The document outlines a lesson plan for an 11th grade English class reading To Kill a Mockingbird, where students will analyze perspectives, write narratives from different points of view, and create visual representations of their stories using Glogster. The plan provides Universal Design for Learning supports and modifications to assist John with reintegrating into the general classroom through developing empathy and understanding of others.

1. Presentation for IEP team of an UDL lesson plan for John W.
To Kill A
Mockingbird
By Harper Lee
Grade: 11
Teacher: Dodson
Subject: English/ Language Arts

2. Purpose
• Atticus explains to Scout that, unless you take the time to see things
from the perspective of others, you never know the true character of a
person or understand that person and who he or she really is.
– Examine the quote, “You never really understand a person until
you see things from his point of view…until you climb into his
skin and walk around in it” (Lee, 1960, p. 16).
• Imagine that you are someone else for a day.
• Write your own narrative that tells the story of a day in the life of
another person.
• Consider any situation(s), such as, but not limited to, a disability, in this
person’s life by which he or she is judged or ridiculed by other people.
• Student will work in collaboration with other classmates to learn an
appreciation for the uniqueness of each person in the classroom.
• The UDL Solutions plan should assist John with reintegration into the
general classroom, thus enabling him to become a functional member of
the class, as well as benefit the other students in the class in their
understanding of how to respect others who might be different.

3. Read To Kill A Mockingbird
Book is available on:
• Hard cover book • Goal: The student will learn
• CD & Tape empathy for and acceptance
• DVD or Blu-ray of others through reading -
• YouTube via individual selection from
media options, such as
•
•
Standard: Common Core State Standards
printed text, digital eBook,
or audio book - the assigned
11th -12th Grade English/ Language Arts
• Reading Standards for Literature
• Cite strong and thorough textual evidence to support analysis
novel.
of what the text says explicitly as well as inferences drawn
from the text, including determining where the test leaves • State the meaning of point-of-view
•
matters uncertain.
and discuss the significance of
perspective in narrative writing.
Analyze the impact of the author’s choices regarding how to
develop and relate elements of a story or drama (e.g., where
a story is set, how the action is ordered, how the characters
are introduced and developed).
• Analyze a case in which grasping a point of view requires • Examine the function of perspective
•
distinguishing what is directly
stated in a text from what is really meant (e.g., satire,
in stories told by others.
sarcasm, irony, or understatement).
• Writing Standards • Compose a story that is told from
another person’s point-of-view.
• Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and
well-structured event sequences.
– Engage and orient the reader by setting out a
problem, situation, or observation and its significance,
establishing one or multiple point(s) of view, and
introducing a narrator and/or characters; create a
smooth progression of experiences or events.

4. Composition:
Consider this quote:
“You never really understand a person until you see things from
his point of view…until you climb into his skin and walk around in
it” (Lee, 1960, p. 16)
Collaborate with one or two other students. Review &
discuss handout of characteristics of a narrative
writing
•Introduction or Orientation
The who, what, where and why of the story
Introduces the main character
Sets the scene—time and place
Presents a dramatic incident
•Body of the story—the problem or complication
Develops conflict
Develops tension
•Climax
The height of the tension
•Resolution or conclusion
Provides a solution to the problem (Tidwell, 2007)

5. Composition of assignment continued:
Critical thinking UDL Solutions
• Analyze your own perspective • Review handout made available in
multiple formats, including
• Think about how perspective scanned onto your computer
impacts the context of a story • Collaborate with peers
• Write your narrative using:
• Write a narrative from a  the voice/speech to text
recognition
different person’s perspective
using either first or third-  Hands-free headset
person narrative:  Word processing software
 Develop a point-of-view  Windows Ease of Access – make
mouse and keyboard easier; On-
 Present events in a logical order screen keyboard; trackball
 Develop events that convey a
unifying theme or tone
 Include sensory details,
concrete language and/or dialog
 Use literary elements (e.g., plot,
setting, character, theme)

6. Creating a Glog
Materials & Methods UDL Solutions
• Computer with • Collaboration with
Internet one or two other
connectivity students
• Create a Glog on • Create a
Glogster Glogster.com
~ Instructions for how to account
create a Glog is projected on
the board at the front of the – Using voice recognition
class and with help from
classmates
• Create a Glog that – Windows Ease of Access –
brings your story make mouse and keyboard
easier; On-screen
alive visually keyboard; trackball

7. References
http://books.google.com/books/about/To_Kill_a_Mockingbird.html?id=f4myQgAACAAJ
Lee, N. H. (1960). To kill a mockingbird. Retrieved from http://tecfaetu.unige.ch/etu-
maltt/R2D2/dacostj7/stic-2/ex14/epub/ex14.pdf
Public Schools of North Caroina. (n.d.). English/language arts high school. In North Carolina
extended common core state standards. Retrieved June 4, 2012, from State Board of
Education/Department of Public Instruction website:
http://www.dpi.state.nc.us/docs/acre/standards/extended/ela/9-12.pdf
Tidwell, M. (2007). Activity. In Narrative nuts and bolts . Retrieved June 17, 2012, from
http://pulse.pharmacy.arizona.edu/11th_grade/industrialization/language_arts/nuts_and_bolts
.html