L4+Barton+Lindsey

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


 * Teacher’s Name:** Ms. Barton
 * Date of Lesson:** 4
 * 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.
 * Students will know** situation, setting, and a character's motivations and feelings determine the causes of that character's actions.
 * Student will be able to do** identify significant moments within the text and recognize their impact upon the actions of the character.

__**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 meets the Maine Learning Result as students are asked to collect textual evidence while at the same time paying close attention to the wording used throughout the book in an effort to recreate this wording in their own continuation of the text. Both events and wording are reapplied in the student's product.

__**Assessment**__
Students will create a script and assess whether the script is compatible with the novel as well as whether it is capable of conveying complete character development. They will meet with me and discuss what they believe is the strongest portion of their script as well as what they feel needs work. We will continue to work towards a strong final result and I will offer suggestions throughout the development of their product. Each student will be asked to keep a log of individual work done within the group.
 * Formative (Assessment for Learning)**

Students will receive a rubric when I describe the lesson, and all grading will be true to the rubric. Students will create first a script and then an iMovie showing how they believe the book would go on if it were continued. Students will create their products in small groups.
 * Summative (Assessment of Learning)**

__**Integration**__
As a teacher, I am incorporating technology through the use of an iMovie. Students are able to further the story by expanding upon what they have already experienced within the text, through wording and character actions. The iMovie program enables students to play with various tools within the program, while also giving students the option of editing work that they may be unsatisfied with.

History: students will incorporate historical context within the iMovie, ensuring that all references and events are accurate to the time period. Students will expand their historical background through the creation of this product.

__Groupings__
Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and students are given time to think about answers. After the "think time," members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**: Students create a script which conveys character development. They will meet with classmates to collaborate along the way.
 * Logic**: Students will use evidence previously collected throughout the text to rationalize and decide a logical character course of action.
 * Visual**: Students will view a portion of the original movie made to represent the "Grapes of Wrath", then they will create an iMovie to show the future of a member of the Joad family.
 * Kinesthetic**: Students will not only be moving around the room as they collaborate with peers, but they also will be acting out their film.
 * Naturalist**: Students will be working both inside and outside to complete their acting and filming.
 * Musical**: Students may incorporate music of the time period to enhance the authenticity of their iMovie.
 * Interpersonal**: Students will reflect individually upon a logical continuance of the text, then create a movie.
 * Intrapersonal**: Students will work with their Round Robin groups before discussing their ideas with the rest of the class. In addition, students will work in small groups to create their iMovies.

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**

iMovie will allow students to extend their knowledge of the material through examining previous wording as well as previous events. Students will be able to explore the tools available on iMovie and work to enhance the movie through these tools. Collaboration in small groups will enable students to push themselves beyond what they may generally consider.
 * Extensions**

__**Materials, Resources and Technology**__

 * My laptop
 * Students will need laptops
 * An overhead
 * An iMovie sample
 * "The Grapes of Wrath" film
 * Handouts of the graphic organizer and handouts.

__Source for Lesson Plan and Research__
http://www.eduplace.com/graphicorganizer/pdf/goal_reason.pdf The Goal-Reason Web http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities Round Robin Explanation http://www.museumca.org/global/art/collections_dorothea_lange.html Photos and information http://chnm.gmu.edu/fsa/ Students should use this in creating their own video!

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson enables all learners to learn 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 through the creation of the graphic organizer. They will be able to sort their thoughts as they complete the organizer. Microscope students will be able to utilize tools available on iMovie and find the best method of carrying across their point. Beach ball students will be able to work creatively as they work toward the best method of conveying their message. Puppy students will benefit through working with the whole group as well as through the creation of their movie. After developing their own ideas for the creation of the product, they will be able to collaborate with others to make the product more effective. Due to the organization of this lesson, all students will benefit from the structure and creativity incorporated.
 * //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 setting, situation and character impact character motivation, thus the ending they choose must connect to previous student actions. Students will be able to put themselves into the position of characters within the text and gain empathy for their circumstances.
 * //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 iMovie to create an extension of the novel and gain a realistic perception of the circumstances of the characters.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal**: Students create a script which conveys character development. They will meet with classmates to collaborate along the way.
 * Logic**: Students will use evidence previously collected throughout the text to rationalize and decide a logical character course of action.
 * Visual**: Students will view a portion of the original movie made to represent the "Grapes of Wrath", then they will create an iMovie to show the future of a member of the Joad family.
 * Kinesthetic**: Students will not only be moving around the room as they collaborate with peers, but they also will be acting out their film.
 * Naturalist**: Students will be working both inside and outside to complete their acting and filming.
 * Musical**: Students may incorporate music of the time period to enhance the authenticity of their iMovie.
 * Interpersonal**: Students will reflect individually upon a logical continuance of the text, then create a movie.
 * Intrapersonal**: Students will work with their Round Robin groups before discussing their ideas with the rest of the class.

Rationale:** Students will be given the rubric at the beginning of the lesson, therefore they will know from the start what I am expecting. As a summative assessment, students will create a script and assess whether the script is compatible with the novel as well as whether it is capable of conveying complete character development. They will meet with me and discuss what they believe is the strongest portion of their script as well as what they feel needs work. We will continue to work towards a strong final result and I will offer suggestions throughout the development of their product. As a formative assessment, students will receive a rubric when I describe the lesson, and all grading will be true to the rubric. Students will create first a script and then an iMovie showing how they believe the book would go on if it were continued. Students will create their products in small groups.
 * //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__
Students will be given a number (1-4) as they enter the classroom, and they will be asked to find students with the other three numbers, and sit in these groups of four. Although this arrangement is intended for the Round Robin exercise, the classroom will remain organized in this manner and students will go on to work with this group to create their iMovie. My desk will be in the back of the room, with the computer and projector in front. Day 1: Homework: Continue to work through the script. Take examples from the text and work to make characters and plot realistic.
 * Students will sort themselves into groups of four as they come into the classroom, then we will watch two clips from the movie, one as the family enters California, and one to show the ending in an effort to help students understand from which point to expand (10 minutes).
 * In Round Robin groups, students will discuss the film and the way the family's let down is shown through character actions. Students will fill in their graphic organizers within the groups (10 minutes).
 * As a class, we will discuss direct and indirect characterization seen within the brief clips within the film. We will discuss how effective even a short clip can be if done well, and I will explain to students that they will be creating their own iMovie based upon the ending of the novel. I will hand out the rubric and explain expectations, then provide time for questions (10 minutes).
 * Students will begin creating the scripts in their groups of four and I will hold conversations with each group of four in order to discuss whether the script is true to the characters of the novel. Students will have the opportunity to speak with me individually if they have questions (25 minutes).
 * Students will have the remainder of the class to make corrections to scripts and ask any questions they may have (20 minutes).
 * Wrap-up and questions (5 minutes).

Day 2:
 * Students will go back and edit scripts with teammates. This is a good time for students to ask any questions they may have (10 minutes).
 * The rest of the class will be spent filming iMovies throughout the classroom (45 minutes).
 * Students should edit their movies. Movies should be ready for presentation at the beginning of the next class (15 minutes).
 * Wrap up and draw names for presentation schedule (10 minutes).

Day 3: Homework: read and be prepared for discussion during the next class.
 * Presentations (50 minutes).
 * Discussion and questions (10 minutes).
 * Begin discussion for the next day.

In completing this product, students will consider the way situation, setting, and a character's motivations and feelings determine a character's actions. Through the creation of an extended ending, students will put themselves into the mindset of their character and contemplate the way this character would act in various circumstances. //MLR: Students read text within a grade appropriate span of text complexity, and present analysis of fiction using excerpts from the text to defend their assertions//. We will watch a clip from the "Grapes of Wrath" movie as the family enters California. We will also watch the last scene of the movie to show the transition that has occurred between the two scenes. We will discuss the role of short clips in conveying meaning. Students will use this as a starting point to begin their own iMovie.
 * Hook, What, Where, Why, Tailor: Logical, Interpersonal, Intrapersonal, Kinesthetic, Verbal, Visual.**

In order to discuss the impact of setting and circumstance upon a character, students will be broken up into groups of four, and we will use Round Robin to further discuss character development. During this process, students will evaluate the way in which setting and situation impact a character's motivations by putting themselves into the role of the character they are focusing on. They will use the Goal-Reason web to assess character motivation and the reasoning behind character actions. This will lead us into a discussion of character motivation and transferring this into their own films. As they create scripts, students will work to incorporate clear changes in character behavior as they encounter various circumstances. I will then evaluate the script to assess whether students have clearly shown character development through the creation of the script. If students believe that some changes will not be seen within the script but will evident in their acting or through the music played within the movie, they should make note of this within the script.
 * Equip, Explore, Experience, Rehearse, Refine****, Tailor: Interpersonal, Intrapersonal, Logical, Verbal, Visual, Musical.**

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. This also allows them the opportunity to consider how even a small variation in the novel would have resulted in an entirely different end result.
 * Evaluate, Tailor: Logical, Interpersonal, Verbal.**

Students should consider the way the family reacts upon reaching California. They have encountered countless hardships, yet there is infinite hope upon reaching California: “Pa sighed, ‘I never knowed nothing they was anything like her.’ The peach trees and the walnut groves, and the dark green patches of oranges. And red roofs among the trees, and barns- rich barns. Al got out and stretched his legs. He called, ‘Ma- come look. We’re there!’ Ruthie and Winfield scrambled down from the car, and then they stood, silent and awestruck, embarrassed before the great valley. The distance was thinned with haze, and the land grew softer and softer in the distance. A windmill flashed in the sun, and its turning blades were like a little heliograph, far away. Ruthie and Winfield looked at it, and Ruthie whispered, ‘It’s California.’” (310) Consider the end of their story. Rose of Sharon has just lost her child, and the baby is sent down river as a warning, “In the gray dawn light Uncle John waded around the end of the car, past the Joad truck; and he climbed the slippery bank to the highway. He walked down the highway, past the boxcar flat, until he came to a place where the boiling stream ran close to the road, where the willows grew along the road side. He put his shovel down, and holding the box in front of him, he edged through the brush until he came to the edge of the swift stream. For a time he stood watching it swirled by, leaving its yellow foam among the willow stems. He held the apply box against his chest. And then he leaned over and set the box in the stream and steadied it with his hand. He said fiercely, ‘Go down an’ tell ‘em. Go down in the street an’ rot an’ tell ‘em that way. That’s the way you can talk… Go on down now, an’ lay in the street. Maybe they’ll know then.’ He guided the box gently out into the current and let it go.” (609). Does it mean anything that she smiles as the novel ends, clearly indicating that they will continue on despite the horrendous circumstances they have already encountered. They have no choice but to continue on, but the student must choose what their next step will be. Consider the closing actions of the family in writing the extension of their story.
 * Content Notes**


 * Handouts**