L5+Barton+Lindsey

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


 * Teacher’s Name:** Ms. Barton
 * Date of Lesson:** 5
 * 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 and others who live through the Depression.
 * Student will know** the way history and the novel coincide. This novel must be looked at through historical context in order to understand the problems that occurred and the way these problems played out over the course of the Depression.
 * Student will be able to do** Students will be able to use before, during, and after reading strategies to deepen their understanding of the author's 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 both textual evidence as well as historical context. Students will be asked to consider historical context within the novel and then expand upon this novel by considering it through a different perspective.

__**Assessment**__
Students will create their Time Line graphic, then match important events which could become a single radio show broadcast. From here they will work in their groups to research and develop one of three shows. They will then hand in their graphic as well as the accompanying script for the first of their shows. After I have evaluated the script, they will go on to record the first and continue developing the others. After the first of their shows is recorded, I will listen and evaluate and we will continue to revise together before they continue on to future radio shows. The first of their radio shows will work as a starting point from which students may improve future radio shows. After creating the first broadcast, they will reevaluate the show and work from there to create future broadcasts. In doing this, students will be able to seek help throughout the process of creating this project while also allowing me to catch any problems which may occur during the process.
 * Formative (Assessment for Learning)**

Students will create a series of Garage Band broadcasts discussing the economic status throughout the depression. They will be graded based on a rubric they will receive at the beginning of class as well as through self-evaluation upon completion.
 * Summative (Assessment of Learning)**

__**Integration**__
As a teacher, I am incorporating technology through the use of Garage Band. Students will record all podcasts upon Garage Band, thus they will learn to use the available tools to change voices, add music, and explore other options to enhance the final product. Another interesting thing about Garage Band is that students will learn to edit the product in a manner which makes it the most effective.

History: Students will incorporate historical context into their creation through listening to actual recordings from the time period and working to represent that time period as effectively as possible. Wording and sentence structure, as well as tone, are essential in the creation of this product, thus students should listen carefully to the ways in which migrants as well as California land owners were spoken of. Historical references must be accurate and well supported.

__Groupings__
In working in Team-Pair-Solo teams, students discuss first as a team, then with a partner, and finally on their own. It is designed to motivate students to tackle and succeed at problems which initially appear beyond their ability. It is based on a simple notion of mediated learning. Students can do more things with help than they can do alone. By allowing them to work on problems they struggled with on their own, first as a team and then with a partner, they progress to a point they can do alone that which at first they could do only with help.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**: Students will create a series of radio broadcasts using Garage Band.
 * Logic**: Students will evaluate the situation of the "Okies" from an outside perspective. They will reapply information from the perspective of an onlooker rather than from the perspective of a family member.
 * Musical**: Students will use music appropriate to the time period to enhance the authenticity of their broadcasts.
 * Kinesthetic**: Students will move around the room as they collaborate with one another.
 * Interpersonal**: Students will brainstorm and contemplate the most realistic method of creating broadcasts before going on to work in pairs.
 * Intrapersonal**: Students will work in pairs to complete their broadcasts. In pairs, they will collaborate and decide which moments are most important, then work together to create broadcasts.

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**

Garage Band will enable students to think differently about the novel and consider the circumstances from an outsiders perspective. Garage Band will enable students to create radio broadcasts similar to those listened to during the Depression. Students will be asked to recreate radio broadcasts in a historically appropriate manner.
 * Extensions**

__**Materials, Resources and Technology**__

 * My laptop
 * Students will need laptops
 * An overhead
 * Sample radio broadcasts
 * Handouts of the graphic organizer, rubric, and self assessment sheet.

__Source for Lesson Plan and Research__
[|http://xroads.virginia.edu/~1930s/front.html] Infinite resources. This site offers a time line, videos, photos, and information from the time period. [] This site is an excellent resource for pictures and explanations. http://newdeal.feri.org/survey/35348.htm This website provides an article from a man who witnessed the travels of the migrants across the country. It was written in 1935 and offers an interesting perspective. http://www.livinghistoryfarm.org/farminginthe30s/money_01.html This site provides an indepth description of events leading to the Depression and the following years. http://www.eduplace.com/graphicorganizer/pdf/timeline.pdf Time Line graphic organizer

__**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 organize their thoughts on the graphic organizer, thus enabling themselves to further develop their thoughts before going on to discuss with the rest of the class. Microscopes will be able to structure their Garage Band 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 recording their broadcasts. They should continue methods of reaching all listeners. Puppies will be able to discuss with others and then design their podcasts with the rest of their group.
 * //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 analyze the way language was used in radio shows of the time period and incorporate this language into their own podcasts. Students will be able to report an incident from multiple perspectives with the understanding of how various individuals would view the event.
 * //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 Garage Band to recreate radio broadcasts of the time period, and evaluate various events leading to the Depression and surrounding it. Students will recognize key turning points in the novel and understand the historical context.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal**: Students will create a series of radio broadcasts using Garage Band.
 * Logic**: Students will evaluate the situation of the "Okies" from an outside perspective. They will reapply information from the perspective of an onlooker rather than from the perspective of a family member.
 * Musical**: Students will use music appropriate to the time period to enhance the authenticity of their broadcasts.
 * Kinesthetic**: Students will move around the room as they collaborate as one another.
 * Interpersonal**: Students will brainstorm and contemplate the most realistic method of creating broadcasts before going on to work in pairs.
 * Intrapersonal**: Students will work in pairs to complete their broadcasts. In pairs, they will collaborate and decide which moments are most important, then work together to create broadcasts.

Rationale:** Students will receive both a self assessment and the rubric I will be grading them upon as we begin the lesson, thus there will be no surprises in expectation or grading. As formative assessment, students will create their Time Line graphic, then match important events which could become a single radio show broadcast. From here they will work in their groups to research and develop one of three shows. They will then hand in their graphic as well as the accompanying script for the first of their shows. After I have evaluated the script, they will go on to record the first and continue developing the others. After the first of their shows is recorded, I will listen and evaluate and we will continue to revise together before they continue on to future radio shows. The first of their radio shows will work as a starting point from which students may improve future radio shows. After creating the first broadcast, they will reevaluate the show and work from there to create future broadcasts. In doing this, students will be able to seek help throughout the process of creating this project while also allowing me to catch any problems which may occur during the process. As summative assessment, students will create a series of Garage Band broadcasts discussing the economic status throughout the depression. They will be graded based on a rubric they will receive at the beginning of class as well as through self-evaluation upon completion.
 * //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__
Students will receive a colored piece of paper as they enter the classroom and will be asked to find the table with a paper the color of theirs in the center. This will be their team-pair-solo group, and eventually their podcast team. Desks will be arranged throughout the room in groups of four with my desk in the front.

Day 1: Homework: Each individual within the group should research their topic thoroughly and begin to plan the perspective from which they will record their podcast.
 * The hook will begin and we will listen to a broadcast as a class. Students will then be asked to consider the language used, the way broadcasts change between various individuals, and whether the message appears to change as the Depression continues. Students will discuss first in their group of four, then with a partner in the group, and then alone. They may make note on the organizer if it is helpful (10 minutes).
 * We will then discuss as a class the questions previously addressed and whether students notice changes between various broadcasts. Students may raise questions or comments of their own. I will then assign the Garage Band project to the class and ask for any questions (10 minutes).
 * Students will fill in graphic organizers within their group, making note of critical moments during the Depression that they would like to address in their own podcasts. After making note of significant moments, they will each take a topic and research whether there is a sufficient amount of information to create a full podcast (25 minutes).
 * Groups will have time to discuss whether the information is worthwhile or whether new topics should be chosen (5 minutes).
 * We will come together and discuss as a class the topics that will be used and whether research has been successful. Students may ask comments or comment, then the assignment for the night will be given (10 minutes).

Day 2: Homework: Students must complete the podcasts before the next class. Note: podcasts can not be completed during class time as Garage Band picks up all other noises.
 * Students will sit in the same groups as the day before and discuss their information. Scripts for each of the four podcasts will be developed, and students will submit them to me as they are completed. I will offer feedback and suggestions as each script is handed in, and students will revise and ask me any questions they may have (50 minutes).
 * We will discuss questions and presentation order (10 minutes).

Day 3:
 * Presentations (45 minutes).
 * Self evaluation (10 minutes).
 * Wrap up and discussion of ideas to consider for the next lesson (5 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 information found directly in the text and relate it to outside historical context. They will apply textual references to information from an outside perspective and describe the migration of Americans as they are forced to the move west. They must be able to: recognize tone, word choice, sentence structure, underlying meaning, and direct meaning, and be able to reapply this to their own broadcast in a way which accurately represents broadcasts of this era. The accuracy should go so far as to include the music which would have been played on the broadcasts.The hook will begin and we will listen to a broadcast as a class. Students will then be asked to consider the language used, the way broadcasts change between various individuals, and whether the message appears to change as the Depression continues. Students will discuss first in their group of four, then with a partner in the group, and then alone.
 * What, Where, Why, Hook, Tailor: Logical, Verbal, Musical, Interpersonal, Intrapersonal**.

We will then discuss as a class the questions previously addressed. Students will need to know the way language was used, the way broadcasts changed between various individuals, and whether the message appears to change as the Depression continues. Students may raise questions or comments of their own. I will then assign the Garage Band project to the class and ask for any questions. Students will use their radio broadcasts as a means of tracing historical events seen within the novel and reapplying the information from a different perspective. Students will create their Time Line graphic, then match important events which could become a single radio show broadcast. From here they will work in their groups to research and develop one of three shows
 * Equip****,** **Explore, Rethink, Tailors: Interpersonal, Intrapersonal, Logical, Verbal.**

They will use the Time Line graphic organizer to keep track of the order of events and therefore understand the way in which each fits in place in a broadcast. They will work in team-pair-solo groups to collaborate as a group, then in a smaller group, then consider alone.They will then hand in their graphic as well as the accompanying script for the first of their shows. After I have evaluated the script, they will go on to record the first and continue developing the others. After the first of their shows is recorded, I will listen and evaluate and we will continue to revise together before they continue on to future radio shows. Students will be able to reapply textual evidence as well as historical context.
 * 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 research skills as well as their ability to reapply information in a different manner than how it was received.
 * Evaluate, Revise, Tailor: Logical, Interpersonal, Intrapersonal, Kinesthetic, Verbal.**

Now that students have completed the novel and analyzed character development and through each stage of the novel, it is essential that students consider the Depression from another angle. Students will be able to recognize the way migrant families were viewed by bank owners as well as California land owners. For those who had an infinite supply of resources in such a desperate time, "Okies" were viewed in a dehumanized manner. Land owners were afraid of the desperation of families working to feed their children, and knew that they would under horrendous conditions. They were paid a minimal amount and given limited housing. Students should consider why land owners and bankers would look at migrants with hostility, yet also consider whether any of the wealthy viewed the migrants with sympathy. Students will consider the Great Depression from an entirely new angle.
 * Content Notes**


 * Handouts**