L1+Douglass,+Leah


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

**LESSON PLAN FORMAT**


 * __Teacher’s Name__****: Ms. Douglass** **__Date of Lesson__: Lesson 1**
 * __Grade Level__****: 11** **__Topic__:** Topics and Themes


 * __Objectives__**
 * Student will understand that** themes are how writers communicate on common ground with their audiences, and that there is a difference between topic and theme
 * Student will know** the definition of "subject," "topic," and "theme"
 * Student will be able to do** identify themes and topics and tell the difference between them

Maine Learning Results: English Language Arts A. Reading A2: Literary Text Grades 9-Diploma: //One Flew Over the Cuckoo's Nest// Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics, noting how structural features and common literary devices help shape the reader's response. d.) Analyze the literary devices that define a writer's style and use those elements to interpret the text.
 * __Maine Learning Results Alignment__**


 * Rationale:** ** Students will learn the definitions and differences between the theme, topic, and subject in a literary text. Students will be able to identify the subject, themes, and topics of a literary work and how they affect reader's response. **

I would like to assume that if this is not the first unit of the first quarter that students will have taken the pre-assessment for this lesson at the end of their previous class. If this is not the case they will take the pre-assessment at the very beginning of class before the hook. The pre-assessment will consist of vocabulary words they will need for the unit. The students will define the vocabulary words to the best of their ability and provide an example. In the pre-assessment students will define the words "subject," "topic," and "theme." Students will be given a graphic organizer called a wheel chart. This pre-assessment will serve as a checklist for them so they will know that they are on track. While students are discussing the topic I will observe and see how well students are comprehending the subject and correct misconceptions. While students are working on their blogs I will write feedback on their charts for them to take with them at the end of the class. At the end of class students will be asked to bring in a song that has a similar theme or reflects a theme from //One Flew Over the Cuckoo's Nest//. By the explanation they write in their blogs about their song choice I can also assess their skill level.
 * __Assessment__**
 * Formative (Assessment for Learning)**

Students will first compile a list of questions they think will be suitable for a test. An online pole will be taken and the best questions will be made into an assessment. This will be assessed by a checklist of criteria that needs to be met for each question. Students will create a shot movie clip or movie trailer incorporating themes and a metaphor from //One Flew Over the Cuckoo's Nest//. The movie clips will be evaluated by use of a rubric.
 * Summative (Assessment of Learning)**


 * __Integration__**
 * Technology:** Students will be making blog entries to reflect on the information they are learning. These will be ongoing blog entries where they will have the chance to add different medias such as, music clips that reflect the topics of the novel, clips of video that apply to the subject we are discussing, or links to related sites.


 * Other Content Areas:** This Lesson will also deal with topics of health and psychology. //One Flew Over the Cuckoo's Nest// deals heavily with mental health facilities and health care in general. In depth thought can be given to the subject of health. Many of the themes in One Flew Over the Cuckoo's have to do with insanity and psychology. While discussing the themes of the book we will talk about psychology and it's affect on the novel.

Students will use Think-Pair-Share, where they will first fill out the charts by themselves, then go into groups and exchange thoughts on each others charts and then share them with the class. To determine groups students will be handed index cards with the names of mental health care institutions on them. Such as: "The McLean Hospital." They must find their partner with the same clinic on their index card. When the groups are formed one student will take the role of evaluator and sounding board while the other student shares thoughts and ideas. The students will then switch roles.
 * __Groupings__**


 * __Differentiated Instruction__**
 * Strategies:**
 * Verbal: ** Students will be using discussions to acquire knowledge and feed back through the Think-Pair-Share and class discussion.
 * Visua**l: The movie and TV clip should tap into their visual needs, Student's will be provided with charts to organize their thoughts visually. They are also welcome to draw their ideas in the chart along with written explanations.
 * Interpersonal:** Students are asked to exchange ideas in the Think-Pair-Share portion of class along with contributing to class discussions.
 * Intrapersonal:** Students are asked and given time to reflect and think about the lesson through their blog entries and an during the "think" portion of their cooperative learning.
 * Logical/Mathematical:** Students must defend their decisions in a logical way, and they are given a chart to fill out with the ideas of the lesson, including a Venn-diagram comparing topic and theme.
 * Musical:** Students will be asked to bring in a sample of a song that illustrates a theme from the novel. There is also a good possibility that the hook with have some catchy music in it.


 * Modifications/Accommodations**

// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Students that are aware that they will be absent from class will be asked to meet with me before hand to collect the materials they will, such as the graphic organizer. They will then have to complete the pre-assessment and blog entries. They will also be asked or assigned a classmate to collect notes from. There will be some form of agenda for each class, most likely on an interactive website where comments and questions can be posed.

Students will be making blogs that also add other forms of media especially links or products of music. It is a type II technology because of the use of different media to show application and comprehension of knowledge. To show their comprehension and mastery of topics, themes, and subjects students are encouraged to post links or upload songs. Students can also use inspiration to create graphic organizers that work better for them to categorize their information. The feedback that can be given by other students or myself through comments on the blogs will be especially helpful. Since the blogs can be edited they can reflect on the feedback they are given and expand or revise their blogs.
 * Extensions**

Students will be required to bring their copies of One Flew Over the Cuckoo's Nest. Laptops [|Graphic organizer] Index cards for grouping Pencil and eraser.
 * __Materials, Resources and Technology__**

Resources for students: [] [|Themes] The use of this source will be discussed in class. [|Non example] This is an example of a poor or uncredited resource [|Novel guide] [|More Themes] [|Questions] This site asks questions that may be particularly helpful when identifying themes. [|How to identify themes] [|How to understand themes]

[] ^ Theme is taught through first reading a short story out loud in class. Students are given a hand out that describes and defines themes and are asked to discuss what themes, topics, or morals are present in the short story they just read. Students are then asked to read a children's book of their choice and identify the theme. This lesson seems to be targeted towards a younger age bracket, but aspects of it could enhance my lesson plan or could be modified to create an age appropriate lesson plan.
 * __Source for Lesson Plan and Research__**

[] ^ This lesson is highly detailed. Once again the class starts out with a discussion of what a theme is opposed to a subject. Students are to write an essay about the themes found in Julius Caesar. The lesson plan details how the students should set up their essays and what questions each sections should generate or answer.

[] ^ Eighth grade lesson plan that is clear enough to be modified to a high school level. [|Graphic Organizer] [|Cooperative Learning Groups] [|Digital lessons] [|Student blogs] [|Teaching One Flew Over the Cuckoo's Nest] [|Test Questions] [|Themes vs. Text]

Students will be presented the information verbally and through text to help illustrate the information in more than one venue. They will then be given a chance to reflect the information inwardly in an intrapersonal fashion according to the Think-Pair-Share model of grouping. The great thing about the blog or journal entries they are required to write is that the students can add their opinions about the topic being taught. Including but not limited to for this lessons: how the themes and topic of the novel make them feel, how these themes have influenced their lives, how different cultures tend to have different themes when it comes to literature, and how themes involving more than one character differ than those that are central to an individual. Students will be able to choose what themes from the book that they speak in depth about and be given several resources to check their comprehension, which will be especially helpful for the "beach-ball" learners. Students will be placed in cohesive groups, provided with an environment to share their thoughts and questions the subject, and be provided with support and feedback through comments on their blog entries, which the "puppy" learners will appreciate. To address the "clipboard" learners, the graphic organizers and Inspiration software will help them categorize the information they are given. To address the "microscope" learners the discussion will help a great deal, and concept of analyzing the themes and topic of a work of literature will help clarify the lesson for them. The blog entries will also have no limits on them so "deep exploration" is at the will of the student.
 * __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.//**
 * //Rationale://**


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * //Rationale://** In this lesson students will learn what subject, topic, and themes are and what roles they play in literary works. The hook, being a movie and popular TV show clip, will help warm students up to the ideas. They will try to the best of their knowledge to explain what the topics, themes, or subject of the video clips are. During the class discussion they will interpret the meaning of themes both the video clip and the novel //One Flew Over the Cuckoo's Nest//. They will reflect and discuss what these themes have to do with their lives, how and why they reach a large audience, and what affects they have on readers. Analyzing literary works has a lot to do with interpretation and themes are usually not explicitly spelled out for a reader. Students will have to reflect on the personal meaning of themes in their lives while writing their blog entries.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * //Rationale://**
 * Verbal: ** Students will be using discussions to acquire knowledge and feed back through the Think-Pair-Share and class discussion.
 * Visua**l: The movie and TV clip should tap into their visual needs, Student's will be provided with charts to organize their thoughts visually. They are also welcome to draw their ideas in the chart along with written explanations.
 * Interpersonal:** Students are asked to exchange ideas in the Think-Pair-Share portion of class along with contributing to class discussions.
 * Intrapersonal:** Students are asked and given time to reflect and think about the lesson through their blog entries and an during the "think" portion of their cooperative learning.
 * Logical/mathmatical:** Students must defend their decisions in a logical way, and they are given a chart to fill out with the ideas of the lesson, including a Venn-diagram comparing topic and theme.
 * Musical:** Students will be asked to bring in a sample of a song that illustrates a theme from the novel. There is also a good possibility that the hook with have some catchy music in it **(tailor)**


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * //Rationale://** Students will take pre-assessments to evaluate their knowledge on subject, themes, and topics. This pre-assessment will serve a checklist for both students and myself to see their progress towards mastery. This lesson primarily maps progress of students through formative assessments. Students will get peer feed back while discussing the video clips in class, along with peer feedback while doing their graphic organizers in the cooperative learning group of Think-Pair-Share. This lesson provides many reinforcing strategies to ensure student comprehension. The task of identifying subject, themes, and topics, is preformed twice, but in two different ways. Students will have to hand in their graphic organizers to me for comments. Lastly student will receive comments on their blogs that will provide feedback about their progress in the lesson.

Students will receive a formal assessment on the material learned during this lesson on a test that they help comprise via a wikispace. Students will write questions and vote on which pertain most the the subject. Students will be graded on the content of their questions and the test afterward. This lets students apply the information in more than one way.


 * __Teaching and Learning Sequence__****:**

At the beginning of class students will be handed index cards with mental health facilities according to the pre-assessments they took at the end of their previous class. If there was no time to take the pre-assessment in the previous class, or hand out their copies of One Flew Over the Cuckoo's Nest, they will take the pre-assessment at the beginning of class and I will hand out their copies while they are taking the pre-assessment. In this lesson students will work on identifying subject, themes, and topics. Since students will work individually and then in pairs I think it best that the class room be arranged in the "two's" formation. Having the class set up this way before the students get there will eliminate the time it would take for students to pair up and either re-arrange their desks or cart their belongings across the room. The paired desks will be facing the front of the classroom so that students can take note from the board since a new topic is being covered.

Students will be handed index cards (3 minutes) Students will be pre-assessed on their knowledge (5 - 7minutes). Students will be shown a video clip of a movie and a TV show (10 - 15 min) Students will be asked to think to themselves what subject, theme, and topics were in the clips (3 minutes) Students will write on the board and discuss the subject, themes, and topics they thoughts of ( 5-7 minutes) Students will be given instruction take notes on the actual definition of subject, theme and topic (15 minutes) Students will be given time to fill in their graphic organizers and identify subject, themes, and topics in the novel (10 minutes) Students will get with their partner and discuss their ideas and edit their organizers (10 minutes) Groups will share their finding, share their thoughts, and right the major themes on the board (10 minutes) The remaining time in class will be time for the students to write in their blogs and for homework to be assigned.

I feel that it is important to play the video clips before giving the class instruction. [|The video] will catch their attention and get them interested, and discussing it afterward won't feel like work. The hook also helps to show why learning about subject, topics, and themes are important. It shows the students that these things are found in their everyday lives, and in entertainment that they are interested in. The hook will also help students identify themes, subjects, and topics not only in literary texts, but in scripted videos.
 * (W: where, what, why) Tailor: Interpersonal, Verbal, Visual/Spacial)**

First I will ask the class to try to come up with what they believe the correct definitions of subject, theme, and topic are. I will try to guide them in the right direction and provide analogies and similes to compare so that they will comprehend. Once every student who volunteers to give a definition or speak in the discussion has had a chance I will present the accepted definition and write it on the board for them to copy it down. I will then ask what they think the subject, themes, and topics of One Flew Over the Cuckoo's Nest are. I will ask for explanations. Then I will allow them to check out some of the resources I have provided them with and ask them to fill out their graphic organizers. They will pair up and check each others ideas. I will walk around and try to weed out misconceptions or encourage students as need be. When the groups present to the class I will be able to see if all the students understand that lesson.
 * ( Equip, Evaluate, Tailor: Intrapersonal, Interpersonal, Verbal, Logical)**

Students will be given many chances to think individually about the topic and discuss in groups. The graphic organizer will help students clarify the differences between themes, topics, and subject. Through showing examples in both the video, and during the instructional portion of the lessons students should be able to identify recurring themes and topics from the novel. If students are still struggling with identifying these themes I will ask guiding questions and give them time to reflect. The grouping will also help with the exploring and experiencing. Students will be grouped according to their pre-assessments. Students who are unfamiliar with subjects and themes will unknowingly be paired with those who have some background or comprehension of the topic. Students will each take turns with having the role of sharing and listening, or critiquing. While students are in these groups they may edit or revise their graphic organizers and they will be handing them in to me before they are given time to write in their blogs. I will write feedback on their organizers and give them back so that they can use them as a reference. I will also provide feedback on their blogs, and they may revise and refine their blog postings.
 * (Rethink, Revise, Refine, Evaluate, Tailor: Verbal, Interpersonal, Intrapersonal, Visual).**

Student's pre-assessments are corrected in class and should remain with the students serving as a checklist of goals that they should master. I will be providing additional feedback through comments on their graphic organizers and comments on their blogs. At the end of this lesson students will be asked to either bring in a song that reflects a theme from One Flew Over the Cuckoo's Nest, or post one on their blog. Having students find songs will serve several educational purposes. It will help those musically inclined understand themes better, and it will show that themes are found in many medias that pertain to student's lives. Further more this lesson will connect to their final unit project when they are asked to incorporate themes from One Flew Over the Cuckoo's Nest into a movie clip.
 * (Evaluate, Organize, Tailor: Verbal, Logical, Intrapersonal)****:**

The difference between topic and theme: Topics are typically more general than themes are. Topics can vary from chapter to chapter and can usually be described with one or two words, where as a theme is usually defined with a sentence and encompasses a large portion of the overall work. For instance the subject of the book Little Women would be four sisters growing up together, a theme would be girls maturing into womanhood, and a topic would be marriage.
 * __Content Notes__**

Subject: The struggles of a group of men in a mental institution. Theme: One Flew Over the Cuckoo's Nest has various themes. One of which is women as compressors or castrators. There are many examples of this in the novel, the most prevalent being Nurse Ratched's obsession with maintaining order in the all male insane asylum. Patrick McMurphy is a hot blooded male, and Nurse Ratched is repulsed by his over sexual tenancies and determined to squash McMurphy's libido. One Flew Over the Cuckoo's Nest also deals heavily with concepts of sanity. One of the major themes dealing with psychology is the use of insanity as an escape, or viewing insanity as a parallel to freedom. McMurphy seems like a sane man, especially in the beginning of the novel compared to the rest of the men on the institution. Several times it is explicitly asked if McMurphy is hiding from the world in the clinic. Along with the theme of insanity as freedom, the idea of false diagnosis of mental illness is brought up. This is especially prevalent because of the first persona narration of the Chief, who may be under educated, but does seem coherent in thought. Chief Bromden's narration brings up another theme of the One Flew Over the Cuckoo's Nest: society's tendency to try and squash natural impulses. Kesey illustrates this theme through the use of metaphor. Chief Bromden often speaks of the machine and the combine and how both seek to control people. To the Chief, the mental institution is a microcosm of society at large. Chief believes that the nurses and aides are made of machine parts that are seeking to oppress natural instincts in the patients in the hospital. Topic: Each chapter may have its own topics. Some examples of topics found in One Flew Over the Cuckoo's Nest are: Laughter, Sexuality, Invisibility, Health Care, and Racism.

[|Literary devices]

[|Graphic organizer] Behavior contract for blogs. Pre-assessment
 * __Handouts__**