L1+Bertino,+Jennifer


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


 * Teacher’s Name:** Ms. Bertino **Lesson # : 1 Facet: Empathy**
 * Grade Level:** 11th **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 characters, setting, conflict, and plot. Student will be able to relate to essential idea's that are present 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 assertions.//**


 * Rationale:** This particular lesson will be dealing with essential ideas in The Catcher and the Rye and understanding the complexities of the novel.

__**Assessment**__
 * Formative (Assessment for Learning)**

A class discussion of the first six chapters (the plot, conflict, character, setting, etc.) Students will do a Pre-Assessment- [|Character Trading Card Graphic Organizer .] They will fill out this chart based off of essential ideas in the first six chapters of the book. The students will be expected to blog about their reflections and the content of the book and what they've already learned and reviewed for homework. The following day the students will come in and we will have a class discussion on the blogs and the novel. Afterwards students will be expected to continue refining their Smilebox "projects."

Students will make a scrapbook using Smilebox to illustrate essential ideas that are present in __The Catcher in the Rye.__ To get an understanding of how to make a Smilebox students can look at this link. http://www.smilebox.com/learn-more.html This will be assessed through a rubric generated by the teacher.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology- Students are using a Smilebox program to make an online scrapbook for the teacher to check for understanding of the students understanding of essential ideas in The Catcher of the Rye up to chapter six.

Art- Students will use illustrations and pictures in their scrapbook to demonstrate their understanding.

__Groupings__
Teams will be established by counting off by fours. Each group of four will work together. Students will be in groups of four discussing essential idea's in the novel. After the group discussions the class will come back as a whole and have a larger discussion about the first six chapters. Each student is responsible for participating in the conversation but they will each have their own individual role. One student will be taking notes for the group and writing down ideas. A second person will be the facilitator who will run the group and pose all the questions that they feel are significant and keep the group on task. The third person will be the presenter that will state their groups ideas to the class before we open the floor to the whole class discussion. The fourth person is responsible for connections and content. The role of this person is to make sure that the group is referring to the novel when discussing the essential ideas and that they can provide specific examples.

__**Differentiated Instruction**__

 * Strategies**
 * Bodily/Kinestetic-** The Onion Ring exercise will allow students to get up and move around and gives them a chance to have a conversation with multiple number of students about the plot, conflict, and setting of the book.
 * Interpersonal-** Number Heads Together activity allows students to work in a group and discuss essential idea's in the novel.
 * Naturalistic-** The Onion Ring activity will be done outside in order to get students more engaged and allows students to move around and discuss essential idea's outside of the normal classroom.
 * Intrapersonal-**Students will be working on the graphic organizers individually in order for the teacher to get an understanding of how much they know related to the essential ideas in The Catcher in the Rye.
 * Verbal/Linguistic-** The teacher will be asking the students questions about essential ideas while they are split up into groups during the Number Heads Together activity.
 * Musical-** Students are exploring various songs that relate to essential idea's or themes in the book.

//**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 Smilebox. Students are using a Smilebox program to make an online scrapbook for the teacher to check for understanding of the students of essential ideas in The Catcher in the Rye up to chapter six.
 * Extensions**

__**Materials, Resources and Technology**__
Computers product rubric The Catcher in the Rye novel (number of copies for each student) Writing Utensil (pen, pencil, highlighter) notebook with lined paper assignment book

__Source for Lesson Plan and Research__
Character Trading Card Graphic Organizer http://www.readwritethink.org/classroom-resources/student-interactives/character-trading-cards-30056.html

Smilebox- http://www.smilebox.com/download-instructions.html

The Catcher in the Rye novel

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

Summary notes- http://www.sparknotes.com/lit/catcher

Numbered Heads Together- 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 helpful for those students who are clipboards because the Smilebox project is graded based off an rubric which will help students have an understanding of what is expected of them. The students whose learning style is more like a beach ball and need creativity and choice will enjoy the Smilebox product because there are only certain guidelines on the rubric but there is room for creativity and options.The puppies will be able to have their "comfort zone" both in smaller group discussions and a class discussion where they can share their ideas with other peers. The students whose learning style is the microscope will benefit from this lesson because the class discussions and activities go into discussing and evaluating the students deeper understanding of the main concepts of the first six chapters of the novel.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale: Students will know characters, setting, conflict, and plot to meet the Maine Learning Results English Language Arts Reading standards.**

Students will know characters, setting, conflict, and plot. Students will do this through the interactive Graphic Organizer, a group discussion, a blog where students will be able to reflect and illustrate their understanding of the essential ideas. The students final product will be a Smilebox that will enable them to make a scrapbook of illustrations demonstrating the essential ideas.

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 assertions.//**

Students will be able to relate to essential idea's that are present in The Catcher in the Rye.

Empathy: The goal is that students are able to relate to the essential idea's and character traits of the main character Holden Caufield. They use empathy to relate to similar situations they have found themselves in and understanding the story line and setting and how Holden's setting influenced his character.


 * //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.**

Bodily/Kinestetic- The Onion Ring exercise will allow students to get up and move around and gives them a chance to have a conversation with multiple number of students about the plot, conflict, and setting of the book. Interpersonal- Number Heads Together activity allows students to work in a group and discuss essential idea's in the novel. Naturalistic- The Onion Ring activity will be done outside in order to get students more engaged and allows students to move around and discuss essential idea's outside of the normal classroom. Intrapersonal-Students will be working on the graphic organizers individually in order for the teacher to get an understanding of how much they know related to the essential ideas in The Catcher in the Rye. Verbal/Linguistic- The teacher will be asking the students questions about essential ideas while they are split up into groups during the Number Heads Together activity. Musical- Students are exploring various songs that relate to essential idea's or themes in the book.

Technology- Students are using a blog and a Smilebox to demonstrate their understanding of the essential ideas present in the novel.


 * //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, blogs, discussions, and a final online scrapbook product to gain an understanding of the students progress.**

During this lesson there will be various assessments to test the students understanding of the essential ideas in the first six chapters. First the students will be having a class discussion based on the concepts of plot, conflict, character, setting, etc. Then students will move onto working on the interactive Character Trading Card Graphic Organizer that will be another "test" of their understanding of basic concepts in literature. A class discussion of the first six chapters (the plot, conflict, character, setting, etc.) After some discussions, the students will be expected to blog about their reflections and on the content of the book. And another discussion will lead up to their final product of this lesson which will be a Smilebox project where they will make an online scrapbook.

__Teaching and Learning Sequence__
The classroom will be set up in clusters with four desks in each grouping.

Agenda- how many things are we going to do in one day? how long is it gonna take? 2-3 days Day 1: split it up into how many minutes for each thing?

The classroom will be set up in clusters with four desks in each grouping before the students even get there.

Day 1- When the students first walk in I will give them a number (1-4) and tell them to go sit at the table according to that number. The teacher will check in to make sure all students are caught up and have finished up to chapter six in the novel. (3 mins) I will present various songs to students that are relevant to the struggles of adolescence. (20 mins)

http://www.youtube.com/watch?v=2gfgUUZj24Y(I'm just a kid) http://www.youtube.com/watch?v=fFRkpvvop3I (Over my head) http://www.youtube.com/watch?v=0eLfvdeInFg (Jeremy) http://www.youtube.com/watch?v=MS91knuzoOA (Nobody's Home) http://www.youtube.com/watch?v=NRtvqT_wMeY (Runaway Train)

Then we will have a mini discussion about the songs and their relevance. (10 mins) We will try and relate these songs and the difficulties teenagers are having to Holden Caufield's life and his struggles. Next, the students will move onto an interactive Graphic Organizer. This will help them work on the basic ideas in the first six chapters early on. They will be working on this for about (20 mins). Then we will move onto the Number Head Together activity where I will ask the students questions and give them time as a group to discuss the answers. They will have about 15 mins to do this and then we will move onto a whole class discussion which will take up the remaining time (12 mins).

Outline of Day 1- When the students first walk in I will give them a number (1-4) and tell them to go sit at the table according to that number. The teacher will check in to make sure all students are caught up and have finished up to chapter six in the novel. (3 mins) I will present various songs to students that are relevant to the struggles of adolescence. (20 mins)

http://www.youtube.com/watch?v=2gfgUUZj24Y(I'm just a kid) http://www.youtube.com/watch?v=fFRkpvvop3I (Over my head) http://www.youtube.com/watch?v=0eLfvdeInFg (Jeremy) http://www.youtube.com/watch?v=MS91knuzoOA (Nobody's Home) http://www.youtube.com/watch?v=NRtvqT_wMeY (Runaway Train)

Students will then fill out an interactive Graphic Organizer. (20 mins)

Students will do a Number Heads Together (groups of four). (15 mins)

Then Class discussion. (12 mins)

Day 2- The classroom will be set up in a horseshoe and the students will come in and I will introduce them to their first task which will be to blog about their understandings of the essential ideas in the book so far and their reflections on the group discussions and things that they learned from it. This will take them about 15 minutes. Then the class will have a whole group discussion on the blogs and share some reflections. We will be discussing for about 20 minutes. Next I will introduce the Smilebox activity and distribute a rubric with the expectations and guidelines for the project. This will be about 5 minutes long. Then I will allow students to have class time to work on these projects in class and time to watch the tutorial and figure out how to work on it. They will have the remaining 40 minutes of class to work on this.

Outline of day 2- Blog (15 mins)

Class discussion on reflections (20 mins)

Teacher will introduce the Smilebox product (5 mins)

Students will work on their Smileboxes. (40 mins)

Day 3- The class will be set up in a horseshoe so I can maneuver around the room easily and allowing students to focus more on their work. I will give students the whole class period to be working on their Smilebox products. I will walk around the room and have some discussions with students and provide feedback on their products. They will be able to revise and refine this and it will be due at the beginning of class the next day.

Outline of Day 3- Teacher will then give students feedback. (whole class) Students will work on their Smileboxes. (whole class) Students will go back and refine and edit their products and pass it in the next day at the beginning of class.

DAY 1: P1

When the students first walk in I will give them a number (1-4) and tell them to go sit at the table according to that number. The desks will already be arranged into clusters with four desks in each cluster. On day 2, the classroom will be set up in a horseshoe and the students will come in and I will introduce them to their first task which will be to blog. This set up will allow student to do their individual work and allow us to have a class discussion without wasting time moving around the furniture. The class will be set up in a horseshoe so I can maneuver around the room easily and allowing students to focus more on their work. Agenda: See above Students will understand that essential idea's are present in The Catcher in the Rye. Students will understand the struggle of growing up and finding your identity. **//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. (At this point they have finished reading chapter 6 (first 46 pages)).//** Students will find various songs that are relevant to growing up and the struggles of adolescence. Students will listen to songs pertaining to essential ideas that are relevant in The Catcher in the Rye. Tailor: Musical: Students are exploring various songs that relate to essential idea's or themes in the book.
 * (Where), (Why), (What), (Hook),(Tailor)**

P2 Students will know characters, setting, conflict, and plot. ** Students will use the Character Trading Cards graphic organizer to help them get a better understanding of the novel's plot, setting, character description, etc. [|Character Trading Card Graphic Organizer] **. I will go to the website and show them how to get started and let them continue exploring it**. A class discussion of the first six chapters (the plot, conflict, character, setting, etc.) Students will do a Pre-Assessment- [|Character Trading Card Graphic Organizer .]They will fill out this chart based off of essential ideas in the first six chapters of the book.** Students will then do a self assessment of their work where they blog about their understandings of essential ideas and reflect on the group discussion from the experience. The teacher will then have a class discussion off of the students group discussions and students reflections. Tailors: Intrapersonal-Students will be working on the graphic organizers individually in order for the teacher to get an understanding of how much they know related to the essential ideas in The Catcher in the Rye. Verbal/Linguistic- The teacher will be asking the students questions about essential ideas while they are split up into groups during the Number Heads Together activity.
 * (Equip)**, **(Explore)**, **(Rethink),** **(Revise), (Tailor)**

P3 Students will be able to relate to essential idea's that are present in The Catcher in the Rye. Product: Smilebox. Days: 2-3. Students will do a number head together exercise where they will be working in teams of four student each student in the group will be given a number 1-4 and the teacher will ask questions to the groups and students will have a few minutes to discuss the answers. The teacher will then call on one of the numbers in the group and that student will have to answer the question. Then as a class students will do the Onion Ring activity where students are using this as a form of discussion to talk to various classmates about their ideas and perspective of the first six chapters. There will be a group of students who stand on the outside and a group that stand on the inside of the outside circle and every few minutes the outside group rotates clockwise and begins discussing with a different student. Students will then do a self assessment of their work where they blog about their understandings of essential ideas and reflect on the group discussion from the experience. The teacher will then have a class discussion off of the students group discussions and students reflections. I will introduce the Smilebox activity and distribute a rubric with the expectations and guidelines for the project. Then I will allow students to have class time to work on these projects in class and time to watch the tutorial and figure out how to work on it. I will walk around the room and have some discussions with students and provide feedback on their products. They will be able to revise and refine the Smilebox incorporating plot, setting, character, types of character, literary elements, etc. that are present in The Catcher in the Rye and it will be due the next day. Bodily/Kinestetic- The Onion Ring exercise will allow students to get up and move around and gives them a chance to have a conversation with multiple number of students about the plot, conflict, and setting of the book. Interpersonal- Number Heads Together activity allows students to work in a group and discuss essential idea's in the novel. Naturalistic- The Onion Ring activity will be done outside in order to get students more engaged and allows students to move around and discuss essential idea's outside of the normal classroom. Verbal/Linguistic- The teacher will be asking the students questions about essential ideas while they are split up into groups during the Number Heads Together activity**.**
 * Tailors:**
 * (Explore), (Experience)**, **(Rethink), (Revise), (Refine),** **(Organize),** **(Tailor)**

P4

Student Smileboxes will be evaluated based off a rubric that I provide. (See attached rubric). I will be giving them some feedback on the third day where they will have the whole class period to ask questions and refine the product and it will be due the following day. This lesson deals with the essential ideas present in the beginning of the book and the analysis of the character and this leads into the next lesson very well because then we can discuss the writing style of the author and why he chose to write in the narrative he did.
 * Evaluate, Tailors:**

P3
 * (O)** 1.7 Students will be able to relate to essential idea's that are present in The Catcher in the Rye. **(Empathy):** Product: Smilebox. Days: 2-3. **(Organize)**
 * (R)** 1.4 **(Rethink)** Students will then do a self assessment of their work where they blog about their understandings of essential ideas and reflect on the group discussion from the experience. **(Revise)** The teacher will then have a class discussion off of the students group discussions and students reflections. **(Refine)** Students will now refine the Smilebox incorporating plot, setting, character, types of character, literary elements, etc. that are present in The Catcher in the Rye.

need to provide tutorial


 * Explore, Experience, Revise, Refine, Tailors:**

pagargrpah 4- conclusion how will you assess them? how does it connect to the next assignment?


 * (Equip)**, **(Explore)**, **(Experience)**


 * Content Notes**

Students will know terminology such as characters, setting, conflict, and plot. Students will use these links to help them get a better sense of different types of conflicts, settings, character, and plot. Conflict- http://www.life123.com/parenting/education/children-reading/types-of-conflict-in-literature.shtml http://hrsbstaff.ednet.ns.ca/engramja/elements.html Setting- http://aliscot.com/ensenanza/1302/setting.htm Plot- http://www.roanestate.edu/owl/ElementsLit.html Character-http://www.fictionfactor.com/guests/common.html http://learn.lexiconic.net/characters.htm

Rubrics for Smilebox Guidelines for blog entry
 * Handouts**

NEED INSTRUCTIONS FOR HOW TO DO EACH OF THESE, SMILEBOX, ETC... ATTACH HANDOUTS!!