L6+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 six (Application)
 * Grade Level:** 11 **Topic:** //To Kill a Mockingbird//

__Objectives__

 * Students will understand** that time periods are accurately portrayed in fictional books.
 * Students will know** other works of fiction that have accurately portrayed time periods. Such as: //The Great Gatsby, Kindred...//
 * Student will be able to** understand how accurately portraying time periods in a fictional book can enhance the book

__**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 understand that historical facts and trends can be accurately portrayed in a fictional book and can enhance the book's value.
 * Rationale:**

__**Assessment**__
Students will be assessed in a few different ways for this lesson. The formative assessment process will not run through journal entries as many did before. Instead, students will be observed in how accurately they participate in small group and full class discussions. Student discussion will be centered around how the 1930s are accurately portrayed in //To Kill a Mockingbird// and how this enhances the book. Students will then discuss other works of fiction that have accurately portrayed a time period. Students will also be assessed in working through a jigsaw activity and by presenting a rough draft of their Power Point not only to me, but also to their group to receive feedback.
 * Formative (Assessment for Learning)**

Students will complete the final product alone. Students will select another work of fiction to compare to //To Kill a Mockingbird// and fill out a venn diagram documenting the differences and similarites between the two pieces of fiction. The venn diagram will then be applied to the student's Power Point presentation. The Power Points will be assessed using a rubric I have created.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Through the use of Power Point, students will compare two works of fiction that are centralized around a specific time period. Content Area: Visual will be the primary intelligence used in this lesson. Students will be creating a visual representation via Power Point of two works of fiction documenting the similarities and differences. Interpersonal: This will also be a major intelligence integrated into the lesson. Students will be placed into groups on more than one occasion to carry out discussions and present rough drafts of their Power Points.

__Groupings__
Students will first get together in small groups of four to discuss other works of fiction that accurately embed historical information into the writing. These groups will also discuss the time period represented within //To Kill a Mockingbird.// These groups will be formed by the students lining up according to shoe size (smallest to largest) and then counting off into groups of four. The groups will be used mainly for students to bounce ideas off each other and discuss different works of fiction. Groups will remain the same throughout the lesson and will also be used for students to receive feedback on rough drafts of their Power Points. Groups will also be able to assist their members in the creation of their venn diagrams. Each student will be repsonsible for passing in their own individual venn diagram.

__**Differentiated Instruction**__

 * Strategies**
 * Visual:** Students will be creating a Power Point presentation to help compare two books that portray history in an accurate way
 * Interpersonal:** Students will get together in cooperative groups and complete a "jigsaw" activity.
 * Linguistic:** The class will participate in a short brainstorming activity to help formulate ideas on how to construct their Power Points
 * Mathematical:** Students will be asked to create a Venn diagram documenting the similarities and differences of //To Kill a Mockingbird// and the book they have chosen to compare TKM to.
 * Bodily/Kinesthetic:** Students will be asked to act out portions of //To Kill a Mockingbird// and present to the class how it relates to their other books.
 * Intrapersonal:** Students will be asked to spread out within the classroom to work on their project by themselves for periods of time.

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 Power Point presentation depicting the similarities and differences between //To Kill a Mockingbird// and another work of fiction. The similarities and differences will be centralized around the time period that is depicted and how well the writing has embedded accurate historical facts. The Power Point will give the students a better chance to understand how integrating a specific time period can enhance a book's value.
 * Extensions**

__**Materials, Resources and Technology**__
Copies of //Two Kill a Mockingbird// for each student Laptops with a Power Point program Projector to present the Power Points

__Source for Lesson Plan and Research__
[|YouTube video on creating a Power Point] This video will be used to help students create a Power Point that have never used the program before. [|Growing up an African American during the 1930s in Alabama] This will give the students a first hand look at what it was truly like for an African American to grow during the time period depicted in //To Kill a Mockingbird// [|Wikipedia: The Great Depression] The Wikipedia site will give the students a good overview of what the Great Depression involved and what it was like.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students will be exposed to a collection of different learning styles. Students will do most of their learning through intrapersonal and interpersonal work. While being exposed to four other intelligences, students will do most of their exploring within a group. The groups will be used primarily for small discussions and as a team that can assist fellow group members in creating an excellent Power Point. Students will also do a large amount of learning intrapersonally as each student will be required to create their own Power Point. Prior to creating the Power Point, students will have to complete a venn diagram chart comparing two works of fiction that have both accurately portrayed a particular time period.
 * //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 how a specific time period can affect a book in a couple of different ways. The first way will be through my ability to observe the students discussing in small groups and working through the jigsaw activity. I will listen in on the groups and listen for confusion or for students who need clarification. Students will also have to meet with me to present a rough draft of their Power Point and the venn diagram they have filled out. Not only will this give me a chance to see each student's own personal understanding of the lesson, but will also give me a great opportunity to discover if my lesson should be altered in any way. The students will ultimately prove their understanding by presenting a final Power Point presentation. The presentation will show the learners ability to compare two similar works of fiction and discuss the differences and similarities between the two.
 * //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.//
 * Visual:** Students will be creating a Power Point presentation to help compare two books that portray history in an accurate way
 * Interpersonal:** Students will get together in cooperative groups and complete a "jigsaw" activity.
 * Linguistic:** The class will participate in a short brainstorming activity to help formulate ideas on how to construct their Power Points
 * Mathematical:** Students will be asked to create a venn diagram documenting the similarities and differences of //To Kill a Mockingbird// and the book they have chosen to compare TKM to.
 * Bodily/Kinesthetic:** Students will be asked to act out portions of //To Kill a Mockingbird// and present to the class how it relates to their other books.
 * Intrapersonal:** Students will be asked to spread out within the classroom to work on their project by themselves for periods of time.

Although students will do the majority of their learning through interpersonal and intrapersonal learning, they will still have opportunities to learn in a plethora of different ways. Students will put their logical intelligence to the test by filling out a venn diagram and will also be able to use their bodliy intelligence by acting out major scenes from //To Kill a Mockingbird.// Students will also be given the opportunity to brainstorm out loud with the entire class. The Power Point will give the students a chance to explore how effective it is to accurately portray a certain time period and embed historical facts into a book. The Power Point will give the students a chance to better understand how placeing //To Kill a Mockingbird// in the 1930s enhanced the book's value.

Rationale:** I will use the venn diagram and observations of the classroom discussions as my primary ways of discovering which ideas about historical influences on a book need to be further expanded upon. This will also be my opportunity to discover if I should alter my lesson plan at all. The final product will prove the student's ultimate understanding of how placing a fictional book in a certain time period can either have negative or positive influences on 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 room has been arranged into a large circle with all the desks. This is to help supplement the large amounts of class discussion that will be occuring throughout the lesson. I will select student's seats based on how well they interact with other students in the classroom and what setup of children will provoke the least amount of uneccessary chatter. Students will enter and be told their new seat (5 minutes) After finding their seats, students will be shown the hook, a virtual tour of Alabama and major historical landmarks (10 minutes) After completing the tour, students will be told of the assignment and be shown the YouTube video (10 minutes) Students will then be broken up into their small discussion groups and ask clarifying questions at this time (5 minutes) Groups will begin discussing other work of fiction that are based accurately in a time period. This will be supplemented by a handout (15 minutes) Students will be given sometime to look up a book they wish to compare to //TKMB// and discuss this book (5 minutes) Students will be given a venn diagram to begin completing on the two books (10 minutes) Full class discussion on discoveries (10 minutes) The rest of the class will be devoted to an in class workshop (10 minutes)
 * Day One:**

Students will continue to fill out their venn diagrams and do research on their book that they will compare to //To Kill a Mockingbird// (20 minutes) Students will then finish the rough draft of their Power Point presentations (15 minutes) Students will then present their rough drafts to both me and their groups to receive constructive feedback (40 minutes) Students will be given the rest of the class to work on their Power Point (5 minutes)
 * Day Two:**

Students will begin the day by discussing to the entire class the different books they have selected to do their Power Point on (20 minutes) The rest of the class will be devoted to completing Power Points and revising their final drafts (60 minutes)
 * Day Three:**

Students are learning about how historical facts and a specific time period as a theme can impact a book and either enhance the book or take away from it. This is being learned so students can realize how much placing a book in a specific time period can enhance the book's value if portrayed correctly. This connects to real life because it will assist students in further writings if they wish to incorporate historical facts or a time period into some of their own personal writing. **//Evaluate the theme or themes, whether explicitly stated or implied in a literary text.//** Students will be hooked by being shown a virtual tour of Alabama with buildings and sites connected to //To Kill a Mockingbird.//
 * Where, Why, What, Hook, Tailor: Interpersonal, Intrapersonal, Spatial, Logical-Mathematical**

Students will attain their information on how to create a Power Point via a short informational video on YouTube and by directing clarifying questions towards me. The students will realize how //To Kill a Mockingbird// being placed in a specific time period enhanced and affected the book. The areas of the book that are severely affected by the time period of the book will be reiterated to the class through reading aloud and by acting out specific scenes. Students will be given a handout on what I expect to be in their Power Point along with a venn diagram for them to begin filling out once they have selected a second book to compliment //TKMB.// Upon recieving the handout and choosing their book, students will begin another short discussion with their groups in regards to similarities and differences between the two books, The small groups will then be expanded into a full class discussion where most students will get an opportunity to share what they have discovered. I will discover who understands the main ideas by observing during the discussion based activities and feedbacking the students on their venn diagrams and rough draft of the Power Point.
 * Equip, Explore, Rethink, Tailors: Interpersonal, Intrapersonal, Spatial, Linguistic, Logical-Mathematical, Bodily-Kinesthetic**

The students main chance to further explore the ideas behind historical references in fictional books will be during the group and class discussions. Each student's ideas will be explored by a plethora of people ranging from their small groups, to the entire class and ultimately me. The group processes of the jigsaw activity will help prevent the students from only being armed with their own beliefs. The group processes will give each student an opportunity to explore everyon else's idea and rehtink their own idea. I will faciliate the learning experience by observing the students within their small groups as well as conducting the class discussion. I will pose questions towards students and challenge them to think harder by presenting the students with insightful comments and questions. Students will also be given a chance to learning during the read outloud portion of the class and during the times when we act out major scenes from the book. Students will be grouped according to shoe size (smallest to largest) and will not have a specific role within their group but will be required to actively participate and fill in their own separate venn diagram. Students will show evidence of their learning mainly through their ability to affectively disuss the material in class and by properly filling out a venn diagram. Students will receive construct criticism and feedback when they present to me their venn diagram and rough draft Power Point presentation. Students will be given the opportunity to change whatever they wish after receiving feedback from me. Students will also present their rough draft to their small groups and receive feedback from them as well. After the group feedbacking, students will be given another opportunity to change their Power Point presentation and venn diagram.
 * 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 also on how well they believe they did on ther Power Point. 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 Power Point] The YouTube video will be primarily used to help hook the students into creating a Power Point for their project. The video will be used shortly after the project has been explained to give students that have never used Power Point before, an opportunity to get a quick run through of what it is and how to use it. [|Growing up an African American during the 1930s in Alabama] This site will be used to help show how accurate Harper Lee was in her writings about charactes of African American descent, like Tom Robinson. This site will help give the students a better idea of how Alabama truly was in the 1930s and how difficult it would have been for a character like Tom Robinson to grow up in that time period. [|Wikipedia: The Great Depression] While not being a viable source, this website is still pretty good for creativng conversation and discussion overt the Great Depression. This Wikipedia is filled with great information about the Depression and whow it came about, who was affected by it, leaders of the world and etc. The site would be used mainly for students who are looking to learn more about the Great Depression but just want a quick overview of the time period.
 * Content Notes**

Venn diagram handout Rubric List of books that accurately portray a time period Handout on the Great Depression and the thirties Handout- "Growing Up Black in the 1930s"
 * Handouts**