LESSON PLAN

PLANNING
Date: Wednesday and Thursday, February 18th -19th
English
Title: Chapter 20 21 TKAM, Interview writing

Class, Grade Level: 9th grade

Learning Goal(s):

Assessment(s):

Students will be able to answer understand and share what

they learned while reading Chapters 20 -21 of TKAM.
Students will be able to write a question and
answer/expository text.
Students will be able to practice characterization while
creating interview questions for characters.
Students will be able to work respectfully in groups while
preparing this interview.

Students will read chapter 20 and 21 and

write down their answers to questions
about the chapter. They will share them
with their partner.

State (or Common) Core Curriculum Standard(s):

CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grades 9-10 Language standards 1 and 3here for specific
expectations.)
CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.

Concept(s) to Be Taught: Chapters 20-21, Expository writing (interview/question and answer text
structure)

Rationale: Today students will be reading through Chapters 20 and 21 as they continue learning about
TKAM. In order to help students get to know the characters better, they will interview a character by
coming up with questions on their own and writing the interview in an expository format on their own.

Materials Needed:
Chapter 20 Readers theater on their desks
Chapter 21 TKAM
PowerPoint
Pink Individual Interview handout
Gold Group Interview handout
New Seating Charts
New desk arrangments
Cup with 10-11 character names (some are repeated)
Interview video (https://www.youtube.com/watch?v=gjEWrmV2X4I)
Strategies to Be Used: Readers Theater, writing prompt, group work with assignments,
outline/guided writing

REGULARS
Continuation from Previous Lesson: Last time we entered the courtroom and watched as
Heck Tate, Tom Robinson, and Mayella took the stand. We are going to finish off with Bob Ewells
testimony and find out what the jurys verdict is. After students learn about the final verdict, they
are going to interview a character they have been assigned as a group.
Lesson Presentation:

A. Preparing for Learning:

a.

Directions:
i. [Directions for their self-start will be up on the board. Students will read through Chapter 20
and then write down their answers in their notebooks. After I get through announcements, I will
explain how I want partners/groups to work. Then I will have students share with their
partners.]

B. Announcements:
a.

b.

c.

Directions
i. I have a few announcements Id like to remind you of this week. First off, remember that your
Ted Talks and Articles are due on Friday. You can find some really short Ted Talks on Mrs.
Thomsons website, so dont procrastinate. Just do it!
ii. Also, as you can tell, we have changed everyones seats around today. Id like to demonstrate
how I would like you to work when I say turn to your partner and share. Unless I specify the
person who you are supposed to work with, your partner is the person you sitting next to. Your
groups are the desk put into fours. Are there any questions about this?
Guided Practice
i. So lets practice, now that you have finished reading Chapter 20 and writing down your
response, Id like you to turn to your partner and share what you thought. If your partner
answered the question, sign off on their paper with your initials in BIG letters. Any questions?
ii. Can I get your attention back in 3-2-1? Thank you, eyes on me, lips closed.
Modeling/Examples
1. Now that you have had your self-starts checked off, lets talk about what you wrote
down. [Cold call students with name cards]. Rayce, please tell me what your partner
wrote down. [he responds]. Good point, I agree with that. Jaxson, please tell me what
your partner wrote down. [he responds]. Oh interesting point. I really like that. I think
both of your points are correct.

C. Directing the Learning:

a.

b.

Chapter 21 reading
i. Directions
1. Now that weve talked about this prejudice that exists in this town, we are going to
find out what the jury decides for this trial and see if they have enough courage to give
a just verdict for Tom. Lets open our books to page 276. As I read aloud, Id like you to
follow along. Id also like you to pay attention to the facial features of people in this
book. They are important so pay attention for those.
ii. Modeling/Examples
1. [I will read aloud, modeling the Think-Aloud strategy and Choral responding with the
class].
iii. Independent Practice
1. Wow. That was a sad chapter. Lets talk about what happened. Raise your hand if you
think the verdict was just. Why do you say that? [cold call on people with hands
raised]. Now, raise your hand if you think Tom should have been elected as not guilty.
[cold call on people with hands raised]. Its interesting to see everyones point of view.
Now I hope you paid attention to everyones facial features because now I want you to
Draw either a juryman, Atticus, or Tom? What do they look like in this chapter? Draw it.
Then write down one word to describe how they feel.
iv. Modeling Examples
1. Please turn to the person behind you in your group and share with them what your
drawing is and your word. Explain your drawing to them and why you drew it that
way.
2. Can I get your attention in 3-2-1? Thank you. Id like you to now put away your
notebooks, bring these blue papers up to the counter, and keep out you green papers.
Clear off your desk for everything except them.
Pink Individual Interview Writing
i. Directions

1.

c.

[pass out pink papers] We just learned about the verdict for this trial. We saw
characters faces and we read about what happened, but I want you to take a closer
look at how the characters actually feel. To help you get to know them better, you are
going to be writing interviews for characters in this trial.
2. But first, I want you to come up with an objective. I am going to come around with a
hat and slips of paper in it. Each group will pull out a slip of paper with their characters
name on it. Once your group knows what character you are going to interview, talk
about things you want to know. Some examples are. [read examples from paper].
ii. Modeling/Examples
1. Okay, you should all have a written objective for interviewing your character. The next
thing you will be doing is writing interview questions and answers yourself. To help you
remember what makes up a good interview question Im going to show you an
example interview. As you watch it, pay attention to the questions and the response.
Are the questions open-ended, or close-ended? How does the interviewee respond?
Remember that not only will you be asking questions, you will also be coming up with
responses to those questions. Keep these thoughts in mind as you watch the video.
iii. Guided Practice
1. Lets see what you guys came up with! [use cold calling cards] and call on people.
Jason, what did you notice about the questions? Are they open-ended or closed-ended?
Good. Why? [he responds further]. And Will, what did you notice about the responses?
Are they long, short, detailed, informative,? [he responds]. Exactly right. These are the
type of questions and responses I want you to be writing.
iv. Independent Practice
1. Now its your turn. I want you to write down two questions you could ask your
character and come up with two responses. Id also like you to come up with textual
evidence that supports either your question or your response. As you write your
questions and responses, think about these two things: what do you want to know
about them, and how would they respond? You should also pull out your green notes
from last time. Remember to write OPEN-ENDED questions. Not only should your
questions be open-ended, so should your responses. Answer the question as if you
were the character, find evidence from the text to support your answer and write down
the page number. Once youve written your questions, share them with your partner.
Have them STAR your best question.
Gold group Interview Writing
i. Directions
1. Now that you partners have starred your best questions, you are going to pull all of
this together and put it into an interview. I am going to pass out a gold paper that
looks like this. Id like you to take 30 seconds and assign everyone a role in your group
for filming tomorrow.
ii. Mentoring/Examples
1. Next, you are going to create an introduction for your interview questions like we saw
in that short youtube video. Things you should include in this are: who your character
is, who the interviewer is, background information, and why you are conducting the
interview. Id like you to talk about it in your groups, and have the spokeswoman/man
to write it down. You have 4 minutes to come up with an introduction. Go.
iii. Directions
1. Id like your attention in 3-2-1. Thank you. The next step in writing this interview is
writing out each group members best question. Take a few minutes to discuss them
and write them down in each box. Each group member should write their own question
on the gold paper.

D. Reinforcing the Learning

a.
b.

Conclusion
i. There are four minutes left of class now. You have the rest of that time to come up with a
conclusion.
Mentoring/Examples
i. In your conclusion, you should thank your character for the interview and wrap up what you
learned in one sentence. That is your group exit card for the day. Once you are finished with
your interview conclusion, staple your groups pink papers and gold papers together, with the
gold paper on top. Once youve shown me that your group has finished their conclusion, you
can turn it into the basket. Also, assign one person in your group to bring a recording device
next time!
ii. Are there any questions?

ATAWT
If we have a lot of extra time, Ill let students plan out how they want to film their interviews.

Character Interview with _________________________ Class:

______
First, pick a role for everyone in your group. Write their names below.
Spokesman/woman (Introduces the Interview) :
______________________________________________________
Interviewer (Interviews the character):
______________________________________________________
Character (Responds to interviewers questions):
______________________________________________________
Cameraman/woman:(films the interview)
_______________________________________________________
Second, come up with an introduction for your characters interview as a
group:
(Example: Hello again. This is Chad Murray with Maycomb News on channel 5. Tonight
we have the pleasure of interviewing Atticus Finch, the lawyer that defended Tom
Robinson in the biggest trial of the year. Last week.. [background info on the trial].
Now I will turn the time over to [interviewer] so that we can get Atticus perspective on
the events.)
________________________________________________________________________________________
________________________________
________________________________________________________________________________________
________________________________
________________________________________________________________________________________
________________________________
________________________________________________________________________________________
________________________________
________________________________________________________________________________________
Third, member
write each
group
members BEST question and response in the boxes below.
Group
name:
__________________________________________________

Question:
________________________________________________________________________________________
____________________
________________________________________________________________________________________
______________________
Response:______________________________________________________________________________
______________________________

Group member name: __________________________________________________

Question:
________________________________________________________________________________________
____________________
________________________________________________________________________________________
______________________
Response:______________________________________________________________________________
______________________________

Group member name: __________________________________________________

Question:
________________________________________________________________________________________
____________________
________________________________________________________________________________________
______________________
Response:______________________________________________________________________________
______________________________

Group member name: __________________________________________________

Question:
________________________________________________________________________________________
____________________
________________________________________________________________________________________
______________________
Response:______________________________________________________________________________
______________________________

Fourth, come up with a conclusion for your interview (Example: Thank you Atticus

________________________________________________________________________________________
________________________________
________________________________________________________________________________________
________________________________
________________________________________________________________________________________
________________________________

for.. )

Name: _____________________________________________Class: ____________

Interview Questions
First, decide as a group what you want to learn from your character. Write your
objective in the box below: (Examples: Atticus feelings towards the verdict, Jems
perception of his father, Scouts understanding of the trial)

We want to learn about.

________________________________________________________________________________________
__
________________________________________________________________________________________
________________________________

Next, come up with two questions your could ask your groups character, and two
answers they would respond with based on your groups objective.

Question:
________________________________________________________________________________________
____________________
________________________________________________________________________________________
_______________________________
Textual evidence that supports your question (page #):
Question:
_______________________________________________________
________________________________________________________________________________________
____________________
Answer:
:
________________________________________________________________________________________
________________________________________________________________________________________
____________________
_______________________________
Textual evidence that supports your question (page #):
_______________________________________________________
Answer: :
________________________________________________________________________________________
____________________

Chapter 20
Dolphus: Come on round here, son, I got something thatll settle your stomach. Here. Take a
good sip, itll quieten you. Hee hee.
Scout: Dill, you watch out, now.
Dill: Scout, its nothing but Coca-Cola.
Dolphus: You little folks wont tell on me now, will you? Itd ruin my reputation if you did.
Scout: You mean all you drink in that sacks Coca-Cola? Just plain Coca-Cola?
Dolphus: Yes maam. Thats all I drink, most of the time.
Scout: Then you just pretend youre half? I beg your pardon, sir, I didnt mean to be Why do
you do like you do?
Dolphus: Whoh yes, you mean why do I pretend? Well, its very simple. Some folks dontlike
the way I live. Now I could say the hell with em, I dont care if they dont like it. I do say I dont
care if they dont like it, right enoughbut I dont say the hell with em, see?
Dill & Scout: No sir.
Dolphus: I try to give em a reason, you see. It helps folks if they can latch onto a reason. When
I come to town, which is seldom, if I weave a little and drink out of this sack, folks can say
Dolphus Raymonds in the clutches of whiskeythats why he wont change his ways. He cant
help himself, thats why he lives the way he does.
Scout: That aint honest, Mr. Raymond, making yourself out baddern you are already
Dolphus: It aint honest but its mighty helpful to folks. Secretly, Miss Finch, Im not much of a
drinker, but you see they could never, never understand that I live like I do because thats the
way I want to live.
Scout: Why are you telling us this?
Dolphus: Because youre children and you can understand it, and because I heard that one.
Things havent caught up with that ones instinct yet. Let him get a little older and he wont get
sick and cry. Maybe thingsll strike him as beingnot quite right, say, but he wont cry, not when
he gets a few years on him.
Scout: Cry about what, Mr. Raymond?
Dolphus: Cry about the simple hell people give other peoplewithout even thinking. Cry about
the hell white people give colored folks, without even stopping to think that theyre people, too.
Scout: Atticus says cheatin a colored man is ten times worse than cheatin a white man. Says
its the worst thing you can do.
Dill: Glad tve metcha, Mr. Raymond, and thanks for the drink, it was mighty settlin.
Narrator 1: Scout and Dill went back into the courthouse.

Scout: How longs he been at it?

Jem: Hes just gone over the evidence, and were gonna win, Scout. I dont see how we cant.
Hes been at it bout five minutes. He made it as plain and easy aswell, as Ida explained it to
you. You couldve understood it, even.
Scout: Did Mr. Gilmer?
Jem: Sh-h. Nothing new, just the usual. Hush now.