Since I have not taught English for 7 years, I have passed off most of my lesson plans to a beginning teacher who needed ideas. I did, however, dig deep enough to find an example from my work with PS II students from SDSU. As a Center Teacher, I was expected to teach an example of several models of lesson organization for the students. This one happened to include To Kill a Mockingbird. The terminology and format are dated, but the ideas are there.

Example of Circles of Knowledge

Content: To Kill a Mockingbird and Ox-Bow Incident

Background: The 11th grade students have read part of To Kill a Mockingbird and have watched the movie Ox-Box Incident.

Significant Outcomes:
Students will understand how the movie and the book are connected.
Students will form ideas about the convictions of two small towns—Maycomb and Bridger Wells.
Students will compare and contrast the convictions of one man from each small town.
Students will consider who has defended his or her convictions.

Indicators: Discussion comments will indicate participant’s understanding of the Ox-Bow Incident and To Kill a Mockingbird. Students will also be writing their ideas concerning convictions.

Assessment of learners: Students may not have thought about this connection between the movie and the book so their discussion may start slowly, but I believe that with a little encouragement, they will have a variety of ideas.

Sparking Questions:
Journal—“One time, I stood up for what I believed in ….. (Students will rite a\what they stood up for and the results.)
Oral—“What are some of your convictions? (conviction has been previously defined as a strong or fixed belief) “Do you think people in White have the same convictions?

Focus Question: Are the convictions of the majority of the inhabitants of Bridger Wells and Maycomb the same?

Think/Write: Students write their response to the question and explain the response—one paragraph of a supportive argument.

Pair/Share: Students talk with their table group and compare ideas,

Guided Discussion: Use the Sparking and Focus Questions
Recording Ideas: Record ideas on the overhead (today I would use the computer)
Facilitating Discussion: As ideas are presented, ask questions that help students develop their ideas.

Closure: These are two examples of people who stood up for their convictions. Can you think of anyone in history or present day who has stood up for his or her convictions?