L5+Toto,+Kaitlin


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


 * Teacher’s Name:** Ms. Toto
 * Lesson # :** Five
 * Facet:** Interpretation
 * Product:** Digital photography/ Wikispace
 * Grade Level:** 9 to diploma
 * Topic:** //The Crucible//

__**Objectives**__

 * Student will understand that** the symbol of McCarthyism presented in //The Crucible.//
 * Student will know** the importance of a particular symbol or symbols from a text uncovers a deeper cultural and societal meaning of the time the author wrote his or her novel.
 * Student will be able to** analyze the symbol of McCarthyism presented in the text.

__**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 continue to become familiar with the presence of McCarthyism within //The Crucible// by taking a series of original photographs and uploading them to Wikispace. Students will also be required to explain their photographs and how each relates to the symbol of Miller's play.

__**Assessment**__
Students will be asked to complete a graphic organizer, specifically a "Tree Chart." This graphic organizer will help them organize the basic information regarding McCarthyism and the Red Scare as it relates to Miller's play. At the end of class students will be asked to complete an "exit card" consisting of one or two questions pertaining to McCarthyism. "Exit cards" will be informally assessed. At the beginning of the following class, I will announce the questions asked on the "exit cards" and ask for a student directed discussion regarding the questions.
 * Formative (Assessment for Learning)**

Students will create a Wikispace with the intention of uploading original digital photography. The student photography will depict the symbol of McCarthyism from the play. Each Wikispace will be assessed by use of a rubric. (Student will have received the rubric at the beginning of the unit.) Each student's Wikispace and digital photography should demonstrate that he or she understands the role in which the Red Scare and McCarthyism play in //The Crucible.//
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**: Students will utilize Type II technology in for form of original digital photography which will then be upload to a Wikispace.
 * History**: Students will be introduced to factual information regarding Senator Joseph McCarthy, the Red Scare, and McCarthyism during the 1950s.

__Groupings__
Working in pairs, students will complete a "Tree Chart" graphic organizer to help organize key facts regarding McCarthyism and the Red Scare.

__**Differentiated Instruction**__

 * Strategies**
 * Logical**: Students will use graphic organizers to track information.
 * Visual**: Students will be using digital photography to capture the symbol
 * Intrapersonal**: Students will work individually on their photography and on their Wikispaces.
 * Interpersonal**: Student will work in pairs while working on their "Tree Chart" graphic organizers.
 * Naturalist**: Students will have the opportunity to use the outdoors in their photography.
 * Kinesthetic**: Students will not only be allowed, but will be expected, to move around and search for the subjects of their photographs.

//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 absenses 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 the form of Garageband during this lesson.
 * Extensions**

__**Materials, Resources and Technology**__
Materials needed...
 * printed "Tree Chart" graphic organizer handouts
 * printed rubrics which will be used to evaluate student's final product
 * a copy of //The Crucible// for each student
 * computers and/or laptops
 * LCD projector for "The Hollywood Ten - McCarthy Communist Hunt" video at the beginning of the first class; to project class notes on the class Wiki.
 * blank index cards to be used as "exit cards"
 * digital cameras
 * charged and/or disposable batteries for digital cameras

__Source for Lesson Plan and Research__
The hook, "The Hollywood Ten - McCarthy Communist Hunts," was found here: [] The "Tree Chart" graphic organizer was found here: [] Further information regarding McCarthyism: [] A fiction novel containing actual events regarding Communism in America, //A Guided Tour through the Museum of Communism//.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Students who are identified as **clipboards** will find the "Tree Chart" graphic organizer to be the most helpful. These students will be highly organized in their thinking, and will benefit from the use of the graphic organizer. Students who are identified as **beach balls** will enjoy working in pairs with other students; this will allow them to work in a more 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 desire by working with another student. Students will be most comfortable while working with another student because of the "encouraging atmosphere" and "safe climate." Students who are puppies will be most communicative while working with other students who 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 discussions with their peers. Students will be focusing on critical details pertaining to the Red Scare and McCarthyism. Students will also have ownership of the photography they are creating and the Wikispace which the photographs will be uploaded to.
 * //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 continue to become familiar with the presence of McCarthyism within //The Crucible// by taking a series of original photographs and uploading them to Wikispace. Students will also be required to explain their photographs and how each relates to the symbol of Miller's play.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Logical**: Students will use graphic organizers to track information.
 * Visual**: Students will be using digital photography to capture the symbol
 * Intrapersonal**: Students will work individually on their photography and on their Wikispaces.
 * Interpersonal**: Student will work in pairs while working on their "Tree Chart" graphic organizers.
 * Naturalist**: Students will have the opportunity to use the outdoors in their photography.
 * Kinesthetic**: Students will not only be allowed, but will be expected, to move around and search for the subjects of their photographs. Students will also be role playing scenes from the play.

Students will be asked to complete a graphic organizer, specifically a "Tree Chart." This graphic organizer will help them organize the basic information regarding McCarthyism and the Red Scare as it relates to Miller's play. At the end of class students will be asked to complete an "exit card" consisting of one or two questions pertaining to McCarthyism. "Exit cards" will be informally assessed. At the beginning of the following class, I will announce the questions asked on the "exit cards" and ask for a student directed discussion regarding the questions. Students will create a Wikispace with the intention of uploading original digital photography. The student photography will depict the symbol of McCarthyism from the play. Each Wikispace will be assessed by use of a rubric. (Student will have received the rubric at the beginning of the unit.) Each student's Wikispace and digital photography should demonstrate that he or she understands the role in which the Red Scare and McCarthyism play in //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**:

This lesson will begin with "The Hollywood Ten - McCarthy Communist Hunts" video (**15 minutes**) Class discussion regarding the gentlemen who were regarded at the Hollywood Ten (**20 minutes**) Students will role play the final pages from act three, pages 94 to 111, with discussion throughout (**45 minutes**) Total: **80 minutes**
 * Agenda**:
 * Day 1**:

Students will work in pairs to complete the "Tree Chart" graphic organizer (**20 minutes**) A class discussion, based off of the graphic organizers, will be held; students will be encouraged to ask clarifying questions (**10 minutes**) Students will receive a brief explanation of their newest assignment before meeting with a professional photographer (**5 minutes)** A local, professional photographer will be invited into the classroom to explain the basics of photography to students (**40 minutes**) Students will be asked to complete "exit cards" (**5 minutes**)
 * Day 2**:

Class will begin with a discussion regarding the "exit cards" from the previous class (**15 - 20 minutes**) There will be a relatively quick review from lesson three which also dealt with symbolism from //The Crucible// (**20 minutes**) At this point in the unit, students will already have Wikispace accounts, but will now be required to create a page on their Wikispaces which will be dedicated to their original photography (**15 minutes**) The remaining time will be for students to brainstorm individually or amongst themselves (**25 minutes**)
 * Day 3**:

Students will be given time to take photography around the school campus, inside and outside (**70 minutes**) Students need to report back to my classroom for the final ten minutes of class to complete "exit cards" (**10 minutes**)
 * Day 4**:

Students will have the entire class to upload their photographs and write explanations for each one (**80 minutes**)
 * Day 5**:

Students will role play the end of Act III, pages 94 to 111; discussion will be held throughout (**80 minutes**) (Note: Original photography and Wikispaces are due the following class)
 * Day 6**:

Students need to understand that the literature that is on the shelves in bookstores is based off of authors actual experiences in most cases; during this lesson, students will realize that Miller chose to write a play about the Salem With Trials during the 1950s because of the relevancy. There is a direct link between McCarthyism, the Red Scare and the Salem Witch Trials of 1692. 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 complete "exit card" on a regular basis. The "exit cards" will consist of questions I've posed to them, but also questions they would like answered. The "exit cards" will help me assess where my students are at in the learning progress, individually and as a whole. I will target students with different multiple intelligences; for example, to insure that my naturalistic learner is learning at his or her best, students will be allowed to incorporate the outdoors into their photography. Kinesthetic learners, and all students, will be encouraged to walk around the school and outside to find objects/subjects that would be appropriate to capture for their products.
 * Where, Why, What, Hook, Trailors**: Intrapersonal, Naturalist, Kinesthetic

I have carefully planned my lesson so that I engage at least six of the eight multiple intelligences at any given time. The graphic organizers will be used to help students piece factual information regarding the Red Scare and McCarthyism together. The information presented during this lesson is copious, and I believe it would be easy to move too quickly for students. The "Tree Chart" is intended to organize students thoughts. Students will complete "exit card" on a regular basis. The "exit cards" will consist of questions I've posed to them, but also questions they would like answered. The "exit cards" will help me assess where my students are at in the learning progress, individually and as a whole. In addition to "exit cards," students will be asked to complete a series of original photography which will uploaded to their Wikispaces (which they also created). Students will receive feedback on their photographs and on their product as a whole; students will then have to opportunity to makes changes to their photographs, explanations, Wikispaces, etc.
 * Explore, Experience, Revise, Refine, Tailors**: Intrapersonal, Logical, Interpersonal, Visual, Naturalist, Kinesthetic

Students will be given the rubric which will be used to evaluate their final project. Students will have this particular rubric from the very first day of the lesson. Each student will self-assess themselves using this rubric; he or she should then turn in the completed rubric to the teach in addition the final project. Students will receive feedback on their final products the following class. The student's two grades will be averaged together.
 * Evaluate, Tailors**: Intrapersonal, Visual, Verbal

"Tree Chart" graphic organizer Rubric for digital photography/Wikispace
 * Handouts**