L1+Toto,+Kaitlin


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


 * Teacher’s Name:** Ms. Toto
 * Lesson # :** One
 * Facet:** Application
 * Product:** Blog
 * Grade Level:** 9 to diploma
 * Topic:** //The Crucible//

__**Objectives**__

 * Student will understand that** there is more than one theme in //The Crucible//.
 * Student will know** the characters of //The Crucible//: Abigail Williams, John Proctor, Thomas Putnam, Judge Thomas Danforth, Rev. Johnathon Hale, Giles Corey, Rebeca Nurse
 * Student will be able to** design a blog that will focus on one character throughout //The Crucible//

__**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:** The students will learn the themes of the //The Crucible// and Miller's characters by designing a blog and posting entries on a regular basis.

__**Assessment**__
Students will be given the pre-assessment in the form of a KWL Chart which allows for a more relaxed form of pre-assessment with follow-up pieces that track the progress through the material throughout the unit. Students will be asked to complete a graphic organizer, specifically a "Story Map". A "Story Map" will help them organize the basic information regarding Arthur Miller's play, such as setting, time, place, and plot. Students will then work in groups. Each student will be responsible for gathering information about two characters from Miller's play using information that is presented on posters throughout the classroom. Once the students have completed meeting with one another and once class is finished, students will complete an "exit card" using an index card. The "exit cards" will consist of any questions the students may have regarding the day's lesson, etc. "Exit cards" will be informally assessed. At the beginning of the following class, I will discuss the questions asked on the "exit cards."
 * Formative (Assessment for Learning)**

Students will keep a blog, using this [|website], focusing on //one// character from the play. Their blogs will be evaluated by use of a checklist. (Students will have received the checklist at the beginning of the unit.) Each student's blog should demonstrate that he or she understands his or her character's development over the course of //The Crucible//.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**: Students will utilize Type II technology in for form of Blogger during this lesson.
 * History**: Students will be introduced to factual and historical people that are present within the text.

__Groupings__
Students will be divided into five or six groups, each group containing about four members or so. Each member of the group will be assigned a number, one, two, three, four, etc. Each number will correspond with a poster which is located somewhere in the classroom; each poster will describe two characters from //The Crucible//. One member from each group will be assigned a number and will be responsible for the information on the corresponding poster. Students will have about ten minutes to gather the information from their posters. Students will then congregate back into their groups where they can share the information they gathered to the rest of their group members.

__**Differentiated Instruction**__

 * Strategies**
 * Visual**: 60 second hook at the beginning of lesson which is a minor introduction of the characters from //The Crucible//. [|"Meet the Cast"]
 * Musical**: Students will listen to music that contains the same themes as the play.
 * Intrapersonal**: Students will spend the first part of the lesson analyzing the characters, and will then reflect upon people in their own lives that can be represented by a character from the play.
 * Interpersonal**: Students will participate in group work. Each group will be given the task of discussing and analyzing character development.
 * Naturalist**: There will be a discussion regarding the cause of the hysteria, which includes Ergot-infested rye crops.
 * Kinesthetic**: Students will role play the first two scenes from //The Crucible//.

//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 Blogger during this lesson.
 * Extensions**

__**Materials, Resources and Technology**__
Materials need...
 * printed graphic organizer handouts
 * a copy of //The Crucible// for each student
 * computers and/or laptops
 * LCD projector for "60second Recap" video at the beginning of class; to project class notes on the class Wiki.
 * index cards for each student to use as "exit cards"

__Source for Lesson Plan and Research__
60second Recap provided the hook ([]) I retrieved the KWL Chart from the following website: [] I retrieved story map graphic organizer from the following website: []. If students need help setting up their blogs, they can visit this video produced by Blogger ([]).

__**Maine Standards for Initial Teacher Certification and Rational**__
Students who are identified as **clipboards** will find the two graphic organizers (KWL Chart and story map) to be the most helpful. These students will be highly organized in their thinking, and will be able to make connections between the characters introduced in the play and people they've come across in their everyday lives. Students who are identified as **beach balls** will enjoy the Circle the Sage group activity because it will allow them to be surrounded by their peers in a social setting. Each student is expected to be supportive, helpful and respectful to his or her peers. This activity will allow the beach balls to work with their peers in a safe environment that is also fun and conducive to learning. Students who are identified as **puppies** will find the "supportive group" they need by working within Circle the Sage groups. Students will be most comfortable while working in these groups because of the "encouraging atmosphere" and "safe climate." Students who are puppies will be most communicative while working in groups where their colleagues are respectful and encouraging. Students who are identified at **microscopes** will enjoy the information presented in the lesson because it will allow them to analyze concepts via discussions with their peers. Students will be focusing on critical details portraying to the characteristics and personality traits of a specific character from Miller's play. Students will also have ownership of the blogs they will be creating throughout the unit.
 * //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:**


 * Rationale:** The students will learn the themes of the //The Crucible// and become familiar with Miller's characters by designing a blog and posting entries on a regular basis.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Visual**: 60 second hook at the beginning of lesson which is a minor introduction of the characters from //The Crucible//. [|"Meet the Cast"]
 * Musical**: Students will listen to music that contains the same themes as the play.
 * Intrapersonal**: Students will spend the first part of the lesson analyzing the characters, and will then reflect upon people in their own lives that can be represented by a character from the play.
 * Interpersonal**: Students will participate in "Circle the Sage" groups. Each group will be given the task of discussing and analyzing character development.
 * Naturalist**: There will be a discussion regarding the cause of the hysteria, which includes Ergot-infested rye crops.
 * Kinesthetic**: Students will role play the first two scenes from //The Crucible//.

Students will be given the pre-assessment in the form of a KWL Chart which allows for a more relaxed form of pre-assessment with follow-up pieces that track the progress through the material throughout the unit. Students will be asked to complete a graphic organizer, specifically a "Story Map". A "Story Map" will help them organize the basic information regarding Arthur Miller's play, such as setting, time, place, and plot. Students will then work in groups. Each student will be responsible for gathering information about two characters from Miller's play using information that is presented on posters throughout the classroom. Once the students have completed meeting with one another and once class is finished, students will complete an "exit card" using an index card. The "exit cards" will consist of any questions the students may have regarding the day's lesson, etc. "Exit cards" will be informally assessed. At the beginning of the following class, I will discuss the questions asked on the "exit cards." Students will keep a **blog**, using this [|website], focusing on //one// character from the play. Their blogs will be evaluated by use of a checklist. (Students will have received checklist at the beginning of the unit.) Each student's blog should demonstrate that he or she understands his or her character's development over the course of //The Crucible//.
 * //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)**
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__

 * Classroom arrangement**: The desks in the classroom will be arranged in clusters which will allow students to easily view the whiteboard, chalkboard, projector, etc. The clusters will allow the students to work in groups easily, without a lot of shuffling and movement.

The unit will begin with the 60second Recap hook "Meet the Cast." (**1 minute and 30 seconds**) Students will complete their KWL charts individually (**10 minutes**) Students will work together in groups (**30 minutes tota**l; 10 minutes gathering information from posters, 20 minutes with original team) Students will complete their story maps (**10 minutes**) After the completion of the story maps, students will be asked to pick the character that they would like to follow and write about during the unit. (**5 minutes**) Blogs will be created by the students. Students will preview the video created by Blogger as a tutorial. (**20 minutes**) The students and I will wrap up our time together by completing an exit card which will be assessed that evening. (**5 minutes**) Total: **80 minutes**
 * Agenda**: (each day is 80 minutes)
 * Day 1**:

Students will role play Act I of //The Crucible// (**75 minutes**) Students will listen to "Under the Killing Moon" by Thrice (**5 minutes**) (//Note: Students' first blog entries will be due the following class.//)
 * Day 2**:

Students will understand that there is more than one theme in //The Crucible//. The play's themes of intolerance, reputation, and guilt are universal, meaning they're relevant even today. Students will then be asked to create their own blog accounts using Blogger. 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. Students will view a one minute trailer regarding characters from //The Crucible// from 60secondrecap.com. I chose to use 60second Recap's video because it is a brief introduction of Arthur Miller's characters. Since students will asked to blog from day one of our unit, it is important for them to have a basic understanding of who each of the characters are. By understanding the characters, students will first be able to pick a character that they find compelling and interesting (hopefully) and will have an easier time reading the text. Students will also listen to a song, "Under the Killing Moon" by Thrice, that contains many of the same themes as Miller's play. By listening to this song, students should begin thinking about the relevancy and universality of the themes from //The Crucible//.
 * Where, Why, What, Hook, Trailors:** Visual, Intrapersonal, Musical

Students will know the characters of //The Crucible//: Abigail Williams, John Proctor, Thomas Putnam, Judge Thomas Danforth, Rev. Johnathon Hale, Giles Corey, Rebeca Nurse (**equip**). (See content notes below.) Using a "Story Map" graphic organizer the students will describe each character from //The Crucible// and share their "real life" characters. The purpose of using the graphic organizer is to help the students organize their thoughts in preparation of writing their blogs over the course of the unit. Students will respond to questions which will be used to generate a class discussion. To check students' understanding, "thumbs up/down" will be used. I will submit feedback and suggestions for the blogs using the comment feature. Once students receive feedback, they will use a checklist to revise. Students will know that since their work is published on their blogs, revision is going to be offered to refine their work.
 * Equip, Explore, Rethink and Tailors:** Intrapersonal, Logical, Verbal

Students will be able to apply the knowledge they learn from this lesson to future lessons and the final, major project at the end of the unit. For some students the graphic organizer is going to be of huge benefit. It will help them organize their thoughts and will ensure that they will be able to logically relate the characters from the play to people in their own lives. Others will find the hook to be most beneficial. The hook, which is from 60second Recap, will be an explanation from someone other than the teacher. Like the graphic organizer, the KWL chart will help students to organize their thoughts, but will also help them develop any questions they may have regarding //The Crucible// and its characters. Students will create their blogs individually, so it won't be necessary to divide students into groups for that part of the lesson. However, students will be working in groups during the first day of this lesson. Students will be divided into five or six groups, each group containing about four members or so. Each member of the group will be assigned a number, one, two, three, four, etc. Each number will correspond with a poster which is located somewhere in the classroom; each poster will describe two characters from //The Crucible//. One member from each group will be assigned a number and will be responsible for the information on the corresponding poster. Students will have about ten minutes to gather the information from their posters. Students will then congregate back into their groups where they can share the information they gathered to the rest of their group members.
 * Explore, Experience, Revise, Refine, Tailors:** Intrapersonal, Logical, Visual, Interpersonal, Verbal

Students will be given a checklist at the very beginning of the lesson listing exactly what needs to be included in their blogs. Blog entries will be due periodically throughout the unit. Ideally, I would like to offer feedback to students by the time the next class meets. Feedback will be offered to students via the comment section of their blogs. It is important for students to understand the characters from //The Crucible// during this lesson because their final and most major project will be mainly focusing on the characters and how they would behave in a new environment and under new circumstances.
 * Evaluate, Tailors:** Intrapersonal

Students will know the characters of //The Crucible//: Abigail Williams, John Proctor, Thomas Putnam, Judge Thomas Danforth, Rev. Johnathon Hale, Giles Corey, Rebeca Nurse. The students will also be introduced to the actual people listed above. Miller took some artistic liberties when writing his play; students show know the non-fiction versions of these characters. 1. [] This source will give students a quick and basic foundation of characters before they begin reading the play. Students may choose to use this website to decide which character they will follow throughout the play and see how that particular character develops as the plot of the play unfolds. Students will follow one character and, by the end of the unit, should understand the importance of character development and the diverse characters presented within Miller's play. 2. [] The link listed above is similar to the first one, however, the information provided on the website's page is more in-depth and far more analytical of the main characters from the play. 3.[] The link copied above is a character map which should prove helpful for the students. It is a wonderful visual aid that shows students how each character is related to the next. It allows them a brief overview of each characters role within the text.
 * Content Notes**


 * Handouts**
 * Copies of the "Story Map" graphic organizer
 * Syllabus
 * Copies of checklist which will be used to evaluate the students' blogs at the completion of the unit