L2+Ferry,+Bridget

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.// **__ Assessment __** The formative assessment will be peer feedback in the form of comments that they will leave for each other on their blog posts. Students are required to leave at least 3 comments, all on different students blogs. Formative assessment from myself will be a comment on each students' blog posts to help them refine their ideas. Students will post three blog entries on their blogs, each entry will explain how the point of view from which the novel is told affects what and how we learn about the themes of the novel. Students must choose three themes to focus on, each in a separate post, and cannot choose the theme that they did their Glogster on. All blogs must include an appropriate non-verbal stimulant to support their ideas (such as a video, song, or picture), as well as integrate a quotation and use an example that supports their claims. Blogs will be graded based on a rubric. **__ Integration __** Technology: Students are using Blogger to create and keep a blog that documents their learning and their thoughts about __The Great Gatsby__. Music/ Art: Students are required to find a non-verbal stimulant to help them support the claims they make in each post, this requires them to think about their subject in the realm or music or art, not just English. **__ Groupings __** Students will participate in cooperative learning by doing a numbered heads together activity in which students are split up into groups of four with each student in the group being assigned a number, 1-4. All groups will be asked to answer the same question: How does reading the story from Nick's point of view affect our interpretation of the text? Groups will get 5 minutes to discuss this and come to a consensus. I will then call out one of the four numbers, and the students with that number will all report out from their group what they had decided. We will then discuss all the possible answers they have given to this question. **__ Differentiated Instruction __**
 * Teacher’s Name: ** Ms. Ferry **Date of Lesson:** Lesson 2 Explain
 * Grade Level:** 9-12 **Topic:** Gatsby Blogs
 * Student will understand that ** there is a difference between first person and third person narration and that the point of view effects a reader’s interpretation of a text.
 * Student will know** Point of View, First Person Point of View, Third Person Omniscient, Third Person Limited, Nick, Parallel Structure
 * Student will be able to** describe the effect of point of view on the themes of the text
 * Rationale:**Students are reading __The Great Gatsby__, an age appropriate text, and are analyzing the point of view, using quotes from the book in their blogs
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning)**
 * Strategies **
 * Verbal:** Verbal students will benefit from being able to express their ideas in writing in a 21st century form of a blog.
 * Interpersonal:** Interpersonal students will benefit from getting comments from their peers to help them in the process of revising their blog entries as well as working in a group during cooperative learning.
 * Intrapersonal:** Intrapersonal students will learn from working on their blog, a place to express and finalize their ideas.
 * Visual:** Visual students will benefit from playing first person Tetris because they can make a visual connection to how point of view affects a story.
 * Logical:** Logical students will benefit from using the graphic organizer that will follow a logical step by process to get them to the point they need to start their blog entry.
 * Bodily/ Kinesthetic:** Kinesthetic students will benefit from playing first person Tetris because the movement and rotation will make help them make connections to the effect of point of view on the story.

I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations Students are using Blogger, an online blog, that allows bloggers to keep a public, online account of whatever they wish. By using Blogger to express their opinions of the novel and how point of view affects what we learn about themes, students are publicly stating their ideas and beliefs and using the text to assert their claims for people outside of the classroom to read and think about. **__ Materials, Resources and Technology __** Graphic Organizer: Planning Chart Example blog Pen and paper Copies of __The Great Gatsby__ Link to 1st person Tetris Projector Laptops for each student **__ Source for Lesson Plan and Research __** [|Blogger] This is the website where students will create and keep their blogs [|Numbered Heads Together] This is the cooperative learning group activity that students will participate in [|Planning Chart] This is the graphic organizer students will use to help focus their thoughts before they write their blogs [|Themes] This website is a great resource, listing all the minor themes in the novel and expands upon each theme, explaining it in detail This is the example blog I have created for the students to see so they can gain an understanding of what is expected [|Rubistar] This is the website that helped me to design my rubric for the summative assessment of the blogs [|1st Person Tetris] This website hosts the game 1st Person Tetris that will allow students to understand the impact of point of view in a different dimension. **__ Maine Standards for Initial Teacher Certification and Rationale __** Rationale:** Students who enjoy and learn from using a variety of resources and manipulates, choosing their activities and having freedom while working in an adaptive and spontaneous environment will enjoy being able to pick the topics of their blog posts as well as add sound, pictures, or video. They will enjoy the spontaneity of the numbered heads together group activity and using type II technologies, like Blogger, will allow them to explore new resources and manipulates to help them express their knowledge. Students who prefer organization, structure, and routine will benefit from having the rubric to work from while they create their blog posts. They will also enjoy the step-by-step procedure of creating a blog and following their peers. Using graphic organizers to clarify their thoughts before they proceed to writing their blogs will also be beneficial to them. Students who learn by doing and enjoy analyzing, exploring, an discussing will find support in my classroom in the class discussions about theme and point of view. They will also benefit from the group activity and exploring Blogger by commenting on other student's posts. They will discover how point of view impacts a reader's understanding of the minor themes of the Great Gatsby by talking with their classmates and analyzing the text. Students who need an encouraging and supportive environment with respectful and sensitive peers will feel at ease in the group activity and enjoy getting positive feedback from their classmates on their blog posts. Class discussions will allow them to branch out and explore the supportive environment that their peers and I help them become a part of when they share their ideas and ask their questions. Rationale:**
 * Modifications/Accommodations**
 * Absent:** If a student misses this lesson, I will help them get caught up by having them see me during my prep period so we can go over the lesson and explain the project. They will be expect to get all of the materials in the absent folder and bring them when they come to see me. Students can look at other's blog posts to get a good idea of what the end goal is. They will be expected to finish their posts and associated work in the number of days they were absent, plus one, to allow them time to get caught up on all work they have missed.
 * Extensions**
 * Blog Example**
 * //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.//
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//
 * Student will know** Point of View, First Person Point of View, Third Person Omniscient, Third Person Limited, Nick, Parallel Structure. 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 are reading __The Great Gatsby__, an age appropriate text, and are analyzing the point of view, using quotes from the book in their blogs. **Student will be able to** describe the effect of point of view on the themes of the text. By learning how point of view effects a reader’s interpretation of the text students will come to understand that in real life, some one’s point of view affects their interpretation of everything they see, do, hear, and learn.

Rationale:** Students are using Blogger, an online blog, that allows bloggers to keep a public, online account of whatever they wish. By using Blogger to express their opinions of the novel and how point of view affects what we learn about themes, students are publicly stating their ideas and beliefs and using the text to assert their claims for people outside of the classroom to read and think about.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal:** Verbal students will benefit from being able to express their ideas in writing in a 21st century form of a blog.
 * Interpersonal:** Interpersonal students will benefit from getting comments from their peers to help them in the process of revising their blog entries as well as working in a group during cooperative learning.
 * Intrapersonal:** Intrapersonal students will learn from working on their blog, a place to express and finalize their ideas.
 * Visual:** Visual students will benefit from playing first person Tetris because they can make a visual connection to how point of view affects a story.
 * Logical:** Logical students will benefit from using the graphic organizer that will follow a logical step by process to get them to the point they need to start their blog entry.
 * Bodily/ Kinesthetic:** Kinesthetic students will benefit from playing first person Tetris because the movement and rotation will make help them make connections to the effect of point of view on the story.

The formative assessment will be peer feedback in the form of comments that they will leave for each other on their blog posts. Students are required to leave at least 3 comments, all on different students blogs. Formative assessment from myself will be a comment on each students' blog posts to help them refine their ideas. Students are using Blogger, an online blog, that allows bloggers to keep a public, online account of whatever they wish. By using Blogger to express their opinions of the novel and how point of view affects what we learn about themes, students are publicly stating their ideas and beliefs and using the text to assert their claims for people outside of the classroom to read and think about. Students will post three blog entries on their blogs, each entry will explain how the point of view from which the novel is told affects what and how we learn about the themes of the novel. Students must choose three themes to focus on, each in a separate post, and cannot choose the theme that they did their Glogster on. All blogs must include an appropriate non-verbal stimulant to support their ideas (such as a video, song, or picture), as well as integrate a quotation and use an example that supports their claims. Blogs will be graded based on a rubric. **__ Teaching and Learning Sequence __** Classroom arrangement is desks/table set up in clusters where four students can be seated at each cluster. This will allow for pre-created groups for the numbered heads together activity. It will also be useful so that students can quietly talk together about their blog posts and ideas while they start their graphic organizers and posts. Agenda Day One: 1. Hook- Students will use their laptops to go to [|First Person Tetris] and play the game and discuss it. 5 minutes 2. Objectives- Explain to students what they will understand, know, and be able to do. 10 minutes 3. Cooperative learning- Numbered heads together, answering the question "how does point of view effect our interpretation of the text?" 20 minutes 4. Graphic Organizer- Students will fill out the planning chart organizers to start mapping out what they want to say in their blog posts. 25 minutes 6. Blogger Set-up- Have all students create a blog on [| Blogger] 15 minutes 7. Assign Homework- Tell students they need to write their blog posts for homework and find the defintions of and ask if there are any questions. 5 minutes Day Two 1. Blog Followers- Get students set up so that they all follow each other's blogs so they can find each other easily for commenting 15 minutes. 2. Commenting- Students will read and comment on three classmates' blog posts, leaving feedback on how to strengthen their blog posts. 30 minutes. 3. Editing- Give students time to edit their blogs based on classmate and teacher feedback. 15 minutes 3. Discussion- Discuss as a class what people wrote in their blogs and how our understanding of the minor themes is altered by the point of view from which we learn about them. 15 minutes. 5. Assign Homework- Tell students that they need to finalize their blog posts for homework and ask if there are any questions. 5 minutes.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**

Students will understand there is a difference between first person and third person narration and that the point of view effects a reader’s interpretation of a text. //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//**.** By learning how point of view effects a reader’s interpretation of the text students will come to understand that in real life, some one’s point of view affects their interpretation of everything they see, do, hear, and learn. As the teacher, I will engage students by directing them to First Person Tetris where they will play the game and we will discuss how point of view affects our understanding and interpretation of everything we do.
 * Where, Why, What, Hook, Tailor: Visual, Bodily-Kinestetic.**

Students will know Point of View, First Person point of view, Third Person Omniscient, Third Person Limited (See content notes). After Tetris I will explain to the students that the purpose of the lesson is to understand how the point of view from which the novel is told affects of understanding of the events and themes in the story. This is important to understand because in real life, a person's point of view affects their interpretation of everything they see, do, hear, and hear and learn. Playing first person tetris affected how students played the game. It made them re-learn how they usually play, caused them confusion, and made them adjust their usual strategies to deal with the new point of view from which the game is played. I will then number the students at each table 1-4. The students will be grouped by who they are sitting at a table with. I will ask all groups to try to answer the same question: "How does point of view affect our interpretation of The Great Gatsby?" After the groups have had about 10 minutes to come to a consensus, I will pick a number, 1-4, at random, and ask that representative from each group to share with the class what their group's answer was. I will then pass out the graphic organizer planning charts, 3 to each students so that can they can fill out one for each blog post they will be writing. I will explain to the students that they will be writing 3 blog posts, each post will focus on one of the minor themes of the work (students may not pick the theme they did their Glogster on). They must write about how the point of view from which The Great Gatsby is told affects the reader's understanding of that theme. They must also include a non-verbal element in their blog that helps them further assert what they have written.This may be a picture, a video, a song, or another appropriate add-in. Students must also use parallel structure in at least one blog post. When students have filled out their planning charts, I will get them started on creating their own blogs on Blogger, they will follow my instructions by watching me create an account while what I am doing on my laptop is projected onto the screen. I will then show the students an example blog I have created so that they may see what is expected of them. I will ask if there are any questions and then students will be told that they must write all three blog posts as homework and be prepared to edit them during the next class period. I will pass out the rubric on which they will be graded so they can know what they must include.
 * Equip, Explore, Experience, Tailor: Visual, Interpersonal, Interpersonal, Logical**

Day Two Students will follow my instructions while watching me show them how to follow each other's blogs. Once everyone is following everyone else, students will read three of their fellow classmates blog posts and leave them a comment on how to strengthen their post. Comments should include positive feedback and any negative feedback should be worded positively and give ideas as to how to fix it and be stated in "I" not "you" phrases. Example: "I think you could be more clear when talking about Daisy" not "You need to be more clear when talking about Daisy." I will also leave one comment on one of each students' blog posts. When students have all left three comments, they will get 15 minutes to make the changes they see fit to their blogs.
 * Experience, Revise, Refine, Tailor: Linguistic, Interpersonal**

As a class, we will discuss what people wrote in their blogs and how our understanding of the minor themes is altered by the point of view from which we learn about them. After the discussion, students will be told that they can finish finalizing their blog posts as homework and it must be done by tomorrow so that I can grade them and have the grades ready to pass back on the next day of class.
 * Evaluate, Tailor: Interpersonal**

The explanation of point of view and the different types are accessible [|here]. Nick is the narrator of The Great Gatsby. He, unlike the rest of the characters, is not rich. He lives in West Egg in a small and modest house next to Gatsby's mansion. He is Daisy's cousin and went to College with Tom. He becomes the one person Gatsby comes to confide in and ends up planning his funeral. The novel is written in first person point of view from the perspective of Nick. Parallel structure is using the same pattern of words to convey the idea that all the ideas within the structure have the same level of importance. Example: Alfred Lord Tennyson uses parallel structure in his poem " [|Ulysses] " when he writes "to strive, to seek, to find, and not to yield."
 * Content Notes**
 * Student will know** Point of View, First Person Point of View, Third Person Omniscient, Third Person Limited, Nick, Parallel Structure.

Planning Chart Graphic Organizer Rubric
 * Handouts**