L1+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 __** Pre-assessment for knowledge about Gatsby is a KWL chart where students will list what they know, want to know, and eventually what they have learned by the end of the unit. After Think Pair Share give the students 3 minutes to add new ideas that they learned to their organizers**.** Peers will use a teacher-made checklist to give feedback to their peer to help determine what is missing**.** As the teacher I will give feedback to students to assist them in fine-tuning their Glogster**.** Formative Assessment is a checklist that lists all of the requirements for the Glogster final product to ensure that students include all of the important information to prove their understanding of their chosen theme. Students will create a Glogster that will illustrate their understanding of one of the themes of the work. The Glogster should include evidence from the novel that supports the theme, and at least 3 quotations. Students will be creative by adding music, videos, pictures, charts, anything that will help them convey their understanding of the theme they have chosen. I will score the Glogster using the checklist that was used by the students during the formative assessment. **__ Integration __** Technology: Students are using Glogster, a web-based poster creator, that is developed on the web to create a virtual representation of a poster. Art: Students are using their artistic skills to create a poster that is visually stimulating while still delivering the necessary information. **__ Groupings __** Students will participate in a Think Pair Share activity to help each other revise their graphic organizers and Glogsters. Students will be placed in pairs by working with the person to their left. Students will share their graphic organizers and give each other feedback. After the Glogsters are created, both students will take turns being the "evaluator" and using the checklist to make sure their partner meets all the necessary criteria. Students will be assessed by turning in their checklists and graphic organizers to show that they gave feedback to their partner. **__ Differentiated Instruction __** I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations Students are using Glogster, a web-based poster creator, that is developed on the web to create a virtual representation of a poster. This is a Type II technology because it allows students to integrate elements that cannot be added to a regular poster. Students who wish to go beyond the original objectives of this lesson are welcome to explain how their theme relates to characters in the novel, and provide evidence of this. Or they may provide evidence as to how the minor theme they are advocating connects to the major theme of the work. **__ Materials, Resources and Technology __** Themes written on note cards Note cards for sorting students for charades Graphic Organizer handouts Checklist handouts Laptops for each students Projector Example Glogster Pen and Paper Copies of the Great Gatsby **__ Source for Lesson Plan and Research __** [|KWL Chart] This is similar to the KWL Chart I will use as a pre-assessment [|Checklist] Resource to help me develop the checklist I will grade the students on. [|Tutorial for Glogster] This will be used for students to get them started using Glogster. [|Graphic Organizer] This graphic organizer will be used to start students' thinking progress on their Glogster [|Glogster] This is where students will create their virtual poster [|Think Pair Share] This is an explanation of the Think Pair Share activity that the students will participate in. [|Themes] This website is a great resource, listing all the minor themes in the novel and expands upon each theme, explaining it in detail [|Character Impressions] This lesson plan focuses on developing a deeper understanding of the characters in the novel and provides ideas for how students can "get into character" [|The Gift of Gatsby] This lesson plan asks students to relate some of the themes of Gatsby (The American Dream, desire etc) to their lives, and reflect on how these themes from a 1920s novel are still relevant to them today. **__ Maine Standards for Initial Teacher Certification and Rationale __** Rationale:** Students who enjoy and learn from using a variety of resources and manipulative, choosing their activities and having freedom, and working in an adaptive and spontaneous environment will have all the support they need to learn in my classroom. Students always ave choices with in their projects, whether it be choosing a theme or a character to focus on. They will participate in group activities in every lesson that will foster their adaptive environment needs. Using type II technologies such as Glogster allow these students to branch out and use new resources and manipulative that allow them to express their creativity and explore their freedom. Students who prefer organization, structure, and routine will benefit from being given clear descriptions of what is expected of them in each activity. Receiving the grading rubric or checklist before starting the actives will help them organize and clarify their thoughts and processes. Using graphic organizers to structure their thoughts will also help meet their needs. Students who learn by doing and enjoy analyzing, exploring, and discussing will be supported in my classroom. Analyzing themes will involve in focusing on details of the novel, including finding quotations to support assertions. These students will discover new key concepts and themes by delving into their graphic organizers to help them process their thoughts. Students who prefer a encouraging and supportive atmosphere with respectful and sensitive peers will have their needs met while doing group work and peer evaluation. Constructive feedback from peers and myself as well as enthusiasm from all parties about the project will help them feel that they are in a supportive and solid learning environment.
 * Teacher’s Name: ** Ms. Ferry **Lesson:** Lesson 1 Interpret
 * Grade Level:** 9-12 **Topic:** Themes
 * Student will understand that ** a theme or themes, either stated or implied, has an effect in the text and can be evaluated
 * Student will know** theme, the car accident, the party, the death of Gatsby, metaphor, conclusions.
 * Student will be able to** illustrate the theme or themes in a literary text.
 * Rationale:** Students are reading __The Great Gatsby__, an age appropriate text, and are analyzing the theme, using quotes from the book in their Glogster.
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning)**
 * Strategies **
 * Visual:** Using Glogster to explain their ideas about the themes or the work will stimulate visual learners.
 * Bodily Kinesthetic:** Bodily Kinesthetic learners will benefit from moving around and playing charades to understand the themes of the work.
 * Interpersonal:** Interpersonal learners will develop further comprehension by using Think Pair Share to discuss and share their thoughts with others.
 * Intrapersonal:** Intrapersonal learners will benefit from using a graphic organizer to focus on their personal thoughts and ideas about the themes of the novel.
 * Linguistic:** Using the text from the novel to support their themes in the graphic organizer will stimulate linguistic learners.
 * Musical:** Musical learners will benefit from being able to load music onto their Glogster to support their claims about the themes of the work
 * 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 Glogsters to get a good idea of what the end goal is. They will be expected to finish their Glogster 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**
 * //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:** Students will know theme, the car accident, the party, the death of Gatsby, metaphor, conclusions. 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 theme, using quotes from the book in their Glogster. Students will be able to illustrate the theme or themes in a literary text. Students will interpret the theme because themes need to be interpreted to be understood which creates a deeper understanding of the novel.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Students are using Glogster, a web-based poster creator, that is developed on the web to create a virtual representation of a poster. This is a Type II technology because it allows students to integrate elements that cannot be added to a regular poster. Students who wish to go beyond the original objectives of this lesson are welcome to explain how their theme relates to characters in the novel, and provide evidence of this. Or they may provide evidence as to how the minor theme they are advocating connects to the major theme of the work.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Visual:** Using Glogster to explain their ideas about the themes or the work will stimulate visual learners.
 * Bodily Kinesthetic:** Bodily Kinesthetic learners will benefit from moving around and playing charades to understand the themes of the work.
 * Interpersonal:** Interpersonal learners will develop further comprehension by using Think Pair Share to discuss and share their thoughts with others.
 * Intrapersonal:** Intrapersonal learners will benefit from using a graphic organizer to focus on their personal thoughts and ideas about the themes of the novel.
 * Linguistic:** Using the text from the novel to support their themes in the graphic organizer will stimulate linguistic learners.
 * Musical:** Musical learners will benefit from being able to load music onto their Glogster to support their claims about the themes of the work

Rationale:** Pre-assessment for knowledge about Gatsby is a KWL chart where students will list what they know, want to know, and eventually what they have learned by the end of the unit. After Think Pair Share give the students 3 minutes to add new ideas that they learned to their organizers**.** Peers will use a teacher-made checklist to give feedback to their peer to help determine what is missing**.** As the teacher I will give feedback to students to assist them in fine-tuning their Glogster**.** Formative Assessment is a checklist that lists all of the requirements for the Glogster final product to ensure that students include all of the important information to prove their understanding of their chosen theme. Students are using Glogster, a web-based poster creator, that is developed on the web to create a virtual representation of a poster. This is a Type II technology because it allows students to integrate elements that cannot be added to a regular poster. Students who wish to go beyond the original objectives of this lesson are welcome to explain how their theme relates to characters in the novel, and provide evidence of this. Or they may provide evidence as to how the minor theme they are advocating connects to the major theme of the work. Students will create a Glogster that will illustrate their understanding of one of the themes of the work. The Glogster should include evidence from the novel that supports the theme, and at least 3 quotations. Students will be creative by adding music, videos, pictures, charts, anything that will help them convey their understanding of the theme they have chosen. I will score the Glogster using the checklist that was used by the students during the formative assessment. **__ Teaching and Learning Sequence __** Classroom arrangement is desk/tables set up in a semi circle around the perimeter of the classroom with the board at the opening of the semi circle. All students face inwards in the circle with a view of the board and each other to facilitate discussion and viewing of Glogsters. ** Agenda ** 1. Hook: Play charades to understand themes. 10 Mintes 2. Objectives: Explain what students will understand, know, and be able to do. 5 minutes. 3. Pre-assessment: Fill in KWL, parts K and W. 5 Minutes. 3. Graphic Organizer: Allow students time to fill in their graphic organizer. 30 minutes. 4. Cooperative Learning: Think Pair Share about graphic organizer and give feedback. 10 minutes 5. Glogster Tutorial: Show students how to use Glogster and allow them to play with it. 15 minutes. 6. What work they have to complete to be ready for the next day (Finish their Glogsters) and time to work on Glogster. 5 minutes. 7. Revise: Students will pair up with their Think Pair Share partner and look over each others' Glogsters, grading them on the checklist handouts. They will then explain why they gave them that grade, and give them feedback to help revise their Glogster. I will walk around the room while students are peer reviewing and give each student some feed back to help them further refine their product. 20 minutes. 8. Students will present their Glogsters using the projector at the front of the room and briefly (2-3 minutes) their theme and how they have illustrated it using Glogster. I will grade the students using the checklist handout as they present. Roughly 50 minutes. 9. I will lead a discussion with the students about their themes and how some of them still relate to what students are experiencing every day (The American Dream, desire, society and class, love). 10 minutes.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**
 * Day One: **
 * Day Two:**

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//**.** Themes relate to the “big pictures” in life. If you can’t see the big picture, you can’t truly understand what’s going on. As the teacher, I will pre-assess the students by passing out KWL chart handouts to have them fill out the Know and What to Know columns. Students will be asked to keep the charts to fill out the Learned column when the unit is over. As the teacher I will engage the students by putting students into groups of 4 by handing out color coded note cards as they walk in the door, each color designates a team. I will assign each group a theme and have them act it out for the class by playing charades. The themes I will use will be love, wealth, society and class, memories and the past, and dissatisfaction.
 * Where, Why, What, Hook, Tailor: Bodily-Kinestetic, Interpersonal**

Students will know theme, the car accident, the party, the death of Gatsby, metaphor, conclusions **(See content notes).** After charades I will explain to the students that the purpose of the lesson is to understand how themes have an effect in the text, and that they can be evaluated to develop a deeper understanding of the novel. Themes are important to understand because they relate to the "big pictures" in life. If one can't understand the big picture, one can't truly understand what is going on. I will then explain the following example: One of the themes of __The Great Gatsby__ is dishonesty. Gatsby is dishonest with others as well as himself by creating "Jay Gatsby" out of James Gatz. Gatsby fabricates a whole new persona for himself to try to win back Daisy, but in the process lies about being an Oxford man, what he does for a living, and where he comes from.He even goes so far as to say "I'll tell you God's truth... I am the son of some wealthy people in the Middle West-- all dead now. I was brought up in American but educated at Oxford because all my ancestrors have been edcucated there for many years. It is a family tradition"(65). Nick claims that Jordan is "incurably dishonest" but says that "dishonesty in a woman is a thing you never blame deeply- I was casually sorry, and then I forgot" (59-59). Tom is dishonest with Daisy by lying about his affair with Myrtle and going into to town to his secret apartment that he has with her. I will then pass out the graphic organizer handouts and ask the students to fill them out individually, with their theme of choice on the long line leading into the E and put scenes and quote that represent and support this theme on the three lines of the E. When students have finished their organizers they will turn to the person on their left and Think Pair Share with that partner, giving feedback about the support for the theme and then pairs will report out to the whole class, stating their themes and one supporting example. After hearing from all the groups, students will receive three minutes to add any ideas they now have to their graphic organizers. I will then show the students [|the Tutorial for Glogster] and have them create accounts and play around with [|Glogster]. When everyone has created an account, I will tell students that their homework is to create their Glogster and hand out the checklist so they know what to include and how they will be graded. Any remaining time students can use to start working on their products. ** Day Two Starts ** Students will create a Glogster that will illustrate their understanding of one of the themes of the work. The Glogster should include evidence from the novel that supports the theme, and at least 3 quotations. Students will be creative by adding music, videos, pictures, charts, anything that will help them convey their understanding of the theme they have chosen. Students will pair up with their Think Pair Share partner and look at each other's Glogsters and grade them according to the checklist passed out last class**.** The partners can then explain why they graded them as they did and give their partner feedback to help them revise their Glogster. I will walk around the room while the partners are working together and give students feedback on how they can further refine their Glogsters.
 * Equip, Explore, Experience, Rethink, Tailor: Interpersonal, Intrapersonal, Linguistic, Visual**
 * Experience, Revise, Refine, Tailor: Visual, Interpersonal, Linguistic, Musical.**

When Glogsters are finished, students will self assess themselves using the same checklist their peers graded them on. Students will briefly present their Glogsters on the projector in the front of the room. Before each students presents they will turn in their checklist and graphic organizer. While students are presenting, I will grade them using the checklist they used to grade each other and themselves. By using the same check list, students can see their peer grade, self grade, and my grade as comparison. I will take the checklists home and look closer at each student's Glogster and add comments to the checklist and finish the grading so that the students may have their grades during the next class period. This project will lead into later lessons that focus on the themes of the work, and how themes of the work affect characters.
 * Evaluate, Tailor: Intrapersona**l

Students will also know about the car accident in [|chapter seven] where Daisy hits and kills Myrtle. Myrtle runs out in front of the car and Daisy, being a careless drive and having another car coming at her, tries to swerve but ends up hitting Myrtle. Instead of stopping, Daisy speeds up, leaving Myrtle to die in the middle of the road. Gatsby tries to make her stop, but she won't, so he pulls the emergency break and drives them to his mansion where they hide the car in the garage. They then take a taxi back to East Egg and Daisy goes inside and Gatsby waits in the bushes to make sure Tom doesn't give her any trouble. Nick meets Gatsby outside the Buchanan's house and Gatsby tells Nick that even though Daisy was driving, he is going to say that he was. This scene is a prime example of the themes of love and dishonesty. Gatsby's love for Daisy again forces him to become dishonest, and lie about the car accident, taking all the blame because he cannot bear to see the woman he loves get in such trouble. Daisy herself is dishonest by not taking the blame and never telling anyone that it was really she who was driving. This scene also shows how shallow the upper-class is depicted in this novel, because after killing a woman in a hit and run, Daisy goes inside to nonchalantly eat fried chicken with her husband, which depicts the theme of society and class. The students will also know about the death of Gatsby. Gatsby is shot and killed while in his pool by George Wilson, the husband of Myrtle, the woman Daisy hit and killed. Wilson managed to track down the car that hit his wife, and figured out who it belonged to. Even though Gatsby is not the one who hit Daisy, Wilson doesn't know this and Gatsby had already decided that he would take the blame anyways. Wilson shoots Gatsby and then kills himself. This may be because he found out Myrtle was cheating on him, or because his wife is dead, most likely, it is a combination of both. Nick and the servants find Gatsby dead in the pool and bring him inside and start to make arrangements. Nick tries to find people to invite to the funeral only to find that Daisy and Tom have skipped town and the rest of the people who came to Gatsby's parties see no reason to come. The only people who attend Gatsby's funeral are Nick, Gatsby's father who showed up when he read about the news, and Owl Eyes, an attendee of Gatsby's parties. The death of Gatsby is an example of the themes of dishonesty, dissatisfaction, and the loss of the American Dream. Students will also know how to draw conclusions based on what they have read. Conclusions they should start to draw is that Daisy is a personification of the American Dream: beautiful and desirable, but unattainable and fickle. Money solves none of the character's problems; it only gives them something to hide behind and use to try to buy happiness. Nick is not always the honest narrator we originally believe him to be.
 * 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.

Graphic Organizer Checklist KWL organizer
 * Handouts**