L3+Johnson,+Richard

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Johnson **__Lesson #:__** 3 **__Facet:__**
 * __ Grade Level __**** : ** 11-12 **__Numbers of Days:__** Two Days
 * __ 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 analyze characters and considers what the significance of their role is in the story**.**
 * Student will be able to: **analyze character development and significance.
 * Product: ** Blog

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: ** In creating a response on the character Zenobia from "Ethan Frome" students will be forced to reflect on the story and use high-order thinking to analyze her role. This, in turn, will lead to a better understanding of the significance that different characters have in stories. It will also require students to use textual evidence to support their opinions.

To check for understanding during instruction I will use the "thumbs-up" technique. A checklist will be used for students to self-assess themselves, as well as to receive peer and teacher feedback with.
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **

The mission of this assignment is for students to create a short response that evaluates Zenobia's impact in "Ethan Frome." It is important that they really interpret her character here, and consider her position! Opinions will naturally form throughout the reading and students will likely feel strongly about specific characters in one way or another. However, it is essential that their responses are not totally biased. I want students to put themselves in Zenobia's shoes, and try to recognize what it is that makes her the way she is. Textual evidence should be used to support their opinions- it is required that they quote "Ethan Frome" at least once. After they have finished their response, students will read some of their classmates blogs and make a few comments; start discussions!
 * __ Summative (Assessment of Learning): __**

Students will use Tumblr in order to share their written response on Zenobia's character from "Ethan Frome" with the class, as well as add photos, quotes, videos and other media. Classmates will post comments on each others blogs, creating conversation and profound discussion.
 * __ Integration __**
 * Technology: **

Students must use their social skills in order to comment on other classmates blogs, as well as their literacy/English skills.
 * Content Areas: **

A "Cluster/Word Web" will be used by students to collect facts, ideas, and opinions about characters.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will write their response in a blog individually, but will then be interactive with other students by reading and making comments. Profound discussions will be encouraged!
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal/linguistic:** The written response allows verbal/linguistic favored students a chance to articulate their thoughts.
 * Intrapersonal:** This assignment will be done without partners, allowing students to reflect alone.
 * Interpersonal:** After the responses are written, students will be able to comment and create discussions on each others blogs.
 * Bodily/Kinesthetic:** Using the computer for this assignment is hands-on and interactive for students.
 * Visual:** This assignment allows students to include visual aids in their blog.

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) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

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: **

Using blogs for student responses will provide for an easier, more efficient way for classmates to comment and discuss each others blogs.
 * __ Extensions __**
 * Type II technology: **

Gifted students may be challenged by simply thinking deeper into the role Zenobia's character plays in the the story "Ethan Frome"
 * Gifted Students: **

Cluster/Word Web handout A computer for each students Tumblr account
 * __ Materials, Resources and Technology __**

[|Tumblr]: http://www.tumblr.com/ [|Ethan Frome Sparknotes] : http://www.sparknotes.com/lit/frome/ [|Online Poll] to be used as hook!: http://www.polleverywhere.com/multiple_choice_p...NzcxNjU2MQ
 * __ 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 assignment, desks will be shaped in a "U" to promote a comfortable environment for open discussion!

Day 1: Warm-Up: are people inherently good or bad? (5 minutes) Hook: poll: Is Zenobia inherently a good or a bad person? (10 minutes) Cluster/Word Web: students share theirs with a person next to them to refresh themselves on Zenobia's character (10 minutes) Blog: students individually work on their response blogs (40 minutes) Check for Understanding: see where everyone is at (5 minutes) Questions: any questions or concerns (5 minutes) Assignment: assign students to work on blogs for homework (5 minutes)

Day 2: Warm-Up: check in with students, ask about the progress made (5 minutes) Blog: work on blogs for 60 minutes, comment/reblog others (60 minutes) Check for Understanding: thumbs-up (5 minutes) Questions: answer any questions/concerns (5 minutes) Assignment: students will be asked to finish their blog entry for next class (5 minutes)

For this assignment the classroom will be arranged having all of the desks forming a "U" as to encourage a comfortable and open environment for students. My desk will be situated in a corner at the front of the room in a way that allows for easy access for students with questions, but also keeps it from being the focal point of the classroom. During class discussions, and the like, I will constantly be moving around the room as to not make myself a superior to the students. They will have the option of walking around as well, so long as such does not distract from the discussion at hand. My hope is that all of this will promote a more open and loose conversation and more profound discussion. If I see that such is not the case, I will remind the class of appropriate behavior, and return to the front of the room. All other issues will be addressed as fit. The first day will be opened up with a "warm-up", which is a class discussion over the question "are people inherently good or bad?" After this, I will introduce the hook of the assignment, a class poll: "is Zenobia an inherently good or bad person?" Afterwords, students will have time to refresh their memories using the cluster/word web worksheet that they should have filled out during the reading assignments- they may share theirs with a partner, vise versa. They will then be able to work individually on their response blogs for fifty minutes. After the time is up, I will check for understanding using the "thumbs-up" technique to see where everyone is at with the assignment. Any questions or concerns will also be addressed at this time. Students will be assigned to make constructive and positive comments on each others blogs for homework. My hope is that friendly debates and deep consideration will take place here, I will promote such by making comments myself. On the second day, the day will begin with a quick warm-up to check in with students and get an idea as to the progress they have made. They will then each have sixty minutes to work on their Tumblr blog. In this time they will likely have a chance to "reblog" their classmates blogs and leave comments. After the hour is up, I will check for understanding and answer any questions/concerns. Then students will be assigned to finish up their project for next class. From this assignment, students will become more familiar with the significance that certain character's roles play in stories, as well as understand that textual evidence is necessary when developing and expressing opinions of a novel. This is undoubtedly important as a character's development and role in a story is a big factor. It is also necessary for students to recognize that facts are important when expressing opinions, no matter what context you are in, or what topic is being discussed. Students will know how to analyze characters and considers what the significance of their role is in the story**.** **(SEE CONTENT NOTES)** I will ensure that students know that I am available, and very approachable, by reminding them of such before this assignment, as well as encouraging them to ask questions whenever necessary. Through the assignment I will check for understanding using the "thumbs-up" technique, and if anything proves to be clear I will make sure that it is made so before everyone moves on. Checking for understanding constantly will also enable me to make certain that each student is getting a fair amount of attention and are content. The graphic organizer will be used by students as a way to keep track of their thoughts and refresh their memories of key factors in "Ethan Frome". The content in this assignment is mainly that of the novel "Ethan Frome". This quick assignment will not only uncover the role of Zenobia in the novel, but also a greater understanding as to what significance characters in stories hold. If I come to realize that the graphic organizer is not doing its part in refreshing students minds of the novel, or that their is not a great deal of ideas being considered by students, I will pause the process and have them take a look at this[| useful resource]. The character descriptions on Sparknotes would undoubtedly be an efficient way to promote thought. This assignment requires students to use high-order thinking in order for them to create a thoughtful response that evaluates Zenobia's impact on the novel, "Ethan Frome". As so, students will acquire further understanding as to how characters play a role in stories, as well as be forced to use textual evidence to support the opinions they form. I will facilitate the entire process by being present during the assignment, checking for understanding, answering questions, and encouraging students to think deeper by asking questions. Students will not be grouped, but instead will work individually on their blog entries for a large portion of the class. However, the hook discussion will be full-class orientated, and each student will be encouraged to participate at will. Also, the homework assignment to make comments and discussion on classmates blogs will be a productive interpersonal activity. Evidence of learning will be quite direct; I will be able to see how each student understands character significance and textual support by reading their blog entries. Students will get a chance to reflect on their blog entry when they are making comments on their classmates. If, after they have read and commented on their peers blogs, they have further thoughts, or their opinion changes, students may revise their blog as necessary so long as they make a plan with me via email or otherwise. A checklist will be used by students to self assess themselves with, as well as give peer feedback with. I too will use a checklist to give students feedback. This assignment ultimately connects with the "Ethan Frome" unit as it uncovers valuable information needed by students in order to have further understanding of the novel, and future novels, as well as how to use textual evidence when writing opinionated papers.
 * Where, Why, What, Hook Tailors:** Verbal/Linguistic, Intrapersonal, Interpersonal, Bodily, Visual
 * Equip, Explore, Rethink, Revise, Tailors:** Verbal/Linguistic, Intrapersonal, Interpersonal, Bodily, Visual
 * Explore, Experience, Revise, Refine, Tailors:** Verbal/Linguistic, Intrapersonal, Interpersonal, Bodily, Visual
 * Evaluate, Tailors:** Verbal/Linguistic, Intrapersonal, Interpersonal, Bodily, Visual


 * __ Content Notes __**

This lesson is based off of the novel "Ethan Frome" by Edith Wharton. From this assignment students will learn how to analyze characters and considers what the significance of their role is in the story**.**

[|This website]provides summaries of each chapter, as well as basic character, plot, climax, etc. information, and may be useful to review. For this lesson, it would particularly helpful to refer to the[| character list] as well as the[| detailed character analysis] for a great summary on Zenobia's character and her role in the novel. Mainly, it would be beneficial to review this bit taken from the Ethan Frome SparkNotes: "Though Zeena is not as rounded a character as her husband, the negative aspects of her personality emerge quite clearly, making her seem like the novel’s villain. While she is technically the victim of Ethan’s plans to commit adultery, the reader comes to sympathize much more with Ethan, because he feels imprisoned in his marriage to the sickly and shrewish Zeena. Wharton’s physical descriptions make Zeena seem old and unfeminine. Furthermore, Zeena speaks only in a complaining whine, and all her actions seem calculated to be as vindictive as possible. Her illness might make some of this crotchety behavior forgivable, but she so relishes her role as a sufferer that the reader suspects her of hypochondria, or at least of exaggeration. Her only talent is caring for the sick, and the only time she displays any vitality or sense of purpose is when administering to Ethan and Mattie at the end of the novel. One imagines her taking a perverse delight in Ethan and Mattie’s suffering, since she knows that they attempted to kill themselves to escape her. It is important to note, however, that all of Zeena’s faults are relayed from Ethan’s point of view, which, given his passion for Mattie, is far from impartial." (SparkNotes Editors)

Cited: SparkNotes Editors. “SparkNote on Ethan Frome.” SparkNotes.com. SparkNotes LLC. 2003. Web. 21 Mar. 2012.

Hook: Begin the hook with the class warm-up: "can people be inherently good or bad?" Then introduce the poll: "Is Zenobia inherently a good or a bad person?" - This is already created for you!:[| Online Poll]

Summative Assessment: Students will write a short response that evaluates Zenobia's impact in "Ethan Frome" in a blog. Classmates will then make comments on each others blogs.

Handout: A "Cluster/Word Web" will be used by students to collect facts, ideas, and opinions about characters. 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.

- Cluster/Word Web: worksheet will be used by students to keep track of thoughts, ideas and facts about characters during their reading. Can be found here:[| Graphic Organizer] - Checklists: will be used by students to self and peer asses. Also will be used by the teacher to give feedback.
 * __ 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 entire assignment will be outlined in list form on the whiteboard so that students follow the process step-by-step.
 * // Clipboard: //**

Class discussions will suit the students who appreciate the microscope style learning.
 * // Microscope: //**

In order to support students who prefer a puppy-style learning environment I will constantly remind my students that I am available, and encourage those who need help to ask me. I will also check for understanding throughout the assignment to be clear that everyone is comfortable.
 * // Puppy: //**

Beach Ball's will enjoy the social aspect of the class discussions, as well as the chance to comment on their classmates blogs.
 * // Beach Ball: //**

This assignment is tailored to meet many different learning styles and preferences, all the while remaining applicable to "Ethan Frome".
 * // Rationale: //**


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

This assignment has been created to encourage students to better understand the significance of characters in stories, as well as how to use textual evidence to support their opinions while writing.
 * // Content Knowledge: //**

CCSS: //Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from that text.// Students will understand that characters play a significant role in stories, and that textual evidence is necessary when developing and expressing opinions about a novel**.** In creating a response on the character Zenobia from "Ethan Frome" students will be forced to reflect on the story and use high-order thinking to analyze her role. This, in turn, will lead to a better understanding of the significance that different characters have in stories. It will also require students to use textual evidence to support their opinions.
 * // MLR or CCSS: //**
 * // Facet: //**
 * // Rationale: //**


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


 * // MI Strategies: //**
 * Verbal/linguistic:** The written response allows verbal/linguistic favored students a chance to articulate their thoughts.
 * Intrapersonal:** This assignment will be done without partners, allowing students to reflect alone.
 * Interpersonal:** After the responses are written, students will be able to comment and create discussions on each others blogs.
 * Bodily/Kinesthetic:** Using the computer for this assignment is hands-on and interactive for students.
 * Visual:** This assignment allows students to include visual aids in their blog.

Blogs will be used by students to post their responses for the assignment. Students may also embed relative and appropriate video, picture, etc. to their blog. Afterwords, students will make profound comments on their classmates blogs and start discussions. Blogs are an excellent way for students to share their opinions with the class, and provide for an interactive way for classmates to make comments on each others work.
 * // Type II Technology: //**
 * // Rationale: //**


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

Section 1: The "thumbs-up" technique will be used throughout the assignment to check for understanding. Section2: Students will self assess themselves, as well as receive peer feedback with the use of a checklist. I will provide feedback using a checklist as well.
 * // Formative: //**

The mission of this assignment is for students to create a short response that evaluates Zenobia's impact in "Ethan Frome." It is important that they really interpret her character here, and consider her position! Opinions will naturally form throughout the reading and students will likely feel strongly about specific characters in one way or another. However, it is essential that their responses are not totally biased. I want students to put themselves in Zenobia's shoes, and try to recognize what it is that makes her the way she is. Textual evidence should be used to support their opinions- it is required that they quote "Ethan Frome" at least once. After they have finished their response, students will read some of their classmates blogs and make a few comments; start discussions!
 * // Summative: //**

This assignment is designed to ultimately teach students of the significance that characters have in stories, as well as to teach and give them practice using textual evidence to support their opinions. || ||   || 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: //**
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC.

  L3 Johnson, Richard   0 0  25…

edit
 * ~ Tags || * none

SaveCancel || || ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ~ View As || Print · PDF ||
 * ~ Actions || Rename · Redirect · Delete · Lock · Permissions ||
 * ~ Other || Notify · RSS · Backlinks · Source ||

** LESSON PLAN FORMAT **

 **__ Teacher’s Name __**** : ** Mr. Johnson **__Lesson #:__** 3 **__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 analyze characters and considers what the significance of their role is in the story**.**  ** Student will be able to: **analyze character development and significance.  ** Product: ** Blog

 **__ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**  Common Core State Standards:  Content Area: Reading <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Grade Level: 11-12 <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Domain: Literature <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Standard: Key Ideas and Details <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Clusters: 1, 2, 3

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> ** Rationale: ** In creating a response on the character Zenobia from "Ethan Frome" students will be forced to reflect on the story and use high-order thinking to analyze her role. This, in turn, will lead to a better understanding of the significance that different characters have in stories. It will also require students to use textual evidence to support their opinions.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **__ Assessments __** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **__ Formative (Assessment for Learning) __** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> ** Section I – checking for understanding during instruction ** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> To check for understanding during instruction I will use the "thumbs-up" technique. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> ** Section II – timely feedback for products (self, peer, teacher) ** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> A checklist will be used for students to self-assess themselves, as well as to receive peer and teacher feedback with.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **__ Summative (Assessment of Learning): __** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Students will write a short response that evaluates Zenobia's impact in "Ethan Frome" in a blog. Classmates will then make comments on each others blogs.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **__ Integration __** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> ** Technology: ** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Blogger.com

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> ** Content Areas: ** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Students must use their social skills in order to comment on other classmates blogs, as well as their literacy/English skills.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **__ Groupings __** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> ** Section I - Graphic Organizer & Cooperative Learning used during instruction ** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> A "Cluster/Word Web" will be used by students to collect facts, ideas, and opinions about characters.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> ** Section II – Groups and Roles for Product ** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Students will write their response in a blog individually, but will then be interactive with other students by reading and making comments. Profound discussions will be encouraged!

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **__ Differentiated Instruction __**

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **__ MI Strategies __** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **Verbal/linguistic:** The written response allows verbal/linguistic favored students a chance to articulate their thoughts. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **Intrapersonal:** This assignment will be done without partners, allowing students to reflect alone. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **Interpersonal:** After the responses are written, students will be able to comment and create discussions on each others blogs. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **Bodily/Kinesthetic:** Using the computer for this assignment is hands-on and interactive for students. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **Visual:** This assignment allows students to include visual aids in their blog.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **__ Modifications/Accommodations __** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// 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="display: none; font-family: 'Times New Roman'; font-size: 16px; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> ** Plan for accommodating absent students: ** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> 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!

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **__ Extensions __** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> ** Type II technology: ** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Using blogs for student responses will provide for an easier, more efficient way for classmates to comment and discuss each others blogs.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> ** Gifted Students: ** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Gifted students may be challenged by simply thinking deeper into the role Zenobia's character plays in the the story "Ethan Frome"

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **__ Materials, Resources and Technology __** <span style="display: none; font-family: 'Times New Roman'; font-size: 16px; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Cluster/Word Web handout <span style="display: none; font-family: 'Times New Roman'; font-size: 16px; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> A computer for each students <span style="display: none; font-family: 'Times New Roman'; font-size: 16px; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Blogger account

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **__ Source for Lesson Plan and Research __** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> [|Blogger] <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> [|Ethan Frome Sparknotes]

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **__ PART II: __**

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **__ 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="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> For this assignment, desks will be shaped in a "U" to promote a comfortable environment for open discussion!

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Day 1: <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Warm-Up: are people inherently good or bad? (5 minutes) <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Hook: poll: Is Zenobia inherently a good or a bad person? (5 minutes) <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Cluster/Word Web: each student will review theirs to refresh themselves on Zenobia's character (5 minutes) <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Blog: students individually work on their response blogs (50 minutes) <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Check for Understanding: see where everyone is at (5 minutes) <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Questions: any questions or concerns (5 minutes) <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Assignment: assign students to make constructive comments on each others blogs for homework (5 minutes)

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Section 1: <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> For this assignment the classroom will be arranged having all of the desks forming a "U" as to encourage a comfortable and open environment for students. My desk will be situated in a corner at the front of the room in a way that allows for easy access for students with questions, but also keeps it from being the focal point of the classroom. During class discussions, and the like, I will constantly be moving around the room as to not make myself a superior to the students. They will have the option of walking around as well, so long as such does not distract from the discussion at hand. My hope is that all of this will promote a more open and loose conversation and more profound discussion. If I see that such is not the case, I will remind the class of appropriate behavior, and return to the front of the room. All other issues will be addressed as fit. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> The first day will be opened up with a "warm-up", which is a class discussion over the question "are people inherently good or bad?" After this, I will introduce the hook of the assignment, a class poll: "is Zenobia an inherently good or bad person?" Afterwords, students will have time to refresh their memories using the cluster/word web worksheet that they should have filled out during the reading assignments. They will then be able to work individually on their response blogs for fifty minutes. After the time is up, I will check for understanding using the "thumbs-up" technique to see where everyone is at with the assignment. Any questions or concerns will also be addressed at this time. Students will be assigned to make constructive and positive comments on each others blogs for homework. My hope is that friendly debates and deep consideration will take place here, I will promote such by making comments myself. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> From this assignment, students will become more familiar with the significance that certain character's roles play in stories, as well as understand that textual evidence is necessary when developing and expressing opinions of a novel. This is undoubtedly important as a character's development and role in a story is a big factor. It is also necessary for students to recognize that facts are important when expressing opinions, no matter what context you are in, or what topic is being discussed. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **Where, Why, What, Hook Tailors:** Verbal/Linguistic, Intrapersonal, Interpersonal, Bodily, Visual

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Section 2: <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Students will know how to analyze characters and considers what the significance of their role is in the story**.** **(SEE CONTENT NOTES)** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> I will ensure that students know that I am available, and very approachable, by reminding them of such before this assignment, as well as encouraging them to ask questions whenever necessary. Through the assignment I will check for understanding using the "thumbs-up" technique, and if anything proves to be clear I will make sure that it is made so before everyone moves on. Checking for understanding constantly will also enable me to make certain that each student is getting a fair amount of attention and are content. The graphic organizer will be used by students as a way to keep track of their thoughts and refresh their memories of key factors in "Ethan Frome". <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> The content in this assignment is mainly that of the novel "Ethan Frome". This quick assignment will not only uncover the role of Zenobia in the novel, but also a greater understanding as to what significance characters in stories hold. If I come to realize that the graphic organizer is not doing its part in refreshing students minds of the novel, or that their is not a great deal of ideas being considered by students, I will pause the process and have them take a look at this[| useful resource]. The character descriptions on Sparknotes would undoubtedly be an efficient way to promote thought. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **Equip, Explore, Rethink, Revise, Tailors:** Verbal/Linguistic, Intrapersonal, Interpersonal, Bodily, Visual

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Section 3: <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> This assignment requires students to use high-order thinking in order for them to create a thoughtful response that evaluates Zenobia's impact on the novel, "Ethan Frome". As so, students will acquire further understanding as to how characters play a role in stories, as well as be forced to use textual evidence to support the opinions they form. I will facilitate the entire process by being present during the assignment, checking for understanding, answering questions, and encouraging students to think deeper by asking questions. Students will not be grouped, but instead will work individually on their blog entries for a large portion of the class. However, the hook discussion will be full-class orientated, and each student will be encouraged to participate at will. Also, the homework assignment to make comments and discussion on classmates blogs will be a productive interpersonal activity. Evidence of learning will be quite direct; I will be able to see how each student understands character significance and textual support by reading their blog entries. Students will get a chance to reflect on their blog entry when they are making comments on their classmates. If, after they have read and commented on their peers blogs, they have further thoughts, or their opinion changes, students may revise their blog as necessary so long as they make a plan with me via email or otherwise. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **Explore, Experience, Revise, Refine, Tailors:** Verbal/Linguistic, Intrapersonal, Interpersonal, Bodily, Visual

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Section 4: <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> A checklist will be used by students to self assess themselves with, as well as give peer feedback with. I too will use a checklist to give students feedback. This assignment ultimately connects with the "Ethan Frome" unit as it uncovers valuable information needed by students in order to have further understanding of the novel, and future novels, as well as how to use textual evidence when writing opinionated papers. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **Evaluate, Tailors:** Verbal/Linguistic, Intrapersonal, Interpersonal, Bodily, Visual

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **__ Content Notes __**

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Students will know how to analyze characters and considers what the significance of their role is in the story**.** A "Cluster/Word Web" will be used by students to collect facts, ideas, and opinions about characters.Students will write a short response that evaluates Zenobia's impact in "Ethan Frome" in a blog, and classmates will comment on each others blogs.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **__ Handouts __** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> - Cluster/Word Web: worksheet will be used by students to keep track of thoughts, ideas and facts about characters during their reading. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> - Checklists: will be used by students to self and peer asses. Also will be used by the teacher to give feedback.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **__ Maine Standards for Initial Teacher Certification and Rationale __**

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// 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="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **//__ Learning Styles __//**

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// Clipboard: //** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> The entire assignment will be outlined in list form on the whiteboard so that students follow the process step-by-step.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// Microscope: //** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Class discussions will suit the students who appreciate the microscope style learning.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// Puppy: //** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> In order to support students who prefer a puppy-style learning environment I will constantly remind my students that I am available, and encourage those who need help to ask me. I will also check for understanding throughout the assignment to be clear that everyone is comfortable.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// Beach Ball: //** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Beach Ball's will enjoy the social aspect of the class discussions, as well as the chance to comment on their classmates blogs.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// Rationale: //** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> This assignment is tailored to meet many different learning styles and preferences, all the while remaining applicable to "Ethan Frome".

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// Content Knowledge: //** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> This assignment has been created to encourage students to better understand the significance of characters in stories, as well as how to use textual evidence to support their opinions while writing.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// MLR or CCSS: //** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> CCSS: //Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from that text.// <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// Facet: //** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Students will understand that characters play a significant role in stories, and that textual evidence is necessary when developing and expressing opinions about a novel**.** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// Rationale: //** <span style="display: none; font-family: 'Times New Roman'; font-size: 16px; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> In creating a response on the character Zenobia from "Ethan Frome" students will be forced to reflect on the story and use high-order thinking to analyze her role. This, in turn, will lead to a better understanding of the significance that different characters have in stories. It will also require students to use textual evidence to support their opinions.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// MI Strategies: //** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **Verbal/linguistic:** The written response allows verbal/linguistic favored students a chance to articulate their thoughts. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **Intrapersonal:** This assignment will be done without partners, allowing students to reflect alone. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **Interpersonal:** After the responses are written, students will be able to comment and create discussions on each others blogs. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **Bodily/Kinesthetic:** Using the computer for this assignment is hands-on and interactive for students. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **Visual:** This assignment allows students to include visual aids in their blog.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// Type II Technology: //** <span style="display: none; font-family: 'Times New Roman'; font-size: 16px; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Blogs will be used by students to post their responses for the assignment. Students may also embed relative and appropriate video, picture, etc. to their blog. Afterwords, students will make profound comments on their classmates blogs and start discussions. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// Rationale: //** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Blogs are an excellent way for students to share their opinions with the class, and provide for an interactive way for classmates to make comments on each others work.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// Formative: //** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Section 1: <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> The "thumbs-up" technique will be used throughout the assignment to check for understanding. <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Section2: <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> Students will self assess themselves, as well as receive peer feedback with the use of a checklist. I will provide feedback using a checklist as well.

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// Summative: //** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> The mission of this assignment is for students to create a short response that evaluates Zenobia's impact in "Ethan Frome." It is important that they really interpret her character here, and consider her position! Opinions will naturally form throughout the reading and students will likely feel strongly about specific characters in one way or another. However, it is essential that their responses are not totally biased. I want students to put themselves in Zenobia's shoes, and try to recognize what it is that makes her the way she is. Textual evidence should be used to support their opinions. After they have finished their response, students will read some of their classmates blogs and make a few comments; start discussions!

<span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **// Rationale: //** <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> This assignment is designed to ultimately teach students of the significance that characters have in stories, as well as to teach and give them practice using textual evidence to support their opinions. || || || <span style="display: none; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;">About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] <span style="display: block; font-size: 90%; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;">Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. || ||
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8" caption="external image bBL.gif"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1" caption="external image c.gif"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8" caption="external image bBR.gif"]] ||
 * Creative Commons Attribution Share-Alike 3.0 License ||

<span style="display: block; font-size: 90%; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;">Portions not contributed by visitors are Copyright 2011 Tangient LLC.


 * [[image:i/c.gif width="10" height="21"]] ||  || [[image:i/c.gif width="23" height="21"]] ||>   || [[image:i/c.gif width="10" height="21"]] ||

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;">|| || || || || || || || || || || || || || || || || || || || || || ||
 * ||  ||   ||   ||   ||   ||   || Format - Normal ||   ||

Javascript Required
You need to enable Javascript in your browser to edit pages.

help on how to format text


 * This Cell [[image:i/bullet_arrow_down.gif width="15" height="15" link="L3 Johnson, Richard"]]
 * Alignment [[image:i/bullet_arrow_down.gif width="15" height="15" link="L3 Johnson, Richard"]]
 * Left
 * Right
 * Center
 * Merge [[image:i/bullet_arrow_down.gif width="15" height="15" link="L3 Johnson, Richard"]]
 * Merge To The Left
 * Merge To The Right
 * Split Merged Cells


 * Make Header
 * Row [[image:i/bullet_arrow_down.gif width="15" height="15" link="L3 Johnson, Richard"]]
 * Alignment [[image:i/bullet_arrow_down.gif width="15" height="15" link="L3 Johnson, Richard"]]
 * Left
 * Right
 * Center


 * Add Row [[image:i/bullet_arrow_down.gif width="15" height="15" link="L3 Johnson, Richard"]]
 * Add above
 * Add below


 * Remove Row
 * Make Header
 * Column [[image:i/bullet_arrow_down.gif width="15" height="15" link="L3 Johnson, Richard"]]
 * Alignment [[image:i/bullet_arrow_down.gif width="15" height="15" link="L3 Johnson, Richard"]]
 * Left
 * Right
 * Center


 * Add Column [[image:i/bullet_arrow_down.gif width="15" height="15" link="L3 Johnson, Richard"]]
 * Add to the left
 * Add to the right


 * Remove Column
 * Make Header
 * Table [[image:i/bullet_arrow_down.gif width="15" height="15" link="L3 Johnson, Richard"]]
 * Alignment [[image:i/bullet_arrow_down.gif width="15" height="15" link="L3 Johnson, Richard"]]
 * Left
 * Right
 * Center

Page: URL: //http://www.blogger.com///
 * Remove Table