L6+Sargent,+Elizabeth

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

**LESSON PLAN FORMAT**

**__Teacher’s Name__****:** Ms. Sargent **__Lesson #:__** 6 **__Facet:__** Self-Knowledge **__Grade Level__****:** Grades 9-10 **__Numbers of Days:__** 5 days **__Topic:__** Inferences

**__PART I:__** **__Objectives__** **Student will understand that** there is evidence that supports your inferences in //The Great Gatsby.// **Student will know** inferences, citation/textual evidence, supporting inferences, big ideas, developments, and how to make an inference. **Student will be able to** recognize strong textual evidence in support of inferences. **Product:** Movie, Xtranormal

**__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Common Core State Standards <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Content Area: Reading, //The Great Gatsby// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Grade Level: Grade 9-10 <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Domain: Literature <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Standard: Key Ideas and Details <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Cluster: 1, 2, 3

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Rationale:** Students will be able to make a movie through Xtranormal and use strong textual evidence to support their inferences from //The Great Gatsby.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Assessments__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Pre-Assessment: (Lesson 1 only)__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Formative (Assessment for Learning)__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Section I – checking for understanding during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">To check for understanding, students will get an entrance/exit ticket at the start and end of some classes to assess where students are in the project and what they need help with. Students will also participate in the Circle, Triangle, Square activity to assess,(Circle)  Something  that  is  still  going  around  in  your  head,  (Triangle)  Something  pointed  that  stood  out  in  your  mind,  (Square)  Something  that  “Squared”  or  agreed  with  your thinking. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Section II – timely feedback for products (self, peer, teacher)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Peer-assessment using a checklist, feedback from student is a one sentence response before leaving the classroom on an inference they came up with. Feedback by teacher on Xtranormal video through rubric. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Summative (Assessment of Learning):__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will be creating a movie using Xtranormal, a movie creating technology. Students will use an Inverted Triangle graphic organizer to organize their ideas and make sure their inference is worded correctly and that they have enough evidence to back up their conclusion. Students will be able to make their own observations and conclusions when they brainstorm inferences using the Inverted Triangle organizer. They will record what inferences they can support with supporting evidence. They will then make a movie using strong textual evidence from //The Great Gatsby//, and create a short movie that shows their inference using some original textual evidence.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Integration__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Technology:** Students will be creating a movie using Xtranormal, a movie creating technology that has animated characters that portray feelings and move around. Students will simply type in the text they want their characters to say and create a movie all their own.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Content Areas:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Writing:** Students will write out a script of what they want their characters to say in their movie. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Theater:** Students will incorporate theater skills into their characters. They will get their characters to portray emotions similar to what they believe the characters are feeling.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Groupings__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Section I - Graphic Organizer & Cooperative Learning used during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">To help students form a good inference they will brainstorm using an Inverted Triangle organizer. Students will put what they believe the purpose of //The Great Gatsby// is and then work in steps to create a working inference they could support. Students will work in Three-step interview groups to come up with answers. Students will participate in a Thee-step interview where each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Section II – Groups and Roles for Product** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will be grouped according to their familiarity with using Xtranormal. Students that have will work with those that haven't used Xtranormal as much. Students will line up according to their familiarity and then fold. Groups of four will be made as the first two people on each side of the line fold to make a group. Each member of the group is responsible for something different concerning the project. One students will be the script writer and write out the script, another will be the drawing board and find the right characters to incorporate, name them, and draw out how they want the scene to look. The third will be the director. This students job is to make sure that everyone stays on task, that all ideas are put forth and incorporated, and that the movie matches the checklist and rubric requirements. The forth student is the technology wizz, and is responsible for all the sounds, movements, and other creations concerning Xtranormal. This person cannot be one of the two students that knows or is familiar with Xtranormal already.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Differentiated Instruction__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__MI Strategies__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Verbal;** Students will be able to talk in groups and partners by asking clarifying questions about the purpose of //The Great Gatsby// and how their inference is coming along. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Logical;** Students will be able to use an Inverted Triangle graphic organizer to organize their ideas and make sure their inference is worded correctly an that they have enough evidence to back up their conclusion. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Visual;** Students will be able to look at video sources, that I have found and given to them as resources, to look at the ending scenes of //The Great Gatsby//. This will help students to connect with the real story and also with how the final conclusion was made. They will also get to see how some of the characters came to their final choices based on occurrences earlier in the story. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Intrapersonal;** Students will be able to reflect their own thoughts through the exit ticket, and show me what they are having trouble with and what they are excelling at! <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Interpersonal;** Students will be able to talk in groups and partners by asking clarifying questions about the purpose of //The Great Gatsby// and how their inference is coming along. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Naturalist;** Students will be able to make their own observations and conclusions when they brainstorm inferences using the Inverted Triangle organizer. They will record what inferences they can support with supporting evidence.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Modifications/Accommodations__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)//** //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Plan for accommodating absent students:** If a student should be absent for work, they should come see me immediately when they get back to school the next day. If they missed more than one day in a row, they should get in contact with me while they are gone and set up a plan to get the work done that they have missed. I will create a folder in advance for students that have scheduled absences. In the event that a students misses a class and in doing so misses classwork, I will collect the work that was done that day and put their name at the top of the paper. All the papers and assignments that were missed will be put in a folder for the student to work on that weekend. They will need to finish it and hand in all missed work the following Monday. Otherwise, they will receive a zero for anything they missed. Group work will have to be done in the students own time, they will need to get together with their assigned partner from their group and work with them after school or during a study hall period. Partners will be responsible for catching the students up on any details that were left out in class such as: group ideas, work done so far, etc. I will be there for help after school on Tuesdays and Thursdays, and students will be able to contact me through email at any time. If students are able to Skype into class while they are not at school then they should do so, this will let them not miss any group work. If they are able to do this I will email them any worksheets we are working on in class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Extensions__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Type II technology:** Students will be creating a movie using Xtranormal, a movie creating technology that has animated characters that portray feelings and move around. Students will simply type in the text they want their characters to say and create a movie all their own.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Gifted Students:** Students that need a bit more of a challenge can choose to create a movie based off the movie and the book //The Great Gatsby,// but it must be clear which the student has chosen in the movie that they make. While the story is mostly the same in both instances, the dialogue is a bit different, and a lot more emotions are given in the text. Students will have a write up on what they chose to include from the story and the book when they do their presentation.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Materials, Resources and Technology__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Inverted Triangle-// [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span class="wiki_link_ext" style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Xtranormal Video Help: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Source for Lesson Plan and Research__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Inverted Triangle-// [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Xtranormal site- [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Xtranormal Video Help: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__PART II:__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Teaching and Learning Sequence__** **(Describe the teaching and learning process using all of the information from part I of the lesson plan)** //Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Day 1 Seating: Clusters <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Day 2 Seating: Partners (Will be chosen by familiarity with Xtranormal) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Day 3 Seating: Groups of four (Two partner groups) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Day 4 Seating: Groups (These will be based off from what students are planning to do for their project) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Day 5 Seating: Groups <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Day 1 Agenda: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Day 2 Agenda: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Day 3 Agenda: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Day 4 Agenda: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Day 5 Agenda:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Hook students through Xtranormal walk-through/follow along video. Students will also be able to explore Xtranormal on their own (20)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Review on how to make inferences (20)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Brainstorm inferences on board (20)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Exit Tickets (10)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">"What is good textual evidence?" prompt, students write down own answers and share with a partner. Partners will put their answers on board on what makes textual evidence strong? (10)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">*Answer and example will be posted in classroom for student use.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Inverted Triangle Graphic Organizer (30)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Go over graphic organizer (10)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will look at video sources/examples at scenes in The Great Gatsby. [] [][| http://ctlblog.calpoly.edu/techstuff/xtranormal-movie-maker-animation-made-easy/] [] //**(**Rest of class)//
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Go over checklist and rubric for project and project guidelines. (20)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will choose groups. (5)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will work on movie script, and make sure to have textual evidence list. (Rest of class)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Groups will continue to work on script (Throughout classtime)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will exchange scripts with other groups and use checklist to review (A three-step interview process will be used here to ask clarifying questions) (15)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students use feedback and start putting their script into Xtranormal (Rest of Class)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Circle- Triangle - Square activity wrap up (10)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Wrap up movies (60)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Watch Movies (20)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will understand that there is evidence that supports your inferences in //The Great Gatsby//. Students will be able to see how inferences could influence how they solve problems in the real world as scientists, psychologists, and many other career paths. CCSS: Keys Ideas and Details. I will hook students by introducing them and working with them on using Xtranormal. They will be able to explore Xtranormal in depth and follow along and learn about how to use it. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Where, Why, What, Hook Tailors:** //Logical, Verbal, Visual, Intrapersonal, Interpersonal, Naturalist//**.**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Student will know inferences, citation/textual evidence, supporting inferences, big ideas, developments, and how to make an inference. **See Content Notes.** To help students form a good inference they will brainstorm using an Inverted Triangle organizer. Students will put what they believe the purpose of //The Great Gatsby// is and then work in steps to create a working inference they could support. Students will work in Three-step interview groups to come up with answers. Students will participate in a Thee-step interview where each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team. To check for understanding during instruction I will have students participate in a Circle, Triangle, Square activity where they will ask clarifying questions. They will also take part in a three-step interview to make sure feedback is thorough. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Equip, Explore, Rethink, Revise, Tailors:** //Logical, Verbal, Visual, Interpersonal//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will be able to recognize strong textual evidence in support of inferences. To help students form a good inference they will brainstorm using an Inverted Triangle organizer. Students will put what they believe the purpose of //The Great Gatsby// is and then work in steps to create a working inference they could support. Students will work in Three-step interview groups to come up with answers. Students will participate in a Thee-step interview where each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team. Students will be grouped according to their familiarity with using Xtranormal. Students that have will work with those that haven't used Xtranormal as much. Students will line up according to their familiarity and then fold. Groups of four will be made as the first two people on each side of the line fold to make a group. Each member of the group is responsible for something different concerning the project. One students will be the script writer and write out the script, another will be the drawing board and find the right characters to incorporate, name them, and draw out how they want the scene to look. The third will be the director. This students job is to make sure that everyone stays on task, that all ideas are put forth and incorporated, and that the movie matches the checklist and rubric requirements. The forth student is the technology wizz, and is responsible for all the sounds, movements, and other creations concerning Xtranormal. This person cannot be one of the two students that knows or is familiar with Xtranormal already. Students will be able to revise after group exchanges of scripts. They will use the feedback they get to make their script better before working on their final product. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] [][| http://ctlblog.calpoly.edu/techstuff/xtranormal-movie-maker-animation-made-easy/] [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Explore, Experience, Revise, Refine, Tailors:** //Logical, Verbal, Visual, Interpersonal//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will assess peers through a checklist, and feedback will be provided before students start the final process for their movie. I will provide timely feedback to students through a rubric. This lesson leads into the Performance Task that will also be a movie. They will already be introduced to Xtranormal and be familiar with working with it. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Evaluate, Tailors:** //List MI's you used during this section//**.**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Content Notes__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will know citation/textual evidence, inferences, citations, big ideas, developments, supporting inferences, and how to make an inference. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Circular and cyclical plot stories are excellent resources for introducing student prediction strategies because of their repetitive nature. This repetition encourages students to predict events with more success. By introducing and supporting prediction strategies, teachers encourage students to "learn to construct a working interpretation of the story based on the clues they gather and to revise or refine this interpretation as they find new information in and generate new meaning from the unfolding text" (Moss, 67). <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Moss, Joy. 2002. //Literary Discussion in the Elementary School//. Urbana, IL: NCTE. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">This resource will help students cite their sources correctly and in the correct format:[| http://library.duke.edu/research/citing/] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Inferences:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">First, you have to know what one is. An inference is an assumption made based on specific evidence. Someone might say to you, "Nice hair," and you make the inference that the person is being rude and is really insulting you because it was said with a smirk. You infer the implied meaning – the meaning not said directly. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Inferences are made by doctors when they diagnose conditions, by FBI agents when they follow clues, by mechanics when they figure out what's wrong with your car. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">We infer things all the time. If someone flips us the bird, we might figure out that they're mad at us for some reason. If someone is pushing a stroller, we infer that the person is taking a baby for a walk. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**An inference is a guess, but it's an educated one**, and you can typically come to only one of a few possible conclusions. For instance, in the cases above, the person flipping the bird may have only been scratching their chin with their middle finger. The person pushing the stroller could have been wheeling around a decrepit dog. Most likely, though, the first guesses were correct. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">If students are having trouble finding inferences you can use this website as practice: []- Here are some of the questions they will be working with: > Inference: //The two-year-old probably did something gross to the food you were about to eat or has a cold and you could catch it. Something bad will happen to you if you eat it!// > Inference: //My neighbor is not very considerate since he didn't take his time writing the poem.// > Inference: //Students inference here.// > Inference: //Students inference here.//
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**I wouldn't eat** after that two-year-old if I were you.
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**For Valentine’s Day**, my fantastic neighbor gave his wife a poem that took him about two seconds to write. Sheesh.
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**A man ran** after a retreating bus, waving his briefcase frantically.
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**If she died**, I wouldn’t go to her funeral.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Handouts__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Inverted Triangle-// [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Maine Standards for Initial Teacher Certification and Rationale__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//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.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//__Learning Styles__//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Clipboard://** Students will go through a logical and organized process while making their movies. There will be visual directions/follow along on using Xtranormal, and clear expectations through the use of rubrics and checklists showing students what is expected of them. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Microscope://** Students will analyze what makes strong textual evidence and discuss possible influences. They will focus on detail when making their moves on Xtranormal. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Puppy://** Students will be working in a comfortable environment with encouraging peers who will support them and check their scripts and give feedback. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Beach Ball://** Students will have a lot of personal freedom on their Xtranormal movies, and a variety of resources to draw from.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Rationale://** Students will be working in a comfortable environment, and encouraged by peers, teacher, and assessment. They will go through organized steps to complete their project and work in groups based on familiarity with Xtranormal.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Content Knowledge://** //Students will know what is listed in the Content Notes above.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//MLR or CCSS://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Common Core State Standards <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Content Area: Reading, //The Great Gatsby// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Grade Level: Grade 9-10 <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Domain: Literature <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Standard: Key Ideas and Details <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Cluster: 1, 2, 3

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Facet://** //Self-Knowledge//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Self-Knowledge:** In a 9th or 10th grade classroom I expect a lot of creativity from my students. Getting the same movie script or storyboard would be something I might expect to happen. When students hear another groups idea they tend to build off from it. I am limited to understanding what they present from the brainstorming we have already done. If students branch out and come up with a different inference to build off from I may be lost, but this is why they go through the checklist before making their final movie. I learn best moving around and being social, which is good for this lesson. But it also involves a lot of logical and inter and intrapersonal learners. These strategies will work well for a lot of different kinds of learners.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Rationale://** Students will be able to learn what is in the content notes about inferences, citations, and textual evidence. Most of the information will be a review but a review of hard material is a good way to get students to keep thinking about these topics. By this point they should have a pretty good understanding of the Key Ideas so that they can use them in higher order thinking tasks.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//MI Strategies://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Verbal;** Students will be able to talk in groups and partners by asking clarifying questions about the purpose of //The Great Gatsby// and how their inference is coming along. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Logical;** Students will be able to use an Inverted Triangle graphic organizer to organize their ideas and make sure their inference is worded correctly an that they have enough evidence to back up their conclusion. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Visual;** Students will be able to look at video sources, that I have found and given to them as resources, to look at the ending scenes of //The Great Gatsby//. This will help students to connect with the real story and also with how the final conclusion was made. They will also get to see how some of the characters came to their final choices based on occurrences earlier in the story. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Intrapersonal;** Students will be able to reflect their own thoughts through the exit ticket, and show me what they are having trouble with and what they are excelling at! <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Interpersonal;** Students will be able to talk in groups and partners by asking clarifying questions about the purpose of //The Great Gatsby// and how their inference is coming along. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Naturalist;** Students will be able to make their own observations and conclusions when they brainstorm inferences using the Inverted Triangle organizer. They will record what inferences they can support with supporting evidence.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Type II Technology://** Students will be creating a movie using Xtranormal, a movie creating technology that has animated characters that portray feelings and move around. Students will simply type in the text they want their characters to say and create a movie all their own.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Rationale://** Students will be able to work in a variety of different settings with a variety of different people. Things will be done in a logical order and students will have choices in a lot of the things they produce.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Formative://** To check for understanding, students will get an entrance/exit ticket at the start and end of some classes to assess where students are in the project and what they need help with. Students will also participate in the Circle, Triangle, Square activity to assess,(Circle)  Something  that  is  still  going  around  in  your  head,  (Triangle)  Something  pointed  that  stood  out  in  your  mind,  (Square)  Something  that  “Squared”  or  agreed  with  your thinking. Peer-assessment using a checklist, feedback from student is a one sentence response before leaving the classroom on an inference they came up with. Feedback by teacher on Xtranormal video through rubric.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Summative://** Students will be creating a movie using Xtranormal, a movie creating technology. Students will use an Inverted Triangle graphic organizer to organize their ideas and make sure their inference is worded correctly and that they have enough evidence to back up their conclusion. Students will be able to make their own observations and conclusions when they brainstorm inferences using the Inverted Triangle organizer. They will record what inferences they can support with supporting evidence. They will then make a movie using strong textual evidence from //The Great Gatsby//, and create a short movie that shows their inference using some original textual evidence.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Rationale://** Students will be using a lot of formative assessment in this lesson through the three-step interview and the Circle, Triangle, Square activity. They will be able to peer assess and evaluate others work. The teacher will work with students on developing a good movie and helping them work through passing each of the necessary parts in the rubric. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Portions not contributed by visitors are Copyright 2011 Tangient LLC.