L6+Knowles+Christina

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

Teacher’s Name: Miss Knowles Date of Lesson: 6 Grade Level: 9- diploma Topic: The Great Gatsby

Objectives Student will understand that the characters of The Great Gatsby have both internal and external conflicts. Student will know important characters. Student will be able to analyze the characters external and internal conflicts.

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: Students are accomplishing this MLR by playing the roles of the characters and analyzing the relationships had with each other.

Assessment Formative (Assessment for Learning) Students will separate into Pro-Tom and Pro-Gatsby groups and will write a claim supporting their side.

Summative (Assessment of Learning) Students will be given roles and Gatsby and tom will be put on trial on who would be better for Daisy.

Integration Social Sciences- Students will be conducting a trial, with a judge (me) and multiple roles the students must play. Technology- Students will be reflecting over the trial in their blogs.

Groupings I will have groups chosen before class. There will be three different groups. One group will be the Pro-Tom side; another will be Pro-Gatsby, and a jury. Pro-Tom: Tom, Tom's Lawyer, Myrtle, Daisy (a witness for both sides) Pro-Gatsby: Gatsby, Gatsby's Lawyer, Nick, Daisy Jury

Differentiated Instruction

Strategies Visual: Students will be using a graphic organizer. Physical: Students will be moving into groups. Interpersonal: Students will be working in groups. Intrapersonal: Students will be writing by themselves on their wikipages. Verbal: Students will hold a debate. Logical: Students will be organizing their points using the graphic organizer.

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

Extensions Students will be reflecting in a blog.

Materials, Resources and Technology The Great Gatsby http://www.19thcircuitcourt.state.il.us/bkshelf/resource/mt_conduct.htm Roles List

Source for Lesson Plan and Research http://www.19thcircuitcourt.state.il.us/bkshelf/resource/mt_conduct.htm http://www.blogger.com/tour_start.g http://owl.english.purdue.edu/owl/resource/557/02/

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: I demonstrate this standard by allowing my students to choose the roles they take on and each role will have very different tasks to complete. We will also be able to see how a trials works and by having the jury decide who is better for Daisy after ach side makes their cases. The trial will allow them to develop culturally

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: This lesson demonstrates this standard because students are going to need to have knowledge about the characters of The Great Gatsby in order to choose who is best for Daisy. Students will also have to have knowledge about how trials work in order to run the trial properly. The trial will have students complete the goals of the Maine learning result in this lesson through the trial.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: This lesson incorporates some of the multiple intelligence and I also use technology in this lesson. Students will be reflecting about the trial in blogger.

• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: Students will be evaluated informally through writing a small paper on whether they are pro Tom or pro Gatsby. They will be formally assessed when they complete the trial by how much textual evidence is included in their trial arguments.

Teaching and Learning Sequence:

Day 1: Agenda: • Present agenda (5 minutes) • Learn to cite quotes (20 minutes) • Writing activity (30 minutes) • Talk about the writing activity (25 minutes) Student will walk into the classroom and the desks are going to be set up in a U shape facing the front of the class so that everyone can easily see the board. I will start off the class by presenting the agenda for the day. I will then tell the students that I want them to write for 30 minutes on who they think Daisy should have ended up with. I will then show them how to cite a quote from the book in their papers. I will then have them work for the 30 minutes on the paper and have them hand it in at the end of class. The last 25 minutes of class will be used to discuss the papers they just wrote.

Day 2: Agenda: • Present agenda (5 minutes) • Present trial assignment (15 minutes) • Work on trial for next class (60 minutes) Students will walk into the classroom and the seats will be set up in tables so that students can easily work in groups. I will then present the trial assignment and give the students the roles I have assigned them ahead of time. I will then have students get into their groups and work on the trial.

Day 3: Agenda: • Present agenda (5 minutes) • Trial (75 minutes) The classroom will be set up like a courtroom so we can immediately start with the trial. I will decide a winner after each student passes in the notes they had from the trial. They should not need a bibliography because the only source they should be using is The Great Gatsby. The homework assignment for this class is to write on their blogs on how they felt the trial went and who they think is a better match for Daisy. What, Where, Why, Hook, Tailor: verbal, logical, physical, visual, intrapersonal, interpersonal

I will interact with students by being available to help my students with their trials. I will also be showing them how to incorporate their citations into their papers. I will check for understanding by looking over the papers students have written and by watching the trial. Students will be equipped with knowledge they have been previously given. Equip, Tailor: verbal, visual

I will be giving my students individual roles. Students will then show higher-order thinking when they write their papers using Blogger and they will be using higher-order thinking when they are presenting their cases or playing their roles in the trial. Students will have the chance to rethink and reflect when they are writing about the trial in Blogger. Explore, Experience, Rethink, Revise, Tailor: verbal, logical, visual

I will provide feedback for students as they are working on their trials during class. I will also provide feedback on their blogs. Students will be required to self-assess themselves in the blog they write after the trial. This lesson connects to the previous lesson because it is building on how the students think about the inner and external conflicts each character has. Evaluate, Tailor: verbal, logical, visual

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