L2+Terrill+Danielle

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


 * __ Teacher’s Name __**** : ** Ms. Terrill
 * __ Date of Lesson __**** : ** 2
 * __ Grade Level __**** : ** 11
 * __ Topic __**** : ** Relating to the Internal and External Conflicts of the Characters in __The Fountainhead__.

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. Students will understand that the internal and external conflicts of the characters displays Ayn Rand's philosophy. After each journal entry I will make comments, allow students to make any changes they want and then grade the entries. The blogs themselves will be part of the self-assessment. They will allow the students to watch the progress of the characters. At the end of the unit I will grade all of their blogs and this will be how I assess their understanding of the characters' conflicts.
 * __ Objectives __**
 * Student will understand that ** the internal and external conflicts of the characters displays Ayn Rand's philosophy.
 * Student will know ** the internal and external conflicts of the characters and Ayn Rand's philosophy.
 * Student will be able to ** relate to the internal and external conflicts of the character's.
 * __ Maine Learning Results Alignment __**
 * Rationale **
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **

Teacher- I will be using technology when I make comments on their blog entries. Students- They will be using technology when they write the blogs. Journalism: Interviewing Dominique and interviewing other characters. Theater: Pretending to be their character from __The Fountainhead__.
 * __ Integration __**
 * Technology: **
 * Other Content Area:**

I will have each students draw a character from a hat to determine what character they will be blogging about. Then I will put them into groups so that each group has at least one character in it. Then the groups will do a three step-interview. One person will be their character while others in the group interview them first as themselves and then as their character. They will then take turns interviewing and being interviewed. Any students who feel that they would benefit from listening to the book on tape rather than reading it may do so. If I see that many of the students are struggling with the amount of reading then I will provide the class with notes over each assigned reading. This way I know that at the very least they know the most important events in the plot. Absent Students: Students who are absent from this lesson will need to fill out the graphic organizer with character conflicts and how they display Ayn Rand's philosophy either on their own and with a partner. I will then assign them a character and help them to set up their blog so that they may begin their blog from that character's point of view. They will have to come in to schedule a time to interview Dominique on their own time in order to make up the activity they missed. The blogs will be type two because the students will be able to get feedback from me quickly and it will be on the web with the blog so it will be easy to access and hard to lose. For the students who want to go above and beyond they are welcome to read and blog ahead of the class. If they manage to finish the book before the rest of the class I will have them go through their blogs and pick out conflicts in the blogs that show off the philosophy. They will then find websites on the philosophy that support their evidence and link these sites to their blogs. Graphic organizer handout pieces of paper with character names on them a hat or jar to put the character names in __The Fountainhead__ Laptop Projector
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * MI's **
 * Verbal:** Writing the blogs.
 * Logical:** Filling in the graphic organizer with examples of conflicts that best show pieces of Ayn Rand's philosophy.
 * Kinesthetic:** Acting out parts of the book, specifically spots where character's come in conflict with each other.
 * Visual:** What color does each character remind you of?
 * Naturalist:** What does Ayn Rand's philosophy say about nature and it's treatment according to her novel?
 * Intrapersonal:** The blogs will be written individually from the character's point of view.
 * Interpersonal:** Sharing the blogs with classmates in groups and taking turns interviewing the "characters".
 * Musical:** If you were designing the music for the movie, The Fountainhead, what song would play when each of the major character's made their entrance?
 * Modifications/Accommodations **
 * // I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //**
 * Extensions **
 * __ Materials, Resources and Technology __**

[] -The Ayn Rand institute gives some lesson plans and other resources to teachers on teaching The Fountainhead. [] -Also from the Ayn Rand institute, this site gives an explanation of some of the themes of The Fountainhead [] -A good site offering good information on the novel, the characters and the themes. www.eduplace.com/graphicorganizer/pdf/5ws.pdfwww.eduplace.com/graphicorganizer/pdf/5ws.pdf- The website for the graphic organizer for this lesson. [] -The website where I found the cooperative group I will use in this lesson. [] Excellent site for understanding the major characters 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.
 * __ Source for Lesson Plan and Research __**
 * __ Maine Standards for Initial Teacher Certification and Rationale __**
 * // 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. This lesson incorporates the Multiple Intelligence theory in order to try and reach all students in the way that they learn best. The blogs will be type two because the students will be able to get feedback from me quickly and it will be on the web with the blog so it will be easy to access and hard to lose.
 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * Rationale ** :
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** :
 * MI's **
 * Verbal:** Writing the blogs.
 * Logical:** Filling in the graphic organizer with examples of conflicts that best show pieces of Ayn Rand's philosophy.
 * Kinesthetic:** Acting out parts of the book, specifically spots where character's come in conflict with each other.
 * Visual:** What color does each character remind you of?
 * Naturalist:** What does Ayn Rand's philosophy say about nature and it's treatment according to her novel?
 * Intrapersonal:** The blogs will be written individually from the character's point of view.
 * Interpersonal:** Sharing the blogs with classmates in groups and taking turns interviewing the "characters".
 * Musical:** If you were designing the music for the movie, __The Fountainhead__, what song would play when each of the major character's made their entrance?

After each journal entry I will make comments, allow students to make any changes they want and then grade the entries. The blogs themselves will be part of the self-assessment. They will allow the students to watch the progress of the characters. At the end of the unit I will grade all of their blogs and this will be how I assess their understanding of the characters' conflicts. Before this unit is started the students will have been pre-assessed with a short quiz over the novel. They will have also written a creative essay on what they are passionate about. The classroom will be set-up so that the tables are clustered together in groups. They will make it easier for them to do their group interviews later on. Agenda: 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 coming in as the character Dominique and allowing them to interview her. This will help model the interview process for them. Time: 5 minutes
 * // • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * Rationale ** :
 * __ Teaching and Learning Sequence __**** : **
 * Enter as Dominique and allow the students to interview her. Be careful not to give too much away while keeping them intrigued. This will start conversations about character motivations and start them thinking.
 * Have them draw their characters from the hat
 * Set up blogs and assign them to write a blog for next class
 * Do the interviews and the graphic organizers
 * Discuss the interviews and the organizer as a class
 * (Where, Why, What, Hook)** Tailor- **Verbal, Interpersonal, Intrapersonal**

Students will know the character conflicts and Ayn Rand's philosophy. They will already have discussed the author's philosophy in the previous lesson so now we will focus on how it is displayed in the characters' conflicts. We will first think about this by having a conversation. Time: 15 minutes

Then they will draw characters from a hat. They will be required to blog as that character after each reading in order to begin to understand the character. Next they will set up their blogs. After that they will be broken up into groups according to character and will interview each other as themselves and then as their characters while filling in the 5W's organizer from the website [|www.eduplace.com/graphicorganizer/pdf/5ws.pdf] While they are interviewing each other I will walk around and listen in on the interviews to make sure all of the students are on track. Time: 10 minutes
 * (Equip, Explore, Rethink)** Tailor- **Verbal, Logical, Interpersonal, Visual**

Cooperative groups: The Three-Step interview. I will allow students to pick a character from __The Fountainhead__ from a hat and they will be assigned groups so that each group will have one character in it. They will get used to being that character by stepping into their shoes and being interviewed about their motivations by their classmates. I will walk around and listen in to make sure they are all on the right track with the activity. Every few minutes I will ask them to stop and give me a thumbs up or down as to how the interviews are going in order to check for understanding. Then they will be required to write a blog about what happened in their reading from that assigned character's point of view. After that I will make comments on their blog so that they may make edits before a grade is given. Time: 50 minutes
 * (Experience, Rethink, Revisions, Refine)** Tailor- **Visual, Interpersonal, Verbal**

The self-assessment will be the blogs themselves. This is a way for students to reflect on the character's motivations and check to make sure they actually understand what is happening in the novel.

The next lesson the students will be asked to rewrite a section of __The Fountainhead__ in a different tone. Now that students have looked at the characters they will have some idea of what traits they need to reveal about the characters with their own tone.
 * Evaluate: ** The blogs won’t be evaluated until the end of the unit because students will be creating a new blog after each reading assignment and because students will be given the opportunity to revise them. At the end of the unit I will grade the blogs overall with a checklist.


 * Reflection: **