L6+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__:** Six
 * __ Grade Level __**** : ** 9-12 **__Topic__:** Audience/Intended Purpose
 * __ Objectives __**
 * Student will understand that ** audience and intended purpose greatly affect a novel
 * Student will ** **know** how to identify intended audience and purpose, as well as incorporate both in their own writing.
 * Student will be able to ** identify intended audience and purpose of the novel.
 * __ Maine __****__ Learning Results Alignment __**

// 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. __ Technology/Computer: __ Students will be creating an iMovie commercial for //The Grapes of Wrath//. Students will break off into groups after the class discussion. To get students active and attentive I will have them break off into groups by standing up and jumping on one foot. While they hop around they will find two other people hopping on the same foot at them and form a group. When in their groups students will be assigned one of four target audiences: kids age 6-10, teenages, middle aged adults, and senior citizens (more target audiences will be added as needed). Students will then create a billboard for //The Grapes of Wrath// movie targeted towards their audience. 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. - Classroom - Students - Pens & Pencils - Paper of the large variety - Markers - Colored Pencils - Projector Resources for narration: http://www.sparknotes.com/lit/grapesofwrath/section8.rhtml -Chapter 25-30 summaries, chapter(s) analysis. [|http://faculty.umf.maine.edu/~overallt/melwebquest/imovie.html] - iMovie directions 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 iMovie scripts and 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. Students will also receive feedback on rough drafts of their iMovie scripts from both peers and me to ensure that every student is able to make the appropriate revisions on his/her work. In addition, students will be able to make continued revisions on their products after receiving a grade to 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. Also, student IEPs, 504s or ELLIDEPs will be reviewed and appropriate modifications and accommodations will be made. Students will also receive feedback on rough drafts of their blogs from both peers and me to ensure that every student is able to make the appropriate revisions on his/her work. In addition, students will be able to make continued revisions on their products after receiving a grade to 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 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. **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 worth no more than five points and allow me to see who has been keeping up with the readings. 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 quotes from the reading. In order to give effective presentations students need to understand the material they are presenting, 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 and address the questions given for the blog entry for the rest of the class period, this also acts as a form of formative assessment. Students will be able to discuss and explore the novel in ways they would not have been able to alone. Instead of being lectured, they will learn by discussing the novel with their peers. If I notice that individual students are not contributing to the class discussion I will speak with them to figure out what they do not understand and accommodate accordingly. - Drawing (10-15min) - Drawing Presentations(15-20min) - Discussion (20-25min) - iMovie Assignment (rest of class period) Students will enter the classroom and the desks will be arranged in a circle. Students will be asked to get into groups of three by jumping on one foot and finding two other people jumping on the same foot as them; students who are unable to jump for any reason will simply pick their left or right leg and find partners that way. The teams will then be assigned one of the following target audiences: children ages 6-10, teenagers, middle aged adults, and senior citizens (target audiences will be created as needed). Students will be given a max of fifteen minuets to make a billboard advertising //The Grapes of Wrath// movie. After the groups have finished their billboards each group will take turns explaining what they added to their billboard and why. After every group has given their presentation students will take their seats and we will talk about the posters and how well they portray their target audience. The discussion will turn towards the novel and the intended audience/purpose of //The Grapes of Wrath.// At the turn of the discussion, I will hand out two separate organizers. The first organizer will have two boxes, one box will be labeled: Intended Audiences and the other will be labeled: Examples. The second organizer will be similar to the first only the first box will be labeled: Purposes. The organizers will function as a document for students to reflect up on when accomplishing future assignments. The organizers will also function as a formative assessment of student understanding. Students that appear to be struggling with the content will be accommodated for. At the end of class, students will receive their iMovie assignment. Students will be doing the project in groups of two. I will give students an iMovie grading sheet so they know what is expected of them (see attached grading sheet). I will also give students a handout about iMovie software (see attached handout). The students will spend the rest of the class period will be writing scripts and acquainting themselves with iMovie. The homework for this class will be for students to finish their - Reading quiz (5min) - Chapter Presentation (15min) -<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none"> Class Discussion (20min) -<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none"> Peer Review (20min) Students will enter the classroom which I will have arranged in rows facing the front of the classroom, and students 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 worth no more than five points and allow me to see who has been keeping up with the readings. 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 tenth 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 quotes from the reading. In order to give effective presentations students need to understand the material they are presenting, 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 and address the questions given for the blog entry for the rest of the class period, this also acts as a form of formative assessment. Students will be able to discuss and explore the novel in ways they would not have been able to alone. Instead of being lectured on the information from me, they will learn by discussing the novel with their peers. If I notice that individual students are not contributing to the class discussion I will speak with them to figure out what they do not understand and accommodate accordingly. I will have a student in charge of telling me when we have twenty minuets left in class and we will wrap up the class discussion. The last half hour of class will be spent peer editing the rough drafts of iMovie scripts (see attached peer editing form). While peer editing is going on I will make myself available to students that have questions or do not have peer editing partners. Students will take their comments home and rewrite their assignments. The revision and reflection will act as a self-assessment for the student. -<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none"> iMovie Presentations (10min) -<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none"> Wrap up class discussion (20-35min) -<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none"> Check out Web Quest (Rest of class period) Students will enter the classroom and the desks will be arranged so that every student will be facing the front of the room. Each group will show their commercial to the class. After the commercial presentations students will wrap up the discussion on //The Grapes of Wrath//. I will answer any questions they had, go over important points in the book and cover material that will get them ready for completing the Web Quest. After class discussion I will give students the rest of class to get acquainted with the Web Quest. In this lesson students will be given two separate organizers. The first organizer will have two boxes, one box will be labeled: Intended Audiences and the other will be labeled: Examples. The second organizer will be similar to the first, only the first box will be labeled: Purpose. Students will fill out the organizers during the class discussion. They will be given the freedom to choose whether or not they want to fill out the organizers, depending on how useful they find it. For the students who fill out the organizer, the organizers will function as a document for students to reflect upon when accomplishing future assignments. The organizers will also function as a formative assessment of student understanding. Students that appear to be struggling with the content will be accommodated. 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 their ability to identify the intended audience of the novel as well as the author’s purpose behind writing the novel. Students will be encouraged to rethink the material on numerous occasions. The first will be when they create their billboards for //The Grapes of Wrath// movie. Students will learn how to target specific audiences through a visual means. Students will need to rethink the material again during the class discussion, which will prompt students to consider ideas and points of view they may not have considered or explored on their own. Students will need to rethink the lesson once again when they create their iMovie commercials. This assignment will prompt students to consider how to reach specific audiences through a written means (referencing the rough drafts they will have to write). 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 also receive feedback from their peers as well as me on their rough drafts of their iMovie scripts. The Students will use the feedback they get in class to revise their work and hand in a “final” draft the next class. revision process will work as a self-assessment for students. The final draft is also able to be revised until a student gets a grade he/she is happy with. Students will receive feedback from both me and their peers when they bring a rough draft of their iMovie commercials to class. Based on feedback, students are free to make any changes to their script they feel necessary. When the final copy of commercial script is handed in, students will receive a grade (see attached grading sheet). The grade, however, will not be final. Students will be able to make changes to the final product until they are happy with the final grade. 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 the intended audience and purpose of //The Grapes of Wrath//. It will also help students learn how to manipulate their own writing/speech depending on their intended audiences or purposes.
 * __ Assessment __**
 * Formative (Assessment for Learning): ** Students will be given two graphic organizers (see attached organizers). The first organizer will consist of two large boxes one labeled: Purpose, and the other: Examples. The second organizer will be similar to the first only one box will be labeled, Audience and the other: Examples. Students will fill out the organizers with the purposes and intended audiences during class discuss, as well as examples from the text we may discuss. The organizers will function as a way for students to reflect on class discussions during later assignments, as well as provide a formative assessment of student understanding.
 * Summative **** (Assessment of Learning): ** Students will be creating a 30-45sec. iMovie commercial selling //The Grapes of Wrath//. Students will be able to choose their own target audience/age group. A rough draft of the commercial script is to be brought to class, reviewed, revised and a final copy will accompany the iMovie. Students who wish to create an iMovie commercial that does not use words need to have a conference with me to discuss the idea. Instead of a script, these students will hand in an outline of their presentation and a small write up about the significance of not having words in their presentation. This assignment encourages students to consider how audience and purpose (in this case, their purpose is to sell the movie) impact their own writing, connecting the lesson to them on a personal level.
 * __ Integration __**** : **
 * __ Groupings: __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * __ Linguistic: __** Students will be talking while they make their posters and afterwards when the class discusses the novel.
 * __ Logical __****__ : __** The graphic organizer will allow students to organize their thoughts.
 * __ Bodily: __** Students will be moving around to get in their groups and draw.
 * __ Spatial: __** Students will be drawing their billboards.
 * __ Interpersonal __****__ : __** Studetns will be working together to make an effective billboard and participating in the class discussion.
 * Modifications/Accommodations **
 * Absences: **
 * Extensions: ** I will be showing my iMovie student sample.
 * __ 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 encouraging students to explore the intended audience and purpose of //The Grapes of Wrath.// Having students sell the novel through a commercial of their own creation will facilitate a connection between the lesson and student abilities.
 * // 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 providing students with two organizers (see attached organizers). The first organizer will consist of two boxes, the first will be labeled: Purpose and the second will be labeled: Examples. The second organizer will be similar to the first only the first box will be labeled Audience. The organizer will function as a way for students to record and recall important class discussions, as well as a formative assessment. Based on what the students write in the organizer, I will be able to judge students’ understanding of narration and point of view 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 iMovie technology. Using the technology encourages students to consider information in a new way to create a product.
 * // • 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: students will be filling out two separate organizers that will organize their thoughts on the audience and intended purpose of //The Grapes of Wrath//. I will use the organizer as a formative assessment of student understanding, and accommodate students who appear to be struggling. In addition, students will be able to make continued revisions on their products after receiving a grade to 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.
 * __ Teaching and Learning Sequence __**** : **
 * Class One ** :
 * Class Two: **
 * Agenda: **
 * Class Three: **
 * Agenda: **
 * Class Four: **
 * Agenda: **
 * What, Where, Why, Hook, Tailor: Linguistic, Interpersonal, Bodily, Intrapersonal **
 * Equip, Tailor: Spatial, Logical **
 * Explore, Experience, Rethink, Revise, Tailor: Intrapersonal **
 * Evaluate, Tailor: Interpersonal, Intrapersonal **