L6+Thomas+John

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

Teacher’s Name:** Mr. Thomas **Date of Lesson:** 6
 * Grade Level:** 9-12 **Topic:** Group Essays

__**Objectives**__

 * Student will understand that** themes in different short stories vary and are essential elements in the texts.
 * Student will know** that listening to and respecting the opinions of others, while integrating both the most general and specific ideas into one body of work, helps one appreciate and adopt others' ideas into one's own knowledge-based decisions.
 * Student will be able to** identify small details in the text and analyze their importance to the text as a whole.

__**Maine Learning Results Alignment**__
English Language Arts A. Reading A2. Literary Texts Grades 9-Diploma: Nathaniel Hawthorne Short Stories Students read text, within a grade appropriate span of complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. c. Determine the effects of common literary devices on the style and tone of a text.


 * Rationale:** This lesson allows students to work collaboratively on a comprehensive essay-question pertaining to Hawthorne and other authors that were introduced in the lesson. The students will be required to use teamwork to write the essay, giving each student the opportunity to understand the texts that have been covered from more than one standpoint.

__**Assessment**__
In addition to having read all of Hawthorne's short stories covered in the unit, the students will be pre-assessed on the day of this lesson with a short-answer quiz. The quiz will have three comprehensive questions, each pertaining to either the themes, styles, or tones throughout all the works of literature that have been covered in the unit. The questions may also ask students to make comparisons between Hawthorne and other authors in his time that were covered in the unit. After this quiz, the lesson's three group essay questions will be handed to every student. Each student will have ten minutes to come up with a thesis statement for each essay question, with some time allowed for expanding their ideas. The students will then have five minutes to post their first versions of their theses statements on their personal class blogs. During group work, the students will choose one of three questions for their group to answer. The decision on which question to do will be granted to the first two groups to decide, with the third question being assigned to the last group by default. Each student will recieve two graphic organizers (a 4-column chart and a modified time-order chart) on which they will record both their theses and the statements of the other members of their group. The graphic organizers have areas on which students may take notes on each others' theses as the groups are in discussion. The groups will make their decisions and then set to work answering their question, making sure to quote the text, incorporate the ideas of their group members, and refer to their group members' theses statements whenever possible.
 * Formative (Assessment for Learning)**

The essays that result will be assigned for homework if not completed in class. The Essays should be posted (copied and pasted) onto the class blog. Also, it is required homework for every student in the class to read the other two essays off the class blog. If one or more of the essays have not been posted to the blog before class begins, then time will be taken out of class to read them as a class. The essays will serve as evidence that each student has been able to apply the knowledge of the unit so far into a thesis statement over certain issues of Hawthorne's writing. The second class day will begin with a ten question short-answer quiz which addresses the information covered in all three of the essays. There will be three questions pertaining to each lesson, plus one comprehensive question regarding Hawthorne's writing as a whole.
 * Summative (Assessment of Learning)**

__**Integration**__

 * The students use their laptops to record notes and write their sections of the essays. Students also post their individual theses on their personal blogs, and also to post the essays onto the class blog.
 * Teamwork is strongly insisted upon during this lesson, and the students will have an opportunity to experience more involved interpersonal activity than in other group activities introduced in the unit.

__Groupings__

 * Students will be broken up into three groups, each group assigned to a different essay question. The groups will each have four to five members. Groups will be chosen by the teacher based on learning style and content mastery. The levels of the students' content mastery will be most important in this lesson, and the groups will be as even as possible, so as to assure the equality of the products produced.

__**Differentiated Instruction**__

 * Strategies**


 * Verbal:** Each student will be able to have a say during the class discussion.
 * Logical:** Each student must come up with logical and informed decisions on the essay question.
 * Kinesthetic:** Class will have a designated study area that may be away from normal seating areas.
 * Visual:** Diagrams will be used to sort information.
 * Naturalist:** Discussion portion of the class may be done outdoors.
 * Intrapersonal:** The students' flowcharts will be individually drawn up and individually scored.
 * Interpersonal:** Students will be working with everyone in the class for the majority of the lesson.
 * Musical:** Music may be played in the background during class meeting.


 * Modifications/Accommodations**
 * //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//
 * Absent Students: I will prepare a separate worksheet with the three essay questions listed at the top of the instructions page. The instructions will direct the student to the class blog posting on which all students' personal blogs are listed. The absent student will then be asked to answer one of the three essay questions, after having viewed the theses statements posted on the blogs for the group who worked on the essay question the student is choosing. The student will be required to consider each of the statements and integrate some of the points that they make into their own answer. The student must cite at the end of their paper whose theses statements were integrated the most.


 * Extensions**
 * A group may wish to expand on the cohesive idea that their essay addresses. This group may use class time and time outside of class to prepare a presentation with a visual aid. During the following class meeting, the group may give their presentation to the class first thing. The presentation should be an expansion of one or more of the ideas or theses statements used in their group essay.
 * Students may also comment on each others' personal blogs, giving feedback on the theses statements that are posted as part of the assignment.

__**Materials, Resources and Technology**__
Student Laptops 3 essay questions handout //Young Goodman Brown and Other Short Stories// by Hawthorne Pre-assessment quiz 10 Question quiz

Modified Time-order Chart:

Four Columns Chart:

__Source for Lesson Plan and Research__
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__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** The emphasis on groupwork in this lesson puts students from every different learning style and knowledge level into a working system of peer-to-peer collaboration. This allows students to supplement a style that they might not be used to using with the input from a classmate in their group. The resulting product will therefore have elements of all the students' learning styles.
 * //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.//


 * Beachball:** The lesson will require students to get their information from different angles, since they must rely on the input of all of their group members to create their essay.
 * Clipboard:** The sequence of the class is very straightforward, and the list of required essay questions makes it easy for clipboard students to outline what it is they need to research.
 * Microscope:** The groups and individual students will be required to make some in-depth analytical decisions about all the readings that have been done during the unit.
 * Puppy:** The importance of respecting others' opinions and ideas will be stressed as often as possible during this lesson. It is essential for the progress of each group that the atmosphere of learning is very open and understanding.

Students read text, within a grade appropriate span of complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. c. Determine the effects of common literary devices on the style and tone of a text.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**


 * Rationale:** The learning result in this lesson is addressed in the lesson's essay questions, and the students will be required to consider all applications of imagery and style analyzation in order to accurately answer the questions. The questions are intended to take all the skills that the students have picked up throughout the unit and apply them to Hawthorne's texts in an analytical and unique way.

Rationale:** Each learning style is addressed at some point in this lesson, the varieties in the classroom being divided between groups of students to maximize their learning abilities.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * Verbal:** Each student will be able to have a say during the class discussion.
 * Logical:** Each student must come up with logical and informed decisions on the essay question.
 * Kinesthetic:** Class will have a designated study area that may be away from normal seating areas.
 * Visual:** Diagrams will be used to sort information.
 * Naturalist:** Discussion portion of the class may be done outdoors.
 * Intrapersonal:** The students' flowcharts will be individually drawn up and individually scored.
 * Interpersonal:** Students will be working with everyone in the class for the majority of the lesson.
 * Musical:** Music may be played in the background during class meeting.

Rationale:** The assessment in this lesson provides a glimpse at the students' understanding of the unit prior to the essay, and then what else has been learned after taking in all that they and their classmates have proven about Hawthorne's (and his contemporaries') texts in their essays. The lesson is a useful gauge of understanding at the end of a unit, before the performance task is assigned.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

In addition to having read all of Hawthorne's short stories covered in the unit, the students will be pre-assessed on the day of this lesson with a short-answer quiz. The quiz will have three comprehensive questions, each pertaining to either the themes, styles, or tones throughout all the works of literature that have been covered in the unit. The questions may also ask students to make comparisons between Hawthorne and other authors in his time that were covered in the unit. After this quiz, the lesson's three group essay questions will be handed to every student. Each student will have ten minutes to come up with a thesis statement for each essay question, with some time allowed for expanding their ideas. The students will then have five minutes to post their first versions of their theses statements on their personal class blogs. During group work, the students will choose one of three questions for their group to answer. The decision on which question to do will be granted to the first two groups to decide, with the third question being assigned to the last group by default. Each student will recieve two graphic organizers (a 4-column chart and a modified time-order chart) on which they will record both their theses and the statements of the other members of their group. The graphic organizers have areas on which students may take notes on each others' theses as the groups are in discussion. The groups will make their decisions and then set to work answering their question, making sure to quote the text, incorporate the ideas of their group members, and refer to their group members' theses statements whenever possible.
 * Formative (Assessment for Learning)**

The essays that result will be assigned for homework if not completed in class. The Essays should be posted (copied and pasted) onto the class blog. Also, it is required homework for every student in the class to read the other two essays off the class blog. If one or more of the essays have not been posted to the blog before class begins, then time will be taken out of class to read them as a class. The essays will serve as evidence that each student has been able to apply the knowledge of the unit so far into a thesis statement over certain issues of Hawthorne's writing. The second class day will begin with a ten question short-answer quiz which addresses the information covered in all three of the essays. There will be three questions pertaining to each lesson, plus one comprehensive question regarding Hawthorne's writing as a whole.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Students enter the classroom and sit at their desks, which are arranged in rows. Students will then take an online [|learning styles quiz]. Relaxing music will be playing during the quiz. Each student must then come to the board and list their three most prominent intelligences. The results will help the teacher determine which students should be in which group. Students will understand that listening to and respecting the opinions of others, while integrating both the most general and specific ideas into one body of work, helps one appreciate and adopt others' ideas into one's own knowledge-based decisions. They will be fulfilling the MLR for this lesson by using their knowledge of Hawthorne imagery and style to answer one of three essay questions with their groups.

Come to class, students sit in desks. Learning styles quiz. (Hook) (5 Min) Hawthorne Review Pre-assessment (10 min) Hand out three essay questions Make theses for the questions, expand them.(10 Min) Get into groups (5 minutes) work on essay questions (50 minutes) essays posted to blog for homework, read other groups essays for next class.

(Day 2) Students arrive in class and sit in desks. Brief Q&A session, discuss potential problems with understanding of homework assignment. Take 10 question short-answer quiz (30 minutes) Introduce Performance Task
 * Where, What, Why, Hook, Tailor: Visual, Interpersonal, Intrapersonal, Auditory**

Students will have read a number of Hawthorne texts, done research on his writing style and compared his style and tone to other authors. By the time they participate in this lesson they will have had experience with Hawthorne’s influences and analyzing his complex imagery and its effect on his writing. Using these skills, they will answer a number of short-answer essay and quiz questions that cover everything they have learned. Their ability to answer critical questions about Hawthorne’s short stories (specifically questions that pertain to his imagery, metaphor, allegory, style, and tone) will be assessed in the beginning of the lesson, before they have had a chance to discuss these issues with their groups. After they have revisited the main issues, they will then create theses to begin answering three comprehensive essay questions with their groups. They must post their three theses on their personal blogs, once before the group discussion and again after the group discussion. They are required for homework to post their essays on the class blog, post their thesis statement on their personal blog, and read the essays of the other two groups. On the second day when they come to class they will take a 10 question short answer quiz that spans the information learned throughout the whole unit.
 * Equip, Explore, Rethink, Tailor: Logical, Verbal, Visual, Intrapersonal, Interpersonal, Kinesthetic**

The learning styles quiz will not only make it easier for me to place the students into groups based on their differentiated learning intelligences, but it will give the students an idea of how they learn as well. When they get into their groups, I will explain that this knowledge will help them begin to look to classmates (who excel in a different intelligence) for new ideas. In this way I will be putting much emphasis on teamwork and respectful group discussion. I will continually make the correlation between honing this important interpersonal skill in the classroom and using it in life beyond high school. It is extremely beneficial for students to learn this lesson as early on as possible, and this lesson is a situation in which they may begin to put their skills of listening and understanding other viewpoints into practice.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Verbal, Interpersonal, Kinesthetic, Logical**

For self-assessment, the students will answer a brief questionnaire, explaining how well they believe their group worked together, what they may have done different, and whether or not their thesis statement changed from beginning to end of the group discussion. For formal assessment, the students will be taking a 10 question short-answer quiz that covers everything that was involved in the three groups’ essays. They will receive feedback on their short answers, which will be graded for completeness, accuracy and content. The groups will also receive feedback on their essays, via posts on the class blog by me. Each member of each group will receive a separate grade, based on the essay and the self-assessments turned in by the students.
 * Evaluate, Tailors: Verbal, Logical, Visual, Interpersonal, Intrapersonal**


 * Content Notes**


 * Handouts**