L3+Jones,+Timothy

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

Teacher’s Name:** Mr. Timothy B. Jones **Date of Lesson:** Lesson 3 (Empathy)
 * Grade Level:** 11 **Topic:** //To Kill a Mockingbird//

__Objectives__

 * Students will understand that, mystery characters and their influences on a book can be both positive and negative for the characters.**
 * Student will know a short list of acts of kindness Boo has committed towards Jem and Scout. Students will also know a short list of reasons why Jem and Scout should not be exposed to Boo.**
 * Student will be able to know** **how a misunderstood character, can have great value within a book. How have misunderstood people effected your life?**

__Maine Learning Results Alignment__
Maine Learning Results: English Language Arts- A. Reading A2 Literary Texts Grades 9-Diploma //To Kill a Mockingbird// 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. d. Evaluate the theme or themes, whether explicitly stated or implied in a literary text.

Students will be able to analyze minor characters within //To Kill a Mockingbird,// and present an argument as to how they affected the outcome of the book. Students will supplement these arguments with excerpts from the book. The arguments will be focused around whether or not Boo Radley is a positive or negative influence on Scout and Jem Finch.
 * Rationale:**

__**Assessment**__
Students during lesson three will be assessed in a couple of different ways. The first way students will be assessed is through the use of their journal entries. Students will be required to write a journal entry revolving around the acts of kindness Boo Radley has committed towards Jem and Scout finch throughout the book. Students will also write in their journals about reasons why Boo should not be exposed to the Finch children. The class will also use their journal to write in after each chapter has been read. Journal entries after chapters could range anywhere from a short summary of the chapter and the student's feelings on what happened, to a quiz involving a few questions. I will review the journal entries with feedback to check for student understanding. Journals will not be graded but will serve as a chance for me to better follow a student's learning. Students will also fill out a tree-chart graphic organizer to help them and their groups create their rough draft of their debate. The groups will meet with me and discuss the rough draft of the debate outline, during this meeting I will check for the groups understanding of their topic. Students will also complete a short preassessment related to the readings we have thus far covered.
 * Formative (Assessment for Learning)**

Students will be placed into groups for this project. Groups will create a debate outline in regards to Boo Radley's positive or negative impact on Jem and Scout. After the debate outlines are created and finalized, students will participate individually in an online blog discussing and debating Boo Radley's impact on the Finch children. The online debate will be supplemented with an in-class debate with two separate sides debating and a group of students acting as the judge. Students will be assessed using a grading rubric.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will use either a class blog or wiki page to post comments and questions in a discussion based activity. Content area: Interpersonal will be the first intelligence integrated into this project. Students will be asked on multiple occasions to group up with peers to hold discussion based activities and to formulate a well developed debate. Musical: Students will be asked to listen to a plethora of different variations of music and find one that they think best exemplifies Boo Radley.

__Groupings__
Students will be placed into three separate groups. I will formulate the groups according to who I believe will work the best together. The three groups will consist of; the judges, a pro team and a con team. After individually brainstorming ideas as to why Boo is either a positive or negative affect on the Finch children, the groups will come together as one and discuss what they have found and begin to formulate their debate outlines. The group of students that compile the judges will be working as two groups doing a jigsaw activity. One group of judges will formulate ideas the pro side will use while the other group of judges will formulate ideas the con side will use during the debate. The two judge groups will then come back together to discuss what they have discovered. Short full class discussions will also ensue to assure everyone's understanding of the chapter at hand.

__**Differentiated Instruction**__

 * Strategies**
 * Linguistic:** After a brief debate occurs via blog, the class will continue the debate the next day in class
 * Interpersonal:** Students in the class will be split into two teams to compete in a debate.
 * Spatial:** Teams will be given the opportunity to create a banner decorated with a team name and graphics supporting their cause.
 * Intrapersonal:** Students will be given an opportunity to work by themselves to discover potential arguments that can be used for their team.
 * Logical/Mathematical:** Students will be questioned by the teacher their validity of each argument they have made for their team.

All students prior to the lesson will select a classmate to be there absent buddy. When a student's buddy is absent, it will be there responsibility to fill in their buddy on any homework or readings due the next day. Students will also have a brief meeting with me when they are next in school to receive any handouts, notes or new literature that they must have.
 * Modifications/Accommodations**
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**

Product: Students will participate in a debate that focuses around Boo Radley and if his influence on Jem and Scout and whether or not the influence is positive or negative. This will give students a better look at Boo Radley and his impact on the book //To Kill a Mockingbird//
 * Extensions**

__**Materials, Resources and Technology**__
Laptops A class Wiki or blog A projector system Comic Life of //To Kill a Mockingbird//

__Source for Lesson Plan and Research__
[|Quick video on some debate pointers] This will be used to help students who have little experience debating. [|Youtube video of a 2009 college debate] This video will be shown briefly to help show students how to present themselves during a debate. [|Wikipedia of To Kill a Mockingbird] Students will use the Wikipedia to help further their understandings of the book. [|The song I believe best exemplifies Boo Radley] This will be used to help get the students thinking about Boo Radley and as an example of a song that I believe encompasses Boo.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** During this lesson, students will learn a plethora of information, mainly regarding Boo Radley, while simultaneously being exposed to multiple learning styles. Students will be exposed to both intrapersonal learning (journal writing) along with interpersonal learning (group discussions) on more than one occasion while completing their debate outline. Students, while in their groups, will be asked to create a debate outline that will be reviewed by me the teacher. Students will also fill out a tree-chart graphic organizer. Students will be able to show off their artistic capabilities by having the opportunity to create a team banner for the day of the debate. The more musically inclined students will be able to listen to a large amount of different types of music in order to select a song that they believe best describes Boo Radley. The major portion of the learning will come when students begin the actual in class debate. This portion of the lesson will be inclined more towards the linguistically sound students within the class.
 * //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:** Students will show me their understanding of Boo Radley and his affects on the book through their ability to accurately discuss events in small groups, answer questions effectively in their journals and by presenting to me their outline of the debate they have created. I will know when students need help and clarification by reading and responding to their journal entries. The main way I will know when to move on with the lesson is by how well the groups were able to craft their debate outlines. The students will then apply all of their learnings about Boo Radley into a classroom debate both online and in class.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Linguisitic:** After a brief debate occurs via blog, the class will continue the debate the next day in class
 * Interpersonal:** Students in the class will be split into two teams to compete in a debate.
 * Spatial:** Teams will be given the opportunity to create a banner decorated with a team name and graphics supporting their cause.
 * Intrapersonal:** Students will be given an opportunity to work by themselves to discover potential arguments that can be used for their team.
 * Logical/Mathematical:** Students will be questioned by the teacher their validity of each argument they have made for their team.

I will integrate a plethora of intelligences to help prepare students for the online and in class debate. The debate the students will participate in should help clarify the type of character Boo Radley is and help students develop a deeper understanding of some major themes within the book.

Rationale:** I will use student responses in their journals and the groups debate outline as my primary opportunities to assess students and alter my lessons. The student responses will give me an opportunity to see how well the students understand the readings and the major themes that surround Boo Radley. It will also give me an opportunity to see how each student approaches the debate. The debate outline will show me how deeply the students understand the material and how well they can formulate an argument based on facts from the book. I will also use my observational skills to listen in on small group discussions and listen for when students do not understand a segment of the book or have a clarifying question.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
This lesson will give the students a magnificent opportunity to not only learn more about //To Kill a Mockingbird,// but to also learn some basic component on how to debate. Through individual and group work, students will begin to develop a better understanding of how minor characters can have a major impact on a book's characters and plot. Students will enter the classroom and the desks will be clustered into three different large sections, for the judges, the con team and the pro team. Students will find where to sit by finding their name on a sheet on the desk. The desks will be arranged in such a way because this lesson is primarily aimed at teams and group work. Day one Allow students some time to file in and find their seats. (10 minutes) Students will be shown the hook to help engage them in the lesson at hand. (10 minutes) Students will then be shortly lectured on how to create an effective debate and the assignment will be explained. This section will be supplemented by my [|two][|videos] that are focused on debates. Students can ask clarifying questions at this time. (20 minutes) Individually, the students will fill out a short journal entry writing mainly about the points that would like to see included in their debate. (5 minutes) After completing the journal entry, students will regroup and begin discussing with their team the main points they would like to include in the debate. At this time students will also begin to fill out their tree-chart organizer. The judge team will be working on a jigsaw activity. (20 minutes) Students will be given the rest of the class to begin creating their debate outline. (15 minutes)

Students will shuffle into class and find their debate groups (10 minutes) Teams will be given an opportunity to create a team banner (25 minutes) Students will be given a handout on how to construct a good debate and be asked to read it. (10 minutes) Students will regroup with the team, and begin to create their debate outline and assign subjects to group members. (25 minutes) Groups will briefly meet with me to review their debate (10 minutes) Teams will be asked to finish their debate outline and the main points of their debate (40 minutes) Groups will then meet with me once again to go over their revised debate (10 minutes) Teams will be given the remainder of the class to finish their debate and prepare for next class (30 minutes)
 * Day two: **
 * Day three: **

Students will be learning the type of major impact a minor character can have on a book. Students will also be discussing and analyzing different themes the minor character encompasses. We are learning this to show how minor people in everyday life can have a major affect on events. The debate process of the lesson will also give the students some good real life experiences in how to debate a topic and present themselves in a professional setting. //Evaluate the theme or themes, whether explicitly stated or implied in a literary text.// Students will be hooked by being shown a Comic Life representing a major scene that involves Boo Radley. This will also be supplemented by the song that I think best represents [|Boo Radley].
 * Where, Why, What, Hook, Tailor: Musical, Spatial, Intrapersonal, Interpersonal, Logical, Linguistic**

After being shown both of the hooks, students will be lectured for a brief time about the acts of kindness Boo Radley has committed throughout the book thus far. They will also be lectured shortly about a few reasons why Boo should not be exposed to Jem and Scout Finch. Both of these lectures will be supported by a short handout pertaining to both lectures. Students will also be shortly lectured on how to create a good, effective debate. This will be supplemented by the [|two] [|videos] I have selected. Students will then be given a short period of time to complete a journal answer which will be promptly read by me to check for clarification. I will provide feedback within the journals. I will also check for understanding by listening in on group discussions and by providing answers and insights when necessary. The group's ability to properly create a debate outline will also assist me in discovering when students need help.
 * Equip, Explore, Rethink, Tailors: Intrapersonal, Interpersonal, Linguistic**

Students will explore and experience the information by being placed into three large groups. Before beginning major group discussions, students will initially write their own thoughts and ideas within their journals. By allowing intrapersonal time, students will not only be exposed to ideas the group has but will also have a chance to reflect on their own ideas. The judge group will participate in a jigsaw activity. The group will be split into two groups, one to go over the pro side and the other group to go over the side of the argument. The two groups will then converge together and share what they had discovered. This will help the judges become exposed to both sides of the debate. I will facilitate the learning process by reading the student's journal entries and by listening in to each groups discussions and providing clarifying statements and insights when necessary. I will group the students into three separate groups based primarily on who I believe will work the best together. Students will not have an individual role but will be required to be an active participant in their group and share what they personally came up with in their journal writings. Each student will also be responsible for their own individual tree-chart organizer. Students will prove to me what they have learned through accurately answer questions in their journals and by providing me with a well put together debate outline. Students will have an opportunity to rethink, revise and refine their product by meeting with me. I will discuss each group's debate outline and provide feedback when necessary. Groups will then be allowed to discuss any changes they wish to make to their debate outline and rethink the main points they wish to present. Students will be aided in creating their arguments by using their brochure with pros and cons from the lesson before.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Interpersonal, Intrapersonal, Linguistic, Logical**

Students will self assess themselves by writing a short entry into their journal about how active they believed themselves to be not only during the debate but during group discussion as well. I will provide the student with feedback and my comments on this entry upon returning their final grade. I will provide timely feedback to the students by having face to face discussions with the groups in regards to their debate outlines and by also commenting on their journal entries before the next class period. This project connects to the next lesson because the students will be dealing with major themes and how the themes can affect characters and plot within a book
 * Evaluate, Tailors: Intrapersonal, Interpersonal**

[|Quick video on some debate pointers] The video on debating will give some students not experienced in debating ideas as to how formulate a good and effective argument. The video presents a few different strategies on developing, presenting and processing debates. The video, while not amazing, should get the students thinking on how to create a good debate of their own. [|Youtube video of a 2009 college debate] This video is around nine minutes long but I will only show 3-5 minutes of it. The main purpose of this video will be to show the students how to conduct themselves professionally and be well spoken in front of an audience and a collection of judges. It will also show, to an extent, how to present a debate. [|Wikipedia of To Kill a Mockingbird] While not being a great source, this Wikipedia will be a good source to students who wish to learn more about the background of //To Kill a Mockingbird// and should be able to spark some good in-group discussions.
 * Content Notes**

Grading rubric Handout on how to create a good debate Tree-chart graphic organizer Student's brochures from Lesson two
 * Handouts**