S​ A​FRICAN​ A​MERICAN​. T​HIS​ I​ S​ R​ EFLECTED​ I​ N​ M ​ Y​ C​ LASSES​, A​ S​ O​ UT​ O​ F​ T​ HE​ T​ HREE​ (​TOTAL​) H​ ONORS​ C​ LASSES​ I H​ AVE​ T​ AUGHT​ I​ N​,
THERE​ H ​ AS​ O​ NLY​ B​ EEN​ O​ NE​ S​ TUDENT​ W ​ HO​ I​ DENTIFIES​ A​ S​ A​FRICAN​ A​MERICAN​. 7% O​ F​ T​ HE​ S​ CHOOL​ Q​ UALIFIES​ A​ S​ E​ CONOMICALLY​ D​ ISADVANTAGED​, 9% O​ F​ T​ HE
STUDENTS​ H ​ AVE​ S​ OME​ F​ ORM​ O​ F​ D​ ISABILITY​ W ​ ITH​ IEP’​S​ A​ ND​ 504’​S​, A​ ND​ O​ NLY​ 2% A​ RE​ I​ DENTIFIED​ A​ S​ E​NGLISH​ L​ANGUAGE​ L​EARNERS​ (ELL). T​HE​ S​ TUDENTS
ARE​ H​ EAVILY​ E​ NCOURAGED​ T​ O​ P​ ARTICIPATE​ I​ N​ A​ ​ N​ UMBER​ O​ F​ E​ XTRA​ C​ URRICULARS​, W ​ ITH​ T​ HE​ M
​ OST​ P​ OPULAR​ B​ EING​ S​ PORTS​ (​FOOTBALL​, B​ ASKETBALL​, B​ ASEBALL​),
THEATRE​, A ​ ND​ M ​ ARCHING​ B​ AND​. O​THER​ P​ ROGRAMS​, S​ UCH​ A​ S​ M ​ ENTOR​ P​ ROGRAMS​ L​ IKE​ Y​OUNGLIFE​, H​ ONORS​ P​ ROGRAMS​ L​ IKE​ B​ETA​ C​LUB​, A​ ND​ H​ERO​ C​ LUB​, H​ AVE
LARGE​ S​ TUDENT​ B ​ ODIES​ P​ ARTICIPATING​ A​ CTIVELY​ W ​ ITHIN​ T​ HEM​. T​HE​ T​ EACHERS​ A​ RE​ A​ LL​ W ​ ELL​ A​ CQUAINTED​ W ​ ITH​ O​ NE​ A​ NOTHER​ A​ ND​ T​ HEIR​ R​ ESPECTIVE
DEPARTMENTS​, A ​ ND​ O​ FTEN​ R​ EACH​ A​ CROSS​ D​ ISCIPLINES​ T​ O​ A​ SK​ F​ OR​ H​ ELP​ W ​ ITH​ C​ ERTAIN​ A​ CTIVITIES​. P​ARENTS​ A​ RE​ H​ EAVILY​ I​ NVOLVED​ I​ N​ S​ TUDENTS​ A​ CADEMIC
PERFORMANCE​ A ​ T​ T​ HIS​ S​ CHOOL​. F​OR​ I​ NSTANCE​, I​TS​LE​ ARNING​ I​ S​ A​ ​ S​ ITE​ D​ ESIGNED​ F​ OR​ S​ TUDENT​ A​ CTIVITIES​ T​ O​ B​ E​ E​ ASILY​ A​ CCESSIBLE​ T​ O​ N​ OT​ J​ UST​ T​ HE​ S​ TUDENTS​,
BUT​ A ​ LSO​ T​ O​ T​ HEIR​ P​ ARENTS​ T​ O​ V​ IEW​ T​ HEIR​ W ​ ORK​.

I ​TEACH​ ​WITHIN​ ​A​ 9​TH​ ​GRADE​ ​HONORS​ ​LITERATURE​ ​AND​ ​COMPOSITION​ ​CLASS​ ​ROOM​. T​HE​ ​DEMOGRAPHICS​ ​OF​ ​THE​ ​SCHOOL​ ​ARE​ ​REFLECTED​ ​WITHIN​ ​MY​ ​CLASSROOM​;
PRIMARILY​ W ​ HITE​ A​ ND​ M
​ IDDLE​-C​ LASS​. C​OMPARED​ T​ O​ L​ AST​ S​ EMESTER​’S​ ​ S​ TUDENTS​, T​ HIS​ G​ ROUP​ I​ S​ S​ OMEWHAT​ M ​ ORE​ P​ REPARED​ F​ OR​ T​ HE​ W ​ ORKLOAD​ I​ MPOSED​ O​ N
9​TH​ G​ RADE​ S​ TUDENTS​. I​T​ I​ S​ A​ ​ F​ ULL​ C​ LASSROOM​, H​ AVING​ E​ XACTLY​ 28 S​ TUDENTS​ F​ OR​ T​ HE​ 28 W ​ ITHIN​ I​ T​. T​HIS​ D​ OES​ N​ OT​ L​ EAVE​ A​ ​ G​ REAT​ D​ EAL​ O​ F​ R​ OOM​ F​ OR​ M
​ E
​ ALK​ A​ ROUND​, S​ O​ I M
TO​ W ​ OSTLY​ H​ ANG​ B​ Y​ T​ HE​ F​ RONT​ O​ F​ T​ HE​ R​ OOM​ D​ URING​ L​ ESSONS​. T​HERE​ A​ RE​ S​ EVERAL​ S​ TUDENTS​ W ​ ITHIN​ T​ HIS​ C​ LASS​ W​ HO​ S​ HARE​ O​ FTEN
DURING​ D ​ ISCUSSION​, A​ ND​ S​ O​ I T​ RY​ T​ O​ I​ NCLUDE​ Q​ UESTIONS​ T​ HAT​ W ​ ILL​ H​ AVE​ M​ Y​ S​ TUDENTS​ T​ ALKING​ W​ ITH​ O​ NE​ A​ NOTHER​. O​UR​ U​ NIT​ I​ S​ F​ OCUSED​ O​ N​ TKAM A​ S​ T​ HE
 ​ ENTOR​ T​ EXT​, A​ ND​ S​ TUDENTS​ W
PRIMARY​ M ​ ILL​ B​ E​ L​ OOKING​ A​ T​ I​ SSUES​ O​ F​ I​ NNOCENCE​ V​ S​ G​ ROWTH​, J​ USTICE​ V​ ERSUS​ P​ REJUDICE​, A​ ND​ I​ SSUES​ O​ F​ S​ OCIAL​ J​ USTICE
​ ATER​ O​ N​ W
DISCUSSED​ L ​ ITH​ ​G​O​ S​ET​ A​ ​ W​ATCHMAN​ ​AND​ ​A​ ​SHORT​ ​EXCERPT​ ​FROM​ ​D​EAR​ M​ARTIN​, ​A​ YA ​NOVEL​ ​FOCUSED​ ​ON​ ​SOCIAL​ ​JUSTICE​.

C​ENTRAL​ F​OCUS​:
S​TUDENTS​ ​WILL​ ​HAVE​ ​FINISHED​ ​THEIR​ ​NOVEL​ ​SUPPLEMENTARY​ ​TEXTS​, ​AND​ ​TODAY​ ​WILL​ ​MOVE​ ​ON​ ​TO​ ​ANALYZING​ ​A​ ​PIECE​ ​OF​ ​POETRY​ ​WITH​ ​SIMILAR​ ​THEMES​,
​ ILL​ F​ OCUS​ O​ N​ D​ ISCUSSING​ A​ ND​ A​ NNOTATING​ T​ HE​ P​ OEM​ A​ S​ A​ ​ C​ LASS​ A​ FTER​ C​ OMPLETING​ C​ OMPREHENSION​ Q​ UESTIONS​ O​ NLINE​ F​ OR​ T​ HEPOEM
STUDENTS​ W

E​SSENTIAL​ Q​UESTION​:
W​HY​ ​AND​ ​HOW​ ​DO​ ​WE​ ​HIDE​ ​OUT​ ​INSECURITIES​ ​FROM​ ​OURSELVES​ ​AND​ ​THE​ ​WORLD

O​BJECTIVES​:

U​NIT​ L​EVEL L​ESSON​ L​EVEL​:

S​TUDENTS​ ​WILL​ ​BE​ ​ABLE​ ​TO​ ​PULL​ ​TEXTUAL​ ​EVIDENCE​ ​TO​ ​SUPPORT​ ​A​ ​CLAIM S​TUDENTS​ ​WILL​ ​ANALYZE​ ​TEXTUAL​ ​EVIDENCE​ ​AND​ ​WORD​ ​CHOICE​ ​TO
REGARDING​ A ​ ​ C​ OMPLEX​ C​ HARACTER​ A​ ND​ T​ HEIR​ M ​ OTIVES​ W​ ITHIN​ A​ ​ N​ OVEL​. FORMULATE​ E ​ DUCATED​ A​ NALYSIS​ O​ F​ T​ HEIR​ M
​ ENTOR​ T​ EXTS
S​TUDENTS​ W ​ ILL​ B​ E​ A​ SKED​ T​ O​ P​ ROPERLY​ C​ ITE​ S​ OURCES​ A​ ND​ C​ ONSTRUCT
CLAIMS​ T​ HAT​ A​ RE​ B​ OTH​ A​ PPLICABLE​ T​ O​ T​ HE​ S​ UBJECT​ M​ ATTER​, A​ ND​ U​ NIVERSAL
​ ITERATURE​ A​ ND​ R​ EALITY​.
TO​ L

G​EORGIA​ S​TATE​ S​TANDARDS​ A​DDRESSED​ ​AND​ A​SSESSED​:

ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
ELAGSE9-10RL2: Determine a theme and/or central idea of 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.
ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)
ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of world literature.
ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

A​SSESSMENTS​:

I​NFORMAL F​ORMATIVE S​UMMATIVE

Teacher will ask questions during
lesson and presentation, assessing
student learning through verbal
dialogue.
Students will use the worksheet on
Dear Martin to write down theme
statements for the poem, along with
having a viewing worksheet for TKAM
film
Students will work on a constructed
response assignment for the
characterization of Atticus Finch on
Friday.

L​ANGUAGE​ S​UPPORTS​:

L​ANGUAGE​ F​UNCTION V​OCABULARY S​YNTAX​/D​ISCOURSE

Students will utilize a viewing guide to Presentation slides on poem will be Students will analyze organization and
draw connections between novel and used to help students interpret a poem verse structure of poem along with
film for it’s historical point of view TKAM film

I​NSTRUCTIONAL​ P​LAN​:

T​IME G​ROUPING​/S​TRUCTURE T​EACHER​ P​ROCEDURES S​TUDENTS​ W​ILL​ B​E​…

H​OOK T​EACHER​/I​NDIVIDUAL T​EACHER​ ​WILL​ ​WELCOME​ ​STUDENTS S​TUDENTS​ ​WILL​ ​TAKE​ ​OUT
​ HE​ C​ LASSROOM​, I​ NSTRUCTING
INTO​ T CHROMEBOOKS​ A ​ ND​ L​ OG​ O​ N​ ​TO
THEM​ T ​ O​ T​ AKE​ O​ UT​ T​ HEIR C​OMMON​LI​ T
 ​ ND​ L​ OG​ O​ N​ T​ O
CHROMEBOOKS​ A
C​OMMON​L​IT​ ​USING​ ​THE​ ​CLASS​ ​CODE
TR​ ANSITION T​EACHER T​EACHER​ ​WILL​ ​GIVE​ ​INSTRUCTIONS S​TUDENTS​ ​WILL​ ​LISTEN​ ​TO
ON​ H​ OW​ T​ O​ U​ SE​ C​OMMON​LI​ T​ A​ ND ​ IVE​ I​ NSTRUCTIONS​ ​ON
TEACHER​ G
HOW​ T ​ O​ D​ O​ T​ HE​ A​ SSIGNMENT​. ASSIGNMENT
A​CTIVITY​/O​BJECTIVE​ O​NE I​NDIVIDUAL T​EACHER​ W ​ ILL​ W ​ ALK​ A​ ROUND S​TUDENTS​ ​WILL​ ​COMPLETE
ROOM​ D ​ URING​ A​ SSIGNMENT​ A​ ND C​OMMON​L​IT​ ​ASSIGNMENTS
ASSIST​ A ​ NY​ S​ TUDENTS​ W ​ HO INDIVIDUALLY
REQUIRE​ H ​ ELP
TR​ ANSITION T​EACHER T​EACHER​ W ​ ILL​ I​ NSTRUCT​ S​ TUDENTS S​TUDENTS​ ​WILL​ ​TAKE​ ​OUT​ D​EAR
​ AKE​ O​ UT​ D​EAR​ M​ARTIN
TO​ T M​ARTIN​ ​WORKSHEET​ ​TO​ ​USE​ ​FOR
WORKSHEET​ T ​ O​ U​ TILIZE​ A​ S​ F​ INAL ​ ART​ A​ CTIVITY
FINAL​ P
FORMATIVE​ B ​ EFORE​ S​ UMMATIVE
ACTIVITY​ T ​ OMORROW
A​CTIVITY​/O​BJECTIVE​ T​WO W​HOLE​ C​LASS S​TUDENTS​ A​ ND​ T​ EACHER​ W ​ ILL S​TUDENT​ ​AND​ ​TEACHER​ ​WILL
DISCUSS​ P ​ OEM​ A​ S​ A​ ​ C​ LASS​, ​ S​ A​ ​ C​ LASS​, A​ NNOTATING
DISCUSS​ A
ANNOTATING​ D ​ ETAILS ​ ETAILS​ U​ SING​ T​ HE​ H
FOR​ D ​ ISTORICAL
CONTEXT​ O ​ F​ T​ HE​ A​ UTHOR
TR​ ANSITION I​NDIVIDUAL O​NCE​ ​DISCUSSION​ ​IS​ ​OVER​, T​HE S​TUDENTS​ W ​ ILL​ T​ URN​ I​ N​ D​EAR
TEACHER​ W ​ ILL​ H​ AVE​ S​ TUDENTS M​ARTIN​ W ​ ORKSHEET​, T​ HEN​ U​ SING
TURN​ I​ N​ T
​ HEIR​ D​EAR​ M​ARTIN TKAM V​ IEWING​ G​ UIDE​ F​ OR​ T​ HE
WORKSHEET​, A ​ LONG​ W​ ITH​ P​ ASSING REMAINDER​ O ​ F​ C​ LASS
OUT​ TKAM V ​ IEWING​ G​ UIDE
C​LOSURE T​EACHER​/I​NDIVIDUAL T​EACHER​ W ​ ILL​ H​ AVE​ S​ TUDENTS S​TUDENTS​ ​WILL​ ​WORK​ ​ON​ ​SECOND
WORK​ O ​ N​ S​ ECOND​ M​EMBEAN M​EMBEAN​ ​SESSION​ ​FOR​ ​HOMEWORK
SESSION​ F ​ OR​ H​ OMEWORK

A​CCOMMODATION​:
L​EARNING​ N​EEDS IEP​S​/504​S S​TRIVING​ R​EADERS ELL S​UPPORT G​IFTED
S​OME​ ​STUDENTS​ ​HAVE N/A N/A T​HE​ ​MAJORITY​ ​OF
N/A IEP’​S​, S​ OME​ O​ F​ T​ HEM​ ​WILL STUDENTS​ I​ N​ M​ Y​ C​ LASSES
​ IVEN​ E​ XTRA​ T​ IME​ A​ ND
BE​ G ​ IFTED​, A​ ND​ S​ O​ T​ HERE
ARE​ G
 ​ HILE​ O​ NE​ W
DIRECTION​, W ​ ILL ​ NOUGH​ A​ CTIVITY
IS​ E
​ DDITIONAL
HAVE​ A ​ ITHIN​ A​ ND
HAPPENING​ W
​ SSIGNMENTS​ T​ O
AFTER​ A
​ HAT​ T​ HEY​ A​ RE​ N​ OT
ASSURE​ T
​ Y​ T​ HE​ L​ ESSON
BORED​ B

I​NTERDISCIPLINARY​ C​ONNECTION​:
S​TUDENTS​ ​WILL​ ​HAVE​ ​AN​ ​OPPORTUNITY​ ​TO​ ​UTILIZE​ ​FILM​ ​CRITIQUE​ ​TECHNIQUES​ ​DURING​ ​THE​ ​LAST​ ​QUARTER​ ​OF​ ​THE​ ​LESSON​ ​WITH​ ​THEIR​ TKAM ​MOVIE
VIEWING

M​ATERIALS​ N​EEDED​:
P​EN​/P​ENCIL
N​OTEBOOK

T​ECHNOLOGY​:
P​ROJECTOR
P​ROJECTOR​ S​CREEN
C​OMPUTER
C​HROMEBOOK
T​EACHER​(S​ ​) W
​ ILL​ U​SE​: S​TUDENTS​ ​WILL​ U​SE​:
C​OMPUTER C​HROMEBOOKS
P​ROJECTOR
P​ROJECTOR​ S​CREEN

R​EFLECTION​:
(What can you take away from this lesson as it was planned and implemented that will inform your own teaching? What works? What
would you change?)
T​HIS​ ​LESSON​ ​WENT​ ​A​ ​BIT​ ​SLOWER​ ​THAN​ ​EXPECTED​. T​HE​ ​DISCUSSION​ ​WAS​ ​NOT​ ​AS​ ​ENGAGED​ ​AS​ I ​THOUGHT​ ​IT​ ​WOULD​ ​BE​, ​AS​ ​STUDENTS​ ​HAD​ ​A​ ​HARDER​ ​TIME
PROPERLY​ A ​ NNOTATING​ T​ HE​ P​ OEM​. F​OR​ N​ EXT​ T​ IME​, I N​ EED​ T​ O​ U​ TILIZE​ M
​ ORE​ I​ NDIVIDUAL​ A​ SSIGNMENTS​ F​ OR​ S​ TUDENTS​ D​ URING​ C​ LASSTIME​.