L4+Bertino,+Jennifer


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


 * Teacher’s Name:** Ms. Bertino **Lesson # : 4 Facet: Evaluate Product: Webspiration/Inspiration**
 * Grade Level:** 11th Grade **Topic: The Catcher in the Rye**

__**Objectives**__

 * Student will understand that** essential idea's are present in The Catcher in the Rye.
 * Student will know** span of time book takes, climax, order of events.
 * Student will be able to do** produce a list of essential ideas both present and significant 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// This particular lesson will be dealing with essential ideas in The Catcher and the Rye and understanding the complexities of the novel.
 * //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:**

__**Assessment**__
We will start the class off by having students write a short response answering the question "How does the transition from childhood to adolescence influence kids? Students will do a Literary Element Advanced Graphic Organizer. The class will do a three minute review where the teacher stops any time during the class discussion and gives groups three minutes to come up with clarifying questions. Next, will be the Exit/Entrance Interview. It allows students to rethink and clarify their thoughts on the essential idea's present in the novel. Each student will hand the teacher a piece of paper at the end of class with the following things on it: "What did I learn today?", "What are some concepts I need to get a better understanding of?", etc. as a way of self-assessing their knowledge. The teacher will review these and base the next days lesson off of these concepts or questions. Students will then make a short two minute play based off of the essential idea's present in the book. Students will then make a short two minute play based off of the essential idea's present in the book. Teacher will introduce Webspiration/Inspiration project.
 * Formative (Assessment for Learning)**

Students will use Webspiration or Inspiration and make an online visual of the essential idea's present in The Catcher and the Rye and importance of them. They will be graded based off a rubric generated by the teacher.
 * Summative (Assessment of Learning)**

=__**Integration**__=

Technology- Students are using a Webspiration/Inspiration program to make an online visual for the teacher to check for understanding of the students understanding of essential ideas in The Catcher of the Rye up to chapter twenty two.

Other Content Area's- Art- Students are able to incorporate art by using the Webspiration to incorporate essential ideas. Using art to create a web or a diagram that shows how all the essential ideas are relevant and revolve around each other in The Catcher in the Rye.

=__Groupings__= Students will be put into groups for the Three Minute Review so the desks will be set up in groups of four. 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**__
Naturalistic- The students will be acting their script out outside and trying to use the outdoors to make Holden's character more real and creative. There were many times when Holden was alone and wandering outside trying to find somewhere to go. He was in the park, he was on a bench, he was walking the streets late at night and incorporating the outside would make more of a connection to Holden's character. Bodily/Kinesthetic- Students will be using this multiple intelligence when producing and acting out their script on the essential idea's. Interpersonal- Students will be working in groups to make these short scripts. Also students will be working together in groups during the Three Minute review to discuss essential ideas in the book. Verbal- Students will be talking and discussing amongst their groups and in a class discussion based off of clarifying questions the teacher asks. Intrapersonal- Students will be sharing their own thoughts and understanding with the teacher through the Entrance/Exit interview where they include on a piece of paper their knowledge of the content and some clarifying questions that need to be addressed. Visual- The two minute skit is a visual understanding of the students knowledge on the essential idea's present in The Catcher in the Rye.
 * Strategies**

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

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.
 * Extensions**

__**Materials, Resources and Technology**__
Computers- The computers are a necessarily tool for the students to be able to work on their projects (Webspirations/Skits.) product rubric- This will allow students to know what they are being assessed on and allow them 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. Literary Elements Advanced Graphic Organizer- This is used to allow students to be able to put a image to each of the essential ideas in the book, for instance: (protagonist, antagonist, etc..) Lesson Handout- This will keep students organized and differentiate between the skit assignment and the final lesson assignment (their Inspiration or Webspiration.)

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

Exit/Entrance Interview http://edu221resources.wikispaces.com/Class+7

Literary Elements Advanced Graphic Organizer http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/menu.htm#ALL

Three Minute Review http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities

__**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 is based primarily off logic in the story, also known as the essential ideas present throughout The Catcher in the Rye. This lesson is helpful for puppies because it gives them the opportunities to work in groups on skits and not make students present skits all alone in front of the entire class. This is very helpful for those students who are clipboards because they are given an assignment handout that explains the lesson and what is expected of them and when certain assignments are due. It allows students who are beach ball learners the chance to have creativity both in their skits and in their Webspirations/Inspirations.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** **Students will know** span of time book takes, climax, order of events **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.//**

Student will apply their knowledge from lesson one on essential ideas and take them a step further and analyze more in depth concepts.

Apply: The goal is that students are able to apply their knowledge and use it to further their understanding of the essential ideas in The Catcher in the Rye up to chapter 22.


 * //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 Smilebox product that will allow students of various learning styles to succeed and participate in the work.**

Naturalistic- The students will be acting their script out outside and trying to use the outdoors to make Holden's character more real and creative. Bodily/Kinesthetic- Students will be using this multiple intelligence when producing and acting out their script on the essential idea's. Interpersonal- Students will be working in groups to make these short scripts. Also students will be working together in groups during the Three Minute review to discuss essential ideas in the book. Verbal- Students will be talking and discussing amongst their groups and in a class discussion based off of clarifying questions the teacher asks. Intrapersonal- Students will be sharing their own thoughts and understanding with the teacher through the Entrance/Exit interview where they include on a piece of paper their knowledge of the content and some clarifying questions that need to be addressed. Visual- The two minute skit is a visual understanding of the students knowledge on the essential idea's present in The Catcher in the Rye.

Technology- Students are using a Webspiration/Inspiration program to make an online visual for the teacher to check for understanding of the students understanding of essential ideas in The Catcher of the Rye up to chapter twenty two.


 * //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, discussions, and a final online visual 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, a short skit assessed by guidelines, and the final product to determine how much students know assessed by a presentation and 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. (3 minutes) Teacher will give out a handout with assignments and projects for this lesson and go over the dates that they are due. (5 minutes) Students will be broken up by having colored cards (yellow, blue, red and orange) and distributing them to students as they walk into the door so they know which groups they will be in for the discussions and the skit projects.

We will start the class off by having students write a short response answering the question "How does the transition from childhood to adolescence influence kids? (15 minutes) This will be used to help students start thinking about the difficulties of transitiing from childhood to adolescene and allowing students the opportunity to relate more with Holden Caufield after exploring their own transitions. this will be what gets them interested in the lesson and really enchances higher level thinking. Students will do a Literary Element Advanced Graphic Organizer. (15 minutes) This will help students sum up essential ideas in the novel and really understand many of the characters and their traits and the general understanding of the story up to chapter 22 at this point. The class will do a three minute review where the teacher stops any time during the class discussion and gives groups three minutes to come up with clarifying questions. (3 minutes) Discussion of essential ideas that they have discovered since they've continued reading to chapter 22. (15 minutes) Next, will be the Exit/Entrance Interview. It allows students to rethink and clarify their thoughts on the essential idea's present in the novel. Each student will hand the teacher a piece of paper at the end of class with the following things on it: "What did I learn today?", "What are some concepts I need to get a better understanding of?", etc. as a way of self-assessing their knowledge. (10 minutes) Teacher will introduce the Webspiration/Inspiration project.

Homework- Students should prepare an "outline" or a list of essential ideas that they are going to focus to focus on in their webspiration.

Day 2- The teacher will review these and base the next days lesson off of these concepts or questions. Discussion based off of questions students wanted to know. (25 minutes) Students will remain in the groups from the day before. We will discuss the guidelines again for the movie. (3 minutes) Students will then make a short two minute play based off of the essential idea's present in the book. Some of the essential ideas focused on in this lesson will be span of time book takes, climax, order of events. We will also refer back to the essential ideas in chapter one as well (plot, setting, characters, etc.) (53 minutes)

Day 3- Students will finish working and editing their projects. I will help revise projects. The projects will be due the next day at the beginning of class.

Day 4- Students will present their skit projects just to show (not being graded on presentation). (30 minutes) *(Will be graded on content based off a guidelines sheet generated by me. The rest of class students will be given a chance to work on their individual Webspiration projects. (50 minutes)

Homework- continue working on projects.

Day 5- Finish working on Webspiration/Inspiration.(80 minutes) Revisions need to be made.(80 minutes) Be ready to present the following day. Finish up project/revisions for homework.

Day 6- Presentations of project. (50 minutes) Students will be graded off of a rubric generated by me both on presentation and product.

Students will understand that essential idea's are present in The Catcher in the Rye. Students will understand the loneliness of adolescence. **//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 have finished chapter 22 (up to page 174)).//** The teacher will pose the students with the question "How does the transition from childhood to adolescence influence kids?" They will reflect on this and write a short response to the question prior to the lesson. Intrapersonal- Students will be doing a lot of reflecting work in the hook by relating to their own childhood and adolescnece to help themselves better understand Holden Caufield.
 * (Where), (Why), (What), (Hook),(Tailor): Intrapersonal**

Students will know span of time book takes, climax, order of events. Students will use **Literary Elements Advanced Graphic Organizer**. Students will use the Entrance/Exit Interview to rethink and clarify their thoughts on the essential idea's present in the novel. Each student will hand the teacher a piece of paper at the end of class with the following things on it: "What did I learn today?", "What are some concepts I need to get a better understanding of?", etc. as a way of self-assessing their knowledge. The teacher will review these and base the next days lesson off of these concepts or questions. Intrapersonal- Students will be sharing their own thoughts and understanding with the teacher through the Entrance/Exit interview where they include on a piece of paper their knowledge of the content and some clarifying questions that need to be addressed.
 * (Equip)**, **(Explore)**, **(Rethink),** **(Revise), (Tailor):**Intrapersonal

Students will be able to produce a list of essential ideas both present and significant in The Catcher in the Rye. Product: Webspiration/Inspiration Days: 6 Students will do a Three-Minute Review where the teacher stops any time during the class discussion and gives groups three minutes to come up with clarifying questions. Students will then make a short two minute play based off of the essential idea's present in the book. Students will present their projects just to show (not being graded on presentation). (30 minutes) *(Will be graded on content based off a guidelines sheet generated by me. Naturalistic- The students will be acting their script out outside and trying to use the outdoors to make Holden's character more real and creative. Bodily/Kinesthetic- Students will be using this multiple intelligence when producing and acting out their script on the essential idea's. Verbal- Students will be talking and discussing amongst their groups and in a class discussion based off of clarifying questions the teacher asks. Visual- The two minute skit is a visual understanding of the students knowledge on the essential idea's present in The Catcher in the Rye.
 * (Explore), (Experience)**, **(Rethink), (Revise), (Refine),** **(Organize),** **(Tailor)**: Naturalistic, Bodily/Kinesthetic, Verbal, Visual

Students will use Webspiration or Inspiration and make an online visual of the essential idea's present in The Catcher and the Rye and importance of them. They will be graded based off a rubric generated by the teacher. (See attached rubrics).
 * Evaluate, Tailors**


 * Content Notes**

The Climax of a story is when the reader knows who is the "winner." This is the part of the story that helps the reader determine whether or not the protagonist or antagonist "won".

This is an essential idea in The Catcher in the Rye because the whole time Holden is going through his journey in the book he puts on an image of the "tough guy" but it is evident to the readers that he feels down on himself and that he feels like a waste of life and incomptetent and that makes him feel like he is a loser.

http://www.masconomet.org/teachers/trevenen/litterms.htm

The Climax of the story is considered the "turning point" where the story illustrates the problem. The climax is the part of the story where the theme is evident.

The Climax of the story is where Holden's character really begins to demonstrate a sense of instability and he begins to really show the true insecurties of himself. This is a major part of the book because all of these emotions and struggles that he is experincing are what help the reader make sense to the fact that he ends up in the mental hospital in the end of the book. These emotional sturglles are what really emphasize his need for help and really allow young students and readers to relate to the struggles he's facing. http://wiki.answers.com/Q/What_is_the_climax_of_a_story

A climax is a problem between two characters, and one is the winner. The climax is the moment in the story that the reader waits for the whole beginning part of the book.

Better climaxes when: a character is developed. The climax determines which was the story will go.

Holden really develops and molds into a distressed character and this becomes more evident during the climax because it shows the varies places and people he tries to connect with. These events are the readers clues that this is Holden's last chance to reach out before he breaks down. http://www.creative-writing-now.com/story-climax.html

All of the people in Holden Caufield's life have played an influence on who he was in the moment in the book and they all triggered memories,but despite all that he still felt insecure, alone and exhibited very unstable behaviors. http://www.sparknotes.com/lit/catcher/summary.html


 * Handouts**
 * Webspiration/Inspiration Rubric**
 * Literary Element Advanced Graphic Organizer**
 * Lesson Assignment Handout**