L1+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 1 **(Interpretation)**
 * Grade Level:** 11 **Topic:** To Kill a Mockingbird

__Objectives__

 * Student will understand** that time periods are accurately portrayed in fictional book.
 * Student will know** key figures during the Great Depression, events leading up to the Great Depression and lifestyles during the thirties.
 * Student will be able to understand** how adding historical facts into a book can enhance the books value.

__**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 pick out themes within the text and be able to apply them to other works of fiction. Students will also be able to analyze how accurately portraying a book in a select time period can affect the book.
 * Rationale:**

__**Assessment**__
A short preassesment will occur in-which students are asked multiple questions about the major themes in //To Kill a Mockingbird// and will also be asked about major plot and character developments thus far. This will be done to make sure every student is caught up in the reading and has a clear idea of the story. Students will be placed into groups where they will work together to create a storyboard to assist them with their Comic Life presentation. (Each student will create their own storyboard). Throughout the construction of their storyboard and Comic Life, students will be given a progress checklist that has due dates and milestones assigned to it. Students will meet with the teacher frequently to go over their storyboard and Comic Life.
 * Formative (Assessment for Learning)**

The class in the beginning will be broken into groups of 2-3. These groups will assist each other in brainstorming ideas and filling out their storyboards. Each student is responsible for their own Comic Life. Students will then begin work on their Comic Life presentations. The Comic Life will show a major scene from //To Kill a Mockingbird// in a different time period and how this would affect the book. The comics are expected to be atleast 5 pages with the maximum being 10. Students are encouraged to take their own photos but pictures from the web will also be accepted. Just make sure to accurately cite all of the work that is not yours. Students will also be required to turn in a storyboard with their final product. Students will be assessed using a rubric.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will be basing their project around a Comic Life presentation Content area: Spatial will be the first intelligence integrated into this product, Comic Life will give artistic students a chance to showcase their abilities. Linguistic: Students will be required to use a well written dialogue complete with proper punctuation and spelling.

__Groupings__
Students will be placed into project groups that will be assigned by me, using a process where I count off students into groups of 2-3. The groups will discuss what each member brainstormed and what they individually wrote in their journals. Groups will assist each other filling out a storyboard for their Comic Life final project. There will be no individual roles within the group but each member must active in the group discussions and put forth their best efforts in helping other group members create their storyboards.

__Differentiated Instruction__
Logical Mathematical:** Socratic questioning- when a student picks their time period they will be carefully questioned to see if the scene and time period work well together.
 * Strategies:
 * Spatial Intelligence:** Students will be given the opportunity to draw their storyboards as opposed to just writing out their ideas.
 * Bodily Kinesthetic:** Students, during work sessions, will be given the opportunity to move around and take pictures of themselves for their Comic Life.
 * Musical:** Students will listen to popular music that was played during the Great Depression.
 * Interpersonal:** Students will be working in groups for their Comic Life storyboard and discussion.
 * Intrapersonal:** After meeting with their groups, students will be allowed a short five minute reflection period based on their feelings about the project.

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

Product: Students will be responsible for creating a Comic Life that shows a scene from //To Kill a Mockingbird// in a different time period. This will give the students a chance to interact with a different form of learning and give them a better visual representation of //To Kill a Mockingbird's// themes outside of reading them.
 * Extensions:**

__**Materials, Resources and Technology**__
Laptops with the Comic Life software Copies of //To Kill a Mockingbird// Overhead projector to show each Comic Life during presentation The video production of //To Kill a Mockingbird//

__Source for Lesson Plan and Research__
[|Rubric:] This will be used to help me create a great rubric.

[|Tutorial for Comic Life:] This will be used for students who have not used Comic Life before.

[|Atticus Finch's famous speech:] This will be used to help hook the students into the project.

[|Wikipedia of To Kill a Mockingbird:] This will be used for students who are seeking more background information to the book.

[|Wikipedia of The Great Depression:] This will be used to give students background information on the affects of the Great Depression.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson demonstrates standard three of the Maine Standards because this lesson will give the students a very diverse way to learn. Students will do a plethora of learning about themes within the book, //To Kill a Mockingbird,// both within groups and in self-reflective time. Students will also be utilizing the Comic Life function of a computer after viewing a short tutorial video on it. Students will be provided with a progress checklist to help them stay on task which they will use to show me that they are completing their product assignment.
 * //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 understandings of the book, //To Kill a Mockingbird,// and the Great Depression time period through class discussion and group discussions. Through observing the students speaking, I will be able to understand what key parts of //To Kill a Mockingbird// and the Great Depression must be clarified for the students. The students will then apply their knowledge of the book and another historical time period into creating a Comic Life presentation. This lesson connects to the Maine Learning Results because, it will show a student's ability to analyze fiction and their ability to evaluate themes in a different context.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** This unit will demonstrate standard five of the Maine Standards for Initial Teacher Certification because, students will be having a self reflective brainstorming period where they write out clear and concise ideas of other time periods //To Kill a Mockingbird// could fit into. Students will then collaborate as one into groups and utilize their class members to bounce ideas of each other to further learn about the way time periods could have affected the book. each student will create a storyboard within their group for their Comic Life which will be shown to me for constructive feedback. Students will also be questioned by me as to why they picked the time period they did and how the time period would affect the scene they picked. Students will also be required to complete a progress chart as work is completed. During work period in class, students will also be exposed to music that was played during the Great Depression. Students will ultimately complete a Comic Life that depicts an important scene from //To Kill a Mockingbird// in a different time period.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Logical Mathematical:** Socratic questioning- when a student picks their time period they will be carefully questioned to see if the scene and time period work well together.
 * Spatial Intelligence:** Students will be given the opportunity to draw their storyboards as opposed to just writing out their ideas.
 * Bodily Kinesthetic:** Students, during work sessions, will be given the opportunity to move around and take pictures of themselves for their Comic Life.
 * Musical:** Students will listen to popular music that was played during the Great Depression.
 * Interpersonal:** Students will be working in groups for their Comic Life storyboard and discussion.
 * Intrapersonal:** After meeting with their groups and working on their projects, students will be allowed a short five minute reflection period based on their feelings about the project.

Rationale:** Students will work together first as individuals writing in their journals, and then collaborate into one group to discuss what they have discovered. The journals will be glanced over by me, but not graded. Students will be required to create a storyboard which will be presented to me before the final product is completed. The students will receive feedback from me on their storyboards and they will be given an opportunity to revise anything they wish to before moving onto their final product. Students will also be given a progress checklist that will be reviewed by me to make sure they are keeping up to date with their project. The students final understanding will be shown by creating a Comic Life presentation showing a major scene from //To Kill a Mockingbird// in a different time period and how this time period would affect 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__
Lesson one is being used as a chance for the students to think a little outside of the box and to show that they can successfully showcase and ability to pick out major themes from a book. It will also give the students a chance to analyze fiction in a different time period. Students will be requested to work in groups for their Comic Life final product so they can better understand the way a different time period could affect major scenes in //To Kill a Mockingbird.// The students will walk in to the class where the desks will be arranged in clusters of three. Students will be assigned to sit in groups that will hopefully yield the most production. I will attempt to place the seats so they are in view of the projector screen and board where I will be showing multiple videos and images. Begin class by watching a short clip of the video version of //[|To Kill a Mockingbird.]// (10-15 minutes) Students will then be briefly lectured about the Great Depression and how this time period affected the book. (10 minutes) Students will then be told to think of how a major scene in //To Kill a Mockingbird// could be affected by a different time period. Students will then write in their journals and brainstorm how events in the book could be affected by another time period. (10 minutes) After completing the 10 minutes of writing, the class will be told of the task at hand and at this point be broken up into groups by me. Clarifying questions about the project will be asked at this time. (5-10 minutes) Students will break into their groups and discuss what ideas they came up with in their journals. (15 minutes) At this point, the class will once again be directed towards the front where short introduction to [|Comic Life] will be shown. Clarifying questions about the program will be asked now. Grading rubrics and progress checklists will be handed out. (5 minutes) Work session: Groups will be given the remaining time in class to begin work on their storyboards. (5-15 minutes) Students will come in, take their seats, and pull out what they have for a rough draft of their storyboard. (10 minutes) Students will get into their groups, and discuss their answers for journal entry one. (10 minutes) Students will be given time in class to finish their storyboards, begin uploading images or taking pictures on their own, and begin their final product after meeting with me and revising their storyboard. (45 minutes) Students will get back together with their groups to present their final product thus far and to receive feedback. (15 minutes) Students will take their seats and pull out all rough draft material they have. (10 minutes) Students will begin discussing their journal entry number two and presenting their rough drafts to their groups. (20 minutes) The rest of the class will be devoted to meeting with me and students finishing their projects. (50 minutes)
 * Day One:**
 * Day two: **
 * Day three: **

Students will learn that placing a fictional book in a specific accurately portrayed time period can enhance the book. Students will also learn how major themes in the book are affected by that time period. We are learning this to show that, fictional books can accurately portray specific time periods. Students will also learn that, utilizing a specific time period can help them create a better piece of writing at times. //Evaluate the theme or themes, whether explicitly stated or implied in a literary text.// Students will be hooked by being shown short clips of the video version of //[|To Kill a Mockingbird].//
 * Where, Why, What, Hook, Tailor:** **Spatial**.

After watching the video, students will be briefly lectured about the [|Great Depression]and how this time period affects the book. Students will then individually write in their journals reflecting on how other time periods could affect major scenes in //To Kill a Mockingbird.// Upon completion of their writings, students will be placed into groups where they will discuss ideas they came up with. I will monitor group discussions by sitting in on them for short periods. I will ask specific questions towards groups to help monitor their understanding of the book, the time period and the project. Music will be playing from the Great Depression time period as students work. I will also briefly flip through the student's writing that they accomplished in their self reflective period. Students will need to understand: the big ideas of the Great Depression such as key figures, lifestyles and major themes. Students will also need to understand the [|major themes] and characters of //To Kill a Mockingbird,// and be able to understand how the time period has affected certain aspects of the book. (Boo Radley, Tom Robinson, Bob Ewell.)
 * Equip, Explore, Rethink, Tailors: Linguistic, Logical, Interpersonal, Intrapersonal, Musical**

Students will explore and experience the knowledge by being placed into groups. The groups will work together to discuss how major themes and characters in the book could be affected by another time period. I will facilitate the learning process by sitting in on every group's discussion at least once and by posing questions to them myself. Students will be required to create a storyboard that will be presented to me. This is to ensure that all students have understood the material and the project at hand. I will also read through the student journals to make sure they have a good grasp and understanding of the book and it's themes. I will make comments in the student journals. I will group the students by counting off into groups of 2-3. Each member of the group will not have a specific job, but will be expected to utilize their best abilities in helping create the storyboards and will also be expected to actively participate in group discussions. Students will show evidence of their learning by presenting to me their storyboard outline and explaining to me how they came upon the conclusions they did. Students will receive feedback from me on their storyboards and will have a chance to go back with their groups and make any revisions or changes they wish to.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Logical, Interpersonal, Spatial, Linguistic**

Students will self-assess themselves by grading their own project and writing a short reflective piece on why they gave themselves the grades they did. I will comment on this when I hand back their actual grades. Students will also write a short reflective piece on how they could have improved their Comic Life or work within the group. I will provide the students with timely feedback by commenting in their journals almost nightly. Students will also receive direct feedback when they have their group meetings with me. This project connects to the next assessment because students will be working again with the aspect of a fictional book being accurately portrayed in a specific time period.
 * Evaluate, Tailors: Intrapersonal, Interpersonal**


 * Content Notes**

[|Comic Life Tutorial] This short video will help supplement the students learning within the class who have never used the program Comic Life before. The video is around three minutes long, but does a great job giving a brief overview of the Comic Life program. It explains the basic concept of Comic Life and how to do the major things. I will be able to answer clarifying questions upon completion of the video. After completing the video, students will be shown my Comic life creation on the projector.

[|Atticus Finch's famous speech] Along with being shown multiple clips of the video, students will also be shown this youtube clip of Atticus Finch delivering a major speech to the courtroom during tom Robinson's trial. This clip helps to show the type of character Atticus Finch is in the way he conveys his emotion in the video and speaks with such genuine and sincere feeling. The video will be used to help hook the students and help them become more engaged with the book.

[|Wikipedia of To Kill a Mockingbird:] The Wikipedia site of //To Kill a Mockingbird,// while not a viable source, will be used to help supplement the lessons using tidbits of information of the site. The site has a good amount of information spanning from facts about Harper Lee, to major themes within the book. The site would be a good way to insight discussion within students about interesting aspects of the book such as gender roles, racial injustices and the lifestyles of the south during the Great Depression. The site will also be used by students who are looking to further their knowledge of the book.

[|Wikipedia of The Great Depression] The Wikipedia site of the Great Depression will be used to help present major ideas of the era to the students. By presenting this information, it will hopefully give the students a better background and understanding of how the era affected events in //To Kill a Mockingbird.// The information will be used to help show how the Finch family was well of in a town that had fallen on hard times.

Progress checklist Scoring rubric Synthesized lecture about the Great Depression era and how it connects to //To Kill a Mockingbird//
 * Handouts**