L2+LaPierre,+Tiarra


 * LESSON PLAN FORMAT **
 * __ Teacher’s Name __**** : ** Ms. LaPierre **__Date of Lesson__:** Interpret/Blog
 * __ Grade Level __**** : ** 10th  **__Topic__:** Symbolism
 * __ Objectives __**
 * Student will understand that ** Fitzgerald uses symbols to create meaning in the text
 * Student will know ** the definition of Symbol and Imagery as well as recall critical details such as the eyes of Dr. T.J. Eckleburg, The Valley of Ashes, The Green Light, and the decadence of the 1920's.
 * Student will be able to do ** make meaning of symbols from The Great Gatsby and develop further meaning by editing blogs.


 * __ Maine Learning Results Alignment __**

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.

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

Students will use a T-chart to describe symbols and uncover meaning. Students will participate in Round Robin Brainstorming to discuss symbolism. 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 be able to answer such questions as, "why are symbols important to the way we interpret the work?" I will check for understanding by issuing self-assessment in the form of exit cards asking what they have learned and what they still have questions about. Students will receive feedback from the teacher as well as peers and revise their work accordingly.
 * Formative (Assessment for Learning) **

Students will create a Blog in order to keep track of the way symbols function in __The Great Gatsby__. In class we will discuss symbolic archetypes that are uniform across cultures and brainstorm meaning, then list symbols that are unique to our own lives and cultures. Students will learn to identify and interpret symbols based on these discussions and apply their knowledge to __The Great Gatsby__. Their Blog should reflect what they have learned about the use of symbols as well as use evidence from the text to support their interpretation of those symbols. They are free to use any form of multimedia they wish, including music, photographs, comics, or videos in order to enhance their blogs creativity and further expose understanding. Students will also be provided with a rubric that includes all the important information for their Blog in order to make sure each student has the resources necessary to prove their understanding.
 * Summative (Assessment of Learning) **


 * __ Integration __**


 * Technology: ** Students are going to create a blog to further express their understanding of symbols in The Great Gatsby.
 * Art: ** In this lesson students will design a Blog and utilize art skills such as photography, graphic design or their own artwork in order to complete the project.
 * Music: ** Students are allowed and encouraged to use music to enhance their blogs.

Class is divided into small groups (4 to 6) with one person appointed as the recorder. All groups will be assigned a symbol from The Great Gatsby and asked to interpret its meaning. As there may be many answers to such a task, students are given time to think through their responses. After the "think time," members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group gives an answer until time is called.
 * __ Groupings __**

** Modifications/Accommodations **
 * __ Differentiated Instruction __**
 * ** Verbal~ ** Discussing symbolism by pulling evidence from the text. Lecture.
 * ** Logical~ ** Deep analytical thinking and reasoning used to determine meaning of symbols.
 * ** Visual~ ** Discuss imagery and draw or take pictures for their blog.
 * ** Interpersonal~ ** Compile ideas with group members. Determine what common meaning can be found.
 * ** Intrapersonal~ ** Reflect and interpret a symbol on your own.
 * ** Naturalistic~ ** Hold discussion outdoors in order to discuss universal symbolism


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

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

· Technology: Students are going to create a blog to further express their understanding of symbols in The Great Gatsby. · T-chart graphic organizer (1 per student) · Rubric (1 per student) · Copies of __The Great Gatsby__ · Laptops for each student. · Index cards · Example Blog · Projector Blogger: [|https://www.google.com/accounts/ServiceLogin?service=blogger&continue=https%3A%2F%2Fwww.blogger.com%2Floginz%3Fd%3Dhttp%253A%252F%252Fwww.blogger.com%252Fhome%26a%3DADD_SERVICE_FLAG&passive=true&alinsu=0&aplinsu=0&alwf=true&ltmpl=start&skipvpage=true&rm=false&showra=1&fpui=2&naui=8#s01] Round Robin Cooperative Learning: [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] T-Chart Graphic Organizer: [] Rubric: []
 * __ 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. //**

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 symbols 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 find new meanings and ideas. 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: //** 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 symbol 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 a blog which allows students to experience new resources that allow them to explore their creativity and express their freedom.


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


 * // Rationale: //** Student will know the definition of Symbol and Imagery as well as recall critical details such as the eyes of Dr. T.J. Eckleburg, The Valley of Ashes, The Green Light, and the decadence of the 1920's. 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 symbols from the novel using quotes from the book in their Blog. Students will be able to make meaning of symbols from The Great Gatsby and further develop meaning and express understanding by editing blogs.


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

Students are using Blogger, an online blog that allows bloggers to keep a public, online account of whatever they wish. This is a Type II technology because by using Blogger to explain the meaning that can be found behind symbols from __The Great Gatsby__, students are publicly stating their ideas and beliefs and using the text to assert their claims for people outside of the classroom to read and think about. Students who wish to go beyond the original objectives of this lesson are welcome to use a variety of forms of multimedia including music and video to enhance their blog.
 * // Rationale: //**
 * ** Verbal~ ** Discussing symbolism by pulling evidence from the text. Lecture.
 * ** Logical~ ** Deep analytical thinking and reasoning used to determine meaning of symbols.
 * ** Visual~ ** Discuss imagery and draw or take pictures for their blog.
 * ** Interpersonal~ ** Compile ideas with group members. Determine what common meaning can be found.
 * ** Intrapersonal~ ** Reflect and interpret a symbol on your own
 * ** Naturalistic~ ** Hold discussion outdoors in order to discuss universal symbolism
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

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 Blogs, as well as on their class participation. However students' T-charts and exit cards will be informally assessed as well. Students will use T-chart organizers to organize their thoughts on symbolism. Using the Round Robin Brainstorming method of cooperative learning students will discuss symbols from __The Great Gatsby__ with their group mates. Students will answer questions like, "why are symbols important to the way we interpret the work?" Understanding will be assessed by responding to self-assessments in the form of exit cards, which ask students what they have learned and what they still have questions about. The formative assessment will be peer feedback in the form of comments that they will leave for each other on their blog posts. Students are required to leave at least 3 comments on different student’s blogs. I will also be posting comments on each student’s blog in order to help them refine their ideas. Students are using Blogger, an online blog that allows bloggers to keep a public, online account of whatever they wish. Students will post one blog entry per reading assignment on their blogs. Each entry will identify a symbol and explain how it functions to create meaning within the novel. All blogs must include at least one appropriate non-verbal stimulant to represent the symbol or its meaning and a brief explanation of why they chose the image. Students should also integrate two quotations that support their claims. Blogs will be graded based on a rubric.
 * // Rationale: //**
 * __ Teaching and Learning Sequence __**** : **

Weather permitting, class will be held outside to better discuss archetypal symbols from nature. Otherwise classroom arrangement is set up in a semi circle of grouped desks/tables (4-5 students per group) around the perimeter of the classroom with the board at the opening of the semi circle. All students face inwards in the circle with a view of the board in order to create an atmosphere that fosters group discussion and allow a “stage” area for presentations. Class 1~ 1. Hook: Bring students outside to Discuss symbolic archetypes that are uniform across cultures and brainstorm meaning, then list symbols that are unique to your own lives and cultures. (30 min.) 2. Objectives: Explain what students will understand, know, and be able to do. (5 minutes) 3. Graphic Organizer: Allow students time to fill in their graphic organizer. (10 minutes) 4. Cooperative Learning: Use Round Robin method to discuss graphic organizer and compile information. (10 minutes) 5. Blog Setup: Show students how to use Blogger and allow them to play with it. (20 minutes) 6. Hand out rubrics so students will have the information they need to complete their homework project within the upcoming days. (while they play with Blogger) 7. Pre-assessment: give students time to fill out exit cards answering what they still have questions about. (5 Minutes) Students will understand that Fitzgerald uses symbols to create meaning in the text. Symbols uncover meanings that give cultural relevance and open different windows of learning and perspective that is important in developing world view. 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. //Students will read text, within a grade appropriate span of text complexity, and present analysis of fiction using excerpts from the text to defend their assertions//**.** Discuss symbolic archetypes that are uniform across cultures and brainstorm meaning, then list symbols that are unique to your own lives and cultures.
 * Agenda: **
 * Where, Why, What, Hook, Tailors: Linguistic, Naturalistic, Visual, Kinesthetic. **

Students will know the definition of Symbol and Imagery as well as recall critical details such as the eyes of Dr. T.J. Eckleburg, The Valley of Ashes, The Green Light, and the decadence of the 1920's. Students will use a T-chart to describe symbols and uncover meaning. Students will be able to answer such questions as, "why are symbols important to the way we interpret the work?" I will check for understanding by issuing self-assessment in the form of exit cards asking what they have learned and what they still have questions about. Students will receive feedback from teacher and students and adjust their Blog accordingly. Students will use a T-chart to describe symbols and uncover meaning. Students will participate in Round Robin Brainstorming to discuss symbolism. Students will be able to answer such questions as, "why are symbols important to the way we interpret the work?" I will check for understanding by issuing self-assessment in the form of exit cards asking what they have learned and what they still have questions about. Students will receive feedback from teacher and students and adjust their Blog accordingly. 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. A portfolio will be kept of student work and writing to monitor the progress of the student.
 * Equip, Explore Rethink, Revise Tailors: **
 * Explore, Experience, Rethink, Revise, Refine, Tailors: **
 * Evaluate, Tailors: **

Student will know the definition of Symbol and Imagery as well as recall critical details such as the eyes of Dr. T.J. Eckleburg, The Valley of Ashes, The Green Light, and the decadence of the 1920's. Definitions of key terms at [] will be used in class to explain literary terms. And a 60 second recap of critical detail can be found at []. This sight recalls important images and symbols necessary for students to create meaning.
 * __ Content Notes __**

· T-chart graphic organizer (1 per student) · Index cards · Rubrics (1 per student)
 * __ Handouts __**