The standard this artifact best exemplifies is Standard #5: Application of Content: The

teacher understands how to connect concepts and use differing perspectives to engage learners in
critical thinking, creativity, and collaborative problem solving related to authentic local and
global issues.
Briefly describe the artifact, including when it was created, the purpose and process of its
creation.
This artifact is the second day of introductory lessons at the beginning of a unit regarding
progress. It was created to present to students the setting and time period for To Kill a
Mockingbird. Developed the first week of October, and was designed to explain the financial
status of the nation, as well as the civil unrest and tension between people of different races.
Students these days have little understanding about the struggle their grandparents went through
to not only provide them the freedoms students experience today, but also just to survive to
conceive them. This lesson examined life in the 1920s through 1930s, and set up the story of
Harper Lees novel.
Explain how your artifact demonstrates achievement of the selected standard.

Every individual works in their own unique manner. Teachers cannot realistically teach
each and every student individually; however, they can use differentiated instruction to try to
reach more students at once. If a teacher honestly cares about the success of her students,
differences regarding learning abilities and methods have to be acknowledged and incorporated
into a teachers instructional practice.

Standard # 5 Application of Content

Annotated Lesson Plan Format

Name:

Patricia Smith

Unit:

To Kill a Mockingbird

Grade: 9, Honors
Time Allotted: 80 minutes

Lesson Topic: Franklin Delano Roosevelt and the Great Depression

Context for Learning: Prior knowledge related to the concept these 9th
grade honor students possess is the introduction to the Great Depression,
and To Kill a Mockingbird novel, and a biography of its author, Harper Lee.
This lesson is a preparatory one, introducing students to the setting of To Kill
a Mockingbird (TKAM). Students already possess working knowledge of a
storys setting, so this lesson will review this topic in regards to the current
novel under study. Technology available in the classroom allows students to
use Google Classroom, and Google Drive, Youtube, PowerPoint, and Google
search via provided Chrome Books or computer labs. Students will be
Franklin Delano Roosevelt, the president during the Great Depression, and
the time period of the novel. Students will be expected to take notes, and
submit a group response in written form.
Curriculum Standards Addressed: This lesson supports the following
Maryland state content 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.9-10.7

Analyze the representation of a subject or a key scene in two different artistic

mediums, including what is emphasized or absent in each treatment (e.g., Auden's
"Muse des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

CCSS.ELA-LITERACY.RL.9-10.9

Analyze how an author draws on and transforms source material in a specific work
(e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a
later author draws on a play by Shakespeare).

CCSS.ELA-LITERACY.RL.9-10.10

By the end of grade 9, read and comprehend literature, including stories, dramas,
and poems, in the grades 9-10 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas,
and poems, at the high end of the grades 9-10 text complexity band independently
and proficiently.

CCSS.ELA-LITERACY.RI.9-10.9

Analyze seminal U.S. documents of historical and literary significance (e.g.,

Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four
Freedoms speech, King's "Letter from Birmingham Jail"), including how they
address related themes and concepts.

CCSS.ELA-LITERACY.SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts,
and issues, building on others' ideas and expressing their own clearly and
persuasively.
Objectives (observable and measurable): Students will

brainstorm verbal meaning of idioms and other terms used in TKAM.

use visual and auditory literacy skills to analyze, interpret, and explain
media.

identify the relationship of a historical figures influence on the author.

Materials: Materials needed for students will be personal Chrome Books,

Google Search, Classroom, and Drive, Youtube, and a PowerPoint
presentation provided by instructor, chair arrangements to support individual
and group work, writing utensil, and index cards.
Proactive Behavior Management: I have set up the current seating chart
prior to the start of this lesson. When they are told to get into partner
formation, I will inform them that they are to turn into the row beside them.
Behavioral expectations have been discussed previously. A reminder will be
given before the lessons start.
Provisions for Student Grouping: After warm-up, the students will be
instructed to form their partnerships. Seated together in rows are a mixture
of learning abilities and personalities. For example, the strongest academic
students in class are seated amongst others who could use their help; this
promotes exposure to different personality characteristics. After the paired
activity, students will return to their individual positions.

Procedures
Warm-Up/Opening ( Motivator): Warm-up to open the class will be the
presentation of small slips of papers, each containing 10 or more idioms or
terms from the novel To Kill a Mockingbird. Students are to read their
examples, pick one that stands out to them, and transfer the term and
explanation of term onto an index card. Once everyone has completed this,
students will be asked to share their chosen term. As a class, we will
elaborate on the ones they are already familiar with. After the discussion,
students will turn their cards into instructor to be hung on a poster paper,
creating a word wall.
Motivator/Bridge:
a) Review prior learning students will discuss, as a class, any terms
already familiar to them. (10 mins)
b) Tie new learning into students prior knowledge Review Notes Quiz
answers from the day before. (5 mins)
c) State the goal(s) and objective(s) for the lesson Students will know
they have been successful (or not) with review of the group notes
and scores from Newsela.
Procedural Activities:
1. Youtube video will be playing the song Happy days are here again as
students enter the classroom.
2. Students will be asked if they can identify FDR from the youtube video.
3. Lists of idioms and other terms used in TKAM will be given to each
student. They are to write one term and definition on an index card.
4. Whole class will discuss the terms chosen and cards will be collected to
be presented on a word wall.
5. Vocabulary homework will be collected.
6. Notes Quiz answers will be reviewed.
7. Round Robin activity will take place where index cards are placed
around the room with prompts covering the weeks vocabulary quiz (10
terms), preposition quiz, and TKAM quiz. Students will spend 25
seconds at each of the 35 stations while answering the prompt at that
station and then will move to the next station when I say switch after
the allotted time. Upon completion, students will switch answer sheets
and we will go over the answers as a class.

8. Facts about Franklin Delano Roosevelt will be shared.

9. Students will watch a video of FDRs first inaugural speech.
10.
Students will discuss the speech.
11.
The speech will be tied into the concept of fear in regards to Boo
Radley.
12.
In predetermined groups, students will discuss FDR and the
speech, answering a guided note questionnaire.
13.
Students will return to individual seating.
14.
Using their personal Chromebooks, students will read an article
about Eleanor Roosevelt on Newsela.com and answer the 4 questions
following article.
15.
Students will turn in an exit slip on their way out of class.
Adaptations: Audio and visual presentations will be used for each topic
used in this lesson. The instruments used will be an overhead projector,
applications such as Google Classroom, Docs, and Drive, as well as teacher
examples. Students are always welcome to write their responses on paper,
or use Google Docs.
Differentiation will be offered by providing a hard copy of the objectives and
final product of assignment on students chrome books.
Assessment: If a student meets or exceeds each of the items provided, I will
know that he/she has learned from this assignment. Formative assessment
will rely on observation of students as they are working, with guided
questions to redirect when needed. Summative assessments will be written
assignments used as test scores throughout the unit. I will record a score for
each student from the Round Robin quiz and group writing assignment will be
collected and graded for participation.
Summary/Closure: At the close of the lesson, we will review what concepts
are important from today. I will ask the class if they have any questions
regarding todays lesson.
Generalization/Extension Activity: As lesson time is only 80 minutes and
I have already possibly offered the class more than they can get finished in
that time, there should be no need for supplemental activities. However, if
the situation presents itself, I will ask students to start reading the next
chapter in their novel.
Review/Reinforcement (Homework): The class participated in a Round
Robin style vocab, preposition, and TKAM quiz. Information and

presentations were shared covering FDR and his influence on the Great
Depression era. Notes were taken, and both individual and group work were
executed.