L2+Sargent,+Elizabeth

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

** LESSON PLAN FORMAT **

**__Lesson #:__** 2 **__Facet:__** Interpret **__Numbers of Days:__** 4 days
 * __ Teacher’s Name __**** : ** Ms. Sargent
 * __ Grade Level __**** : ** Grades 9-10
 * __ Topic: __** Character Development


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** complex characters in //The Great Gatsby// develop, interact, and advance throughout the text
 * Student will know ** who are the complex characters, importance of relationships between characters, interactions, and developments.
 * Student will be able to ** j udge the importance of complex characters.
 * Product: ** Poster, Glogster

Common Core State Standards Content Area: Reading, //The Great Gatsby// Grade Level: Grade 9-10 Domain: Literature Standard: Key Ideas and Details Cluster: 1, 2, 3
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** Students will use a Venn Diagram to illustrate the differences in characters and what characters have in common in //The Great Gatsby.//


 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: ** Students work on the Capacity Matrix, they will use the charts to break down their characters into specific places where personality changes are evident and correlate those changes with scene changes.


 * Section II – timely feedback for products (self, peer, teacher): ** Students will create a poster using Glogster on a character that is important to the //The Great Gatsby//. Feedback by students will be given by a short prompt, given by teacher, asking students what they came up with for character developments and how comfortable they are talking about their characters. Feedback from teacher on these posters will be given through a teacher rubric based off from the poster students make on Glogster of their characters.


 * __ Summative (Assessment of Learning): __** Students will create a poster using Glogster and present material on their characters and how they develop. To do this students will be able to create a model poster, either making a sketch or using real poster paper to draw out and organize what they want to present. Students need to include a personality overview of the character, who the character interacts with, how the character interacts with others, what the character accomplishes/does, and overall how the character develops and what sparks those developments. They will need to get their poster approved by me and use a checklist to make sure they have all the required poster qualities before presenting their final poster to the class. Teacher will be grading their presentation and poster off of a rubric.


 * __ Integration __**
 * Technology: ** Students will create a poster using Glogster describing how a character in //The Great Gatsby// develops, interacts, advances, and interacts through the text.


 * Art: ** Students will create a poster in Glogster. They will need to make a sketch of their poster before they start in Glogster and get it approved by me. There posters will need to be colorful and include pictures and descriptions of scenes.

Students will know who are the complex characters, importance of relationships between characters, interactions, and developments. Students will use a Venn Diagram to illustrate the differences in characters and what characters have in common, and then work in Think-Pair-Share groups to share their work. After using the Venn Diagram to organize their characters differences and commonalities students will work in Think-Pair-Share groups. During the first step of Think-Pair-Share, individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group. The groups will be chosen based on common characters. After they are done discussing their characters and the work they have done in their Venn Diagrams, students will work on a Capacity Matrix to break down their characters into specific personality changes and correlate those changes with scene changes. Students will then be partnered based on character choice and work together with their partners to create their poster on Glogster.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**


 * Verbal;** Students will be able to talk out loud when doing the Think-Pair-Share activity when they are sharing what they have come up with individually about their characters and scenes of choice, and how they relate and interact in the Capacity Matrix's.
 * Logical;** Students will be using organizational tools such as the Venn Diagram and Capacity Matrix to organize their thoughts about characters into structured ideas about their development.
 * Visual;** Students can make a scrapbook or pre-poster brainstorming scenes on the poster or scrapbook as a storyboard for their characters and scenes they would like to incorporate in their final poster done on Glogster. Students will also have the chance if they choose to create a model poster on paper before they create their final product on Glogster depicting their characters.
 * Bodily;** Student can choose to be part of a play where they read a script pre-made by me as the hook, this will get students closer to the story and the characters and get them up and moving around.
 * Intrapersonal;** Students will be able to work individually and think to themselves about the question posed by me in the Think-Pair-Share activity. This will help students think to themselves about their own ideas, and get ready to share their ideas with their peers.
 * Interpersonal;** Students will be able to share their work in groups after working individually on the Think-Pair-Share activity. This will not only let others know their ideas, but improve their own with peer feedback as well.


 * __ Modifications/Accommodations __**
 * // 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. //


 * 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.


 * __ Extensions __**
 * Type II technology: ** Students will create a poster using Glogster describing how a character in //The Great Gatsby// develops, interacts, advances, and interacts through the text. Students will be able to discuss their characters and collaborate information and character developments they have found. They will present their posters to the class after they are finished as partners.


 * Gifted Students: ** Students have the right to be challenged in the curriculum according to their needs. Students that need a little bit more of a challenge than this lesson offers can do some additional challenges. Students that need a little bit more of a challenge can also either create a detailed drawing of what their character looks like, or describe what their character looks like in a three paragraph description. If students don't want to do that they can also draft out what they are going to say in their presentation, and if they want to they can create a record of them presenting certain parts of their poster. They still need to present the aspects of their poster they don't cover in the presentation to the class.

// Laptop // // Paper // // Utensils // // Poster Materials (glue, markers, crayons, stencils, etc, if needed) // // Venn Diagram // // Capacity Matrix // // The Great Gatsby (Book) //
 * __ Materials, Resources and Technology __**

[|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities]- Think-Pair-Share description []- Gloster Tutorial []- Glogster Link to Site
 * __ Source for Lesson Plan and Research __**

Day 1 Seating: Students will be arranged in desk groups of Two's so that they are able to work with partners and easily move into their groups based on their chosen character. Making sure that partners are seated together is important so they don't have to keep arranging themselves for partner work. Students that are shy and don't answer a lot of questions will be positioned towards the front. While those that may understand some of the content already positioned towards the back. Day 2 Seating: There will be groups that will be working together discussing their common character development. When they work in groups on day 2 they will be in clusters, which will be easy to do because partners are already seated together. They must simply find the rest of the people in the class with the same character and find a place for all of them to sit together and discuss. Day 3 Seating: Students will be in their final groups of three and the clusters will be finalized at the beginning of class. They will start working on their roles for their final project. Day 4 Seating: Students will continue to work in their groups for their final projects. Day 1 (80 minutes): Day 2 (80 minutes): Day 3 (80 minutes): Day 4 (80 minutes):
 * __ PART II: __**
 * __ 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) //
 * Hook will be presented. Students can choose to be part of a play where they read a script pre-made by me as the hook, this will get students closer to the story and the characters and get them up and moving around. (30)
 * Students will be put in partners based on common characters. Characters will be chosen by individual students based on their interest, and they will pair up according to common characters. (10)
 * Students will work on a brainstorm of all the things they know about their character. This list will be ongoing. (20)
 * Students will start working on their Venn Diagram with their partners. (30)
 * Before class begins students need to find everyone that has the same character as them. They will need to remember this information later on so have them write it down. (5)
 * Students will finish their Venn Diagram. (20)
 * Students will get together in groups to discuss their Venn Diagrams. (15)
 * Students will be split up into groups for their final projects. All students who have the same character will be randomly selected from a hat and put in groups of three. (10)
 * Students will start working on their sketches. (30)
 * Students will finish their sketches and get them approved so they can start working on Glogster. (40)
 * Students will either finish their Glogster today, or for homework. (40)
 * Students will make any final touches they need to their final poster on Glogser. (20)
 * Students will present in their groups. (60)

Students will understand that complex characters in //The Great Gatsby//develop, interact, and advance throughout the text. Students will be better able to discern how people develop in the real world like psychologists and psychiatrists, and how to create their own characters in their own stories, like authors, and possibly how they have developed based on certain occurrences in student lives, by studying the characters in //The Great Gatsby//. //Key Ideas and Details.// Students will participate in a script reading that has been taken from the text //The Great Gatsby//. Individual students will portray specific characters and get a feeling for how that character acts and thinks in the story. Students will take about 30 minutes to complete this. I will be interjecting with how important a certain line is a character says, and what is happening in the story that is important to know. **Where, Why, What, Hook, Tailors:** Intrapersonal, Interpersonal, Visual, Verbal, Bodily.

Students will know who are the complex characters, importance of relationships between characters, interactions, and developments. **See Content Notes.** Students will use a Venn Diagram to illustrate the differences in characters and what characters have in common, and then work in Think-Pair-Share groups to share their work. During the first step of Think-Pair-Share, individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group. When students work on the To check for students understanding, I will have students use a Capacity Matrix. They will use the charts to break down their characters into specific personality changes and correlate those changes with group ideas. Feedback by students will be assessed by a short prompt given by teacher asking students what they came up with for scenes and how comfortable they are talking about their characters. **Equip, Explore, Rethink, Revise, Tailors:** //Intrapersonal, Interpersonal, Verbal, Visual//

Students will be able to judge the importance of complex characters. Students will create a poster using Glogster and will be graded through a rubric. While they are working on their posters students will self-assess using a checklist to make sure they have everything they need to be graded on. Students will make a sketch of what they want to include on their poster and present it to the teacher for approval. Partners will be chosen based on common interests, and group work will be done based on common characters. As partners, partners will discuss what they included and brainstormed in their Venn Diagram, but they will also work in groups to discuss other ideas as well. Group members will give feedback to improve their ideas about their characters development. //Students should split up the work equally in groups while working on the poster. No one should be left out, and all students in the groups should be a part of the presentation, or they will lose points. Each student should be responsible for at least one aspect of the poster, but all students should have some input in all parts. After they hand in their sketch and it is approved they will have time in and outside of class to work on their posters.// **Explore, Experience, Revise, Refine, Tailors:** //Interpersonal, Visual, Verbal, Logical.//

Students will use a self-assessment checklist. They will use this checklist to make sure that they have all the appropriate items needed for a successful poster before they present them, and before they hand in their sketches to be approved. As the students are working on their final products it will be good to check individual understanding through the Capacity Matrix. They will use the charts to break down their characters into specific personality changes and correlate those changes with group ideas. This will help students look at things they may be missing in the poster and figure out where they are and what they need to do next. Students will present their posters to the class, and must be able to answer questions about their characters. Students will be evaluated through a poster rubric. Teacher Rubric Student Checklist
 * Evaluate, Tailors:** //Interpersonal, Visual, Verbal, Logical, Bodily.//

Students will know who the complex characters are, the importance of relationships between: characters, interactions, and developments. A character contains a combination of qualities or features that distinguishes one person, group, or thing from another. Complex Characters are a type of character that is more than one dimensional. He/she changes attitudes and behaviors to suit situations. Relationships between characters are defined as relationships that occur between characters in a text and they are important because they generally shape the character, the characters personality, and how they develop. Interactions between characters are conversations that either impede or progress character development. They help the reader understand characters and they are important because students must understand character development. [] - This link will help you to understand what the students are looking to understand about character development. It especially focuses on complex characters, which are especially important in this lesson and as part of this unit. It is imperative that you are able to understand what the students are trying to understand. [] - This site will help you to understand the novel that we are reading //The Great Gatsby//, and the characters that are within it. Since you may not have read this text, I thought it would be a good idea for you to have a little cheat sheet to go by.
 * __ Content Notes __**

- Venn Diagram - Capacity Matrix
 * __ Handouts __**


 * __ 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. //**


 * //__ Learning Styles __//**
 * // Clipboard: //**// Students will have visual, clear procedures to follow, clear expectations will be set for final posters at the beginning of the task. Students will have the chance to organize their material in a poster, and they will be able to sketch up what their poster will look like in advance. //
 * // Microscope: //**// Students will be able to explore their characters in-depth and focus on details in discussions. //
 * // Puppy: //**// Students will be in a comfortable environment, and be involved in an encouraging atmosphere. Peers will be sensitive to the information given and expressed. Groupings will be supportive and groups will work together to make their final poster. Students will be respectful with listening to other colleagues ideas. //
 * // Beach Ball: //**Students have a lot of personal freedom on what they are allowed to include on their poster. // They will be able to discuss their ideas, improve them, collaborate them ////, and adapt them. They will be able to sketch out their poster first before making the final product. Students will be able to brainstorm individually and collaboratively. They will be able to ask other students, and the teacher, questions about their character. //
 * // Rationale: //**// Students will be able to work individually and in groups to work out the background information on their character. These groups will help interpersonal and intrapersonal learners work in an environment that is comfortable to them, and will support their intelligences. Students will be able to interact with peers and develop a strong idea of what makes up their character. //


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: //**// Students will know what is listed in the content notes above. //

Common Core State Standards Content Area: Reading, //The Great Gatsby// Grade Level: Grade 9-10 Domain: Literature Standard: Key Ideas and Details Cluster: 1, 2, 3
 * // MLR or CCSS: //**


 * // Facet: //**// Interpret //


 * // Rationale: //**// Students will develop characters based on interest. Students need to understand how their complex character develops in the text // The Great Gatsby//. Based on how fast students work in the days they can move onto the next task when ready. The curriculum has been added to so that if a students needs more of a challenge they can do some additional work and critical thinking. When students are able to show that they understand their characters developing by creating their poster based on their characters most important qualities they will show how they have fully understood the curriculum goal.//

// Student will be able to j udge the importance of complex characters.Students will need to explain their chosen character in detail, and show their learning through the creation of a poster with all the information and ideas they came up with about their character. Their presentation involving the poster will let other students know why they chose this character, what is important about their character, and why this character is important to the development of the story.//

// Interpret- I organized my lesson by looking at the in different ways that characters develop and incorporating a task that would show how students could present their specific character development. If students are able to interpret how their characters develop, who they interact with, how they advance, and why all these things are important to the text, they will understand the goals of this lesson. Through a couple of brainstorming exercises students will be able to brainstorm and discuss their ideas with others, and justify their own ideas to their peers as well. By discussing their ideas they will be able to improve and build upon their ideas, and as a group connect group ideas together. //


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Verbal;** Students will be able to talk out loud when doing the Think-Pair-Share activity when they are sharing what they have come up with individually about their characters and scenes of choice, and how they relate and interact in the Capacity Matrix's.
 * Logical;** Students will be using organizational tools such as the Venn Diagram and Capacity Matrix to organize their thoughts about characters into structured ideas about their development.
 * Visual;** Students can make a scrapbook or pre-poster brainstorming scenes on the poster or scrapbook as a storyboard for their characters and scenes they would like to incorporate in their final poster done on Glogster. Students will also have the chance if they choose to create a model poster on paper before they create their final product on Glogster depicting their characters.
 * Bodily;** Student can choose to be part of a play where they read a script pre-made by me as the hook, this will get students closer to the story and the characters and get them up and moving around.
 * Intrapersonal;** Students will be able to work individually and think to themselves about the question posed by me in the Think-Pair-Share activity. This will help students think to themselves about their own ideas, and get ready to share their ideas with their peers.
 * Interpersonal;** Students will be able to share their work in groups after working individually on the Think-Pair-Share activity. This will not only let others know their ideas, but improve their own with peer feedback as well.


 * // Type II Technology: //** Students will create a poster using Glogster describing how a character in //The Great Gatsby// develops, interacts, advances, and interacts through the text. Students will be able to discuss their characters and collaborate information and character developments they have found. They will present their posters to the class after they are finished as partners.


 * // Rationale: //**// Students varying intelligences are taken into account through the use of multiple intelligences and using the eight intelligences to make sure that all variance of intelligence is covered in the classroom. No student is left out of feeling that they are able to do a portion of this activity. //


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * // Formative: //** Students will work on a Capacity Matrix, they will use the charts to break down their characters into specific places where personality changes are evident and correlate those changes with scene changes. Students will create a poster using Glogster on a character that is important to the //The Great Gatsby//. Feedback by students will be given by a short prompt, given by teacher, asking students what they came up with for character developments and how comfortable they are talking about their characters. Feedback from teacher on these posters will be given through a teacher rubric based off from the poster students make on Glogster of their characters.


 * // Summative: //** Students will create a poster using Glogster and present material on their characters and how they develop. To do this students will be able to create a model poster, either making a sketch or using real poster paper to draw out and organize what they want to present. Students need to include a personality overview of the character, who the character interacts with, how the character interacts with others, what the character accomplishes/does, and overall how the character develops and what sparks those developments. They will need to get their poster approved by me and use a checklist to make sure they have all the required poster qualities before presenting their final poster to the class. Teacher will be grading their presentation and poster off of a rubric.

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 * // Rationale: //**// Students will be able to work together and separately to brainstorm about their characters. In the informative part of the assessment students will be able to say how their are doing through a short prompt including information they have come up with on their characters so far, and where they are in the assignment. In the summative assessment, students will create a poster using Glogster that concludes all their work on character development. Students will be assessed on their product by the teacher who will use a rubric to assess. // || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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