L5+Cole+Sara

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

Teacher’s Name: Ms. Cole Date of Lesson: Lesson 5- Textual Support Grade Level: 12 CPI Topic: Use

Objectives Student will understand that text can be used to support assertions concerning: themes, conflicts, and symbols. Student will know critical details: students will know: critical details: How to analyze and recognize important textual details. Student will be able to students will be able to use text to support assertions.

Maine Learning Results Alignment

Maine Learning Results: English Language Arts- A. Reading A2: Literary Texts Grade 9-Diploma: Wicked Students read text within a grade appropriate span of text complexity and present analysis of fiction, non-fiction, and poetry using excerpts from text to defend their assertions. d. Evaluate the theme or themes whether explicitly stated or implied in a literary text. Rationale: In this lesson we will be working with text to support assertions in literature.

Assessment

Formative (Assessment for Learning) (Day 1) Students will be assessed as they create their project on their graphic organizers and on their group discussions. Students should participate in discussions and partake in all group work. I will lead discussions and walk around the classroom while students work on their GoogleEarth productions. (Day 2) I will watch as students present their products and I will make sure they have grasp the concepts introduced in this lesson.

Summative (Assessment of Learning) (Day 2) Students will create a GoogleEarth map of Oz according to the places described in Wicked. Students will match real world locations with Oz locations using text as justification. They will use the jig-saw method to find and discuss important textual details. Students will then be broken in to groups of three to create their GoogleEarth products. I will evaluate the products using a point check -list. We will then have a discussion about book 4 using the attached discussion question.

Integration

Students will be working with GoogleEarth to create an interactive 'map of Oz'. They will use laptops to create their product and will then present the product to the class. Students will link their product to the class wiki. Students will also write a corresponding blog entry explaining their choices and how the group worked together. Other content areas: Geography: students will be working with maps of the world.

Groupings Students will work with an ISP chart to jigsaw key locations, themes, and textual evidence. I will allow students to choose their groups of three, HOWEVER it must include at least one person no one has worked with yet in this unit. These groups will work together to create a GoogleEarth map. Once the maps are completed students will reconvene as a full class and present their products.

Differentiated Instruction

Strategies Verbal: Students will participate in a class discussion about textual support and key symbols/ themes in the novel. Logical: Text can be logically applied to support assertion. Kinesthetic: Students will move around the classroom for the jigsaw activity. Visual: GoogleEarth will be used to give a visual for places in Oz. Naturalist: The use of GoogleEarth and its inclusion of natural elements will appleal to the naturalist. Intrapersonal: Students will reflect upon key areas of Oz in their personal blogs. Interpersonal: Students will work in groups to create their GoogleEarth products.

Modifications/Accommodations ( I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.)

Should a student be absent they will check the class wiki. Should they miss the day that we create the GoogleEarth products they will write a blog entry with ideas for locations and textual evidence. Group work will be waived for the day. Students should visit the class wiki in-order to print off the necessary graphic organizers. Students should see me to make up any missed quizzes or discussion. I will be available to help them catch up any time after or before class.

Extensions In order to encourage higher order thinking students will have the opportunity to create an i-movie presentation of their GoogleEarth product and have a supplemental piece on the making of the product.

Materials, Resources and Technology Laptops Projector ISP graphic organizer Dongle Speakers

Source for Lesson Plan and Research http://www.eduplace.com/graphicorganizer/- (graphic organizer) Google Earth User Guide- (see content notes) http://en.wikipedia.org/wiki/Wicked_(novel- Wicked Summary) http://www.youtube.com/watch?v=kjU9li1GQjs- (GoogleEarth video)

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: 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 with their GoogleEarth product. 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, a safe environment, and they want to get along. 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 all members of the classroom community and each member shares fairly in the project. Microscope- These learners like to focus on supporting details and analysis of these details. I will meet the needs of these learners by asking them to participate in class discussions about symbols in the novel as well as pay close attention to nuances and themes present in classmates' radio shows. Clipboard- These learners need clear instructions and structure. I will meet these needs by mapping out the activities in the class on the board and on the wiki so there is a clear set of instructions and so that the class will feel structured without imposing a structure.

Rationale: The Maine Learning Result that I chose to address in the unit is teaching students to evaluate themes either explicitly stated or implied. Textual evidence is key to the evaluation of themes. In this lesson students will use text to support assertions about locations and themes in Wicked. Students will be asked to think deeply about stated themes and use text to support all that they present.
 * 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. Rationale: Verbal: Students will participate in a class discussion about textual support and key symbols/ themes in the novel. Logical: Text can be logically applied to support assertion. Kinesthetic: Students will move around the classroom for the jigsaw activity. Visual: GoogleEarth will be used to give a visual for places in Oz. Naturalist: The use of GoogleEarth and its inclusion of natural elements will appeal to the naturalist. Intrapersonal: Students will reflect upon key areas of Oz in their personal blogs. Interpersonal: Students will work in groups to create their GoogleEarth products. • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: Formative (Assessment for Learning) (Day 1) Students will be assessed as they create their project on their graphic organizers and on their group discussions. Students should participate in discussions and partake in all group work. I will lead discussions and walk around the classroom while students work on their GoogleEarth productions. (Day 2) I will watch as students present their products and I will make sure they have grasp the concepts introduced in this lesson.

Summative (Assessment of Learning) (Day 2) Students will create a GoogleEarth map of Oz according to the places described in Wicked. Students will match real world locations with Oz locations using text as justification. They will use the jig-saw method to find and discuss important textual details. Students will then be broken in to groups of three to create their GoogleEarth products. I will evaluate the products using a point check -list. We will then have a class discussion on book 4. Teaching and Learning Sequence:

Day 1: GoogleEarth demo video (7 mins) Jigsaw (15 mins) Work on GoogleEarth products (53 mins) Assign reading for next class and journal entries (5 mins)

Day 2: Finish GoogleEarth products (30 mins) Present GoogleEarth (30 mins) Answer Clarifying reading questions (5 mins) Quiz on final chapters of book 4 (10 mins) Journal entries and assign reading for next class blog entries are also homework (5 mins)

Desks will be arranged in a horse shoe shape. (Day 1) Student will understand that text can be used to support assertions concerning: themes, conflicts, and symbols. Students read text within a grade appropriate span of text complexity and present analysis of fiction, non-fiction, and poetry using excerpts from text to defend their assertions. I will answer all clarifying reading questions and hand out the daily quiz. After students finish the quiz they will read while the remaining students finish. I will present a video about GoogleEarth to introduce the project (Visual). Where; Why; What; Hook; Tailors: Visual

(Day 1) Student will know students will know: critical details: How to analyze and recognize important textual details. I will have students break into groups (Interpersonal) and jigsaw (Kinesthetic) about important textual details concerning symbolic locations, thematic locations, and conflicts. During this time I will hand out an ISP chart and students will fill out the appropriate details (Logical). Students will then break into groups of 3 and work on a GoogleEarth (Natural) product. I shall be available to help them with any questions and guide them should they go off task. This product will highlight key places in Wicked and compare them to real world locations. (Day 2) Students will be given time to finish their GoogleEarth products. Once they have completed their products we will reconvene as a class and each group will present their product. I will be evaluating the product using a point check list. Once all groups have presented I will answer any lingering reading questions and give out the quiz. Once they have taken the quiz they will write in their journals. For homework they will do a blog entry on their experience and justifications. Equip; Tailors: Visual, Logical, Interpersonal, Natural, Kinesthetic

This lesson will revolve around group work in both the jig-saw activity and with the creation of their GoogleEarth products. Students will use graphic organizers to gather textual evidence about locations, themes, conflicts, and symbols used in their locations. I will circle around the classroom and provide any help or answer questions. After the projects are completed I will watch the presentations and evaluate them. Students will create a blog entry (Intrapersonal) about their product including justifications, group work, and what they would change if they could re-do their projects. Explore; Rethink; Revise; Refine; Tailors: Intrapersonal

(Day 1) Students will be evaluated for understanding during grou discussions, jigsaw and graphic organizers. I will also evaluate their reading comprehension through the quiz on the first chapters of book 4.

(Day 2) I will evalutate the students' GoogleEarth presentations. With the attatched checklist. Students will also write a blog about the experience and I shall comment on the blog. Finally students will take a quiz on the final chapters of book 4. Evaluate

Content Notes: Having been unconscious for almost a year, and then a nun for six more years, Elphaba goes to the Vinkus, the land where Fiyero was prince, and meets his wife and children. Elphaba brings along a boy named Liir, to whom she claims no relation, and stays at the castle Kiamo Ko for a year and a half or so. She attempts to tell Sarima, Fiyero's wife, of their affair, but Sarima refuses, saying she does not want to talk about her late husband. Fiyero's family, Elphaba, and Liir unexpectedly become a family unit, and are joined by Nanny after some time. While staying at the castle, Elphaba also discovers a mysterious book of spells which she calls a 'Grimmerie', and begins to study its contents. However, when Manek, one of Sarima's sons, convinces Liir during a game of hide and seek to hide in a well and leaves him there, Liir nearly dies, and Elphaba's anger at Manek makes an icicle fall on him and kill him. The experience makes Elphaba realize that she has motherly feelings for Liir, but she finds that her newfound warmth is not reciprocated. Liir claims that while in the well a Fish told him he was Fiyero's son. It is later discovered, though not in this book, that Liir is indeed the son of Elphaba and Fiyero. (See "Son of a Witch" by the same author). Sarima becomes upset and grieves, and the family starts to fall apart. Elphaba gets a letter from her father Frex, asking her to come help him with Nessarose, who has taken Elphaba's position of Eminent Thropp of Munchkinland. When she arrives, he asks her to help him talk to Nessa, whom Elphaba discovers has become a witch, called the Wicked Witch of the East. Elphaba leaves after Nessa promises to give Elphaba the infamous ruby slippers after she dies (Glinda enchanted them to allow her to walk without help).

Google Earth Guide earth.google.com/userguide/v4/google_earth_user_guide.pdf