L5+Jones,+Timothy

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

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

__Objectives__

 * Students will understand** that racial inequality can severely affect a characters demeanor.
 * Student will know** a list of major themes from the book, //To Kill a Mockingbird.//
 * Student will be able to understand** major themes presented within //To Kill a Mockingbird//

__**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 and recognize major themes within the book //To Kill a Mockingbird// and depict how these themes affect the plotline and major characters.
 * Rationale:**

__**Assessment**__
Students will be assessed in many different ways for this lesson. Students will first be actively assessed in how well they can answer particular questions within their journals. The questions will mostly be centered around the students opinions regarding major themes and their affects on //To Kill a Mockingbird.// The journal entries will receive feedback from me daily. Students will also be assessed by my observations during discussion times. Students will create a storyboard for their Wiki Page which will have to be approved by me before being able to move onto the final draft.
 * Formative (Assessment for Learning)**

Students will be placed into groups for the duration of this project. Teams will then create a storyboard which will depict the layout of their Wiki Page. The Wiki Page will center around major themes within //To Kill a Mockingbird// and how they affect the plotline and main characters. The groups will then apply their storyboard to a Wiki Page that will be posted online. The Wiki Pages will be assessed using a rubric I created.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will use a Wiki Page to convey the major themes of //To Kill a Mockingbird.// Content Area: Spatial, students will use their spatial intelligence by needing a plethora of pictures within their Wiki site. Students will also use their linguistic intelligence by having to read through //To Kill a Mockingbird// and pick out major themes and their affects.

__Groupings__
Students will be grouped into teams of four to create the Wiki Page. The groups will be formed by students picking a random theme out of a hat and being grouped with fellow students that have the same theme. Teams will work together on both a storyboard for their Wiki Page and the final product. The groups will be used mainly as a small group for students to formulate ideas and discuss readings and ideas about the book. All journal entries will be done independently but will be discussed within the groups. Students within the groups will not have specific jobs but will be responsible to actively participate in discussion as well as doing an equal amount of work on the Wiki Page.

__**Differentiated Instruction**__

 * Strategies**
 * Spatial:** Each Wiki page will be required to have a plethora of graphics.
 * Linguistic:** Students will continue to read through //To Kill a Mockingbird// to find examples of the major themes.
 * Interpersonal:** Students will be broken up into teams to further explore the themes of //To Kill a Mockingbird// and to create their Wiki page.
 * Intrapersonal:** Students at one point will work by themselves writing down examples of themes in their journals.
 * Logical-Mathematical:** Teams will be required to fill out a step-by-step chart connecting themes with events from //To Kill a Mockingbird.//
 * Bodily-Kinesthetic:** Students will be given the opportunity to act out the major themes from //To Kill a Mockingbird// in class.

All students prior to the lesson will select a classmate within their group 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.//**

Students will be required to submit a Wiki Page that depicts major themes within //To Kill a Mockingbird// and how these themes affect characters and the plot of the book. Students will also be required to submit a storyboard depicting the Wiki Page's layout. The Wiki Page will give the students a chance to further discover major themes and how they truly affect the book.
 * Extensions**

__**Materials, Resources and Technology**__
Enough copies of //To Kill a Mockingbird// for each student. Laptops A projector to share the Wiki Page Art materials for students to draw their storyboard

__Source for Lesson Plan and Research__
[|YouTube video on creating a Wiki Page] This video will be used for students who are inexperienced in creating a Wiki Page [|List of three themes in To Kill a Mockingbird] This list will be used by students as an example of themes from the book and how to analyze them

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students will be exposed to a multitude of different learning styles. Students will do most of their learning through interpersonal and intrapersonal learning. Students will be broken into teams for small group discussions and as teams to create the Wiki Page. Students will also have a chance to independently learn through answering short questions within their journals. Students will be asked to create a storyboard layout of their Wiki Page using art supplies to draw in graphics. Prior to creating their storyboard, each team member will have to independently fill out a step-by-step chart which will be later applied to their layout. The class will also be given a chance to act out different scenes from //To Kill a Mockingbird// and read important excerpts from the book.
 * //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 prove their understanding of the major themes and their affects through a couple of different ways. The first will be through their journal entries. The journal entries will serve as a way for me to monitor the student's learning and the classes understanding of the material. I will also observe students during group discussion periods posing questions to groups and answering clarifying questions for students. Students will also show me their understanding through their ability to accurately fill out a step-by-step chart and apply it to a storyboard layout of their Wiki Page. The layout will ultimately be reviewed by me before teams will be allowed to move on to their final product. The final Wiki Page will show the teams ability to accurately analyze and depict major themes from the book and apply the themes affects to characters and the plot.
 * //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.//
 * Spatial:** Each Wiki page will be required to have a plethora of graphics.
 * Linguistic:** Students will continue to read through //To Kill a Mockingbird// to find examples of the major themes.
 * Interpersonal:** Students will be broken up into teams to further explore the themes of //To Kill a Mockingbird// and to create their Wiki page.
 * Intrapersonal:** Students at one point will work by themselves writing down examples of themes in their journals.
 * Logical-Mathematical:** Teams will be required to fill out a step-by-step chart connecting themes with events from //To Kill a Mockingbird.//
 * Bodily-Kinesthetic:** Students will be given the opportunity to act out the major themes from //To Kill a Mockingbird// in class.

Students will have multiple opportunities to learn in a variety of ways. Although students will mainly be learning through intrapersonal and interpersonal experiences, they will also have the chance to act out major scenes from the book and read aloud excerpts from the book which depict major themes. They will also have their logical intelligence provoked through the use of the step-by-step chart. The Wiki Page will give the students an opportunity to expand more on major themes of the book and how they affect the book. Through the use of the Wiki Page and group discussions, students will hopefully develop a greater understanding of the major themes and their affects.

Rationale:** I will use the storyboard layout and journal entries as my primary ways of discovering which themes need to be further expanded upon. This will also be my opportunity to discover whether or not my lesson has to be altered. The final product will prove to be the student's ultimate understanding of the themes within //To Kill a Mockingbird// and all they encompass within the book
 * //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__
When students enter the room they will notice that the desks are arranged in small circles of four. The desks will be arranged like this to help support the small group discussion that will accompany this lesson. Students will know where to sit by selecting a slip of paper from a hat with a major theme from //To Kill a Mockingbird// written on it, and sit with their fellow students who have the same theme.

Students will walk in and be promptly separated into their groups (10 minutes) Students will then be shown a sample Wiki Page to help evoke their interest (10 minutes) Students will then be presented with the project and be shown a short video on creating a Wiki Page (10 minutes) After being presented with a handout of major themes, students will individually write in their journals about specific themes from the book and their affects (10 minutes) Students will share what they have discovered with their group while simultaneously filling out a step-by-step chart (15 minutes) Upon completion of the chart, small groups will share with the entire class their discoveries (15 minutes) Groups will be given the remainder of the class time to begin work on their storyboard and ask clarifying questions. (10 minutes)
 * Day One**

Students will come in, group up, and begin finishing their storyboard and step-by-step chart (25 minutes) After finishing both, groups will begin to meet with me for revision and constructive feedback (25 minutes) Groups will be given the opportunity to refine their project and begin work on their final Wiki Page (30 minutes)
 * Day Two:**

Students will come in and be given the opportunity to ask any clarifiying questions (10 minutes) Students will then be asked to read outloud and participate in acting out certain scenes form //To Kill a Mockingbird// (30 minutes) Groups will be given the rest of the class period to work on their final drafts and check their work with me (40 minutes)
 * Day Three:**

Students are learning about the types of affects major themes within a book can have upon the plot and main characters. This is being learned so students can understand how themes can alter the course of a book or a characters demeanor and beliefs. This connects to real life because students will be asked to write a short journal entry on the major theme they believe affects and encompasses their own lives. **//Evaluate the theme or themes, whether explicitly stated or implied in a literary text.//** Students will become hooked by being shown an example Wiki Page depicting major themes from //To Kill a Mockingbird.//
 * Where, Why, What, Hook, Tailor: Interpersonal, Intrapersonal, Spatial, Linguistic, Logical-Mathematical**

Students will attain their information on how to create a Wiki Page via a series of short videos that they will watch and by asking the teacher clarifying questions. Students will discover major themes throughout //To Kill a Mockingbird// by reading the book and making note of the themes. The themes will be reiterated to the students by acting out some scenes and reading aloud other scenes. Students understanding themes will be supplemented by a short handout briefly outlining some of the major themes within the book. Students will also be given a handout about what to include in their storyboard. The storyboard handout will be supplemented by a step-by-step chart that will help students create an effective storyboard. After receiving these handouts, students will be given the opportunity to reflect intrapersonally in their journals. Students will then discuss within their small groups ideas about the major themes and how they have affected the book. The small groups will then share their discoveries with the entire class. I will acquire an idea of who understands the major themes and their effects by reading and feed backing everyone's journals and by listening on the group discussions. I will also meet with each group to discuss their storyboard layout and provide them with feedback on that.
 * Equip, Explore, Rethink, Tailors: Interpersonal, Intrapersonal, Spatial, Linguistic, Logical-Mathematical**

Students will have a chance to further explore major themes within the book by answering a few short questions in their journals. The journal responses will be explored in a group setting where each student will share what they have discovered about a major themes and their affects. The experience of the journal entries will occur when the students begin to fill out their step-by-step charts and apply them to a storyboard layout. The group process of creating a step-by-step chart will help students explore not only their ideas about the major themes but also their fellow classmates ideas on the major themes. I will facilitate the learning experience by observing the students during classroom discussion and by providing them with a plethora of feedback within their journal entries. During discussion, I will frequently sit in with groups and pose insightful questions to the groups and answer clarifying questions they may have involving the major themes of //To Kill a Mockingbird.// Students will also be given an opportunity to learn by participating in a reading out loud experience where I will read excerpts from the book representing effects from the themes in //To Kill a Mockingbird.// Students will also have the opportunity to act out major scenes from the book in front of the class. Students will be grouped according to the major theme they select out of the hat. (Innocence, bravery etc.) Team members will not have specific roles but will be required to actively participate in group discussions and the creation of the Wiki Page. Each student will also be responsible for their own journal entries and step-by-step chart. Students will show evidence of their learning through their ability to affectively write about the major themes in their journals and by being active within their discussion groups. Students will also show evidence of learning by passing in their step-by-step chart along with their storyboard. Students will recieve feedback and constructive criticism from me when they meet and discuss their storyboard with me. Students will also recieve feedback about major themes and their understandings of the themes in their journals. After the meeting with me and reading their feedback in the journals, groups will have a chance to refine their storyboard and further discuss any additions they wish to make to their Wiki Page.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Intrapersonal, Interpersonal, Logical-Mathematical, Bodily-Kinesthetic, Spatial, Linguistic**

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 class discussions but during the creating of the Wiki Page 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 a major theme that can be seen throughout all of literature.
 * Evaluate, Tailors: Intrapersonal, Interpersonal**

[|YouTube video on creating a Wiki Page] The YouTube video will be used primarily to help engage students into the idea of creating a Wiki Page. The video is a great resource to help show students how to make a Wiki Page and show students how to begin creating their Wiki Page. [|List of three themes in To Kill a Mockingbird] This short article will help provoke the student's mind into discovering and understanding major themes and their affect in //To Kill a Mockingbird.// While there are more than three themes for the students to learn about, the three themes in this article are a good base for what students should know and understand about the book.
 * Content Notes**

What is required for a storyboard Wiki Page rubric A list of major themes from the book Step-by-step chart
 * Handouts**