L1+Johnson,+Richard

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Johnson **__Lesson #:__** 2 **__Facet:__**
 * __ Grade Level __**** : ** 11-12 **__Numbers of Days:__** two days
 * __ Topic: __** English - Literature


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that: ** the setting Edith Wharton created in "Ethan Frome" has an impact on the way in which individual readers perceive the story.
 * Student will know: **how to recognize relationships of settings in the story and their significance; relativity of settings.
 * Student will be able to: **recognize how their own environment impacts their perception of the story.
 * Product: ** Audio Recording

Common Core State Standards: Content Area: Reading Grade Level: 11-12 Domain: Literature Standard: Key Ideas and Details Clusters: 1, 2, 3
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** In creating the interview, and the individual response thereafter, students will learn how to recognize relationships of settings in the story and their significance.

The "thumbs-up" technique will be used in order to assess whether or not students understand the assignment, have questions to ask, or are in need of help.
 * __ Assessment: __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

A checklist will be used for students to self-assess themselves with, as well as for peers to give feedback with. I will grade this assignment with a rubric.
 * Section II – timely feedback for products (self, peer, teacher) **

Partners will record and interview each other about one another hometown. You will all then individually record your reflection on how your own environment may impact the way you perceive "Ethan Frome" and the characters and environment within it. Be as creative as possible with your interview and reflection!
 * __ Summative (Assessment of Learning): __**

Garage Band will be used by students to record each other for the interview portion of the project, as well as for their individual responses.
 * __ Integration __**
 * Technology: **

Musical: students will have to exercise their musical/rhythmic skills while using Garage Band for this project!
 * Content Areas: **

The "describing wheel" will be used in order for students to collect thoughts and opinions of the settings of "Ethan Frome" as they read. This will then be used during both the interview and individual response portion of the assignment. Students will work in groups of two during the interview portion of the assignment, interviewing and recording each other. Afterwords, students will work individually to record their own response.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Verbal/linguistic:** Both writing the script for the interview and the doing interview itself are verbal tasks for students.
 * Interpersonal:** Students will work in teams for the interview portion of the assignment.
 * Intrapersonal:** Students will record their reflection on their own, and in doing so will be able to reflect and consider the impact of setting/environment personally.
 * Bodily/Kinesthetic**: The interview and the physical recording/editing are both very interactive and hands-on aspects of the assignment.
 * Musical/Rhythmic:** Recording the interview/reflection, as well as allowing students to incorporate music into the recording.

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

To accommodate for absent students, I will assign partners to fill each other in. If the absent students emails me while they are absent, I will arrange a plan to send them any missed work or notes via email. When the student comes back, we may schedule a time to meet if necessary!
 * Plan for accommodating absent students: **

Garage Band will be used by students to record each other for the interview portion of the project, as well as for their individual responses. Gifted students may be challenged by adding more elements/questions to their interview, and by creating a more profound response.
 * __ Extensions __**
 * Type II technology: **
 * Gifted Students: **

* A laptop for each team * Garage Band program * Word program * Describing Wheel handout
 * __ Materials, Resources and Technology __**

[|Ethan Frome SparkNotes] [|Graphic Organizer] [|Ethan Frome Article] : used to generally provoke thoughts!
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

For this assignment, the room will be set up in the shape of a "U" with group member's desks connected.

Day 1: Hook: Class Discussion: hometowns- where are you from, what is it like? Comparisons (10 minutes) Partners: assign partners (5 minutes) Describing Wheel: students should have their "describing wheel" worksheet filled out, and will compare their findings with their partners (10 minutes) Assignment: students will work with their partners on their interview (40 minutes) Check for Understanding: thumbs-up (5 minutes) Questions/Concerns: answer any questions, see where students are (10 minutes)

Day 2: Warm-Up: ask students how they feel, how the assignment is going, etc. (10 minutes) Assignment: students will work on their interview/individual response (60 minutes) Questions/Concerns: answer any questions, see where students are (5 minutes) Homework: assign students to finish project if they haven't already (5 minutes)

For this assignment, the room will be set up in the shape of a "U" with group member's desks connected. I will introduce the assignment with the hook, which consists of an in-depth class discussion about each student's hometown (what it's like, general comparisons, how it is perceived, etc.). Afterward, partners will be paired based off of their knowledge of Garage Band. In order to accomplish this efficiently, students will be asked to line up in order from those who not nothing about Garage Band to those that know everything- partners will be assigned accordingly. To ensure that this assignment is done to the best of each groups abilities, I will constantly check for understandings, and make myself available to answer questions throughout the two days of in-class work. Throughout the assignment I will make myself very available to students to help with any aspect of the project. Students will share their describing wheel graphic organizer with their partner before beginning on the actual assignment. This will, theoretically, act as refresher for them both, as well as a proper opening into the project. I will constantly check for understanding during the project by using the "thumbs-up" technique. Students will know how to recognize relationships of settings in the story and their significance; relativity of settings **(SEE CONTENT NOTES)**. This assignment requires students to work with a partner to create an interview and record it using Garage Band. Afterward, students will individually record a reflection on the interview, considering questions such as: what significance does a setting in a story hold? In real life?, etc. Because such questions require profound thinking, this assignment will undoubtedly promote higher-order thinking in each student. Students will be able to recognize how their own environment impacts their perception of the story. To ensure that each team member is pulling their weight on this project, I will constantly be checking in with students. At the end of the assignment, students will be asked to assess how well their team worked together and the like in a survey. Students will then self-assess themselves using a checklist, as well as receive peer assessment for feedback. Students may make any revisions they wish, but must update me (via email or otherwise) on their plan and when they will turn in their final draft. Students will self-assess themselves after they finish their product by using a checklist. They will then peer assessed with a checklist. After adjustments have been made, I will then assess their product using a detailed checklist. Like any other lesson done in my class, students will have the opportunity to strengthen their product based off of my assessment and feedback if they wish to, but must make a plan with me. This lesson teaches students about the importance of setting through a fairly intense assignment. They will be able to take the information they learn and apply it to all future reading and analyzing they do, as well as to many real life situations.
 * Where, Why, What, Hook Tailors:** Verbal/linguistic, Interpersonal, Intrapersonal, Bodily/Kinesthetic, Musical/Rhythmic
 * Equip, Explore, Rethink, Revise, Tailors:** Verbal/linguistic, Interpersonal, Intrapersonal, Bodily/Kinesthetic, Musical/Rhythmic
 * Explore, Experience, Revise, Refine, Tailors:** Verbal/linguistic, Interpersonal, Intrapersonal, Bodily/Kinesthetic, Musical/Rhythmic
 * Evaluate, Tailors:** Verbal/linguistic, Interpersonal, Intrapersonal, Bodily/Kinesthetic, Musical/Rhythmic

This lesson is based off of the novel "Ethan Frome" by Edith Wharton. From this assignment students will learn how to recognize relationships and relativity of settings in stories, as well as their significance.[|This website] provides summaries of each chapter, as well as basic character, plot, climax, etc. information, and may be useful to a substitute.
 * __ Content Notes __**

Hook: Class Discussion about hometowns. Ask kids where they are from, what it's like, etc. Comparisons may be made among students as well as to the novel.

Summative Assessment: Partners will record and interview each other about one another hometown. You will all then individually record your reflection on how your own environment may impact the way you perceive "Ethan Frome" and the characters and environment within it. Be as creative as possible with your interview and reflection!

Handout: Describing Wheel. Can be found here:[| Graphic Organizer]

Checking for Understanding: "thumbs-up" technique. Essentially involves asking students a general question about the assignment and seeing if they understand it. If they do, a thumbs-up will be given. If something is unclear, they will give a thumbs-down.

Describing Wheel worksheet
 * __ 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. //**

The entire assignment will be outlined in list form on the whiteboard!
 * //__ Learning Styles __//**
 * // Clipboard: //**

Those who prefer the microscope style will appreciate the class discussions.
 * // Microscope: //**

To support students who prefer the puppy-style learning environment, I will constantly remind students that I am available whenever they need help, as well as go and check on them often.
 * // Puppy: //**

Beach Ball's will appreciate how social and interactive this assignment is!
 * // Beach Ball: //**

This assignment is tailored to meet many learning styles and preferences while remaining applicable to "Ethan Frome" and the underlying matter being uncovered, which is the understanding of the significance of setting in stories.
 * // Rationale: //**


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

This assignment has been created to teach students of the importance of settings in stories.
 * // Content Knowledge: //**

CCSS: //Analyze the impact of the author's choices regarding how to develop and relate elements of a story//.
 * // MLR or CCSS: //**

Students understand that the setting Edith Wharton created in "Ethan Frome" has an impact on the way in which individual readers perceive the story.
 * // Facet: //**

In creating the interview, and the individual response thereafter, students will learn how to recognize relationships of settings in the story and their significance.
 * // Rationale: //**


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


 * // MI Strategies: //**
 * Verbal/linguistic:** Both writing the script for the interview and the doing interview itself are verbal tasks for students.
 * Interpersonal:** Students will work in teams for the interview portion of the assignment.
 * Intrapersonal:** Students will record their reflection on their own, and in doing so will be able to reflect and consider the impact of setting/environment personally.
 * Bodily/Kinesthetic**: The interview and the physical recording/editing are both very interactive and hands-on aspects of the assignment.
 * Musical/Rhythmic:** Recording the interview/reflection, as well as allowing students to incorporate music into the recording.

Garage Band will be used by students to record the interview as well as the response portion of this project.
 * // Type II Technology: //**

Using Garage Band caters to many different learning styles, and provides for a more profound project.
 * // Rationale: //**


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

Section I: The "thumbs-up" method will be used multiple times to check for understanding! Section II: Students will self-assess themselves, as well as receive peer feedback with the use of a checklist. Peer feedback will include "sandwich style feedback". I will give feedback through the use of a rubric.
 * // Formative: //**

Partners will record and interview each other about one another hometown. You will all then individually record your reflection on how your own environment may impact the way you perceive "Ethan Frome" and the characters and environment within it. Be as creative as possible with your interview and reflection!
 * // Summative: //**

This project is based around the novel “Ethan Frome” written by Edith Wharton, and is designed to ultimately teach the significance of characters and settings in stories through in-depth thinking. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * // Rationale: //**
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