L6+Wadsworth,Alyssa+Gabrielle

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Miss Wadsworth **__Facet__:** Interpret **__Grade Level__:** 10 **__Topic__:** Theme


 * __ Objectives __**
 * Student will understand that ** //literary texts connect ideas, arguments, and different perspectives.//
 * Student will know ** interpreting theme can be a strategy to connect essential ideas, arguments, and different perspectives.
 * Student will be able to ** use and analyze different themes in literary texts and their own work.

// Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, // //drama, and poetry using excerpts from the text to defend their assertions.// Students will use theme to connect essential ideas, arguments, and different perspectives both in literary texts and their own work.
 * Maine Learning Results Alignment **
 * Rationale: **

I will give students a pre-assessment about theme, followed by informal observation of the students enacting the Round Robin cooperative learning activity. After the cooperative learning activity, students will complete the graphic organizer as a way to map out the themes and archetypes of the themes in //Brave New World//. I will also use a self-reflection as a formative assessment.
 * Assessment **
 * Formative (Assessment for Learning) **

The summative assessment for this lesson is a glog. In the glog, students will demonstrate that they understand at least one major theme in the book //Brave New World//. I will use a rubric to grade their glogs and the presentation of their glogs.
 * Summative (Assessment of Learning) **

Technology: Students will create a glog using at least two different types of narration. I will also integrate technology by showing my students a tutorial about using Glogster.
 * Integration **

Music: Music can be incorporated in glogs to better illustrate a major theme of //Brave New World//.

Art: Art can be included in glogs because the students need to include graphics/images.

I will create groups for the cooperative learning activity by counting off by numbers. They will discuss different types of narration in their groups, then discuss the themes used in //Brave New World// in pairs. Then they will write a brief summary of what they come up with on their own using the graphic organizer. I will create groups for the summative assessment by writing characters from movies on pieces of paper and have students draw a name from a bowl. People with characters in the same movie will be in a group, though they have to find their groups without talking.
 * __ Groupings __**


 * Differentiated Instruction **
 * Strategies **
 * Intrapersonal- ** While creating their glogs for the summative assessment, students will be able to work alone.
 * Interpersonal- ** Students will get the chance to work with each other during the cooperative learning activity, and during the completion of the graphic organizer.
 * Music- ** Music can be incorporated in glogs to better illustrate a major theme of //Brave New World//.
 * Verbal- ** Students will be able to verbally interact with each other throughout the lesson, during the cooperative learning activity, and the graphic organizer.
 * Visual- ** Visual intelligence is included in the product for the summative assessment.
 * Logical- ** Logical intelligence is included in completing the graphic organizer.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absent: If a student is absent during this lesson, I will have a volunteer from their group for the podcast product e-mail the absent student about the work they missed. If the student still has clarifying questions, then they will e-mail me about them. I will show them during free time at school (i.e. study hall, etc.) the graphic organizer so they are not off the hook for the activities that their team members completed.
 * Modifications/Accommodations **

I will show my students online tutorials about how to use Glogster in order to do their projects illustrating a major theme of the book later. Soon after this, my students will create a glog.
 * Extensions **

laptop cart laptop access to YouTube graphic organizer whiteboard/markers/erasers
 * Materials, Resources and Technology **

[] I used this website when planning my lesson in order to get the Inverted Triangle graphic organizer. The students will not directly use this website, but they will use the organizer to brainstorm ideas about the theme of Huxley's book. [] I used this website when planning my lesson as a resource for the "Think Pair Solo" cooperative learning activity. Students will not use this resource directly but they will use the handout to discuss the archetypes and audience of the literary device genre. [] I used this site for the tutorial about using Glogster. Rubistar I used this site as a tool to create my rubrics. Huxley, Aldous. (1998). //Brave New World//. New York: Perennial Classics. This book will be read in my class in order to appreciate literary texts. After they have read a part of the book for homework, students will come into class and discuss the different types of narratives in the book. https://sites.google.com/a/maine.edu/brave-new-world-webquest/ This is a WebQuest I created for my students to complete.
 * __ Source for Lesson Plan and Research __**


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

Clipboard learners will be given relevant information throughout the lesson and will have the chance to absorb and share absorbed information during discussions. Microscope learners will enjoy discussions of Huxley and his perspective, and analyzing the themes in his book and how those themes play a role in connecting essential ideas, arguments, and perspectives. They can go wild in exploring ideas with this lesson. Students will be working individually for the summative assessment and interacting with each other and myself throughout the lesson when we have discussions and the explorations in completing the graphic organizer and the cooperative learning activity. Puppy learners will also appreciate being able to reflect on the project.
 * // 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. //**
 * // Rationale: //**

In this lesson I use the learning facet interpret. Students will be learning about themes in the literary text //Brave New World//. They will explain their learning in the summative assessment of a glog, in a creative way. They will be able to apply what they learn to analyzing and appreciating literary texts, and in their own writing—creatively or in essays.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //**

Because there are different types of learners in my classes, I utilized six different types of intelligence in my lesson plan:
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Intrapersonal- ** While creating their glogs for the summative assessment, students will be able to work alone.
 * Interpersonal- ** Students will get the chance to work with each other during the cooperative learning activity, and during the completion of the graphic organizer.
 * Music- ** Music can be incorporated in glogs to better illustrate a major theme of //Brave New World//.
 * Verbal- ** Students will be able to verbally interact with each other throughout the lesson, during the cooperative learning activity, and the graphic organizer.
 * Visual- ** Visual intelligence is included in the product for the summative assessment.
 * Logical- ** Logical intelligence is included in completing the graphic organizer.
 * Technology- ** Students will create a glog using at least two different types of narration. I will also integrate technology by showing my students a tutorial about using Glogster.

I will give students a pre-assessment about theme, followed by informal observation of the students enacting the Round Robin cooperative learning activity. After the cooperative learning activity, students will complete the graphic organizer as a way to map out the themes and archetypes of the themes in //Brave New World//. I will also use a self-reflection as a formative assessment.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //**
 * Formative (Assessment for Learning) **

The summative assessment for this lesson is a glog. In the glog, students will demonstrate that they understand at least one major theme in the book //Brave New World//. I will use a rubric to grade their glogs and the presentation of their glogs.
 * Summative (Assessment of Learning) **


 * __ Teaching and Learning Sequence __**** : **

Classroom arrangement: I will use table groups in my classroom. My desk will be at the back of the room. I am using this arrangement because if they need help from their peers or if they do interactive work, they are already in groups and if I want to change the groups, the tables are already set up. Students will be able to have discussions and see each other. Agenda Outline:

Day 1: I will pre-assess students about what they know of theme. (15 minutes). After that I will present my hook. (10 minutes). After the hook, students will complete the cooperative learning activity and the graphic organizer. (25 minutes). Stretch break. (10 minutes). Students will begin the WebQuest. (20 minutes).

Day 2: Students will continue the WebQuests. (30 minutes). Stretch break. (10 minutes). WebQuest. (40 minutes).

Day 3: Present summative assessment. (40 minutes). Stretch break. (10 minutes). Finish presenting and self assess. (30 minutes). Students will understand that themes can be used to connect ideas, arguments, and different perspectives in literary texts. Students will understand this so they can themes in their own writing in order to appeal to various audiences. //Students read texts, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions**.**// My hook for lesson six is to have the students complete the Round Robin brainstorming activity, to discuss the theme they cannot use in their WebQuest products—that nobody can reach perfection. When they are done with their partners, they share what they discussed with the group. **Where, Why, What, Hook, Tailors: Verbal, and Logical.** Students will know what themes do within a literary text and how themes affect different audiences. I will pre-assess the students before they begin working on their WebQuest in order to assess their standing in knowledge of theme. Using the arrangement of my classroom, I will engender discussion among the classroom about themes in //Brave New World// and have them discuss them. After the hook, students will be put into groups based on their table groups. In their groups, they will fill out the graphic organizer and complete the cooperative learning activity. Students will be able to interpret what creates themes within a literary text, and how themes are used to convey ideas, arguments, and perspectives. Students will create a glog illustrating a major theme of //Brave New World.// During the creation of their glogs, I will use a provided rubric to help them rethink, revise, and refine their product before presenting it to the class. **//Equip, Explore, Rethink, Tailors: Interpersonal, Logical, Verbal, Intrapersonal, Musical, and Visual.//**

Students will use the rubric after the project has been presented to self assess as individuals. After they have handed me these assessments, I will use it to keep track of what they have learned, as a formative assessment while their products are their summative assessments. I will provide feedback by the next class period so if they want to redo their project because they missed the point, they can before the week is over, though they will not have to present the redo to the class. This connects to their assignment to read //Brave New World// for homework. **//Evaluate, Tailors: Intrapersonal.//**


 * Content Notes: **

[] Students will use this site to complete the lesson. This WebQuest will lead students through a journey that will begin with them becoming book cover artists and designing a new cover for Brave New World portraying the theme of the book. Here is my student sample. The theme I hose is the major theme: perfection depends on perspective. I chose to relate the theme to my personal life; I think that having fun with my friend, in a society where I am free to appreciate literature and know history is pretty close to perfection but in the book, the controllers of the "civilized" world and the brainwashed citizens believe that their world is perfect without the freedoms and relationships that I cherish. Rubrics for presentation and products Graphic organizers
 * Handouts: **