L4+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 4 Perspective
 * Grade Level:** 9-12 **Topic:** Tone and Theme

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 given a graphic organizer and instructed to fill in one side about how they perceived the scene the way it was written by the author. On the other side they will choose another tone to apply to the scene. They will write how using different tones affects how we see things. Students will be required to make a Glogster. The Glogster needs to be about event but the student needs to portray it in another tone different ways. It needs to be apparent that the tone of the poster is different, not just with color changes but also with word usage. Golgster needs to be just as convincing as the original event from the book. Technology: Students will use the online Glogster software to create a convincing poster about an event in the book. This is Type II because it allows the students to have an impact on the book rather than just the other way around. They might think about how the book would change if it was written with a different tone.
 * __ Objectives __**
 * Student will understand that ** recognizing tone is important to understanding.
 * Student will know ** tone.
 * Student will be able to ** analyze tone in relation to the text.
 * __ Maine Learning Results Alignment __**
 * Rationale: ** Students will have read __To Kill a Mockingbird__, a grade level appropriate text. They will be analyzing events from the book with an eye to how tone may be effecting how the scene is perceived. They will need to support their ideas with evidence from the text.
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**

Art: The Glogster needs to be visually appealing.

Students will pair up with a partner for five minutes at a time. During those five minutes peers will look over each other's Glogster draft and make sure there are no typographical errors and suggest ideas to make it more convincing or more interesting. Pairs will be chosen by a counting method. Ones get paired with twos. I will review student's IEP, 504 or ELLIDEP, and make appropriate modifications and accommodations.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * Verbal: ** Students will use text on their Glogster.
 * Visual: ** The Glogster virtual poster software will appeal to the visual learners.
 * Intrapersonal: ** They will have to put deep personal thought into the project to produce an accurate rendering of their assigned characters.
 * Interpersonal: ** The students will be required to present their Glogsters to the class.
 * Naturatlist: ** There are many natural "textures" available in the Glogster software.
 * Kinsethetic: ** There are options for moving components in the Glogster software.
 * 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 Glogster online software to make posters that connect the plot of the novel to the tone it was written in and an alternate tone. This allows students to get more involved with the ideas of the book in a way that is fun and entertaining. Computers with Web access Projector Projector screen Instruction Sheet Rubric Copies of __To Kill a Mockingbird__ [|Glogster] This is the online poster software that the students will be using to create their Glogsters.
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

[|Tone] This is a good site that explains tone in a way that teenagers might easily understand. The proficient use of online resources (Glogster) 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. //** For this lesson desks will be arranged in two rows or two desks facing each other. This allows for the speed editing portion of class. Afterward desks will be moved into classic row formation for individual work.
 * __ 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 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 speed editing pairs. 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. 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.// 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 events from the book with an eye to how tone may be effecting how the scene is perceived. They will need to support their ideas with evidence from the text. I will be there to help keep them on track with the goal of the task; which is to demonstrate understanding of tone's affect on a piece of writing.
 * // 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.
 * // 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 graphic organizer in order for them to assess their own knowledge of the tone as it applies the situations, conflicts, and characters of the book. As a summative assessment students will complete Glogster that shows an event from __To Kill a Mockingbird__ with a different tone. Understanding should be evident in the final product.
 * __ Teaching and Learning Sequence __**** : **

Day One: (80 min) 1. Write elephant question on the board and hand out number cards (5 min) 2. Explain the lesson (15) 3. Time to work on the Glogster (60 min) Day 2: (80 min) 1. Speed Editing (25 min) 2. Time to finish the glogster. (30 min) 3. Time to print and put together all the pieces that need to be handed in. (15 min) 4. Instruction for response blog entry.

Students will understand that recognizing tone and theme is important to understanding. // Students read text within grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. // Because theme and tone can change the meaning of a conversation. I will use the phrase "Has anyone noticed that there's an elephant in the room?" as a starter for a short discussion that will introduce tone. Students will know tone. Students will make a web of the events in the story and the themes that apply to them. Students will need to look at the events of the book in terms of theme and tone. Students will need to consider tone deeply in order to adequately complete this assignment. I will be walking about the room to make sure that the students understand what is being asked of them and answer any questions they might have about the deeper concepts of the assignment. Students will work in groups to make the web. They will be working in pairs to make suggestions for revision. They will Glogsters with another student for constructive commentary. They should take their peer's comments into consideration when revising their Glogster. My input will also be available as a resource during the editing sessions. Students will complete a graphic organizer using the same scene but two different tones to show that they understand the concept of tone. They will look to their peers as a resource for constructive commentary. The effectiveness of the networking will show how well the concept is grasped. As a summative assessment they will produce a Glogster on an event from the book using a different tone for than the one that is in the book. I will grade the Glogster by a checklist that will be available to the students from the very beginning of the assignment. 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.
 * 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 __**

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

Instruction Sheet Scoring Checklist Tone Twist Graphic Organizer
 * __ Handouts __**