L3+Ferry,+Bridget

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

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

** **__ Objectives __** **__ Maine Learning Results Alignment __** // Maine Learning Results: // English Language Arts //- A. Reading// //A2 Literary Texts// //Grades 9- Diploma **The Great Gatsby** Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.//
 * Teacher’s Name: ** Miss Ferry **Lesson:** Lesson 3 Perspective
 * Grade Level:** 9-12 **Topic:** Character Conflict in The Great Gatsby
 * Student will understand that ** character’s internal and external conflicts greatly impact the theme or themes of a text
 * Student will know** Dynamic Character, Static Character, Round Character, Flat Character, Internal Conflict, and External Conflict
 * Student will be able to** compare and contrast characters’ internal and external conflicts

Students will read The Great Gatsby, an age appropriate text, and analyze the character's internal and external conflicts, using excerpts from the novel to defend their assertions.
 * Rationale:**

**__ Assessment __** Students will edit each others comic books to give peer feedback. They will also be required to turn in their graphic organizers to show their thought process and prove that they followed a process to funnel their thoughts and ideas into a comic book.
 * Formative (Assessment for Learning) **

Students will create a Comic Life in which they compare and contrast the internal and external conflicts of a character. Students will pick a character who's conflicts they wish to investigate more. They will create a comic book in which this character becomes the main character. The comic book must explain the internal as well as the external conflicts, and compare and contrast the two. Students must stay true to the book and must not make up conflicts that do not occur in the novel. Students must be creative by exploring the elements of Comic Life and use them to prove their knowledge of their character's conflicts. **__ Integration __** Technology: Students will use Comic Life, a type II technology to create a comic book in which their display their understanding of a character's internal and external conflicts. Art: Students will use their artistic skills to develop a Comic Life that is visually pleasing. **__ Groupings __** Students will work in 6 groups and each be assigned a vocabulary term related to characters and conflict. Working in this "Jigsaw" each group will define the word and give an appropriate example from the book. As groups report out, everyone must write down on the vocabulary sheet the definition and briefly note the example so that each student has a list of vocabulary terms and relevant examples to look back on and help them better understand how to discuss conflicts and characters. Groups will be determined by numbering students one through six as they walk into class. This will split them up into the 6 groups I need and I can make sure groups are even. **__ Differentiated Instruction __** ** Visual: ** Visual learners will gain a deeper understanding of conflict by being able to translate their knowledge into a comic book. ** Linguistic: ** Linguistic learners will benefit from writing out the story map before they have to translate their knowledge into a visual product. ** Musical: ** Musical learners will better understand the conflicts in the novel by relating them to the conflicts in the Clash song “Should I Stay or Should I Go?” ** Interpersonal: ** Interpersonal learners will benefit from participating in the jigsaw in order to learn new terms with the help of others. ** Intrapersonal: ** Intrapersonal learners will benefit from creating the story map on their own so they can organize their thoughts before the share them. ** Logical: ** Logical learners will gain a better understanding of conflict by filling out the story map that brings the student thought a scientific-like series of steps to get to the conflict and resolution.
 * Summative (Assessment of Learning)**
 * Strategies **

I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations
 * Modifications/Accommodations**
 * Absent:** If a student is absent I will help them catch up or make it up by giving them a list of the vocabulary terms, their definitions, and examples that were provided in class. I will direct them to the Comic Life Tutorial and clearly explain the assignment to them. They will then fill out their graphic organizer and start on their Comic Life, which will be due in the number of days the student missed, plus one.

Comic Life is a type II technology that allows students to explore the basics of comic book design and adapt their character's story and conflicts into a comic book-like tale. **__ Materials, Resources and Technology __** Laptops for each students Graphic Organizers Comic Life Copies of The Great Gatsby Projector and screen Rubrics **__ Source for Lesson Plan and Research __** [|Comic Life] This is the program in which students will create their comic books [|Story Map] This is the Graphic Organizer the students will use to get started [|Jigsaw] This is the group activity students will participate in [|Comic Life Tutorial] This video is a great tutorial to introduce students to comic life [|Rubistar] This is the website from which I adapted my rubric [|Conflict] This is a website that clearly explains what types of conflict occur in literature. **__ Maine Standards for Initial Teacher Certification and Rationale __** Rationale:** Students who enjoy and learn from using a variety of resources and manipulative, choosing their activities and having freedom, and working in an adaptive and spontaneous environment will have all the support they need to learn in my classroom. By allowing students to use ComicLife, they are given the opportunity to create any type of comic book they like, and delve deeper into understanding the conflicts of the characters in The Great Gatsby. They will also love the spontaneity of connecting 80's punk music to a novel set in the 1920s. Students who learn by doing and enjoy analyzing, exploring, and discussing will be supported in my classroom. They will benifit from using a graphic organizer to help them map out logically the story of their character and their conflicts. The Jigsaw activity will also allow them to discuss and start thinking about conflict and conflict resolution. Students who prefer a encouraging and supportive atmosphere with respectful and sensitive peers will have their needs met while doing group work and peer evaluation. The Jigsaw activity will allow them to talk and discuss with their peers. The peer feedback time will also allow them to create and thrive in a supportive atmosphere. Students who prefer organization, structure, and routine will benefit from being given clear descriptions of what is expected of them in each activity. These students will benefit from having the rubric they will be graded on so that they may always look to it to try to meet the criteria. They will also do well with the structure of the schedule that gives them specific work, feedback, and revision time.
 * Extensions**
 * //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 read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.// Students will read The Great Gatsby, an age appropriate text, and analyze the character's internal and external conflicts, using excerpts from the novel to defend their assertions
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//
 * Student will know** Dynamic Character, Static Character, Round Character, Flat Character, Internal Conflict, and External Conflict
 * Student will be able to** compare and contrast characters’ internal and external conflicts

Rationale:** ** Visual: ** Visual learners will gain a deeper understanding of conflict by being able to translate their knowledge into a comic book. ** Linguistic: ** Linguistic learners will benefit from writing out the story map before they have to translate their knowledge into a visual product. ** Musical: ** Musical learners will better understand the conflicts in the novel by relating them to the conflicts in the Clash song “Should I Stay or Should I Go?” ** Interpersonal: ** Interpersonal learners will benefit from participating in the jigsaw in order to learn new terms with the help of others. ** Intrapersonal: ** Intrapersonal learners will benefit from creating the story map on their own so they can organize their thoughts before the share them. ** Logical: ** Logical learners will gain a better understanding of conflict by filling out the story map that brings the student thought a scientific-like series of steps to get to the conflict and resolution. Comic Life is a type II technology that allows students to explore the basics of comic book design and adapt their character's story and conflicts into a comic book-like tale.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** Students will work in 6 groups and each be assigned a vocabulary term related to characters and conflict. Working in this "Jigsaw" each group will define the word and give an appropriate example from the book. As groups report out, everyone must write down on the vocabulary sheet the definition and briefly note the example so that each student has a list of vocabulary terms and relevant examples to look back on and help them better understand how to discuss conflicts and characters. Groups will be determined by birth month, January and February will work together, then March and April and so on. Comic Life is a type II technology that allows students to explore the basics of comic book design and adapt their character's story and conflicts into a comic book-like tale. Students will create a Comic Life in which they compare and contrast the internal and external conflicts of a character. Students will pick a character who's conflicts they wish to investigate more. They will create a comic book in which this character becomes the main character. The comic book must explain the internal as well as the external conflicts, and compare and contrast the two. Students must stay true to the book: making up conflicts and incidents they don't occur within the novel won't help you better understand the character! Students must be creative!
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

**__ Teaching and Learning Sequence __** Classroom will be set up in 6 stations, one for each jigsaw group.

Agenda Day One: Hook- Students will listen to the Clash's "Should I Stay or Should I Go?" and as a class we will discuss it's connection to the novel. 15 minutes Co-Op Learning- Students will break up into their Jigsaw groups and define vocabulary words and provide examples and report out to the class. 30 minutes Story Map- Students will fill out their Story Map Graphic organizers to help them figure out which conflicts and characters they will focus on. 20 minutes Comic Life Tutorial- Students will go through the Comic Life Tutorial step by step 10 minutes Assign Homework- Students should play with Comic Life and get started on their projects. Any questions? 5 minutes

Day Two: Work Time- Students will be given the majority of the period to work on their comic books, which must be finished in time for peer editing. 50 minutes Peer Editing- Students will swap comic books with a peer and read through and give helpful and appropriate feedback. 20 minutes Revision- Students will use the remaining class time to start editing their comic books using peer feedback. 10 minutes. Homework- Comic book must be finished for tomorrow.

Day Three: Presentations- Students will present their comic books to the class. 50 minutes Discussion- As a class we will discuss the different portrayals of conflict we saw in each others comic books. 20 minutes Graphic Organizer- Students will add to their graphic organizers, using their new, deeper understanding of conflict to re-write their definitions or add better examples. 10 minutes

At the start of class I will play the Clash's "Should I Stay or Should I Go?" and ask the students to listen to the lyrics and pass out copies of the lyrics too. After we have listened to the song we will discuss the conflict in the song. Students should recognize that the singer has an internal conflict about whether they should stay with their partner or leave them. They also are dealing with an external conflict with their partner who is a tease and is never clear about her intentions or feelings, which causes indecision and distress for the singer. After students have discussed and analyzed the singer's conflict, I will ask them if it reminds them of the conflicts a character in The Great Gatsby is dealing with. If they don't suggest it, it should be Daisy. We can then discuss how Daisy has similar conflicts because she knows Tom is cheating on her, but can't seem to leave him, which is an internal struggle. She also can't seem to choose between Tom and Gatsby, which is an internal conflicts that becomes an external one when the men fight over her at the hotel in the city. Once the discussion of Daisy's conflicts and what type of conflicts they are we will transition into the Jigsaw groups.
 * Where, Why, What, Hook, Tailor**: Musical, Visual, Linguistic, Interpersonal

Students will then break off into the Jigsaw Groups. Students will be assigned group by numbered as the enter the room, one through six, to create 6 groups. Each group will get one of the following vocabulary words to define: Dynamic Character, Static Character, Round Character, Flat Character, Internal Conflict, and External Conflict. As a group, they need to research definitions and piece them together until they have a definition they can all understand. They will then find an example from the novel that can be defined by their word. For example, Gatsby is a Dynamic Character because he undergoes great change to go from James Gatz to Jay Gatsby. When both definition and example are solidified they will write them down on their Vocabulary Work Sheet. After all the groups have finished they will report out to the whole class, giving their definition and example. As groups present, everyone else needs to record the definition and example on their worksheet. When everyone has presented, all students should have their vocabulary work sheets completely filled out. Students will then receive a Story Map Graphic Organizer and be informed that they will be making a comic book based on The Great Gatsby. They must pick a conflict from the novel that interests them and the character the conflict revolves around. Once they have made a decision, they can start to fill out the story map to get a better understanding of the conflict. The story map will be the outline for the comic book they will create. When story maps are completed, eyes will go to the front of the room to watch a Comic Life Tutorial Video so that they can start to learn the ins and outs of the program. With the remaining time, students can play around with Comic Life. I will pass out the rubric they will be graded on and tell them that they will be expected to have at least half of their comic book completed for the next class.
 * Equip, Explore, Experience Tailor:** Interpersonal, Intrapersonal, Visual, Linguistic, Logical


 * Day Two**: Students will be given just under an hour to finish their comic books during class. After this allotted time, students must swap comic books with a peer and give helpful and appropriate feedback. Students should partner up with people who finish around the same time they do so they can get right to peer editing. They should refer to the rubric to give advice to help their classmate work towards at 4. After peer review, students can spend the remaining class time working on their comic book and integrating the advice of their peer. As homework, everyone should finish their comic book and come to the next class with a printed out, final copy. **Day Three:** Students will present their comic books to the class, explaining the conflict, type of conflict, character, and type of character, using their vocabulary words. Before students present they will hand me a copy of the rubric on which they self-assessed themselves, this should be done before class has started. I will grade students on the presentation section of the rubric as they present, and collect their comic books after to grade and return by the next class. When all presentations are complete, we will talk about the different protrayals of conflict we saw in each others' comic books. After a solid and rousing discussion, students will return to their Vocabulary Worksheet and add more examples and alter any of the definitions as they see fit, using what they learned during the making of their comic book and their viewing of classmates' books as well. Students will use this Character they did their Comic Life about as the Character they will do their Podcast and final project, their iMovie, about to get a very in-depth look at their chosen character so they may fully understand how theme and conflict affect a character and how that affects the novel.
 * Revise, Refine, Evaluate Tailor**: Visual, Interpersonal, Linguistic, Intrapersonal

Dynamic Character- A character, usually a major one, who undergoes a change due to a conflict or conflicts that he or she faces. Static Character- A character who does not change throughout the course of the novel. Round Character- A character, usually a major one, who is fully developed, they have conflicts, experience change, and seem to be more realistic. Flat Character- A character who lack full development. They usually seem not truly realistic, as they do not experience change. Internal Conflict- An internal struggle that that a character must deal with. External Conflict- A struggle between a character and another character, the environment, or another thing outside of the character's control.
 * Content Notes**

Graphic Organizer Rubric Vocabulary Sheet Clash Lyrics
 * Handouts**