L3+Sargent,+Elizabeth

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

** LESSON PLAN FORMAT **

**__Lesson #:__** 3 **__Facet:__**Empathy **__Numbers of Days:__** 2 days
 * __ Teacher’s Name __**** : ** Ms. Sargent
 * __ Grade Level __**** : ** Grades 9-10
 * __ Topic: __** Theme Development


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** there is more than one theme in //The Great Gatsby//, and they must be able to analyze the theme's development.
 * Student will know ** how to find a theme, how to cite textual evidence, big ideas, and theme.
 * Student will be able to **consider how the theme emerges and is refined by specific details.
 * Product: ** Graphic Organizer, bubbl.us

Common Core State Standards Content Area: Reading, //The Great Gatsby// Grade Level: Grade 9-10 Domain: Literature Standard: Key Ideas and Details Cluster: 1, 2, 3
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** Students will use a Tree Chart to help illustrate how the theme emerges, and the different ways it emerges in //The Great Gatsby.//


 * __ Assessments __**
 * __ Pre-Assessment: (Lesson 1 only) __**

Students are given a prompt during instruction called Decisions, decisions that highlights their opinions of their theme of choice. They share their reasoning, and students are allowed to make changes after the discussion.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Self-Assessment on final product using a checklist, feedback by students through an exit ticket**,** and feedback by teacher on final Graphic Organizer done on bubbl.us through a rubric.
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __ bubbl.us (50 points): **Students will create a graphic organizer to organize their thoughts about their theme. This will include textual evidence that supports their big ideas from //The Great Gatsby//. They also need to include how their theme is influenced or shown in the text through the use of pictures, quotes, or inferences. They must be able to talk about every aspect of their graphic organizer because they will be presenting their themes to the class.


 * __ Integration __**
 * Technology: ** Students will create a graphic organizer on bubbl.us that encompasses ideas, evidence, and aspects of their chosen theme.


 * __Art:__** Students will create a graphic organizer with pictures and ideas that they will present to the class.
 * __Writing:__** Students will be writing their ideas on the graphic organizer and must be prepared to talk about their ideas. They must be supported with textual evidence.

Students will know how to find a theme, how to cite textual evidence, big ideas, and theme. Students will use a Tree Chart to help illustrate how the theme emerges, and the different ways it emerges in the text. They will then do a three-minute review to make sure teams are working collaboratively and are coming up with good ideas. Teachers stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions. Students will be grouped in pairs to work on their graphic organizers. Partners will be picked by students that share a common theme after we brainstorm some themes from //The Great Gatsby.// Both students must partake equally in the work: in the preparation of ideas and the creation of the organizer. They must collaborate their ideas from the Decisions, decisions discussion and make sure to come up with a theme that both partners are equally interested in.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**

**Verbal;** Students will take part in a three-minute review that lets students ask questions about their themes and how it emerges. Discussion will improve verbal students understanding of their theme. **Logical;** Students are able to look at an example of the final product (Graphic Organizer), and think about what they will do. **Visual;** Students will complete a Tree Chart, this will help visual learners see how the theme emerges in the text. **Musical;** Students are able to listen to music while working as long as it doesn't disrupt anyone else. **Intrapersonal;** When checking for understanding, they will work individually on Decisions, decisions to highlight their opinions on their theme. **Interpersonal;** Students work in teams to collaborate ideas and improve their peers ideas.
 * __ 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: ** If a student should be absent for work, they should come see me immediately when they get back to school the next day. If they missed more than one day in a row, they should get in contact with me while they are gone and set up a plan to get the work done that they have missed. I will create a folder in advance for students that have scheduled absences. In the event that a students misses a class and in doing so misses classwork, I will collect the work that was done that day and put their name at the top of the paper. All the papers and assignments that were missed will be put in a folder for the student to work on that weekend. They will need to finish it and hand in all missed work the following Monday. Otherwise, they will receive a zero for anything they missed. Group work will have to be done in the students own time, they will need to get together with their assigned partner from their group and work with them after school or during a study hall period. Partners will be responsible for catching the students up on any details that were left out in class such as: group ideas, work done so far, etc. I will be there for help after school on Tuesdays and Thursdays, and students will be able to contact me through email at any time. If students are able to Skype into class while they are not at school then they should do so, this will let them not miss any group work. If they are able to do this I will email them any worksheets we are working on in class.


 * __ Extensions __**


 * Type II technology: ** Students will create a graphic organizer on a theme that they come up with. They will support their theme with textual evidence and create their own big ideas to share with the class. They will be able to make an interesting rendition of a graphic organizer on bubbl.us with pictures, and connections integrated among their own comments.


 * Gifted Students: ** Students that need a bit more of a challenge can work on creating a graphic organizer with two themes that connect in //The Great Gatsby.// They can find different ways to represent their evidence and present their ideas. For instance, if students were working with the theme: American Dream, they could bring in some props that help to clarify the idea of American Dream, and explain the importance of the props.

// Laptop // // Pencil // // Paper //
 * __ Materials, Resources and Technology __**

//The Great Gatsby// by F. Scott Fitzgerald [] (URL needed to create hook organizer and final graphic organizer) For a reference on using paraphrasing and regular citations you can go to this cite: []. // Go to this site to look at some possible Gatsby Themes: // []
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

Day 2 Agenda(80 minutes):**
 * __ 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) //
 * Day 1 Seating:** Students will be arranged in groups to discuss possible themes and report them out to the class. After working on the graphic organizer and group discussions they will be broken up into partners based on common theme choice. Partners will work in their own part of the room and be comfortable where they are working.
 * Day 2 Seating:** Partners will continue to work together to check final graphic organizers on bubbl.us after presenting. Students will be able to sit where they like while partners are presenting, but will need to sit with their partner to check other groups projects after all presentations are done.
 * Day 1 Agenda(80 minutes):**
 * To hook students the class will work together and go through using bubbl.us as a class to brainstorm possible themes. (10)
 * Students will then individually pick a theme that they are interested in and want to go more in-depth on and come up with evidence to show support. (10)
 * As a class, we will then use the Decisions, decisions model to discuss the themes as a group. Each student will present the evidence they have found to the group, and peers will respond and give more testimony and possible examples for student to consider. (20)
 * Using a Tree Chart, students will create another brainstorm to figure out supporting evidence, and connect that evidence to their themes and conclusions. (20)
 * Students will then get paired into partners based on their common theme, and start working on their final graphic organizer. This is where I will check for understanding by using the three-minute interview technique. (20)
 * Students will work on their projects for homework, and it needs to be completed before they come to class.**
 * Hand out Checklist and Rubric and discuss with students. (5)
 * Students will present in approximately five minutes to the class. (50)
 * Students must exchange graphic organizers and give feedback, looking at checklist to make sure they have all the necessary components after presenting. (25)

Students will understand that there is more than one theme in //The Great Gatsby//, and they must be able to analyze the theme's development. Themes are often used to combine a variety of resources and activities to allow students to have different types of authentic literacy learning experiences. Authentic literacy learning experiences are those that individuals would have in real life. For example, you might go to a museum to see an exhibit about ancient Egypt. Your guide gives you a booklet on mummies to read. As a follow-up to the visit, you might read the booklet and write to the sources listed for more information about a specific theme you had read about in the booklet. The CCSS required for this lesson is //Key Ideas and Details.// I intend to hook students by having them use the technology they will be using (bubbl.us) and having them brainstorm themes in the Disney movie //The Lion King.// Students will be able to connect their past experience with Disney movies they may have watched and know the themes for, and connect that with the theme from the book //The Great Gatsby.//
 * Where, Why, What, Hook Tailors:**//Visual, Verbal, Logical, Interpersonal, Intrapersonal//

Students will know how to find a theme, how to cite textual evidence, big ideas, and theme. **See Content Notes.** Students will use a Tree Chart to explore their themes in-depth and come up with evidence to support its development in the book //The Great Gatsby.// Students will discuss as a class and after discussing and using the Decisions, decisions that highlights their opinions of their theme of choice, they will share their reasoning, and students are allowed to make changes after the discussion. Students will then get into partners based on common theme choice and start working on what to include in their graphic organizers. To check to understanding, while they are working I will go around the room and conduct a three-minute interview. This is when I stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions. This is the website students will be using to make their graphic organizer: [| bubbl.us]
 * Equip, Explore, Rethink, Revise, Tailors:** //Logical, Visual, Verbal, Interpersonal//

Students will be able to consider how the theme emerges and is refined by specific details. Students will use a Tree Chart to help illustrate how the theme emerges, and the different ways it emerges in the text. They will then do a three-minute review to make sure teams are working collaboratively and are coming up with good ideas. Teachers stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions. After class discussion, partners will be determined based on a common theme choice. The students will simply need to work together, equally, to finish their graphic organizers. To ensure that all students are contributing they must present their findings to the rest of the class. As they are working on their projects I will be going around the room and asking specific questions using the three-minute interview technique. Students will need to answer specific questions, and may need to work together to figure out the answer. Students will use a checklist to check to make sure that all the necessary components of their project are included in the graphic organizer. Other groups will use the checklist to look to see if groups have incorporated all the necessary components in a form of peer-assessment. They will want to practice their presentation, and possibly make an outline if need be.
 * Explore, Experience, Revise, Refine, Tailors:** //Logical, Verbal, Visual, Interpersonal, Naturalistic//

Students will use this checklist to make sure that they have all the appropriate items needed for a successful project before they present their organizers. Students will self-assess through the administration of the Decisions, decisions activity, where they must answers questions about their specific theme. I will provide timely feedback to students through a rubric on their final product. Before they hand in or present their final product they will be given the time to ask any clarifying questions and fix any errors and give feedback by students through an exit ticket. Students will know how to find a theme, how to cite textual evidence, big ideas, and theme. Theme- Themes are the fundamental and often universal ideas explored in a literary work. //Go to this site to look at some possible Gatsby Themes:// [] Students need to go to bubbl.us when creating their graphic organizer. You may go here [|bubbl.us] to show them how to explore the website. Some possible themes: Students also need to know how to cite textual evidence in their graphic organizers for this project. For a reference on using paraphrasing and regular citations you can go to this cite: []. For reference purposes, I have copied the material needed onto this document. To paraphrase correctly, students must: To cite textual evidence correctly, students must: [] Students should quote words from the text when: []
 * Evaluate, Tailors:** //L////ogical, Verbal, Visual, Interpersonal//
 * __ Content Notes __**
 * The Decline of the American Dream in the 1920s
 * =====The Hollowness of the Upper Class=====
 * Achievement of the American Dream
 * Include all the main points and any important details in the same order they are presented in the source text.
 * State the meaning of the passage in your own words and sentence structures. If you want to include particularly memorable or important language from the original, put it in quotation marks.
 * Record the bibliographic information (author, source title, publisher and location, publication date and the page number on which the original material appears).
 * Recheck the paraphrase against the original to ensure that the words and sentence structures are your own and that they accurately reflect the author's meaning.
 * While someone else’s words can really help you make your point, the reader is most interested in your words, so make your references, paraphrases and quotes relatively brief.
 * Integrate direct quotes into the language (ie. grammar and verb tense) of your writing.
 * Choose what you want to use carefully. Make sure you need it to illustrate your point, and then make sure that you provide the context necessary for the reader to understand how the material illustrates that point.
 * Always cite the text and author you are using. Failure, even if unintentional, to properly acknowledge someone else’s words or ideas is plagiarism.
 * 1) Making a reference to the author or the text
 * 2) Paraphrasing the author by telling about the ideas or story in your own words
 * 3) Directly quoting from the text


 * __ 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 __//**
 * // Clipboard: //**// Students will get to be organized in their presentation and their brainstorming for their graphic organizers. They will also have a lot of sequential learning as they come up with a theme, find supporting evidence and then discuss their ideas with their peers. //
 * // Microscope: //**// Students will get the chance to explore a theme of choice in-depth and then present everything they find and support on that theme to the class. Students will also get the chance to discuss their theme with others and focus on specific details and textual evidence that support their theme. //
 * // Puppy: //**// Students will be able to work in a comfortable environment, with supportive peers who discuss and give ideas to help pairs work out their theme. Peers will be sensitive and empathic to what presenters have to say, and in discussion give supportive and encouraging comments. //
 * // Beach Ball: //**// Students will have a lot of personal freedom when creating their graphic organizers. They may include anything they deem necessary to their theme, and include any picture and textual evidence to support it. //
 * // Rationale: //**// Students will have the chance to be organized, sensitive, empathic, and free in choices through various brainstorming activities that explore themes in-depth. They will be able to work in comfortable environments and work with peers to discuss their themes and create a graphic organizer for everyone to relate to and understand. //


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


 * // Content Knowledge: //**// Students will know what is listed in the content notes above. //

Common Core State Standards Content Area: Reading, //The Great Gatsby// Grade Level: Grade 9-10 Domain: Literature Standard: Key Ideas and Details Cluster: 1, 2, 3
 * // MLR or CCSS: //**


 * // Facet: //**// Empathy //


 * Empathy:** Students will be able to consider how the theme emerges and is refined by specific details. I organized my lesson by looking at the different ways that students could brainstorm and then present their evidence through a way of brainstorm. This will help students to understand where their peers came up with their ideas, and where the textual evidence came from. If students are able to understand a theme and how it develops they will be able to present their theme clearly to others in their presentation. Through discussion students will be able to experience and discuss their peers views on specific themes. By discussing their themes with peers students will be able to get more than one view on their chosen theme.


 * // Rationale: //**// Students will have an in-depth understanding of their chosen theme, and also discuss peer themes when fellow students present. In class, students will be able to discuss ideas and develop a working theme with supporting evidence. //


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

__**// MI Strategies: //**__ **Verbal;** Students will take part in a three-minute review that lets students ask questions about their themes and how it emerges. Discussion will improve verbal students understanding of their theme. **Logical;** Students are able to look at an example of the final product (Graphic Organizer), and think about what they will do. **Visual;** Students will complete a Tree Chart, this will help visual learners see how the theme emerges in the text. **Musical;** Students are able to listen to music while working as long as it doesn't disrupt anyone else. **Intrapersonal;** When checking for understanding, they will work individually on Decisions, decisions to highlight their opinions on their theme. **Interpersonal;** Students work in teams to collaborate ideas and improve their peers ideas.


 * // Type II Technology: //** Students will create a graphic organizer on a theme that they come up with. They will support their theme with textual evidence and create their own big ideas to share with the class. They will be able to make an interesting rendition of a graphic organizer on bubbl.us with pictures, and connections integrated among their own comments.


 * // Rationale: //**// Students will have the chance to take part in various activities to help them brainstorm themes and how they develop. Using bubbl.us will help those students that are not so good at organizing on paper, brainstorm using a technological device. Students will also be using a graphic organizer, and discussing themes in the class. The Tree Chart graphic organizer will be helpful to visual learners, and using Decisions, decisions to check for understanding will get students thinking about their opinions. //


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


 * // Formative: //** Students are given a prompt during instruction called Decisions, decisions that highlights their opinions of their theme of choice. They share their reasoning, and students are allowed to make changes after the discussion. Self-Assessment on final product using a checklist, feedback by students through an exit ticket**,** and feedback by teacher on final Graphic Organizer done on bubbl.us through a rubric.


 * // Summative: //** Students will create a graphic organizer to organize their thoughts about their theme. This will include textual evidence that supports their big ideas from //The Great Gatsby//. They also need to include how their theme is influenced or shown in the text through the use of pictures, quotes, or inferences. They must be able to talk about every aspect of their graphic organizer because they will be presenting their themes to the class.

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 * // Rationale: //**// Students will be able to discuss their themes, and brainstorm with peers on what they should include in their graphic organizer. With their partners, they will be able to incorporate all ideas they have come up with to make the best rendition of a proper theme, and all the ideas and supporting evidence that goes along with it. They will be able to support everything on their graphic organizer and will be able to discuss everything in detail when they present their findings. They will be evaluated through a checklist to make sure they have all the necessary components for their graphic organizer, and also through a rubric when they do their final presentation. // || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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