L3+LaPierre,+Tiarra

** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION  ** ** LESSON PLAN FORMAT  **
 * __ Teacher’s Name __ **** :  ** Ms. LaPierre ** __Date of Lesson__: **Discussion Podcast
 * __ Grade Level __ **** :  ** 10th ** __Topic__: ** Themes
 * __ Objectives __ **
 * Student will understand that ** there are several themes present in The Great Gatsby.
 * Student will know ** critical details such as the 1920's, the Jazz Age, New money vs. Old money, and the American Dream.
 * Student will be able to ** describe and discuss at least one major theme from The Great Gatsby.

Maine Learning Results: English Language Arts, A: Reading A2: Literary Texts, //The Great Gatsby// Grades 9-Diploma Students read text, within a grade appropriate span of text complexity, and present analysis of fiction using excerpts from the text to defend their assertions.
 * __ Maine Learning Results Alignment __ **

Students will use literary terms to analyze and interpret The Great Gatsby and use excerpts from the text to identify themes and describe how they are used to create meaning within the work.
 * Rationale: **
 * __ Assessment __ **

Students will use a sandwich chart to pull factors and details about their theme from the book and internet resources independently. Students will meet with designated groups during a three-minute review to further discuss theme. After group discussions students will be given a few minutes to add new ideas and information they have learned to their graphic organizers. Students will answer such questions as "How do we identify themes?" Afterwards, I will check for understanding by asking clarifying questions. Students will receive feedback from the teacher as well as peers and revise their work accordingly.
 * Formative (Assessment for Learning) **

Students will create a Discussion Podcast in order to relay their understanding of how themes and how they function within a work to create meaning. Students will be able to describe and discuss at least one major theme from The Great Gatsby. Their podcast or talk show should reflect what they have learned about the importance of themes as well as use evidence from the text to support their arguments. Students will be expected to add sound effects, music, and other little pieces of flair wherever they can; however, they must make sure it fits in with the message they are trying to convey, not detract from it. Students who are speaking in the podcast are expected to emulate a character or characters from either The Great Gatsby or a popular talk show from today. Students will also be provided with a rubric that includes all the important information for their Podcast in order to make sure each student has the resources necessary to prove their understanding.
 * Summative (Assessment of Learning) **


 * __ Integration __ **


 * Technology: ** Students will use either Audacity or Garage Band, type II technology, in order to create a discussion podcast or talk show discussing a theme from The Great Gatsby.
 * Music: ** Students are allowed and encouraged to use music in their podcast if they deem it appropriate.
 * Creative Writing: ** Students must write a script and turn in a transcript of the discussion in their podcast.

Students will be arranged in groups of 5 in order to participate in the Three-minute review method of cooperative learning. At the end of the discussion I will allow them to quickly chose their own team and give them three minutes to review what has been said, ask clarifying questions or answer questions. Once they have finished discussing theme I will have them assign each member of the group one of the following roles: a Writer who captures the transcript of what will be said, an Audio Editor who will cut and edit the finished podcast and insert music and effects, a Host who leads the podcast discussion by asking important relevant questions, and two guests who help carry out the discussion. If students would like to divide the work in another way so that each student gets a chance to try each aspect of production, that is acceptable as well.
 * __ Groupings __ **


 * __ Differentiated Instruction __ **

** Strategies:  ** ** Modifications/Accommodations  **
 * ** Verbal~ ** Lecture and discuss meaning and incorporate reading.
 * ** Logical~ ** Deep analytical reasoning and association
 * ** Visual~ ** Watch video discussing theme and use graphic organizers to map ideas.
 * ** Musical~ ** Allow the use of music in creating their product.
 * ** Intrapersonal~ ** Ask them to reflect on their own ideas and experiences with the American Dream
 * ** Kinesthetic~ ** Act out important scenes from the story.


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

** Extensions  **
 * Absent: ** Students who have missed class can retrieve teacher notes from the class wikispace in order to catch up. Students will be expected to notify the teacher in case of an absence and propose via email how they plan to catch up on what they have missed. Any assignments due on the day of absence are also expected to be turned in via email by the end of your regularly scheduled class time.

Students will utilize Type II technology in the form a Podcast during this lesson.
 * __ Materials, Resources and Technology __ **

· Technology: Students are going to create a Podcast using Garage Band or Audacity in order to express their understanding of themes from The Great Gatsby. · Sandwich Chart graphic organizer (1 per student) · Rubric (1 per student) · Copies of __The Great Gatsby__ · Laptops for every student · Headphones · Garage Band  · The Great Gatsby by F. Scott Fitzgerald  · ** [|60 Second Recap]  **  o 60 sec. recap to hook students and discuss theme.  · ** [|Extra Credits Podcast]  **  o A professional podcast to use as an example.  · ** [|Podbean]  **  o A website that allows students to upload Podcasts for free.  · ** [|RubiStar]  **  o This is the website I used to create my Rubric.  · ** [|3 Second Review]  ** <span style="margin-left: 1.0in; mso-list: l7 level2 lfo8; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -.25in;"> o Here there is a brief explanation of the Cooperative learning group I will be using. · ** __ [|Sandwich Chart] __ ** o This is a copy of the graphic organizer students will be using to organize their topics. · __ [|**Garage Band Tutorial**] __ o This will help students work and navigate Garage Band
 * __ Source for Lesson Plan and Research __ **


 * __ Maine Standards for Initial Teacher Certification and Rationale __ **


 * // 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.  // **

In my classroom I will accommodate students who require spontaneity and benefit and learn from the use of a variety of resources and manipulative by always allowing a certain autonomy within the curriculum. They will have opportunities to choose their activities and have freedom within their projects, whether it is choosing a character to focus on or the format with which they will demonstrate understanding. Students will participate in group activities during every lesson in order to support their adaptive environment needs. We will use type II technologies such as Garage Band which allows students to experience new resources that allow them to explore their creativity and express their freedom. Students who prefer a more organized and structured routine will benefit from clear descriptions of what is expected of them in each activity. These students will receive a grading rubric or checklist before starting the actives will list expectations and help them to organize and clarify their thoughts throughout the project. There will also be graphic organizers to help students structure their thoughts and help meet their needs. Students who enjoy analyzing, exploring, and discussing will have plenty of support in my classroom. Students will be asked to find quotations from the text in order to help analyze the themes and defend assertions. They will also accumulate pieces of rationale for an argument by focusing on critical details. Using their graphic organizers these students will organize their thoughts and learn about new key concepts and themes. Students who require an encouraging and supportive classroom environment with mutual respect between themselves and their peers will have their needs met by working in groups and participating in peer evaluation. Constructive feedback from peers and myself will be a key asset in my classroom in order to help students feel supported and enthusiastic.
 * // Rationale:  // **


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.  // **

Student will know critical details such as the 1920's, the Jazz Age, New money vs. Old money, and the American Dream. Please refer to content notes for expansion on these ideas. //Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.// Students are reading __The Great Gatsby__, as an age appropriate text, and are analyzing themes using quotes from the book in their // Podcasts //. Student will be able to describe and discuss in excruciating detail at least one major theme from The Great Gatsby in their Podcast/Talk Show.
 * // Rationale:  // **


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.  // **


 * // Rationale:  // **
 * <span style="mso-list: l9 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Verbal~ ** Lecture and discuss meaning and incorporate reading.
 * <span style="mso-list: l9 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Logical~ ** Deep analytical reasoning and association
 * <span style="mso-list: l9 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Visual~ ** Watch video discussing theme and use graphic organizers to map ideas.
 * <span style="mso-list: l9 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Musical~ ** Allow the use of music in creating their product.
 * <span style="mso-list: l9 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Intrapersonal~ ** Ask them to reflect on their own ideas and experiences with the American Dream
 * <span style="mso-list: l9 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Kinesthetic~ ** Act out important scenes from the story.

In this class I will use both Formative and Summative Assessments in order to track student progress. Students will be formally assessed and graded on their Podcast presentations, as well as on their class participation. However students will be informally assessed through clarifying questions and Sandwich Chart organizers as well. Students will use Sandwich Chart organizers to choose a theme and list discussion point and a conclusion. Using the Three-minute method of cooperative learning students will discuss and identify themes from The Great Gatsby. Students will answer such questions as "How do we identify themes?" Understanding will be assessed by responding to self-assessments in the form of clarifying questions about the context of The Great Gatsby. Students will receive feedback from the teacher as well as peers and revise their work accordingly. Students will create a Podcast in order to understand how themes function within the novel. Their Podcast should reflect what they have learned about the importance of a theme from The Great Gatsby, as well as use evidence from the text to support their interpretation of that theme.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.  // **
 * // Rationale:  // **
 * __ Teaching and Learning Sequence __ **** :  **

Class 1~ 1. Hook: I will play a 60 Second Recap video on themes from The Great Gatsby (3 min). 2. Objectives: I will discuss theme as well as explain what students will understand, know and be able to do for this project. (12 min). 3. Cooperative Learning: Students will gather in groups to discuss theme in a 3-minute review and I will ask clarifying questions to fill in the blanks. (10 min). 4. Professional Podcasts: Students will listen to a few professional Podcasts that I will have links to. (10 min). 5. Graphic Organizer: Students will complete a Sandwich Chart graphic organizer about which theme they want to talk about in their podcast. (15 min). 6. Garage Band Tutorial: I will lead students through the tutorial of Garage Band, showing them how to use it on the projector as we read along. (10 min). Experimentation: Students will get the last part of class to play around with Garage Band and ask any questions they may have. Students may discuss theme and character choices and begin drafting a transcript for their podcast. (20 min). 7. Homework: Students will be expected to come to the next class with a finished transcript, prepared to begin the recording and editing process. Class 2~ 1. Recording: Students immediately meet with groups to organize and begin recording podcasts. Quiet areas will be found for each group to do their recording. (25 min ). 2. Editing: Students will be given time to add sound effects, music, and whatever else they see fit to their Podcasts. This is the time to edit out background noise, voice over mistakes and any other audio issues. Throughout this process I will be meeting with groups to discuss any problems with their podcast (20 min). 3. Podcast Swap: Students will listen to another group’s Podcast and give each other feedback on content and technical aspects of the work. (15 min). 4. Revising: Students will edit their Podcasts with the feedback they received from their partner group and add finishing touches. Students should have their rubrics handy during this process. (10 min). 5. Podbean: I will show students how to use Podbean and explain that they will upload their Podcasts to the website and then embed the player into the class wiki. (10 min). 6. Homework: Students will be expected to complete their Podcasts and have them uploaded to Podbean and embedded in wiki. Class 3~ 1. Presentations: We will listen to all the student's Podcasts together as a class. (50 min). 2. Discussion: We will talk about how themes affect the meaning of the work as a whole and how this was shown and represented in the Podcasts. (20 min). 3. Reflection: Students will write a short blog post reflecting on how listening to other student's Podcasts helped them to better understand how themes present themselves in The Great Gatsby. (10 min). Students will understand that there are several themes present in The Great Gatsby. The Great Gatsby presents themes that are important today’s society such as the role of wealth and social class, the decline of the American Dream, and the abandonment of responsibility. // Students will read, within a grade appropriate span of text complexity and present analysis of fiction using excerpts from the text to defend their assertions. //I will play a 60 Second Recap video on themes from The Great Gatsby and discus the concept of theme and its importance in interpreting the text.
 * Agenda: **
 * Where, Why, What, Hook, Tailors: **

Students will need to know critical details such as the decadence of the 1920’s, the Jazz Age, New money vs. Old money, and the American Dream. Students will use a sandwich chart to pull factors and details about their theme from the book and internet resources. Students will answer questions such as, “How do we identify themes?” and I will check for their understanding by asking clarifying questions. Students will receive feedback from the teacher and their peers and adjust their audio transcript accordingly.
 * Equip, Explore, Rethink, Revise Tailors: **

Students will be able to create a Podcast in which they can describe and discuss at least one major theme from The Great Gatsby. Students will use a sandwich chart to pull factors and details about their theme from the book and internet resources. Students will meet with groups during a three-minute review to further discuss theme. Students will be arranged in groups of 5 in order to participate in the Three-minute review method of cooperative learning. At the end of the discussion I will allow them to quickly chose their own team and give them three minutes to review what has been said, ask clarifying questions or answer questions. Once they have finished discussing theme I will have them assign each member of the group one of the following roles: a Writer who captures the transcript of what will be said, an Audio Editor who will cut and edit the finished podcast and insert music and effects, a Host who leads the podcast discussion by asking important relevant questions, and two guests who help carry out the discussion. If students would like to divide the work in another way so that each student gets a chance to try each aspect of production, that is acceptable as well. Students will answer such questions as "How do we identify themes?" I will check for understanding by asking clarifying questions. Students will receive feedback from the teacher and students and adjust their audio transcript accordingly. Students add finishing touches to their podcast to make them professional and attractive. Students will be provided with a rubric explaining the exact criteria they will need to meet in order to prove they have met the standard. Also a portfolio of student work and writing will be kept in order to monitor the progress of the student.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: **
 * Evaluate, Tailors: **


 * __ Content Notes __ **

Student will know critical details such as the decadence of the 1920's, the Jazz Age, New money vs. Old money, and the American Dream. As the derivation of the word implies, a __decadent__ civilization or a decadent culture is in a state of decay: both moral decay and a decay of energy and purpose. People living in a state of decadence are self-indulgent and over-privileged. They tend to revel in sensual pleasures that ultimately give them little real satisfaction, because, in their super-sophistication, they have become jaded, world-weary, apathetic, suffering from ennui, vaguely dissatisfied but without the energy, focus, and self-discipline to seek real solutions to the problem. They are thoroughly skeptical, without real beliefs, perhaps playing with serious ideas and serious emotions, but with no real sense that anything they, or anybody else, says, thinks, feels, or does has any importance or meaning. Hence, laws, promises, and moral rules have little meaning to them. They tend to trivialize that which is important and to raise to a level of great importance that which is trivial. They hold nothing sacred. They value appearance over substance. They are shallow materialists, having lost both their own spirits and the ability to respect the deeper spiritual nature of other people. They often manipulate other people, especially the innocent and the hopeful, for their own pleasure, living vicariously through the emotions of people still capable of having genuine emotions, with absolute indifference to the harm they might do to those people. They often behave with the irresponsibility of children, indulging in childishly self-indulgent play, while ignoring the children they should protect, allowing those children to have dangerous or corrupting adult experiences. They are careless, not in the positive sense of being lighthearted and free of trouble, but in the sense of being casually unconcerned with the pain they might inflict or the chaos they might create. They wander vaguely from one day to the next without a plan or a purpose, living according to the random whims of the moment. Their world has exhausted all possibilities for belief or hope or growth or meaning, and so they live in fear without the energy to fear, or to feel anything else, strongly.
 * __ A Few Words About Decadence __ ****, By Frank W. Brown:  **
 * __ The Jazz Age __ **

The **Jazz Age** was a movement that took place during the 1920s or the Roaring Twenties from which jazz music and dance emerged. The movement came about with the introduction of mainstream radio and the end of the war. This era ended in the 1930s with the beginning of The Great Depression but has lived on in American pop culture for decades. With the introduction of jazz came an entirely new cultural movement in places like the United States, France and England. The birth of jazz music is often accredited to African Americans but expanded and modified to become socially acceptable to middle-class white Americans. White performers were used as a vehicle for the popularization of jazz music in America. Even though the jazz movement was taken over by the middle class white population, it facilitated the mesh of African American traditions and ideals with the white middle class society. Areas like New York and Chicago were cultural centers for jazz, and especially for African American artists. In urban areas, African American jazz was played on the radio more often than in the suburbs.1920s youth used the influence of jazz to rebel against the traditional culture of previous generations. This youth rebellion of the 1920s went hand-in-hand with fads like bold fashion statements (flappers) and new radio concerts. As jazz flourished, American elites who preferred classical music sought to expand the listenership of their favored genre, hoping that jazz wouldn't become mainstream. As the 1920s wore on, jazz, despite competition with classical music, rose in popularity and helped to generate a cultural shift. Dances like the Charleston, developed by African Americans, suddenly became popular among younger demographics. With the beginning of large-scale radio broadcasts in 1922, Americans were able to experience different styles of music without physically visiting a jazz club. The radio provided Americans with a trendy new avenue for exploring the world through broadcasts and concerts from the comfort of their living room. The most popular type of radio show was a "potter palm": amateur concerts and big-band jazz performances broadcasted from cities like New York and Chicago. Jazz artists like Louis Armstrong originally received very little airtime because most stations preferred to play the music of white American jazz singers. Big-band jazz, like that of James Reese Europe and Fletcher Henderson in New York, was also popular on the radio.
 * Information on the Jazz age taken from []. **


 * __ New Money vs. Old Money __ **

<span style="background: white; margin-bottom: 8.25pt; margin-left: 0in; margin-right: 0in; margin-top: 8.25pt; text-indent: .5in;"> One of the major topics explored in //The Great Gatsby// is the sociology of wealth, specifically, how the newly minted millionaires of the 1920s differ from and relate to the old aristocracy of the country’s richest families. In the novel, West Egg and its denizens represent the newly rich, while East Egg and its denizens, especially Daisy and Tom, represent the old aristocracy. Fitzgerald portrays the newly rich as being vulgar, gaudy, ostentatious, and lacking in social graces and taste. Gatsby, for example, lives in a monstrously ornate mansion, wears a pink suit, drives a Rolls-Royce, and does not pick up on subtle social signals, such as the insincerity of the Sloanes’ invitation to lunch. In contrast, the old aristocracy possesses grace, taste, subtlety, and elegance, epitomized by the Buchanans’ tasteful home and the flowing white dresses of Daisy and Jordan Baker. What the old aristocracy possesses in taste, however, it seems to lack in heart, as the East Eggers prove themselves careless, inconsiderate bullies who are so used to money’s ability to ease their minds that they never worry about hurting others. The Buchanans exemplify this stereotype when, at the end of the novel, they simply move to a new house far away rather than condescend to attend Gatsby’s funeral. Gatsby, on the other hand, whose recent wealth derives from criminal activity, has a sincere and loyal heart, remaining outside Daisy’s window until four in the morning in Chapter 7 simply to make sure that Tom does not hurt her. Ironically, Gatsby’s good qualities (loyalty and love) lead to his death, as he takes the blame for killing Myrtle rather than letting Daisy be punished, and the Buchanans’ bad qualities (fickleness and selfishness) allow them to remove themselves from the tragedy not only physically but psychologically.
 * Description of a theme found at, []. **


 * __ The American Dream: __ **

Traditionally, Americans have sought to realise the American dream of success, fame and wealth through thrift and hard work. However, the industrialisation of the 19th and 20th centuries began to erode the dream, replacing it with a philosophy of "get rich quick". A variety of seductive but elusive strategies have evolved, and today the three leading ways to instant wealth are large-prize television game shows, big-jackpot state lotteries and compensation lawsuits. In this article, Matthew Warshauer, Professor of History at Central Connecticut State University, examines why so many Americans are persuaded to seek these easy ways to their dream.
 * // A description of the American Dream as writen at []  // **

· Sandwich Chart graphic organizer (1 per student) · Rubric (1 per student) · Copies of __The Great Gatsby__
 * __ Handouts __ **