L4+Johnson,+Richard

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Johnson **__Lesson #:__** 4 **__Facet:__**
 * __ Grade Level __**** : ** 11-12 **__Numbers of Days:__** one day
 * __ Topic: __** English - Literature


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that: **textual evidence is necessary when developing and expressing opinions of a novel**.**
 * Student will know: **how to empathize and relate with characters, as well as use textual evidence to support their opinions**.**
 * Student will be able to: **empathize with characters and use textual evidence to support their arguments and opinions.
 * Product: ** Email

Common Core State Standards: Content Area: Reading Grade Level: 11-12 Domain: Literature Standard: Key Ideas and Details Clusters: 1, 2, 3
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** This assignment has students developing thoughts about the character Ethan from the novel "Ethan Frome" through a profound conversation with a fellow classmate. In order to do so, it will require that students empathize with Ethan's character, and use textual evidence to support their thoughts. Gaining experience in doing so will undoubtedly lead to a better overall understanding of such.

The "thumbs-up" technique will be used throughout the entire assignment to check for understanding and ensure that each student clearly understands the instructions and knows what they are doing. All feedback will be given through the use of a checklist.
 * __ Assessments: __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **

You will develop thoughts regarding the choices Ethan has to make throughout the novel, and discuss whatever opinions and thoughts you create with a partner via email. What are some tough decisions Ethan is faced with? Does he always make the right choice? In what sense is he trapped? Think deeply and have a profound conversation! Take it to the next level! I also encourage you to include any useful or relative or interesting links, videos or audio files in your emails!
 * __ Summative (Assessment of Learning): __**

Email will be used as a communication tool by students in order to discuss and form thoughts about Ethan's character. Using email will allow for efficient communication that can be used by students even when away from each other (i.e. at home), while still ensuring that they are writing and, accordingly, learning about the use of textual evidence. Using email will require students to use their social skills, as well as their English skills.
 * __ Integration __**
 * Technology: **
 * Content Areas: **

An "Ice-Cream Cone" will be used by students to gather facts, ideas, and opinions about characters. Students will be partnered up with a fellow classmate for this assignment. They will email each other back and forth, professional conversation style, with profound thoughts and theories about Ethan's character from the novel "Ethan Frome".
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies: __**
 * Verbal/Lingustic:** Writing emails back and forth with a partner allows students to both read and write, as well as communicate socially
 * Interpersonal**: Sharing thoughts via email allows students to join forces in developing thoughts and opinions
 * Intrapersonal:** Students will have time to articulate an email on their own before sending it.
 * Visual:** Students may embed useful or interesting links, videos, and audio files in their emails.
 * Musical/Rhythmic:** Students may embed any audio files/links that relate to Ethan Frome
 * Bodily/Kinesthetic:** This assignment is hands-on and interactive.

// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //
 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**

To accommodate for absent students, I will assign partners to fill each other in. If the absent students emails me while they are absent, I will arrange a plan to send them any missed work or notes via email. When the student comes back, we may schedule a time to meet if necessary!
 * Plan for accommodating absent students: **

Email will be used as a communication tool by students in order to discuss and form thoughts about Ethan's character. Using email will allow for efficient communication that can be used by students even when away from each other (i.e. at home), while still ensuring that they are writing and, accordingly, learning about the use of textual evidence. Gifted students may be challenged more simply by putting in the extra effort of observing Ethan's character, considering what role he plays, and generally putting a great deal of thought into the assignment.
 * __ Extensions __**
 * Type II technology: **
 * Gifted Students: **

"Ice Cream Cone" worksheet A computer for each student Students email accounts
 * __ Materials, Resources and Technology __**

Each student's school email address [|Ethan Frome Sparknotes]for a refresher, and to promote deeper thoughts and considerations. URL: http://www.sparknotes.com/lit/frome/
 * __ Source for Lesson Plan and Research __**


 * __ 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) //

For this lesson, desks will have no real "order" so as to promote each student to feel as though they may have their own thoughts to be writing in their emails. I think it will be encouraging for students to have a change of pace for a couple of days, and have the power to make the decision where there desk is. However, if this proves to be unsuccessful (i.e. students abuse their ability to move their desks in some way) I will have everyone line their desks up uniformly.

Day 1: Warm-Up: Ask students what morals mean to them, and have them write do a quick write on it (10 minutes) Hook: class discussion: morals, and how they play into "Ethan Frome" (15 minutes) Partners: will be assigned in groups of two by counting off (5 minutes) "Ice Cream Cone": students will review their worksheet as a refresher, as well as to begin their initial thoughts/opinions (10 minutes) Email Part One: Students will write their initial email to each other based off of their current thoughts/opinions (20 minutes) Email Part Two: Student will read their partners email and consider their opinions (10 minutes) Thumbs-Up: Questions, concerns, comments (5 minutes) Homework: Assign students to continue emailing each other back and forth, considering each others emails, comparing opinions, etc. (5 minutes)

For this lesson, desks will have no real "order" so as to promote each student to feel as though they may have their own thoughts to be writing in their emails. I think it will be encouraging for students to have a change of pace for a couple of days, and have the power to make the decision where there desk is. However, if this proves to be unsuccessful (i.e. students abuse their ability to move their desks in some way) I will have everyone line their desks up uniformly. The outline of this assignment is quite basic! The class will begin with a quick warm up where students will have a quick-write discussing what morals mean to them. This will open the stage for the hook, which is a class discussion about morals in the novel "Ethan Frome". After an in-depth conversation, partners will be assigned in groups of two, by simply counting off. Students will work individually to create their email with their initial thoughts and opinions of Ethan, and may use their quick write and "ice cream cone" worksheet to aid their thought process. Afterwords, each partner will take a moment to read over each others email and consider it. For homework, partners will continue on with the conversation, comparing and contrasting their opinions, using textual evidence all the while to support their individual thoughts. The "ice cream cone" worksheet will be used by students to record their thoughts during their reading assignments. While they are doing the email assignment they may use it to help form their thoughts and reflect on what opinions they made during the reading. Students will know how to empathize and relate with characters, as well as use textual evidence to support their opinions**. (SEE CONTENT NOTES).** Throughout the process of this assignment I will make myself readily available to students to answer questions, concerns or general comments, and ensure that they know this. During the class discussion portions of this assignment I will be sure to include insight that may aid conversation. While I will be sure to keep the conversation appropriate, I will encourage students to feel comfortable participating and thinking outside of the box. I will check for understanding using the "thumbs-up" technique for this assignment, and will do it often enough to be sure that each student clearly understands their task and the purpose of this assignment. The content being covered in this assignment is that of the use of textual evidence and emphasizing with characters. [|Ethan Frome SparkNotes] may be used by students to aid the thinking, but is not to be abused. The warm-up and hook is designed to begin the process of higher order thinking for students. By considering existential questions, such as the meaning of morals, students will get their brains thinking outside of the box, which will in turn provide for some very neat conversations with their partners. Students will be able to empathize and relate with characters, as well as use textual evidence to support their opinions**.** I will be able to facilitate this process by constantly checking for understanding and adjusting the assignment as needed. Students will be grouped simply by counting off. Ensuring that each student is doing their part will be easily detectable as the product is an email conversation. Partners will have to coordinate with each other to decide at what time they are going to continue their conversation for homework. All assessment will be done with the use of a checklist. I will promptly provide feedback after reading each groups conversation, which will have been forwarded to me. The experience that each student will gain in both empathizing with characters and using textual evidence to support their opinions will be wildly beneficial, and will give them a better handling on all future writing and reading assignments.
 * Where, Why, What, Hook Tailors:** Verbal, Interpersonal, Intrapersonal, Visual, Musical, Bodily
 * Equip, Explore, Rethink, Revise, Tailors:** Verbal, Interpersonal, Intrapersonal, Visual, Musical, Bodily
 * Explore, Experience, Revise, Refine, Tailors:** Verbal, Interpersonal, Intrapersonal, Visual, Musical, Bodily
 * Evaluate, Tailors:** Verbal, Interpersonal, Intrapersonal, Visual, Musical, Bodily


 * __ Content Notes __**

This lesson is based off of the novel "Ethan Frome" by Edith Wharton. From this assignment students will learn how to empathize and relate with characters, as well as how to use textual evidence to support their opinions. [|This website] provides summaries of each chapter, as well as basic character, plot, climax, etc. information, and may be useful to review.

Hook: class discussion: morals, and how they play into "Ethan Frome"

Summative Assessment: You will develop thoughts regarding the choices Ethan has to make throughout the novel, and discuss whatever opinions and thoughts you create with a partner via email. What are some tough decisions Ethan is faced with? Does he always make the right choice? In what sense is he trapped? Think deeply and have a profound conversation! Take it to the next level! I also encourage you to include any useful or relative or interesting links, videos or audio files in your emails!

Handout: "ice cream cone" worksheet. Can be found here:[| Graphic Organizer]

Checking for understanding: "thumbs-up" technique. Essentially involves asking students a general question about the assignment and seeing if they understand it. If they do, a thumbs-up will be given. If something is unclear, they will give a thumbs-down.

"ice cream cone" worksheet
 * __ 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 __//**

The process of this assignment will be written out on the whiteboard for those who appreciate the clipboard style of learning!
 * // Clipboard: //**

Microscopes will appreciate the class discussions and opinion-based writing.
 * // Microscope: //**

I will be available for support and to answer questions/concerns during the entire process!
 * // Puppy: //**

This assignment leaves a lot of freedom for the students, from the arrangement of the desks to the opinions they form and write about!
 * // Beach Ball: //**

This assignment is tailored to meet the needs and learning styles of all types of students!
 * // Rationale: //**


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

The purpose of this assignment is to give students experience in empathizing with characters from stories and in using textual evidence to support opinions they form.
 * // Content Knowledge: //**

Common Core State Standards: Content Area: Reading Grade Level: 11-12 Domain: Literature Standard: Key Ideas and Details Clusters: 1, 2, 3
 * // MLR or CCSS: //**

Students will know how empathize and relate with characters, as well as use textual evidence to support their opinions**.**
 * // Facet: //**

This assignment has students developing thoughts about the character Ethan from the novel "Ethan Frome" through a profound conversation with a fellow classmate. In order to do so, it will require that students empathize with Ethan's character, and use textual evidence to support their thoughts. Gaining experience in doing so will undoubtedly lead to a better overall understanding of such.
 * // Rationale: //**


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**
 * Verbal/Lingustic:** Writing emails back and forth with a partner allows students to both read and write, as well as communicate socially
 * Interpersonal**: Sharing thoughts via email allows students to join forces in developing thoughts and opinions
 * Intrapersonal:** Students will have time to articulate an email on their own before sending it.
 * Visual:** Students may embed useful or interesting links, videos, and audio files in their emails.
 * Musical/Rhythmic:** Students may embed any audio files/links that relate to Ethan Frome
 * Bodily/Kinesthetic:** This assignment is hands-on and interactive.

Email will be used as a communication tool by students in order to discuss and form thoughts about Ethan's character. Using email will allow for efficient communication that can be used by students even when away from each other (i.e. at home), while still ensuring that they are writing and, accordingly, learning about the use of textual evidence. Using email in this assignment will act as an efficient way for students to have a written conversation outside of the classroom, as well as a way for students to include/embed relevant multimedia works.
 * // Type II Technology: //**
 * // Rationale: //**

Section I – checking for understanding during instruction The "thumbs-up" technique will be used throughout the entire assignment to check for understanding and ensure that each student clearly understands the instructions and knows what they are doing. Section II – timely feedback for products (self, peer, teacher) All feedback will be given through the use of a checklist.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //**

You will develop thoughts regarding the choices Ethan has to make throughout the novel, and discuss whatever opinions and thoughts you create with a partner via email. What are some tough decisions Ethan is faced with? Does he always make the right choice? In what sense is he trapped? Think deeply and have a profound conversation! Take it to the next level! I also encourage you to include any useful or relative or interesting links, videos or audio files in your emails!
 * // Summative: //**

This assignment has students developing thoughts about the character Ethan from the novel "Ethan Frome" through a profound conversation with a fellow classmate. In order to do so, it will require that students empathize with Ethan's character, and use textual evidence to support their thoughts. Gaining experience in doing so will undoubtedly lead to a better overall understanding of such. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * // Rationale: //**
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