L4+Mourkas+Margaret

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand that there are many different sub-plots within the book that all come together to form the mail plot. ||
 * Student will know the following critical details: no clear line between religion and fly-fishing and the following important details: Rawhide and Neal's sexual/drunken adventure, Norman and Jessie's never lose touch moment, and the final fishing trip. ||
 * Student will be able to understand that there is always another part of the story in any situation that they may encounter in reality. ||

A2 Literary Texts Grade 9 - Diploma** //A River Runs Through It// c. Explain how different point of view can affect the overall theme. ||
 * =**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 important aspects of their NoteShare presentation before they are allowed to present. ||
 * **Summative** (Assessment of Learning)
 * NoteShare - This project will require students to understand what the different sub-plots of the book //A River Runs Through It// are. Students will use their knowledge of the subplots to produce their own small NoteShare notebook explaining what the subplots 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 the book in a more in-depth manner. ||

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 * =**Integration**= ||
 * Technology: [|NoteShare] - Students will be creating their homework that will be due the next class in NoteShare. [|NoteShare FAQ's]

Social Studies: I will be tapping into the student's previous knowledge of how countries work. This is going to be done by remembering that there are different parts of a government and they all work together to allow the government to run smoothly. Without one the government is not whole. This is an analogy for sub-plots. ||


 * =**Groupings**= ||
 * After all the students have finished filling out the cluster/word web by themselves everyone is going to flip over their paper so that I know that they are finished. When everyone is finished I am going to have everyone meet with their backstroke partner from their swimming strokes chart. Here in their partner groups the two students will share with each other their cluster/word web and revise their own if new information is given from their partner. After everyone has shared the class is going to come together as a whole and we will discuss as a class what the different genres are. I will be filling out the cluster/word web on my computer which will be connected to the projector so the entire class can see, also the cluster/word web 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:__ Student will be creating a small family tree at the beginning of the lesson. __Verbal:__ Student will be sharing their ideas with the class and in the small groups __Interpersonal:__ Students will be sharing their SmartBoard presentation with the class. __Intrapersonal:__ Students will be working alone on the graphic organizers at first. __Body:__ Students will be getting up and moving around to share with other groups. Also using and touching the smartboard. __Logical:__ Students will be figuring out how all the sub-plots come together to form the main plot. || 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 [| Missed Class Excuse Form.doc] 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. [| Medical Excuse Form.doc] 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 small electric notebook using the program NoteShare. To do this the students will research the different subplots and then put the information together in an understandable manner. The notebook will have to include color, all the required subplots, and must be creative. ||
 * Absent Students**
 * **Extensions**

Cluster/Word Web graphic organizer packet NoteShare 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.powells.com/biblio?isbn=0226500667
 * =Source for Lesson Plan and Research= ||
 * Reviewing A River Runs Through It:

Researching Plots and Subplots: http://en.wikipedia.org/wiki/Elements_of_plot http://en.wikipedia.org/wiki/Subplot http://www.svic.net/pearl/abc_subplots.html http://www.answers.com/topic/subplot http://www.learner.org/interactives/literature/read/plot1.html ||


 * Maine Standards for Initial Teacher Certification and Rationale
 * Maine Standards for Initial Teacher Certification and Rationale
 * 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 Certification because students will be able to choose between two different mediums to fill out their cluster/word web packet. 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 personal online notebook for their NoteShare notebook. This gives the students freedom and the chance to be spontaneous with their work. As with most lessons I will provide a graphic organizer for the students to fill out. This is done on purpose because it provides structure and organization to most the lessons. Students will know coming into class that there will more than likely be a graphic organizer to fill out. Students will be able to do their own research on subplots versus myself lecturing in front 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. This allows students to discover some of the answers on their own and be "self taught". When the students are working on their cluster/word web packet 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 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 Certification because students are going to evaluate the different possible types of subplots that the book A River Runs Through It. In doing this the students will learn and be able to understand in depth how subplots work together to form the bigger plot. Students will research the different subplots and complete the cluster/word web graphic organizer packet in order to have a better understanding of the subplots.

• 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 Certification because students will be completing the cluster/word web graphic organizer packet by doing research and reading about the different subplots. Students will also need to talk with their partners and share the information that they discovered. Students will understand how to incorporate more than one subplot within a single book. When creating their NoteShare the students will have to use a combination of visuals, colors, and pictures in order to portray the different subplots and what they are. Before students are asked to pair up there will be an allotted amount of time for the students to work alone on the cluster/word web 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 cluster/word web 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 notebook 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. If the cluster/word web graphic organizer packet does not help a naturalist learning style student I can provide them with another option that is in the form of a tree or flower.

• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: During class and while they are producing their NoteShare the student's will be completing a checklist, which will be handed into me with a print out of their notebook. I will be using a set rubric, which the students will have a copy of, to assess their NoteShare notebook. I will also be watching over the class during the time allotted for working in class time, 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.

Teaching and Learning Sequence:

Students will enter the room and take their seats. The seats will be arranged in desk or table groups.

Agenda:

Family Tree - Ms. Mourkas Family Tree - students Cluster/Word Web graphic organizer packet Alone research time Pair and Share time Class discussion break Introduction to NoteShare Class time to start NoteShare project.

Students when they enter will see my completed family tree posted somewhere in the room. Students read text within grade appropriate span of text complexity, and present analysis of fiction [and] non-fiction, using excerpts from text to defend their assertion. Students will understand that there are many different sub-plots within the book that all come together to form the mail plot. Students will be able to understand that there is always another part of the story in any situation that they may encounter in reality. What, Where, Why, Hook, Tailor: Visual, Verbal, Interpersonal, Intrapersonal, Body, Logical

Students will know the following critical details: no clear line between religion and fly-fishing and the following important details: Rawhide and Neal's sexual/drunken adventure, Norman and Jessie's never lose touch moment, and the final fishing trip. Each detail will be represented in a single "bubble" and then the branches will be represented by the small details from the book and details from the research the students have done about subplots in class. Equip, Tailor: Visual, Verbal, Interpersonal, Intrapersonal.

Students will fill out the word web and give small details explaining the sub-plots on the second line of the web. Think-Pair-Share - Students will fill out graphic organizer and then pair up with other students and share their answers, then their group will share with the class. Once this is complete the class will discuss their findings and be introduced to NoteShare. The students will be given in class time to work on their projects. When the students pair up and share, they will be reviewing the new information to verify it. When the students are sharing with the group and then the class they need to review their own information. Students will need to hand in an outline of their NoteShare presentation to the teacher and then change the presentation accordingly with the revisions that were handed back. Explore, Experience, Rethink, Revise, Tailor: Visual, Verbal, Interpersonal, Intrapersonal, Body, Logical

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 complete a pre made checklist while they are completing the lesson. I will also assess their NoteShare notebook 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 NoteShare notebook. Evaluate, Tailor: Visual, Verbal, Interpersonal, Intrapersonal, Body, Logical

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 graphic organizer 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 NoteShare notebook all the teacher/substitute needs to do is provide the students with the link to the online tutorial for the program.

Reflection: ||



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