L6+Martel+Elizabeth

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

Teacher’s Name:** Ms. Elizabeth Martel
 * Date of Lesson:** 6
 * Grade Level:** 9-12
 * Topic:** New Interpretations of Scenes and Events

__Objectives__

 * Student will understand that** recognizing the multiple meanings of a text can help to create new interpretations of each chapter allowing for new ideas to emerge.
 * Student will know** key facts and details: tone, author's information, time period of events, location, writing style, character roles, and context; vocabulary and definition: setting, theme, conflict, climax, symbols, and character analysis; sequence: a time line of events and character development
 * Student will be able to** imagine and create an alternate scene or event for the book.

__Maine Learning Results Alignment__
**Maine Learning Result: English Language Arts-** //** A. Reading **// Grades 9-Diploma "The Great Gatsby" // Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions. //** d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text. This lesson supports the Maine Learning Results because I will be addressing and discussing all of the aspects to a novel including the writing style of the novel, the themes within the novel, the setting and plot, the characters' actions, speech, and impact on the novel,as well as symbols, and specific scenes and events within the novel. This will help the students to understand not only the numerous aspects of this novel but will know and understand the multiple aspects that are involved with every piece of text. This lesson will also provide the students with a new mindset on how to read and interpret not just the scene or events at hand within the novel but the novel as a whole.
 * A2 Literary Texts
 * Rationale: **

__**Assessment**__
Students will be able to refine their knowledge of particular scenes and events within the novel by using a cluster word web to structure their ideas about the particular scene or event at hand. Students will be asked to draft their own views and interpretations of certain scenes and events, recording and organizing their new ideas with their cluster word web. Students can self assess themselves and others while working in their teams, pairs/partners and individually. Students will be evaluated through class discussions, sharing their work, as well as completing various worksheets. They will be able to self-assess through their daily postings to their blog. Students will create a new or alternate scene or event to one already existing in the novel. Students will be using ComicLife in order to demonstrate, describe, and share their new scene or event. The students will be evaluated by a rubric created for their ComicLife. Students will know and understand that every piece of literature has multiple meanings allowing for many different interpretations. Students will be able to self assess themselves through their worksheets (cluster word web), allowing for a deeper understanding of the material at hand. Students will be combining all of their knowledge and information into a ComicLife, to produce a new or alternate event or scene for the novel. They will then be evaluated with a rubric for their ComicLife. At the end of this lesson students will be able to imagine and create an alternate scene or event for the novel.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__**Integration**__
Students will be able to utilize technology by viewing this video,. [] as the hook. This clip is a way to view another student's interpretation (video) of the book. Students will also be able to work with technology as they post their thoughts and findings to the class wiki. Students will also be using technology by using blogs. They will be keeping a journal of what work they have done in the class (on that day) and then they can reflect upon that work. They will also be blogging about each chapter and reflecting on how they view that particular chapter as well as the book as a whole. Theatre/Drama- Students who are intrapersonal learners, who like to work with other people and discuss the topic at hand, will enjoy and benefit from working in teams and pairs, allowing for reflection on their work/examples. Science- Students who are kinesthetic learners, who learn from being hands on, will be able to use their computers to create an informative, exciting, and creative ComicLife. Math- Students who are logical learners, will benefit from using the ice cream cone chart, which allows for organization and structure of their information, allowing for explanation and interpretation of their ideas and opinions.

__Groupings__
Initially, students will be asked to draft their own views and interpretations of certain scenes and events. The class will share their ideas through participation in a team-pair-solo approach. The students will be using a cluster word web to gather their thoughts and ideas. Then students, after gathering their thoughts will be working in teams. These teams will be decided by the students' birthdays. Those students will birthdays January through March will create one group, April through June will create the second group, July through September will create the third group, and October through December will create the fourth group. Students will work with their teams to share, describe and explain their ideas on their new interpretation of their scene of event. After this, students will split into pairs by finding someone who has the same birthday month as them (different months may be working together- depending on the birthdays) and share their ideas once more. Finally the students will have a chance to work individually to assess their ideas and their peers' thoughts on their scene or event. Working individually after having group time allows the ideas of others to "sink in", creating new interpretations. Working in groups then in partners allows for many different opinions and approaches to the book. Working, at last, on their own students can re-organize their thoughts and create a solid approach/story for their new event or scene.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**- Students who have strong linguistic skills will enjoy and benefit from group work and feedback.
 * Logical**- Students with strong logical abilities will be able to organize their thoughts with ease using their cluster word web chart.
 * Interpersonal**- Students, who enjoy and benefit from working will others, will gain a lot from working in groups on their stories to critique.
 * Intrapersonal**- Students who enjoy and benefit from individual work will be able to work alone and reflect on their thoughts from the beginning of class.
 * Visual**- Students who enjoy and benefit from visual aids will work with a cluster word web to organize their scene or event.
 * Kinesthetic**- Students who really enjoy and benefit from working hands on, will be able to use the computer to work with ComicLife.

(**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //**) Students will be informed that if they are sensitive to some of the material being covered and do not wish to participate, they can inform me and I will supply them with the appropriate alternative to the activity. Absences ** If a student is absent, they must make an appointment to meet with me to discuss missed work and material. If they are absent, work must be turned in at the next class meeting. No other late work will be accepted and if turned in any later than the date approved by me, due to an absence, it will receive a zero.
 * Modifications/Accommodations **

Students will be challenged to think more deeply about the various scenes and events throughout the novel. In order to achieve this higher thinking, students will be able to use computers, the programs on these computers such as ComicLife, and other technology made available within my classroom to research and then go beyond and post their thoughts and findings on the class wiki and within their blog.
 * Extensions **

__**Materials, Resources and Technology**__
The materials needed to complete this lesson are: Computer for me and each of the students (if there is time to start working on their ComicLife) Projector screen and speakers Worksheets and Handouts (cluster word web and rubric for their ComicLife) Paper Pens and Pencils My notes- content notes Video Clip Markers and White Board

__Source for Lesson Plan and Research__
The idea for this lesson came from using the WHERETO method, discussed within // Integrating Differentiated Instruction & Understanding by Design // by Tomlinson and McTighe. [] - This site was used to help create the rubric to evaluate their postings on the class wiki. [] - This site was used to inspire and help create the Cluster Word Web chart that the students will use during individual and group work. [] - This site was used to help create the idea for groupings during group working time. [] - This site was used to inspire how to allow the students to self-evaluate themselves as well as why individual work is important to a deeper understanding of the material. [] - This site was used to help inspire how to monitor and assess the students' work and progress with and within the content. [] - This cite was used for brief information on // The Great Gatsby. // I made this lesson my own by using the knowledge that I have acquired from reading // Integrating Differentiated Instruction & Understanding by Design // by Carol Ann Tomlinson and Jay McTighe, // Multiple Intelligences // by Thomas Armstrong, and // Fair Isn't Always Equal // by Rick Wormeli. By using the input from my peers as well as the resources located on this site, http://edu221spring09.wikispaces.com/Agenda+%26+Assignment+Block+2, I have interpreted and creatively processed the information and made a lesson that is unique and fun for my students.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** I have met this standard in several ways using my knowledge of multiple intelligences, relating to each of the different types of learners that I have in my classroom. I have organized my classroom and the learning experiences so that each of my students will be able to be actively engaged in each individual, pair, group, and classroom discussion and work. I used a variety of resources and have covered at least six of the multiple intelligences by showing video clips, allowing for individual, pair, and group work time, allowing the students to use worksheets, post their ideas and findings on the class wiki as well as use the computers to create their ComicLife. The students are encouraged and even pushed to work harder to learn as well as research the material. I have organized my lesson this way so that my students can feel comfortable at one if not two and hopefully several moments throughout the class and work activities. The use of rubrics and checklists helps to ensure that the students know and understand the material at hand. Rationale:** All of my lessons have been structured around a "Facet of Understanding". For this lesson, the facet used was the ability to imagine and create an alternate scene or event for the book. By the end of this lesson students will be able to not only understand the different aspects, key terms, vocabulary and definitions, important conflicts, and characters (in every aspect), but the overall meaning, theme, as well as specific events and scenes within the book. The students will understand as well as show how all of these pieces of a piece of text contribute to the overall meaning of a piece of text/novel. This lesson is also in line with the MLR and the content notes help to emphasize the material and understanding. Rationale: Verbal**- Students who have strong linguistic skills will enjoy and benefit from group work and feedback.
 * //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.//
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Logical**- Students with strong logical abilities will be able to organize their thoughts with ease using their cluster word web chart.
 * Interpersonal**- Students, who enjoy and benefit from working will others, will gain a lot from working in groups on their stories to critique.
 * Intrapersonal**- Students who enjoy and benefit from individual work will be able to work alone and reflect on their thoughts from the beginning of class.
 * Visual**- Students who enjoy and benefit from visual aids will work with a cluster word web to organize their scene or event.
 * Kinesthetic**- Students who really enjoy and benefit from working hands on, will be able to use the computer to work with ComicLife.

Students will be able to utilize technology by viewing this video, [] as the hook. This clip is a way to view another student's interpretation (video) of the book. Students will also be able to work with technology as they post their thoughts and findings to the class wiki. Students will also be using technology by using blogs. They will be keeping a journal of what work they have done in the class (on that day) and then they can reflect upon that work. They will also be blogging about each chapter and reflecting on how they view that particular chapter as well as the book as a whole. Theatre/Drama- Students who are intrapersonal learners, who like to work with other people and discuss the topic at hand, will enjoy and benefit from working in teams and pairs, allowing for reflection on their work/examples. Science- Students who are kinesthetic learners, who learn from being hands on, will be able to use their computers to create an informative, exciting, and creative ComicLife. Math- Students who are logical learners, will benefit from using the ice cream cone chart, which allows for organization and structure of their information, allowing for explanation and interpretation of their ideas and opinions. Rationale:** This lesson uses a mixture of formative and summative assessments in order to fully understand and gage the students' learning. The formative assessment allows me to view where the students are in their thinking as well as how well they are working with the material. The summative assessment allows me to view whether or not my students have learned the material and if they can apply this learning to alternate material. The two assessments used are: Students will be able to refine their knowledge of particular scenes and events within the novel by using a cluster word web to structure their ideas about the particular scene or event at hand. Students will be asked to draft their own views and interpretations of certain scenes and events, recording and organizing their new ideas with their cluster word web. Students can self assess themselves and others while working in their teams, pairs/partners and individually. Students will be evaluated through class discussions, sharing their work, as well as completing various worksheets. They will be able to self-assess through their daily postings to their blog. Students will create a new or alternate scene or event to one already existing in the novel. Students will be using ComicLife in order to demonstrate, describe, and share their new scene or event. The students will be evaluated by a rubric created for their ComicLife. Students will know and understand that every piece of literature has multiple meanings allowing for many different interpretations. Students will be able to self assess themselves through their worksheets (cluster word web), allowing for a deeper understanding of the material at hand. Students will be combining all of their knowledge and information into a ComicLife, to produce a new or alternate event or scene for the novel. They will then be evaluated with a rubric for their ComicLife. At the end of this lesson students will be able to imagine and create an alternate scene or event for the novel.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The students will enter the classroom and find a seat in one of the desks around the room. The room will be shaped in a ** U ** to allow the students to view each other, myself, as well as for me to be able to walk around the room. The ** U ** will be structured so the students sit facing each other and I will be standing in front of the board, at the open part of the ** U **. This will allow me to view each student during individual, team, and partner work time as well as be able to view their work. After viewing the hook, which is another student’s interpretation of the book, students will, on their own, draft their own version of a scene or event within the novel. After the students have had individual time, they will be working in teams to share and build on their ideas. Then after team time, students will split up into pairs and share their ideas once more, refining them and expanding them. Then, after working in pairs, students will return to their seats and work individually to gather all input and ideas of others to make a final draft of a new interpretation of a scene or event in the book. At the end of class, students will have an opportunity to begin work on their comic life. After students have viewed the hook, we can discuss the positive and negative aspects of the student’s video. I will then have a class discussion reviewing some high points/key facts of the novel. I will give the students a list of some major events/scenes in the book and have them think about the importance of each one. How and why are these scenes important or critical to the novel or could they be removed and have the novel still remain “whole”. After a class discussion, the students will be asked, on their own to draft their own ideas and interpretations of different scenes and events. The students will be using a cluster word web to gather their thoughts and organize their ideas. The class will then participate in a team-pair-solo activity using the students’ birthdays as the group and partner deciding factor. Students will work in their teams to share, describe, and explain their ideas on their new interpretation of their scene or event. After sharing and working, students will then be split up into pairs, using again the birthdays of the students as the deciding factor. Students will share their ideas one more, explaining and describing to their peers so they can gain constructive criticism. The students should be sharing but they should also be listening to the ideas that their peers put forth because these ideas may help in their understanding of not just a scene or event but of the novel. Allowing the students to work individually after having group time, allows for the ideas of their team and partner to really “sink in”, aiding in new interpretations and creative ideas on their new event or scene. In addition, allowing for group and partner work allows for many different opinions and approaches to the book. After working with their partners students will have another chance to work individually in order to assess what ideas their peers have given them. While students are working individually, I will be able to answer any questions they might have on the material, on their scene or event as well as any additional information they are still confused about. While students are working individually, they have the final opportunity to create a solid approach/story for their new event or scene.
 * Introduction Paragraph: **
 * Where, Why, What, Hook Tailors: Logical, Visual, Kinesthetic, Verbal, Interpersonal and Intrapersonal **


 * Second Paragraph **
 * Students will need to have kept up with the required reading as well as been consistent in their blog entries about classroom work, activities, and overall atmosphere as well as responses to the required reading of the novel. Students will have to be familiar with the writing styles, the point of view, the themes, the characters (actions and speech), as well as the author’s information within the novel in order to fully understand and participate in this lesson. Students will need to know that all of this information is important to the overall understanding of not just the novel at hand but of any novel read. They well also need to understand the information presented in class by not just me but by their peers in order to be able to further write a scene/event for the novel. Students will be able to listen and take notes from their teams, partners, and then re-organize those thoughts and information in order to help them comprehend the novel. ** I will be walking around the classroom, checking and working with each team and partner to make sure that they are not only on task but that they know what they are supposed to be doing, what they must accomplish during class, after class, why this is relevant, and whether or not they are "understanding" at this time the material at hand. I will also be checking each student’s worksheet (cluster word web) to see if they have written any notes, what notes have they written, and if their notes are helpful and relate to the topic at hand. I will also be giving them, at the end of class a peer evaluation sheet. This sheet will allow me to assess how well they worked with others, how much information they put forth, how well they convey their thoughts and information, as well as how much of the material they know and understand.
 * Equip, Tailor: Interpersonal, Visual, Verbal, Intrapersonal **

The students will be able to learn and explore by being a part of team discussion and team work as well as having time for self reflection. They will be able to refine the knowledge of the novel as well as of the important scenes and events throughout the novel through their own create thoughts, team, and partner work. The students will be able to ask me questions, during individual work time on why certain events are important, how to create a new idea or interpretation of that event as well as how to gain a further understanding. The students must pull their knowledge together in order to be able to share with their teams and partners. The students must work as a team to share, listen, or create ideas with each other. Each team member must participate in not only the smaller team discussions but the class discussion as well, helping one and other to learn and understand the material. They can use their worksheet (cluster word web) for all of the work they are doing for reference, to record, and to further their understanding. They will be able to ask myself as well as their peers, questions about their own examples and the examples given by other groups for new scenes and events. By using a class discussion method all students can participate as well as be able to hear multiple opinions and examples, allowing for a greater understanding. After students have working in their teams and partners, they students will then be able to return to the own ideas and computers to work individually to refine their knowledge and understanding of the material at hand. Using their worksheet will help when they must use that information gathered to create their comic life. The students will be given a rubric for their comic life so they know what they are required to accomplish. I will also be giving them a peer evaluation sheet so they can see just how much they understood from their peers and what was really helpful about the lesson to them. For homework the students must create their comic life of their new scene or event and link it to the class wiki (or post it directly) as well as create their blog entry for the next class period. The facet used in this lesson is the ability to imagine and create an alternate scene or event for the book. By the end of this lesson students will be able to not only understand the different aspects, key terms, vocabulary and definitions, important conflicts, and characters (in every aspect), but the overall meaning, theme, as well as specific events and scenes within the book. The students will understand as well as show how all of these pieces of a piece of text contribute to the overall meaning of a piece of text/novel. The grouping that will be done during this lesson will be done through a team-pair-solo approach. This means that the students will be working in teams, then in partners, and finally ending in individual work, allowing for self-reflection. These teams will be decided by the students’ birthdays. Those students will birthdays January through March will create one group, April through June will create the second group, July through September will create the third group, and October through December will create the fourth group. Students will work with their teams to share, describe and explain their ideas on their new interpretation of their scene of event. After this, students will split into pairs by finding someone who has the same birthday month as them (different months may be working together- depending on the birthdays) and share their ideas once more. Finally the students will have a chance to work individually to assess their ideas and their peers' thoughts on their scene or event. During individual work time, I can address any additional questions that the students may have about the novel or the assignment.
 * Third Paragraph **
 * Explore, Experience, Rethink, Refine, Tailors: ** ** Logical **, ** Intrapersonal, Verbal, Interpersonal **

After the students have returned to their seats for individual work, I will handout a peer evaluation sheet so that they will be able to evaluate how well they worked with their peers. I will make sure that each student has information and ideas on their cluster word web so that they can use this as the jumping point for their comic life. I will also handout the rubric for their comic life. I will then, after class be able to read their blog entries to see where the students are in their opinion of the class as well as where the students are in their learning and understanding of the material. At the next class meeting I will address any problems, questions, and any other areas in which the students had confusion or misunderstandings. Basically I will review their knowledge of the material to check for knowledge and understanding, making sure that each student fully understands the novel and its major parts. In future assignments the students will have to not only work together in teams, partners, and work individually, and/or use their computers but they will have to post to the wiki as well. This assignment will help them to become familiar with the computer, their classmates, and using the class wiki as well as become more familiar with the novel obtaining a greater understanding. Information on the novel- recap with class discussion (can refer to all notes on previous lessons) Information on important scenes and events within the novel [] What other scenes or events are important or critical to the overall novel? Are there scenes that could be taken out and the novel still remain whole?
 * Fourth Paragraph **
 * Evaluate, Tailors: ** ** Logical **, ** Intrapersonal, Verbal, Interpersonal **
 * Content Notes**
 * Important Events: **
 * The meeting of Nick Carraway and Jay Gatsby- occurs at Gatsby’s house and it is important because it helps to show the reader what Nick’s opinion of Jay is
 * Tom and Daisy meeting each other after five years- occurs at Nick’s house
 * In New York City, hotel room, when the truth comes out about Jay and Daisy’s relationship and how Daisy feels about Jay
 * When Daisy hits and kills Myrtle- occurs in front of Wilson’s Garage in the valley of ashes
 * George kills Gatsby- occurs at Gatsby’s house
 * Nick’s introduction to Jordan- occurs at Tom and Daisy’s house
 * Nick’s introduction to Myrtle- Wilson’s Garage/ his meeting of Meyer Wolfshiem
 * Jay’s meeting Dan Cody (flashback)- occurs on shores of Lake Superior
 * Jay’s meeting Daisy (flashback)- occurs in Louisville, KY

Cluster Word Web Rubric for their ComicLife Peer Evaluation Sheet
 * Handouts**