L1+Mourkas+Margaret

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 11/12 Topic: [|A River Runs Through It]**

 * =**Objectives**:= ||
 * Student will understand that there is more than one genre within the book and know how to identify them. ||
 * Student will know what the different genres are and how to identify them in the book. ||
 * Student will be able to evaluate the characteristics of various genres of literature and their purposes. ||

A2 Literary Texts Grade 9 - Diploma** //A River Runs Through It// c. Explain how different point of view can affect the overall theme. Rationale: This lesson will help students learn how having different genres associated with a book can affect the overall tone and point of view of that particular book. ||
 * =**Maine Learning Results Alignment**= ||
 * //**Maine Learning Results: English Language Arts -**// **A Reading
 * Students read text within a grade appropriate span of text complexity, and present analysis of fiction, non-fiction, drama, and poetry, using excerpts from the text to defend their assertion.**


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Checklist: Students will complete a checklist of all accomplished steps described on the handout. At the end of the checklist there will be a space for the students to write a small paragraph to reflect on the production process. This will be done for every lesson's major assignment. [[file:checklists.doc]] ||
 * **Summative** (Assessment of Learning)
 * ComicLife: This project will require students to understand what the different genres are. Students will use there knowledge of the genres to produce their own small comic explaining what genres are. There will be an attached rubric with the following criteria: creativity, grammar, knowledge of the topic, and required topics. The knowledge that the students gain from this project will help them understand what is taught in lesson number three. ||

= =
 * =**Integration**= ||
 * Social Science: I will be tapping into the student's previous knowledge of the time era that the book is set in.

Science: I will be tapping into the student's previous knowledge of mountainous terrain and how rivers are typically set up. I will also be using, if they have any, their previous knowledge of fish and how they survive.

Technology: [|ComicLife]: Students will be creating their homework due next class on ComicLife. [|ComicLife tutorial] [|GoogleEarth]: At the beggining of the lesson I am going to have the students use GoogleEarth to locate Missoula, Minnesota so that they know where the books take place. [|GoogleEarth turorial] ||


 * =**Groupings**= ||
 * After all the students have finished filling out the describing wheel by themselves everyone is going to flip over their paper so that I know that they are finished filling out the packet. When I realize that everyone is finished I am going to have everyone meet with their **butterfly** partner from their swimming strokes chart. Here in their partner groups the two (or three) students will share with each other their describing wheel and revise their own if new information is given from their partner. After everyone has shared in their swimming stroke groups the class is going to come together as a whole and we will discuss as a class what the different genres are. Here as a class different students will share the information about the genres, I will confirm whether or not the information is true. Once all the students are done sharing, if there is information not mention I will teach them the new information they need to know. I will be filling out the describing wheel on my computer which will be connected to the projector so the entire class can see, also the describing wheel I fill out will be printed out and posted on the class wiki. (If a smartboard is available I will do the latter on the smartboard and then print from there.) ||

__Visual:__ When the student's walk into the class I will be sitting by a bucket dressed as a fisherman. I will be fishing for different genres. __Linguistic:__ Students will be filling out the describing wheel organizer and researching the information. __Interpersonal:__ Students will be sharing their information from their describing wheel with their peers using the [|Think-Pair-Share] method. __Intrapersonal:__ Students will be filling out their describing wheel organizer alone at first. Allowing them to think on their own and do their own work. __Body:__ Student's will have a chance to fish for genres as well. Also if the students would like to use the computer to fill out their describing wheel they have that option. __Logical:__ Students are going to try and figure out how the all the genres all fit together to help form A River Runs Through It. __Naturalist:__ Students will be given the chance to fish for the genres themselves and physically try and capture the meaning and the type of genre. || I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**

If a student is late for one reason or another it is their responsibility to consult another student, myself, and/or the class wiki to get a grasp on what they may have missed. A student must provide me with a complete missed class excuse form signed by an adult for all reasons other than doctor office visits stating why that student has missed my class. If a student missed my class due to a medical office visit, that student must have that office fill out a medical excuse form. If the appropriate form has been properly filled out and passed in, I am more the willing to give the student extra time to allow them to properly catch up with the rest of the class. I will consider assignment extensions based on length of assignment, reason for being excused, and how important the assignment is for upcoming class periods. If the absence is deemed unexcused the student will not be given an extension on any of the assignments assigned during that class period. That student is responsible to contact me or another student to find out what they missed. || Students will be creating a short creative comic book using the program ComicLife. To do this the students will research the different genres and then bring them to life with in the comic book. The comic book will have to include color, all the required genres, and must be at least five pages long.
 * Absent Students**
 * **Extensions**

Students will be using GoogleEarth to locate the town of Missoula, Montana. Missoula is the hometown for the Maclean family and this is where a lot of the book takes place. This will allow the students to get a real visual of what Missoula, Montana looks like. While the town has changed a lot since the 1930's the student's can get a good idea of where on the map the story takes place. ||

Describing Wheel graphic organizer packet GoogleEarth software ComicLife software Book: A River Runs Through It Pens/pencils Projector/Projector Screen - if SmartBoard unavailable SmartBoard - if available Class Wiki space Checklist ||
 * =Materials, Resources and Technology= ||
 * Laptops

http://www.booknutsreadingclub.com/genrelist.html http://www.geocities.com/fifth_grade_tpes/genre.html http://www.geocities.com/fifth_grade_tpes/genre.html
 * =Source for Lesson Plan and Research= ||
 * Resources for researching genres:

Reviewing A River Runs Through It: http://www.powells.com/biblio?isbn=0226500667

Set Up Your Own River Tank: http://www.angelfire.com/tx/facehugger/setup.html

River Layouts: http://www.geographyhigh.connectfree.co.uk/s3riversgeoghighlandforms.html http://pubs.usgs.gov/circ/circ1133/images/fig51.jpeg http://www.norfolkanglers.com/wensum/images/PQ-Habitat.jpg ||

__//**Maine Standards for Initial Teacher Certification and Rationale**//__
Rationale: This lesson meets the Maine Standards for Initial Teacher Certification because students will be able to choose between to different mediums to fill out their tree chart. In doing this it allows students to make their own personal choice based on what they know about themselves as learners. Students will be allowed to make up their own story line to their ComicLife comic. This gives the students freedom and the chance to be spontaneous. As with most lessons I will provide a graphic organizer to the students to fill out. This is done on purpose because it provides structure and organization to the lessons. Students will know coming into class that there will more than likely be a graphic organizer. Students will be able to do their own research on genres versuses myself lecturing infront of the class. I do provide a few resources, however, it is up to the students to find most of the information on their own. When the students are working on their tree chart I will make myself available for questions or help if needed. Students are allowed to collaborate with their peers before the set aside time for pair work if they need to.
 * 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 because students are going to evaluate which point of view A River Runs Through It is written. Inn doing this the students will learn and be able to understand in depth why books are written the way that they are. Students will research the different point of view and complete the tree chart graphic organizer in order to have a better understanding of point of view.
 * • 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 because students will be completing the tree chart graphic organizer packet by doing researching and reading about point of view. Students will also need to talk with their partners and share the information that they discovered. When creating their ComicLife the students will have to use a combination of visuals, colors, and pictures in order to portray point of view and what it is. Before students are asked to pair up there will be an allotted amount of time for the students to work alone on the tree chart graphic organizer packet. This will allow the student to think on their own and come up with their own information. After the students have worked alone on the tree chart packet the students will then pair up with their assigned swimming stroke partner and will share their information with their peer. We will then have a class discussion following the student pair work. If students wish to include sounds or music into their online version of the comic book they may do so. Depending on the learning style of my class at the time I may or may not have music playing in the background to help the students focus.
 * • 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 because during class and while the students are producing their ComicLife, the students will be completing a self-assessment, which will be handed into me with a print out of their comic book. I will be using a set rubric, which the students will have a copy of, to assess their ComicLife comic book. I will also be watching over the class during the alone research time and peer sharing time, to make sure students are staying on task and not digitally or verbally wandering. If wandering does happen I will make a note of it and make sure it stops.
 * • 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:**
Students will enter the room and take their seats. The seats will be arranged in desk or table groups.


 * Agenda:**

Share ComicLife - Ms. Mourkas Tree Chart graphic organizer packet Alone research time Jigsaw Class discussion break Class time to start ComicLife project.

Students when they enter will see that I have created a ComicLife describing point of view. This will then be shared with them if they would like to use it as a resource. Students will understand point of view and how it affects the overall tone of the book. This lesson informs students how to understand people in different situations based on point of view. Students read text within grade appropriate span of text complexity, and present analysis of fiction and non-fiction using excerpts from the text to defend their assertion. Explain the different points of view that can affect the overall theme using ComicLife. **What, Where, Why, Hook, Tailor: Visual, Linguistic, Logical, Interpersonal, Intrapersonal, Naturalist, and Body.**

Students will know the following vocabulary: Presbyterian and the following critical details: no clean line between religion and fly fishing, the brother's father is a preacher and expects perfection, Paul doesn't try as hard as Norman does, and Norman is always protecting and rescuing Paul. First I will quickly share my ComicLife with the class. Then I will then pass out the tree chart graphic organizer packet and allow the students to research on their own point of view. I will then move into a Jigsaw session so that the students may collaborate with their peers and revise their tree chart packet. We will come together as a class later and review the information that the students have discovered. From here the students will be introduced to ComicLife and will be given the rest of class to start on their ComicLife project. **Equip, Tailor: Visual, Linguistic, Logical, Interpersonal, Intrapersonal, Naturalist, and Body.**

Students will complete a tree chart graphic organizer packet. Students will complete their tree chart packet using the Jigsaw method. Students will fill out the graphic organizer themselves and then group and share results. Once this is complete the class will discuss their findings and be introduced to ComicLife. The students will be given in class time to work on their projects. When the students share, they will be reviewing the new information to verify it. When they make the ComicLife they will need to review the information from their packet. Students will discuss or hand in a rough idea to the teacher, which the teacher will grade and hand back with revisions. Upon completion of the ComicLife, if the students feel they have received an unfair grade they can try again with permission. **Explore, Experience, Rethink, Revise, Tailor: Visual, Linguistic, Logical, Interpersonal, Intrapersonal, Naturalist, and Body.**

I will provide in class feedback immediately when the class moves to the class discussion. If the students have an questions or comments at any point during the lesson they are free to ask me. I will try and answer the question that they ask honestly and truthfully. If I don't know I will offer to look up the answer or offer a bonus if they find the answer. Students will be filling out a self-assessment after they are complete. I will also assess their ComicLife on a set rubric and leave comments along with the score. I am giving the students time in class to work so that they can ask me questions in class about certain aspects of their ComicLife. **Evaluate, Tailor: Linguistic, Visual, Body, Logical, Intrapersonal, and Interpersonal.**


 * Content Notes:** In this lesson the student’s will be filling out the graphic organizers alone and with groups. The only instruction they will need from the teacher/substitute is to hand out the graphic organizer and provide them with the websites. Once the class discussion gets started there is an attached tree chart to help provoke and get the discussion going. This lesson is pretty much self explanatory and student led. When it comes time to start the ComicLife it should not be very difficult due to the fact that the last lesson was also completed with a ComicLife project and the material is still fresh in their minds.


 * Reflection:**



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