L2+Barton+Lindsey

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

Teacher’s Name:** Ms. Barton
 * Date of Lesson:** 2
 * Grade Level:** 9-12
 * Topic:** "The Grapes of Wrath"

__**Objectives**__

 * Student will understand that** a deep understanding of vocabulary and symbolism play an essential role in understanding the text.
 * Student will know** key vocabulary and symbolism, helping them to interpret the significance of symbolism such as the turtle, the "monster" of the bank, the death of the family dog, and rotting fruit.
 * Student will be able to do** interpret symbolism in order to find deeper meaning.

__**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 plan reaches the Maine Learning Result by using the text as evidence of key symbolism within the novel. After finding symbolism and tracing the effect of each symbol, students are then reapplying this information to their product.

__**Assessment**__
Students will use Inspiration software to record symbols seen within the novel, then branch off the symbol to show the effects the symbol has upon characters and the overall text. I will talk to each student as work is done on Inspiration, and help them to evaluate whether deeper connections can be made between symbolism and events.
 * Formative (Assessment for Learning)**

Students will PicLit to create a word map where the viewer may scroll over the words and find a definition. Students will be able to organize their own thoughts while at the same time using an interactive tool to teach their vocabulary and symbolism.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** As a teacher I am incorporating technology through using both Inspiration and PicLit. Students can organize their thoughts into a thorough graphic organizer which can be altered anytime students recognize a new connection. PicLit allows students to organize the words in their own way while at the same time making the product visually appealing. PicLit serves as a positive method of organizing the information so that all students have access and may interact with one another.


 * Art:** This lesson incorporates art as students are working to create a visually stimulating, functional method of viewing vocabulary and symbolism. Knowledge of symbolism and vocabulary will be expanded through the layout of their product.

__Groupings__
Students will use the three minute review to evaluate their work and consider where improvements may be made. In using the three minute review, teachers stop any time during a discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions.

**Strategies**

 * Verbal**: Students will create an interactive dictionary using Inspiration and PicLit. This will help to exercise and expand their vocabulary while at the same time gaining a deeper knowledge of the text.
 * Logic**: Students will logically reapply information in an effective manner. In considering the larger meaning of an otherwise insignificant object, students will be able to contemplate if it is intended to convey a larger meaning.
 * Visual**: Using Inspiration will help students to organize information, while at the same time allowing constant growth within their own work. The information can be altered and built upon at all times. PicLit allows students to create a visually appealing, effective image conveying the significance of the symbolism and vocabulary.
 * Kinesthetic**: Students will be moving around the room to work and to hold group discussions. They will also be using computers as resources throughout the lesson.
 * Musical**: Students will listen to and evaluate music of the time, then consider the way lyrics play a role and what symbolism these lyrics might work to convey.
 * Interpersonal**: We will discuss the information as a class, then students will work in groups throughout the course of the class.
 * Intrapersonal**: Students will think, reflect and reason individually through their Inspiration and PicLit products.

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**

Inspiration will be used in an effort to help students build upon their upon their vocabulary and also allow them to sort vocabulary in a logical manner. Students will upload their Inspiration documents to the class wiki, thus students may comment on completed Inspiration products and learn from one another. At the same time, PicLib will help students to organize their vocabulary and reflect upon one another's work and continue to add to the vocabulary.
 * Extensions**

__**Materials, Resources and Technology**__

 * A song to play at the beginning of the class
 * My own laptop
 * Student laptops
 * An overhead projector
 * Handouts of the rubric and graphic organizer

__Source for Lesson Plan and Research__
http://www.youtube.com/watch?v=eih67rlGNhU&feature=related: "Brother, Can You Spare A Dime?" Lyrics http://flight307.wikispaces.com/Resources: This site provides a list of great technology tools, such as PicLib, Capzles, and Quizlet, all useful vocabulary and organizational tools. http://piclits.com/compose_dragdrop.aspx: Here students may examine PicLit and begin to organize words in a rational manner. http://www.inspiration.com/: The Inspiration program, a tool students must download in order to graph their vocabulary. http://dictionary.reference.com/: As students come across words that they do not understand or that are unclear, they may use the dictionary to define the word and find other uses of it. http://www.eduplace.com/graphicorganizer/pdf/clusterweb2.pdf: The Cluster Web Graphic Organizer

__**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 using the Inspiration program before going on to expand their knowledge of each word. Microscope students will be able to choose their layout on PicLit, making it the most effective layout for their needs. Beach ball students will be able to work as creatively as they would like. Both Inspiration and PicLit can be organized in fun ways, thus this is a great opportunity for these students to work creatively. Puppy students will benefit through whole group as well as small group discussions. After building on their own knowledge with other students, they will be able to go on to create a stronger product. 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 literary devices are used to emphasis the drastic circumstances faced by the family. After listening to songs of the era and considering the way wording shapes the song, they will be capable of analyzing wording within the text. Some literary devices students will consider are imagery, symbolism, and tone, thus this lesson will help students to work through and break apart literary devices in a manner which will enable them to reapply the words and devices in a correct manner.This lesson enables students to build their ability to analysis and support their claim. They will consider the symbolism seen within the novel, then go on to analysis the deeper meaning behind each symbol. Students will begin to trace the impacts of small events throughout the book in an effort to understand the impact of seemingly meaningless events.
 * //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 Inspiration to organize their thoughts and post this on the wiki. In doing this, I will be able to analyze their progress and students may make suggestions to one another. In addition, PicLib will be used and students will be able to reapply information they have attained throughout the text and in putting together their Inspiration.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal**: Students will create an interactive dictionary using Inspiration and PicLit. This will help to exercise and expand their vocabulary while at the same time gaining a deeper knowledge of the text.
 * Logic**: Students will logically reapply information in an effective manner. In considering the larger meaning of an otherwise insignificant object, students will be able to contemplate if it is intended to convey a larger meaning.
 * Visual**: Using Inspiration will help students to organize information, while at the same time allowing constant growth within their own work. The information can be altered and built upon at all times. PicLit allows students to create a visually appealing, effective image conveying the significance of the symbolism and vocabulary.
 * Kinesthetic**: Students will be moving around the room to work and to hold group discussions. They will also be using computers as resources throughout the lesson.
 * Musical**: Students will listen to and evaluate music of the time, then consider the way lyrics play a role and what symbolism these lyrics might work to convey.
 * Interpersonal**: We will discuss the information as a class, then students will work in groups throughout the course of the class.
 * Intrapersonal**: Students will think, reflect and reason individually through their Inspiration and PicLit products.

Rationale:** Students will be given the rubric at the beginning of the lesson, therefore they will know from the start what I am expecting. Formative: We will listen to a song from the era and generate ideas based on the lyrics of the song. Students will decide whether literary devices appear within the songs, then discuss in their three minute review groups. We will then discuss a specific example of symbolism within the text and I will hand out the graphic organizers and explain the assignment to the class. Students will be given time to complete their graphic organizers, then I will collect and provide feedback while students begin working on their Inspiration organizers. I will then hand back the organizers with feedback and talk to students about how they may reach a deeper meaning when addressing symbolism within the novel. Summative: Students will be graded based upon whether they completed the graphic organizer and Inspiration organizer, as well as upon the rubric they were given before beginning the project.
 * //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__
The groups will be organized into groups of two based upon number assignments given at the door. The classroom will be organized this way to ensure that students automatically know who their Three Minute Review partner will be. The groups of two will be organized into a half circle to foster open discussion while working as a class. If students choose, they may move desks apart while working individually. My desk will be slightly set back, but a part of the circle. Students will set up their laptops on their desks after they have completed the PicLib. All students will walk around the room and examine one another's final product.

Day 1: Homework: Students should continue sorting out PicLib and come to class with any questions which may remain.
 * As a class we will listen to the song, then discuss the significance of the lyrics (10 minutes).
 * I will raise the topic of word choice, and students will discuss the significance with their three minute review partner. Graphic organizers will be used in an effort to separate wording and decipher the role it plays (10 minutes).
 * I will relay the assignment to the class as a whole and students will begin looking up confusing or symbolic words, then sort and define them on Inspiration. While they work on this, I will look at the graphic organizers and provide feedback before then briefly discussing ways of making the information more powerful with each student (20 minutes).
 * Students will use PicLib to sort words in an effective manner. They should consider organization of words, colors, and whether pictures are sorted by similarity or whether they are simply scattered throughout the tool (35 minutes).
 * Questions or comments. Homework review (5 minutes)

Day 2:
 * Laptops will be set on the desks and students will be given time to walk around the room and see their peers completed work (20 minutes).
 * Discuss effective methods of organizing the PicLib and whether they would change anything about the assignment or their approach to the assignment (10 minutes)
 * Discussion about the topic of the next class. We will discuss things to consider and ideas which may be applied to the next topic, then we will read the next two chapters as a class. Students will break into groups every ten minutes to discuss the reading up until that point, then we as a class will briefly discuss what groups found interesting about the reading (45 minutes).
 * Wrap up and clarifying questions. Assignment for the next class (5 minutes).

Students will be able to read text within a grade appropriate span of text complexity, and present analysis of fiction using excerpts from the text to defend their assertions. In doing this, students will master vocabulary and symbolism seen within the novel so they are capable of recognizing the role each of these plays in conveying important messages in the novel. In order to fully understand messages conveyed within the text, students need to be able to recognize the full meaning of each term. This relates to real life as students will create their own resource to reflect upon when struggling with vocabulary or symbolism, and the wiki will allow them to access the information at all times while at the same time encouraging collaboration between students. As a hook, students will listen to the song, "Brother Can You Spare a Dime" and analysis the power of words within this song.
 * What, Where, Why, Hook, Tailor: Logic, Kinesthetic, Interpersonal, Intrapersonal, Verbal, Musical, Visual.**

Music of the time period will be played at the beginning of the class, then students will look at lyrics from the song and evaluate the role of wording within the song. Within groups, students will discuss what confused them about the song as well as where the strongest messages were. I would like them to focus upon both the confusing and interesting elements of the song in order to recognize significant words and phrases within the song. They can organize the words onto the Inspiration chart before going on to define the words within the PicLib. In order to help students reflect upon the words and create a deeper meaning, they will use the Cluster Web graphic organizer from http://www.eduplace.com/graphicorganizer/pdf/clusterweb2.pdf. As they complete the organizer, they will work with their Three Minute Review partners to gain a deeper understanding of the text. After, we will come together as a class to discuss what was significant and what was confusing.
 * Rethink, Equip, Explore, Tailor: Logic, Interpersonal, Intrapersonal, Verbal, Musical, Visual.**

Students will gain a deeper understanding of the role vocabulary and symbolism play within the text through working in Three Minute Review groups and utilizing the Cluster Web. They will discuss wording and sentence structure within the song before going on to consider wording within the text. As a group we will discuss the way wording plays a role in both lyrics and the novel. Students will discuss with their three minute review partners the significance of word choice and the way it plays a role in the song played. We will then discuss the way word choice plays a role in the novel and students will create their graphic organizer and Inspiration chart before going on to create a PicLib of the words. After students have completed this task, we will discuss ways of breaking down wording as well as symbolism in an effort to gain a stronger understanding, and students will begin to sort out words that appear significant to them. They will use both Inspiration and PicLib to organize their words.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Interpersonal, Intrapersonal, Logical, Visual, Verbal, Musical.**

Students will have multiple opportunities to evaluate themselves and receive feedback from me. I will provide feedback throughout the process and meet with students who need assistance. I will grade them based upon the rubric handed out at the beginning of the lesson. This lesson helps students to analyze wording and tone within the novel and recognize the significance of each.
 * Evaluate, Tailor: Logical, Interpersonal.**

They used to tell me I was building a dream, and so I followed the mob, When there was earth to plow, or guns to bear, I was always there right on the job. They used to tell me I was building a dream, with peace and glory ahead, Why should I be standing in line, just waiting for bread? Once I built a railroad, I made it run, made it race against time. Once I built a railroad; now it's done. Brother, can you spare a dime? Once I built a tower, up to the sun, brick, and rivet, and lime; Once I built a tower, now it's done. Brother, can you spare a dime? Once in khaki suits, gee we looked swell, Full of that Yankee Doodly Dum, Half a million boots went slogging through Hell, And I was the kid with the drum! Say, don't you remember, they called me Al; it was Al all the time. Why don't you remember, I'm your pal? Buddy, can you spare a dime? Once in khaki suits, gee we looked swell, Full of that Yankee Doodly Dum, Half a million boots went slogging through Hell, And I was the kid with the drum! Say, don't you remember, they called me Al; it was Al all the time. Say, don't you remember, I'm your pal? Buddy, can you spare a dime? http://www.youtube.com/watch?v=eih67rlGNhU&feature=related ("Brother, Can You Spare A Dime?" Lyrics)
 * Content Notes**
 * "Brother, Can You Spare a Dime," lyrics by Yip Harburg, music by Jay Gorney (1931)**

Students will evaluate this song and consider the wording and sentence structure in an attempt to see why it is valuable as well as why such a strong message is conveyed throughout the song. A valuable thing for students to consider in evaluating the song is that the narrator is following a dream built by others. While this was once a successful method for him as he plowed the earth and built a life for himself, he is now among the crowd waiting in the bread line. It is evident that there was once prosperity, yet "now it's done", showing that the past is gone and it is time to build a new life, yet there is nothing to built it upon. Friends and family are forced to rely upon one another throughout the song, yet now they have turned their backs upon one another. One way of seeing the way desperation has turned characters from the song against one another lies in the fact that the narrator is forced to repeat his name. While this is symbolic for simply remembering the past, it is significant as it shows that they have turned their backs upon one another to support their own families. It is clear through the extended metaphor of marching with the pack that this pack mentality has been lost through desperation. Once all of the men worked together with a sense of solidarity, yet now the focus is on self progression. I want students to look at the song and provide a quick analysis such as this, explaining the wording of the song and the meaning it conveys. After doing this, students will be able to analysis the same concepts within the novel. Just as students were encouraged to look closely at wording and tone during the creation of the brochures, wording will again be analyzed throughout the novel. It is essential that students are able to break apart wording seen within the novel in order to get the most out of the reading. If much of the wording and terminology seems confusing, Steinbeck's full meaning will be missed in the reading of the novel. Students are working to understand language used nearly eighty years ago, thus it is essential that we work through confusing language and meaning. This lesson will help students throughout the rest of the unit as they will be able to go back and analysis what the language means and how to examine it in context. In addition, the PicLib will serve as an excellent resource for students as they venture on in the novel.


 * Handouts**