L1+Knowles+Christina

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

Teacher’s Name: Miss. Knowles Date of Lesson: 1 Grade Level: 9- 12 Topic: The Great Gatsby

Objectives Student will understand that the characters of The Great Gatsby have very different traits. Student will know the conflicts each character experiences. Student will be able to relate to the characters by putting themselves in the roles of the characters.

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: The lesson supports the learning result by allowing the students to get into the roles of the characters of The Great Gatsby allowing them to feel the internal and external conflicts the characters feel.

Assessment

Formative (Assessment for Learning) Students will discuss in class events from the novel and I will go around listen to the different conversations and make notes of the topics students talk about the most and topics they talk about the least. Students will also fill out graphic organizers about the character they are playing and pass the graphic organizers in.

Summative (Assessment of Learning) Students will reflect on the experiences they had as a character from The Great Gatsby. Students will also have to comment on two other classmates (who were different characters) blogs. I will read these blogs and their comments and assess the quality of the blogs and comments.

Integration Social Science- Students will experience some of the roaring 20's because The Great Gatsby is placed in the 1920's and because I will play music from that era in the background. I will also be dressed in a costume from the 1920's. Technology- Students will be writing blogs about the activities that day and will be commenting on each other's blogs.

Groupings Students will be given a card at the beginning of class and each card has a character's name on it (Daisey, Myrtle, Nick, Tom, Gatsby, William). Students will draw and cut out a face of the character they are and wear that and a nametag so that everyone knows what group they are in. The will get into groups of the same characters (all the Daiseys in one group, Gatsbys in another group) and they will discuss the character. Then they will jigsaw their groups and create new groups and each group will have all of the character. They will then talk about their character and each other's characters.

Differentiated Instruction

Strategies Visual: I will have students draw a face of the character they are and they will wear that and a nametag to show who they are. Physical: Students will be moving into groups twice. Logical: Students will be analyzing events in The Great Gatsby in both their conversations and blogs. Verbal: Students will be discussing and writing blogs. Musical: I will be using music to make students feel as if they are really in the 1920's. Interpersonal: Students will be talking in two different groups and they will be having conversations on their blogs working in groups. Naturalist: I will hold class outside so that their will be more space for the students to spread out.

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 write blogs and reflect on each other's blogs.

Materials, Resources and Technology Construction Paper Color Pencils Name Tags Laptops (with wireless internet access) "Jazz The Definitive Performances"- Music Graphic Organizers - "Character and Story Graphic Organizers." Education Oasis. Educations Oasis. 28 Sept. 2008 . Pens/Pencils The Great Gatsby Novel Costume

Source for Lesson Plan and Research

The Great Gatsby Novel Jazz The Definitive Performances

"Character and Story Graphic Organizers." Education Oasis. Educations Oasis. 28 Sept. 2008 .

"THE JAZZ AGE: THE 1920's WEBQUEST." The Great Gatsby. 20 Sept. 2008 .

I found the above webquest and it gave me the idea of incorporating the Roaring 20's era into my unit. I made this idea my own because my end task is not included at all in my webquest. I just took the idea of studying both the book and the era from this webquest.

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 standard by allowing my students to choose the topics they talk about in their groups; I will also allow my students to switch characters so they can get the one they want to be when interacting with the other characters. I will let my students organize their thoughts about their characters in a graphic organizer. Students will also get a deeper meaning of the characters by playing them and my students will be respectful of other's opinions when discussing the characters of The Great Gatsby.

• 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 or certification because students will be having discussions in class about the novel The Great Gatsby. They will also be filling out graphic organizers with information they know about the characters they are playing and they will write what they learned in class in blogs at the end of class and comment on blogs for homework. I will also be incorporating seven of the multiple intelligences into this lesson. Finally, students’ IEPs, 504s or ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: This lesson meets the Maine standard for certification by allowing students to discuss the characters of The Great Gatsby is a very fun and interactive way. Students will also be using technology by writing in blogs online. Students will then comment on two other blogs written by students in the class and reflect on how each person felt as the characters from the novel and how the characters felt in the story.

• 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 by having assessing my students informally while they are discussing in their groups about the characters of the novel. I will walk around the room and write down what topics are discussed about a lot and what topics are not discussed at all. I will also collect the graphic organizers my students fill out in class. The graphic organizers will not have to be filled out completely. I will only be looking for things they understand from the reading. I will also read the blogs the students write and the comments they make on their peer's blogs. I will grade them on how in-depth their thinking was when they wrote their blogs and comments. I want them to deeply reflect on the experiences they had individually and the experiences their peers had.

Teaching and Learning Sequence:

Students will walk into the classroom and, as they walk in I will hand them a card with a character’s name on it. Each of the group tables will be clearly labeled with a character’s name. The students will sit at the group they are in.

Agenda: • Syllabus • Draw Character Face • First Group Discussion and Fill Out Graphic Organizer • Second Group Discussion • Write Blogs

Once students are in their groups I will give them the unit syllabus and explain to them the syllabus. I will then have my students take five minutes to draw the face of the character they are and tape or pin the face to their shirts. Students will then have fifteen minutes to discuss the characters they are in the groups they are already at and while they are discussing, they will fill in the graphic organizer that will already be sitting at their seats when they walk in. I will then make different groups while they are discussing and make them go into their second groups. The second groups will contain each of the main characters from The Great Gatsby. Students will not have to fill out a graphic organizer during this discussion. After the second discussion I will have the students go back to their original groups and take out their laptops so they go online and blog about the experiences they just had.

Students will explore the internal and external conflicts of the characters of The Great Gatsby. Students will understand that the characters of The Great Gatsby have very different traits. Students will be able to relate to the characters by putting themselves in the roles of the characters. Analyze the discussions they had by writing in blogs and commenting on classmate's blogs. Students will walk into the classroom and I will be dressed in 1920's clothing and I will give them a card with the name of a character on it. Students can switch the cards if they like, but the card they end up with they will fill out a graphic organizer about that character. The seating will be set up in clusters so the students will be able to sit in groups with people who are playing the same character. They will discuss the character and then will jigsaw groups into groups I will make while I watch them discuss. Each group will have each of the characters. What, Where, Why, Hook, Tailor: Visual, Physical, Logical, Verbal, Musical, Interpersonal, and Naturalist Students will know the events and characters in The Great Gatsby. I will interact with my students by helping them think of topics to discuss, I will help them fill out some of their graphic organizers and I will assess how much they understand from the book by walking around the classroom and listening to the conversations my students have. I will also read the blogs they write after the class activity to see what they got out of the class. Students will explore the characters they portray and will be able to fill out the rest of their graphic organizers about the character they play. I will randomly assign the first groups by giving my students cards with names on them. As my students are working in their first groups, I will come up with new groups. They will show evidence of their learning through the graphic organizers and the blogs they write and comment on. Students will self-assess themselves by seeing how much of their graphic organizers they can fill out at the beginning of the lesson and how much they fill out by the end of the lesson. I will provide feedback on their blogs in the next two days. The blogs will be the homework assignment from this lesson.

Reflection:**