L6+Mourkas+Margaret

=**UMF LESSON PLAN FORMAT**=

Grade Level: 11/12 Topic: A River Runs Through It
 * Teacher’s Name: Ms. Maggie Mourkas Date of Lesson: Six (apply)

Objectives Student will form their own opinion on whether or not Paul deserved the ending he received. Student will know the following critical details: no clear line between religion and fly-fishing, Paul doesn't try as hard and Norman does, Norman is always protecting and rescuing Paul and the following important details/people: Maclean family, Rawhide, Jessie's family, Rawhide and Neal's sexual/drunken adventure, and the final fishing trip. Student will be able to form their own opinion on whether or not Paul deserved the ending he received.

Maine Learning Results Alignment

Maine Learning Results: English Language Arts - A Reading A2 Literary Texts Grade 9 - Diploma A River Runs Through It 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. c. Explain how different point of view can affect the overall theme.

Assessment

Formative (Assessment for Learning) Self/Peer Assessment: When the students complete their iMovie they are going to assess themsleves using the teacher rubric complete with a reflection paragraph. Also, after each group presents the students are going to fill out another rubric for each of the group's iMovie.

Summative (Assessment of Learning) iMovie: Students are going to create an entertainment special overviewing the life of Paul Maclean. They are going to have to include specified events that will be outlined on an attached handout on the rubric. Students are also going to have to state whether their station thinks Paul deserved to die or not.

Integration Theater: I am going to be tapping into the students previous knowledge of entertainment specials and how they run.

Technology: iMovie - Students will be using imovie to create their entertainment special.

Groupings

Students are going to receiver a persuasion map. They will either fill out the map on their own or with a partner depending on if they are working with a partner for their movie or not. Students will then move to a 3-step interview process. They are going to interview the other person or group on their view of Paul's death. For this lesson we will not move to a class discussion due to the fact that this project

Differentiated Instruction

Strategies

Visual: Students will be creating an iMovie. Verbal: Students will be answering the interview questions with other students. Interpersonal: Students will be filling out the graphic organizer alone. Intrapersonal: Students will be performing the interview with a partner. Body: Students will be using the computer to create their iMovie. Naturalist: Students can do the iMovie completely outside.

Modifications/Accommodations

I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.

Absent Students 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 external 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. external image 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.

Extensions

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.

Materials, Resources and Technology

Laptops 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

Source for Lesson Plan and Research

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

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

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: Students will be able to choose between to 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: 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: Students will be completing the cluster/word web graphic organizer packet by doing researching 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 certian aspects of their NoteShare notebook.Evaluate, 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 certian aspects of their NoteShare notebook.Evaluate, Tailor: Visual, Verbal, Interpersonal, Intrapersonal, Body, Logical

Reflection:**