July 20th,

Stephanie Donovan
2016
Mighty Miss Malone: Lesson 2

I.

Descriptive Data
This unit plan is being used for my 15:1 ELA special education class. I have a
total of six students in this small group setting. This group meets every day for about
thirty to forty-five minutes. This group is all about utilizing graphic organizers,
technology, and partner work. Each of the lesson plans will take anywhere from 2 days to
one week to complete.

II.

Materials, Equipment and Technology What will you need for this lesson? How will
you use technology, if applicable?
During this unit plan, students will use laptops, audiobooks, essays that they
originally wrote during a general education ELA lesson, and graphic organizers. Along
with these extra materials, students will need their Mighty Miss Malone book by
Christopher Paul Curtis, their folders, pencils, and workbooks, which are available on a
laptop for my student who is unable to write, but is able to type on a laptop. The Mighty
Miss Malone is about a girl growing up in poverty with a mother fighting for gender
equality rights.

III.

Standards and Objectives How does the plan align with the CCSS and your learning
objectives?
a. Common Core State Standards
i. CCSS.ELA-Literacy.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of
episodes as well as how the characters respond or change as the plot
moves toward a resolution.
ii. CCSS.ELA-Literacy.RL.6.6
Explain how an author develops the point of view of the narrator or
speaker in a text.
b. Learning Objectives
i. Students will be able to evidence flag quotes about Deza Malone from The
Mighty Miss Malone and add them to my mind map.
ii. Students will be able to construct a paragraph about Deza Malone using
quotes and evidence and the proper paragraph structure.

IV.

Procedures What will you do to help the students learn?

a. The students will be listening to the next couple of chapters being read while
following along. Their goal during this reading is to focus on Dezas life and to

b.

c.
d.
e.

f.

V.

VI.

create a mind map with Dezas name in the middle that gives quotes to describe
her character.
As we are listening to the story, I will stop and give the students two minutes to
think on their own and write down a quote or two that they may have evidence
flagged.
Students will then be given three minutes to share with their elbow partner what
they have found. This will allow them to work their ideas off of one another.
I will stop the book about 3 times per chapter to allow for students to gather the
information that they might night.
This will continue until chapter 7, which will take us about a week to get to. The
students will then turn in a paragraph describing Deza Malone using quotes and
evidence from the text.
I will grade students based on their paragraph format and also the amount of
quotes they use. They are supposed to have at least two quotes, each supported
with at least one piece of evidence from the text.

Modifications How will you adapt parts of the lesson to meet the needs of students
with disabilities, with limited English, or with other special needs?
This unit lesson is filled with modifications that are all discussed throughout the
lessons. Due to this being a 15:1 special education unit plan, I am already teaching in a
small group setting using multiple tools and pieces of technology to meet the needs of my
students.
Student Assessment How will you know the students were successful?
The students will be graded based on their paragraph/essay that they construct
about Deza Malone.

VII.

Initial Reaction notes on your teaching experience. What went well? What would you
change and why?
TBD once the lesson is taught.