L5+Knowles+Christina

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

Teacher’s Name: Miss Knowles Date of Lesson: 5 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 make meaning of the text and characters.

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 will be accomplishing this MLR because they will be coming up with their own conclusions about the characters of The Great Gatsby.

Assessment

Formative (Assessment for Learning) Students are not going to have a pre-assessment in this assignment. Summative (Assessment of Learning) Students will be getting into groups and will be writing song lyrics and then recording a song about the characters of The Great Gatsby using GarageBand.

Integration Music- This lesson incorporates music because students will be writing song lyrics and they will then be recording the lyrics and add music. Technology- Students are going to be making a song using GarageBand.

Groupings I will be breaking up my students into pairs. One of them is going to be given the title of "Song Writer" and that person will write the lyrics of the song. The other person will be the "Musician" and that person will be creating the jazz music the lyrics will be played with and will be singing the lyrics in the song.

Differentiated Instruction

Strategies Musical: Students will be creating a song. Visual: Students will be using a graphic organizer. Interpersonal: Students will be working in pairs. Intrapersonal: Students will be reflecting on how they felt about their songs. Naturalist: The song presentations are going to be held outside. Verbal: Students will be writing song lyrics. Physical: Students will be walking outside.

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

Absent Students Absent students will be assigned a partner and their partner will start working on the song while they are absent.

Extensions Students will create a song using GarageBand.

Materials, Resources and Technology laptops (with GarageBand) The Great Gatsby Paper and pencils jazz Music Graphic Organizers

Source for Lesson Plan and Research

Jazz The Definitive Performances"- Music http://www.educationoasis.com/curriculum/GO/character_story.htm http://www.apple.com/ilife/tutorials/

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 demonstrate the knowledge the have acquired about the characters of The Great Gatsby though writing the lyrics of the song. The will also demonstrate knowledge about the 1920's by making a jazz song for the lyrics.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: This lesson meets the curriculum goals by allowing students to think more deeply about the characters. Students will also be demonstrating what they have learned creatively through a song. They will be demonstrating that they understand the characters of The Great Gatsby.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: I demonstrate this standard by including the use of GarageBand. i will also be including graphic organizers. Students will also be writing poems, which will be made in the song lyrics.

• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: I demonstrate this standard by having my student’s graphic organizer. They will also be formally assessed through their lyrics and overall song.

Teaching and Learning Sequence:

Day 1:

Agenda: • Present agenda (5 minutes) • Talk about characters (30 minutes) • Fill out graphic organizers (15 minutes) • Learn about GarageBand (30 minutes) Students will walk into the classroom and it will be set up in a horseshoe shape and students will be able to sit wherever they want as long as they sit on the outside of the horseshoe. There will be a white screen set up with a projector up front and all of the students will need to be able to see the screen. I will then present the agenda for the day. After that, we will have a discussion about the characters of The Great Gatsby. Students will be able to talk about whatever topics they want regarding the characters of The Great Gatsby. After we talk about the characters, students will be given two graphic organizers and will have to fill them out about two characters. I will then introduce my students to GarageBand.

Day 2:

Agenda: • Present agenda (5 minutes) • Assign groups (5 minutes) • Present assignment (5 minutes) • Work on assignment (65 minutes) Students will walk into the classroom and the class will again be set up in a horseshoe shape. I will first present the agenda for the day. I will then allow students to get into pairs for the activity. After this, I will present the assignment and then allow students to work on the assignment for the rest of the class and for homework. I will make sure that students will know they are sharing their songs the next class.

Day 3:

Agenda: • Present agenda (5 minutes) • Present songs (60 minutes) • Discuss (15 minutes) Students will walk into the classroom and the room will again be set up in a horseshoe shape. I will present the agenda for the day and then we will then go outside and have song presentations. We will end class with a discussion about the songs. The homework for this assignment will be to write a reflection using a word processor and have it done to hand in for next class. What, Where, Why, Hook, Tailor: musical, visual, verbal, naturalist, intrapersonal, interpersonal, physical

Students will be using knowledge through a class discussion about the characters of The Great Gatsby. I will interact with my students as I am presenting the assignment and helping them with the assignment. I will also be interacting with my students while we are discussing the characters from the book. I will check for understanding during the class discussion. Equip, Tailor: musical, verbal, visual, logical

Students will be using high-order thinking when they are creating their songs. They will be making conclusions about characters from the text. I will group my students into pairs and they will take on the roles as the writer and the musician. Students will show evidence of learning through the son they make using GarageBand. Students will have the chance to revise their songs while they are working on them during class because I will be checking how each group is doing on their song and give suggestions that might help them. Explore, Experience, Rethink, Revise, Tailor: visual, verbal, musical, interpersonal

Students will be filling out the rubrics I give them ahead of time so they will be able to fill them out. This will allow them to self-assess themselves. I will provide timely feedback while students are working on the project because they will be working on the assignment in class where I am available to help and give feedback. This lesson relates to the next lesson because students will be thinking about the relationships the characters have with each other and they will be thinking abut the inner conflicts and exterior conflicts each character has. Evaluate, Tailor: musical, interpersonal, verbal

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