L6+Ferry,+Bridget

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

Teacher’s Name:** Ms. Ferry **Lesson:** Lesson 6 Empathy
 * Grade Level:** 9-12 **Topic:** Point of View

__**Objectives**__

 * Student will understand** that there is a difference between first person and third person narration and that the point of view affects a reader’s interpretation of a text
 * Student will know** theme, flat characters, round characters, dynamic characters, static characters, and conflict
 * Student will be able to** assume the role of a 1st person narrator

__**Maine Learning Results Alignment**__
Students are reading __The Great Gatsby,__ an age appropriate text and analyze how point of view affects the reader's interpretation of the 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 //**
 * Rationale:**

__**Assessment**__
The formative assessment will be a three-step interview where students will interview each other and act as their character while they are being interviewed. As students do this activity I will walk around the room and stop and listen to their on-going interviews. By listening to students speak as their character I will be able to determine their level of understanding thus far.
 * Formative (Assessment for Learning)**

Students will create an audition tape for The Real World: West Egg. They must act as a character in the novel (the same one they used in the comic life and the podcast) and explain some conflict they had to deal with or witness. By talking about a scene from the novel and describing it, students will come to understand how the point of view from which a story is told greatly impacts the reader's interpretation of the text.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will be using iMovie, a movie editing software, to create their audition tapes. They can add credits, titles, subtitles, special effects, music, sound effects, anything they can imagine that will make their audition tape eye-catching and professional. Theater: Students must write scripts of what they are going to say in their video and must also act out their script. By doing do they are exploring their talents in acting and screen-writing.

__Groupings__
Students will participate in a Three Step Interview activity where they partner up and are interviewed by their partner. They must answer all questions as though they are the character they are focusing on. This will help them get into character and start to connect and understand the story from their character's point of view. Then the interviewee will become the interviewer and the process will repeat. Pairs will be selected by pairing off students as they walk in the room. First two through the door will work together, then the next two and so on.

__**Differentiated Instruction**__

 * Strategies**
 * Visual:** Visual learners will gain a better understanding of how point of view affects a story by using video to demonstrate their mastery.
 * Intrapersonal:** Intrapersonal learners will benefit from working alone to develop their final product so that they may clarify their ideas and knowledge on their own.
 * Verbal:** Verbal students will benefit from writing out their script and expressing their thoughts and ideas aloud in a video.
 * Interpersonal:** Interpersonal students will gain a better understanding of their character by being interviewed by peers acting as though they are their character.
 * Naturalistic:** Naturalistic learners will benefit from being able to pick a scene that occurs outside so that they may retell their story on video in an outside environment that can better foster their understanding of what happened from their character’s point of view.
 * Logical:** Logical students will gain a better understanding of their character’s thoughts and opinions by using the fact/opinion graphic organizer to help them derive the opinions of their characters from the facts in the story.

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 direct them to the WebQuest, which lays out step-by-step what the student needs to do. I will be their partner in the Three Step Interview process. Any questions the student has about procedures and assignments on the WebQuest can be answered by me.

iMovie is a type II technology that allows students to create professional-looking movies that will enhance the story they are telling. Movies can be burned to DVDs, exported to a product file, uploaded on YouTube or embedded in a blog or wiki.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops for each student Copies of the Great Gatsby Fact and Opinion Graphic Organizer Product Rubric Presentation Rubric Feedback Sheet iMovie Projector Cameras/ Camcorders

__Source for Lesson Plan and Research__
[| 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. [|Conflict] This site will help refresh student's minds about conflict Fact and Opinion Graphic Organizer This is the graphic organizer students will use to get their thoughts organized and create a main-frame for their script [|Script Help] This is a site that will help students understand what makes a good script and how to jazz theirs up. [|Three Step Interview] This is a website where students can learn how to conduct a Three Step Interview [|Feedback Sheet] This is the feedback sheet students will use during their interviews [|Tips for Audition Tapes] This is the actual Real World tips list for how to make a good audition video. [|Video Tips] A good resource for how to create a quality video [|iSight Tutorial] This is a good tutorial on how to use the iSight camera in a Mac to film [|iMovie Tutorial] A great tutorial on how to get started editing and creating in iMovie [|Student Sample] A link to my student sample to give the students an idea of what their movies should be like [|Export Tutorial] This is a great PDF step-by-step tutorial on how to export an iMovie [|YouTube] A video hosting site where students can upload their videos [|Motion Box] A video hosting site where students can upload their videos

__**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 using graphic organizers, feedback sheets, and the WebQuest to accomplish their goals and create their audition tape. Students who prefer organization, structure, and routine will benefit from getting the rubric they will be scored on early in the process of creating their audition tape. They will also benefit from the clear structure of the WebQuest.Students who learn by doing and enjoy analyzing, exploring, and discussing will find support in my classroom by using the WebQuest to explore different resources and integrate them into their creation. The Three-Step Interview will also be valuable to these students. 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 in the Feedback Sheet. They will also benefit from the conference with me.
 * //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:**
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//
 * Student will know** theme, flat characters, round characters, dynamic characters, static characters, and conflict // ** 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. ** // **Student will be able to** assume the role of a 1st person narrator Students will produce a Real World audition tape in which they will pretend to be a character describing a scene from __The Great Gatsby__ in their point of view. The character will be the same one as in the comic life and podcast.

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * Visual:** Visual learners will gain a better understanding of how point of view affects a story by using video to demonstrate their mastery.
 * Intrapersonal:** Intrapersonal learners will benefit from working alone to develop their final product so that they may clarify their ideas and knowledge on their own.
 * Verbal:** Verbal students will benefit from writing out their script and expressing their thoughts and ideas aloud in a video.
 * Interpersonal:** Interpersonal students will gain a better understanding of their character by being interviewed by peers acting as though they are their character.
 * Naturalistic:** Naturalistic learners will benefit from being able to pick a scene that occurs outside so that they may retell their story on video in an outside environment that can better foster their understanding of what happened from their character’s point of view.
 * Logical:** Logical students will gain a better understanding of their character’s thoughts and opinions by using the fact/opinion graphic organizer to help them derive the opinions of their characters from the facts in the story.

Rationale:** The formative assessment will be a three-step interview where students will interview each other and act as their character while they are being interviewed. As students do this activity I will walk around the room and stop and listen to their on-going interviews. By listening to students speak as their character I will be able to determine their level of understanding thus far. Students will create an audition tape for The Real World: West Egg. They must act as a character in the novel (the same one they used in the comic life and the podcast) and explain some conflict they had to deal with or witness. By talking about a scene from the novel and describing it, students will come to understand how the point of view from which a story is told greatly impacts the reader's interpretation of the text.
 * //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__
Desks will be arranged in a semi-circle with two desks next to each other, a gap, another two desks, a gap, and so on. This will help foster activity during the Three-Step Interview Hook- Come in dressed as Daisy and introduce myself as such. 5 minutes Sample- Show Student Sample. 5 minutes Review- Review Conflict. 5 minutes WebQuest- Direct class to WebQuest and give them time to click through, explore, and read the whole thing. 40 minutes Graphic Organizer- Students will complete the Fact and Opinion Graphic Organizer. 15 minutes Script- Explain what is expected in the script and direct students to the script link in the WebQuest. 5 minutes Homework- Students will be expected to write rough drafts of their scripts for homework. I will answer any questions students have. 5 minutes Intro- Direct students to WebQuest step 3 and go over how to conduct a three-step interview as a class. 10 minutes Three-Step Interviews- Students will conduct interviews with each other, following the explanation and instructions in the WebQuest and use feedback sheets as they do so. 30 minutes Work time- Students will be given time to work on their scripts using the feedback. 30 minutes. Sign-ups- Students will sign up for times to meet with me to edit their scripts and may work with me durring their half hour work time if they are ready. 10 minutes WebQuest- Students will complete step 5 and 6. 30 minutes Conferences- While students are working on steps 5 and 6 of the WebQuest they will come conference with me during the time they signed up for. Cameras- Students will be given time to play around with their iSight cameras and determine if that's how they want to film. If they wish to use a real camera, they will be given time to go check one out at the library. 10 minutes Evaluation- I will hand our the rubrics for both product and presentation and clearly explain them and answer any questions. 15 minutes Work Time- Students will be given the remainder of the period to work on their scripts more using the feedback from me. 20 minutes Homework- Students should film their audition tape for homework. WebQuest- Students will go to step 7 of the WebQuest and complete it. 25 minutes Work Time- Students will be given class time to edit and work on their audition tapes. 40 minutes. Uploading- I will direct students to step 9 and show them how to export and upload their videos. 10 minutes. Homework- Students should have completed and uploaded their videos and finished step 8 all for homework. 5 minutes Presentations- Students will present their audition tapes. 80 minutes Any remaining time will be spent discussing the tapes and what students learned from doing this project.
 * Day One**
 * Day Two**
 * Day Three**
 * Day Four**
 * Days 5, 6 & 7**

I will come in to class dressed as Daisy Buchanan, introduce myself and talk about how rich and pretty and popular I am. Then I will talk about how I was on the Real World: East Egg and show the class my audition tape, or student sample. Once I have shown it to the class, I will go back to being Ms. Ferry and do a quick review about conflict. I will ask students to refresh the class on what internal and external conflict are and give some examples that we've seen in __The Great Gatsby__. Once I feel that the class remembers and understands conflict, I will direct them all the the WebQuest.
 * Where, Why, What, Hook, Tailor**: Interpersonal, Intrapersonal, Visual, Logical

I will project the WebQuest on the projector and show students each page and briefly explain it's purpose. The introduction is to get them hooked on the project, the task is to explain what they must accomplish, the process is the steps they will take to complete the task, the evaluation is the criteria for getting onto The Real World: West Egg, and the conclusion is a wrap up of their WebQuest journey. I will then ask students to complete steps 1 and 2 of the WebQuest, which asks them to fill out the Fact and Opinion Graphic Organizer that I will pass out and look over a website that will help them understand what they will need to do in order to write an effective script. I will then explain that their script must be about a scene from the novel that shows how their character faces and internal or external conflict. The must explain the scene from the character's point of view. For homework, they will be expected to write the rough draft of their script. **Day Two** I will direct students to the WebQuest where they will go to step three and as a class, we will read about the Three Step Interview and I will answer any questions about how the interviews should be conducted. The students will then turn to the person they are sharing two-desk cluster with and conduct the Three Step Interview process while filling out the Feedback Sheet on their computer during the interviews. When finished, students will email the Feedback to each other. Students will then get 30 minutes to edit their scripts using the Feedback their partner has emailed them. The last part of class will be reserved for sign-ups for the next class period. Students will conference with me about their script to get even more feedback.
 * Equip, Explore, Experience, Rethink, Tailor**: Visual, Verbal, Spatial, Interpersonal, Intrapersonal.


 * Day Three** Students will be directed to the WebQuest where they will be asked to complete steps 5 and 6. These steps give them tips on how to shoot an audition tape for The Real World and what resources they will need in order to film. While they are working on those steps, students will come up to my desk for their individual conferences that they signed up for last class. After all conferences are completed I will allow students time to play around with their iSight cameras to determine if that will be the method they will use for filming. If not, they must tell me if they have access to a camera or video camera that they can use to film. If the don't, students will be able to go check one out at the library. I will then hand out both the Product and Presentation Rubrics so students can see how they will be graded before they start filming. The reminder of the class will be time for students to work on whatever they feel they need to still complete in order to film their video for homework. The completed but not edited tape will be due next class. **Day Four** Students will be directed to the WebQuest where they must complete step 7, which shows them my student sample again and gives them links to tutorials that will help them edit their videos. They will then be given 40 minutes to edit and perfect their videos. I will direct them to step 9 and walk them through how to export a iMovie and how to upload it to Youtube and Motion Box. Students should complete steps 8, 9, and 10 for homework. These steps ask students to evaluate themselves, export and upload their video, and prepare for their upcoming presentation. **Days Five, Six, and Seven** These three days will be reserved for presentations. Students will present in alphabetical order and must show their video to the class and then defend themselves against Nick to the Producers. If there is any extra time left on the third day of presentations, we will have a class discussion about what students learned while doing this WebQuest and what they liked and didn't like.
 * Revise, Refine, Evaluate Tailor:** Naturalistic, Visual, Verbal, Interpersonal, 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**
 * 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.

Fact and Opinion Graphic Organizer Product Rubric Presentation Rubric
 * Handouts**