L2+Johnson,+Richard

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Johnson **__Lesson #:__** 1 **__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: ** the relationship and relativity in and of settings.
 * Student will be able to: ** analyze the significance of settings.
 * Product: ** Google Earth, Written Response

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: ** This assignment allows students to consider the impact of author's choices in developing settings in stories by letting them reflect on the Google Earth activity with a written response.

Pre/Post Survey that assesses the students understanding of character and setting development before and after the project.
 * __ Assessments: __**
 * __ Pre-Assessment: (Lesson 1 only) __**

An Exit Ticket will be used to check in with students and get insight as to how they are feeling in terms of progress made on the Google Earth assignment, and what they need to have done in order to go further.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will self-assess themselves, as well as receive peer and teacher feedback with the use of a checklist. Peer feedback will include "sandwich style feedback".
 * Section II – timely feedback for products (self, peer, teacher) **

You and a partner are to visit a small town that reminds you both of Starkfield, MA through the use of Google Earth! Obviously, the town you choose to look at must be small in size and population- a list of suggestions is included below! I found them simply by researching the "smallest towns in the United States" on Google, and you may do the same. [|List of the United States smallest towns by population]
 * __ Summative (Assessment of Learning): __**

Google Earth will be used by students to locate and view a town that is similar in size and population to Starkfield, MA. The written response portion of the assignment will be posted in a blog.
 * __ Integration __**
 * Technology: **

Math: Logical thinkers will have the chance to reflect on coordinates and the physical geography of New England in their response paper.
 * Content Areas: **

The "describing wheel" will be used in order for students to collect thoughts and opinions of the settings of "Ethan Frome" during their individual reading. Their findings will then be used during the Google Earth activity, where partners will compare ideas, as well as in the response paper afterwords.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work in groups of two when researching settings on Google Earth. During reflection, each partner will consider how well their group worked together, and what may have made the process more effective. Though blog responses will be written individually, partners will then make comments with feedback and ideas on each others afterwords.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**


 * Verbal/linguistic:** Students will have a written response to reflect on their findings through Google Earth: explain how it may feel to live in the area they researched, and how it relates to Starkfield, MA.
 * Interpersonal:** Students will work with one partner while using Google Earth, and together they will brainstorm thoughts on the relationship of Starkfield, MA to the story itself, and what function it serves in the stories development.
 * Intrapersonal:** Each student will write their own response paper, and during this time may develop their own thoughts.
 * Visual:** Google Earth is a very visual program- students will be able to relate the physical size and population of the town they view to the town of Starkfield, MA in "Ethan Frome"
 * Natural:** Google Earth serves a depiction of natural environment, as well as relates story setting to real world settings.
 * Logical:** Logical thinkers will have the chance to reflect on coordinates and the physical geography of New England in their response paper.
 * Bodily/Kinesthetic**: Google Earth is a very hands-on program that will allows users to manipulate and move the earth around, which is ideal for bodily/kinesthetic learners.

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) //**

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: **

Google Earth will be used by students to locate and view a town that is similar in size and population to Starkfield, MA. The written response portion of the assignment will be posted in a blog.
 * __ Extensions __**
 * Type II technology: **

Gifted students may be challenged by researching more than one town on Google Earth and, in their response paper, compare and contrast the two in regards to how they relate to Starkfield, MA.
 * Gifted Students: **

// List all the items you need for the lesson. // // * // A computer for each team of two * Google Earth program //*// "Describing Wheel" handout for each student //*// Blogger accounts
 * __ Materials, Resources and Technology __**

Smallest Towns for use in Unit Project: []
 * __ Source for Lesson Plan and Research __**

Google Earth for use in Unit Project: [|Google Earth]

Blogger for Blogger Accounts: [|Blogger]


 * __ 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 lesson, tables will be in pairs of two, shaping a "U" around the perimeter of the classroom.

Day 1: Hook: class poll: who would rather living a small town or a big city (5 Minutes) Class Discussion: discuss poll- setting/location (10 minutes) Partners: assign partners (5 minutes) Describing Wheel: students should have filled out their describing wheel while reading, and will now use it with their partner to discuss setting (10 Minutes) Google Earth: explore settings in Google Earth (35 Minutes) Exit Ticket: update- see where students are (10 Minutes) Questions: answer any questions (5 Minutes)

Day 2: Class Discussion: warm-up by talking about team findings (10 minutes) Individual: students use this time to write their response and ask questions as needed (50 minutes) Exit Ticket: update- see students progress (10 minutes) Questions: answer any questions (5 minutes) Assignment: assign students to finish the written response for homework if they are not already done (5 minutes)

For this lesson, tables will be in pairs of two, shaping a "U" around the perimeter of the classroom. The assignment will be introduced using the hook, followed by a class discussion of the poll's findings. Partners will then be assigned and will work together exploring settings using Google Earth. On the second day class will warm-up with a discussion about what teams found. The rest of the time will be spent individually- students will write their responses. Any responses not finished within class will be assigned for homework. At the end of each day an exit ticket will be used to check in with students and see how things are going. Students will also have a chance to ask any previously unanswered questions. Students will understand that the setting Edith Wharton created in "Ethan Frome" has an impact on the way in which individual readers perceive the story**.** This is important as setting is prominent in everyday life and greatly effects the way we live and perceive life. CCSS: //Analyze the impact of the author's choices regarding how to develop and relate elements of a story// A class poll will that asks students whether they would rather live in a small town or a big city will be used as a hook for the assignment. This poll will be engaging as it will be generated online where students may use their cellphones to submit their answers. This will ultimately get students to consider location and setting, and welcome a class discussion. The "describing wheel" will be used in order for students to collect thoughts and opinions of the settings of "Ethan Frome" prior to coming to class. They will then share their findings with the partner they are assigned to before using Google Earth. An Exit Ticket will be used at the end of each class to check in with students and get insight as to how they are feeling in terms of progress made on the Google Earth assignment, and what they may need to have done in order to go further. Throughout the assignment I will be readily available to help any students/partners and answer any questions. Students will know relationship and relativity in and of settings **(SEE CONTENT NOTES)**. This assignment requires students to work with a partner to view a place in the world that is like Starkfield, MA via Google Earth. Each student will then create a written response on how it may feel to live there. This will ultimately strengthen a student's ability to analyze the significance of settings in stories. Students will be paired in groups of two. In order to do this I will have students line up in order from those who have no experience with Google Earth and those who have lots- pairs will be made accordingly (appropriately blending those with experience with those with out). Because the team portion of the assignment will be entirely done in class, I will be able to keep tabs and ensure that each team member is doing their part. To demonstrate evidence of learning, students will individually write responses on their findings and how they relate to "Ethan Frome". 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.
 * Where, Why, What, Hook Tailors:** Visual, Logical, Linguistic, Interpersonal, Intrapersonal, Natural, Bodily/Kinisthetic
 * Equip, Explore, Rethink, Revise, Tailor:** Visual, Linguistic, Interpersonal, Intrapersonal, Natural, Bodily/Kinisthetic


 * __ Content Notes __**

This lesson is based off of the novel "Ethan Frome" by Edith Wharton. From this assignment, students will learn the relationship and relativity in and of settings. [|This website] provides summaries of each chapter, as well as basic character, plot, climax, etc. information, and may be useful to review.

Hook: Class poll: who would rather living a small town or a big city? Afterwords a class discussion may be held over the findings of the poll.

Summative Assessment: You and a partner are to visit a small town that reminds you both of Starkfield, MA through the use of Google Earth! Obviously, the town you choose to look at must be small in size and population- a list of suggestions is included below! I found them simply by researching the "smallest towns in the United States" on Google, and you may do the same. [|List of the United States smallest towns by population]

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" handout for each student
 * __ 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 __//**

To cater to those who appreciate clipboard style, I will outline the entire assignment, step-by-step, on the whiteboard in the room.
 * // Clipboard: //**

Those who practice the microscope style will enjoy the class discussions.
 * // Microscope: //**

The classroom environment will be very comfortable, and everyone may give their input as they wish! The "U" shape of the classroom will act in way of connecting every classmate. As the teacher, I will provide constant support throughout the assignment.
 * // Puppy: //**

This assignment is very hands-on and there is a lot to it! Students are given a great bit of freedom in choosing the cities they wish to explore with Google Earth.
 * // 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 about the significance settings and locations have on stories, as well as encourage students to consider how settings may effect the way that they perceive a story. Students ought to know about the relationship of setting in "Ethan Frome" and its relativity by the end of this assignment.
 * // 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: //**


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


 * // MI Strategies: //**
 * Verbal/linguistic:** Students will have a written response to reflect on their findings through Google Earth: explain how it may feel to live in the area they researched, and how it relates to Starkfield, MA.
 * Interpersonal:** Students will work with one partner while using Google Earth, and together they will brainstorm thoughts on the relationship of Starkfield, MA to the story itself, and what function it serves in the stories development.
 * Intrapersonal:** Each student will write their own response paper, and during this time may develop their own thoughts.
 * Visual:** Google Earth is a very visual program- students will be able to relate the physical size and population of the town they view to the town of Starkfield, MA in "Ethan Frome"
 * Natural:** Google Earth serves a depiction of natural environment, as well as relates story setting to real world settings.
 * Logical:** Logical thinkers will have the chance to reflect on coordinates and the physical geography of New England in their response paper.
 * Bodily/Kinesthetic**: Google Earth is a very hands-on program that will allows users to manipulate and move the earth around, which is ideal for bodily/kinesthetic learners.

Google Earth will be used by students to locate and view a town that is similar in size and population to Starkfield, MA.
 * // Type II Technology: //**

Using Google Earth will provide for a way to cater this assignment to many different learning styles.
 * // Rationale: //**


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


 * // Formative: //**

__ Pre-Assessment: (Lesson 1 only) __

Pre/Post Survey that assesses the students understanding of character and setting development before and after the project.

__ Formative (Assessment for Learning) __

Section I – checking for understanding during instruction

An Exit Ticket will be used to check in with students and get insight as to how they are feeling in terms of progress made on the Google Earth assignment, and what they need to have done in order to go further.

Section II – timely feedback for products (self, peer, teacher)

Students will self-assess themselves, as well as receive peer and teacher feedback with the use of a checklist. Peer feedback will include "sandwich style feedback".

You and a partner are to visit a small town that reminds you both of Starkfield, MA through the use of Google Earth! Obviously, the town you choose to look at must be small in size and population- a list of suggestions is included below! I found them simply by researching the "smallest towns in the United States" on Google, and you may do the same. After viewing the town(s) you will each individually write a response paper that includes your thoughts in regards to how it might feel to live in the area you viewed, how you perceive the town, etc. [|List of the United States smallest towns by population]
 * // Summative: //**


 * // Rationale: //**

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, as well as the ability to support opinions with textual evidence. || ||   || 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].
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