L4+Terrill+Danielle

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


 * Teacher’s Name: ** Ms. Terrill
 * Date of Lesson:** 4
 * Grade Level:** 11
 * Topic:** Analyzing Character Conflicts

**__Objectives __**
 * Student will understand that ** the internal and external conflicts of the characters displays Ayn Rand's philosophy
 * Student will know** the character conflicts and Ayn Rand's philosophy
 * Student will be able to** analyze the character's internal and external conflicts

 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 character's conflicts are based on Rand's philosophy which is a major theme of the novel. By looking at this students will get a better sense of the major points of that theme.
 * __Maine Learning Results Alignment __**
 * Rationale:**

**__Assessment __** Students will practice arguing from both sides of all the conflicts by holding an in class debate. After the debate students will be able to create an argument for one side of the argument. By being the one to run the debate I will be able to see how much my students already know and point them in the right direction.
 * Formative (Assessment for Learning) **

Then they will get into teams to create a radio ad arguing for one side of the conflict. Then after the radio ad is created they will have a chance to show it to their peers or to me for comments before the final grade is given. After the radio ads are created students will be able to self asses themselves on a piece of paper to be turned in to me with the radio ad. I will grade the ad on a rubric.
 * Summative (Assessment of Learning)**

Teacher- I am using technology by creating an example ad for the students. Student- The students will be using technology when they create their ad using garage band. Math- Proving that they are correct in their assertions in a very logical and step-by-step process.
 * __Integration __**
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Technology: **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * Other Content Area:**

**__<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: 12pt; font-family: "Times New Roman","serif";">The group Round Robin brainstorming will be used for the debate. Students will be assigned to groups of four randomly with one person acting as recorded. I will give the groups a scenario and tell them from what point of view they will be arguing from. They will have a few minutes to think of good arguments with the recorder taking notes on it. Once everyone has a few notes the groups will debate.

**__<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:** debating both sides of the conflicts.
 * Logical:** Finding evidence to prove that their arguments are sound.
 * Kinesthetic:**
 * Visual:** Using the graphic organizer to make connections between what the characters are doing and why in order to prove that they are on the right side of the conflict.
 * Naturalist:** Letting the class debate at the end whether or not there is a conflict between any of characters and nature.
 * Intrapersonal:** After the debate jotting down a few ideas of their own about how to persuade someone that their side is correct.
 * Interpersonal:** Working with your team to create the radio ad.
 * Musical:** Adding the right music to compliment the radio ad.

Absent Students: Students who are absent from this lesson will be given a graphic organizer to fill out on the character conflicts and how they display the author's philosophy. They will have to catch up with their assigned group to do their garage band ad.
 * Modifications/Accommodations**
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations//**

The technology used is type two for the students because they can ad special sound effects to their ad to emphasize their arguments. 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";">The Fountainhead __<span style="font-size: 12pt; font-family: "Times New Roman","serif";"> Ideas for the debate Laptop Graphic Organizer
 * __<span style="font-size: 18pt; font-family: "Times New Roman","serif";">Materials, Resources and Technology __**<span style="font-size: 18pt; 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: 18pt; font-family: "Times New Roman","serif";">Source for Lesson Plan and Research __**<span style="font-size: 18pt; 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";"> -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.

http://www.eduplace.com/graphicorganizer/pdf/persuasion.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: 18pt; 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. A large theme in __The Fountainhead__ is Ayn Rand's philosophy, Objectivism. This can be seen in many areas of the book including in the conflicts the characters experience. This lesson intends to look at those conflicts in order to see Ayn Rand's philosophy at work but also to uncover more themes addressed in the novel.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** The technology used is type two for the students because they can ad special sound effects to their ad to emphasize their arguments.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * MI's**
 * Verbal:** debating both sides of the conflicts.
 * Logical:** Finding evidence to prove that their arguments are sound.
 * Kinesthetic:**
 * Visual:** Using the graphic organizer to make connections between what the characters are doing and why in order to prove that they are on the right side of the conflict.
 * Naturalist:** Letting the class debate at the end whether or not there is a conflict between any of characters and nature.
 * Intrapersonal:** After the debate jotting down a few ideas of their own about how to persuade someone that their side is correct.
 * Interpersonal:** Working with your team to create the radio ad.
 * Musical:** Adding the right music to compliment the radio ad.

Rationale:** Students will practice arguing from both sides of all the conflicts by holding an in class debate. After the debate students will be able to create an argument for one side of the argument. By being the one to run the debate I will be able to see how much my students already know and point them in the right direction. Then they will get into teams to create a radio ad arguing for one side of the conflict. Then after the radio ad is created they will have a chance to show it to their peers or to me for comments before the final grade is given. After the radio ads are created students will be able to self asses themselves on a piece of paper to be turned in to me with the radio ad. I will grade the ad on a rubric.
 * //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: 18pt; 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. They will also have turned in an essay on what they are passionate about so that I can learn about them as writers and learn what they are interested in. The classroom will be set-up so that the tables are clustered together in groups. This will make the debate easier. Agenda- <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> Students will understand that the internal and external conflicts of the characters displays Ayn Rand's philosophy. The philosophy is about independence which is very important to teenagers, which is how it relates to real life. //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 my students by asking them to think about the character's motivations behind their actions. Time: 5 minutes
 * __<span style="font-size: 18pt; font-family: "Times New Roman","serif";">Teaching and Learning Sequence __**<span style="font-size: 18pt; font-family: "Times New Roman","serif";">
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Ask students about characters' motivations
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Break into groups
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Hand out graphic organizer
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Debate
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Work on radio ads
 * (Where, Why, What, Hook)** Tailor- **Logical, Verbal, Interpersonal**

Students will know the author's philosophy behind __The Fountainhead__ and the character's conflicts. The group Round Robin brainstorming will be used for the debate. Students will be assigned to groups of four randomly with one person acting as recorded. I will give the groups a scenario and tell them from what point of view they will be arguing from. They will have a few minutes to think of good arguments with the recorder taking notes on it using the persuasion graphic organizer. Once everyone has a few notes the groups will debate. While the students are debating I will be acting as a facilitator. I will walk around the room helping students develop arguments and playing devil advocates for both sides when the debate seems to be lagging. Between topics I will assess how students feel about the material by having them show a thumbs up, thumbs sideways or thumbs down. If they are mostly good on the topic we will move to the next one. If they are not feeling good about it then we will take a few minutes for them to ask me clarifying questions and to discuss as a group. At the end of the debate I will give the assignment for them to create a radio ad persuading their audience that they are right. After the ad is complete they will show it either to me or their peers for feedback before editing it and turning in the final product. Time: 75 minutes
 * (Equip, Explore, Experience, Rehearse, Refine)** Tailor- **Musical, Naturalist, Interpersonal, Visual**

The final product will be turned into me to be graded with a checklist. They will be graded on whether or not they were persuasive enough in their argument.
 * (Evaluate)**


 * Content Notes**


 * Handouts**