L4+Ferry,+Bridget

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

**__ Objectives __** **__ Maine Learning Results Alignment __** // 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 // **__ Assessment __** The Round Robin sharing activity will allow me to see and assess where the students stand in their understanding of the themes of the work. Once I hear from everyone, I can go around to groups and ask clarifying questions to help lead them in the right direction to make stronger connections and correlations between the themes. Summative Assessment will be a bubbl.us web that shows the connections between the themes and how they interrelate and play off of each other and lead to other themes. This will be assessed on a rubric. **__ Integration __** Technology: The use of bubbl.us, an internet-based web making program, will allow students to more easily map our their ideas and visually see and understand the connections between different themes in the novel. Because it is an internet program, it can be shared on blogs or sent to others and easily printed off, making it easier to create and share. **__ Groupings __** Students will work in Round Robin groups of 4 students. One person will be the recorder and everyone tries to answer the same question, going in order around the circle they are sitting, each sharing their answer until everyone has shared and been recorded. Then they will report out to the class and I will type up the answers, being the recorder for the class. The questions students must answer is "why did you organize your web the way you did?" to try to gain an understanding of the different understandings of the themes that are apparent in the class. **__ Differentiated Instruction __**
 * Teacher’s Name: ** Miss Ferry **Lesson:** Lesson 4 Apply
 * Grade Level:** **9-12 Topic:** The Great Gatsby
 * Student will understand that ** a theme or themes, either stated or implied, has an effect in the text and can be evaluated
 * Student will know** theme, the car accident, the part, the death of Gatsby, conclusions.
 * Student will be able to** exhibit an understanding of the minor themes of the work
 * Rationale:** Students will read The Great Gatsby, an age appropriate text, and analyze how the minor and major themes of the novel work together, supporting their claims with text from the novel.
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning)**
 * Strategies **
 * Linguistic:** The linguistic learner can benefit from being the recorder in the round robin group.
 * Interpersonal:** The interpersonal learner will achieve more by being able to talk in a big group and revise in a pair.
 * Visual:** The visual learner will benefit from using a web to see the connections between themes and therefore better understand them.
 * Logical:** The logical learner will achieve more by using a graphic organizer that requires thinking in a logical process to make connections between different levels of themes.
 * Intrapersonal:** The intrapersonal learner will benefit from starting the thinking process alone so that they can fully develop their thoughts before they integrate the thoughts of others.
 * Naturalistic:** The naturalistic student will benefit from discussing the spider web and seeing how it relates to the web they are going to make about the themes of the book.

I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations
 * Modifications/Accommodations**
 * Absent:** If a student misses this lesson I will show them a good student sample and give them the rubric so they know what is expected of their product. They can then create their web. Together we will talk about why they set it up and connected themes as they did, and then I will ask clarification questions to help them see more connections. They will then tweak their web for homework and email me the final product for grading.

bubbl.us is a type II technology that allows for sharing and editing of webs that can be easily created, rearranged, and embedded in blogs and wikis for networking of ideas. **__ Materials, Resources and Technology __** Laptops for each student Copies of the Great Gatsby Paper Pens/ Pencils Rubric **__ Source for Lesson Plan and Research __** [|Round Robin] This cooperative learning activity will help students see others' points of view about the themes of the novel and expand their knowledge by discussing their answers to the same question. [|Bubbl.us] This online web-generating site allow students to quickly and effectively create webs to help clarify their thoughts. [|Rubistar] This website helped me to see a good structure for a rubric, even thought I created my own from scratch, it helped me to see how a good rubric is built. [|Themes] This website is a great resource, listing all the minor themes in the novel and expands upon each theme, explaining it in detail
 * Extensions**

**__ 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 using an online web manipulative and working in an environment that allows for freedom of speech and ideas and discussion I will meet the needs of my students. Students who prefer organization, structure, and routine will benefit from being given clear descriptions of what is expected of them in each activity. Receiving the rubric before working on the web will allow organized students to work towards a clear end-goal. Students who learn by doing and enjoy analyzing, exploring, and discussing will be supported in my classroom. These students will enjoy the process of analyzing and exploring how themes relate to each other. They can learn this by trying the web and reconstructing as they learn more. 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 class discussion will breed new ideas and allows students to share their understanding of the themes and explore other’s ideas in a respectful way.
 * //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 know the, the car accident, the party, the death of Gatsby, metaphor, conclusions. Please refer to content notes for expansion on these ideas. //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 how the minor and major themes of the novel work together, supporting their claims with text from the novel. Students will be able to exhibit an understanding of the minor themes of the work. The big ideas in life impact what happens in smaller situations and what happens to people. If you can understand the big picture, you can better understand what to do and how to act to respond to the big picture
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** The use of bubbl.us, an internet-based web making program, will allow students to more easily map our their ideas and visually see and understand the connections between different themes in the novel. Because it is an internet program, it can be shared on blogs or sent to others and easily printed off, making it easier to create and share
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Linguistic:** The linguistic learner can benefit from being the recorder in the round robin group.
 * Interpersonal:** The interpersonal learner will achieve more by being able to talk in a big group and revise in a pair.
 * Visual:** The visual learner will benefit from using a web to see the connections between themes and therefore better understand them.
 * Logical:** The logical learner will achieve more by using a graphic organizer that requires thinking in a logical process to make connections between different levels of themes.
 * Intrapersonal:** The intrapersonal learner will benefit from starting the thinking process alone so that they can fully develop their thoughts before they integrate the thoughts of others.
 * Naturalistic:** The naturalistic student will benefit from discussing the spider web and seeing how it relates to the web they are going to make about the themes of the book.

Rationale:** Students will create a web that shows the connections between the major theme and the minor themes of the work. The minor themes should branch off from the central theme. From there, students are expected to write their understanding of the themes off in more bubbles that branch from that theme. Connect the themes to each other! The goal is to see how they connect to form the "big picture" and the plot of the novel. Add quotations and examples to support the themes and connections. Students will then blog about why they connected the themes as they did, and include their web in their blog post. The Round Robin sharing activity will allow me to see and assess where the students stand in their understanding of the themes of the work. Once I hear from everyone, I can go around to groups and ask clarifying questions to help lead them in the right direction to make stronger connections and correlations between the theme, which is the Formative Assessment. Summative Assessment will be a bubbl.us web that shows the connections between the themes and how they interrelate and play off of each other and lead to other themes. This will be assessed on a rubric. **__ Teaching and Learning Sequence __** Desks will be set up in three circles of desks to help facilitate the Round Robbin Discussion. Students will then move the desks into a semi-circle facing the board to make the whole class Round Robin easier.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Hook: Discuss how spider webs are made up of small connections between threads that work together to create the whole web. Transition into how the minor themes of the work connect together to create the major theme, which is the back bone of the novel. 5 minutes Experience: Students will create their webs. 20 minutes Round Robin: Students will answer the question "Why did you create and connect your web and themes as you did?" 15 minutes Class Round Robin: As a class we will do a Round Robin and have each group report out briefly and I will be the recorder. 20 minutes Rethink: Students will be given time to go back and edit their webs with the knew knowledge their classmates have provided them. 10 minutes Revise: After students have edited their webs they will post them into a blog and write a paragraph answering the Round Robin question. 10 minutes.
 * Agenda:**

Students will understand that a theme or themes, either stated or implied, has an effect in the text and can be evaluated **.** //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//**.** The big ideas in life impact what happens in smaller situations and what happens to people. If you can understand the big picture, you can better understand what to do and how to act to respond to the big picture. Students will come in and we will have a short discussion about spider webs. I will ask the students what they know about spider webs and how they are structured. The conversation should reveal that different parts of the web support other parts and they all interconnect to form a well-structured whole. I will then transition the discussion into how the minor themes of the work come together to support the major theme and create the whole: the novel.
 * Where, Why, What, Hook, Tailor:** Interpersonal, Naturalistic, Linguistic

I will direct the students to bubbl.us on the internet so that they may create their own web. I will explain that they must put the major theme, The American Dream, in the center, and then branch the minor themes out from there. They must use all of the minor themes, society and class, love, dishonesty, wealth, memories and the past, and dissatisfaction. They can connect the themes however they want, and must include examples/ quotes from the book for each of the themes. I will pass out the rubric so that they can know what is expected of them. When students are finished with their webs they will work with the people at their table as a Round Robin group. One person will act as recorder and record each student's answer to the question "Why did you create and connect your web and themes as you did?" When the groups are finished, we will rearrange the room as one big semi circle and then do a big Round Robin as a class, and I will record on the board. When everyone has shared they will be given time to go back to their webs and edit it using their knowledge gained from their classmates. Edits must be done in a different color bubble than those in the original web. Some where on the page must be a key showing which colors represent pre-class discussion and post-class disucssion.
 * Equip, Explore, Experience, Rethink, Tailor:** Linguistic

Once students have edited their webs they will upload them to their blogs. They will write a paragraph answering the question "Why did you create and connect your web and themes as you did?" The post must be titled "Theme Web" and must be labeled "Gatsby." I will go to each student's blog and grade them using the holistic checklist that they received a copy of. Grades will be returned next class.
 * Experience, Evaluate, Tailor:** Interpersonal

Students will also know about the car accident in [|chapter seven] where Daisy hits and kills Myrtle. Myrtle runs out in front of the car and Daisy, being a careless drive and having another car coming at her, tries to swerve but ends up hitting Myrtle. Instead of stopping, Daisy speeds up, leaving Myrtle to die in the middle of the road. Gatsby tries to make her stop, but she won't, so he pulls the emergency break and drives them to his mansion where they hide the car in the garage. They then take a taxi back to East Egg and Daisy goes inside and Gatsby waits in the bushes to make sure Tom doesn't give her any trouble. Nick meets Gatsby outside the Buchanan's house and Gatsby tells Nick that even though Daisy was driving, he is going to say that he was. This scene is a prime example of the themes of love and dishonesty. Gatsby's love for Daisy again forces him to become dishonest, and lie about the car accident, taking all the blame because he cannot bear to see the woman he loves get in such trouble. Daisy herself is dishonest by not taking the blame and never telling anyone that it was really she who was driving. This scene also shows how shallow the upper-class is depicted in this novel, because after killing a woman in a hit and run, Daisy goes inside to nonchalantly eat fried chicken with her husband, which depicts the theme of society and class. The students will also know about the death of Gatsby. Gatsby is shot and killed while in his pool by George Wilson, the husband of Myrtle, the woman Daisy hit and killed. Wilson managed to track down the car that hit his wife, and figured out who it belonged to. Even though Gatsby is not the one who hit Daisy, Wilson doesn't know this and Gatsby had already decided that he would take the blame anyways. Wilson shoots Gatsby and then kills himself. This may be because he found out Myrtle was cheating on him, or because his wife is dead, most likely, it is a combination of both. Nick and the servants find Gatsby dead in the pool and bring him inside and start to make arrangements. Nick tries to find people to invite to the funeral only to find that Daisy and Tom have skipped town and the rest of the people who came to Gatsby's parties see no reason to come. The only people who attend Gatsby's funeral are Nick, Gatsby's father who showed up when he read about the news, and Owl Eyes, an attendee of Gatsby's parties. The death of Gatsby is an example of the themes of dishonesty, dissatisfaction, and the loss of the American Dream. Students will also know how to draw conclusions based on what they have read. Conclusions they should start to draw is that Daisy is a personification of the American Dream: beautiful and desirable, but unattainable and fickle. Money solves none of the character's problems; it only gives them something to hide behind and use to try to buy happiness. Nick is not always the honest narrator we originally believe him to be.
 * Content Notes**
 * Student will know** the definition of theme, as defined by [|Merriam-Webster] : a subject or topic of discourse or of artistic representation. Students will know the definiton of the word metaphor, as defined by [|Merriam-Wesbter:] a figure of speech in which a word or phrase literally denoting one kind of object or idea is used in place of another to suggest a likeness or analogy between them. They will also know that the main theme of the novel is The American Dream, which is trying to find success, wealth, and better one's self. The [| minor themes] of the work include society and class, love, dishonesty, wealth, memories and the past, and dissatisfaction.

Rubric
 * Handouts**