L1+Thomas+John

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

Teacher’s Name:** Mr. Thomas **Date of Lesson:** 1
 * Grade Level:** 9-12 **Topic:** Researching Nathaniel Hawthorne's History.

__**Objectives**__

 * The Students will understand that time and place in which an author has lived has a very significant effect on the literature that they write.
 * Students will know how to identify small details in the text and analyze their importance to the text as a whole, as well as their importance in the context of Hawthorne's history.
 * Students will be able to consider the author's motives for using certain literary devices. Product: Research Hawthorne's history using online resources, then post findings and parallels from stories on class blog.

__**Maine Learning Results Alignment**__
English Language Arts A. Reading A2. Literary Texts Grades 9-Diploma: Nathaniel Hawthorne Short Stories Students read text, within a grade appropriate span of complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.


 * Rationale:** This lesson acts as an introduction to Hawthorne that requires students to research his life and society, and then apply their findings to a few excerpts from his early writings.

__**Assessment**__
Students will work by themselves, in pairs and in groups. They will broaden their understanding of both 19th century New England and the influences that the town of Salem and surrounding areas had an impact on the town's most famous novelist: Nathaniel Hawthorne. The issue of the Salem Witch trials will be an important background subject that the students will have exposure to. The students will be read and asked to read aloud excerpts from "The House of Seven Gables", Hawthorne's first novel, which presents striking commentary of the nature of Salem's dark history with witch hunts. A supplemental documentary on the Salem Witch Trials will be played in class, and students will be given graphic organizers (spider charts) to both break down the sequence of events and facts during the witch trials and brainstorm connections between the historical facts and Hawthorne's text. The students will research Hawthorne's life, the Salem witch trials, and Puritanism online, using a number of interactive and archival websites that will be provided on the class blog. Using a handout of John Winthrop's "A Modell of Christian Charity", and parts of Hawthorne's short story "Young Goodman Brown", the students will also be exposed to Puritan morality. The research that they have done on this issue will allow them to come up with ideas about Hawthorne's choice of conflicts in his texts. Using the think-pair share grouping method, the students will be doing the online research by themselves, then teaming up to collaborate and share with a randomly selected partner. Finally, the class will split into two groups and all students will share the ideas that they began to clarify with their partners. The group will then elaborate on these ideas enough so that every student is able to post one processed idea on the class blog. Students are also required at the end of the lesson to post a self-assessment reflection of their learning process on their own blog. They will be encouraged to comment on others' comments on the class blog, and also their peers' own private blogs. The introduction to blogging during this lesson will prepare them for the rest of their time in the class, when they will be making frequent use of its communicative functions. Students will discuss the parallels between their researched facts and the texts with their partners and with their large group towards the end. Afterwards, they are all required to post at least one of these ideas as a comment on the class blog. Their large group will have to delegate their ideas so that each person gets an issue to elaborate on in their comment. I will be checking for understanding and work ethic periodically, reviewing the students' products as they are working on them. The blog comment must be at least six sentences long, and it must fully address the interesting correlation that it is expressing.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__**Integration**__
Technology:I will be using my laptop and a projector to show segments from an online History Channel video about the Salem witch trials. The students will be working a great deal with computers, using the internet to research Hawthorne, both with the links provided on the class blog and with search engines that they have found useful. They will then be posting their final ideas and a brief summary of how their ideas progressed into the comments section of the class blog. Other Content Area: This lesson will integrate a great deal of US History, as most of the research links and the history channel video involve a great deal of social, political and religious commentary on Puritans and the Salem Witch trials. Students will be expected to learn about at least these two elements of 19th century Massachusetts in order to establish a context while reading and analyzing the Hawthorne excerpts covered in class. The research on the location of historic places in New England also involves geography.

__Groupings__
Once the research portion of the lesson begins, students will begin to work towards collaborating in a think-pair share. The first stage consists of individual research using the sites provided. In the second stage the students will collaborate with a peer to share what facts they have found. It is during this second stage that students will be encouraged to begin making parallels between the readings that we have gone over in class and the information on Hawthorne's life and society. In the third stage they will share these ideas about parallels with one of two groups that they are placed in. The groups will be randomly chosen in the second stage by drawing numbers from a hat. In the third stage, the evens and odds will be combined into two separate groups.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Students will be expressing their ideas aloud during group work. Students will be asked to read aloud from excerpts.
 * Logical:** Students must propose ideas about which aspects of Hawthorne's life may have led him to write certain story details.
 * Kinesthetic:** Students use their computers to research and post entries on class blog.
 * Musical:** Background music will be playing in the online documentary and virtual exhibit.
 * Auditory:** Students may hear online documentaries or reviews about Hawthorne or 19th century Salem
 * Interpersonal:** Students comment on each others' entries.
 * Intrapersonal:** Students have time to work on their research alone.
 * Visual**: Students will research pictures of where Hawthorne lived.

•//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**// • **Absent Students**: I will provide students who have missed class or are planning to be absent with a sheet of paper that briefly describes the goals of the research. Since they will not be able to participate in the think-pair share, the handout will prompt the student to consider a few correlations between Salem's history and Hawthorne's writings. The handout with the excerpt from "The House of the Seven Gables" will also be provided. The links to the History Channel online documentary will be provided on the handout. All other links will remain on the class blog, so the student will be able to visit them easily from the site. If necessary, I will allow the student to visit the library or computer lab during one of the class days to get caught up. The student may also use their laptop in class when it is appropriate..
 * Modifications/Accommodations**


 * Extensions**
 * The students will be able to go the extra step and re-comment on the comments that they receive on their own personal blogs.
 * I will encourage students to comment on each others' personal reflections in a postive manner. Each student who chooses to see what other students have thought about their own learning experience will be allowed to leave a comment only if it contains both one item of praise and one polite and constructive criticism.
 * I will also be encouraging students to use the graphic organizer for more than just the video commentary and the research. The excerpts from The House of the Seven Gables and A Modell of Christian Charity are also full of information and complex ideas. Students will be able to make spider diagrams for both of these handouts in order to go deeper into the issues that are brought up and what caused them to be addressed.This will deepen each students' understanding of just how ideas are refined, and how they continue to progress even after the final group discussion.

__**Materials, Resources and Technology**__
what are you going to need to teach this lesson
 * Laptops/computers
 * Internet access
 * Projector and Projector screen
 * Spider map handout [[file:spider.pdf]]
 * "House of The Seven Gables" excerpt handout: [[file:sevngab.doc]]
 * "Young Goodman Brown and Other Short Stories" by Nathaniel Hawthorne (main text)
 * Selected excerpts from John Winthrop's "A Modell of Christian Charity" [[file:03. winthrop, Christian Cha.pdf]]

__Source for Lesson Plan and Research__
Youtube introduction to the Salem Witch Trials: []

Class Blog: []

EBSCO tutorial: [] Hawthorne short biography and timeline: [] Literature connections to the Witch Hunt: [] Nathaniel Hawthorne's Neighborhood: [] Hawthorne interactive biographical exhibit: [] "Studies in The House of Seven Gables" excerpt about Hawthorne and Melville: [] Complete Hawthorne Text Compilation and resource database: []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson is versatile enough to accomodate all of the learning styles. The grouping strategy of this lesson allows time for both individualized research, and collaborative practice. Because each student will be required to spend time in each situation: individually, with a partner and with a large group, this puts each learning style into practice. The handouts are clearly labeled and the excerpts are marked, the graphic organizers are encouraged for use during every research tool used in this lesson. The focus on integrating as many learning styles as possible encourages the students to analyze concepts based on research skills and create original ideas in a safe environment. __**Rationale:**__ How does this lesson demonstrate my competency with the standard? Consider how you meet the **Learning Styles**?
 * //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.//
 * Beach Ball** I have provided a multitude of educational and research links. There is everything from interactive historical exhibits to photos of Hawthorne's neighborhood. Also, there will be a video documentary played in class.
 * Clipboard** There are several video tutorials for some of the search engines available, which function well as visual directions. The assignment is not very open-ended, instead there is a clear purpose and goal. There are steps that need to be completed sequentially before the lesson can be completed, and the expectations will be clearly outlined beforehand. There will be packets of handouts already put together before the students enter.
 * Microscope** The students will be required to immerse themselves in their research and use what they have found to immediately make connections to the material that is being read in class. The think-pair share activity allows them to both focus on the fine details of thier research by themselves, and have both close and open discussions about their conclusions.
 * Puppy** The environment will be very calming and encouraging, and the groups will be expected to respect one another's ideas above all else.

Rationale:** Students will know how to identify small details in the text and analyze their importance to the text as a whole, as well as their importance in the context of Hawthorne's history. Students read text, within a grade appropriate span of complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

what will students know? attach content notes. What is the MLR and rationale statement. Which facet (below) did you use for this lesson. Explain what it connects to, how it works. write paragraphs
 * Rationale:** This lesson acts as an introduction to Hawthorne that requires students to research his life and society, and then apply their findings to a few excerpts from his early writings.


 * Empathy** – Students research the area in which Hawthorne was born and lived in order to understand the cultural impact that his world had on his writing. The students become acquainted not only with the styles of literature during his time, but also the religion and events that shaped the basis for every one of his stories. The Salem witch trials and the Puritan settlements make up a large part of Hawthorne's family history, and in order for the students to empathize with the author in any way, they must first understand what his life consisted of.

Rationale:** This lesson demonstrates my understanding of a variety of learning styles and differentiated instructional strategies, as well as the integration of technology into the strategies.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * Strategies**
 * Verbal:** Students will be expressing their ideas aloud during group work. Students will be asked to read aloud from excerpts.
 * Logical:** Students must propose ideas about which aspects of Hawthorne's life may have led him to write certain story details.
 * Kinesthetic:** Students use their computers to research and post entries on class blog.
 * Musical:** Background music will be playing in the online documentary and virtual exhibit.
 * Aural:** Students may hear online documentaries or reviews about Hawthorne or 19th century Salem
 * Interpersonal:** Students have time to work on their research alone.
 * Intrapersonal:** Students comment on each others' entries.
 * Visual**: Students will research pictures of where Hawthorne lived

The technology that is involved with this lesson is almost entirely type II technology, utilizing the computers both as research tools and a method for online peer-review. The use of a blogging website both gets the students introduced to the concept of a blog as a learning tool, and it also establishes them within an online community with which they are able to share ideas. Because of the accessibility of the blogs, this allows questions to be asked and answered even outside of the classroom.

Rationale:**
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Students will work by themselves, in pairs and in groups. They will broaden their understanding of both 19th century New England and the influences that the town of Salem and surrounding areas had an impact on the town's most famous novelist: Nathaniel Hawthorne. The issue of the Salem Witch trials will be an important background subject that the students will have exposure to. The students will be read and asked to read aloud excerpts from "The House of Seven Gables", Hawthorne's first novel, which presents striking commentary of the nature of Salem's dark history with witch hunts. A supplemental documentary on the Salem Witch Trials will be played in class, and students will be given graphic organizers (spider charts) to both break down the sequence of events and facts during the witch trials and brainstorm connections between the historical facts and Hawthorne's text. The students will research Hawthorne's life, the Salem witch trials, and Puritanism online, using a number of interactive and archival websites that will be provided on the class blog. Using a handout of John Winthrop's "A Modell of Christian Charity", and parts of Hawthorne's short story "Young Goodman Brown", the students will also be exposed to Puritan morality. The research that they have done on this issue will allow them to come up with ideas about Hawthorne's choice of conflicts in his texts. Using the think-pair share grouping method, the students will be doing the online research by themselves, then teaming up to collaborate and share with a randomly selected partner. Finally, the class will split into two groups and all students will share the ideas that they began to clarify with their partners. The group will then elaborate on these ideas enough so that every student is able to post one processed idea on the class blog. Students are also required at the end of the lesson to post a self-assessment reflection of their learning process on their own blog. They will be encouraged to comment on others' comments on the class blog, and also their peers' own private blogs. The introduction to blogging during this lesson will prepare them for the rest of their time in the class, when they will be making frequent use of its communicative functions. Students will discuss the parallels between their researched facts and the texts with their partners and with their large group towards the end. Afterwards, they are all required to post at least one of these ideas as a comment on the class blog. Their large group will have to delegate their ideas so that each person gets an issue to elaborate on in their comment. I will be checking for understanding and work ethic periodically, reviewing the students' products as they are working on them. The blog comment must be at least six sentences long, and it must fully address the interesting correlation that it is expressing.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
This lesson is intended to be taught over two class days. The first day is primarily focused on introducing the main ideas of the Salem witch trials. The excerpt from “The House of Seven Gables” is also intended to integrate Hawthorne's work into the factual portion of the lesson, so that the connections may be made easier. The second day examines Winthrop and introduces the Puritans and their religious beliefs and morals. The students are required to apply what they have learned about the witch trials and Hawthorne's society and make an informed conclusion, written as a six-sentence paragraph on the class blog. Each student then must show that they can comment on others' findings by leaving comments on each others' posts that relate to their own research. The students will be expected to complete a self-assessment activity at the end of class. The questions they answer will be viewed by the teacher and factored into their overall grade for the lesson.

Agenda Day 1 (Where, What, Why, Tailor: Verbal, Logical, Interpersonal, Intrapersonal) (Equip, Explore, Rethink, Tailor: Interpersonal, Intrapersonal, Verbal, Visual, Logical, Musical)
 * Students enter the classroom, where desks have been placed in a “U” shape, and the bottom of the U is closest to the door. The projector screen is on the opposite wall, with all the desks facing towards it. On each desk is a packet of photocopied papers that includes excerpts from “The House of the Seven Gables”, “A Modell of Christian Charity”, and two spider charts.
 * Hook: Pose a question to the students, or even one particular student: “Imagine you are on trial. You have been charged with egging every house on the block. You are in here because someone else in the town has said that you did this. Everyone else in this classroom believes the person who sold you out, but you know the person who framed you is the real culprit. If you try and argue that this other person is to blame, everyone will think you are lying. You are subjected to tests that try and prove you egged the house. For instance, the opposing side gives you a bucket of eggs and places you in front of a wall. They tell you to throw all the eggs at the wall, so that they may determine if you are practiced at throwing eggs. If you comply, you are at risk for being convicted of throwing eggs at houses all the time. If you refuse, or do a bad job throwing the eggs, however, you will be suspected of faking it to try and dodge the conviction. How are you going to plead innocent?” Give students 1 minute to decide to themselves what their plea is. Select a few students to give their plea and appoint the rest of the students to determine if they have made a good case for themselves. (5 minutes, with discussion.)
 * Students will write, on the note card, their name and one thing that they think they know about the Salem witch trials. They will keep this card.
 * Students will watch three of the five YouTube videos via my computer and a video projector at the front of the room. In between the selecting of videos and waiting for the pages on the internet to load, we will discuss factors about the video that was just watched and bring up some subjects that stand out to students. Students will be filling out one of their spider charts with pertinent information about the trials, guided by the discussions between videos. (30 minutes)
 * After the videos are over, students will write down one thing on the note card that they learned about the witch trials that they did not know before. As they are writing, I will check to make sure students have been filling out their spider charts. We will then go over some of the issues that were brought up in the video that the students may have come up with. (10 minutes)
 * We will read the excerpt from The House of Seven Gables aloud in class. Students will then be asked to consider some important questions about how this text relates to the video that was just watched. (10 minutes)
 * Help students set up an individual blog on www.blogspot.com (10 minutes)
 * Explain EBSCO tutorial at http://bll.epnet.com/help/ehost/EhostHelp.htm. Explain in own words the significance of using EBSCO and begin to talk about what you are looking for in their research. Assign homework, which is looking up the websites on the class blog. Encourage the use of additional spider charts. Collect note cards from students. (15 minutes)

Day 2 (Where, What, Why, Tailor: Intrapersonal, Verbal, Visual, Logical)
 * Students enter classroom, which is now arranged with desks in rows. Ask students to take out their packets from the day before.
 * Read aloud (and have students read aloud) in class excerpts from “A Modell of Christian Charity”. Elaborate on the nature of Puritan Morality. Ask students to offer evidence of that morality in the research they did the night before. Encourage students to take notes on the photocopied text. (10 minutes)
 * Read aloud passages from “Young Goodman Brown”, placing emphasis on Goodman Brown’s thoughts and motives. How does Winthrop’s speech reflect all of these traits? Pose an important question: From your research last night, what can you deduce were some influences on Hawthorne’s portrayal of what Winthrop talks about in his speech, and from what you know about the Salem witch trials? (15 minutes)
 * Have students draw a number out of a hat. Once everyone has picked a number, tell students to pair up but matching their number to someone else. Students may rearrange desks in any way. Students are to collaborate with their partner and discuss what things they found interesting or pertinent to the witch trials or Winthrop's sermon in the research. (10 minutes)
 * After the first 15 minutes, students then converge into two groups, based on evens and odds. These two groups will each take 2-3 minutes for each pair to share what they had discussed. All students in groups take notes. (10 minutes)
 * Students will take time to post a comment on the class blog, elaborating on the most important correlation that they came to in the 20 minutes of group work. The post must be at least six sentences long to receive full credit, and it must be as comprehensive as possible. (10 minutes)
 * Students will then take the time to post a reflection on their own blog, which answers some important questions which will be on the board:

1.) What surprised me?

2.) What was something interesting that I learned?

3.) How can I incorporate this information into my life?

4.) What was my favorite resource and why?

Students must answer each question in complete sentences, at least two sentences for each answer. (15 minutes) Whatever is not finished by the end of class is assigned for homework, along with preparation for the next lesson. (Equip, Explore, Rethink, Tailor: Interpersonal, Intrapersonal, Verbal, Visual, Logical, Kinesthetic)


 * Content Notes**


 * Handouts**