L6+Barton+Lindsey

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Ms. Barton
 * Date of Lesson:** 6
 * Grade Level:** 9-12
 * Topic:** "The Grapes of Wrath"

__**Objectives**__

 * Student will understand that** literary devices are used to emphasis the drastic circumstances faced by the family.
 * Student will know** the literary terms: symbolism, tone, point of view, characterization, implicit meaning, and explicit meaning.
 * Student will be able to** use before, during, and after reading strategies to evaluate symbolism and then reapply it to create deeper. meaning.

__**Maine Learning Results Alignment**__
Maine Learning Results: English Language Arts A. Reading A2: Literary Text Grades 9-Diploma: The Grapes of Wrath Students read text within a grade appropriate span or text complexity, and present analysis of fiction using excerpts from the text to defend their assertions. a. Identify and describe settings and characters.


 * Rationale:** This lesson meets the Maine Learning Results through asking students to consider textual evidence to evaluate symbolism and its deeper meaning. Students will be asked to consider the deeper meanings within symbolism from the novel. They will be presented with a symbol and asked to interpret the larger meaning implied through the symbol.

__**Assessment**__
After creating their art work, students will then blog as they examine the deeper aspects of their concept, thus contemplating possible larger ideas. I will look over their blogs and graphic organizer and help them to examine an aspect not seen during their first analysis. Students will begin creating their script in order to understand whether they are conveying the meaning they wish to convey, and I will provide feedback on the script.
 * Formative (Assessment for Learning)**

I will provide them with a rubric when we begin the lesson, and they will be graded based on this rubric. After interpreting the symbolism, students will record their personal interpretation skit with their group using iMovie.
 * Summative (Assessment of Learning)**

__**Integration**__
As a teacher, I am incorporating technology through the use of iMovie. Students are creating a skit to represent the significance of their symbol, then recreate it within an iMovie. Students can emphasize their verbal, kinesthetic and interpersonal intelligences through the creation of both a script and an iMovie.

Art: Art will be integrated into the curriculum as students will create their movies in a manner which represents their interpretation.

__Groupings__
This learning method enables teachers to effectively respond to a diverse student population by promoting academic achievement and cross-cultural understanding. Jigsaw groups facilitate learning because each student is responsible for a particular piece of a task and then is responsible to contribute his or her portion of the task to bring about mutual interpretation.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**: Verbal will be incorporated during group work as well as while creating their script and acting out their skit.
 * Visual**: They will first create a visual representation of their symbol or event, then record their skit using iMovie.
 * Logic**: Students will examine the deeper meaning of symbolism within the text and contemplate various ways in which it may impact the text if considered differently.
 * Kinesthetic**: Students will be moving around the room collaborating with peers, then acting out their skit using iMovie.
 * Naturalist**: Students can use the natural world to convey the meaning behind the symbolism.
 * Interpersonal**: After meeting in groups, students will create their graphic organizers and blogs to work on individual thought development.
 * Intrapersonal**: Students will meet in groups and create their art work, then work together to create scripts and skits

I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations. In order to assist absent students, I will create a podcast with a recording of the lesson. It will be posted on the class wiki and students can go on to blog about what they have learned through the podcast.
 * Modifications/Accommodations**

iMovie will allow students to edit and use tools to enhance their movie and their interpretation of the symbol.
 * Extensions**

__**Materials, Resources and Technology**__
My laptop Student laptops The iMovie program "The Grapes of Wrath" Film Rubric, Individual Response, and Graphic Organizer handout Cameras to rent to students during class Images of symbols to hang around the room

__Source for Lesson Plan and Research__
http://desktopvideo.about.com/od/desktopediting/ss/imoviestart.htm: A beginning introduction to iMovie http://homeworktips.about.com/b/2007/01/15/understanding-symbols-in-the-arts.htm This site provides a great introduction to understanding symbolism. Students who fear interpreting symbolism within their work will be reassured by this site. http://web.mst.edu/~gdoty/classes/concepts-practices/symbolism.html Another website on examining symbolism and meaning within text. http://www.associatedcontent.com/article/195039/motherhood_matriarchy_and_feminism.html This website offers an interesting analysis of symbolism and characterization within the novel. This is a nice starting point on both the novel and Steinbeck. http://www.eduplace.com/graphicorganizer/pdf/factopin.pdf The Fact and Opinion chart will help students to understand information within the novel.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson enables all learners to thrive as it addresses the different learning styles as well as the multiple intelligences which students may favor. Clipboard students will be able to take notes as students walk around the classroom. They will have the ability to fill out the graphic organizer before going on to discuss with the class. This will help these students to become organized before working as an entire group. Microscopes will be able to structure their iMovie before editing and adding effects, which will help to determine what works the most effectively for them while at the same time allowing them to put the work into perspective. Beach balls will be encouraged to find creative methods of interpreting their symbol and creating a skit to represent this symbol. Puppies will be encouraged to discuss and elaborate with classmates throughout the process, building a confidence in the material and a comfortable atmosphere.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** The Maine Learning Result I chose to follow stated that students would be able to read text appropriate to grade level, while at the same time gathering textual evidence and analysis to support their claim. Students will understand that literary devices are used to emphasis the drastic circumstances faced by the family and others who lived through the Depression, thus they should interpret symbolism in a meaningful manner which will help them to gain a deeper understanding of the material. Acting out the symbolism will reinforce what students have already learned and help to create a more concrete example.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** My lesson plan allows for the incorporation of all intelligences in an attempt to keep all students engaged. At the same time, there will be frequent integration of technology within the classroom. Students will use iMovie to create a digital interpretation of something that might otherwise seem simple or self explanatory.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal**: Verbal will be incorporated during group work as well as while creating their script and acting out their skit.
 * Visual**: They will first create a visual representation of their symbol or event, then record their skit using iMovie.
 * Logic**: Students will examine the deeper meaning of symbolism within the text and contemplate various ways in which it may impact the text if considered differently.
 * Kinesthetic**: Students will be moving around the room collaborating with peers, then acting out their skit using iMovie.
 * Naturalist**: Students can use the natural world to convey the meaning behind the symbolism.
 * Interpersonal**: After meeting in groups, students will create their graphic organizers and blogs to work on individual thought development.
 * Intrapersonal**: Students will meet in groups and create their art work, then work together to create scripts and skits.

Rationale:** Students will receive a rubric at the beginning of class with expectations for the assignment clearly explained. After creating their art work, students will then blog as they examine the deeper aspects of their concept, thus contemplating possible larger ideas. Students will comment on two other student's blogs and provide advice for classmates. After receiving feedback, students will begin creating their script in order to understand whether they are conveying the meaning they wish to convey, and I will provide feedback on the script. They will go on to create their iMovie and receive further feedback on a daily basis as we discuss progress together.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
As students enter the room, they will be given a square of construction paper of a specific color with a number on the back. They will find classmates with the same colored piece of paper and choose a table with this group of five. Students will remain in this formation throughout class, and my desk will be in the back of the room. Tables will be pulled forward in order to create more space along the walls for the sake of the hook. Day 1: Homework: Complete the script and be ready to film during the next class.
 * The hook will begin. Around the room will be various symbols (the turtle, the death of the family dog, rotting fruit, the tractor as a living being, the bank as a monster, the brochures as a source of hope). Students will walk around and examine each symbol. The groups will use the numbers on the back of their construction paper as a lottery in choosing which symbol they would like to represent (5 minutes).
 * Students will have ten minutes to create an artistic representation of their symbol within their group. They will be told that the symbol should be in-depth in order to ensure that they are able to later build upon this representation (10 minutes).
 * We will discuss as a class the significance of symbolism within the novel and the way that it is at times difficult to comprehend and break apart. We will discuss Jim Casey as a potential biblical figure in order to provide an example of a more difficult symbol to disambiguate. I will provide textual evidence to support my claim and then ask students to discuss whether they agree of disagree with my statement. We will go on to discuss why this symbol would be significant to the characters in the novel. If students appear to be having a difficult time comprehending the topic, we will spend longer and look at a slightly less complex symbol within the novel (Rose of Sharon's pregnancy) and discuss whether the pregnancy and the loss of the baby are signs of hope or despair. I will then assign the iMovie and explain that they will be breaking apart the symbolism as we just have as a class, and that they should work to incorporate all elements of the symbol within their interpretation. Students will have time to ask questions and clarify upon the topic (20 minutes).
 * Students will use their graphic organizers to process thoughts individually. They should examine critical aspects of the symbol that they would like to represent and take note on their organizers, then discuss within their groups each of their ideas (10 minutes).
 * Students will develop their artistic depiction into a brief skit representing the significance of what otherwise may be considered an insignificant moment within the text. They will use thorough reading strategies in order to convey and explain the symbol or event to classmates (25 minutes).
 * Groups will get back together to discuss what they found effective and begin creating scripts. Students should contact one another in order to communicate about the creation of the script (10 minutes).

Day 2:
 * Students will have five minutes to discuss within their groups whether any changes need to be made within the script (5 minutes).
 * We will go out to the football field and students will work in groups to create their iMovies (50 minutes).
 * Students will spend the rest of class editing their iMovie inside. I will walk around and answer any questions, while at the same time providing feedback (20 minutes).
 * Any questions, presentation order (5 minutes).

Day 3:
 * Presentations (70 minutes).
 * Closing questions on "The Grapes of Wrath"? (10 minutes)

Students will be able to read text within a grade appropriate span of text complexity, and present analysis of fiction using excerpts from the text to defend their assertions. Students will be able to answer questions about literary devices and recognize how they are used to emphasis the drastic circumstances faced by the family. Students will be able to reapply critical literary devices. They must be able to recognize the turtle, the death of the family dog, rotting fruit, the tractor as a living being, the bank as a monster, and the brochures as a source of hope as critical symbolism within the novel.
 * What, Where, Why, Hook, Tailor: Logical, Verbal, Visual, Interpersonal, Intrapersonal**.

We will discuss as a class the significance of symbolism within the novel and the way that it is at times difficult to comprehend and break apart. We will discuss Jim Casey as a potential biblical figure in order to provide an example of a more difficult symbol to disambiguate. I will provide textual evidence to support my claim and then ask students to discuss whether they agree of disagree with my statement. We will go on to discuss why this symbol would be significant to the characters in the novel. If students appear to be having a difficult time comprehending the topic, we will spend longer and look at a slightly less complex symbol within the novel (Rose of Sharon's pregnancy) and discuss whether the pregnancy and the loss of the baby are signs of hope or despair. I will then assign the iMovie and explain that they will be breaking apart the symbolism as we just have as a class, and that they should work to incorporate all elements of the symbol within their interpretation.
 * Equip****,** **Explore, Rethink, Tailors: Interpersonal, Intrapersonal, Logical, Verbal.**

Students will use a Fact and Opinion chart in order to list first the obvious, clear ideas conveyed through the symbol, and then to go on and reexamine ideas that may appear less clear. They will work in Jigsaw groups to complete cooperative learning. After acting out their skit and receiving feedback on their presentations, students will have received an abundance of feedback to reapply to the creation of the movie.


 * Explore, Experience, Refine, Revise, Tailors: Verbal, Interpersonal, Intrapersonal, Logical.**

Students will assess themselves as they work as well as after their presentation. They will be given many opportunities to speak with me and receive feedback on graphic organizers, scripts, and drafts. Feedback will occur quickly as I will work to evaluate each aspect as they continue to work on the next. All homework is related to this and helps students in their ability to reapply information in a different manner than how it was received.
 * Evaluate, Revise, Tailor: Logical, Interpersonal, Intrapersonal, Kinesthetic, Verbal.**

The turtle, the death of the family dog, rotting fruit, the tractor as a living being, the bank as a monster, the brochures as a source of hope. We will discuss as a class the significance of symbolism within the novel and the way that it is at times difficult to comprehend and break apart. We will discuss Jim Casey as a potential biblical figure in order to provide an example of a more difficult symbol to disambiguate. I will provide textual evidence to support my claim and then ask students to discuss whether they agree of disagree with my statement. We will go on to discuss why this symbol would be significant to the characters in the novel. If students appear to be having a difficult time comprehending the topic, we will spend longer and look at a slightly less complex symbol within the novel (Rose of Sharon's pregnancy) and discuss whether the pregnancy and the loss of the baby are signs of hope or despair.
 * Content Notes**


 * Handouts**