L2+Trundy+Monique

** UNIVERSITY **** OF **** MAINE **** AT **** FARMINGTON ** ** 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.
 * __ Teacher’s Name __**** : ** Ms. Trundy  **__Date of Lesson__:** Two
 * __ Grade Level __**** : ** 9-12 **__Topic__:** Internal/External Conflicts
 * __ Objectives __**
 * Student will understand that ** the internal and external conflicts of every character have an effect on the novel.
 * Student will ** **know** how to identify internal and external character conflicts, and explain how they affect the novel.
 * Student will be able to ** critique a single character within the novel, explain what drives them and what internal/external conflicts they face.
 * __ Maine __****__ Learning Results Alignment __**

// Students will be given class time to work on their products, and to have other students peer-review their rough draft. Each student will receive a Peer Review Guide to assist with feedback (see attached guide). Each student needs to have at least two other students fill out feedback guides. The guides will be attached to the final product. Peer reviewing papers will prompt students to display their ability to define literary devices, find literary devices in texts and critique the usage of literary devices. 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 feedback worksheets to fill out during the garage band product presentations (see attached worksheet). These worksheets will encourage students to look at the information being presented in a number of different ways. I will have students turn the papers into me and use them as an assessment of the students ability to find the appropriate content when it is presented in a variety of ways. 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. __ Band/Music __ – Students will be bringing one of their favorite songs that tells a story about someone. __ Technology __ – Students will be using garage band to make a song about //The Grapes of Wrath//. Students will be split into groups based on the characters they decide to write their songs about. When in their groups students will work together to analyze the character they chose. The group will work together to answer the work sheet and scan the text to find examples to prove their theories (see attached worksheet). Students are also encouraged to bounce song ideas off one another. __ Spatial: __ Students will be given a worksheet to visualize their thoughts and organize their facts. 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. I will be using current media playing technology such as iTunes, MP3, CD players, iPods and any other technologies needed by the students to play their songs. - Classroom - Students - iTunes (to download the students songs so they can be played for the class) - Computer - Pens/Pencils - Headphones (for students who forget their own) - CD player or iPod (for students who forget to bring a song of their own) - Speakers (to play student created songs) - Internet Resources for Characters in //The Grapes of Wrath:// http://www.sparknotes.com/lit/grapesofwrath/canalysis.html - Character: Jim Casy, Ma Joad, Pa Joad, Tom Joad. http://www.sparknotes.com/lit/grapesofwrath/section3.rhtml Chapter 7-12 Summary and Analysis [|http://faculty.umf.maine.edu/~overallt/melwebquest/garageband.html] Garage Band instructions 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. In addition, students will be able to make continued revisions on their products after receiving a grade. This will 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 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 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. Linguistic: Students will be discussing the songs after they are played for the class. They will also be discussing the characters they chose in groups. Musical: Students will be listening to their own song as well as a few of the other students' songs. Bodily: Students will be moving around when they set up their song to be played for the whole class. Intrapersonal: Students will be reflecting on their own song while they listen to it. Interpersonal: Students will be sharing songs and discussing the characters in the song. Spatial: Students will be given a worksheet so they can visualize their thoughts and organize their facts. Logical: Students will be able to use the worksheet to organize their thoughts and facts. 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 feedback worksheets to fill out during the garage band product presentations (see attached worksheet). These worksheets will encourage students to look at the information being presented in a number of different ways. I will have students turn the papers into me and use them as an assessment of the students ability to find the appropriate content when it is presented in a variety of ways. Students will need to create a song about one of the characters in //The Grapes of Wrath// using garage band. Students are expected to use the worksheet received in class to help them pinpoint ways of understanding their character (see attached worksheet). The song will receive an initial grade based on a grading sheet (see attached grading sheet), and students will be given a week to make revisions on their product until they get a grade they are happy with. Revisions are expected to be handed in with an explanation of what the student changed and how it bettered their work (see attached explanation form). Once revisions are in students will receive the higher grade. 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. **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 third 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. **Agenda:** - Listening to songs (10min) - Play/discuss 2 songs for the class (15-20min) - Discuss characters in the novel (15min) - Break into character groups (15-20min) Students will enter the classroom and the chairs will be set up in a U shape. As students take their seats I will hand out organizers and instruct them to get out their music-playing devices and get ready to listen to the song they chose (see attached organizer). I will provide materials (music-playing devices as well as songs) for students who forgot/could not bring their own. Once everyone is seated I will ask students to listen to their song and fill out the organizer. The organizer will prompt students to consider the character their song is about, what drives them, what conflicts they face and how they deal with these conflicts. The activity will get students thinking in a critical way which will then be applied to a class discussion about the characters from the novel. Students who wish/need to do so, are welcome to listen to their song twice, but no more than two times. After ten minuets students will need to stop listening to their music, even if they are in the middle of listening to their song for as second time. Two students will have their names picked out of a hat and, if they are comfortable, their songs will be played for the class. The class will then discuss the songs and answer the questions from the organizer for the song that was played. This activity will get target students who may not have taken the initial activity too seriously. If they had a hard time focusing on the organizer while they were listening to their song, it is my hope that the class discussion will get their mind working and get the moving toward the discussion about the text. When the discussion about the song ends I will turn the discussion towards the characters in the novel. At this time, I will prompt students to start filling out the other organizer. The class will discuss the characters, what motivates them, what drives their actions, what conflicts do they face, how do they deal with those conflicts. With fifteen to twenty minuets left in class I will have students pick their favorite characters from the novel by asking students who like specific characters to raise their hands and then group together. If it ends up that one student ends up alone I will give them the option of joining another group or working with me. I do not want the student to have to change their choice, when students are able to pick a character they actually like, they will be able to be as engaged and connected to the lesson as possible. As break into their groups I will give them the garage band handout (see attached handout) and tell them about their assignment. I will encourage students to use the class time given to discuss their characters with other student, start their song drafts and bounce ideas off one another. - Reading quiz - Chapter Presentation -<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none"> Class Discussion -<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none"> Peer Review 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 third 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. I will have a student in charge of telling me when we have twenty minuets left in class and we will wrap up the class discussion. The last half hour of class will be spent peer editing the rough drafts of student’s songs (see attached peer review guide). I will also provide my assistance to students who have questions that need to be answered or song drafts they would like reviewed. -<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none"> Presentations Students will enter the classroom and the desks will be set up in a U shape. Each student will be given five minuets to present their song. They will be expected to give a very brief introduction about their song including which character they decided to make their song about and why, what genre of music they chose and why. While students listen to the song they will be filling out feedback sheets (see attached feedback sheets). This activity will prompt students to think about the material as it presents itself in a variety of songs and genres and writing styles. It also requires students to pay attention to each others products. In this lesson students will be two copies of the same worksheet (see attached worksheet). One copy of the worksheet will be used to answer questions about the student’s song of choice, and the other will be used to answer questions about a character in the novel. Using the same worksheet for both tasks will allow students to see the connection between their interests (in this case music) and the lesson being taught. The worksheets will also work as a formative assessment of the students’ depth of understanding. If it appears that a particular student is having a difficult time 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. Students will be given two copies of a worksheet after they take their seats (see attached worksheet). The worksheet will have questions about the character in their song. They will listen to the song they have brought in to class and answer the questions as they listen. The questions will help students better understand the character of their song. After the song exercise, students will be asked to select a character from //The Grapes of Wrath// and answer the same questions for the character they chose. Students will use their answers to create a song about the character they chose using garage band. 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 feedback worksheets to fill out during the garage band product presentations (see attached worksheet). These worksheets will encourage students to look at the information being presented in a number of different ways. I will have students turn the papers into me and use them as an assessment of the students ability to find the appropriate content when it is presented in a variety of ways. Students will need to create a song about one of the characters in //The Grapes of Wrath// using garage band. Students are expected to use the worksheet received in class to help them pinpoint ways of understanding their character (see attached worksheet). The song will receive an initial grade based on a grading sheet (see attached grading sheet), and students will be given a week to make revisions on their product until they get a grade they are happy with. Revisions are expected to be handed in with an explanation of what the student changed and how it bettered their work (see attached explanation form). Once revisions are in students will receive the higher grade. 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 the song they create. 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 be split into groups of three. In their groups students will work with one another to explore a specific character, answer the questions on the worksheet and find textual evidence to support their answers. Students will be evaluated in the following ways: Students will need to create a song about one of the characters in //The Grapes of Wrath// using garage band. Students are expected to use the worksheet received in class to help them pinpoint ways of understanding their character (see attached worksheet). The song will receive an initial grade based on a grading sheet (see attached grading sheet), and students will be given a week to make revisions on their product until they get a grade they are happy with. Revisions are expected to be handed in with an explanation of what the student changed and how it bettered their work (see attached explanation form). Once revisions are in students will receive the higher grade. 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. Students will also receive feedback from both me and their peers when they bring a rough draft of their comic life product. Based on the feedback students are free to make any changes they feel are necessary. When the final copy of the Garage Band product 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.
 * Rationale: ** This lesson will allow students to better understand the characters in the novel, and with better understanding of the characters comes better understating of the novel as a whole.
 * __ Assessment __**
 * Formative (Assessment for Learning): ** Students will be given two copies of a worksheet after they take their seats (see attached worksheet). The worksheet will have questions about the character in their song. They will listen to the song they have brought in to class and answer the questions as they listen. The questions will help students better understand the character of their song. After the song exercise, students will be asked to select a character from //The Grapes of Wrath// and answer the same questions for the character they chose. Students will use their answers to create a song about the character they chose using garage band.
 * Summative **** (Assessment of Learning): ** Students will need to create a song about one of the characters in //The Grapes of Wrath// using garage band. Students are expected to use the worksheet received in class to help them pinpoint ways of understanding their character (see attached worksheet). The song will receive an initial grade based on a grading sheet (see attached grading sheet), and students will be given a week to make revisions on their product until they get a grade they are happy with. Revisions are expected to be handed in with an explanation of what the student changed and how it bettered their work (see attached explanation form). Once revisions are in students will receive the higher grade.
 * __ Integration __**** : **
 * __ Groupings: __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * __ Linguistic: __** Students will be discussing the songs after they are played for the class. They will also be discussing the characters they chose in their groups.
 * __ Musical: __** Students will be listening to their own song as well as a few of the other students’ songs.
 * __ Bodily: __** Students will be moving around when they set up their song to be played for the whole class.
 * __ Intrapersonal: __** Students will be reflecting on their own song while they listen to it.
 * __ Interpersonal __****__ : __** Students will be sharing songs and discussing the characters in the song, as well as working in groups to discuss characters in the novel.
 * __ Logical: __** Students will be able to use the worksheet to organize their thoughts and facts.
 * 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 internal/external conflicts in their favorite songs. By allowing students to pick their own songs to explore in class, students will be able to connect the lesson to their own style and genre of music. Students who speak English as a second language can pick music in their primary language, students from different cultures can bring in music that reflects their culture, students are free to pick any kind of music they want, this way each student can relate the lesson to him/herself. Also, when students hear the song they picked later, it is my hope that they will recall the lesson.
 * // 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 using the worksheet as a bridge and a non-graded formative assessment. Students will use the worksheet to answer questions about the characters in their song, and will then use another copy of the exact same worksheet to answer questions about characters in the novel. This will make a connection between students’ interest and the novel. The worksheet will also provide me with an example of how in depth students are taking their thinking. I will be able to judge students’ abilities and make the appropriate adjustments to ensure that all students understand the assignment and the characters in the novel.
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** :
 * // • 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 two copies of a worksheet after they take their seats (see attached worksheet). The worksheet will have questions about the character in their song. They will listen to the song they have brought in to class and answer the questions as they listen. The questions will help students better understand the character of their song. After the song exercise, students will be asked to select a character from //The Grapes of Wrath// and answer the same questions for the character they chose. Students will use their answers to create a song about the character they chose using garage band.
 * __ Teaching and Learning Sequence __**** : **
 * Class One: **
 * Class Two: **
 * Class Three: **
 * Agenda: **
 * Class Four: **
 * Agenda: **
 * What, Where, Why, Hook, Tailor: Linguistic, Musical, Bodily, Intrapersonal, Interpersonal, Spatial, Logical **
 * Equip, Tailor: Spatial, Logical, Verbal **
 * Explore, Experience, Rethink, Revise, Tailor: Interpersonal, Logical, Spatial, Verbal, Intrapersonal **
 * Evaluate, Tailor: Interpersonal, Intrapersonal, Spatial, Logical **
 * Reflection: **