Madeline Hunter Lesson Plan

Class: English 9
Unit: Chapter 11
Teacher: Ms. Julia Robinson
Objective:
Every student will be able to: Demonstrate their understanding of chapter 11
through a discussion, and analyze Atticus in both chapter 11 and throughout the
novel through a bio poem and textual quotes.
I can: Discuss important aspects of a chapter, and find important textual evidence
and show the importance of that textual evidence
Standards:
Standard 2.1: Increasingly complex literary elements in traditional and
contemporary works of literature require scrutiny and comparison. B.: Analyze how
complex characters develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
Prepared Graduates: Read a wide range of literature to understand important
universal themes and the human experience.
Materials: Sample of the bio poem about Miss Maudie, Bio poems outlines,
SmartBoard, reading quiz, discussion questions/topics, mini white boards and
markers for the anticipatory set
Duration: 90 minute lesson
Anticipatory Set:
Review gameI will divide the class into two halves. I will then provide quotes.
The teams must state the speaker and the significance of the quote using at least two
sentences. Whichever team gives me the correct answer will receive a point. The
first team to get three points wins. That team will receive extra credit points. This
will help the students prepare for the upcoming activity and the significance of
textual evidence.
Teaching:
- Schedule:
1. Reading Quiz: 5 minutes
2. Anticipatory set: 10 minutes
3. Discussion: 20 minutes
4. Hand out and discuss the assignment: 5 minutes
5. Group Work: 20 minutes
6. Bio Poem Individual Work: 20 minutes
7. Closure: 10 minutes
- Input: The students will receive written directions about the activity. They
will also listen to a brief lecture about the directions and why we are
completing the activity. This is to help them gain the knowledge about the
project and know the importance of the skill of finding textual evidence and
unraveling a character.

Modeling: There will be a sample bio poem about Miss Maudie. I will present
this to the students with supporting quotes. I will show them the process
and tell them why I chose the things that I chose.
- Checking for Understanding: This will be gone when they complete their
guided practice. I will make sure that they understand the process of
completing the poemfinding textual evidence and creating the poems
lines. I will know if they fully understand when we complete the poem
together as a class. I will also ask them to provide a thumbs up or down on
how clear they are about the bio poem instructions and purpose.
- Questioning Strategies: This will be addressed in the discussion part of the
lesson. You can view the discussion questions/topics in the material section.
These questions will be entry-level questions, to check for plot
comprehension, and inquiry questions that encourage the students to dig
deeper into the text.
Guided Practice:
Mrs. Dubose is a huge part of Chapter 11; therefore there is a lot of information
presented on her. Pull up a bio poem outline on the SmartBoard. Have the students
get into 5 groups and complete 2 (one group complete three) of the lines in the
poem. Have the groups share their lines and write them on the SmartBoard. This
will help students understand the purpose of the different lines and what I am
looking for in their own biopoem. It will also provide a model bio poem for the
students.
Independent Practice:
The students will complete a bio poem about Atticus Finch. They must complete the
poem individually. They must have textual support to support their poem.
Closure:
Have the students share their bio poems aloud. Ask the students what they learned
about Atticus from this activity and how they feel about him as a character. Ask the
students what they thought was the point of the lesson and how the quotes helped
them support their answers.