Lesson+Plan

=**Lesson Plan**=


 * Grade/Content || Grade 10 ||
 * Title || Injustice for One is an Injustice for All ||
 * Standards || __R-10-4.2:__ Demonstrate initial understanding of elements of literary texts by paraphrasing or summarizing key ides/plot, with major events sequenced, as appropriate to text.

__R-10-5.3:__ Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among plot/subplots).

__ CCSSRL 10.7: __ Analyze the representation of a subject or key scene in two different artistic mediums, including what is emphasized or absent in each treatment. ||  ||

Students will have already read the novel, //To Kill a Mockingbird//. The teacher will lead an oral discussion (recall) of the court system of the United States and each student’s prior knowledge. After having watched scenes from the film, //A Time to// Kill, students will then analyze information from the text and relate it to the film (two different autistic mediums). || 1. In what ways does culture and race play an important role in both the text, //To Kill A Mocking Bird//, and the film, //A Time to Kill//? 2. What are some of the similarities and differences between both the text and film with regard to the context in which the justice system is examined? 3. How are the trial scenes depicted in both the text and film similar or different to the way our courtrooms presently operate. 7. Students will share their responses on the graphic organizer with the class, and defend their positions with regard to each medium. 8. Teacher will give students a copy of the writing assignment and the assessment rubric for the text and film. Students will complete the wrtiting assignment in 2-3 days outside of class ||
 * Context of the Lesson || Following a study of the novel //To Kill a Mockingbird//, students will then discuss particular points of the text (i.e. setting, characters, protagonist, antagonist, etc...) that are important. Students will relate information from text learned and discussed to that of the film //A Time to Kill//. It is important that students be able to demonstrate comprehension of literary texts in order to complete the lesson in its entirety (background knowledge). As Karen Tankersley states, “We don’t comprehend unless we draw connections between what we read and background knowledge. Words have to be processed at the //thinking// level before comprehension can take place.” ||
 * Opportunities to Learn || All students are included in this lesson
 * Materials || Questions for discussion:
 * One copy of the Compare/Contrast chart for each student ||
 * Classroom Environment || We will be using the overhead projectos provided in the classroom as well as our classrooms computer as listed in materials. The student desks will be set up in a manner that they are able to have discussions amongst one another regarding scenes shown. ||
 * Differentiated Instruction || Before viewing scenes from the films, those students who may need certain modifications met may receive the following items: a) copy of synopsis of film, b) questions for discussion, c) use an English dictionary to find definitions all before viewing the film if necessary. ||
 * Objectives || The new goals for this lesson are for students to be able to do the following: 1) Compare and contrast trial elements from both films with regard to internal and external conflicts that the characters had. 2) Recognize and identify examples of prejudice in both films. 3) Identify similarities and differences between each trial and how cultural factors influenced each verdict. 4) Successfully complete the 4 question quiz included in the lesson plan. ||
 * Instructional Procedures || **__Opening:__** **8 minutes**
 * 1) Teacher will ask students to recall the knowledge that they have learned with regard to theUnited Statesjustice system and trial procedures. Once students have been able to do so we will move on to the lesson.
 * 2) Teacher will lead an oral discussion using questions created for the lesson in regards to the text that students read, //To Kill a Mockingbird//. Students will verbally respond to the questions with a specific understanding of the courtroom scene described in the text.
 * 3) Teacher will give background information on the film, //A Time to Kill// that the students will be watching. (i.e.
 * __Engagement:__** **35 minutes**
 * 1) Students will view the courtroom scene the film //A Time to Kill//. Teacher will lead an oral discussion using the same questions as before. Students will verbally respond to the questions.
 * 2) Using the Graphic Organizer compare and contrast models, I will begin the activity by explaining to the students how they will be using a GC to compare and contrast the courtroom scenes from the text and film. I will give them one example before they complete the assignment. In small groups of 4-5, students will discuss and fill in a Compare/Contrast chart(Graphic Organizer). Teacher will lead a discussion of the results and students will respond verbally.
 * __Closure:__ 8 minutes**
 * Assessment || Students will complete a Writing assessment after completing the text and viewing scenes from the film and answer questions given to them in a prompt regarding what they read. Each student will be given a rubric that includes what is expected in each of their assessments. They are to compare and contrast the influence that culture had with regard to the text and film read. ||  ||