L4+Jones,+Timothy

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

Teacher’s Name:** Timothy Baxter Jones **Date of Lesson:** Lesson 4
 * Grade Level:** 11 **Topic:** //To Kill a Mockingbird//

__Objectives__

 * Students will understand** that racial inequality can severely affect a character's demeanor.
 * Student will know** the chapters that involve the Tom Robinson case and understand how the ignorance of a two affects the outcome. Students will also know how the trial affects Atticus Finch.
 * Student will be able to do** an I-Movie reenacting the Tom Robinson while providing crucial details and themes.

__**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 the Tom Robinson case and how the ignorance of an entire town led to his wrongful conviction. Students will understand the Tom Robinson trial and the negative impacts it had on the Finch family and other key members of the Maycomb town.
 * Rationale:**

__**Assessment**__
Students will be assessed on this project in a multitude of ways. The first way the students will be assessed is through their ability to actively participate in a round robin style discussion. Active students will show a clear understanding of the reading while those that remain quiet will be spoken to in order to see if the chapters were read. Students will also fill out a step-by-step chart prior to creating their movie script. Both the script and the chart will be handed in to the teacher to have feedback given and signed off on. The final assessment will be the students filling out a work log for the project as they work towards the final project. The work log will be updated daily by groups and reviewed by me each day to make sure groups are getting the necessary work done to finish on time. Students will also show their ability to analyze major themes through independent work in their journal entries. The journals will once again serve as an opportunity for me to assess the students and how closely they have been reading //To Kill a Mockingbird.//
 * Formative (Assessment for Learning)**

Students will be placed into groups for this project. Students will create a movie script that will depict the more important parts and themes of the Tom Robinson trial. Groups will then recreate the Tom Robinson trial making sure to include major concepts and ideas from the book. Groups will also be required to have a follow up after the trial telling how the trial negatively affected the town and some of the major characters. Groups will be assessed using a rubric I created.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will use I-Movie to create a modern day version of the Tom Robinson trial. Content area: Interpersonal will be the first intelligence integrated into this project. Students will spend a great deal of time working within groups. Spatial: Students will be given the option of drawing out their storyboard as opposed to creating a script.

__Groupings__
Students will hop right into small groups to help get them thinking. The small groups will participate in a round robin discussion based activity. Students will be individually responsible for taking notes down in their journal at this time. Students will be grouped into teams of four by finding other students whose favorite color is similar to theirs. One group member will be appointed recorder and will write down various questions I pose to the groups. As the groups answer the questions, the recorded will write down the various responses to share with the class in a larger discussion. The round robin groups will remain together for the duration of the project. Groups will also complete a think-pair-share activity within their groups.

__**Differentiated Instruction**__

 * Strategies**
 * Linguistic:** Students will have segments of the book, //To Kill a Mockingbird//, read to them to further help them understand the Tom Robinson case.
 * Spatial:** Groups will be given the option of drawing out a storyboard as opposed to creating a script.
 * Interpersonal:** Students will work through a round robin brainstorming activity and a think-pair-share activity within a group.
 * Bodily-Kinesthetic:** Students will have an opportunity to put their acting abilities to use in their I-Movie.
 * Naturalist:** Students will be given a short opportunity to go outside to try and find a place to film that would help enhance the I-Movie.
 * Musical:** Students will be required to find a song that represents Atticus Finch both before and after the Tom Robinson trial.

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.//**

Product: Each group will be responsible for creating a movie that reenacts the Tom Robinson case and has a follow up on how the case affected the town and major characters. The movie will have to show major themes within the book such as the theme of racial inequality. The making of this video will give the students a chance to be a part of the book and to an extent, feel what it is like to be a part of the Maycomb community.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops that have the I-Movie program installed A projector to share the movies Video cameras and tapes Copies of //Two Kill a Mockingbird// Art materials for students who wish to draw their storyboard Movie version of //To Kill a Mockingbird//

__Source for Lesson Plan and Research__
[|Youtube tutorial video on I-Movie] This video will be used for students who have not used the I-Movie program before [|The trial scene from the movie version of To Kill a Mockingbird will be shown] The trial scene from the movie will help hook the students into the project and present them with an idea of the important factors of the chapter. [|The Wikipedia of To Kill a Mockingbird] This will be used by students to help provoke conversations and stir ideas of the racial inequality in Maycomb. It can also be used by students looking to broaden their knowledge of the book.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students will learn a lot from this lesson in a plethora of ways. The main way students will learn is through interpersonally interacting with classmates. While not participating in much self reflective writing, every student will have a large amount of exposure towards other members of the class during group discussions and work. Groups will be asked to create a script or storyboard while simultaneously filling in the step-by-step chart. Students will have a chance to move around by acting out their parts in the film and even have a chance to go outside if they believe they can find an area to enhance their movie. Students will also be asked to find a piece of music that they believe best represents Atticus Finch before and after the trial. Students will also be shown a plethora of videos that pertain directly to the book and how to make an I-Movie.
 * //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 the Tom Robinson trial in a multitude of ways the first being how active they are during group discussions. I will use my ability to observe and listen in on the small group discussions while simultaneously providing insight for students and answering clarifying questions. Students will also show me their understanding by filling out the step-by-step chart and handing it in with their groups storyboard/script. Both of these items will be reviewed by me to make sure both the students and their groups have a firm understanding of the topic. Students will also be required to fill out a work log which I will check after every day of work to make sure the students are keeping up to speed. Students will eventually take all of the knowledge they have gained on the topic and place it into an I-Movie. The movie will show the students ability to create a productive script that encompasses the most important parts and themes of the Tom Robinson trial.
 * //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.//
 * Linguistic:** Students will have segments of the book, //To Kill a Mockingbird//, read to them to further help them understand the Tom Robinson case.
 * Spatial:** Groups will be given the option of drawing out a storyboard as opposed to creating a script.
 * Interpersonal:** Students will work through a round robin brainstorming activity and a think-pair-share activity within a group.
 * Bodily-Kinesthetic:** Students will have an opportunity to put their acting abilities to use in their I-Movie.
 * Naturalist:** Students will be given a short opportunity to go outside to try and find a place to film that would help enhance the I-Movie.
 * Musical:** Students will be required to find a song that represents Atticus Finch both before and after the Tom Robinson trial.

Students throughout the lesson will have multiple opportunities to learn in a variety of ways. The students will be acting, going outside and listening to music all in support of creating a great final movie. The movie they create will be much more interactive and engaging than just reading the book and discussing. Creating the movie and conducting a large amount of group discussions will hopefully allow students to better understand the Tom Robinson trial and the repercussions it had on the town of Maycomb.

Rationale:** I will use the student's storyboards/scripts and step-by-step chart as my primary ways of assessing the students understanding and deciding on whether or not to alter my lesson. With individual responses in a journal for this lesson besides notes, it will be more difficult to discover students who need clarifying help but I will hopefully be able to realize which students need further instruction based off of their step-by-step chart and participation during group activities. The final product will show me how well the groups understood the major ideas of the Tom Robinson trial and which groups fully understood the themes surrounding it, such as racial inequality.
 * //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 walk into the room, they will encounter a room that has all of the desks grouped into small circles. (Groups of 4-6). The desks will be arranged in such a way due to the large amount of small group discussions we will be doing throughout the lesson. The lesson will work with a large amount of videos so some students will be forced to move their desks or turn their bodies around to better see the front of the room. Students will walk in and find a scene of //To Kill a Mockingbird// playing on the T.V.(5 minutes) Students will be shown a clip of the //To Kill a Mockingbird// movie. The I-Movie video will be presented now too (20 minutes) After completing the segment of the movie, students will get into groups according to favorite color (5 minutes) After regrouping up, students will have the assignment explained to them and then have the round robin discussion/think-pair-share activities assigned. Clarifying questions can be asked at this time (20 minutes) After completing the group discussion, students will report back to participate in a full class discussion to share answers (15 minutes) Students will be given the rest of the class period to begin work on their step-by-step sheet and script/storyboard (15 minutes) Students will walk into class, group up and begin finishing their step-by-step sheet and script/storyboard (20 minutes) After finishing both, groups will begin to meet with me to present their rough draft storyboard and script (30 minutes) Students will be given the rest of the class to start the beginning stages of their i-Movie. (30 minutes) Students will present the songs they have found that they best believe defines Atticus Finch and explain why (30 minutes) If necessary, students will be allowed to go outside with me for filming purposes (15 minutes) Work session (35 minutes) Students are learning the type of affect racial inequality can have on a town and the members of the town. Students will also learn about the major themes and facets of the Tom Robinson trial. We are learning this so students can prove their ability to discover themes within a book and at various points during the book. This connects to real life because racial inequality still exists for some people. **//Evaluate the theme or themes, whether explicitly stated or implied in a literary text.//** Students will become hooked by showing them the Tom Robinson trial scene from the movie version of //Two Kill a Mockingbird.//
 * Day one**
 * Day two: **
 * Day three: **
 * Where, Why, What, Hook, Tailor: Interpersonal, Linguistic**

Students will attain their information on how to use I-Movie via an informational video and through questions they pose to me. Students will also need to know the chapters that involved the Tom Robinson trial and the major moments that illustrate that chapter. After reading these chapters themselves, I will select some of the highlights of the chapter to have read back to the students out loud. Students will also be given short handouts in regards to the major events that took place during the trial, and a short handout telling about what happened to some of the major characters after the trial. The two handouts will be paired with a short lecture that has various passages from the book selected in support of the handouts. After hearing this information students will go back to their groups for a short discussion which I will monitor by going from group to group to sit in on the discussions and ask various students clarifying questions. This will give me a good idea of who has a firm grasp of the chapters and themes within the chapters. I will check for their understanding by sitting in on the group discussions and by also carefully reviewing each groups storyboard/script and step-by-step chart as they are turned in by students.
 * Equip, Explore, Rethink, Tailors: Interpersonal, Logical, Linguistic, Spatial**

Students will have the opportunity to further explore the text through writing in their journals. Students will explore and experience the by being placed into groups that will participate in both a think-pair-share activity and a round robin based discussion. The activity will not only expose students to their own thinking but the thinking of all the groups surrounding them as well. During this activity, students will be analyzing and breaking down the Tom Robinson trial and the major themes that are evident during the trial. I will facilitate the learning experience by listening to the groups responses during the portion of the class where every group presents their answers and by correcting and helping groups who have struggled with the exercise. I will also monitor students during group discussion and assist the groups struggling to understand the trial or the themes involved. Students will also learn by being given an opportunity to go outside to film some of their movie and by choosing a song that they think best fits Atticus Finch before and after the trial. Students will group themselves according to favorite similar colors. The only role that is required for one activity is that of recorder. It will be the recorders duty to write down the questions that are presented to the group and to write down the different responses s/he hears as best as possible. It will also be required that each student within the group actively participates and does an equal amount of work for the movie. Students will show evidence of learning first by being active during the group discussion. Students will also show evidence of learning when they pass in their step-by-step chart and the script or storyboard they have created. Students will have a great chance to rethink, revise and refine their product after meeting and discussing their script with me. Students will be presented with an opportunity to receive some feedback and constructive criticism that should help them develop a better movie. After meeting with me, groups will be given more than one opportunity to get back together to discuss any changes they would like to make for their storyboard/script.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Musical, Naturalistic, Linguistic, Interpersonal, Intrapersonal, 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 class discussions but during the creating of the movie 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**

[|Youtube tutorial video on I-Movie] This video will be used for students who have not used the I-Movie program before. While it is only a two minute video, this quick presentation provides the learner with a very good basic grasp of how to use I-Movie. Any clarifying questions will be directed towards me. [|The trial scene from the movie version of To Kill a Mockingbird will be shown]The students will be shown the trial scene from the movie version of //To Kill a Mockingbird.// This will primarily be used to hook students in to the project but will also be used to help show how the movie should be made. It should provide some insight to the students who are unsure on what is important enough to include in their I-Movie presentation.[|The Wikipedia of To Kill a Mockingbird] While not a great resource, the Wikipedia for //To Kill a Mockingbird// is filled with information about every conceivable thing in the book. From Harper Lee's early days to the southern lifestyles of the 1930s, this Wikipedia site should be able to evoke some very thoughtful discussions and provide some solid information for students. [|Scottsboro Trials V Tom Robinson Trial] This site will help provide the students with some historical background on how African Americans were treated during the 1930s. The Scottsboro trials were very similar to the Tom Robinson trial in many different aspects. This will help students connect the Tom Robinson trial to real life even more and allow them more opportunities to see repeating themes not only in the book but also in real life.
 * Content Notes**

Rubric Step-by-Step graphic organizer What the storyboard has to have Handout on major events that take place in the trial Handout with a quick overview of what happened to important characters of the book after the trial.
 * Handouts**