L4+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__: 4 Days __Facet:__ Perspective**
 * __Grade Level __****: **10 **__Topic__: Cather and Lewis: America’s Multicultural Breadbasket**

Student will understand that authors' different and divergent cultural experiences are reflected within their literary works. Student will know literature terminology and key details relating to literary devices and critical details about authors. Student will be able to contrast universal and regional characters and themes as a result of cultural experience. Product: I-movie of an interview between an "author" and a "character" or talk show host.
 * __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 author's differing culture experiences and characters affect the details, structure, and integration of ideas, themes, and characters within their works. **


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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction: Clickster, Pollster, or Socratic are all online poll options that students could read a variety of responses and vote on the answer they think is the most correct. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) using a Rubric to assess student's products will. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students’ summative assessment will make an Imovie in which students will either be an author or character from a work and will interview each other to establish what cultural influences exist. Students are encouraged to get into character and discuss the themes and conversations reflected in discussion.
 * <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;">Integration __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Technology: Students will be using Imovie to create a filmed discussion between an author and someone else. **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Other Content Areas: Students will need to understand some psychological principles in order to assess the author's character. **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I - Graphic Organizer & Cooperative Learning used during instruction will be a plot line graphic organizer to understand author's structure. Students will also study author's lives in numbered heads where each student has a role to analyze another aspect of the author's career. <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;">Childhood, Literary Reception, Adulthood, Contemporaries will be the four areas to research depending on numbered heads.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groupings __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Linguistic: Numbered heads and interviews require students to express different culture in verbal expression <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Spatial: Graphic Organizer will help students express understanding of perspectives of different literary works. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical-mathematical: Socratic questioning will help students self-discover what details are pertinent to understanding culture in literary works. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Kinesthetic: Students will have to act as an author or literary character in their Imovie. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: Students will have to interact socially with culture in literature in numbered heads and Interview <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: Interview will require students to personally understand their character or author on an individual level.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction __**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Modifications/Accommodations **<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;">Plan for accommodating absent students:
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Extensions **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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 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;">Gifted Students: Gifted students could have both students be different authors. Certain attention to extra editing and detailing the film are other possible options for gifted student.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Plot Line Graphic Organizer <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pollster <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I-movie Software <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rubrics <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Labtops
 * __<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;">Source for Lesson Plan and Research __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gwynn, R.S. //Literature: A Pocket Anthology//. 4th ed. Pearson (2009). Anthology will short stories and biographies.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Arp, Thomas; and Johnson, Greg. //Perrine’s Literature: Structure, Sound, and Sense.// 8th ed. Harcourt (2003). Anthology with short stories and biographies. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: Source to review “Paul’s Case” <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: Information about Sinclair Lewis <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|http://www.notablebiographies.com/Ki-Lo/Lewis-Sinclair.html#b]: Biography of Sinclair Lewis <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: Check for Understanding <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: 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;">[]: Demonstrations on IMovie


 * __<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;">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;">Clipboard: Through careful logistic explanation and different graphic organizers all activities will be structured. Students will understand the logic of the process and clear expectations. Clear roles for cooperative learning exercises will encourage students who need more organization and direction in activity. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: Numbered heads encourages discovery learning. Explorations into the depths of authors' psychological and biographical influences and relevant cultural information will make this lesson particularly appealing to the Microscope learner. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: The peer reviewed rubric and feedback will be opportunities for positive feedback and encouragement. Similarly, all students will feel comfortable to participate in different roles for cooperative learning and with the Imovie to their comfort levels even if they are not masters of the content through personal reflection on culture. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Beach Ball: The Imovie and roles for cooperative learning involve personal choice and freedom of expression. The group work involves plenty of spontaneity in deciding group partners. The variety of graphic organizers, cooperative learning, and other MI skills makes this lesson appropriate for the Beach Ball learner.


 * //<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: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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: 3,6,7
 * //<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;">Facet: Students will have to demonstrate the ability to organize the information and details gathered from texts and other biographical research and formulate it into a congruent interview as the author to demonstrate their understanding of a variety of perspectives**//.//**


 * //<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 explain author's cultural influence in their life and how it transfers into texts. //**


 * //<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;">MI Strategies: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Linguistic: Numbered heads and interviews require students to express different culture in verbal expression <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Spatial: Graphic Organizer will help students express understanding of perspectives of different literary works. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical-mathematical: Socratic questioning will help students self-discover what details are pertinent to understanding culture in literary works. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Kinesthetic: Students will have to act as an author or literary character in their Imovie. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: Students will have to interact socially with culture in literature in numbered heads and and Interview <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: Interview will require students to personally understand their character or author on an individual level.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II Technology: Students will be using Imovie to create a filmed discussion between an author and someone else


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: Through the variety of instructional strategies based on Multiple Intelligence theory to scaffold for the Wikispace. //**


 * //<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;">Section I – checking for understanding during instruction: Clickster, Pollster, or Socratic are all online poll options that students could read a variety of responses and vote on the answer they think is the most correct. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) using a Rubric to assess student's products will. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students summative assessment will make an Imovie in which students will either be an author or character from a work and will interview each other to establish what cultural influences exist. Students are encouraged to get into character and discuss the themes and conversations reflected in discussion.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: **


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: Uses a variety of formative and summative assessment. //**


 * __<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;">Day 1 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hook (20) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Numbered Heads about Authors's lives (40) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Tutorial on Imovie (20) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 2 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Discuss "Paul's Case" (15) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Discuss "Sentimental Learner" (15) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Work on Imovie Projects (50) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 3 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Watch Imovie (50) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Peer Review Process (30)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The room is always structured in order to facilitate conversation, however in order to facilitate numbered heads the desks will be arranged into clusters of appropriate sizes for the different roles. Class will be introduced by each student reading of two opinion pieces written about a current event but written from drastically opposing opinions. Students will then be encouraged by their teacher to express the opinions shared in their article after organizing how the author structures the argument using the persuasion graphic organizer. Students will hopefully begin to disagree vehemently. Eventually the reason for the biases will be revealed and how they affect the pieces' perspectives. Students will understand that authors' different and divergent cultural experiences are reflected within their literary works. People come with opinions and experiences that complicate perspectives. Craft and Structure & Key Ideas and Details.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Where, Why, What, Hook Tailors: Linguistic, Logical-mathematical, Interpersonal, Intrapersonal, **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Numbered Heads splits students up into teams to research with collective role buddies to then restructure to their original groups and bring back their information to the whole group. The students will be provided with online and print resources at their stations about the different areas (authors' childhood, adulthood, literary reception). Students will know literature terminology and key details relating to literary devices and critical details about authors. Students will also be further scaffolded as to how personal influences become apparent in author's work by the persuasion graphic organizer which they filled out with the hook. Students will discuss the two short stories facilitated by the teacher to look at the author's influence in the works from the information they gathered about the author's lives the day before. This prepares them to think as the authors which will be essential for the Imovie. Students will then watch a tutorial on making Imovie so they are familiar with the process. After facilitated time to work on their movies and out of class time, all the movies will be presented making way for peer feedback. Throughout the lesson clickster, pollster, or Socratic will be used to poll students understanding anonymously.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Equip, Explore, Rethink, Revise, Tailors: Linguistic, Logical-Mathematical, Interpersonal, Intrapersonal, Kinesthetic **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be able to contrast universal and regional characters and themes as a result of cultural experience as a result of cultural influences of the author. Students will make an Imovie involving an author of study and answer questions from the perspective of the author detailing important events, factors, etc. that influence the work. Students will have to organize their research from Numbered Heads, their wiki, and other resources until they are knowledgeable enough to create a captivating representation. Students will group into pairs of two and three so there can at least be an interviewee and interviewer.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Revise, Refine, Tailors: Linguistic, Logical-Mathematical, Interpersonal, Intrapersonal, Kinesthetic,Spatial **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will "rate" each other's films using the assigned rubric after a massive viewing of all of their video presentations. While this will provide limited time to make instant feedback, students who are not satisfied with their grade will have the chance to make adjustments after viewing. The movies will also be uploaded to the wikis so students can provide feedback for each other. Throughout the rating process and the public screening the teacher will mark initial thoughts. More detailed and timely feedback will be provided based on the wiki postings.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Evaluate, Tailors: Interpersonal, Intrapersonal, Spatial, Interpersonal, Linguistic **


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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">SparkNotes Editors. “SparkNote on Paul’s Case: A Study in Temperament.” SparkNotes.com. SparkNotes LLC. 2007. Web. 6 Mar. 2012.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Themes: Dangers of Misunderstanding Money, Addiction of Art, Alienation of Homosexuals, Scorn for the Middle Class, Self-Absorption of the Clinically Depressed, Clinical View of a Suicidal Young Man <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Motifs: Colors, Food <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Symbol: Red Carnation

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Spark Notes Commentary of Paul: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Paul moves through his world awkwardly, never truly fitting in anywhere or ever feeling comfortable in his own skin. He is obsessed with art, theater, and music, and his job as an usher at Carnegie Hall in Pittsburgh allows him to indulge these obsessions. Paul has an unrealistic idea that the art world is an ideal fantasyland, and he uses art as a sort of drug to escape his dreary existence. He has no desire to join the art world he admires; rather, he wants to sit back and observe other people. Paul feels contempt for his teachers, classmates, neighbors, and family members, all of whom he sees as hopelessly narrow-minded. Besides art, Paul is also obsessed with money. He longs to be rich and believes that great wealth is his destiny. Because of his selfishness and desperation to escape his own unspectacular life, Paul lies constantly, sometimes to get out of a sticky situation and sometimes to impress his classmates and teachers. Cather makes it clear that Paul has homosexual tendencies, although it is not clear whether he acknowledges or acts upon them. He feels alienated from society because of his homosexuality and general disdain for other people.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Paul’s self-destructive impulses intensify throughout the story. At first, he wishes to escape life by submerging himself in art. When Paul stands outside the soprano’s house and listens to the symphony, Cather’s language suggests his longing for oblivion. He wants to let art take him away, “blue league after blue league, away from everything.” Paul spends an entire night imagining what would happen if his father took him for a burglar and shot him. More disturbingly, he also imagines what would happen if his father one day regretted not killing him. The implication is that Paul assumes that he will fail and disgust his father so drastically that his father will wish him dead. Toward the end of the story, we learn that Paul bought a gun when he arrived in New York because even at the outset of his adventure, he foresaw that he might need “a way to snap the thread.” Several times, the narrator mentions a darkness in Paul, a fear that he has felt since he was a child. Paul ultimately commits suicide not because of one event or character trait. Rather, all his reasons for unhappiness, loneliness, and alienation converge and lead him to his decision to leap in front of a train.

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Exposition: Background Knowledge <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Inciting Incident: The moment the plot begins to develop and the exposition ends <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rising Action: Events that occur throughout the story leading to the climax <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Climax: the greatest moment of dramatic intensity, realization, or where the action is leading <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Denouement: The falling action. As the story unwinds from the climax to the end of the story <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Final Resolution!

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

|| ||   || 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.
 * [[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"]] ||