L5+Martel+Elizabeth

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

Teacher’s Name:** Ms. Elizabeth Martel
 * Date of Lesson:** 5
 * Grade Level:** 9-12
 * Topic:** Character Analysis

__Objectives__

 * Student will understand that** being able to identify and relate personal life experiences to the text can help in understanding the characters within the text.
 * Student will know** key facts and details: time period of events, character roles, and context and vocabulary and definition: theme, conflict, climax, symbols, and character analysis as well as sequence: a time line of events and character development.
 * Student will be able to** produce a new interpretation of a character within the text.

__Maine Learning Results Alignment__
**Maine Learning Result: English Language Arts-** //** A. Reading **// Grades 9-Diploma "The Great Gatsby" // Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions. //** d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text. This lesson supports the Maine Learning Results because I will be addressing and discussing the various characters within the novel at hand as well as the numerous ways to interpret and analyze these characters. This lesson will also provide the students with a new mindset on how to read, learn, know and relate to the many different kinds of characters within the text.
 * A2 Literary Texts
 * Rationale: **

__**Assessment**__
Students will be able to refine their knowledge of the various characters within the text by using an ice cream cone chart in order to view the multiple aspects of a character (of their choice) using this step by step model. Working individually, students can create their own, unique ideas to share with others. Working in groups or with those who share the same character that each student has picked, can help to produce new interpretations of the same characters. Students will be able to take their information and re-organize their thoughts before creating their character profile. Students will be able to put their knowledge and opinions of their character into a creative representation of their character in the form of a "personal profile" in their blogs. Students will be evaluated through class discussions, sharing their work, as well as completing their charts. Students will read about and analyze a character of their choice from the novel and be able to see the various aspects and traits that their character possesses. Students will be able to use their ice cream cone chart as a form of a self-evaluation to see how much information they know or can learn about their character. Students will also be able to self-evaluate themselves through their blog entries on the various chapters, class discussions, and their thoughts on the information learned. Students will produce a new interpretation of their character in a blog entry. This entry will be in the form of a "personal profile" and it will be evaluated by a rubric for their blog posting. At the end of this lesson students will be able to become more familiar and knowledgeable of one character in particular but more importantly of all of the characters within the novel. __**Integration**__ Students will be able to utilize technology by viewing this [|video clip] of the book in order to see how the characters interact with one and other. Students will also be able to work with technology as they post their thoughts and findings to their blogs. Taking a step further the students will use their blogs to create their final product of a "personal profile" in their blog. They will also be keeping a journal of what work they have done in the class (on that day) and then they can reflect upon that work. They will also be blogging about each chapter and reflecting on how they view that particular chapter as well as the book as a whole. Math- Students, who are logical learners, will learn best when they can use their ice cream cone chart to organize, explain, and interpret their ideas, opinions, and their character. Science- Students who enjoy being hands on, can learn best through using their computers to create their "personal profile" on their blog.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__Groupings__
Students will be asked to choose a character from the book and to describe that character and their role/importance in the book. Working individually they must organize their thoughts, ideas, and information on their character on their ice cream cone chart. After given a period of time working individually, students will be asked to find another student who has chosen the same character as them. They will work in partners, according to their characters discussing information on their characters such as traits, characteristics, actions and speech. They will share, compare, and contrast each piece of evidence found. After working together with their partners, all students of the same character will form a group (there will be a group for each character) and they will they work together to further analyze their character. This will help in obtaining not only additional information but new and fun interpretations of various ways to see their character.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**- Students who possess good linguistic skills will enjoy working in partners and groups where they will be able to share ideas with one and other.
 * Kinesthetic**- Students who are kinesthetic learners will appreciate the internet time, allowing for hands on activities, when asked to post their character profile.
 * Interpersonal**- Students, who enjoy working with others, will have the opportunity to work in their character groups communicating with their peers.
 * Intrapersonal**- Students who learn best or who enjoy working individually will have time on their own to reflect on their peers' comments before posting.
 * Logical**- Students who are logical learners will benefit from the organization and structure of the ice cream cone chart.
 * Visual**- Students who need any sort of visual aid will benefit from the ice cream cone chart prior to posting on their blog.

(**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //**) Students will be informed that if they are sensitive to some of the material being covered and do not wish to participate, they can inform me and I will supply them with the appropriate alternative to the activity. Absences ** If a student is absent, they must make an appointment to meet with me to discuss missed work and material. If they are absent, work must be turned in at the next class meeting. No other late work will be accepted and if turned in any later than the date approved by me, due to an absence, it will receive a zero.
 * Modifications/Accommodations **

Students will be challenged to think more deeply about the various writing styles used. In order to achieve this higher thinking, students will be able to use computers, the programs on these computers such as "Inspiration", and other technology made available within my classroom to research and then go beyond and post their thoughts and findings on the class wiki.
 * Extensions **

__**Materials, Resources and Technology**__
The materials needed to complete this lesson are: Computer for me Projector and Screen Handouts [ice cream cone chart and rubric for their blog/wiki posting (see content notes)] Paper Pens and Pencils My notes- content notes Video Clip Markers and White Board

__Source for Lesson Plan and Research__
The idea for this lesson came from using the WHERETO method, discussed within // Integrating Differentiated Instruction & Understanding by Design // by Tomlinson and McTighe. The hook came from a video from [|www.youtube.com] entitled- the great gatsby. [] - This site was used to help create the rubric to evaluate their postings on the class wiki. [] - This site was used to inspire and help create the Ice Cream Cone chart that the students will use during individual and group work. [] - This site was used to help create the idea for groupings during group working time. [] - This site was used to inspire how to allow the students to self-evaluate themselves as well as why individual work is important to a deeper understanding of the material. [] - This site was used to help inspire how to monitor and assess the students' work and progress with and within the content. [] - This cite was used for brief information on // The Great Gatsby. // []- This site was used to help define and describe character. [] - This site was used to describe, briefly, the characters within the novel at hand. I made this lesson my own by using the knowledge that I have acquired from reading // Integrating Differentiated Instruction & Understanding by Design // by Carol Ann Tomlinson and Jay McTighe, // Multiple Intelligences // by Thomas Armstrong, and // Fair Isn't Always Equal // by Rick Wormeli. By using the input from my peers as well as the resources located on this site, http://edu221spring09.wikispaces.com/Agenda+%26+Assignment+Block+2, I have interpreted and creatively processed the information and made a lesson that is unique and fun for my students.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** I have met this standard in several ways using my knowledge of multiple intelligences, relating to each of the different types of learners that I have in my classroom. I have organized my classroom and the learning experiences so that each of my students will be able to be actively engaged in each individual, group, and classroom discussion and work. I used a variety of resources and have covered at least six of the multiple intelligences by showing video clips, allowing for individual and group work time, allowing the students to use worksheets as well as post their ideas and findings on the class wiki and on their blogs. The students are encouraged and even pushed to work harder to learn as well as research the material. I have organized my lesson this way so that my students can feel comfortable at one if not two and hopefully several moments throughout the class and work activities. The use of rubrics helps to ensure that the students know and understand the material at hand. Rationale:** All of my lessons have been structured around a "Facet of Understanding". For this lesson, the facet used was the ability to produce a new interpretation of a character within the text. By the end of this lesson students will be able to not only understand the different characters within the novel but will understand their traits/characteristics, speech, and actions. They will be able to describe and create a new interpretation of a particular character as well as understand, in various ways, all of the other characters within the novel. They will understand as well as show through their knowledge of their character, how important the diversity of the characters is to the overall novel. This lesson is also in line with the MLR and the content notes help to emphasize the material and understanding. 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.//
 * //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.//
 * Verbal**- Students who possess good linguistic skills will enjoy working in partners and groups where they will be able to share ideas with one and other.
 * Kinesthetic**- Students who are kinesthetic learners will appreciate the internet time, allowing for hands on activities, when asked to post their character profile.
 * Interpersonal**- Students, who enjoy working with others, will have the opportunity to work in their character groups communicating with their peers.
 * Intrapersonal**- Students who learn best or who enjoy working individually will have time on their own to reflect on their peers' comments before posting.
 * Logical**- Students who are logical learners will benefit from the organization and structure of the ice cream cone chart.
 * Visual**- Students who need any sort of visual aid will benefit from the ice cream cone chart prior to posting on their blog.

Students will be able to utilize technology by viewing this [|video clip] of the book in order to see how the characters interact with one and other. Students will also be able to work with technology as they post their thoughts and findings to their blogs. Taking a step further the students will use their blogs to create their final product of a "personal profile" in their blog. They will also be keeping a journal of what work they have done in the class (on that day) and then they can reflect upon that work. They will also be blogging about each chapter and reflecting on how they view that particular chapter as well as the book as a whole. Math- Students, who are logical learners, will learn best when they can use their ice cream cone chart to organize, explain, and interpret their ideas, opinions, and their character. Science- Students who enjoy being hands on, can learn best through using their computers to create their "personal profile" on their blog. Rationale:** This lesson uses a mixture of formative and summative assessments in order to fully understand and gage the students' learning. The formative assessment allows me to view where the students are in their thinking as well as how well they are working with the material. The summative assessment allows me to view whether or not my students have learned the material and if they can apply this learning to alternate material. The two assessments used are: Students will be able to refine their knowledge of the various characters within the text by using an ice cream cone chart in order to view the multiple aspects of a character (of their choice) using this step by step model. Working individually, students can create their own, unique ideas to share with others. Working in groups or with those who share the same character that each student has picked, can help to produce new interpretations of the same characters. Students will be able to take their information and re-organize their thoughts before creating their character profile. Students will be able to put their knowledge and opinions of their character into a creative representation of their character in the form of a "personal profile" in their blogs. Students will be evaluated through class discussions, sharing their work, as well as completing their charts. Students will read about and analyze a character of their choice from the novel and be able to see the various aspects and traits that their character possesses. Students will be able to use their ice cream cone chart as a form of a self-evaluation to see how much information they know or can learn about their character. Students will also be able to self-evaluate themselves through their blog entries on the various chapters, class discussions, and their thoughts on the information learned. Students will produce a new interpretation of their character in a blog entry. This entry will be in the form of a "personal profile" and it will be evaluated by a rubric for their blog posting. At the end of this lesson students will be able to become more familiar and knowledgeable of one character in particular but more importantly of all of the characters within the novel.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The students will enter the classroom and find a seat in one of the desks around the room. The room will set up with desk groupings of four desks per group, meaning four students to each group. This will create five groups of desks within the classroom. This allows students to work well with partners during work time as well as allows me to view each student, what they are doing, how well they are working on their own as well as in their partners and class discussions. The students will view the hook, which is a video clip from // The Great Gatsby //in order to view how the characters interact with one and other. After watching this hook, the students describe a character from the book (of their choice) and also discuss that character's role/importance in the book. The students will work individually to refine the information and thoughts on their character using an ice cream cone chart. Then they will work in partners with a person who has chosen the same character. After partner work, all the partners who have the same characters will work together- a group for each character. They will then finalize individual and group opinions about the character. These activities will help in obtaining information for when the students must create a personal profile for their character within their blog.
 * Introduction Paragraph ** :

After students view the hook, a clip from // The Great Gatsby- //[|video clip], we will discuss the various ways in which the characters in the scene interact with each other and what their actions mean to the overall scene, movie, chapter, and novel. How do the actions of one character affect another? After a classroom discussion, the students will be asked to choose a character from the book that they can either relate to, one they like, or one they hate. The students should not choose the same character that was chosen in an alternate lesson when discussing life experiences. After the students pick a character they will then use their worksheets (ice cream cone chart) to describe their character as well as their role and importance in the novel. The students will, on their own, organize their thoughts, ideas, and information. After working for a period of time students will have the opportunity to work with a partner. The students must find someone who has the same character to work together. The students, in their partners, will share, compare, and contrast each piece of evidence found for their character. They will continue to record all of this information on their ice cream cone chart as a way to identify the varying aspects of the characters. After given a period of time to work in partners, students will find the rest of the students in the class who also have their character. This means that their will be a group for each character. They will continue to discuss, analyze and describe their character. This second round of gathering information can help in obtaining not only additional information but new and fun interpretations of various ways to view each character. At then end of class we will discuss the information they have found, so I can clarify any misunderstandings the students may have. If there is additional time in class students may begin working on their homework assignment. Students need to create a personal profile, in their blog, about the character they have chosen. The students will be evaluated by a rubric for their blog entry.
 * Where, Why, What, Hook Tailors: Logical, Visual, Kinesthetic, Verbal, Interpersonal and Intrapersonal **

Students will have had to done the required reading up to this point in order to know the actions and speeches of the characters as well as the character development of each character. Students also need to know the actions of the characters that they do not pick in order to fully analyze the actions of the one that they do choose. Students must also know that this information is important to the overall understanding of not just the novel at hand but other pieces of text with complex characters. They must know and understand that the information presented in class by not just me but by their peers in order to further research the topic of writing styles. Students will be able to listen and take notes not just from me as I relate information to them about their characters but as they discuss and analyze their character and information with their partners and with their groups. I will be walking around I will be walking around the classroom, checking and working with each group to make sure that they are not only on task but that they know what they are supposed to be doing, what they must accomplish during class, after class, why this is relevant, and whether or not they are “understanding” at this time the material at hand. I will also be checking each student’s ice cream cone chart to see if they have written some rich notes, what notes they have written, and if their notes are helpful and relate to the actual topic at hand. I will be giving them a rubric for their blog postings. This assignment is due for the next class. The character blog will show me just how much they understand about their character. The students will be able to learn and explore the topic of characters by being a part of not just partner and group work and discussion but classroom discussion as well. They will be able to have time, through their blogs, for self reflection and any additional feelings or comments they have on the class or the novel. They will be bale to refine the knowledge heard during class through their partner and group analysis of the characters. The students will be able to ask me questions, during individual work time on how analyze the characters, information on the characters and any other clarification that they need. The students will be able to gain a further understanding of the characters from not just my responses to their questions and comments but through their peers questions and comments. The students must pull their knowledge together in order to create different aspects and “parts” of their character as well as share this information with their groups. The students must work together to understand the characters in the novel as well as share them with those that need extra help. Each partner/group member must participate in not only the partner/group work but the class discussion as well, helping one and other to learn and understand the rich material. The students can use their worksheet (ice cream cone chart) for all of the work they are doing as well as for a reference, to record, to further their understanding, and for their homework assignment. They will be able to ask myself as well as their peers, questions about their characters and the characters from other groups so all groups can attain a deep understanding of all characters in the novel. By using a class discussion method all students can participate as well as be able to hear multiple opinions and examples. After all of the discussion has taken place, students will then be able to return to their seats and (if there is class time left) work individually to refine their information and knowledge on the novel (characters) at hand. The students will be given a rubric for their postings on their blog so they know what they are required to accomplish. I will also see, before class is over, if there are any additional questions on the characters at hand. This final review of the characters within the novel can help to solidify the ideas and information the students have acquired. The students must complete their blog entry for next class period as homework. The facet used in this lesson is the ability to produce a new interpretation of a character within the text. By the end of this lesson students will be able to not only understand the different characters within the novel but will understand their traits/characteristics, speech, and actions. They will be able to describe and create a new interpretation of a particular character as well as understand, in various ways, all of the other characters within the novel. The grouping in this class will be done by the similarities among the students. I am giving my students freedom to choose their partners with the condition that their partner must have already chosen the same character as them. They will be allowed to work together, in this fashion of “free choice”, as long as there is not disruptive behavior and work is being accomplished. When partner work time is done, students must work in groups- formed by the characters they have chosen. These groups here are not by choice but by the characters that they have already picked at the beginning of class. At the end of the group work and discussion the students will come back to the class as a whole and participate in a classroom discussion. They will then, with time permitting, be able to work on their own to reorganize, find additional, or to refine, their information on their character.
 * Second Paragraph: **
 * Equip, Tailor: Interpersonal, Visual, Verbal, Intrapersonal **
 * Third Paragraph: **
 * Explore, Experience, Rethink, Refine, Tailors: ** ** Logical **, ** Intrapersonal, Verbal, Interpersonal **

**After the students have finished participating in a classroom discussion in order to listen to, hear, and learn from each others’ characters, I will hand out their rubric for their blog posting. In addition to their character profile blog entry, they need to be blogging about class everyday and what they have read in the novel. I can read and assess where the students are at in their knowledge, likes, dislikes, and understanding of the material as well as how they are feeling about the classroom. I will address any problems or questions the students may have at the next class meeting. Basically I will review their knowledge of not only their character but of all of the characters to check for understanding, making sure each student fully grasps the characters, their actions, speech, and importance in the novel. ** In future assignments the students will have to not only work together in partners, groups, and work individually, but they will have to post to the wiki/blog as well. This assignment will help them to become familiar with their classmates, the computer, and using the class wiki as well as the whole concept of characters, the importance they have in the novel and how the actions of one character can affect different aspects of the novel.
 * Fourth Paragraph **
 * Evaluate, Tailors: ** ** Logical **, ** Intrapersonal, Verbal, Interpersonal **

Information on the characters: (Refer to Lesson 2-additonal content was covered there) Most information will be the student's interpretation of the characters not my own knowledge given to them
 * Content Notes**

**Nick Carraway:** Nick Carraway is the narrator of this story. As you can see on the first page Nick holds himself in higher esteem than the other characters in the novel. Even though Nick is the narrator he should not be completely trusted. He boasts about how he doesn't judge people yet throughout the story he's judging people. The only person who he envies though is Gatsby. Also, for someone with such high moral values he doesn't handle commitment very well. That's probably a main reason why he left the Mid West and it's part of why he ended up going back. Nick left the Mid West to be a stock broker in New York but didn't get rich, yet everywhere he looks these amoral people are rolling in the wealth. That's a clue to one of the main themes. Gatsby is the rich, majestic, protagonist of the novel. While it isn't clear how he made all his money it is obvious that it was through illegal dealings in organized crime. There was a reference to the //1919 World Series,// (That's the one where the players on the Chicago White Sox helped out organized crime by not trying their hardest when it counted). It is also clear that the driving motivation for getting all this cash is so that it will appeal to Daisy. Daisy was the rich girl that he fell in love with before he joined the service. Unfortunately he just didn't have enough money to keep her while he was overseas. When Gatsby got back she was married to someone else but that didn't dissuade him in the least. Gatsby's whole efforts in this book are focused on trying to bring him and Daisy back to the point of time before he joined the army except this time he has enough money for her. Daisy is the woman Gatsby is trying to win back and coincidentally she is also Nick's second cousin. Daisy doesn't have a strong will and she cracks under pressure as will be shown late in the book in the hotel scene. She is the original material girl and focuses on the outward instead of the inward. Tom bought her love with a three hundred thousand dollar necklace, and now Gatsby is doing it with a huge mansion and a lot of nice shirts.(You'll understand the shirts thing when you read the part of the novel when Daisy first visits Gatsby's house). **Tom Buchanan:** Tom is the antagonist in this novel. While Gatsby was fighting in //World War I// Tom was using his wealth to sweep Daisy off her feet. Tom is a yuppie and clearly in the way of Gatsby's love for Daisy. He is having an affair, which he makes no attempt to keep secret, with Myrtle Wilson while stringing along Myrtle's husband on a business deal. He treats Myrtle even worse than Daisy because in his eyes Daisy is worth a three hundred thousand dollar pearl necklace while Myrtle is worth a dog leash. With that fact in mind it is reasonable to assume Fitzgerald is telling us that Tom considers Myrtle to be his pet dog. Tom is just the bad guy in this story and you could not possibly like him. **Jordan Baker:** Jordan is the woman in this story who connects Gatsby to Nick and consequently Gatsby to Daisy. Jordan is also a friend of Daisy's while she has something going with Nick during the story. She has short hair and plays golf which back in the twenty's was uncommon for women. Therefore you can assume she acts like a guy. She is very into the //Roaring Twenty's// party scene and is carelessly going through life. **Myrtle Wilson:** She's the woman Tom is having an affair with. She let's Tom push her around and treat her however he wants and she likes it. Tom has all the money and leads the life she wants to be a part of. She always thought she should have done better than her current husband and having an affair with Tom reinforces this belief of hers. Her current husband, George Wilson, is just a poor gas station owner in the Valley of Ashes who had to borrow a tuxedo for his wedding. Myrtle would rather be treated like a dog by someone who has money instead of being cared for by someone who has no money. **George Wilson:** George is married to a woman who resents him and is having an affair right under his nose without him knowing it. He runs a gas station which he lives above in the Valley of Ashes which is the dirtiest area of New York. The valley of Ashes has now become Queens if you were wondering where it was. That's not even the worst of it but I don't want to give up to much of the story so you'll just have to believe me. George Wilson is just the hard luck guy in this novel and he ends up taking it out on someone else in the end. **Wolfsheim:** While he may not be a major part of this novel he serves a purpose. He is Gatsby's connection to organized crime. He is the link that connects Gatsby to how he gained all his money. He supposedly in this novel is the one that fixed the World Series of 1919. He is also a close friend of Gatsby's. How to analyze or think about a character within a novel: [] [] - These sites should be used a reference not a complete guide to the characters. Students should be thinking on their own how to analyze and interpret the characters of the novel.
 * Jay Gatsby:**
 * Daisy Buchanan : **

Ice Cream Cone Chart Rubric for their Blog Posting
 * Handouts**