L5+Ferry,+Bridget

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

Teacher’s Name:** Ms. Ferry **Lesson:** Lesson 5 Self Knowledge
 * Grade Level:** 9-12 **Topic:** Gatsby Podcast

__**Objectives**__

 * Student will understand that** that character’s internal and external conflicts greatly impact the theme or themes of a text
 * Student will know** theme, flat characters, round characters, dynamic characters, static characters, and conflict
 * Student will be able to** reflect on how a character’s conflict affects the theme of the work

__**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 //**
 * Rationale:** Students will create a Podcast where they will reflect on how a character's conflicts affect the theme or themes of the work, using evidence from the text to support their claims and musings.

__**Assessment**__
Formative assessment is a self assessment holistic checklist of the product before it is turned in. This will allow students to reflect on what they think they have mastered and show me their own understanding of their master or lack there of.
 * Formative (Assessment for Learning)**

The summative assessment is a Podcast where they will reflect on how a character's conflicts affect the theme or themes of the work. The students will use the same character that they wrote the comic book about. They can reflect on the web that was created to see where their character fits into the themes. They should record their reflections on how the conflicts their character faces impact the themes of the work. They will be expected to add sound effects, album art, and pizazz wherever they can, but must make sure it adds to what they're saying, not detracting from it.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will use Garage Band, a type II technology, to create a Podcast that can be posted to the web, synced onto iPods or even be downloaded from iTunes. Since a Podcast is easily assessable by most, students can easily get their thoughts and ideas out into the "real word" and add to the literary discussion that still revolves around the Great Gatsby. Music: Students can add music and sound effects to their Podcast to spice it up and make it sound more professional.

__Groupings__
The cooperative learning activity that students will participate in is Circle the Sage. The sages will be students who volunteer to explain one of the conflicts from the novel. Some conflict ideas will be written on the board to get them started. The rest of the students in class will then circulate around different sages, listening to what they have to say about the conflict to gain a better understanding of it. They are encouraged to take notes about what they learn. By the end of the activity everyone is expected to have traveled to each sage. Sages can copy note-taker's notes so that they can gain the information the other sages had to offer.

__**Differentiated Instruction**__
I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations
 * Strategies**
 * Verbal**: Verbal/ Linguistic students will benefit from the clock organizer what will allow them to record their words on paper before they transform them into a podcast
 * Naturalistic:** The recycling hook will engage naturalistic student’s interests
 * Musical:** Musical students will benefit from recording and mastering their podcasts and adding music to them to get their point across more clearly.
 * Bodily Kinesthetic:** Bodily Kinesthetic students will benefit from the Circle the Sage activity because they can continue to move while they are learning the vocabulary words.
 * Interpersonal:** Interpersonal students will learn more from doing the group activity and comparing clocks with other students.
 * Intrapersonal:** Intrapersonal students will learn more about conflict by recording their personal thoughts and feelings while explaining the conflicts a character faces.
 * Modifications/Accommodations**
 * Absent:** If a student is absent they will be given the check list and clock graphic organizer and I will explain the project to them. They should listen to professional Podcasts to get an idea of what they are aiming for. They will be expect to complete the assignment in the number of days they were absent, plus 3, because that is how many work days their classmates got. They can come to me at any time for "peer" feedback.

Garage Band is a type II technology that allows for mp3 recordings to easily be shared and broadcast on the web or even downloaded from iTunes.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops for every student Headphones Garage Band Copies of the Great Gatsby Clock Graphic Organizer Checklist Links to Professional Podcasts Feedback Sheet

__Source for Lesson Plan and Research__
[|Professional Podcasts] These Podcasts are popular in the iTunes store, and are exemplary examples of what students should work towards in producing their product [| Garage Band Tutorial] This tutorial will help students work and navigate Garage Band [| Podbean] This website allows for free uploading of podcasts so that students may post them on blogs or wikis [| Clock Graphic Organizer] This is where I found the graphic organizer [| Circle the Sage] This is a description of how the Circle the Sage Activity should run [| Checklist] This website gave me ideas on how to create my checklist for assessment.

__**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 checklists to make sure they have different ways to get to the end goal. They will also benefit from playing around with Garage Band and using this as a new tool to prove their mastery. 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 podcast. They will also benefit form the step-by-step process of creating a Podcast and using their organizers and feedback to do so. The Garage Band tutorial and PodBean how-to will also be beneficial for these students. Students who learn by doing and enjoy analyzing, exploring, and discussing will find support in my classroom in the Circle the Sage group activity, the classroom discussion, and the ability to explore other's Podcasts, both by their peers and by professionals. 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 benefit from group work that supports helping each other learn and master the knowledge necessary to fully comprehend The Great Gatsby
 * //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. ** // Students will create a Podcast where they will reflect on how a character's conflicts affect the theme or themes of the work, using evidence from the text to support their claims and musings. **Student will be able to** reflect on how a character’s conflict affects the theme of the work. ** The conflicts people have in life and how they deal with those conflicts impact what happens in the world around them **

Rationale:** Students will record a Podcast where they will reflect on how a character's conflicts affect the theme or themes of the work. The students will use the same character that they wrote the comic book about. Students should reflect on the web that was created to see where their character fits into the themes. Students should record reflections on how the conflicts their character faces impact the themes of the work. They should add sound effects, album art, and pizazz wherever they can, but make sure it adds to what they're saying, not detracts from it.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal**: Verbal/ Linguistic students will benefit from the clock organizer what will allow them to record their words on paper before they transform them into a podcast
 * Naturalistic:** The recycling hook will engage naturalistic student’s interests
 * Musical:** Musical students will benefit from recording and mastering their podcasts and adding music to them to get their point across more clearly.
 * Bodily Kinesthetic:** Bodily Kinesthetic students will benefit from the Circle the Sage activity because they can continue to move while they are learning the vocabulary words.
 * Interpersonal:** Interpersonal students will learn more from doing the group activity and comparing clocks with other students.
 * Intrapersonal:** Intrapersonal students will learn more about conflict by recording their personal thoughts and feelings while explaining the conflicts a character faces.

Rationale:** Formative assessment is a self assessment holistic checklist of the product before it is turned in. This will allow students to reflect on what they think they have mastered and show me their own understanding of their master or lack there of. The summative assessment is a Podcast where they will reflect on how a character's conflicts affect the theme or themes of the work. The students will use the same character that they wrote the comic book about. They can reflect on the web that was created to see where their character fits into the themes. They should record their reflections on how the conflicts their character faces impact the themes of the work. They will be expected to add sound effects, album art, and pizazz wherever they can, but must make sure it adds to what they're saying, not detracting from it.
 * //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 set up in in a horse shoe shape with students on the outside of the horse shoe for discussion, group work, and work on graphic organizers. The days when they work on their Podcasts in class and listen to Podcasts they will sit on the inside of the horse shoe so that I can easily see their computer screens. Agenda: Hook- I will talk about how recycling can tie into conflict- 5 minutes Circle the Sage- Students will participate in a group activity where they visit students who have knowledge of different conflicts in the novel and will explain them to other students- 20 minutes Professional Podcasts- Students will listen to a few professional Podcasts that I will have links to on my blog- 10 minutes Graphic Organizer- Students will complete a clock graphic organizer about what they want to talk about in their podcast and when to help them create an outline of what their Podcast will be about- 15 minutes Clock Swap- Students will pass their clocks to the left to get peer feedback about their plan for their podcast- 10 minutes Garage Band Tutorial- I will lead students through the tutorial of Garage Band, showing them how to use it on the projector as we read along- 10 minutes Experimentation- Students will get the last part of class to play around with Garage Band and ask any questions they may have- 10 minutes Homework- Students will be expected to come to the next class with their rough podcast recorded. They don't need sound effects or music yet, just their voice. Editing- Students will be given time to add effects, album art, music, and whatever else they see fit to their Podcasts. This is the time to edit out background noise, voice over mistakes and any other audio issues- 30 minutes Podcast Swap- Students will listen to each others' Podcasts and give each other feedback on content and technical aspects of the work- 20 minutes. Revising- Students will edit their Podcasts with the feedback they received from their partner. They will be advised to listen to another professional podcast to see how theirs measures up and glean a few more ideas- 20 minutes Podbean- I will show students how to use Podbean and explain that they will upload their Podcasts to the website and then embed the player into the class wiki - 10 minutes. Homework- Students will be expected to complete their Podcasts and have them uploaded to Podbean and embedded in wiki. They will also fill out the check list I will grade them on as a self assessment and will turn it in during the next class period. Presentations: We will listen to all the student's Podcasts together as a class. 60 minutes Discussion: We will talk about how conflicts affect the themes of the work and how this was shown and represented in the Podcasts.10 minutes Reflection: Students will write a short blog post reflecting on how listening to other student's Podcasts helped them to better understand how character's conflicts can greatly impact the themes of the novel- 10 minutes
 * Day One:**
 * Day Two:**
 * Day Three:**

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 conflicts people have in life and how they deal with those conflicts impact what happens in the world around them. When class starts we will discuss recycling. If someone **is trying to decided whether or not they should sign up for a recycling program in their neighborhood, they need to weigh the pros and cons. The recycling program costs money to participate in, but it would be helping the environment. I will ask the students what type of conflict this is. They should answer that it is an internal conflict because it is one person's internal struggle to make a decision. I will ask how this one person's decision impacts the world. They contribute to climate change, increase the trash in their local land fill, add to pollution and more, all by choosing not to participate in a recycling program. If they do recycle it will reduce their carbon footprint, reduce their trash out-put and be healthier for the environment and the people and animals living in it. How a person chooses to deal with the conflicts they face can truly impact the world on a real level. When this happens in a novel, how the character deals with conflict affects the themes of the work.
 * Where, Why, What, Hook, Tailor:** Verbal, Interpersonal, Naturalistic.

After the recycling discussion I will ask students for volunteers who can describe one of the minor themes of the novel well enough to explain it to their peers. I will need one volunteer for each theme; society and class, love, dishonesty, wealth, memories and the past, and dissatisfaction.These six students will go to different areas in the room, and their peers will split up and go to different students. The "Sage" will explain what the theme is and how it is present. The other students will write down what this person says and then rotate clockwise to the next "Sage." Once everyone has visited all the "Sages" they will return to their seats. "Sages" can copy someone's notes so that they know what the other "Sages" said. Then I will direct students to my blog where they will find an explanation of the podcast project they are beginning and links to a few "professional" podcasts. They will be given 10 minutes to listen to a few of the podcasts to get an idea of what they will be creating. Students will then recieve the Clock Graphic Organizer and will use it as an outline to fill in what they want to talk about in their podcast. Their podcasts must focus on the character they used in their Comic Life and how the conflicts that character faces affect and add to one or more of the themes of the work. When Clocks are finished students will pass them clockwise to their neighbors and look over their peer's clock. They will then write comments and clarifying questions on the back of the Clock Worksheet and pass it back. After everyone has their Clocks back I will walk them step-by-step through the Garage Band Tutorial. They will be given the rest of the block to play around with Garage Band and learn how to navigate it. For homework students are expected to record their "rough podcast" with just their voice. **Day Two:** Students will be given a half an hour to edit their podcasts. In this time they may add sound effects, album art, music, edit out background noise, change their voice pitch- whatever they feel is necessary and appropriate. After the half hour students will swap podcasts with the person next to them. Each student will listen to their neighbor's podcast and write down feedback and questions as they go on the feedback sheet. They will then conference together, share their feedback and give their partner the feedback sheet.
 * Equip, Explore, Experience, Rethink, Tailor**

After receiving feedback from their partners, students will be given 20 minutes to edit their podcast. They will be advised to listen to another professional podcast to glean a few more ideas for their own product. I will then show students how to set up and account and upload a podcast to PodBean and walk them through the steps so that everyone leaves class with a working account. I will tell the students that their final podcast must be uploaded to PodBean and they must embed a PodBean player into the class wiki before the next class. They must also evaluate themselves on the checklist to turn in next class. They must also turn in their Clock Graphic Organizers and Feedback Sheets as they will receive credit for doing so. **Day Three:** As a class we will listen to each student's podcast aloud. I will grade the podcasts for each student as we listen to them. When we have listened to everyone's products we will then discuss how conflicts affect the themes of a work and how we represented that in our podcasts. In the last 10 minutes of class students will blog about how listening to their peer's podcasts helped them to better understand different conflicts and their affects on the different themes in __The Great Gatsby.__ They must label this post "Gatsby" and title it "PodCast Reflection" I will read and grade student blogs in the blog section of the PodCast Checklist and have finished grades ready to turn back for the next class.
 * Revise, Refine, Evaluate Tailor:**


 * Content Notes**

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. 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.

Feedback Sheet Check list Clock Graphic Organizer
 * Handouts**