L5+Trundy++++Monique

** 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.
 * UNIVERSITY **** OF **** MAINE **** AT **** FARMINGTON **
 * __ Teacher’s Name __**** : ** Ms. Trundy  **__Date of Lesson__:** Five
 * __ Grade Level __**** : ** 9-12 **__Topic__:** Themes
 * __ Objectives __**
 * Student will understand that ** there are multiple themes in the novel that affect one another.
 * Student will ** **know** how to identify themes within the novel and explain how they affect one another.
 * Student will be able to ** recognize reoccurring themes in the novel.
 * __ Maine __****__ Learning Results Alignment __**

// Students will also be given a graphic organizer after splitting into groups (see attached organizer). Students will discuss different themes in the novel and, after an allotted amount of time, each group will present their information. The worksheet and organizer will be handed in to me, and I will use the information they provide to judge the depth of student thinking and understanding of themes. If a student appears to be struggling the proper adjustments will be made. 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 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. __ Theater: __ Students will be watching movies and analyzing the themes in the movie. __ Technology: __ Students will be using the class wiki to demonstrate their knowledge of the themes in the novel. Students will be split into groups and given individual themes. The groups will discuss the themes and fill out the graphic organizer. The groups will then take turns teaching each other about their themes. This process will encourage students to think about the materials in a new way so they can teach their classmates. Students will also be able to receive information in a new way, where a teacher may not be able to effectively communicate an idea another student may be able to phrase something in a new and more relatable way. __ Musical: __ I will be playing instrumental music as students enter the classroom and get situated. 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 having students watch their favorite movie and contributing to the class wiki. - Classroom - Students - Computers (to teach the students how to contribute to the wiki) Resources for themes in the novel: http://www.answers.com/topic/the-grapes-of-wrath-novel-3 - Themes: Hope, Class Conflict, Individual vs. Society, Fanaticism http://www.sparknotes.com/lit/grapesofwrath/themes.html - Themes: Mans Inhumanity to Man, The Saving Power of Family, Selfishness and Altruism 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.Also, student IEPs, 504s or ELLIDEPs will be reviewed and appropriate modifications and accommodations will be made. Students will be using the class wiki to contribute and edit information about the themes in //The Grapes of Wrath//. 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. 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. Day One: **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 ninth 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. Day Two: **Agenda:** - Movie Discussion (15min) - Group Organizer Activity (20min) - Group Presentations (15-20min) When students enter the classroom I will have soft instrumental music playing and the desks will be separated into six small clusters. I will ask students to write the title of the movie they watched on the board as the walk into the classroom. After everyone has written their movie on the board and taken their seat I will start a small discussion about the movies students watched. I will first ask if any of the students want to tell us about the movie they picked. If no one answers I will give them time to feel a little more comfortable by telling them about a movie that I watched. I will ask again if anyone wants to share their movie and if no one wants to discuss the movie they watched I will let it go. I will have the students break into groups of two; students will be free to work with whoever they choose. As students get settled with their partners I will hand out the themes organizer while collecting the movie question sheet (see attached organizer and question sheet). The organizer will function as a formative assessment. I will be able to review the organizer and judge students’ abilities to uncover themes that are embedded into media. In their groups students will pick a theme to “specialize in” and find in the novel. They will have to work together to write how the theme presents itself in the novel as well as provide examples from the text where the theme can be found. After 15-20 minutes students will stop their work in the book and each group will give a small presentation to the class about what they found for their theme. While each team gives their presentation the other groups will fill in their organizers. Day Three: **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 thenth 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. In this lesson students will be given a worksheet to fill out while they watch their favorite movie (see attached worksheet). Using the worksheet will allow students to see the connection between their interests (in this case movies) and the lesson being taught. Students will break into groups and receive graphic organizers that will be turned in (see attached checklist and organizer). The organizer will function as a formative assessment of the students’ depth of understanding as well as a self assessment. If it appears that a particular student is having a difficult time defining or understanding how to use literary devices 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. In this lesson students will be displaying consider different themes in the novel and how they affect one another. Students will split into groups and pick one theme to “specialize in.” After an allotted amount of time the group will then present the information about their theme to the class while the rest of the class writes down the important points. Having students collaborate and then teach the themes encourages students to rethink what they have already learned and present it in a way that others understand. 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 have questions available on the wiki that will guide their answers and thinking. I will also use the organizer and worksheet as formative assessments. Reviewing the worksheets and organizers will give me a clear idea of where students are in their understanding of the material. Based on what I find I will be able to make the appropriate alterations. 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.
 * Rationale: ** This lesson will help students identify themes within texts and explain how the themes affect one another throughout the novel.
 * __ Assessment __**
 * Formative (Assessment for Learning): ** Students will be given a worksheet to fill out as they watch their favorite move (see attached worksheet). Students will identify themes in their favorite movies and write about the effect the theme has on the movie. I will review the worksheet to assess where student ability stands in regards to uncovering themes that have been embedded into media.
 * Summative **** (Assessment of Learning): ** Students will need to contribute to the class wiki about the themes in //The Grapes of Wrath.// I will create a page where students will be able to contribute their own ideas as well as delete false information I add to the page on purpose. Adding the false information will prompt the students to think about the themes in a different way. Students will also learn not to trust everything they find on the internet.
 * __ Integration __**** : **
 * __ Groupings: __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * __ Linguistic: __** Students will be discussing the themes of their movies and the themes in the novel.
 * __ Spatial: __** Students will be watching their favorite movie.
 * __ Logical: __** Students will have the worksheet to fill out while they are watching their movie.
 * __ Intrapersonal: __** Students will be reflecting on the movie themselves.
 * __ Interpersonal: __** Students will be discussing themes in the novel and their movies together in class.
 * 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 and discover themes in their favorite movies. Allowing students to watch and analyze their favorite movie enables them to connect the lesson to their personal interests. Allowing students to watch a movie they choose provides students a way to connect the lesson to themselves. Students who speak English as a second language can pick a movie and watch it in their language, students from other countries can pick movies from their home country, and students can pick a movie that represents who they are. It is also my hope that when they watch the movie later they recall the lesson and start applying their newly acquired skills of theme detection to other movies and subjects of interest in their lives.
 * // 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 between the lesson and student interest. Students will use the worksheet to organize the themes they find in their movies, creating a connection between student interest and the lesson at hand. The worksheet will also provide me with an example of how well students are capable of identifying themes and the depth of their thinking. I will be able to judge students’ abilities and make the appropriate adjustments to ensure that all students understand the assignment.
 * // • 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 by incorporating DVD, VHS and Blue Ray technology depending upon how students choose to view their movie.
 * // • 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: using the student worksheets to evaluate the depth of student knowledge of themes. Students will also receive graphic organizers where they will document the themes in the novel. Having the students fill out the organizer and teach their peers about their themes will encourage the students to think about themes in a new way. After reviewing the organizers I will know where students are in their understanding of the themes in the novel and adjust my plans accordingly.
 * __ Teaching and Learning Sequence __**** : **
 * What, Where, Why, Hook, Tailor: Linguistic, Intrapersonal, Interpersonal, Spatial, Logical, Bodily **
 * Equip, Tailor: Spatial, Logical **
 * Explore, Experience, Rethink, Revise, Tailor: Interpersonal **
 * Evaluate, Tailor: Interpersonal **