L2+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:** 2
 * Grade Level:** 9-12
 * Topic:** Life Experiences

__Objectives__

 * Student will understand that i**t is essential to be able to relate what is read to what occurs in real like in order to fully comprehend the material.
 * Student will know** character roles, character analysis, and character development. (key details, vocabulary, definitions, and sequence)
 * Student will be able to** contrast the life experiences within the text to their own.

__Maine Learning Results Alignment__
A2 Literary Texts 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 different roles of each of the characters within the novel at hand. I will also be discussing the development of the different characters and how to analyze each individual character. This lesson will provide the students with various ways to view and think about a character within a novel or any piece of text. This can help them relate a character's successes and hardships to their own.
 * Maine Learning Result: English Language Arts-** **//A. Reading
 * Rationale:**

__**Assessment**__
Students will be able to organize their ideas using a cluster word web. They will then be able to organize the different characters and each character's actions and speech. Then they will be able to share their ideas and information with a team (using a "team-pair-solo" activity) in order to gain peer feedback. This can allow for not only multiple interpretations but for the students to view alternate ways of seeing their own information and thoughts. They can then, after working with a team/group, re-organize their information and rework their word web. The students will also be given a handout that will be in the form of a checklist. The students will be using this checklist to peer evaluate one and other. They will be able to see how well they can organize their thoughts, how well they can convey them to others, and whether or not they have enough information to be able to relate/share it with others. Students will, after working with a team, a partner, and then on their own, write a story about one of their own personal life experiences, similar to a character in the book. Students can then turn this story into a PowerPoint or digital presentation and post/link it to the class wiki. The students will be evaluated by a rubric created for their PowerPoint/ digital presentation. The students will also hand in their peer evaluation checklists, so I can assess how well they each work together and convey their own material and thoughts. The students will be able to contrast the life experiences within the text to their own.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__**Integration**__
Students will be able to utilize technology by using their computers to create a PowerPoint/digital presentation. They will create a story about one of their own personal life experiences similar to a character in the book and then make that story come alive using technology. They will also be able to use this technology when they need to post/link their final digital presentation to the class wiki. Students will also be using technology by using blogs. They will be keeping a journal (through blog entries) of what work they have done in the class (on each 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. History: Students will have to remember experiences and events that have happened either in their life or around them, growing up, that have helped to shape and mold them into the "character" that they are today. Math: Students, who are logical learners, will be able to organize their thoughts and information on their cluster word web.

__Groupings__
Students will use a "team-pair-solo" activity to share their information. This means that the students will first be split up into teams and given a chance to work with their team. The students will be split into their teams using colored cut out animals. There will be four different animals- lion, elephant, bear, and alligator. The students will draw these cut outs from a bowl and will then find the other students who have the same animal as them, all lions work together, all elephants, etc., for the team work time. After team work time, the students will then find someone in the classroom from an alternate team- someone who does not have their animal and work with only one other person as partners. The students will discuss and share their information gaining peer feedback. Then the students will be given an opportunity to utilize the peer feedback they have been given and re-organize their thoughts/ideas on their word cluster web as well as any other additional notes they may want to take. After having time to work in pairs the students will return to their seats to work individually to regroup and re-organize their thoughts.

__**Differentiated Instruction**__

 * Strategies**
 * Logical**- Students will be able to organize their ideas in an ordered manner using a cluster word web.
 * Linguistic**- Students will be able to listen and record their ideas as well as their group or partner's ideas during team and partner work.
 * Interpersonal**- Students will be able to work in groups and pairs, allowing for different interpretations of each person's ideas and character from the novel.
 * Intrapersonal**- Students will be able to develop their story of their personal experience on their own before sharing and after sharing.
 * Kinesthetic**- Students will be able to change groups during the class period allowing for body movement around the classroom.
 * Spatial**- Students will be able to utilize their cluster word web in order to visually organize their story and thoughts.

(//**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.
 * Modifications/Accommodations**

**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. Students will be challenged to think more deeply about their past experiences and about those that the characters within the novel experience. Students must be able to relate whether in comparison or in vast contrast, their own experiences to those of another (a character within the novel). In order to achieve this higher thinking, students will be able to use their computers to organize their thoughts and creatively portray them to the rest of the class. They will also be using their computers and technology to create a digital presentation for the class. They must then post/link this digital presentation to the class wiki. The students will also be able to re-examine the book, the individual chapters, and how they feel about each one using a blog.
 * Extensions**

=**__Materials, Resources and Technology__**= The materials needed to complete this lesson are: My computer for references/ computer for each of the students Pens and Pencils Paper Handouts- (cluster word wed and peer evaluation sheet) Cut outs of animals- lions, elephants, bears, alligators White board and markers Notes on a chapter of the text- an analysis of the actions and speech of two characters (based upon where we are in the novel) List of characters and brief description of each one- [ please see content notes(further information will be addressed in later lesson)]

=__**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 my own notes and analysis of the characters. [] - This site was used for notes on what characters are and how to identify them. [] - This site was used to consider different aspects of what makes a character him or her self. []- This site was used to help define and describe character. [] - This site was used to describe, briefly, the characters within the novel at hand. [] - This site was used to inspire and create the Cluster Word Web chart that the students will use during individual and group work. [] - This site was used to create the idea for groupings during group working time. [] - This site was used to help inspire how to monitor and assess the students' work and progress with and within the content. [] - This site was used for inspiration and the creation of the peer evaluation checklist. 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. (Please see content notes for addtional resources)

__**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 experience so that each of my students will be able to be actively engaged in each team, partner, individual, and class discussion and work. I used a variety of resources and have covered at least six of the multiple intelligences by using handouts for organization, team, partner and individual work, having the students use their computers to create a digital presentation as well as learn and know how to navigate a blog and wiki to create postings. The students are encouraged and even pushed to work harder to learn as well as research and understand their material. I have organized my lesson in 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 and peer evaluation checklists helps to ensure that the students know and understand the material at hand.
 * //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:** All of my lessons have been structured around a "Facet of Understanding". For this lesson, the facet used was the ability to contrast life experiences within the text to their own. By the end of this lesson students will not only be able to know and define "character" with its multiple definitions but be able to describe their own personal character. The students will also be able to relate their lives and personal experiences to those of a particular character within the novel. The students will know how a character within a story can represent their own personal struggles and accomplishments. They will understand how the overall experiences within a character/person help to shape and mold that person affecting not just that individual character but the novel as well. This lesson is also in line with the MLR and the content notes help to emphasize the material. Rationale:**
 * //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.//
 * Logical**- Students will be able to organize their ideas in an ordered manner using a cluster word web.
 * Linguistic**- Students will be able to record their ideas as well as others during team and partner work.
 * Interpersonal**- Students will be able to work in groups/ pairs, allowing for different interpretations of each person's ideas and character.
 * Intrapersonal**- Students will be able to develop their story on their own before sharing and after sharing.
 * Kinesthetic**- Students will be able to change groups during the class period allowing for body movement around the classroom.
 * Spatial**- Students will be able to have the cluster word web to visually organize their story and thoughts.

Students will be able to utilize technology by using their computers to create a PowerPoint/digital presentation. They will create a story about one of their own personal life experiences similar to a character in the book and then make that story come alive using technology. They will also be able to use this technology when they need to post/link their final digital presentation to the class wiki. Students will also be using technology by using blogs. They will 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. History: Students will have to remember experiences and events that have happened either in their life or around them, growing up, that have helped to shape and mold them into the "character" that they are today. Math: Students who are logical learners, will be able to organize their thoughts and information on their cluster word web. 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 organize their ideas using a cluster word web. They will then be able to organize the different characters and each character's actions and speech. Then they will be able to share their ideas and information with a team (using a "team-pair-solo" activity) in order to gain peer feedback. This can allow for not only multiple interpretations but for the students to view alternate ways of seeing their own information and thoughts. They can then, after working with a team/group, re-organize their information and rework their word web. The students will also be given a handout that will be in the form of a checklist. The students will be using this checklist to peer evaluate one and other. They will be able to see how well they can organize their thoughts, how well they can convey them to others, and whether or not they have enough information to be able to relate/share it with others. Students will, after working with a team, a partner, and then on their own, write a story about one of their own personal life experiences, similar to a character in the book. Students can then turn this story into a PowerPoint or digital presentation and post/link it to the class wiki. The students will be evaluated by a rubric created for their PowerPoint/ digital presentation. The students will also hand in their peer evaluation checklists, so I can assess how well they each work together and convey their own material and thoughts. The students will be able to contrast the life experiences within the text to their own.
 * //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 class room, which will be arranged into 4 sections/groups with five tables at each section. The students will take a seat at any of the desks around the classroom. This seating arrangement not only allows them to sit and talk during team/group work, but it allows me to view several students at once as well as allows me to walk around the classroom more easily to help and guide the students during team, partner, and individual work. My desk will be positioned in the corner of the room so I can see all groups and all students working. Students will be working in teams, partners and then on their own to develop their own ideas about the different characters of the novel. The students will be able to have class discussion, team discussion, partner feedback, as well as time for reflection on past experiences. They must then pick one character and write a story about a personal life experience they have had, relating to the character they have chosen.
 * Introduction Paragraph**:

After the students take their seats, I will then ask the class several questions such as: Why are the actions of a character important to the novel? What can you tell by a character's/person's actions? How can they affect others within a story/life? After a group discussion I will then present an analysis of a conversation between two characters in the novel. After discussing this information I will introduce information about what character is, who a character is, and how to identify what different kinds of "character" a person (whether in a story or not) can possess, as well as what to think about when trying to identify a person's character. As a class, the students will then discuss why life experiences (and those experiences of the characters within the novel) relate to a person's character. After a little more time for discussion, students will be using a cluster word web to organize information about the different characters within the novel. After the students have worked individually for a little while, I will have each student come to the front of the room and select an animal cut out from a bowl. There will be five of each animal- lion, elephant, bear, and alligator. After each student has received an animal they must find the other students who have the same animal as them and sit as a group in one of the sections of desks. The students will then share the information they have either read about, thought about, or conclusions they have drawn about each character. After a little while, students will then be asked to switch seats- they must now find only one other person to work with and it must be someone who does not have their animal. Once in partners students will then once again share and discuss the characters within the novel and how they view each one. Once again, after working together, the students must return to their original seats for individual work. I will hand out another cluster word web so the students may re-organize their information and thoughts received from other students. At the end of the class students will be given a checklist in which they can peer evaluate each other on their "team work" and their information presented. Students will then be asked, for homework, to create a story about one of their own personal life experiences, similar to a character in the book- keeping in mind their own character and the character of the person, they choose. Students will then turn this story into a PowerPoint or digital presentation and post/link it to the class wiki. At the end of the day, we will open up any questions and discussion the students want to have on their characters. (80 Minutes) **Where, Why, What, Hook Tailors: Logical, Visual, Kinesthetic, Verbal, Interpersonal and Intrapersonal** **Second Paragraph:** Students will need to know a definition of not only "character" but information about what is a character and how can you identity a character (a person and a trait). They will also need to know that this information is important to the overall understanding of not just the novel at hand but of any novel read. Knowing what type of characters are within a novel and how they interact with other characters can help understand the overall novel. Understanding this material can also help to understand personal life experiences and may allow for personal self-discovery on the "character" of each student. Students must be able to give examples of "character" within the novel and within their own lives. They must know and understand the information presented in class by not just me but by their peers in order to be able to further understand the topic of character. Students will be able to listen and take notes not just from me as I relate information to them about character but as they record notes in their teams/groups, with their partners, on their own, and during class discussions. I will be walking around the classroom, checking and working with each team 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, why this is relevant, and whether or not they are "understanding" at this time the material at hand. I will also be checking each students' cluster word web to see if they have written any notes, what notes have they written, and if their notes are helpful and relate to the topic at hand. I will also be giving them, at the end of class a peer evaluation sheet. This sheet will allow me to assess how well they worked on in their teams and with their partner as well as how much of the material they know and understand. (See content notes)
 * Equip, Tailors: Logical, Visual, Kinesthetic, Verbal, Interpersonal and Intrapersonal**

The students will be able to learn and explore by being a part of team discussion and team work as well as having time for self reflection. They will be able to refine the knowledge heard at the beginning of class when working in their teams as well as with their partners, recording all of this information on their cluster word webs. The students will be able to ask me questions, during team, partner, and individual work on what is character, how to identify it, and how to relate the characters and their "character" to the students' personal "character". The students will pull their own knowledge together in order to be able to share with their teams. The students must then work with their partner to further understand the characters and how they are viewed within the novel and in relation to other characters. Each team/group member must participate in not only the team discussion and partner discussion but the class discussions as well. They can use their cluster word web for all of the work they are doing for reference, to record, and for further understanding. The students will be able to ask me as well as their peers any questions about their own particular character they want to choose as well as any other character. By using a class discussion method all students can participate as well as be able to hear multiple opinions and examples, allowing for a greater understanding. After the team work students will be using their partner work to refine their character information and (hopefully) choose a character they would like to work with, when they will need to write their personal story. After working with their partner, they will have time to work individually, to write more notes and information on an additional cluster word web. This will help them when they need to write their story because they will already have notes on what that particular character is like- now they need to relate their own personal experiences to that character. The students will be given a rubric for their PowerPoint/digital presentation so they know how and what they are required to accomplish. For homework the students must complete their story and post/link their work to the class wiki for the next class period.
 * Third Paragraph:**

The facet used in this lesson is the ability to contrast their life experiences within the text to their own. By the end of this lesson students will be able to understand what character is and the characters within the novel. They will be able to identify the character of a person and how this "character" affects those around them in life (and in the novel). The students will also be able to briefly describe the characters within the novel. The grouping in this class will be done by using colored cut out animals. I will create 5 cut outs for each of the four animals- lion, elephant, bear, and alligator. The students will draw these cut outs from a bowl and will then find the other students who have the same animal as them (for the team work time). After team work time, students will then find someone in the classroom who does not have their animal and work with only one other person as partners. Each member of the team or partnership must contribute to not only the discussion but to the work and information, sharing the notes they have taken and the work recorded on their cluster word web. The students must also contribute to the class discussion, helping one and other to learn and understand the material. At the end of the partner discussion, individual time will take place in order to re-think and re-organize thoughts and notes. Then a final discussion, with the entire class, will take place to clarify any misunderstandings of the material or assignment. After the students have finished their individual work and there has been time for a final class discussion, I will handout a peer evaluation worksheet so they will be able to assess how well they worked together and how much information was obtained from other peers. I will then collect this handout before the students leave class. I will read and assess where the students are in their cooperative learning and understanding of the material. At the next class meeting I will address any problems, questions, and any other areas in which the students had confusion or misunderstandings with each other or with the characters. Basically I will review their knowledge of the material to check for knowledge and understanding, making sure that each student fully understands the idea of "character" and its importance to a novel and to their personal lives. In future assignments the students will have to not only work together in groups, partners, and individually, and/or use their computers for assignments but they will have to post to the wiki as well. This assignment will help them to become familiar with the computer, their classmates, using the class wiki and the whole concept of character, life experiences, as well as characters within the novel and how to identify each.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Logical, Visual, Kinesthetic, Verbal, Interpersonal and Intrapersonal**
 * Fourth Paragraph:**
 * Evaluate, Tailors: Logical, Visual, Kinesthetic, Verbal, Interpersonal and Intrapersonal**


 * Content Notes**

Prompt Questions: Why are the actions of a character important to the novel? What can you tell by a character's actions? What can you tell by a person's actions? How can the actions of a character or person affect others within a story? How can the actions of a character or person affect others in life?

[] Characters are either major or minor and either static (unchanging) or dynamic (changing). The character who dominates the story is the major character. Readers can learn about characters in many ways, including: Physical traits, Dialogue, Actions, Attire, Opinions, Point of view There are no limits on the types of characters who can inhabit a story: male or female, rich or poor, young or old, prince or pauper. What is important is that the characters in a story all have the same set of emotions as the reader: happiness, sorrow, disappointment, pain, joy, and love. As Nathaniel Hawthorne said, "Blessed are all the emotions be they dark or bright." In emotions lie the motivations of the characters who drive the story. [] Things to Consider: Character Name, Major goal and/or role, Physical description- looks and clothing choice, Likes, Dislikes, and hobbies, Greatest strength and weakness, A djectives to describe your character [] Definition of character: The aggregate of features and traits that form the individual nature of some person or thing. One such feature or trait; characteristic. Moral or ethical quality: a man of fine, honorable character. qualities of honesty, courage, or the like; integrity: It takes character to face up to a bully. An account of the qualities or peculiarities of a person or a thing A person represented in a drama, story, etc./ a part or role, as in a play or film [] Character Descriptions: **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. Cluster Word Web (set of 2) Brief descriptions on characters within the novel- optional handout (in content notes) Questions to think about- optional handout (in content notes) Checklist for peer evaluation Rubric for PowerPoint/digital presentation
 * Jay Gatsby:**
 * Daisy Buchanan : **
 * Handouts**