L3+Terrill+Danielle

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

   Maine Learning Results: English Language Arts- A. Reading A2 Literary Texts Grades 9-diploma __The Fountainhead__ Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama and poetry using excerpts from the text to defend their assertions. d) Evaluate the theme or themes, whether explicitly stated or implied in a literary text. By looking at the tone students will be able to pick out some of the implied themes of the novel.    Students will fill in a graphic organizer to help them in their thoughts about tone. They will then rewrite a section of The Fountainhead in a different tone. They will share this with a group during class. There they will get some peer feedback on what they can do better. By walking around the room and listening to different groups I can make sure that students are on the right track.
 * __Teacher’s Name __****: ** Ms. Terrill
 * __Date of Lesson __****: **3
 * __Grade Level __****: **11
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif";">Topic __****<span style="font-size: 12pt; font-family: "Times New Roman","serif";">: **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">Determining the Effect of Common Literary Devices used in __The Fountainhead__
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif";">Objectives __**<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * Student will understand that **<span style="font-size: 12pt; font-family: "Times New Roman","serif";"> the author's tone conveys the purpose of __The Fountainhead__
 * Student will know** the author's philosophy behind __The Fountainhead__
 * Student will be able to** determine the effects of the common literary devices on the style and tone of a literary text.
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif";">Maine Learning Results Alignment __**
 * Rationale:**
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif";">Assessment __**
 * Formative (Assessment for Learning) **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">

After their peer editing session students will edit and post their sections on their blogs with an evaluation on what they learned. I will grade this final piece with a checklist basically showing that they rewrote the section and understand the concepts behind the activity. <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> Teacher- I am using technology by using the comments section of the blogs to give feedback on the rewritten section. Student- The students will be using technology when they post their finished pieces on their blogs. Science- Some students will be assigned sections about the beautiful landscape and how Roark takes that into account in his buildings. <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";">The class will be split into groups picked by me according to writing ability. The groups will consist of five people with two people who are strong writers, two who are not very strong writers and the last person will be somewhere in the middle. The cooperative group will be based on the jigsaw group except instead of each group member learning material to teach the others each will be assigned a section to rewrite in a different tone. Then when the group rejoins they will sare their pieces and help each other find ways to improve them. <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> Absent Students- Students who are absent from this lesson will be given a graphic organizer to fill out showing what words or phrases show the authors tone. They will then have to rewrite a section of __The Fountainhead__ to be turned in to me. <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";">The students will be posting their finished sections of The Fountainhead to their blog along with a reflection on their learning in the comments section. This will allow me to look at the finish piece and give them feedback quickly. It will also allow them to keep the blog and reflection together and turn it in whenever it is done with no worries about anyone losing it. All of that makes it type two technology for both me and my students. In order to adjust this lesson to appropriate levels of content I would be willing to allow some uses of cliff notes and to allow students to listen to the book on tape. If the student has a significant difficulty in writing they may choose to design a song that reminds them of the tone used in __The Fountainhead__. <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> __<span style="font-size: 12pt; font-family: "Times New Roman","serif";">The Fountainhead __<span style="font-size: 12pt; font-family: "Times New Roman","serif";"> Rewritten sections for examples/hook Pre-chosen groups Laptop <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";">[] <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> -The Ayn Rand institute gives some lesson plans and other resources to teachers on teaching The Fountainhead.
 * Summative (Assessment of Learning)**
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif";">Integration __**<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * Technology: **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * Other Content Area:**
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif";">Groupings __**<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif";">Differentiated Instruction __**
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Strategies **
 * MI's **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * Verbal:** Rewriting a part of the book in another tone. Discussing their ideas on what section they would like to rewrite.
 * Logical:**
 * Kinesthetic:** Using the body movements they came up with from the first lesson to think of words that represent the author's tone and words that would be opposite or different from the tone.
 * Visual:**
 * Naturalist:** Picking a scene where the author describes nature and changing the tone used.
 * Intrapersonal:** Having the chance to write the section by themselves.
 * Interpersonal:** Discussing each other's rewritten sections in groups.
 * Musical:** Using music in the rewrite to help create a different tone or having a song playing on the blog with the rewritten section of The Fountainhead.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Modifications/Accommodations **
 * // I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //**<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Extensions **
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif";">Materials, Resources and Technology __**
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif";">Source for Lesson Plan and Research __**

<span style="font-size: 12pt; font-family: "Times New Roman","serif";">[] <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> -Also from the Ayn Rand institute, this site gives an explanation of some of the themes of The Fountainhead <span style="font-size: 12pt; font-family: "Times New Roman","serif";">[] <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> -A good site offering good information on the novel, the characters and the themes.

www.eduplace.com/graphicorganizer/pdf/planning.pdf- The website for the graphic organizer for this lesson.

<span style="font-size: 12pt; font-family: "Times New Roman","serif";">[] <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> -The website where I found the cooperative group I will use in this lesson.

<span style="font-size: 12pt; font-family: "Times New Roman","serif";">[] <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> Excellent site for understanding th major characters <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Beach Ball- Students with this learning style require variety, choices, participation and fun. To meet the needs of these students I will make sure they will have plenty of freedom in how they display the character they are given. just like actors, no two performances will be the same. I will give them lots of choices in what evidence from the book to use and will try to give some opportunities for movement. Puppy- These learners like group work, they want a safe environment, and they want consensus. To meet the needs of these learners I will encourage my students to participate in all discussions and to work together to reach an answer. I will make sure that all students are listened to and respected by both me and their peers. Microscope- These learners like to focus on supporting details, dig for evidence and analyze. I will meet the needs of these learners by asking them to do just that when they are interviewing characters from __The Fountainhead__ and filling in their graphic organizers. Clipboard- These learners need clear instructions, set procedures and likes structure. I will meet these needs by mapping out the activities in the class so there is a clear set of instructions and so that the class will feel more structured without impeding on the choices that the Beach Ball learners need. <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";">The Maine Learning Result that I chose to address in the unit is teaching students to evaluate themes either explicitly stated or implied. A large theme in The Fountainhead is Ayn Rand's philosophy, Objectivism. This can be seen in many areas of the book including in the author's tone. This lesson intends to look at the author's tone in order to uncover the implied theme of Objectivism in it. <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";">The students will be posting their finished sections of The Fountainhead to their blog along with a reflection on their learning in the comments section. This will allow me to look at the finish piece and give them feedback quickly. It will also allow them to keep the blog and reflection together and turn it in whenever it is done with no worries about anyone losing it. All of that makes it type two technology for both me and my students.
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif";">Maine Standards for Initial Teacher Certification and Rationale __**
 * //<span style="font-size: 12pt; font-family: "Times New Roman","serif";">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. //**
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Rationale **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">:
 * //<span style="font-size: 12pt; font-family: "Times New Roman","serif";">• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Rationale **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">:
 * //<span style="font-size: 12pt; font-family: "Times New Roman","serif";">• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Rationale **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">:
 * MI's **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * Verbal:** Rewriting a part of the book in another tone. Discussing their ideas on what section they would like to rewrite.
 * Logical:**
 * Kinesthetic:** Using the body movements they came up with from the first lesson to think of words that represent the author's tone and words that would be opposite or different from the tone.
 * Visual:**
 * Naturalist:** Picking a scene where the author describes nature and changing the tone used.
 * Intrapersonal:** Having the chance to write the section by themselves.
 * Interpersonal:** Discussing each other's rewritten sections in groups.
 * Musical:** Using music in the rewrite to help create a different tone or having a song playing on the blog with the rewritten section of The Fountainhead.

<span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Students will fill in a graphic organizer to help them in their thoughts about tone. They will then rewrite a section of The Fountainhead in a different tone. They will share this with a group during class. There they will get some peer feedback on what they can do better. By walking around the room and listening to different groups I can make sure that students are on the right track.
 * //<span style="font-size: 12pt; font-family: "Times New Roman","serif";">• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Rationale **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">:

After their peer editing session students will edit and post their sections on their blogs with an evaluation on what they learned. I will grade this final piece with a checklist basically showing that they rewrote the section and understand the concepts behind the activity. <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Before this unit is started the students will have been pre-assessed with a short quiz over the novel.The classroom will be set-up so that the tables are clustered together in groups. They will make it easier for them to review each other's writing. Agenda- <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> Student will understand that the author's tone conveys the purpose of __The Fountainhead.__ It connects to real life because understanding a writer's tone helps figure out the meaning of the writing. //MLR: Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama and poetry using excerpts from the text to defend their assertions//. I will hook the students by reading my own examples of a rewritten section from __The Fountainhead__. Time: 10 minutes
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif";"> Teaching and Learning Sequence __****<span style="font-size: 12pt; font-family: "Times New Roman","serif";">: **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Ask students what would The Fountainhead be like if it was written in a different tone.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Share the sections I have rewritten
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Hand out the Graphic organizer
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Assign sections and allow them time to rewrite a section
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Editing Groups
 * (Where, Why, What, Hook)** **Tailor- Verbal, Logical**

Students will know the author's philosophy behind __The Fountainhead__. The author's philosophy and how it is conveyed in the tone was discussed in a previous lesson so now students will focus on how Ayn Rand's tone makes the novel work. They will do this by going through the section they are assigned to rewrite, picking out words and phrases that display Ayn Rand's tone and writing those in the graphic organizer provided, the planning organizer from www.eduplace.com/graphicorganizer/pdf/planning.pdf. They will then rewrite the section changing those words showing the tone to words that have a different tone. Next they will break into their assigned groups. The groups will share the pieces and help each other improve. Time: 60 minutes
 * (Equip, Explore, Rethink, Revise)** **Tailor- Verbal, Logical, Naturalist, Intrapersonal, Interpersonal**

After the students make their final edits on their pieces they will be posting them on their blogs along with a reflection in the comments section on what they learned. I will grade it with a checklist based on if they managed to change the tone and if they understood the concept behind the process. Time: 10 minutes <span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * (Evaluate)**


 * Content Notes**


 * Handouts**