L2+Knowles+Christina

= = UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT

Teacher’s Name: Miss. Knowles Date of Lesson: 2 Grade Level: 9- Diploma Topic:

Objectives Student will understand that the characters of The Great Gatsby have both internal and external conflicts. Student will know the characters from The Great Gatsby and key events that occur in the novel. Student will be able to make meaning of the text and the characters analyze the characters external and internal conflicts and compare everyone’s ideas.

Maine Learning Results Alignment Maine Learning Results: English Language Arts A. A2 Literary Texts Grades 9-Diploma Students will read the novel The Great Gatsby within a grade appropriate span of the text complexity, and present analyzes of the fiction using excerpts from the text to defend their sessions. a. Analyze the characters' external and internal conflicts.

Rational: This lesson supports the Maine Learning Result because students will be reflecting on the reading and going more in-depth when analyzing the text and characters of The Great Gatsby.

Assessment

Formative (Assessment for Learning) Students will be discussing in class the book and what they understood about the book and what they did not understand about the book. Having me listen to their discussion will allow me to formatively assess them. I will keep track on paper whenever a student says something productive in class. I will tell students ahead of time that if they do not contribute to the discussion then I will assume they did not understand the reading. I will help my students move along the discussion and help them understand parts that they originally understand. Summative (Assessment of Learning) I will put students into groups after the discussion and each group will focus on a chapter or two from the book and they will write notes from their assigned chapters and put them on NoteShare. They will then send me the documents they created and I will assess them on what information they included in t heir documents. I will then make all of the documents sent to me one document using NoteShare and burn it onto a CD so that everyone can copy the notes from each of the chapters on their computers.

Integration Social Science- I will include history about the Roaring 20’s into this lesson and the students will connect this information to the book because that is the time period the novel is based in. Technology- Students will be using NoteShare to write notes from each of the chapters and they will eventually get their own copy of everyone’s notes when I put it all together in NoteShare.

Groupings I will break the class p into groups of four. Each person in the groups will be assigned a specific job to complete in the notes their group will hand in. Roles: • Designer of Graphic Organizer • Writer of key events • Analyzer of important characters • Writer of importance of chapter The designer of the graphic organizer would make a layout of the characters in the story, and the key events. They would demonstrate the connection between the key events and the characters in a graphic organizer. He/she will also make sure the writer of key events and the analyzer of the characters include all of the key events and characters he/she includes in the graphic organizer. The writer of the key events will be responsible for explaining in depth the events that occur in their assigned chapter. They will also make sure that the designer of the graphic organizer includes the same events that they write about. The analyzer of the characters will analyze any significant characters in the chapter. He/she will also make sure they include the same characters included in the graphic organizer. The writer of the importance of the chapter will take what the designer of the graphic organizer, the writer of the key events and the analyzer of important characters and summarize what happened in this chapter and why this chapter is significant. Does this chapter affect the ways we think about the characters? Differentiated Instruction

Strategies Verbal: Students will be having class discussions. Physical: Students will be moving into groups. Logical: Students will be analyzing and organizing the events that occur in The Great Gatsby. Interpersonal: Students will be working in groups. Visual: Students are going to have to include at least one graphic into their notes on NoteShare and at the beginning of class we will watch a cartoon having to do with jazz. Musical: I will be playing jazz music in the background while students are discussing and working and the cartoon will be about “no jazz”. Intrapersonal: Students will be given individual roles and goals that they will complete on their own.

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

Absent Students Students who are absent from class will already be assigned into a group and will already be given a role. The student’s group will be given and extra day to work on their assignments. I will allow groups to pass in this assignment late but there will be a ten-point deduction for each day it is late.

Extensions Students will write notes on NoteShare and will need to include links and graphics in their notes. They will then send me their notes and I will put them all together and burn a CD so that everyone will get a copy of the class notes.

Materials, Resources and Technology laptops (with wireless access and NoteShare) The Great Gatsby novel "Jazz The Definitive Performances"- Music “Happy Feet” special features DVD http://aquaminds2.com/Sharing.mov http://aquaminds2.com/well-organized_student-2.mov projector projector screen

Source for Lesson Plan and Research "Jazz The Definitive Performances"- Music “I Love To Singa”: http://www.youtube.com/watch?v=28hk97-vZdQ

NoteShare:http://aquaminds2.com/Sharing.mov http://aquaminds2.com/well-organized_student-2.mov

Maine Standards for Initial Teacher Certification and Rationale

Standard 3 - Demonstrates 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: I demonstrate this standard by allowing my students by allowing them to choose the topics they will discuss in class. They will also be working in groups. Students will also be studying the culture in the 1920’s through The Great Gatsby. I will also be incorporating six of the eight multiple intelligences into my lesson.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: I meet this standard because students will be having discussions in class based on prior knowledge found in both the reading and the previous class. Students will also be learning more about the text and this class will answer any questions students had about The Great Gatsby. Students will also get notes about each chapter because of this class. Finally, students’ IEPs, 504s or ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: This lesson meets this standard for certification because it incorporates six of the eight intelligences. We will be watching a cartoon and having a class discussion about The Great Gatsby. We will also be writing notes and sharing the notes from each chapter with the whole class.

• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: I meet this standard because my students will be assessed in two different ways. I will listen to their class discussions and get a feel for what they understood from the previous class. My summative assessment will be the notes my students will write using NoteShare. Students will not only have to include the facts and what they thought about the chapter into their notes; they will also have to include graphics and links.

Teaching and Learning Sequence:

Day 1:

Agenda: • Present Agenda (5 minutes) • Watch the cartoon (10 minutes) “I Love To Singa”: o http://www.youtube.com/watch?v=28hk97-vZdQ • Students make up questions they had regarding The Great Gatsby and will write down topics regarding the book they would like to discuss (10 minutes) • Students will discuss The Great Gatsby and answer any questions they had about the novel (40 minutes) • Close class showing the student sample I created (15 minutes)

I will have the classroom set in tables with four seats at each table. Each table will be angled so they can easily the front of the classroom without turning around. Students will walk into the classroom and they will have assigned seating in this lesson with the groups I have created previously. Each table will have the names of the students with nametags on them so the students will be able to know where they are sitting. I will start off the class by presenting the agenda for the day. After I present the agenda for the day, I will introduce the cartoon “ I Love To Singa” (http://www.youtube.com/watch?v=28hk97-vZdQ). The cartoon is about a father not wanting his son to sing jazz because he only likes classical music and does not consider jazz a good form of music. This relates to the lesson because of the controversy of some of the things, including music that occurred in the 1920’s. After the cartoon I will have students write down questions they had regarding The Great Gatsby. Students will also write down any topics they felt were interesting in the book. I will collect the questions and suggested topics and I will use them as a basis for the discussion in class. I will read out either a question or a topic and the students will discuss the topics. If the discussion starts to get slow on a topic, I will pick another topic from my students’ papers and allow them to discuss a new topic. I will close the class by showing my students the student sample I created on NoteShare. I will explain that my students should be thinking about the key events in The Great Gatsby and the important characters in the novel. I will also remind them that if they have not finished the novel, then they should do that before the next class because it will be important to finish the book by next class.

Day 2:

Agenda: o Present Agenda (5 minutes) o Explain what students are going to do for NoteShare (15 minutes) o Watch both tutorial videos on NoteShare (20 minutes) • http://aquaminds2.com/Sharing.mov • http://aquaminds2.com/well-organized_student-2.mov o Show what I have already created (10 minutes) o Show what they need to add (15 minutes) o Make teams and assign chapters and assignments (15 minutes)

Students will walk into the classroom and the room will be set up in tables and the tables will be angled so that no one will have their back to the front of the classroom. In the front of the class there will be a projector and a projector screen set up. After students sit down in seats (they can choose where they sit) I will present the agenda for the day that will be written on the board. After I present the agenda I will explain to the students why I showed them the NoteShare project I created last class. I will tell them that the will be put into teams and given specific roles (see Grouping). I will then bring up a tutorial video about how students can use NoteShare (see second link in Agenda). I will then show the other tutorial (first link in Agenda), which is about how offices incorporate NoteShare and work on it in groups. Both of these tutorials give a lot of information the students will need to complete their projects. I will then focus on the document I have already created on NoteShare. I will show the students that I have already created the chapter sections for the document and that I already completed the chapter one section. I will also point out that the only new sections the students should be creating are the pages in their chapters. I will explain that they need to include at least four pages, one for each task (see groupings). I will then spend the last fifteen minutes of class explaining each of the roles in the groups (see groups). Will explain the requirements of each of the roles and will pass out the rubric for the NoteShare assignment and point out where each role can be seen in the rubric. I will then give them their group and role assignments. I will also make sure that they know they will be presenting the their chapters for during the last 40 minutes of the next class; I will make sure that they know that if they are going to need more than 40 minutes to work on the assignment that they will need to work on it out of class.

Day 3:

Agenda: • Present agenda (5 minutes) • Work on NoteShare assignments (30 minutes) • Present chapters 2-5 (35 minutes) • Self Assess assignment (5 minutes) • Assign new chapter 6-7 and roles (5 minutes)

My students will walk into the classroom and the seats will be set up in tables so that students can easily work in their groups. I will tell the students as they walk in to sit in the groups I had put them in for their NoteShare assignments. I will then present the agenda for the day. Students will then work on their projects. While students are working on their projects I will play jazz music (see materials). I will be going around the classroom answering any questions about the assignment and help with technical difficulties. After the working time is done, students will be moving their seats in a horseshoe shape facing the projector and the board. Students will then present their chapters chronological order. Students will then mark on their rubrics where they think they fell on their projects and hand in their rubrics. I will then spend the last 5 minutes of the class time to tell the class their new role assignments and the chapters each groups will do.

Day 4:

Agenda: • Present agenda (5 minutes) • Work on NoteShare assignments (40 minutes) • Present chapters 6-7 (30 minutes) • Self Assess assignment (5 minutes)

I will have the seats in the classroom set up in tables again so that students can easily work in teams. I will have them sit with their teams again and I will quickly go over the agenda for the class. I will then have the students work on their second chapter assignments for 40 minutes. While students are working on their projects I will play jazz music (see materials). Then, the groups will present their chapters in chronological order. Students will then mark on their rubrics where they think they fell on their projects and hand in their rubrics. What, Where, Why, Hook, Tailor: Logical, Verbal, Visual, Musical

Students will not only have to review the chapters in The Great Gatsby but they will also have to be taught on how to use NoteShare. I have two tutorial videos explaining how the program can be used in both the classroom and the business world. Students will be covering information they did not know during the discussion in class and through analyzing their assigned chapters. They will continue learning when the groups present the rest of the chapters. Students will also have the notes from each of the groups on their computers to keep. I am going to interact with my students through the class discussion, and showing my students how to create a NoteShare notebook. I am going to instruct my students by showing the sample I created and showing them the elements I want them to include in the assignment. I will check for understanding when the students present and submit their final chapter notes onto the class NoteShare Notebook. I will be looking for understanding about the events and the characters in each of the chapters (see content notes). Equip, Tailor: Visual, Verbal, Logical, Intrapersonal, Interpersonal

This lesson addresses the facet of explanation. Students are going to have to have to focus on two chapters and explain the events and characters in this chapter. They will not only do this in their NoteShare notes, but also when they present their notes to the class. Students will demonstrate higher order thinking by focusing on analyzing one chapter at a time and picking out important details from the chapters. Students will be broken into groups of four, each person having a specific role (see grouping). The roles for each chapter the teams will change but the teams will stay the same. I will have students first discuss the book for the first class, which will refresh the memory for some of the students about some of the book and it will allow students to think about the events of the book. Students will then be broken into grous t focus on assigned chapters. The groups will make a graphic organizer or outline, a character list, an event list and a section explaining the importance of the chapter. Each role includes higher thinking. Explore, Experience, Rethink, Revise, Tailor: Intrapersonal, Logical, Visual, Interpersonal, Verbal, Physical

Students will self-assess themselves after they present their chapter notes. They will do this by marking themselves where they think their notes fell on the rubric that I will give them in the second class. I will provide timely feedback by having the chapter notes graded by the next lesson. Students will get both chapter notes at the same time. This should not be a problem regarding feedback because students will have a chance to ask me questions before they will present. This connects to future assignments because students will have to be considering the actions and the personalities of the characters in the novel. For the final project students will have to understand each chapter accurately the notes made in this lesson can help students with their final projects. Evaluate, Tailor: Verbal, Visual, Logical, Intrapersonal, Interpersonal, Physical

Reflection: