L6+Terrill+Danielle

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


 * Teacher’s Name: ** Ms. Terrill
 * Date of Lesson:** 6
 * Grade Level:** 11
 * Topic:** Howard Roark and the Themes of __The Fountainhead__

**__Objectives __**
 * Student will understand that ** the themes of The Fountainhead are exemplified in Howard Roark
 * Student will know** the themes of The Fountainhead
 * Student will be able to** evaluate the theme or themes whether explicitly stated or implied in a literary text

**__Maine Learning Results Alignment __** Maine Learning Results: English Language Arts- A. Reading A2 Literary Texts Grades 9-diploma __The Fountainhead__ Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama and poetry using excerpts from the text to defend their assertions. d) Evaluate the theme or themes, whether explicitly stated or implied in a literary text. The MLR is about evaluating the themes and that is what we are doing in this lesson.
 * Rationale:**

**__Assessment __** Students will be writing the biography of Howard Roark. In order to check for understanding the students will first pass the a paper version of the biography into me to make comments on and pass back for them to make changes.
 * Formative (Assessment for Learning) **

Next students will use that paper version to make a power point on the Howard Roark's life including pictures, audio and video clips and links to other websites. At the end of this they will do one blog entry from Howard's point of view to self-assess how well they know the main character.
 * Summative (Assessment of Learning)**

**__Integration __** Teacher- I will be using technology to show the class an example power point Student- They will be using technology when they put their biographies on the power points. Theater: I will be using this in my hook because I will be dressing up as Howard Roark to deliver the assignment to my students.
 * Technology: **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * Other Content Area:**

<span style="font-size: 12pt; font-family: "Times New Roman","serif";">The students will be broke up into teams of three randomly by what character they have been for their blogs. Then I will give them their assignment which is to create a biography of Howard Roark's life. Every few minutes I will stop my lecture on the themes, on Howard and on the assignment to allow the teams to discuss, review and then ask me clarifying questions in the character of Howard Roark.
 * __<span style="font-size: 18pt; font-family: "Times New Roman","serif";">Groupings __**<span style="font-size: 12pt; font-family: "Times New Roman","serif";">

**__<span style="font-size: 18pt; font-family: "Times New Roman","serif";">Differentiated Instruction __**<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Strategies **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * MI's**
 * Verbal:** Writing the first version of the biography.
 * Logical:** Following the logical sequence of events in Howard's life with the graphic organizer.
 * Kinesthetic:** Acting as a character from The Fountainhead or some fake writer while presenting the PowerPoint.
 * Visual:** Filling in the graphic organizer and the PowerPoint.
 * Naturalist:**
 * Intrapersonal:** Writing out the biography first.
 * Interpersonal:** Sharing the PowerPoint in groups.
 * Musical:** Adding music to correspond with the PowerPoint

Absent Students: Absent students will need to come see me to find out what the assignment is and to start work on their power point.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Modifications/Accommodations **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations//**

The technology the students use will be type two because they can incorporate many other pieces to enhance their power point. In order to adjust this lesson to appropriate levels of content I would be willing to allow some uses on cliff notes and to allow students to listen to the book on tape
 * Extensions**

<span style="font-size: 12pt; font-family: "Times New Roman","serif";">Laptop __The Fountainhead__ Costume Graphic organizer
 * __<span style="font-size: 18pt; font-family: "Times New Roman","serif";">Materials, Resources and Technology __**<span style="font-size: 12pt; font-family: "Times New Roman","serif";">

**__<span style="font-size: 18pt; font-family: "Times New Roman","serif";">Source for Lesson Plan and Research __**<span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif"; color: blue;">[] <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> -The Ayn Rand institute gives some lesson plans and other resources to teachers on teaching The Fountainhead.

<span style="font-size: 12pt; font-family: "Times New Roman","serif"; color: blue;">[] <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> -Also from the Ayn Rand institute, this site gives an explanation of some of the themes of The Fountainhead

<span style="font-size: 12pt; font-family: "Times New Roman","serif"; color: blue;">[] <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> -A good site offering good information on the novel, the characters and the themes.

www.eduplace.com/graphicorganizer/pdf/timeline.pdf- The website for the graphic organizer for this lesson.

<span style="font-size: 12pt; font-family: "Times New Roman","serif"; color: blue;">[] <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> -The website where I found the cooperative group I will use in this lesson.

<span style="font-size: 12pt; font-family: "Times New Roman","serif"; color: blue;">[] <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> Excellent site for understanding the major characters

**__<span style="font-size: 18pt; font-family: "Times New Roman","serif";">Maine Standards for Initial Teacher Certification and Rationale __**<span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> Rationale:** Beach Ball- Students with this learning style require variety, choices, participation and fun. To meet the needs of these students I will make sure they will have plenty of freedom in how they display the character they are given. just like actors, no two performances will be the same. I will give them lots of choices in what evidence from the book to use and will try to give some opportunities for movement. Puppy- These learners like group work, they want a safe environment, and they want consensus. To meet the needs of these learners I will encourage my students to participate in all discussions and to work together to reach an answer. I will make sure that all students are listened to and respected by both me and their peers. Microscope- These learners like to focus on supporting details, dig for evidence and analyze. I will meet the needs of these learners by asking them to do just that when they are interviewing characters from __The Fountainhead__ and filling in their graphic organizers. Clipboard- These learners need clear instructions, set procedures and likes structure. I will meet these needs by mapping out the activities in the class so there is a clear set of instructions and so that the class will feel more structured without impeding on the choices that the Beach Ball learners need.
 * //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 that I chose to address in the unit is teaching students to evaluate themes either explicitly stated or implied. This lesson asks students to think about the themes of __The Fountainhead__ and create a power point of Howard Roark's life which displays those themes.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * MI's**
 * Verbal:** Writing the first version of the biography.
 * Logical:** Following the logical sequence of events in Howard's life with the graphic organizer.
 * Kinesthetic:** Acting as a character from The Fountainhead or some fake writer while presenting the PowerPoint.
 * Visual:** Filling in the graphic organizer and the PowerPoint.
 * Naturalist:**
 * Intrapersonal:** Writing out the biography first.
 * Interpersonal:** Sharing the PowerPoint in groups.
 * Musical:** Adding music to correspond with the PowerPoint

Rationale:** Students will be writing the biography of Howard Roark. In order to check for understanding the students will first pass a paper version of the biography into me to make comments on and pass back for them to make changes. Next students will use that paper version to make a power point on the Howard Roark's life including pictures, audio and video clips and links to other websites. At the end of this they will do one blog entry from Howard's point of view to self-assess how well they know the main character.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

<span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Before this unit is started the students will have been pre-assessed with a short quiz over the novel. The classroom will be set-up so that the tables are in a half circle so that they can all see me in the front of the classroom. Agenda <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> Students will understand that the themes of __The Fountainhead__ are exemplified in Howard Roark. Figuring out the themes in this novel relates to real life because if you can understand the themes of what you are reading it is easier to figure out what it is about. //MLR: Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama and poetry using excerpts from the text to defend their assertions//. I will hook the students by coming into class as Howard Roark to deliver their assignment and allow them to ask "me" questions about my life that will help them with the assignment.
 * __<span style="font-size: 18pt; font-family: "Times New Roman","serif";">Teaching and Learning Sequence __**<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * Day 1**
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Enter as Howard Roark
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Break the students up into teams (2 minutes)
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Talk about the assignment (10 minutes)
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Allow students to ask questions about the assignment and about "my life"(20 minutes)
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Allow work on the graphic organizers (50 minutes)
 * (What, Why, Where, Hook)** Tailor- **Visual, Verbal**,

<span style="font-size: 12pt; font-family: "Times New Roman","serif";">Students will know the themes of __The Fountainhead__. In the last lesson students discussed the themes in class and wrote an essay on them. They will now be looking at how those themes are conveyed through Howard, the main protagonist of __The Fountainhead__. The class will be broken up into groups of three by the characters they have been pretending to be for their blogs. These groups will work together on the assignment. I will be entering the class as Howard and giving them the assignment to create “my” bibliography showing the major moments in “my” life and how those events show “my” and Ayn Rand's beliefs. As I give the assignment and talk about "my" life and beliefs a little I will stop the class periodically to allow the groups to discuss what I have said and ask me clarifying questions. After that they will work on their own to fill in a timeline of my life. They will then meet up in their groups again, compare notes, make any necessary changes and then start work on their paper version of the bibliography to be turned into me by the end of class so that I may give them feedback and check for understanding. Time-80 Minutes
 * (Equip, Explore, Experience,)** Tailor- **Verbal, Interpersonal, Intrapersonal, Visual, Logical**

Agenda <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> When the class arrives I will pass back their paper version of the bibliographies with my feedback. They will then get started on their power points. Once they have gotten at least part way through with the power points they will meet in random groups of six (two teams together) to practice presenting their power point and to get some peer feedback on what kinds of things will enhance it visually. Time- 80 minutes
 * Day 2**
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Pass back the paper versions of the bibliographies (5 minutes)
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Start on their power points (30 minutes)
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Do small group presentations for peer feedback (30 minutes)
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Make edits (15 minutes)
 * (Revise, Refine, Rethink) Tailor- Interpersonal, Verbal, Visual, Musical**

The students will be required to write a blog from Howard's point of view after doing the power point to assess themselves on how well they now know the main character. I will grade their power point with a rubric to be provided to them on day 1.
 * (Evaluate)**


 * Content Notes**


 * Handouts**