L3+Knowles+Christina

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

Teacher’s Name: Miss. Knowles Date of Lesson: 3 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 WWI, roaring 20's, jazz, prohibition Student will be able to 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: This lesson supports the learning results by allowing students to think about the time period the characters of the Great Gatsby and reflect on how the time period affects the characters and events in the book.

Assessment

Formative (Assessment for Learning) Students will show what historical events they know through filling out a graphic organizer.

Summative (Assessment of Learning) Students will finish and finalize their graphic organizer of the Roaring 20's on their wikipages. Students will also put on their wikipages the event they studied and key facts people should know about that event. I will also assess them by reading how well they reflected on how much an era can change a person.

Integration Social Sciences: I am integrating social sciences in this lesson by having my students learn about the Roaring 20's and historical events. Students will also be considering how current events affect their lives. Technology: I am integrating technology in this lesson by having my students use Inspiration 8 to create time lines and they will be putting their time lines and information about their historical event onto their wikipages.

Groupings Students will be split groups of 3 by me. Each group will deeply study a key event from America in the 1920's. Students will then jigsaw groups so that everyone gets to learn about all of the events in the 1920's. Roles: • Researcher: Will research the facts about the event they are assigned and will cite all of the sources used in this assignment in MLA format and post the citations on the group wikispace. • Photographer: Will look up significant photos from the event they are assigned and explain why the pictures they include are significant. • Writer: Will write about the facts the researcher has found.

Differentiated Instruction

Strategies Visual: Students will be using a graphic organizer. Physical: Students will be using their computers. Logical: Students will be analyzing the text and studying history in chronological order. Verbal: Students will have discussions both in class and on their wikipages. Musical: I will play more Jazz music in class. Intrapersonal: Students will be reflecting on their own.

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

Absent Students Students who are absent from class will read a blog from each character and write their own blog about the characters and reflect about the blogs. This blog is due the night after everyone's is due. Late work is not going to be accepted for this lesson.

Extensions Students will be getting their graphic organizers the next class. They will be assigned to a group and given a role. Their group will be given the chance t present last if they need the time.

Materials, Resources and Technology Research Cites http://kclibrary.lonestar.edu/decade20.html http://library.thinkquest.org/C005846/The_1920/the1920.htm Laptops (with wireless internet and Inspiration 8) Projector and projector screen Graphic Organizer Flappers Video http://www.teachertube.com/view_video.php?viewkey=249f879058d182588757

Source for Lesson Plan and Research http://library.thinkquest.org/C005846/The_1920/the1920.htm http://kclibrary.lonestar.edu/decade20.html http://www.eduplace.com/graphicorganizer/ http://www.wikispaces.com/site/tour#introduction http://www.teachertube.com/view_video.php?viewkey=249f879058d182588757

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 certification by allowing students to explore a different part of literature. Students will also be using different forms of media to show what they have learned.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: This lesson meets the standards for certification by allowing students to use history they have already learned and expand on the history of the 1920's. Students will be researching about the 1920’s online with sites I have previously looked at and approved. They will take information from those resources and write about their research topic.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Visual: Students will be using a graphic organizer. Physical: Students will be using their computers. Logical: Students will be analyzing the text and studying history in chronological order. Verbal: Students will be writing about the event they are assigned on their wikipages. Musical: I will play more Jazz music in class. Intrapersonal: Students will be reflecting in the discussion part of their wikipage on how well their group worked together and if they found their research interesting or not.

Students will be researching about an event that occurred in the 1920’s and they will be posting their research on wikispaces. They will be required to include links, pictures and information they find in their research. They will then use the discussion feature of wikispaces to reflect on their experience.

• 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 certification because I will informally assess my students by looking at their graphic organizers. I will formally assess my students by looking at their finalized graphic organizer and facts about their historical events that will be posted on their wikipages.

Teaching and Learning Sequence:

Agenda:

• Present agenda (5 minutes) • Play Flappers video (7 minutes) • Fill out KWL chart (10 minutes) • Present assignment (10 minutes) • Wikispace Tutorial (15 minutes) • Work on assignment (33 minutes)

Students will walk into the classroom and the class will be set up in groups. Students will sit on the outside of the groups so they can clearly see the front of the classroom. There will be a projector and a projector screen at the front of the classroom. The projector will later be used when I present the tutorial or the wikispace. Students will be able to sit wherever they would like. I will start off the class be presenting the agenda for the day. Then I will play my hook, the flappers video (site found in content notes) I will then hand out the KWL chart (found in content notes). Students will be asked to fill out the KWL chart according to the facts they know about America in the 1920’s, facts they know very little about and what they would like to learn about America in the 1920’s. I will hand out the rubric I created for my students regarding the assignment; the rubrics will also include the resources I have already found for the students to use in this research assignment. I will quickly go over the rubric and explain to them what a wikispace is. I will then show the tutorial I have found about wikispaces to the class and provide (written on the board) them with the link to the site so they can have it for future reference. I will then have my students work in the groups that they are already sitting at. They will be sitting in groups of three and they will choose the roles each of them will take on. The students will then take on their roles and start the assignment and use the rest of the class period to work on the assignment. This wil give them ample time to ask me any questions they have about the assignment and I can help them with any problem that occurs when they create their wikispaces. The homework for this lesson will be to complete the wikispace. They will also be asked to reflect on the assignment and how their team members worked together in the discussion feature of the wikispace of the page they created. What, Where, Why, Hook, Tailor: Musical, visual, logical, verbal, physical

I will equip students with the knowledge they need to know by giving them the resources the need for the assignment. The resources I give in this lesson are very informative. I am going to interact with my students by teaching them how to use wikispace. I am interacting with the students when they are working on their wikispaces. I will be helping them as they work. I will check for understanding by having students fill out the KWL chart and I will check for their final understanding when I assess their group wikispaces. Equip, Tailor: Logical, visual, verbal

Students will be using higher order thinking when they are creating their group wikispace. They will be doing this because they will be thinking about what facts are important to include in the wikispace and why they are including different links and pictures. The roles assigned are a researcher, a photographer, and a writer. I will be able to show evidence of learning when I look at their group wikispaces and read the discussion part of their wikispaces. Students will also have the chance to rethink and revise their wikispaces when they write the discussion part of the assignment because they will have the chance to think about things they have forgetten or things they think do not look well on the wikispace. Explore, Experience, Rethink, Revise, Tailor: verbal, visual

Students can self-assess themselves when they are working on the KWL chart. They can find out how much they know about the Roaring 20’s. I will provide timely feedback by looking quickly over every groups wikispaces while they are working on the assignment. This lesson connects to other lessons because The Great Gatsby is based in the 1920’s. This is extremely important in the book. Evaluate, Tailor: visual, verbal

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