L2+Toto,+Kaitlin


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


 * Teacher’s Name:** Ms. Toto
 * Lesson # :** Two
 * Facet:** Empathy
 * Product:** Google Earth
 * Grade Level:** 9 to Diploma
 * Topic:** //The Crucible//

__**Objectives**__

 * Student will understand that** conflict can be found among the characters in the play.
 * Student will know** such historical locations as the Witch House, Salem Woods, Old Burying Point, Salem Witch Trials Tercentenary Memorial.
 * Student will be able to** use Google Earth to familiarize themselves with Salem, Massachusetts.

__**Maine Learning Results Alignment**__
English Language Arts - A) Reading A2) Literary Arts Grade 9 to diploma //The Crucible// //Students read text within a grade appropriate span of text complexity, and presents analyses of drama, using excerpts from the text to defend their assertions.//


 * Rationale:** Students will familiarize themselves with the historically relevant locations using various websites and by creating a virtual tour of Salem, Massachusetts with Google Earth.

__**Assessment**__
Students will use their "Spiderweb" graphic organizers to create a solid foundation for their learning. Students will use the "Spiderweb" graphic organizers to record information regarding historically relevant locations in Salem, Massachusetts. Students will have the opportunity to work together in "Three Minute Review" groups. At some point during the lesson, students will join together in groups of three or four and review what has been discussed thus far in class; this point in the lesson would be an excellent time to ask clarifying questions. Each student in the group will be responsible for reiterating information regarding one historical location that has been discussed. Students will also complete "exit cards" at the end of class which I will collect and assess that evening. The "exit cards" will consist of a question or two regarding the information presented during class; students will also be encouraged to ask any questions they may have that did not get answered during out time together. The following class there will be a class discussion, mainly led by students, to answer any and all questions asked on the "exit cards."
 * Formative (Assessment for Learning)**

Students will create a virtual tour using Google Earth. Students will be given a rubric before they begin their virtual tours which they will create using Google Earth. Students will be completely aware of what is required of them before and during the period while they make their virtual tour. Their final tour will be evaluated using the original rubric.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**: Students will use Google Earth to create a virtual tour of Salem, Massachusetts.
 * History**: Students will be introduced to factual and historically relevant locations in Salem, Massachusetts.

__Groupings__
During this lesson, students will participate in a "Three Minute Review" at which time they will discuss what they have learned from the lesson thus far. Each group will consist of three students; each student will be responsible for reviewing one particular historical location. This point in the lesson would be an excellent time for students to ask any questions they may have regarding the information that has been discussed in class thus far. Students will form into groups once they've picked a piece of colored paper from an envelope. The different colored pieces of papers is merely a tool I will use to divide students into groups. Once all of the students have received a piece of colored paper, they will form groups with other students that have the same colored paper. Students will rotate amongst themselves four more times, meeting for three minutes during each session.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal/Linguistic**: Students will receive oral instruction and further description about each historically relevant location.
 * Visual/Spacial**: Students will use Google Earth images to see Salem, Massachusetts.
 * Logical**: Students will organize the information they receive regarding the historical locations in Salem, Massachusetts using a spiderweb graphic organizer.
 * Intrapersonal**: Students will spend time in class to individually reflect while completing their exit cards.
 * Interpersonal**: Students will wok in pairs or groups of three during the virtual tour.
 * Naturalist**: Students will become familiar with such locations as Salem, Massachusetts and all historical locations which are relevant to Miller's play.

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

For planned absences, students need to check the class Wikispace and make it a point to see the teacher to receive any forms, assignments, notes, etc. For unplanned absences students should check the class Wikispace, and if possible should complete any homework or assignments. Skype will be available for absent students.
 * Absent**:

Students will utilize Type II technology in for form of Google Earth during this lesson.
 * Extensions**

__**Materials, Resources and Technology**__
Materials needed...
 * printed graphic organizer handouts
 * printed copies of the rubric for Google Earth assignment
 * a copy of The Crucible for each student
 * computers and/or laptops
 * LCD projector for introducing students to Google Earth; the projector will also be used to project the class Wikispace.
 * index cards for each student to use as "exit cards"

__Source for Lesson Plan and Research__
The hook for this particular lesson was found at the following two websites: [] and [] The graphic organizer was retrieved from the following website: []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Students who are identified as **clipboards** will find the spiderweb graphic organizer to be extremely helpful. Clipboards will also appreciate the visualness of Google Earth and the clear structure of the three-minute review groups. Students who are identified as **beach balls**, like all students, will be given the freedom to decide how they will navigate their virtual tours on Google Earth. Unlike the other students, however, this freedom will be even more appreciated and found to be even more helpful. Students who are identified as **puppies** will enjoy working together in the three-minute review groups. Students will be expected to be supportive, helpful and respectful of one another. The groups will be expected to contribute to the supportive climate and the encouraging and safe learning environment. Students who are identified at **microscopes** will appreciate Thrice’s song “Under a Killing Moon” because it will allow them a deeper understanding. During the three-minute review students will be able to gather more information through discussion which they will be able to apply to their Google Earth virtual tours.
 * //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:**

English Language Arts - A) Reading A2) Literary Arts Grade 9 to diploma //The Crucible// //Students read text within a grade appropriate span of text complexity, and presents analyses of drama, using excerpts from the text to defend their assertions.//
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**


 * Rationale:** Students will become familiar with the setting and all historically relevant locations within the play by creating a virtual tour using Google Earth.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal/Linguistic:** Students will receive oral instruction and further description about each historically relevant location.
 * Logical**: Students will organize the information they receive regarding the historical locations in Salem, Massachusetts using a spiderweb graphic organizer.
 * Visual/Spacial:** Students will use Google Earth images to see Salem, Massachusetts.
 * Intrapersonal:** Students will spend time in class to individually reflect while completing their exit cards.
 * Interpersonal:** Students work in pairs or groups of 3 during virtual tour.
 * Natuarlist:** Students will become familiar with such locations as the Salem Woods.

Students will use their "Spiderweb" graphic organizers to create a solid foundation for their learning. Students will use the "Spiderweb" graphic organizers to record information regarding historically relevant locations in Salem, Massachusetts. Students will have the opportunity to work together in "Three Minute Review" groups. At some point during the lesson, students will join together in groups of three or four and review what has been discussed thus far in class; this point in the lesson would be an excellent time to ask clarifying questions. Each student in the group will be responsible for reiterating information regarding one historical location that has been discussed. Students will also complete "exit cards" at the end of class which I will collect and assess that evening. The "exit cards" will consist of a question or two regarding the information presented during class; students will also be encouraged to ask any questions they may have that did not get answered during out time together. The following class there will be a class discussion, mainly led by students, to answer any and all questions asked on the "exit cards."
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**

Students will be required to create a virtual tour of Salem, Massachusetts using Google Earth. Each tour will be assessed and evaluated using a rubric. (Each student will receive this rubric at the beginning of the lesson.) Each virtual tour should be a demonstration of a student's knowledge regarding the historical locations presented during the lesson; each student should be aware of which locations are relevant and the significance of each.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__

 * Classroom Arrangement**: The desks will be arranged facing the board in a horseshoe-type layout. Since this particular lesson includes a project of Google Earth from my computer, students will need to be able to see the whiteboard, chalkboard, and/or projector without straining their necks and eyes to see the display.

Students will view a current day map and a map from the 1692 Salem Witch Trials (**10 minutes)** The students will be introduced to the various historical locations in Salem, Massachusetts which are relevant to the play (**50 minutes)** Students will complete the "Spiderweb" graphic organizer (**15 minutes**) Students will complete exit cards before leaving the class (**5 minutes minutes)** Total**: 80 minutes**
 * Day 1**

Class will begin with a discussion regarding the "exit cards" from the previous class (**15 minutes**) Students will receive one piece of colored paper each which will indicate which group they will be working in during the three-minute review (**2 minute**) Students will work in their three-minute review groups (**3 minutes**) Students will rotate four more times through their three-minute review groups (**12 minutes**) Students will choose a partner who they would like to work with during this project (**5 minutes**) Students will receive a tutorial how to create a virtual tour of Salem using Google Earth (**20 minutes**) Students may begin their homework which will be to Act II of //The Crucible// (**20 minutes**) An "exit card" will be completed by each student indicating who he or she is working with for the Google Earth project (**3 minutes**)
 * Day 2**

Students have the entire eighty minutes to begin working on their Google Earth tours of Salem, Massachusetts (**80 minutes**)
 * Day 3**

During this three day lesson, students will become familiar with the historical locations in Salem, Massachusetts; more specifically, students will discover all locations relevant to //The Crucible// and the Salem Witch Trials. For most students, seeing where the play actually took place will allow them to visualize the setting while reading the play. The Maine Learning Result standard A2 (//students read text within a grade appropriate span of text complexity, and presents analyses of drama, using excerpts from the text to defend their assertions//) is appropriately and sufficiently met by several aspects of this lesson. At the end of each class period students will use blank index cards as "exit cards." Students will be asked one or two questions regarding the content from that day's class. Students are also encouraged to ask any and all questions on their index cards. Before the next class, I will have read each "exit card" and offered quick feedback. The following class I will discuss all questions posed by students and address any concerns I may have from the information I gathered from the "exit cards." The hook consists of a modern-day map of Salem and a map of Salem from 1692. Students will be able to see how the land and city have developed since the time of the witch trials.
 * Where, Why, What, Hook, Trailors:** Visual, Intrapersonal, Verbal, Logical

The format of the instruction will be predominantly lecture, at least during the first fifty minutes of the first day of lessons. Formative assessment will consist of students completing "Spiderweb" graphic organizers and answering a couple of questions on the "exit cards" before the end of the first class. Students will be encouraged to ask questions during class and/or on their index cards; this will allow me to assess where the students are in their learning. The graphic organizer will be used to help students organize the information they received during the lesson regarding the historical locations in Salem, Massachusetts. There are eight "branches" stemming from the main topic; the spiderweb organizer should allow them adequate space for any and all information they receive. Students will complete a "before revision" rubric; this specific rubric will be compared to an "after revision" rubric. Once students have completed the "before revision" rubric, they will have an opportunity to add to, correct or expand their Google Earth project. Once the project has been revised, students will be asked to complete the "after revision" rubric. (Note: Even though students are working in groups of three for the making of their products, each student will complete the rubrics individually. Having the students complete two rubrics will allow me to understand where each student feels the groups is in its progress.)
 * Equip, Expore, Rethink, Revise, Tailors:** Logical, Intrapersonal, Verbal

The "Three Minute Review" groups will be chosen by students selecting different pieces of colored paper. Students may pick their own partners or groups to work with for the Google Earth project. As stated in the above paragraph, students will be before and after rubrics. Not only will this practice be a good self-assessment, but it will also show me where the students are in their learning. I will be able to follow the progress of their virtual tours. The before and after rubrics will also be used to give students an opportunity to rethink and revise their virtual tours. The "after revision" rubric will be the only rubric evaluated for a final score.
 * Explore, Experience, Revise, Refine, Tailors**: Interpersonal, Logical, Verbal, Visual

Each student will self-assess him or herself by completing the "before revision" and "after revision" rubrics. Students will submit their "before revision" rubrics, along with their URLs, for feedback. By the following class, students will have received feedback and suggestions regarding their virtual tours. Students need to understand how setting effects plot development and character development. If students are going to progress through this unit and fully understand character and plot development, they need to understand the importance setting plays within the text of Miller's play.
 * Evaluate, Tailors**: Logical, Intrapersonal

Students will be familiar with the historically relevant locations in Salem, Massachusetts such as the Witch House, Salem Woods, Old Burying Point, Salem Witch Trials Tercentenary Memorial. 1. Students will also learn the timeline of events during the Salem Witch Trials. Students will know the timeline from history and the timeline from Miller’s play; there is an actual timeline and a fictional timeline. John Proctor's time-line: [] Abigail Williams' time-line:[| http://www.shmoop.com/crucible/abigail-williams.html] Elizabeth Proctor's time-line: [] For more time-lines from the play, students will be informed of the website []
 * Content Notes**


 * Handouts**
 * Printed copies of Thrine's "Under a Killing Moon" lyrics
 * Printer copies of the spiderweb graphic organizer
 * Printed copies of the rubric which will be used to evaluate the virtual tours made with Google Earth