L6+Bertino,+Jennifer


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


 * Teacher’s Name:** Ms. Bertino **Lesson # :6 Facet: Perspective Product: Glogster**
 * Grade Level:** 11th grade **Topic: The Catcher in the Rye**

__**Objectives**__

 * Student will understand** how various literary elements play a significant role in The Catcher in the Rye.
 * Student will know** metaphors, motifs, symbolism, tone and imagery.
 * Student will be able to** argue the significance of the various literary elements in The Catcher in the Rye.

__**Maine Learning Results Alignment**__
Maine Learning Results: English Language Arts- A. Reading A2 Literary Texts Grades 9-Diploma //The Catcher in the Rye//
 * //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 ass//****//ertions.//**


 * Rationale: This lesson will be dealing with the writing styles and the affects it has both on the reader and the story of The Catcher in the Rye.**

__**Assessment**__
Students will draw a picture of themselves illustrating their journey from childhood to adolescence. Students will use Analyzing a Story's Theme Graphic Organizer. Students will do a ThinkPairShare where they will be asked a question regarding one of the literary devices in this lesson or present in the book and they will have to analyze the use and significance of it to the Holden. Then they will partner up and discuss their idea's and then the whole class will come together and compile a list of essential reasons for why the author used those literary devices and how it influenced the readers understanding of the story. Students will use the Slap It activity.The class will be divided into two groups and they will use a fly swatter to slap the correct answer to the question the teacher poses. Students will then come together as a whole class and have a discussion on their understandings of the novel. Students will write a journal entry explaining the activity and the discussion and how much they got out of it and whether or not it helped clarify idea's and what idea's they would continue to discuss in further detail.
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**

Students will make a visual and written product using Glogster to illustrate their understanding of the literary devices significance in the novel. This will be graded based off the product rubric provided by the teacher.

__**Integration**__
Technology- Students are using a Glogster to make an online radio show/talk show discussing point of view and the relevance it has on the stories meaning.

Other Content Area's- Art-Students will be incorporating art into this product by including a a picture that they draw of their own journey from childhood to adolescence and pinpoint symbolic "themes" that were important in their childhood and now currently in their adolescence.

__Groupings__
Students will be put into grouping tables so that we will not have to rearrange the room multiple times during the Think Pair Share. Students will stay like this and individually work alone, then turn to the person next to them in their group of 4 at the table desks and talk to them and then as a group all four student will talk. When the students walk into the door they are given a colored card (yellow, blue, red or orange) and they will go sit with the other students who have the same color card as them.

__**Differentiated Instruction**__
Bodily- Students will be using this intelligence in the Slap It activity where they are using the fly swatter to hit the board and connect the literary devices to an example written on the board that correlates with that literary device. Intrapersonal- Students will be doing the first part of think pair share individually and thinking about the entire book collectively and taking the analysis throughout the whole unit so far to a deeper level and coming up with other connections to literary devices not presented so far. Interpersonal- Students will be working together during the Pair part of think pair share to discuss more idea's in The Catcher in the Rye. Verbal- The whole class will be having a discussion during the share part of think pair share and really characterizing Holden Caufield and his struggles throughout the whole book. Visual- The Slap It game or activity is a good way for visual learners to see the idea's of the book and relate them to the literary devices that we have been talking about so far. Logical- Students Glogster product and presentation has to emphasize that they used logical thinking to come up with a new book title and through their analysis they have to illustrate that they really understood the importance of many essential idea's and literary devices used.
 * Strategies**


 * Modifications/Accommodations**

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

Student must come to me and get all missing work. Students will have access to the assignments while they are missing, they can refer to the syllabus. Student must come to me and get all missing work and additional handouts related to that class period. Students and I will set up an action plan and I will ask them how much time they are needed to complete the homework. Based off the students answer we will come up with a compromise and come up with a appropriate time frame for completion of make up work.
 * Absence**


 * Extensions**

Type II- Every student will have an opportunity to do a Webspiration/Inspiration. Students are using this program to make an online visual for the teacher to check for understanding of the students of essential ideas in The Catcher in the Rye up to chapter twenty two.

__**Materials, Resources and Technology**__
Computers- The computers are a necessarily tool for the students to be able to work on their projects (Podcasts.) product rubric- This will allow students to know what they are being assessed on and allow them assess themselves prior to handing in the assignment. The Catcher in the Rye novel (number of copies for each student)- The main resource for this lesson. Writing Utensil (pen, pencil, highlighter)- All of the students work will not be on the laptops. They will be doing a significant amount of it hand writing. notebook with lined paper- Student will be taking part in class discussions where they will need to be taking notes on important information. assignment book- This is really important for student to have. I will be having a lot of assignments due in my class and they will need an assignment book to keep them on track with their work. Also, I just require one in my classroom so that students can keep up with the work. Analyzing Story's Theme Graphic Organizer- This allows students to be able to fill out the chart according the point of view in The Catcher in the Rye.

__Source for Lesson Plan and Research__
The Catcher in the Rye novel

Analyzing a Story's Graphic Organizer []

ThinkPairShare-http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities

Slap It activity-http://edu221resources.wikispaces.com/Class+7

Blog- 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

Glogster-http://www.glogster.com/

__**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.//**
 * Rationale:** **My lesson will use the four learning styles to help students feel more comfortable in their learning environment.**

This lesson is beneficial for those students who are microscopes because it allows a structure with allowing student to use all their prior knowledge in each of the previous lessons to make a final analysis of the book using the literary themes in prior lessons and newer ones introduced in this lesson such as: metaphors, motifs, symbolism, tone and imagery. This lesson beneftis those students who are beach balls because they are given an opprotunity to work with new programming, Glogster and work individually on their own posters to recreate a book cover and analysis for The Cathcer in the Rye. Puppies are engaged in this lesson because they are given numerous opportunities to both work alone and gather their own thoughts as well as engage themselves in conversations with their classmates about the content This gives many opportunites for them to feel comforted and familiar with the material. This helps clipboard students because there are class discussions prior to the individual work or group work that enables students to feel more comfortable and confident in the knowledge. This allows student so know exactly what the content contains before staring out on their projects.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale: Student will know** metaphors, motifs, symbolism, tone and imagery **to meet the Maine Learning Results English Language Arts Reading standards.**

Maine Learning Results: English Language Arts- A. Reading A2 Literary Texts Grades 9-Diploma //The Catcher in the Rye//
 * //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 ass//****//ertions.//**

Students will use perspective from the novel and from previous lessons to analyze the significance of the literary elements used in The Catcher in the Rye.

Perspective: The goal is that students will have their own understanding of how important literary devices are to novels and the significance they play on each story. It is important that each student understands that every story includes some literary devices and it's essential in analyzing the details of each story and to delve into my important aspects of the novel.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** **I will be using technology in a type II way with blogs and a Glogster product that will allow students of various learning styles to succeed and participate in the work.**

Bodily- Students will be using this intelligence in the Slap It activity where they are using the fly swatter to hit the board and connect the literary devices to an example written on the board that correlates with that literary device. Intrapersonal- Students will be doing the first part of think pair share individually and thinking about the entire book collectively and taking the analysis throughout the whole unit so far to a deeper level and coming up with other connections to literary devices not presented so far. Interpersonal- Students will be working together during the Pair part of think pair share to discuss more idea's in The Catcher in the Rye. Verbal- The whole class will be having a discussion during the share part of think pair share and really characterizing Holden Caufield and his struggles throughout the whole book. Visual- The Slap It game or activity is a good way for visual learners to see the idea's of the book and relate them to the literary devices that we have been talking about so far. Logical- Students Glogster product and presentation has to emphasize that they used logical thinking to come up with a new book title and through their analysis they have to illustrate that they really understood the importance of many essential idea's and literary devices used.

Technology- Students are using a Glogster to make an online radio show/talk show discussing point of view and the relevance it has on the stories meaning.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale: I will use a variety of assessments such as Graphic Organizers, group discussions, blogs, and a final online Glogster product to gain an understanding of the students progress.**

During this lesson there are various assessments that the students could be assessed by Graphic Organizers, Discussions, blogs, and the final product to determine how much students know assessed by a product rubric.

__Teaching and Learning Sequence__
Day 1-

Students will come into class and be broken up into groups as they walk into the door by given a color card that indicates which tables they sit at and who will be their group members. (3 minutes) Students will (individually) draw a picture of themselves illustrating their journey from childhood to adolescence. We will have a class discussion where I will introduce new literary terms such as: metaphors, motifs, symbolism, tone and imagery. We will have a lengthy class period where I really delve into the meaning of each one of these literary terms and the meanings of them. Then I will explain their relevance to literature. (40 minutes) Students will use Analyzing a Story's Theme Graphic Organizer. (10 minutes) Students will do a ThinkPairShare where they will be asked a question regarding one of the literary devices in this lesson or present in the book and they will have to analyze the use and significance of it to the Holden. Then they will partner up and discuss their idea's and then the whole class will come together and compile a list of essential reasons for why the author used those literary devices and how it influenced the readers understanding of the story. (27 minutes)

Homework- Students will finish graphic organizers and maker sure they have their individual thoughtswritten down from their "thinking" of the ThinkPairShare.

Day 2-

Students will return to their table groups from the previous day.(1 minute) Students will hand in their graphic organizers. (2 minutes) Students will use the Slap It activity.The class will be divided into two groups and they will use a fly swatter to slap the correct answer to the question the teacher poses. (15 minutes) Students will then come together as a whole class and have a discussion on their understandings of the novel. (25 minutes) Students will write a journal entry explaining the activity and the discussion and how much they got out of it and whether or not it helped clarify idea's and what idea's they would continue to discuss in further detail. (15 minutes) I will introduce the final Glogster project. I will explain the product rubric to them and make expectations specific and clear. (5 minutes) Students will begin brainstorming about ideas for their Glogster (significant points and literary devices they are going to include). (17 minutes).

Day 3- Student will have the class period to start on their projects. Students will make a visual and written product using Glogster to illustrate their understanding of the literary devices significance in the novel. This will be graded based off the product rubric provided by the teacher. Throughout the class period there will be a question answer session where student can conference with me aboutthier projects.

Homework- Students will continue working on their Glogster projects and refining it.

Day 4- Peer edit feedback session.(20 minutes)

Day 5- Glogsters are DUE the beginning of class.

Students will understand that how various literary elements play a significant role in The Catcher in the Rye. **Students willl understand the purpose of theme inHolden Caulfield's story and the signifcnace it has on his life.** **//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. (Students will be done with the book by the time we start this lesson)//** Intrapersonal: Students will draw a picture of themselves illustrating their journey from childhood to adolescence.
 * (Where)****,****(Why),** **(What),** **(Hook),(Tailor):Intrapersonal**

Students will know metaphors, motifs, symbolism, tone and imagery. Students will use Analyzing a Story's Theme Graphic Organizer. Students will use the Slap It activity. The class will be divided into two groups and they will use a fly swatter to slap the correct answer to the question the teacher poses. Students will then come together as a whole class and have a discussion on their understandings of the novel. Bodily- Students will be using this intelligence in the Slap It activity where they are using the fly swatter to hit the board and connect the literary devices to an example written on the board that correlates with that literary device. Verbal- The whole class will be having a discussion during the share part of think pair share and really characterizing Holden Caufield and his struggles throughout the whole book. Visual- The Slap It game or activity is a good way for visual learners to see the idea's of the book and relate them to the literary devices that we have been talking about so far.
 * (Equip)**, **(Explore)**, **(Rethink),** **(Revise), (Tailor): Bodily, Verbal, Visual**

Students will do a ThinkPairShare where they will be asked a question regarding one of the literary devices in this lesson or present in the book and they will have to analyze the use and significance of it to the Holden. Then they will partner up and discuss their idea's and then the whole class will come together and compile a list of essential reasons for why the author used those literary devices and how it influenced the readers understanding of the story. Students will write a journal entry explaining the activity and the discussion and how much they got out of it and whether or not it helped clarify idea's and what idea's they would continue to discuss in further detail. Intrapersonal: Students will write in a journal to reflect on the ThinkPairShare. Intrapersonal- Students will be doing the first part of think pair share individually and thinking about the entire book collectively and taking the analysis throughout the whole unit so far to a deeper level and coming up with other connections to literary devices not presented so far. Interpersonal- Students will be working together during the Pair part of think pair share to discuss more idea's in The Catcher in the Rye.
 * (Explore), (Experience)**, **(Rethink), (Revise), (Refine),** **(Organize),** **(Tailor)**: Intrapersonal

Students will make a visual and written product using Glogster to illustrate their understanding of the literary devices significance in the novel. This will be graded based off the product rubric provided by the teacher. Logical- Students Glogster product and presentation has to emphasize that they used logical thinking to come up with a new book title and through their analysis they have to illustrate that they really understood the importance of many essential idea's and literary devices used.
 * Evaluate, Tailors**: Logical


 * Content Notes**

Metaphors-is comparing two things that are not alike. They do not use like or as to compare things. http://www.tnellen.com/cybereng/lit_terms/metaphor.html

motifs-is a reoccuring element that has symbolic meaning. A motif can be an image, a spoken or written phrase, sound movement, etc. A motif is something that is continuously discussed or illustrated in a story with some significance. It is different from a theme of a novel. http://en.wikipedia.org/wiki/Motif_%28narrative%29

Motifs present in The Catcher in the Rye are: Loneliness, Relationships, Intimacy, Sexuality, Lying and Deception. http://www.sparknotes.com/lit/catcher/themes.html

Symbolism-representing things by a symbol. http://dictionary.reference.com/browse/symbolism Symbols- Red Hunting Hat, Museum of Natural History, Ducks in Central Park Lagoon. http://www.sparknotes.com/lit/catcher/themes.html Symbolism is an important part of a novel because it really tells the reader a lot about the author and their life and time period of their life. []

Symbols are very important in literature because they help define aspects of the novel. A symbol has complex meaning; it has not only "literal" meaning, but also additional meaning(s) beyond the literal. Sometimes the literal meaning of a symbol is absurd, so that the symbolic meaning over-rides and cancels out the literal meaning. A symbol may have more than one meaning. In fact, the most significant symbols do convey an indefinite range of meanings. http://web.mst.edu/~gdoty/classes/concepts-practices/symbolism.html

Symbolism- Allie's Baseball Mitt, Hunting Hat, The Musesum, Grafiti, and the Ducks in Central Park. http://www.brighthub.com/education/homework-tips/articles/50708.aspx

Tone-the attitude a writer has about a subject or a character. May be humorous, sarcastic, ironic, etc. http://www.tnellen.com/cybereng/lit_terms/tone.html A tone can tell a lot about a story and the writers. A tone of the story is really what can connect the readers in and tell them a lot about the character. This is essential in an analysis of a character. http://grammar.ccc.commnet.edu/grammar/composition/tone.htm

Imagery-Imagery is used to describe senses and experiences.

http://answers.reference.com/Information/Terminology/what_is_imagery_in_literature

Important images in The Catcher in the Rye: Red Hunting Hat, The Ducks, James Castle, Mr. Antolini, The Museum, The Carousel, Phoebe. http://www.shmoop.com/catcher-in-the-rye/symbolism-imagery.html


 * Handouts**
 * Product Rubric**
 * Analyzing a Story Graphic Organizer**