L4+Knowles+Christina

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

Teacher’s Name: Miss Knowles Date of Lesson: 4 Grade Level: 9- diploma Topic: The Great Gatsby

Objectives Student will understand the affects history has on the characters of The Great Gatsby. Student will know key factual information about the 1920's Student will be able to do connect the history of the Roaring 20's and the novel The Great Gatsby.

Maine Learning Results Alignment

Maine Learning Results: English Language Arts A. A2 Literary Texts Grades 9-Diploma Students will read the novel The Great Gatsby within a grade appropriate span of the text complexity, and present analyzes of the fiction using excerpts from the text to defend their sessions. a. Analyze the characters' external and internal conflicts.

Rational: Students will be fulfilling this MLR because they will be gaining further knowledge of the era the characters from The Great Gatsby lived in and how the era affected the characters.

Assessment

Formative (Assessment for Learning) Students will be creating two class graphic organizers. The first graphic organizer will be a timeline of the events in the 1920’s. Students will have some knowledge of what should go on the timeline because in the previous lesson they had to research an event or characteristic that defined America in the 1920’s. Summative (Assessment of Learning) Students will make the second graphic organizer individually. This graphic organizer will be comparing the characters and events in The Great Gatsby to the events and aspects of America in the 1920’s.

Integration Social Science: I will be using history from the 1920’s in this lesson to help students understand the characters of The Great Gatsby better. Technology: Students will be using Inspiration 8 to create the first graphic organizer as a class. They will then use Inspiration further on their own to create a second graphic organizer.

Groupings Students will start off working as a class to create the first graphic organizer. However, there are going to be two people who assigned as “Writers” who type and edit the graphic organizer. They will also listen the class for ideas. They will then work individually on their second graphic organizers.

Differentiated Instruction

Strategies Visual: Students will be using graphic organizers and they will see me dressed as a flapper. Verbal: Students will be having class discussions. Logical: Students will be making a timeline. Interpersonal: The whole class will be working as a team. Intrapersonal: Students will come up to the board and think of ideas by themselves. Physical: Students will be using typing with their computers. Musical: I will be playing music as part of my hook

Modifications/Accommodations I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.

Absent Students Students who are absent from the class will review the class graphic organizer and they will make the second graphic organizer. The second graphic organizer will be due the next class I have them. Students are responsible to come to get their assignments from me the day they come back to school.

Extensions Students will be using Inspiration 8.

Materials, Resources and Technology Laptops (with wireless internet, Inspiration 8) Projector Projector Screen Flapper’s Costume

Source for Lesson Plan and Research http://www.1920-30.com/ http://library.thinkquest.org/C005846/The_1920/the1920.htm http://www.internet4classrooms.com/inspiration.htm

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: I demonstrate this Maine standard by having my students use a variety of technology to learn about The Great Gatsby and develop their thoughts about the characters. Students will also be working as a large group and later on, individually.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: I demonstrate this Maine standard by having my students use the knowledge they have already acquired. They will also be learning the time line of events in the 20's. They will apply the information they learn in this lesson in the large projection later on.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: I demonstrate this Maine standard because I use a variety of multiple intelligences in my lesson. I also have students use Inspiration 8 to create two graphic organizers.

• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: I am demonstrating this Maine standard by having my students make two time lines and writing a blog.

Teaching and Learning Sequence:

Agenda: • Present Agenda (5 minutes) • Present assignment (10 minutes) • Teach about Inspiration (10 minutes) • Have class work on timeline (30 minutes) • Discuss timeline (15 minutes) • Work on individual g.o. (10 minutes) Students will walk into the classroom and the seats will be set up in a horseshoe shape and the students will sit on the outside of the horseshoe so they can easily see the front of the classroom. There will be two desks set up near the front of the class with a laptop set up so the two writers can use it to create the first graphic organizer. When students walk into the classroom they will see that I am dressed as a 1920’s flapper and I will being playing jazz music as the students walk in. They should recognize the costume from the video I presented in the last lesson. I shall be there to guide the class on what events should be included (the events they have already researched). When they finish the timeline and we will then spend time to discuss why they put certain things on the timeline and why they are significant. I will then have students take out their laptops and work individually on graphic organizers pertaining to how the Roaring 20’s relates to The Great Gatsby and the characters in the book. Students can work on the graphic organizer if they need to for homework but it needs to be completed by next class. What, Where, Why, Hook, Tailor: visual, logical, physical, musical

Students will already have some of the knowledge needed for this lesson from previous lessons. I will also equip students with the knowledge they need about Inspiration. Students wil also gain knowledge through the class discussion we are going to have relating the book and the time period. I am going to interact with my students as I teach them about Inspiration, and I will interact with them as they are creating their graphic organizers. I will check for understanding as students are working on their graphic organizers. Equip, Tailor: visual, verbal, logical

Students will use higher-order thinking by comparing the events in The Great Gatsby and during the Roaring 20’s. Students will be working as a class and individually. However, as the class is working together, two of the students will be given the role of being writers and they will create the class timeline. Students will show evidence of learning by creating a graphic organizer individually that will relate both the Roaring 20’s and The Great Gatsby. Students will have a chance to rethink, revise and refine while they are working in class when I give them feedback on their graphic organizers. Explore, Experience, Rethink, Revise, Tailor: visual, verbal, logical, physical Students can self-assess themselves as they are working on their first graphic organizers. They can understand what they do know about the 1920’s and what they do not know. I will be giving feedback as students are working on their graphic organizers. This lesson connects to the previous lesson because both lessons focused on the historical aspect of The Great Gatsby. Evaluate, Tailor: visual, verbal

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