L3+Mourkas+Margaret

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand what the different types of genres are and know how to identify them within the book. ||
 * Student will know what the different genres of //A River Runs Through It// are and why. ||
 * Student will be able to determine the different genres in the books that they read for fun or in other classes. ||

A2 Literary Texts Grade 9 - Diploma** //A River Runs Through It// c. Explain how different point of view can affect the overall theme. Rationale: This lesson will allow students to look at the book in terms of genres and understand what parts of the book make up the different genres. ||
 * =**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.**

K-W-L: Students will fill out the What They Already Know and the What They Want to Know sections before the lesson. When the lesson is complete and all assignments completed, then they will fill out the what they Learned section after the lesson is complete. || GarageBand: This project will allow the students to determine what genres are represented in the book. Students will use their previous knowledge of genres from Lesson One to determine which genres are within //A River Runs Through It.// Students will need to create an radio show with GarageBand where they will interview each genre about //A River Runs Through It.// They will be graded on creativity, audience captivity, genre knowledge, //A River Runs Through It// knowledge, and clarity. Using the knowledge and handouts from Lesson One will really give the students an advantage in this lesson. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

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 * =**Integration**= ||
 * Technology: [|GarageBand] Students will be using GarageBand to create a radio show where they will interview each genre about the book. [|GarageBand Tutorial]

Music: I will be tapping into student's previous knowledge of music because they are going to need a "theme song" incorporated into their presentation. ||


 * =**Groupings**= ||
 * Students are going to fill out a spider-map worksheet [[file:spider.pdf]] in groups. There needs to be one group for each of the following genres: novella, memoir, autobiography, biography. There will be one worksheet per genre so in the end there will be an //A River Runs Through It// genre packet. Each of the "legs" on the spider-map will be details of the book that help prove the genre exists in the book. When the groups are done filling out their packets each group will be assigned a number. The teacher will assign each group a number and a genre, using the [|1,2,3,4 method] each group will assign a spokesperson for their group. When the teacher calls out a number then that group's spokesperson will describe the genre assigned to their group to the class. ||

__Naturalist:__ I can change the spider map to an actual spider picture if that would help the student more. __Verbal:__ Students will not only be sharing with their peers in their group but they will also be able to share with their class. __Interpersonal:__ Students will be sharing with their peers and offering feedback. __Intrapersonal:__ Groups can opt to fill out the spider-map alone first then share. __Body:__ Student will be able to move around and/or use the computer to fill out spider-map. __Logical:__ Students will be figuring out how all the genres fit together to make the book. || 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 [| Medical 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 using GarageBand to make a radio show. To do this the students are going to have to use their previous knowledge of genres from Lesson One and their previous knowledge of the book //A River Runs Through It.// The radio show interview must include all four genres and must be at least four minutes long. ||
 * Absent Students**
 * **Extensions**

Spider-map graphic organizer packet GarageBand software Book: A River Runs Through It Pens/pencils Projector/Projector Screen - if SmartBoard unavailable SmartBoard - if available Class Wiki space K-W-L pre/post test ||
 * =Materials, Resources and Technology= ||
 * Laptops

http://www.powells.com/biblio?isbn=0226500667
 * =Source for Lesson Plan and Research= ||
 * Reviewing A River Runs Through It:

Resources for researching genres: http://www.booknutsreadingclub.com/genrelist.html http://www.geocities.com/fifth_grade_tpes/genre.html http://www.geocities.com/fifth_grade_tpes/genre.html


 * ask a student for their lesson one packet to photo copy if one is not attached. ||


 * 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 spider map. 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 radio show for their GarageBand interview. 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 genres 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 spider map 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 genre that the book A River Runs Through It could be classified. In doing this the students will learn and be able to understand in depth why books are categorized the way that they are. Students will research the different genres and complete the spider map graphic organizer packet in order to have a better understanding of the different types of genres within the book A River Runs Through It.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Students will be completing the spider map graphic organizer packet by doing researching and reading about the different genres and comparing them to the book A River Runs Through It. 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 genre within a single book. When creating their GarageBand the students will have to use a combination of audio stimulations in order to portray the different genres within the book and what they are. Before students are asked to pair up there will be an allotted an amount of time for the students to work alone on the spider-map 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 spider-map packet the students will then work in a small group and make sure all the information is correct. We will then have a class discussion following the student group work. 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.

• 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 GarageBand the student's will be completing a checklist, which will be handed into me with a print out of their GarageBand script. I will be using a set rubric, which the students will have a copy of, to assess their GarageBand radio show. I will also be watching over the class during the time allotted for in class work, 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:

Day 1: K-W-L - (part K and W) Ms. Mourkas Spider-map graphic organizer packet Alone research time Group time Class discussion break Introduction to GarageBand Class time to start GarageBand project

Day 2: GarageBand work day

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 then be able to understand what the different types of genres are inside the book and know how to identify them. Students will be able to determine the different genres in the books that they read for fun or in other classes. This lesson asks students about their favorite book and have them give some details about what makes the book its marked genre. What, Where, Why, Hook, Tailor:Verbal Interpersonal Intrapersonal Body

Students will know the following vocabulary: memoir, novella, autobiography, and biography. The students will have already filled out a spider-map packet describing the different genres in lesson one. In this lesson the students will be filling out the spider-map packet in order to understand how those genres apply to the book A River Runs Through It. Equip, Tailor: Naturalist Verbal Interpersonal Intrapersonal Body Logical

Students will fill out the spider map with the title of the book in the center of the map. Then they will put the different genres on the "legs" and put at least one detail as to why that genre applies to the book. Students will then be assigned a group and they will share the information they have discovered with the group. Then the group will be assigned a genre and a number and share their information with the class. When students are sharing their information with other groups they need to rethink the information and share it in a way that allows the new group to understand. When the students listen to the new information they can revise their spider map with the new information they have learned from the other groups. Explore, Experience, Rethink, Revise, Tailor: Naturalist Verbal Interpersonal Intrapersonal Body Logical

If students feel if their GarageBand assignment receives an unfair grade they can ask to redo their assignment. I will provide in class feedback immediately when the class moves to the class discussion. If the students have any 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 so they can make sure they have all the parts of the GarageBand radio show. I will also assess their GarageBand 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 GarageBand. Evaluate, Tailor: 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 tree chart to help provoke and get the discussion going. This lesson is pretty much self explanatory and student led. When it comes time to start GarageBand, they can read the tutorial printout.

Reflection: ||



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