L5+Buys,+John


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

**LESSON PLAN FORMAT **


 * __Teacher’s Name __****: ** Mr. John Buys **__Date of Lesson__:6, 3 Days, Self-Knowledge**
 * __Grade Level __****: 10 ** **__Topic__: Jack London and the West’s Final Frontier**

Students will understand that differing artistic mediums reveal unique aspects of culture and character complexity Students will know critical details about culture, authors, and terminology relating to different literary mediums. Students will be able to recognize different mediums' benefits Product: Online Newspaper: Students will be asked to analyze the benefits and disadvantages from a journalist's perspective. Articles will be no more than three 1000 words. Articles require students to synthesize the information that is most important in a logical and effective manner. The articles will discuss a variety of fine art pieces, literary works, and modern culture. Students are also encourage to do additional pieces such as comics, reviews, editorials, classifieds etc. for the collective project
 * __Objectives __**

Common Core State Standards Content Area: Reading <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level: Grades 9-10 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Domain: Literature <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Clusters: 3,6,7
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results Alignment __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: Students will understand how different artistic mediums relate to literature's craft, structure, and detail analysis. **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students work will be assessed through journal entries and the tic-tac-toe graphic organizer. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will receive feedback through checklists designed to make sure all the information is presented in the newspaper articles. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Online Newspaper: Students will be asked to analyze the benefits and disadvantages from a journalist's perspective. Articles will be no more than three 1000 words. Articles require students to synthesize the information that is most important in a logical and effective manner. The articles will discuss a variety of fine art pieces, literary works, and modern culture. Students are also encourage to do additional pieces such as comics, reviews, editorials, classifieds etc. for the collective project Using the same checklist but to review what changes have been made, the summative assessment checklist will critique the finished online newspaper to check for understanding.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessment __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative (Assessment for Learning) **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning): **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Technology: Online Newspaper: Students will be asked to analyze the benefits and disadvantages from a journalist's perspective. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Areas: Students will work on writing from a journalistic perspective and and art integration will be included.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I - Graphic Organizer & Cooperative Learning used during instruction <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Tic-Tac-Toe chart will help organize different approaches to different mediums benefits and disadvantages and Partners where the students break apart into two groups to create an understanding to bring back to the whole group <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – Groups and Roles for Product <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Roles for the product will be featured journalist and editors in charge of discussing a variety of fine art pieces, literary works, and modern culture. Students are also encourage to do additional pieces such as comics, reviews, editorials, classifieds etc. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Linguistic: Journals and Newspaper will help students verbally express their understanding of different medium's benefits. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Spatial: Newspaper and Journal could be expressed in visual techniques to discuss mediums. A different medium (painting, sculpture, etc.) is right up spatial student's strength. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical-Mathematical: The graphic organizer will help logical-mathematical students to organize their thoughts comparing and contrasting fine arts and their benefits and disadvantages. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Kinesthetic: Partners project will require specific movement between groups. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: Partners project will help learners discuss mediums in a social setting. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: Journals and articles will encourage students to internalize material and organize personal responses to different mediums presentations. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Musical: Students can review music for their article. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist: Students can review fine arts about the natural world.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groupings __**
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Modifications/Accommodations **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Plan for accommodating absent students: Graphic organizers and other paper work will be saved in a file. Students who are absent will be able to have access to my lecture notes and access to other student's wikispaces and articles to understand the desired goal. Time for it to be turned in with full credit will match the number of days absent. Students are recommended to discuss what preliminary steps and follow up to go through.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II technology: Students will be able to work on their articles as long as the extension policy permits. A placeholder for their segment of the online newspaper will be reserved and added when ready.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Extensions **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: Gifted students will be responsible to write more challenging pieces adhering to more formalized journalism rules.

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Graphic Organizer: tic-tac-toe // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Journals // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Copy of "How To Build a Fire" // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Checklist // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Laptops //
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials, Resources and Technology __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">http://edu221spring11class.wikispaces.com/file/view/strategies.pdf: Check for Understanding <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">http://www.eduplace.com/graphicorganizer/: Graphic Organizers <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities: Cooperative Learning Strategies <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">http://www.gradesaver.com/to-build-a-fire/study-guide/section1/ Study Guide for "How to Build a Fire"
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Source for Lesson Plan and Research __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Learning Styles <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Clipboard: Checklists, graphic organizers, and a specific template model as well as roles will encourage students who require extra organization for their class. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: Students who require deep exploration will find that through the newspaper article topics. The discussions centered around benefits and disadvantages of certain art perspectives will also help meet those particular student needs. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: Students who require a positive work environment will find that through collaborative activity. Any nerves can be expressed in the journals which will be duly noted by the teacher. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Beach Ball: Through the multiplicity of article types and fine arts subjects to be assessed, students who require different choices will have that opportunity.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: All four different learning styles are acknowledged and met within the lesson. **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">CCSS: Common Core State Standards <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Reading <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level: Grades 9-10 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Domain: Literature <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Clusters: 3,6, and 7 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Facet: Students will understand how different artistic mediums relate to literature's craft, structure, and detail analysis.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: Using the Common Core Standards to structure content around while developing students' ability to apply self-knowledge to analyzing literature and other fine arts through devices and cultural influences makes it contextually appropriate. **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Linguistic: Journals and Newspaper will help students verbally express their understanding of different medium's benefits. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Spatial: Newspaper and Journal could be expressed in visual techniques to discuss mediums. A different medium (painting, sculpture, etc.) is right up spatial student's strength. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical-Mathematical: The graphic organizer will help logical-mathematical students to organize their thoughts comparing and contrasting fine arts and their benefits and disadvantages. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Kinesthetic: Partners project will require specific movement between groups. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: Partners project will help learners discuss mediums in a social setting. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: Journals and articles will encourage students to internalize material and organize personal responses to different mediums presentations. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Musical: Students can review music for their article. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist: Students can review fine arts about the natural world. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II Technology: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Online Newspaper: Students will be asked to analyze the benefits and disadvantages from a journalist's perspective. Articles will be no more than three 1000 words. Articles require students to synthesize the information that is most important in a logical and effective manner. The articles will discuss a variety of fine art pieces, literary works, and modern culture. Students are also encourage to do additional pieces such as comics, reviews, editorials, classifieds etc. for the collective project
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: Through the online collaborative and individualized newspaper and the coverage of the multiple intelligence used, a variety of learners are getting different instructional strategies as well as technology needs. **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative (Assessment for Learning) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students work will be assessed through journal entries and the tic-tac-toe graphic organizer. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will receive feedback through checklists designed to make sure all the information is presented in the newspaper articles. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning): <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Online Newspaper: Students will be asked to analyze the benefits and disadvantages from a journalist's perspective. Articles will be no more than three 1000 words. Articles require students to synthesize the information that is most important in a logical and effective manner. The articles will discuss a variety of fine art pieces, literary works, and modern culture. Students are also encourage to do additional pieces such as comics, reviews, editorials, classifieds etc. for the collective project Using the same checklist but to review what changes have been made, the summative assessment checklist will critique the finished online newspaper to check for understanding.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: The lesson makes use of both formative and summative assessments. **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day One <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hook (20) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Read "How to Build a Fire" (audio recording) (40) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Discuss Short Story and Fine Art Examples (20) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day Two <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Art Examples Partners (30) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Newspaper Tutorial (20) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Work on Newspaper (30) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day Three <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Edit Newspaper (15) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assemble newspaper (20) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Review Newspaper (25)
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">For the first days the class will be arranged in a u-shaped classroom to encourage discussion and then will be organized in the clusters for students to work in the Partners collaborative learning as well as for working on the online newspaper. Students will understand that differing artistic mediums reveal unique aspects of culture and character complexity As each artwork has strengths and limitations so to does each individual. Understanding strengths and weaknesses of characters within literature and even the medium's perceptional strengths and limitations is a way to understand one's own. Key Details and Craft and Structure. Students will be hooked by taking one famous image such as the Pieta and analyzing in it different mediums and different artistic movements and discussing different benefits and losses.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Where, Why, What, Hook Tailors: Interpersonal, Spatial, Linguistic, Intrapersonal, Existential. **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know critical details about culture, authors, and terminology relating to different literary mediums. Using a Tic-Tac-Toe Chart for the graphic organizer would encourage the students to detail the different aspects of the art pieces they appreciated and help organize different approaches to different mediums benefits and disadvantages. Students will then listen to a recording of "How to Build A Fire" and begin finding paintings that they think capture the setting and/or mood of the piece. After the recording the students will share what they found and how it relates to the story. They will be assigned to find their own versions of the hook the night before in a variety of mediums. The next day will begin with the Partners Cooperative learning group where the students break apart into two groups to create an understanding of their art pieces to bring back to the whole group. Once they have demonstrated understanding through their collaborative learning, the teacher will introduce the newspaper project. The students are then encouraged to begin working on the newspaper articles somehow related to literature and fine art pieces. The final day will including peer editing the articles for grammar and with the checklists and then compiling the newspaper together. Students will create Journals detailing reactions to different mediums interpretations.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Equip, Explore, Rethink, Revise, Tailors: Linguistic, Spatial, Musical, Kinesthetic, Interpersonal, Intrapersonal, Naturalist. **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be asked to analyze the benefits and disadvantages of literature and fine art pieces from a journalist's perspective. Articles will be no more than three 1000 words. Articles require students to synthesize the information that is most important in a logical and effective manner. The articles will discuss a variety of fine art pieces, literary works, and modern culture. Students are also encouraged to do additional pieces such as comics, reviews, editorials, classifieds etc. for the collective project. Roles for the product will be featured journalist and editors in charge of discussing a variety of fine art pieces, literary works, and modern culture. Students are also encouraged to do additional pieces such as comics, reviews, editorials, classifieds etc. Students will help create checklists of what necessary elements need to be covered in the newspaper. They then use the checklists while peer editing for grammar as well. These checklists are then used to formerly grade the newspaper. From all this background Students will understand how different artistic mediums relate to literature's craft, structure, and detail analysis and students will be able to recognize different mediums' benefits.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Revise, Refine, Tailors: Intrapersonal, Interpersonal, Linguistic, Spatial, Musical, **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will peer edit their newspaper articles for grammatical and structural mistakes as well as the checklists they have created demonstrating their understanding of important elements. In the final review process they will comment on their final perspectives of the newspaper's benefits and disadvantages. Using their created checklist the teacher then provides a variety of feedback to the whole group as well as individuals' articles.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Evaluate, Tailors: Linguistic, Spatial, Interperosonal, Intrapersonal **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Themes from gradesaver: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Determinism, Amorality and Responsibility, Causal Links and Processes, Instinct over Intellectualism, Indifferent environment and survival, objective power of numbers and facts, naturalistic subject matter and language.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summary from gradesaver: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A man travels in the Yukon (in Alaska) on an extremely cold morning with a husky wolf-dog. The cold does not faze the man, a newcomer to the Yukon, who plans to meet his friends by six o'clock at an old claim. As it grows colder, he realizes his unprotected cheekbones will freeze, but he does not pay it much attention. He walks along a creek trail, mindful of the dangerous, concealed springs; even getting wet feet on such a cold day is extremely dangerous. He stops for lunch and builds a fire.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The man continues on and, in a seemingly safe spot, falls through the snow and wets himself up to his shins. He curses his luck; starting a fire and drying his foot-gear will delay him at least an hour. His feet and fingers are numb, but he starts the fire. He remembers the old-timer from Sulphur Creek who had warned him that no man should travel in the Klondike alone when the temperature was fifty degrees below zero. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The man unties his icy moccasins, but before he can cut the frozen strings on them, clumps of snow from the spruce tree above fall down and snuff out the fire. Though building a fire in the open would have been wiser, it had been easier for the man to take twigs from the spruce tree and drop them directly below on to the fire. Each time he pulled a twig, he had slightly agitated the tree until, at this point, a bough high up had capsized its load of snow. It capsized lower boughs in turn until a small avalanche had blotted out the fire. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The man is scared, and sets himself to building a new fire, aware that he is already going to lose a few toes from frostbite. He gathers twigs and grasses. His fingers numb and nearly lifeless, he unsuccessfully attempts to light a match. He grabs all his matches--seventy--and lights them simultaneously, then sets fire to a piece of bark. He starts the fire, but in trying to protect it from pieces of moss, it soon goes out. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The man decides to kill the dog and puts his hands inside its warm body to restore his circulation. He calls out to the dog, but something fearful and strange in his voice frightens the dog. The dog finally comes forward and the man grabs it in his arms. But he cannot kill the dog, since he is unable to pull out his knife or even throttle the animal. He lets it go. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The man realizes that frostbite is now a less worrisome prospect than death. He panics and runs along the creek trail, trying to restore circulation, the dog at his heels. But his endurance gives out, and finally he falls and cannot rise. He fights against the thought of his body freezing, but it is too powerful a vision, and he runs again. He falls again, and makes one last panicked run and falls once more. He decides he should meet death in a more dignified manner. He imagines his friends finding his body tomorrow. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The man falls off into a comfortable sleep. The dog does not understand why the man is sitting in the snow like that without making a fire. As the night comes, it comes closer and detects death in the man's scent. It runs away in the direction of the camp, "where were the other food-providers and fire-providers."

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 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Handouts __**
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