L1+Coombs+Kayla

=**UMF LESSON PLAN FORMAT**=

Grade Level: Seven Topic: Gender Roles**
 * Teacher’s Name: Kayla Coombs Date of Lesson: One

Student will understand that gender roles contribute to the themes of __Bridge to Terabithia__. Student will know gender roles as they are presented in the novel. Student will be able to explain gender roles in the novel.
 * Objectives**

English Language Arts- A. Reading A 2 Literary Text Grade 7- Novel __Bridge to Terabithia__ Students read text, with a grade appropriate span of text complexity, and present analyzes of fiction using excerpts from the text to defend their assertions. Rationale: This lesson supports the Maine Learning Results because we will be focusing in on scrutinizing gender roles in __Bridge to Terabithia__, and in order to do so students will analyze character's thoughts, words, and actions.
 * Maine Learning Results Alignment**

Formative (Assessment for Learning)** Students will reconsider the role of sexuality in the novel by re-doing an initial assignment on sexuality. Students had initially taken notes on sections in the book that they thought referred to gender roles. During the lesson, students will go back to their reading and look more in depth in the text to references to gender roles. They will refine their ideas on gender roles by writing down their present thoughts, which I will look over during class to provide instant feedback. I will evaluate their overall understandings by reading their journal entries on their newly acquired knowledge. Journals will be returned to students at the beginning of the next class.
 * Assessment

The product will be a poem reading in [|GarageBand]. This will demonstrate the students' knowledge of gender roles and how they are portrayed in __Bridge to Terabithia__. Students will express their understanding of this theme by creating two poems, one for each gender, as represented in the story. They will read these two poems and present them in GarageBand. This will count as one of the four major projects in the unit, and will be worth a total of 28 points. Here is the rubric that will be used to evaluate students' poem reading projects:
 * Summative (Assessment of Learning)**

Technology: For technology, I will have the students read poems using GarageBand. Social Science: Social Science will be integrated through our discussions on gender roles.
 * Integration**

Students will be involved in "Think-Pair-Share" (see attached). Students act out one gender as if they were a character from the book, with a partner of a different gender. Partners will be selected by taking names out of a hat. I will split the class in half, and one half of the class will be selecting their partner out of the class. Then, within each team of two, one person will decide to represent a female perspective from the novel, and the other person will choose to represent a male perspective from the novel.
 * Groupings**


 * Differentiated Instruction

Strategies** Bodily-Kinesthetic: Students act out one gender as if they were a character from the book, with a partner of a different gender. Interpersonal: Students act out one gender as if they were a character from the book, with a partner of a different gender. Linguistic: Students will act out one gender as if they were a character from the book. They will have the opportunity to journal their thoughts. Musical: While students are taking the opportunity to journal their thoughts, light classical music will be playing in the background as stimulation. Intrapersonal: Students will have the opportunity to journal their thoughts. Spatial: We will take a walk outside to refresh our minds and discuss the material further. Naturalist: We will take a walk outside to refresh our minds and discuss the material further. I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Students who are absent must notify me prior to class time so they can be given the lesson's instructions and materials. If a student does not inform me on the extenuating circumstance, their work will be downgraded an automatic ten points per every day that the work is late. Type 2 technology will be used in this lesson through the students' poem readings that they produce using [|GarageBand]. This will engage students in the content of the lesson, the role of sexuality in Bridge to Terabithia, and students will be interacting with other students by sharing their poems in GarageBand to the class. After completing this project, all students will have clear understandings of how gender roles contribute to the overall themes of __Bridge to Terabithia__.
 * Modifications/Accommodations**
 * Extensions**

__Bridge to Terabithia__ book Laptop accessibility for every student "Fact and Opinion" graphic organizer [|GarageBand]Program Classical music CD Journals Writing implements Scrap Paper [|Content NotesGenderRoles.doc] Cooperative Learning Notes Poem Reading Rubric
 * Materials, Resources and Technology**

Paterson, Katherine. Bridge to Terabithia. New York: HarperCollins, 1977.
 * Source for Lesson Plan and Research**

"Graphic Organizers." Education Place. 2008. Houghton Mifflin Harcourt Publishing Company. 1 October, 2008. 

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: The theory of multiple intelligences is implemented in this lesson as I use a variety of teaching strategies throughout its course. Students will have the opportunity to reflect on their prior knowledge of the theme of gender roles by generating new ideas within their partner groups, which also helps their social development, and in their journal entries. Standard 4 - //Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.// Rationale: This lesson is based upon the Maine Learning Results as the students are analyzing the author's characterization techniques including the character's thoughts, words, and actions, by scrutinizing how gender roles are represented in the novel. The material is introduced to the students after they read the novel and notate where the theme of gender roles exist, and I use this as a form of diagnostic assessment of students' knowledge. After, students work in pairs to better understand the theme of gender roles, and I assess their new knowledge by reading their journal entries. This lesson is based on seven of the intelligences to suit the various learning styles in the classroom. Standard 5 - //Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.// Rationale: For this lesson, I am using a variety of instructional strategies to ensure that I teach to at least seven of the intelligences, which are as follows: musical, interpersonal, intrapersonal, linguistic, naturalist, spatial, and bodily-kinesthetic. By doing this, I am enabling myself to accommodate all learners and I am acknowledging students' individual variances. The use of [|GarageBand] provides a way for all students to demonstrate and refine their knowledge and understanding of gender roles. Standard 8 - //Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.// Rationale: During this lesson I implement the use of formative assessment through having students demonstrate their refined understandings of the role of sexuality by revising and re-doing an initial assignment on gender roles. I will evaluate their overall understandings by reading their journal entries on their new learnings. I will be supporting the development of each learner by providing timely feedback on his or her journal entries. I will use summative assessment by evaluating the students' overall understanding of the material with their poems in [|GarageBand].
 * Maine Standards for Initial Teacher Certification and Rationale**

Agenda: Picture-Character Descriptions (10 minutes) Check notes (5 minutes) “Think-Pair-Share” graphic organizer (see attached) (10 minutes) Gender Theme Role-Playing (20 minutes) Journal Entry (10 minutes) Discussion/Walk Outside (15 minutes) Introduction to Poem Reading Project and Work Time (10 minutes)
 * Teaching and Learning Sequence:**

The classroom tables will be arranged in a semi-circle, where the teacher can stand in the middle and have room to visit each table. This will enable all students to be able to face the teacher, and the teacher can provide eye contact for each student. Prior to this class, students will have read __Bridge to Terabithia__ and notated any parts of the story that refer to gender roles. I will pre-assess their initial knowledge of gender roles by looking over their notes. I will start the lesson with the pictures of Jess and Leslie on the board, and provide the descriptions from the book. Next, students will turn in their initial notes on the theme of gender roles in the novel. Next, they will break up into partners for "Think-Pair-Share" (see attached) about their notes, and stay with these partners for the activity on acting out gender roles. Following this, students will have the opportunity to journal their new thoughts and findings, and I will play light classical music in the background. We will discuss new opinions and thoughts on a walk outside. I will conclude the lesson by introducing students to the poem readings in [|GarageBand] project, and I will provide them with the rubric. Students will be assigned to plan out what they are going to present in their projects. During this lesson, students will understand that gender roles contribute to the themes of __Bridge to Terabithia__. Students will realize how a novel develops based on its themes. Students will analyze character's thoughts, words, and actions. At the start of the lesson, I will put enlarged images from the book of Jess and Leslie on the board with descriptions and opinions of each gender from the book, under each picture.
 * What, Where, Why, Hook, Tailor:** musical, interpersonal, intrapersonal, linguistic, naturalist, spatial, and bodily-kinesthetic.

Students will know gender roles (see attached content notes). I will be providing feedback throughout most of the lesson, for individual students on journals, and for partner groups role-playing. All students will be able to learn as I will accommodate when necessary, and I have provided parts of the lesson that are targeted toward seven of the multiple intelligences. I will check for understanding by monitoring the partner and individual activities, and I will use the summative assessment to assess students' overall understanding of the material.
 * Equip, Tailor:** musical, interpersonal, intrapersonal, linguistic and bodily-kinesthetic.

Students will use the graphic organizer "Fact and Opinion," (see attached) and will be involved in "Think-Pair-Share" (see attached). Students act out one gender as if they were a character from the book, with a partner of a different gender. Partners will be selected by taking names out of a hat. I will split the class in half, and one half of the class will be selecting their partner out of the class. Then, within each team of two, one person will decide to represent a female perspective from the novel, and the other person will choose to represent a male perspective from the novel. They will reconsider the role of sexuality in the novel. Students will re-do an initial assignment on sexuality in the novel. They will refine their ideas on gender roles by writing down their present thoughts in their journals, with classical music plays quietly in the background. Students will be able to explain gender roles in the novel (see attached), and will demonstrate this ability through their final product of two poem readings in [|GarageBand].
 * Explore, Experience, Rethink, Revise, Tailor:** musical, interpersonal, intrapersonal, linguistic, and bodily-kinesthetic.

Students will do a journal entry on their new learnings and will take this opportunity to reflect and assess the quality of understanding they have of the material, with light classical music playing in the background. I will provide timely feedback on their journal entries by writing comments in their journals and returning them at the beginning of the next class period.
 * Rethink, Revise, Tailor**: interpersonal, and linguistic.

= =