L6+Buys,+John

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Mr. Buys ** **__ Lesson #: __ 6 __ Facet: __ Self-Knowledge**
 * __ Grade Level __**** : 10 ** **__ Numbers of Days: __ 3**
 * __ Topic: __** Jack London and the West's Final Frontier


 * __ PART I: __**

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
 * __ Objectives __**
 * 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

Common Core State Standards Content Area: Reading Grade Level: Grades 9-10 Domain: Literature Standard: Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas Clusters: 3,6,7
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: Students will understand how different artistic mediums relate to literature's craft, structure, and detail analysis. **

Students work will be assessed through journal entries and the tic-tac-toe graphic organizer. Student will receive feedback through checklists designed to make sure all the information is presented in the newspaper articles. 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.
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Online Newspaper: Students will be asked to analyze the benefits and disadvantages from a journalist's perspective.
 * Content Areas: Students will work on writing from a journalistic perspective and and art integration will be included. **

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 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
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **

Linguistic: Journals and and Newspaper will help students verbally express their understanding of different medium's benefits. Spatial: Newspaper and Journal could be expressed in visual techniques to discuss mediums. Different mediums (painting, sculpture, etc.) is right up spatial student's strength. Logical-Mathematical: The graphic organizer will help logical-mathematical students to organize their thoughts comparing and conntrasting fine arts and their benefits and disadvantages. Kinesthetic: Partners project will require specific movement between groups. Interpersonal: Partners project will help learners discuss mediums in a social setting. Intrapersonal: Journals and articles will encourage students to internalize material and organize personal responses to different mediums presentations. Musical: Students can review music for their article. Naturalist: Students can review fine arts about the natural world.
 * __ Differentiated Instruction __**
 * __ MI Strategies __**


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


 * Plan for accommodating absent students: ** 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.


 * __ Extensions __**


 * 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. **
 * Gifted Students: Gifted students will be responsible to write more challenging pieces adhering to more formalized journalism rules. **

//Graphic Organizer: tic-tac-toe,// //Journals// //Copy of "How To Build a Fire"// // Checklist // // Laptops //
 * __ Materials, Resources and Technology __**

// List all URL and describe. // []: Check for Understanding []: Graphic Organizers [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities]: Cooperative Learning Strategies
 * __ Source for Lesson Plan and Research __**

[] Study Guide for "How to Build a Fire"


 * __ PART II: __**

Day One Hook (20) Read "How to Build a Fire" (audio recording) (40) Discuss Short Story and Fine Art Examples (20) Day Two Art Examples Partners (30) Newspaper Tutorial (20) Work on Newspaper (30) Day Three Edit Newspaper (15) Assemble newspaper (20) Review Newspaper (25)
 * __ 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 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.
 * Where, Why, What, Hook Tailors: ** Interpersonal, Spatial, Linguistic, Intrapersonal, Existential.

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.
 * Equip, Explore, Rethink, Revise, Tailors: ** //Linguistic, Spatial, Musical, Kinesthetic, Interpersonal, Intrapersonal, Naturalist.//

Students will be asked to analyze the benefits and disadvantages of literature and fine art peices 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. 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. 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 Students will understand how different artistic mediums relate to literature's craft, structure, and detail analysis and st udents will be able to recognize different mediums' benefits.
 * Explore, Experience, Revise, Refine, Tailors: ** //Intrapersonal, Interpersonal, Linguistic, Spatial, Musical,//

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.
 * Evaluate, Tailors: ** //Linguistic, Spatial, Interperosonal, Intrapersonal//

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

Themes from gradesaver: 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.

Summary from gradesaver: 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. 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. 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. 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. 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. 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. 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." // List the items that need to be printed out for the lesson. //
 * __ Handouts __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**

// Clipboard: Checklists, graphic organizers, and a specific template model as well as roles will encourage students who require extra organization for their class. // // 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. // // 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. // // Beach Ball: Through the multiplicity of article types and fine arts subjects to be assessed, students who require different choices will have that opportunity. //
 * // 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 __//**
 * // Rationale: //**** // All four different learning styles are acknowledged and met within the lesson. // **

Common Core State Standards
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // CCSS: //**

Content Area: Reading

Grade Level: Grades 9-10

Domain: Literature

Standard: Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas

Clusters: 3,6,7


 * // Facet: //**** Students will understand how different artistic mediums relate to literature's craft, structure, and detail analysis. **
 * // 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.

Linguistic: Journals and and Newspaper will help students verbally express their understanding of different medium's benefits. Spatial: Newspaper and Journal could be expressed in visual techniques to discuss mediums. Different mediums (painting, sculpture, etc.) is right up spatial student's strength. Logical-Mathematical: The graphic organizer will help logical-mathematical students to organize their thoughts comparing and conntrasting fine arts and their benefits and disadvantages. Kinesthetic: Partners project will require specific movement between groups. Interpersonal: Partners project will help learners discuss mediums in a social setting. Intrapersonal: Journals and articles will encourage students to internalize material and organize personal responses to different mediums presentations. Musical: Students can review music for their article. Naturalist: Students can review fine arts about the natural world. 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
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**
 * // Type II Technology: //**
 * // 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. //**

Students work will be assessed through journal entries and the tic-tac-toe graphic organizer. Student will receive feedback through checklists designed to make sure all the information is presented in the newspaper articles. 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. 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]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**
 * // Rationale: The lesson makes use of both formative and summative assessments. //** || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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