L2+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 2 Apply
 * Grade Leve:** 9-12 **Topic:** Meaning and Interpretation

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. // Students will be give a web graphic organizer with which they are encouraged to compose their ides and knowledge about their chosen character's reaction or thoughts about a certain event or situation in the book.The use of a graphic organizer allows both the student and the teacher to see how firm a grasp the student has on the material at hand. Each student will be required to hand in their web and a brief (1 page minimum) writeup on their situation. Students will be expected to assemble into groups of four to complete their radio show. THey will have been given a graphic organizer to help in the planning process of the project. In order to complete the project each student will need to demonstrate a firm understanding of the event and how their character react the way they do and why. Technology: Students final product will be a radio show recorded in garage band. Rather than simply getting up in front of the class and performing as their characters, students will be able to record and refine their radio shows. This is a Type II technology because it allows the student to step away from the typical oral presentation and perform at a higher level than before.
 * __ Objectives __**
 * Student will understand that ** close reading allows the reader to connect the book to the real world and themselves.
 * Student will know ** main characters,supporting characters,character conflicts,point of view.
 * Student will be able to ** be aware of character.
 * __ Maine Learning Results Alignment __**
 * Rationale: ** Students will have read __To Kill a Mockingbird__, a grade level appropriate text. They will be analyzing evens from the book from the perspective of a specific character. They will need to support their ideas with evidence from the text.
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**

Journalism: The final product is in the form of a radio show interview. There should be clear evidence of understanding how an interview is run.

The class will be divided into groups of four for the completion and presentation of the project. Students will be given a card of a certain color as they enter the classroom. After the assignment has been explained the students will split into groups according to who has the same color card as them. When in their groups they will choose an event or situation in the book. They will then choose roles (one interviewer and three characters as interviewees). They will work individually on their character's interpretations. The group will then come together again to build a script, and record for the radio show. I will review student's IEP, 504 or ELLIDEP, and make appropriate modifications and accommodations.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * Logical: ** Logical learners will like the planning and technical aspects of this project.
 * Verbal: ** writing the script for and recording the podcast will appeal to the verbal learners.
 * Intrapersonal: ** Students will contribute much of their own personal ideas into this project.
 * Interpersonal: ** Students will need to work collaboratively to complete this project.
 * Musical: ** Students will be strongly encouraged to use music in their podcast.
 * Kinsethetic: ** The act of recording the podcast will appeal to kinesthetic learners.
 * Modifications/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) Students will be using the garage band program on their computers to record a radio show Interview. Using this technology allows the students to go through a planning process and present information in a creative and fun way with out having to experience the nervousness associated with traditional performances and oral presentations. Computers with word processing, web access and Garage Band software. Projector Speakers Projector Screen Web Graphic Organizer Copies of __To Kill a Mockingbird__ Rubric Instruction Packet Planning Graphic Organizer Paper Pencils [|How to Use Garage Band] This is Mac's site on how to use the garage band software.
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

[|Web Graphic Organizer] I will want them to draw their own webs but this is a good example of the structure I want them to use. It goes beyond just one interior bubble and a single layer or satellite bubbles.

[|Recording Planning Worksheet] This is a work sheet that was surprisingly well suited to what my purpose is. I think it will help students to understand the structure of the recording and help them to distribute responsibilities.
 * __ 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 (preferably quiet) space in the classroom, hall or library. Students who feel the need to move about will be accommodated by the moving about the class to split into groups. Students who appreciate procedure and organization will be pleased with the rubric, graphic organizers and the specific amounts of time that are allotted for each task.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.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //** Student will know characters, character conflicts, and point of view. // 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 be analyzing evens from the book from the perspective of a specific character. They will need to support their ideas with evidence from the text.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Visual ** : The graphic organizers will appeal to the visual learners.
 * Verbal **:Students will use scripts in order to make a quality performance.
 * Musical **:Students are required to have musical components in their radio show.
 * Naturalistic **: Students must consider the environment of a situation to accurately consider their characters feeelings.
 * Interpersonal **: Students must show good group work ethic.
 * Intrapersonal **: They will have to put deep personal thought into the project to produce an accurate rendering of their assigned characters.

The use of both word processing programs and recording software will be 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. //** For this lesson the desks will be organized in groups of four. Each of the desk groups will be working on the same "episode" of the radio show.
 * // Rationale: //** During the instructional portion of the lesson students will be asked at intervals if they understand everything. Students will be asked to complete a web style graphic organizer in order for them to assess their own knowledge of the character and the situations and conflicts of the book. An additional graphic organizer will be provided to ensure that the students understand the processes of planning and recording their radio show interview. As a summative assessment the students will need to discuss, within their recordings their chosen character's reactions to the events and situations of __To Kill a Mockingbird__. understanding should be evident in the final presentation.
 * __ Teaching and Learning Sequence __**** : **

Day One: (80 min) 1. Hand out the color group cards (5 min) 2. Play the chorus of "The Times They Are A-Changing" By Bob Dylan (1 min) 3. Explain the lesson (15 min) 4. Get into groups (4 min) 5. Let them get started (50 min) 6. Remind them what they need to have for next class (Web, Planning Worksheet, character response) (5 min)

Day Two: (80 min) 1. Remind them of their task and what they should have done by the end of class. (5 min) 2. Let them work (65 min) 3. Assign presentation order (10 min)

Day 3 1. Set up tech. (10 min) 2. Re-explain the order and what it expected of the audience. (5 min) 3. Group 1 (10 min) 4. Group 2 (10 min) 5. Group 3 (10 min) 6. Group 4 (10 min) 7. Group 5 (10 min) 8. Group 6 (10 min) 9. Closing remarks (5 min)

Students will understand that close reading allows the reader to connect the book to the real world and themselves. Being able to understand another person's character can help you understand them as a whole person.// Students read text withing grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. // I will play part of "The Times They Are A-Changing" by Dob Dylan to call the classes attention to the beginning of class. My main role is to facilitate the group process and to help the students gain a deeper knowledge of the situation in the book. Students will know main characters,supporting characters,character conflicts,point of view. Students will be given a character chart and a character web to fill out. Students will need to get into character (not themselves playing the character) in order to make an accurate representation on their Radio Show. They may ask their classmates opinion on this one. I will be available to look over the graphic organizers and plans in order to give feedback. Students will work in groups to proof read the script that will eventually go into the performance. They will be given time in class in which to work on their scripts. They will be strongly encouraged to ask for suggestions from their classmates and myself. They will be given a rubric. Once they have made sure they fulfill the requirements they can come to me in class and ask me to like it over and suggest anything that needs fixing. Students will need to complete a web to assess their knowledge of both their chosen character and situation. Students will evaluate their final products with the rubric (identical to mine) given to them before submitting it. I will make myself available to give feedback before they have completed the project and I will score their presentation by the previously mentioned rubric. Characters to choose from: - Scout Finch - Atticus Finch - Jem Finch - Tom Robinson - Calpurnia - Mayella or Bob Ewell -Walter Cunningham jr. or sr.
 * Where, Why, What, Hook, Tailors: **** Visual, Interpersonal **
 * Equip, Explore Rethink, Tailors: **** Interpersonal, Intrapersonal, visual, verbal **
 * Experience, Revise, Refine, Tailors: **** Interpersonal, Intrapersonal, Verbal **
 * Evaluate, Tailors: **** Intrapersonal, Interpersonal **
 * __ Content Notes __**

Students may choose any major event or situation from the book.

Blank Paper for Web Graphic Organizer Planning Worksheet Instruction Sheet Rubric
 * __ Handouts __**