L3+Barton+Lindsey

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


 * Teacher’s Name:** Ms. Barton
 * Date of Lesson:** 3
 * Grade Level:** 9-12
 * Topic:** "The Grapes of Wrath"

__**Objectives**__

 * Student will understand that** desperation hinders the family's dignity as they are forced to make life or death choices.
 * Student will know** important events throughout the course of the novel and the way these events impact the characters.
 * Student will be able to** retell the sequence of events while focusing on individual characters and their development.

__**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 lesson plan reaches the Maine Learning results because it teaches students to search for significant excerpts from the text, and also enables students to consider why these moments are significant to both plot development and character growth. After finding the information, we will expand upon the significance as a class before students reapply the information for themselves.

__**Assessment**__
I will observe student discussions during the hook to evaluate whether students understand various concepts. If students seem to have a hard time explaining the value of the photos or passages, our in class discussion will be far more in-depth. Students will hand in a paper draft of their scrapbook, outlining the way in which they will place pictures and passages. In addition, students will fill out a checklist for each page they complete within their Capzle in order to determine whether they are meeting the needs of the assignment. I will offer feedback and suggestions to help students to make a stronger product and develop a stronger understanding. Students will comment on one another's work after a work day. Students will have the opportunity to meet the suggestions of their peers.
 * Formative (Assessment for Learning)**

Students will create an interactive scrapbook of the Joads using Capzles. In using this program, students will be able to communicate with one another and post comments about effective methods. Capzles allows for multiple interactive layers, thus students will be able to broaden their abilities and retell the Joads story through important quotes, while at the same time including pictures to support their work. In addition to the rubric, students will be assessed through peer assessment.
 * Summative (Assessment of Learning)**

__**Integration**__
As a teacher I am incorporating technology through the use of Capzles, a tool where student may create interactive layers while at the same time including pictures and information. In using this program, students will be able to communicate with one another and post comments about effective methods. Students will be able to broaden their understanding of the importance of each event by exploring it an interactive scrapbook.

Art and history: Students will expand their knowledge of both art and history through the creation of this product. In order to create this, students must have a general understanding of the historical context and must be able to expand upon what is seen within the novel in a historical context. As for art, this product is entirely open to student interpretation and reapplication, thus making it visually appealing is a huge portion of this product. This is meant to represent the lives of the family, therefore personalizing it allows for deeper interpretation.

__Groupings__
Numbered Heads Together is a cooperative learning strategy that holds each student accountable for learning the material. Students are placed in groups and each person is given a number (from one to the maximum number in each group). The teacher poses a question and students "put their heads together" to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**: Students will evaluate passages and consider how they play an important role in the sequence of events.
 * Logical**: Students will reapply events in a manner which allows for deeper understanding.
 * Visual**: Students will use images from the depression era to create a scrapbook representing the Joads and their struggle.
 * Kinesthetic**: Students will move around the room to examine images and passages, then meet with groups to discuss the impact of both images and passages.
 * Naturalist**: Students will consider images of the land they must pass over. They will focus upon their fields covered in dust and the rotting fruit at the end of their journey.
 * Interpersonal**: Students will work in their Numbered Heads Together groups and then come together to discuss as a class.
 * Intrapersonal**: Students will consider the photos and passages individually before going on to work in groups.

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**

Capzles will enable students to create an infinite amount of layers relating to their scrapbook, while others will be capable of connecting to the scrapbooks and posting comments and suggestions, thus making this incredibly interactive.
 * Extensions**

__**Materials, Resources and Technology**__

 * My own laptop
 * Student laptops
 * An overhead projector
 * Handouts of the rubric, graphic organizer and self assessment
 * Pictures and quotes to hang throughout the classroom
 * Paper, scissors, markers, and pencils for students' first drafts

__Source for Lesson Plan and Research__
http://www.eduplace.com/graphicorganizer/pdf/sequence.pdf Sequence Chart graphic organizer. http://www.teachervision.fen.com/group-work/cooperative-learning/48538.html Further exploration of the Numbered Heads Together technique. This is actually a great resource to consider. http://capzles.com/ Students can explore previous Capzles and create their own! http://memory.loc.gov/ammem/afctshtml/tshome.html This site is a great resource for pictures and videos from the Depression Era. All of the data was collected by actual observers of the migrant camps, thus it is very relevant to student needs. http://www.english.illinois.edu/MAPS/depression/photoessay.htm This site is an excellent resource for pictures and explanations. Many of my hook pictures will be from this site. http://www.museumca.org/picturethis/3_2.html Information and pictures from the Depression Era http://xroads.virginia.edu/~1930s/front.html Infinite resources. This site offers a time line, videos, photos, and information from the time period.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson enables all learners to thrive as it addresses the different learning styles as well as the multiple intelligences which students may favor. Clipboard students will be able to organize their thoughts on the graphic organizer, thus enabling themselves to further develop their thoughts before going on to discuss with the rest of the class. Microscopes will be able to structure their Capzle before going on to add more layers, which will help to determine what works the most effectively for them. Beach balls will be encouraged to be creative with their pages, showing their personalities throughout the project. Puppies will be able to discuss with others and collaborate the most effective method of creating their scrapbooks.
 * //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. Students will understand that desperation hinders the family's dignity as they are forced to make life or death choices, thus students should evaluate the events which led to specific decisions on the part of each family member. Through analysis of each event, students will be able to recognize key turning points within each character's personality and demeanor. This scrapbook will help students to see the way the breaking down of the car, for instance, alters Ma Joad's character as well as her role in the family. Through tracing key events, students will be well aware of changes in character mood.
 * //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 an attempt to keep all students engaged. At the same time, there will be frequent integration of technology within the classroom. Students will use Capzles to create an interactive scrapbook and evaluate which events led to changes in character behavior and mood. In doing this, students will be aware of changes throughout the novel, and examining the final products of their classmates will help students to see further character development.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal**: Students will evaluate passages and consider how they play an important role in the sequence of events.
 * Logical**: Students will reapply events in a manner which allows for deeper understanding.
 * Visual**: Students will use images from the depression era to create a scrapbook representing the Joads and their struggle.
 * Kinesthetic**: Students will move around the room to examine images and passages, then meet with groups to discuss the impact of both images and passages.
 * Naturalist**: Students will consider images of the land they must pass over. They will focus upon their fields covered in dust and the rotting fruit at the end of their journey.
 * Interpersonal**: Students will work in their Numbered Heads Together groups and then come together to discuss as a class.
 * Intrapersonal**: Students will consider the photos and passages individually before going on to work in groups.

Rationale:** Students will receive both a self assessment and the rubric I will be grading them upon as we begin the lesson, thus there will be no surprises in expectation or grading. As formative assessment, students will hand in a paper draft of their scrapbook, outlining the way in which they will place pictures and passages. In addition, students will fill out a self assessment and determine whether they believe they are meeting the needs of the assignment. I will offer feedback and suggestions to help students to make a stronger product and develop a stronger understanding. As summative assessment, students will create an interactive scrapbook of the Joads using Capzles. In using this program, students will be able to communicate with one another and post comments about effective methods. Capzles allows for multiple interactive layers, thus students will be able to broaden their abilities and retell the Joads story through important quotes, while at the same time including pictures to support their work.
 * //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__
Desks will be organized into groups of three at the start of class. Students will be given the number 1, 2, or 3 and will be allowed to choose which cluster of desks they would like to sit at (with a 1, 2 and 3 at each cluster), and the hook will begin. Desks will remain this way throughout the course of the class, and my desk will be at the front of the classroom. I will meet with students at their desks to discuss self evaluations and check on their work. Day 1: Homework: Students should continue working on Capzles and come to class with at least three slides complete.
 * Students will consider the pictures and quotes at their desks, and then walk around the room to observe pictures and quotes throughout the classroom, taking note of what is interesting or striking about each photo or passage (5 minutes).
 * Students will return to their desks to discuss thoughts and emotions evoked in their Numbered Heads Together groups. Students should discuss the way the photos or passages captured their attention as well as why they were capable of conveying a strong message. Students will be called on by number to respond to the photos and passages (10 minutes).
 * We will hold a discussion about the power of both photos and passages to evoke emotions, whether pleasant or upsetting. If students are having a difficult time responding to questions or recognizing the importance of the photos or passages, we will hold a longer discussion and directly consider one photo as a class. From here I will ask students to recreate the essential events which occur during the novel through pictures and passages. Students will also be asked to provide an explanation of why their passage and photos connect to one another and what relevance this holds to the novel. We will do a brief overview of Capzles and examine a sample, then there will be time for questions and comments (20 minutes).
 * Students will complete graphic organizers showing important events that they would like to elaborate on throughout the novel. Students will create a paper copy of one page of their scrapbook. Although scrapbooks will change as the work progresses, I would like students to gain a general understanding of how they hope to set up the remainder of the scrapbook. As students complete their sample page, I would like for them to come to my desk and review why they have chosen their current method. We will discuss whether students believe current methods are effective, then students may begin Capzles (15 minutes).
 * Students will have the remainder of class to work on the product. As they work, I will go around the classroom and talk to students about their current work (30 minutes).

Day 2:
 * Today is a work day. Students will have the day to work on Capzles and ask any questions they may have as the work progresses. I will continue to check progress and give suggestions of how to expand upon already existent ideas (50 minutes).
 * At the end of class we will have a discussion about uploading to the wiki and students will be asked to comment on one another's Capzles, and make suggestions for potential expansion of ideas (15 minutes).
 * Discussion of what has been effective within the creation of the Capzles, suggestions for one another and assignment of presentation order. (15 minutes)

Day 3:
 * Presentations (50 minutes).
 * Quick discussion about the next lesson, with possible things to consider before the next class. (10 minutes).
 * The rest of the class will be spent reading the next chapter as a class (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 reconsider the sequence of events seen within the text and consider essential questions addressed throughout the Joads journey. They will consider which events shaped the lives of the Joads, how each event had an impact on the character or the family, how the loss of a character impacted the remainder of the family, and how location altered the family dynamic This will help students to consider the text from the perspective of the Joads while at the same time providing an ever present interactive resource to both themselves and their classmates. As a hook, pictures and quotes will be taped to text desk and students will consider the pictures and quotes, and then walk around the room to observe photos and passages throughout the classroom. Students will then return to their desks to discuss thoughts and emotions evoked in their Numbered Heads Together groups. Students may take note on their graphic organizer, then students from each group will be called on to respond to the photos and passages.
 * What, Where, Why, Hook, Tailor: Logic, Kinesthetic, Interpersonal, Intrapersonal, Verbal, Visual.**

After students view the pictures and quotes from their hook activity, they will talk in groups then come together as a class and discuss the value of each picture or quote. This will enable them to gain a deeper understanding of what they are working toward. Students will be able to retell the sequence of events while focusing on individual characters and their development. In order to help students reflect individually and organize the sequence of events, students will use a sequence chart from http://www.eduplace.com/graphicorganizer/pdf/sequence.pdf. At the same time, they will recognize the importance of each event as well as what effect it may have caused in the story. After completing the organizer, we will discuss the impact passages and photos have upon perception of events, and students will be asked to recreate the events through a scrapbook. Students will need to know that each event causes an alteration in the dynamic of the family, and that the characters' personalities change with each challenge they face.
 * Rethink, Equip, Explore, Tailor: Logic, Interpersonal, Intrapersonal, Verbal, Visual.**

After using the sequence chart, students will have a better concept of how to approach their task, and will be able to discuss within their Numbered Heads Together what they thought of the pictures and quotes. Students will be able to identify what emotions were evoked and how images and passages are able to create these powerful emotions. I will call on a student from each group and they will report out to the class, then we will continue our discussion of the importance of passages to the sequence of events.
 * 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. This lesson helps students to think deeply about content and remain emphatic to characters within the novel.
 * Evaluate, Tailor: Logical, Interpersonal.**

Some times to consider in creating Capzles are as follows:
 * Content Notes**

Consider the turtle. How is the turtle representative of the migrant struggle? Tom encounters Jim Casey. Jim Casey is no longer a preacher, but instead intends to work toward general social well-being. He believes himself capable of working with individuals to create equality. Consider how this decision plays into his overall rule within the novel. Tom encounters Muley Graves, a man whose family has gone to California, yet he refuses to leave his home. The police search the area frequently and he simply hides to avoid being found. What seems more favorable: living off of the land you grew up on and cultivated without the right to live on the land or your family present, or migrating west in hopes of finding a job which so few have been able to find? Consider the family's reaction to Tom's return. He obtains a primary position within the family. What would have happened had he not returned before the family left for California? Leaving for California. Is there any significance in the family's decision to pack all night and leave in the morning? Consider the death of Grampa Joad. Does the family's decision to bury him by the side of the road seem desperate or intelligent due to their circumstances? The first car problem the family encounters. How does this effect the character actions and the family dynamic? How do the warnings the family receives along their journey impact the story? Do the warnings offer them options or are they still as desperate as they were beforehand?


 * Handouts**