Title: Analyzing Characters in To Kill a Mockingbird Part 2

Subject: English
Grade Level: 9

Time Allotted: 55 minutes

Materials Required: carousel posters from lesson Analyzing Characters in To Kill a Mockingbird Part 1 and
POW+TREE handout.
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Michigan Curriculum Framework:

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.

Objective(s):
1. The learner will synthesize the analysis of characters through revisiting carousel posters from last class
and writing an outline on the POW+TREE sheet.
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Instructional Procedure: What information do students need to accomplish the objective(s)?
Time
Essential Element
Allotted
5-10
1. Anticipatory Set:
minutes
Tell students a short story with the beginning, middle, and end all mixed up.
Ask students if they understood the story.
1-2
minutes

2. State Purpose and Objective(s) of Lesson:

Thank you for listening really well to my mixed up story! Im glad none of you understood it
because that was the point of telling the story! Just like how a story needs to have a good flow,
a beginning, middle and an end, our analysis of our characters need to have a good flow with a
beginning, middle and an end. Today we will be synthesizing the analysis of characters by
revisiting our carousel posters from last class and writing an outline with the POW+TREE
sheet.
o Have objective on the board/PowerPoint:
o The learner will synthesize the analysis of characters through revisiting

carousel posters from last class and writing an outline on the POW+TREE
sheet.
40
minutes

3. Plan for Instruction:

Bring out carousel brainstorming posters.
Have students walk around the room, looking around the posters.
Have students choose what character they would like to analyze and synthesize (individual
choices).
Have students stand/sit by the poster with the character of their choice.
Hand out POW+TREE handout to students.
Explain to students:
o Synthesize analysis by filling out the POW+TREE handout.

SOE Faculty, 2/26/10

1. Pick a topic
2. Organize notes: Topic sentence, Reason (2 or more), Explanation of reasons,
and wrapping up with an Ending sentence.
3. Write more
o All writing must be in full sentences.
*This is the application of the POW+TREE strategy (Strategy #1).
o Explain to students there should be at least 2 separate topic sentences (therefore having
organized notes to give 2 paragraphs about a character).
o Students can refer to the carousel brainstorming poster as well as the text for ideas and
evidence.
Once students are done with the POW+TREE strategy, have students pair up with other
students in different groups (e.g. a student who chose Atticus must pair up with a student in a
different group).
Once students are paired up, have students share their notes with each other to check for topic
sentence and evidence.
o Encourage students to help peer add anything to strengthen paragraphs (e.g. clearer
explanation of evidence, different word, etc.).
Once students are done sharing each others POW+TREEs, have students go back to their seats
and re-write their notes on a new POW+TREE.
Collect students old POW+TREE handout as formal formative assessment to provide feedback.

4. Differentiation Considerations (accommodations):

For struggling writers, provide one on one instruction on how to utilize the POW+TREE to put
thoughts down. Remind them the handout is to guide them and it is practice, not a test.
For students who go through the handout very quickly, have them help the struggling writers
and go through the struggling writers POW+TREE handouts and share what ideas worked for
them and how to incorporate/implement them.
5. Assessment:
Formal formative assessment
o Students old POW+TREE handout to see if students are on right track, and to provide
feedback.
Informal formative assessment
o Take note of which students are struggling to fill out the POW+TREE.
o Take note of how the pair cooperative learning is goingwhich students are talking about
it with ease, which students are having difficulty explaining.
o Take note of how many students gave a thumbs up/down for confidence level in their
POW+TREE handouts.
5
minutes

6. Closure:
Ask students what their one takeaway is from this lesson.
Ask students if they have any questions.
Ask students to give thumbs up/thumbs down to see how confident they are about their
POW+TREE handouts.
Look over students old POW+TREE handouts and provide feedback.

SOE Faculty, 2/26/10