L5+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 5 Empathy
 * Grade Level:** 9-12 **Topic:** Understanding the book as a whole.

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.//
 * __ Objectives __**
 * Student will understand that** close reading allows the reader to connect the book to the real world and themselves.
 * Student will know** tone, theme, context, symbolism, point of view.
 * Student will be able to do** consider the peers interpretation of the book.
 * __ Maine Learning Results Alignment __**

Students will begin the activity in class by brainstorming questions about the book. They each post a question on their blog and respond to that question. They must then in turn choose three of their peer's questions and comment on those questions with a brief but effective and constructive response.
 * Rationale:**Students will have read __To Kill a Mockingbird__, a grade level appropriate text. They will be posing and responding to questions concerning the text via blog posts and comments. Students' responses must be supported by examples from the text.
 * __ Assessment __**
 * Formative (Assessment for Learning) **

Students will be required to write an additional blog post on the experience. They must state what they learned from their peers during the process. They must include at least two specific examples of something they learned. They must attach to this response printouts of their question blog post and the three posts that they responded to. This assessment will not be graded. The grade will come from the degree of participation. Technology: Students will be using their blogs to pose and respond to questions.
 * Summative (Assessment of Learning)**
 * __ Integration __**

Social Studies: Students may need to draw from knowledge about the time that the book was set in to accurately respond their peer's questions.

The students will come up with questions as a class. They will then each choose a question and post it and a response to their blog. The cooperative learning comes in when they each choose three of their peer's questions to constructively respond to. Questions will be chosen at will by the students. The idea is that they will choose the three that they feel that they can best answer.
 * __ Groupings __**
 * __ Differentiated Instruction __**


 * Strategies**
 * Verbal**: the blog can be a written blog.
 * Visual**: there will be an option for a video blog.
 * Logical**: The intention of the author is not arbitrary. The student must deduce the authors intentions through evidence provided in the book.
 * Naturalistic**: students may want to consider the authors environment while determining his purpose.
 * Interpersonal**: Students must enable the comment function on their own blogs and they must comment on their peer's blogs.
 * Intrapersonal**: Students will need to put a lot of personal thought into this assignment.


 * 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 blog as a tool to communicate with each other effectively and constructively. This medium allows students to go as in depth as they can in response to questions posed by their peers. Computers with internet access Blank Paper Copies of __To Kill a Mockingbird__ Handouts [|Blogger] Students will need to set up a blogger account in order to submit a blog post.
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**
 * __ 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 explore the software and become comfortable with it. Students who feel the need to move about will be accommodated the flexibility of the work space. Students who appreciate procedure and organization will be pleased with the graphic organizers and the specific guidelines for the 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. 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 tone, theme, context,symbolism, 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 posing and responding to questions concerning the text via blog posts and comments. Students' responses must be supported by examples from the text. I will facilitate the brainstorming process.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Visual** : The Glogster virtual poster spoftware will appeal to the visual learners.
 * Verbal**: Students will use text on their Glogster.
 * Kinesthetic**:There are options for moving components in the Glogster software.
 * Naturalistic**: There are many natural "textures" available in the Glogster software.
 * Interpersonal**: The students will be required to present their Glogsters to the class.
 * Intrapersonal**: They will have to put deep personal thought into the project to produce an accurate rendering of their assigned characters.

The proficient use of online (Blogger), and text resources 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. //** Students will work as a class in the beginning, to generate questions. They will then split up and work individually on posting their question and responses.
 * // Rationale: //** As a formative assessment the students will be brainstorming questions about the book. They each post a question on their blog and respond to that question. They must then in turn choose three of their peer's questions and comment on those questions with a brief but effective and constructive response.Students will be required to write an additional blog post on the experience. They must state what they learned from their peers during the process. They must include at least two specific examples of something they learned. They must attach to this response printouts of their question blog post and the three posts that they responded to. This assessment will not be graded. The grade will come from the degree of participation
 * __ Teaching and Learning Sequence __**** : **

Class One: (80 minutes) 1. Assign Chart (5 min) 2. Allow time to complete chart (45 min) 3. Brainstorm Questions (15 min) 4. Assign questions (5 min) 5. Explain Blog Assignment (5 min) 6. Walk through Blogger registration (10 min) 7. Remind them what they need to have done for next class (5 min)

Students will understand that close reading allows the reader to connect the book to the real world and themselves. Because how something is written can mean different things to different people. //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.// Students will be asked to write down one event from the book on a scrap of paper.
 * Where, Why, What, Hook, Tailors**: **Interpersonal, Intrapersonal, Visual, Verbal**

Students will have a firm grasp on the meaning and application of tone, theme, context, symbolism, point of view. Students will use Event Charts to explore 5 events. Students will generate a question after exploring the events form the book. After they have posted their question to blogger and their peers have responded to it they will have to read the responses and write a new blog entry about their new understanding of the event that they had a question about.
 * Equip, Explore, Rethink, Tailors: Visual, Verbal, Intrapersonal**

Students will each comment on each of their classmates blog posts. The entire purpose of responding to each other's posts is to enrich their own and their peer's experience of the events in the book. Students will need to draft their post at least twice before posting it. This exercise will help students to hone their revision skills and to help them realize that what they put out on the Internet is visible to all and should be as close to perfect as possible. Students will submit the final draft of the post to me for feedback before posting it on their blog.
 * Experience, Revise, Refine, Tailors:** **Interpersonal, Verbal.**

Students will write an additional blog post to reflect on the responses to their post and include how well they think they did in determining the author's purpose. I will then read all of those responses and determine how well they understood the event they questioned. They will also be graded on participation in the assignment. Minimal grade will be given for simply posting a question and not responding to others. Maximum points will be earned for completing all portions of the assignment. Students may ask questions about Events like: -Scout’s first classroom encounter. She is told that she must stop reading with her father and be taught how to read all over again Miss Caroline Fisher’s way. Scout also has to explain the school’s minimal expectations of students who live in poverty. -The dares that the children enact surrounding the property of and rumors about the Radleys. -Jem Running up to touch the porch -Scout rolling down the hill in a tire and landing in the Radley’s front yard. -The role-playing games that Scout, Jem and Dill play in the summer. -Finding treasure in the knothole of a tree at the edge of the Radley’s property. -Scout and Jem’s visit to the black church with Calpurnia. -The trial of and lynching threats for Tom Robinson. -Boo Radley’s heroism in saving Scout and Jem from Bob Ewell.
 * Evaluate, Tailors: Verbal, Intrapersonal**
 * __ Content Notes __**

Thematic elements like: [|Socioeconomic Status],[| literacy],[| civil rights], and how they interconnect. (this is a discussion piece.) -This book is set in the depression era. in an agricultural town. The Great depression was particularly difficult for farmers. - Literacy in this era was encouraged only to the extent of usefulness in the job market. -This also was an era of great racism.

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

Characters: See [|Wikipedia] article. There is a listing and description of each character here.

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.

It is a matter of what point the author is trying to make.

Blank Paper Instruction Sheet
 * __ Handouts __**