L6+Vick,+Jesika

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

Teacher’s Name:**Ms. Vick **Date of Lesson:** Lesson 6 Self-Knowledge
 * Grade Level:**9-12 **Topic:** Context


 * __Objectives__**
 * Student will understand that** close reading allows the reader to connect the book to the real world and themselves.
 * Student will know** context, evident conflicts, historical connections
 * Student will be able to** build connections between the book and the real world.

Maine Learning Results: English Language Arts -A Reading A2. Literary Texts: To Kill a Mockingbird Grades 9-Diploma Performance Indicators and Descriptors //Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry, using excerpts from the text to support their ideas.//
 * __Maine Learning Results Alignment__**


 * Rationale:** Students will have read __To Kill a Mockingbird__, a grade level appropriate text. They will then do research in to the historical aspects in order to better understand the meaning and purpose of the book. They will need to use evidence from the text to make the connections to adequately complete the assignment.


 * __Assessment__**

**Formative (Assessment for Learning)** The preceding lesson was a formative assessment for the student's understanding of the content. They students will have access to the same rubrics I will be using to score them for the duration of the project.

The students will be required to research the events in history that are tied into the events of the book. to display what they have learned they will create an "exhibit" wiki in the historical context of the book. They will be scored by a rubric for both the product and the presentation.
 * Summative (Assessment of Learning)**


 * __Integration__**

Technology: Students will be using a wiki to compile their knowledge about the historical context of __To Kill a Mockingbird__.

Social Studies: Knowledge of historical events is required for adequate completion of the project.


 * __Groupings__**

Students will be working in groups of 4 or 5 to complete the wiki. They will all perform the roles of researcher and recorder. They all must contribute equally to the final product and presentation.


 * __Differentiated Instruction__**


 * Strategies**
 * Visual**: Wiki needs to be visually appealing.
 * Verbal**: The written component is a very large part of this project.
 * Logical**: the organization of the wiki needs to make chronological sense.
 * Kinesthetic**: Kinesthetic learners will appreciate linking
 * Musical:** Students are encouraged to be creative. This might mean adding music to their wiki.
 * Interpersonal**: The wiki needs to be user friendly.


 * Modifications/Accommodations**

I will review student's IEP, 504 or ELLIDEP, and make appropriate modifications and accommodations.

Absences: Students will be required to see my class wiki. Notes and instructions will be there. Students must coordinate a time with their group members to get caught up on group work my office hours may be used for that purpose. (please refer Absences section of Unit Syllabus)


 * Extensions**

Students will be using a wiki to display their knowledge of the context of the book. This allows more advanced students to go above and beyond and less advanced students to perform to their maximum capability as well.


 * __Materials, Resources and Technology__**

Computers with Web access Projector Projector screen Instruction Sheet Rubrics Copies of __To Kill a Mockingbird__


 * __Source for Lesson Plan and Research__**

[|The Great Depression] This is one of the resources that the students will use in their WebQuest.

[|WWI] This is one of the resources that the students will use in their WebQuest.

[|Racism] This is one of the resources that the students will use in their WebQuest

[|WebQuest] The WebQuest that the students will be completing.

My Student Sample An example of what the student’s products should look like.


 * __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://** No student learns the same way. The planning that went into this lesson and others was built to include learning activities that accommodate many intelligences, learning styles and levels. The students who learn best when they feel comfortable in their surroundings are encouraged in this lesson to move to a more comfortable space in the classroom, hall or library. Students who feel the need to move about will be accommodated by moving about the class to split into groups. Students who appreciate procedure and organization will be pleased with the rubric, and graphic organizers. This lesson is simple enough that students that need to work more slowly can to so and reach their potential, and students that are more advanced can exhibit their skills and creativity in a non-limiting way. I will be available through out the entire process in the capacities of task manager, time keeper and feedback provider.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * //Rationale://** Student will know context, evident conflicts, and historical connections. //Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry, using excerpts from the text to support their ideas.// Students will have read __To Kill a Mockingbird__, a grade level appropriate text. They will then do research in to the historical aspects in order to better understand the meaning and purpose of the book. They will need to use evidence from the text to make the connections to adequately complete the assignment.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * //Rationale://** **Visual**: Wiki needs to be visually appealing.
 * Verbal**: The written component is a very large part of this project.
 * Logical**: the organization of the wiki needs to make chronological sense.
 * Kinesthetic**: Kinesthetic learners will appreciate linking
 * Musical:** Students are encouraged to be creative. This might mean adding music to their wiki.
 * Interpersonal**: The wiki needs to be user friendly.

The proficient use of online resources (Wiki, WWWeb) is required to adequately complete this task.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * //Rationale://** The preceding lesson was a formative assessment for the student's understanding of the content. They students will have access to the same rubrics I will be using to score them for the duration of the project. The students will be required to research the events in history that are tied into the events of the book . to display what they have learned they will create an "exhibit" wiki in the historical context of the book. They will be scored by a rubric for both the product and the presentation.


 * __Teaching and Learning Sequence__****:**

Students will be working in groups of 4 or 5 to complete the wiki. They will all perform the roles of researcher and recorder.

Class One: (80 min) 1. Instructions (15 min) 2. Groups (10 min) 3. Set up Wikis (15 min) 4. Work time (35 min) 5. Reminder for what they need for next class

Class Two: Work Period (80 min)

Class Three: (80 min) 1. Technology Setup (5 min) 2. Group 1 (15 min) 3. Group 2 (15 min) 4. Group 3 (15 min) 5. Group 4 (15 min) 6. Group 5 (15 min)

__Students will understand that__ close reading allows the reader to connect the book to the real world and themselves. Because context can make all the difference when something is said or written. //Students read text within grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.// Hand them a sealed letter envelope containing the paperwork for the final project as they come into the classroom. The envelopes will say "DO NOT OPEN UNTIL INSTRUCTED TO DO SO" on them. This may pique the interest because they will want to open the envelope because they have been told not to.
 * Where, Why, What, Hook, Tailors: Visual, Verbal**

__Students will know__ context, evident conflicts, historical connections and how they apply to the book. Students will fold a piece of paper into threes and plan out the three sections that they will put on their wiki page. Students will need to do exploration of topics that form the context of the book and put a lot of thought into their wikis. They will need to draft each of the sections that go into the wiki at leas once on paper first.
 * Equip, Explore, Rethink, Tailors:** **Interpersonal, Intrapersonal, Visual, Verbal**

Peers will act as the judges for each "exhibit". When students are not presenting they are “judging” their peer’s presentation. Students will choose a partner and have a peer editing session. Before the peer editing session the students will need to have completed a draft of the Students will use the feedback they got from their peers do make a final draft of their wiki.
 * Experience, Revise, Refine, Tailors: Interpersonal, Visual**

Students will use a rubric (the same one that I will use) to evaluate themselves before making final revisions and posting their wiki pages. Also, while they are presenting, the rest of the class will be “judging” them on a simplified version of the rubric.
 * Evaluate, Tailors: Intrapersonal, Verbal**


 * __Content Notes__**

Students will pull the historical facts required for this from the Internet and text sources.

Character conflicts: Kinds of conflict. -Character vs. Self -Character vs. Character (ex. Scout v. Teacher) -Character vs. Society (ex. Tom Robinson v. court) -Character vs. Nature -Character vs. Supernatural (ex. Scout vs. hot steams) -Character vs. Machine/Technology -Character vs. Destiny

Events like: Scouts first classroom encounters. These events are about scout's advanced development and the social economic blueprint of Maycomb and how her teacher reacted to them. The courtroom: The trial in which a black man gets unfairly judged as guilty for a crime he did not commit.

Thematic elements like [|Socioeconomic Status],[| literacy],[| civil rights], and how they interconnect.

Tone: " Your behavior while attending church is different from your behavior while hanging out in the back yard with friends, or at least we hope it is. And part of that difference is the difference in language, a difference not just in the words we use but in what we call //tone//. We also recall being told, when we were very young, not to "use that tone of voice with me, Mister (or Missy, as the case may be)!" Just as the pitch and volume of one's voice carry a difference in tone from street to church, the choice of words and the way we put our sentences together convey a sense of tone in our writing. The tone, in turn, conveys our attitude toward our audience and our subject matter. Are we being frivolous or serious, casual or formal, sweet or stuffy? The choice of a single word can change the tone of a paragraph, even an entire essay. In the first sentence of this paragraph, for example, the phrasal verb "hanging out" is considerably more casual than others we might have chosen: gathering, congregating, assembling. " ([|tone]) this is a very brief look at what tone means.

Instruction Packet Rubrics Demi-rubrics
 * __Handouts__**