L1+Barton+Lindsey

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

Teacher’s Name:** Ms. Barton
 * Date of Lesson:** 1
 * Grade Level:** 9-12
 * Topic:** Explanation of "The Grapes of Wrath"

__**Objectives**__

 * Students will understand that** setting plays a large role in "The Grapes of Wrath". Setting determines the behavior of the characters as well as the mood of the text.
 * Students will know** the the way irony and tone play a role.
 * Students will be able to** identify and describe settings and characters.

__**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 assignment meets the Maine Learning Results as it helps students to break apart "The Grapes of Wrath" for a more meaningful understanding. Students will be challenged to consider both implicit and explicit meaning within the text, therefore questioning underlying meaning within the text. Students individual learning styles and multiple intelligences are considered throughout this lesson.

__**Assessment**__
In order to ensure that students understand the purpose of the lesson and are successful in their learning, they will first meet in groups and then I will hold structured interviews with each student. We will work through the attached checklist together to ensure that all parts are present.
 * Formative (Assessment for Learning)**

Students will use Comic Life to develop a brochure advertising prosperity in California in order to recognize the impact of setting upon character development. I will use the attached rubric to grade this assessment.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** As a teacher I am integrating technology by using a movie clip as a hook. My students are using technology in creating a Comic Life.
 * Another Content Area:** This lesson incorporates both history and art. They will develop a basic understanding of the Depression Era and the way in which it plays a role in history. (EXTEND)

__Groupings__
Students will work in their think-pair-share groups in order to develop their individual thoughts before going on to meet with their groups, then presenting the information to the entire class. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group. Students will be assigned by number to their pair groups.

__**Differentiated Instruction**__

 * Strategies**:
 * Verbal:** Discuss as a whole group as well as in think-pair-share groups. Put together a brochure using careful wording to demonstrate the tone.
 * Logical:** Contemplate wording. Are families being misled or was the promise of work accurate?
 * Kinesthetic:** Moving around the room to work with partners as well as presenting to the class.
 * Visual:** Create a visually appealing brochure to draw workers to California.
 * Naturalist:** Incorporate images of the impact upon land in the video.
 * Intrapersonal:** Students will reflect before going to work in groups. All students will list ideas before going to work in groups and collaborating between ideas.
 * Interpersonal:** Think-pair-share group. Once each student has come up with his/her own idea, they will share the idea with their partner then create an effective idea together.
 * Musical:** Music played to signal transitions (**tailor**).

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**

Students' use of Comic Life to create an interactive brochure accurate to the type used during the Depression Era will help them incorporate effective tools in order to get their point across, while at the same time using constant literary analysis for stronger support.
 * Extensions**

__**Materials, Resources and Technology**__

 * Growing Up During the Great Depression (http://www.youtube.com/watch?v=hbEVeKIghCk&feature=related)
 * A T.V. and VCR,
 * A sample brochure
 * Print out and photocopies of the graphic organizer
 * Group assignment write-ups,
 * A checklist for a formative assessment
 * A rubric for a summative assessment
 * Paper
 * Markers
 * Pencils
 * Scissors
 * Glue to create drafts of brochures
 * Photos as samples
 * A collection of music from the era
 * My laptop
 * Student laptops

__Source for Lesson Plan and Research__
http://www.youtube.com/watch?v=hbEVeKIghCk&feature=related: Growing Up During the Depression http://questgarden.com/46/66/8/070214095132/: The Grapes of Wrath-What If This Happened To You? http://www.pbs.org/wgbh/amex/dustbowl/peopleevents/pandeAMEX05.html: People and Events- The Great Depression http://teacher.scholastic.com/activities/our_america/great_depression/: Our America, 1930-1939 http://www.hoover.archives.gov/exhibits/Hooverstory/gallery06/gallery06.html: Herbert Hoover Presidential Library http://www.eduplace.com/graphicorganizer/pdf/storymap1_eng.pdf: Story Map 1 Graphic Organizer

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson enables all learners to learn as it addresses the different learning styles as well as the multiple intelligences which students may favor. Students who are puppies are accommodated through small group work as this allows them to collaborate with one another and development ideas through conversation. Clipboard students will be assisted by a well thought out rubric and specific objectives. Beach ball students will be given the opportunity to be creative through the making of their brochure. Microscope students will be able to plan the significance and design of their brochures, while at the same time considering the most effective methods of conveying their message. In creating a well rounded lesson, all of my students will be able and willing to work no matter their learning style.
 * //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. At the same time, students will understand that literary devices are used to emphasis the drastic circumstances faced by the family, thus tone is crucial to this lesson and students must examine the way sentences are structured, identify foreshadowing and emphasis the lies seen within the text. Students will learn to collect textual evidence as they read in an attempt to piece together important aspects of the text.
 * //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 order to keep all students engaged. At the same time, there will be frequent integration of technology within the classroom. During this lesson, technology will be incorporated through the making of their own Comic Life brochures. Students will have examined the circumstances Depression Era families encountered through both the text and the film, and here they will be reapplying their own understanding and creating a brochure through Comic Life.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal:** Students will discuss as a whole group as well as in think-pair-share groups. They will put together a brochure using careful wording to demonstrate the tone.
 * Logical:** Students must contemplate wording in order to understand tone. Are families being misled or was the promise of work accurate?
 * Kinesthetic:** Students will be moving around the room to work with partners as well as while presenting to the class.
 * Visual:** Students will create a visually appealing brochure to draw workers to California.
 * Naturalist:** Students will incorporate images of the impact upon land in the video.
 * Intrapersonal:** Students will reflect before going to work in groups. All students will list ideas before going to work in groups and collaborating between ideas.
 * Interpersonal:** They will work in Think-pair-share groups. Once each student has come up with his/her own idea, they will share the idea with their partner then create an effective idea together.
 * Musical:** Music will be played during transitions between activities. This signifies the time to switch activities.

Rationale:** I will be using a variety of assessment strategies while working on this lesson. While it is a brief lesson, students will meet with me in order to discuss progress and then receive a final grade. Formative: Students will be given the hook and then instructions to follow. They will be given time to reflect on the topic and then to begin filling in their graphic organizer. Once they have developed their own thoughts, they will meet in their think-pair-share groups and discuss creation of the brochure, and then create a paper draft of it. Individual students will then come to meet with me and discuss their thought as well as creative process. We will use the attached checklist to determine whether all parts are present, and then discuss potential areas of improvement. Students will go on to create their brochures with their partners using Comic Life. Summative: Students will be given the grading rubric before beginning their projects, and they will be graded by this rubric upon completion of their Comic Life brochures. Students should include information relevant to the text while at the same time providing their own spin to the information. This is crucial in identifying whether they believe that migrant families were brought across the country through farm owners realistic belief that jobs would be available, or whether they were led across the country under false pretenses. The choice of whether the brochures of the time were truthful or misleading is the students choice, and this should come across through the completion of the brochures.
 * //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__
The room will be organized into a half circle for both the video and the discussion period. This creates a positive learning environment where all are encouraged to speak openly. During group work, students will be able to move the desks into pairs throughout the room so that the groups will be able to focus without getting distracted. I will have my desk in the front center of the room with a chair set up for our individual meetings. For the presentations of the brochures, students will return to the half circle arrangement and teams will sit or stand (depending on their preference) at my desk. Day 1: For Homework: Students will find any materials necessary to complete their brochures and be prepared to finish the brochures during the next class.
 * A short Depression era film, "Growing Up During the Depression", will be shown as the hook to set the stage to discuss settings (3 minutes).
 * We will then discuss the film in relation to the text, discussing how many migrants were forced off of their land and the probability that this large amount of people would be provided jobs. We will have a discussion about the amount of brochures sent out in relation to the amount of migrants, as well as the desperation of the migrants. What is the likely hood that people this desperate to feed their families would doubt the promise of work? Even if they are aware that jobs are scarce in California, do they have a choice in whether they should go west or remain? The brochure idea will be introduced and they will be given Story Map graphic organizers (15 minutes).
 * After discussing all of this as a class, students will use the "Story Map 1" graphic organizer from http://www.eduplace.com/graphicorganizer/pdf/storymap1_eng.pdf to further generate their own thoughts before going on to work in a group (5 minutes).
 * Once in think-pair-share groups, they will discuss the information generated individually and then go on to build greater comprehension of this concept by adding to the organizer (10 minutes)
 * They will be given time to begin building their brochures (45 minutes)
 * I will examine student involvement as they work alone, in groups, and as a class, then work to involve all students. Individual discussions as they work on the brochure will enable me to review student work and give feedback, then encourage students to think deeper about the topics that may not be covered as fully. We will use the checklist to ensure that goals are being met. This process will occur during the making of the project.
 * Questions and clarifications (5 minutes).

Day 2:
 * Students will be given time to meet with groups and complete their brochures (20 minutes).
 * Groups will present their products to the class and explain the logic behind wording and the structure of their brochures (35 minutes).
 * We will discuss what was effective during the presentations and go over any questions students may have (5 minutes).
 * I will introduce the next topic and we will begin reading the next chapter (20 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. In doing this, students will understand that setting plays a large role in "The Grapes of Wrath", and that setting determines the behavior of the characters as well as the mood of the text. There is a real life application as students are able to reapply information seen within the novel and decide whether information was accurate or misleading. Students will need to consider tone in order to convey their meaning. As a hook, a short Depression era film, "Growing Up During the Depression", will be shown to set the stage to discuss how setting impacts character development. We will evaluate the way desperation is portrayed throughout the novel, and the way that setting impacts this desperation. Students will work in Think-Pair-Share groups to broaden each student's understanding of the text. Students will first individually evaluate how accurate the brochures are in regards to the setting and the likelihood that such a large quantity of migrants would be able to get a job. Once in pairs, students will discuss the ideas they have contemplated, and expand upon this with their partner. Once partners have devised an argument, we will discuss as a class whether the brochures were accurate. Students will use the Story Map to broaden their understanding of the text.
 * What, Where, Why, Hook, Tailor: Logic, Kinesthetic, Interpersonal, Intrapersonal, Verbal, Visual, Musical, Natural.**

Students will watch the film, "Growing Up During the Depression" to gain a new perspective of the struggles of migrants. We will evaluate the way desperation is portrayed throughout the novel, and the way that setting impacts this desperation. Students will work in Think-Pair-Share groups to broaden each student's understanding of the text. Students will first individually evaluate how accurate the brochures are in regards to the setting and the likelihood that such a large quantity of migrants would be able to get a job. Once in pairs, students will discuss the ideas they have contemplated, and expand upon this with their partner. Once partners have devised an argument, we will discuss as a class whether the brochures were accurate. Students will use the Story Map throughout the lesson to broaden their understanding of the text. Students will need to consider the likelihood that jobs were actually available in California. If students do not believe that this was realistic, they should work to emphasize sarcasm within the tone of the brochure.
 * Rethink, Equip, Explore, Tailor: Logic, Interpersonal, Intrapersonal, Verbal, Visual, Kinesthetic, Natural.**

After discussing the significance of setting and the importance of its role in understanding the novel, students will know the the way irony and tone play a role within the text. Students will use the "Story Map 1" graphic organizer from http://www.eduplace.com/graphicorganizer/pdf/storymap1_eng.pdf to organize the sequence of events and recognize revealing moments. This understanding will help students to see moments where it is evident that the migrants were misled, or moments where land owners might have intended to help the families in their struggle. Students will be able to sort out the variety of information to create a complete picture.
 * Rethink, Equip, Explore, Tailor: Logic, Interpersonal, Intrapersonal, Verbal, Visual.**

As a group we will discuss the importance of setting, and students will have the opportunity to express whether the brochures were accurate or intended to be misleading. Students will use the Story Map organizer and work in think-pair-share groups in order to discuss and build comprehension of this concept through creating a brochure. I will examine student involvement as they work alone, in groups, and as a class, then work to involve all students. Individual interviews will enable me to review student work and give feedback, then encourage students to think deeper about the topics that may not be covered as fully. Students will have a checklist to follow as they create the brochures, and they will be provided with a rubric at the the beginning of the lesson.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Interpersonal, Intrapersonal, Logical, Visual, Verbal.**

Students will have multiple opportunities to evaluate themselves and receive feedback from me. I will grade them based upon the rubric handed out at the beginning of the lesson, and they will use the checklist to ensure that all parts of the product are present. This lesson helps students to think deeply about content and remain emphatic to characters within the novel.
 * Evaluate, Tailor: Logical, Interpersonal.**

Students will need to recognize the various tones seen within the novel in order to decipher whether the California land owners deceived them in leading the migrants to California. In order to understand this, students will need to analysis textual evidence and recognize how realistic the brochures could be in relation to the number of migrants. While reading the novel, students should work to consider key evidence showing that the opportunities in California would be limited. In addition, students should consider whether families had options. Although it is might be evident that the jobs in California were limited, does that mean that the families could choose to remain upon their farms or were they truly left without choice? Students should consider the following quotes in answering these questions: "Some of the owner men were kind because they hated what they had to do, and some of them were angry because they hated to be cruel, and some of them were cold because they had long ago found that one could not be an owner unless one were cold. All of them were caught in something larger than themselves" (Steinbeck 42). This passage is significant to understanding the need to leave home. No longer are families given the choice, but instead they are being ordered off the land by men hardly more fortunate than themselves. In this passage, it is evident that even those with power had little control over the economic downturn. They were used to forcing families off their land and had become hardened to the process. Although they might not have enjoyed devastating everything the families had worked for, they had little choice but to work to better themselves. Thus, it is likely that California land owners were doing the same things. Although many of them had money, they were absorbed by something much bigger than themselves, and knew that in order to keep themselves prosperous, others needed to suffer. A large factor in this book is that desperation creates a tension within society. In order for one character to prosper, those around that character can not. This is seen throughout the book. "The squatting men looked down again. What do you want us to do? We can't take less share of the crop- we're half starved now. The kids are hungry all the time. We got no clothes, torn an' ragged. If all the neighbors weren't the same, we'd be ashamed to go to meeting" (Steinbeck 44). This quote shows the clear desperation of families. They are already starving, yet are being asked to give up more of their already limited supply of food and land. They are not able to remain on their land, thus it is evident that they will soon be pushed away and left to find something more, whether or not this is better.
 * Content Notes**


 * Handouts**