L4+Trundy++++Monique

** COLLEGE **** OF **** EDUCATION ****, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** // 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. c: Determine the effects of common literary devices on style and tone of a text. // Students will spend large portions of time discussing and exploring the text in class during class discussion. I will use this time to give students constructive feedback on their ideas, as well as an opportunity to assess student understanding and comprehension. Students who are extremely uncomfortable are encouraged to speak with me. These students will be excused from class discussions, they will, however, have to take notes during discussion and hand their notes in to me at the end of class. These notes will also serve as a formative assessment of student understanding and comprehension. Students will be given short, to-the-point quizzes for each chapter assignment (see attached quizzes). The quizzes are worth five points and should take no more than five minuets to complete. The point behind the quiz is get students thinking about what they read and what they want to discuss during the class discussion. Students will also work in groups of three to give chapter presentations. These presentations will require students to read the text, provide short chapter summaries, at least two important literary devices, important symbols, and each student will present their favorite quote from the reading. These presentations will be worth ten points. I will use these presentations as a means of assessing student understanding and comprehension. __ Technology/Computer: __ I am asking students to use the computer to create a blog entry. Students will break into groups after they have picked an event to re-write. In the groups students will pick their points of view, ensuring that no two students write from the same perspective. Students will then discuss the event, its significance, and how they may deviate from Steinbeck’s writing. Students will also be breaking off into groups to write their short stories during the hook. This will allow students to bounce ideas off one another and create the silliest story possible. __ Intrapersonal: __ Students will be using the guided question sheet to reflect on their personal ideas and use deeper thinking to consider new ideas about the novel. __ Spatial: __ Students will be able to visualize their thoughts with the question sheet. __ Musical __ : I will have music playing during parts of the lesson. I will review students' IEPs, 504s, or ELLIDEPs and make the appropriate modifications and accommodations. If students inform me ahead of time that they will be missing from class I will tell them what they will be missing in class and accept digital copies of the homework given to me through e-mail. Students who do not inform me of their absences are expected to find me, another classmate or check the class wiki to see what they missed in class. If absent students do not find me I will assume they found a friend or visited the wiki and expect assignments to be done on the due date given. - Classroom - Students - Pens & Pencils Resources for narration: http://www.thewritingsite.org/resources/prompts/narrative.asp This site offers numerous narrative lesson ideas for all age levels. Students will also be given the opportunity to participate in class discussions. These discussions will be able to benefit every student in the classroom. Students who do not completely understand the materials can learn from their peers as they listen in on the discussion, and later add their opinions as they become more and more familiar with the subject. Students who feel they know the material can have their ideas confirmed and/or challenged in the classroom. The more debate among students, the better. Debates encourage students to become emotionally charged about the content, and in order to defend their ideas students will need to learn effective ways to call on the text to back up their points. Students will be able to apply this skill to debates, writing, and life in general. Students will also learn how to communicate their ideas with others in sophisticated, educated ways. Students will also be given the opportunity to participate in class discussions. Discussions will be guided by questions I have prepared that focus around my major goals for student understanding. These discussions will be able to benefit every student in the classroom. Students who do not completely understand the materials can learn from their peers as they listen in on the discussion, and later add their opinions as they become more and more familiar with the subject. Students who feel they know the material can have their ideas confirmed and/or challenged in the classroom. Students will also receive feedback on rough drafts of their blogs from both peers and me to ensure that every student is able to make the appropriate revisions on his/her work. In addition, students will be able to make continued revisions on their products after receiving a grade to ensure that each student can do his/her best as his/her own pace. Revisions handed in after receiving a grade are to be accompanied by an explanation form (see attached form) which acts as a form of self-assessment. Also, student IEPs, 504s or ELLIDEPs will be reviewed and appropriate modifications and accommodations will be made. Students will be given a guided question worksheet. The worksheet will prompt deeper thinking about the affects of narration and point of view in //The Grapes of Wrath//.. Students will also receive feedback on rough drafts of their blogs from both peers and me to ensure that every student is able to make the appropriate revisions on his/her work. In addition, students will be able to make continued revisions on their products after receiving a grade to ensure that each student can do his/her best as his/her own pace. Revisions handed in after receiving a grade are to be accompanied by an explanation form (see attached form) which acts as a form of self-assessment Students will spend large portions of time discussing and exploring the text in class during class discussion. I will use this time to give students constructive feedback on their ideas, as well as an opportunity to assess student understanding and comprehension. Students who are extremely uncomfortable are encouraged to speak with me. These students will be excused from class discussions, they will, however, have to take notes during discussion and hand their notes in to me at the end of class. These notes will also serve as a formative assessment of student understanding and comprehension. Students will need to create a blog entry where they re-write one of the major events in the novel from another characters point of view. Stories are encouraged to be no more than four pages, and to be creative when considering how different characters may react to the same situation. Students will be given a small list of questions to answer at the end of their blog entry (see attached question sheet). Students will be given short, to-the-point quizzes for each chapter assignment (see attached quizzes). The quizzes are worth five points and should take no more than five minuets to complete. The point behind the quiz is get students thinking about what they read and what they want to discuss during the class discussion. Students will also work in groups of three to give chapter presentations. These presentations will require students to read the text, provide short chapter summaries, at least two important literary devices, important symbols, and each student will present their favorite quote from the reading. These presentations will be worth ten points. I will use these presentations as a means of assessing student understanding and comprehension. Day One: **Agenda:** - Reading Quiz (5min) - Chapter Presentation (15min) - Class Discussion (35-40min) Students will enter the classroom and the desks will be arranged into rows facing the front of the classroom. The class will spend a maximum of ten minuets taking the five question chapter quiz, which I will use as a formative assessment. The quiz will be quick, to-the-point, and worth no more than five points and allow me to see who has been keeping up with the readings, as well as get students thinking about what they read and what they may want to talk about during the class discussion. If it becomes apparent that individual students are struggling with the amount of reading I will talk with them to figure out what is causing the difficulties and accommodate accordingly. After the quiz is over, the seventh group will give their chapter presentation, which also serves as a formative assessment of student understanding. The presentation will consist of a brief summary of each chapter, significant imagery, symbols and the students’ favorite quotes from the reading. These presentations will be worth ten points. In order to give effective presentations students need to understand the material they are presenting. I will use these presentations as a means of assessing student understanding and comprehension, if it is clear that a student is struggling during their presentation then I will speak with the student and accommodate accordingly. After the presentation the class will move the desks to create a circle and discuss the chapter assignments for the rest of the class period. I will use this time to give students constructive feedback on their ideas, as well as an opportunity to assess student understanding and comprehension. These discussions will be able to benefit every student in the classroom. Students who do not completely understand the materials can learn from their peers as they listen in on the discussion, and later add their opinions as they become more and more familiar with the subject. Students who feel they know the material can have their ideas confirmed and/or challenged in the classroom. The more debate among students, the better. Debates encourage students to become emotionally charged about the content, and in order to defend their ideas students will need to learn effective ways to call on the text to back up their points. Students will be able to apply this skill to debates, writing, and life in general. Students will also learn how to communicate their ideas with others in sophisticated, educated ways. Students who are extremely uncomfortable are encouraged to speak with me. These students will be excused from class discussions, they will, however, have to take notes during discussion and hand their notes in to me at the end of class. These notes will also serve as a formative assessment of student understanding and comprehension. Day Two: **Agenda:** - Write Story (10min) - Read Story Aloud (15min) - Discuss Narration & P.O.V in the Novel (15min) - Groups (20min) Students will walk into the classroom and I will be playing instrumental music; the desks will be set up in a U shape. I will ask students to break into groups of three by finding two people who have about the same thumb size as them. While students arrange themselves I will hand out the guided question worksheet to each student and a writing prompt to each group(see attached worksheet and prompt). I will then explain the assignment. The writing prompt will be accompanied by a group of silly words for students to use while they create their stories. They do not have to use the words however; they are free to do what they want. I will encourage students to be as creative as possible. The guided question worksheet will be taken home with the students and the questions will be answered. The guided question worksheet will encourage students to consider ideas they may not have considered on their own. Students will also be encouraged to use deeper thinking to consider narration and point of view. I will also use the worksheet as a formative assessment of the depth of student thinking and understanding of the subject. If a student appears to be struggling I will make the appropriate accommodations. After ten minuets of writing students will read their stories aloud and I will lead the class into a discussion about how the changes in narration and point of view affected the stories the students wrote. This discussion will transition into a discussion about the novel and how narration and point of view helps/hinders the story. I will have a student in charge of reminding me when we have twenty minuets left in class. As a backup I will also have a small alarm set to go off when we have nineteen minuets left in class. When I am reminded by the student I will turn off the alarm, and have students pick an event to re-write. Students will split into groups based on their events. If students find themselves alone they have the option of working with me during the class time or changing their event and joining another group. The rest of the class period will be spent working in groups to figure out what points of view everyone would like to have, ensuring that no two students have the same point of view. Students can discuss the event, bounce ideas off of one another and get started on their assignment. As homework students will have to write and post their stories, then offer constructive feedback on two other people’s stories as well as fill out the guided question worksheet (see attached worksheet). Based on the feedback students will be able to re-write their story until they are content with the final product. In this lesson students will be given a guided question worksheet when we being the story activity (see attached worksheet). Students will be encouraged to consider ideas they may not have considered on their own as well as participate in deeper thinking about the affects of narration and point of view on the novel. The worksheet will also function as a formative assessment. If it appears that a particular student is having a difficult time defining understanding the novel I will talk with the student and the necessary accommodations will be made. Students who are uncomfortable/unable to speak during class discussion are encouraged to speak with me. Instead of having these students participate in class discussion they will have to take notes during the discussion and turn those notes in to me at the end of class. I will encourage the student to keep the notes in a folder so he/she can refer to them while doing homework assignments. The notes will also count as the student’s participation grade for the day, so there will be consequences for not taking notes or taking inadequate notes. If a student hands in notes that I feel are inadequate before taking points off I will ask the student if he/she will explain to me how the notes will help them at a later date and have them recap that days discussion based on the notes they wrote. Depending on how the student presents his/her case I will give full points or doc points for the lack of effort. In this lesson students will be displaying their ability to understand the affects of narration and point of view in //The Grapes of Wrath// by filling out the guided question worksheet after they write their blog entry. Students will also learn, on two occasions, how to use both tools in their own writing. The first occasion will be in class when they are given a story prompt, and the second will be when they re-write a scene in the novel from another characters point of view. Students will be given short, to-the-point quizzes for each chapter assignment (see attached quizzes). The quizzes are worth five points and should take no more than five minuets to complete. The point behind the quiz is get students thinking about what they read and what they want to discuss during the class discussion. Students will also work in groups of three to give chapter presentations. These presentations will require students to read the text, provide short chapter summaries, at least two important literary devices, important symbols, and each student will present their favorite quote from the reading. These presentations will be worth ten points. I will use these presentations as a means of assessing student understanding and comprehension. Students will also receive feedback from their peers as well as me on their rough drafts of their blog entries. Students will use the feedback they get in class to revise their work and hand in a “final” draft the next class. The final draft is also able to be revised until a student gets a grade he/she is happy with. Students will receive feedback from both me and their peers when they bring a rough draft of their blog entries. Based on the feedback students are free to make any changes they feel are necessary. When the final copy of blog is handed it students will receive a grade (see attached grading sheet). The grade, however, will not be final. Students will be able to make changes to the final product for a week after they get their grade allowing students to improve their understanding at their own pace. Students will be given short, to-the-point quizzes for each chapter assignment (see attached quizzes). The quizzes are worth five points and should take no more than five minuets to complete. The point behind the quiz is get students thinking about what they read and what they want to discuss during the class discussion. Students will work in groups of three to give chapter presentations. These presentations will require students to read the text, provide short chapter summaries, at least two important literary devices, important symbols, and each student will present their favorite quote from the reading. These presentations will be worth ten points. I will use these presentations as a means of assessing student understanding and comprehension.
 * UNIVERSITY **** OF **** MAINE **** AT **** FARMINGTON **
 * __ Teacher’s Name __**** : ** Ms. Trundy  **__Date of Lesson__:** Four
 * __ Grade Level __**** : ** 9-12 **__Topic__:** Narration and P.O.V
 * __ Objectives __**
 * Student will understand that ** narration and point of view has a large affect on the style and tone of the novel.
 * Student will ** **know** how different forms of narration or points of view affect the novel.
 * Student will be able to ** consider the narration type and point of view, and how both affect the novel.
 * __ Maine __****__ Learning Results Alignment __**
 * Rationale: ** This lesson will help students consider different narrative strategies and points of view within //The Grapes of Wrath//. Students will also gain an understanding of how different narratives and points of view can affect the novel.
 * __ Assessment __**
 * Formative (Assessment for Learning): ** Students will be given a story prompt when we begin the story activity (see attached prompt). Students will have to write a story stemming from the same situation from four different points of view. I will encourage students to be as creative as possible. The prompt will also include a word bank of random words students may consider using in their stories. The stories created by the students will be read aloud and turned in. I will examine the stories to see how student writing has progressed. I will also look for use of literary devices and effective use of narration and point of view.
 * Summative **** (Assessment of Learning): ** Students will need to create a blog entry where they re-write one of the major events in the novel from another characters point of view. Stories are encouraged to be no more than four pages, and to be creative when considering how different characters may react to the same situation. Students will be given a small list of questions to answer at the end of their blog entry (see attached question sheet).
 * __ Integration __**** : **
 * __ Groupings: __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * __ Linguistic: __** Students will be talking amongst themselves to create their stories and they will also discuss the effects of point of view with the entire class.
 * __ Interpersonal: __** Students will be working with one another in smaller groups as well as discussing the activity with the class.
 * __ Bodily: __** Students will be moving around to get into their groups.
 * Modifications/Accommodations **
 * Absences: **
 * Extensions: **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**
 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __**
 * // 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 ** : This lesson meets the Maine Standards for Initial Teacher Certification by allowing students to explore the affects of narration and point of view within //The Grapes of Wrath.// Students will be able to see how narration and point of view can effect their own writing when they re-write an event from the novel from another characters point of view. Students will receive a grade on the product they hand in, they will, however, be able revise and re-write their story as many times as they would like until they have a grade/product they are happy with. Revisions are to be handed in with an explanation form attached (see attached explanation form).
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * Rationale ** : This lesson meets the Maine Standards for Initial Teacher Certification by providing students with a guided questions worksheet (see attached worksheet). The questions will allow students to explore ideas they may not have considered on their own. The questions will also stimulate deeper thinking about narration and point of view within the novel and its affect. The guided question worksheet will also be handed in and counted as a formative assessment. Based on the answers students give, I will be able to judge students’ understanding of narration and point of view and make the appropriate adjustments to ensure that all students understand the assignment.
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** : This lesson meets the Maine Standards for Initial Teacher Certification by incorporating computer technology and blogs. Using a blog entry will encourage students to make connections between their technological interests and the classroom.
 * // • Standard 8 - Understands and uses a variety of formal and informal assessment  strategies to evaluate and support the development of the learner. //**
 * Rationale ** : This lesson meets the Maine Standards for Initial Teacher Certification by documenting student progress in the following ways: Students will be given a story prompt when we begin the story activity (see attached prompt). Students will have to write a story stemming from the same situation from four different points of view. I will encourage students to be as creative as possible. The prompt will also include a word bank of random words students may consider using in their stories. The stories created by the students will be read aloud and turned in. I will examine the stories to see how student writing has progressed. I will also look for use of literary devices and effective use of narration and point of view.
 * __ Teaching and Learning Sequence __**** : **
 * What, Where, Why, Hook, Tailor: Linguistic, Interpersonal, Bodily, Intrapersonal, Spatial, Musical **
 * Equip, Tailor: Spatial, Logical **
 * Explore, Experience, Rethink, Revise, Tailor: Spatial, Logical, Intrapersonal, Interpersonal **
 * Evaluate, Tailor: Interpersonal, Intrapersonal, Logical **