L4+LaPierre,+Tiarra

** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION  ** ** LESSON PLAN FORMAT  **
 * __ Teacher’s Name __ **** :  ** Ms. LaPierre ** __Date of Lesson__: **iMovie
 * __ Grade Level __ **** :  ** 10th ** __Topic__: **Narrator
 * __ Objectives __ **
 * Student will understand that ** the narrator affects the way we interpret characters and events.
 * Student will know ** the definition of plot, protagonist, antagonist and be able to recognize important events and characters such as Gatsby, Nick, Tom, Daisy, Myrtle, George, and the party guests/scenes.
 * Student will be able to ** consider the way Point of View and narrator biases effect the way we interpret meaning** . **


 * __ 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.


 * Rationale: ** Students will use literary terms to analyze and interpret The Great Gatsby and describe how narrator biases and point of view effect the way we interpret the novel.
 * __ Assessment __ **

Students will use a persuasion map graphic organizer to arrange facts and explore details about several characters from The Great Gatsby. Students will meet with groups to participate in a three-step interview in which they are supposed to role play as a certain character from the book responding to questions about events and other characters. Students will answer questions like, “How does the narrator’s point of view affect the way we interpret characters and events?” Afterwards, I will check for understanding by issuing self-assessment in the form of a KWL chart, asking students 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 an iMovie in order to show that they understand how the narrator effects the way we interpret characters ad events. In class we will discuss different characters and the way in which they affect the interpretation and plot of The Great Gatsby. Their iMovie should reflect what they have learned about characters from the great Gatsby, the use of the “unreliable narrator,” and literary terminology. Students will also be provided with a rubric that includes all the important information for their iMovie and presentation in order to make sure each student has the resources necessary to prove their understanding.
 * Summative (Assessment of Learning) **


 * __ Integration __ **
 * Technology: ** Students will use iMovie, a type II technology, in order to show their understanding of the use of narrator.
 * Theatre: ** Students will be expected to act out characters from The Great Gatsby
 * Creative Writing: ** Students need to write a script using quotations from the text for this project.
 * Music: ** Students are allowed and encouraged to use music in their iMovie if they deem it appropriate.

Students will pair up in order to participate in the Three-step interview method of cooperative learning. At the end of the discussion I will ask them to quickly get into a pre-selected group of 5 and ask any clarifying questions or answer questions they might have regarding the project. Once they have finished brainstorming for their iMovie I will have them assign each member of the group one of the following roles: a Writer who uses evidence from the text to incorporate in writing, a Video Editor who will cut and edit the finished iMovie and insert music and effects, and at least 3 actors who must participate in the film. If students would like to divide the work in another way so that each student gets a chance to try each aspect of production, that is acceptable as well.
 * __ Groupings __ **


 * __ Differentiated Instruction __ **

** Strategies:  ** ** Modifications/Accommodations  **
 * ** Verbal~ ** Students must use quotations from the text in order to write a screenplay.
 * ** Visual~ ** Students work with cameras to create an iMovie that uses different angles and effects to express point of view.
 * ** Musical~ ** Students must incorporate some form of 1920's music into their film, either during performance or credits.
 * ** Interpersonal~ ** Students must develop teams and assign jobs to each member in order to most effectively create, film and edit their product.
 * ** Naturalist~ ** Students are free to film outdoors as long as it suits their needs.
 * ** Kinisthetic~ ** Students must take on the role of actor in the film and express ideas about their characters through movement.


 * // 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 an iMovie 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 will use iMovie to express their understanding of Point of View and narrator biases. · KWL chart (1 per student) · Persuasion Map graphic organizer (1 per student) · Rubric (1 per student) · Copies of The Great Gatsby · Laptops for each student · Video cameras
 * __ Source for Lesson Plan and Research __ **

· ** __ The Great Gatsby __ ** By F. Scott Fitzgerald · ** __ [|Youtube] __ ** o A hosting site where students can upload their videos · ** __ [|Script Advice] __ ** o Students can get information on script writing here.  · ** [|KWL Chart]  ** · ** __ [|Three-Step Interview] __ **  o Here there is a brief explanation of the Cooperative learning group I will be using. · ** __ [|Persuasion Map] __ ** o This is a copy of the graphic organizer students will be using to organize their topics. · ** [|RubiStar]  **  o This is the website I used to create my Rubric. · __ [|**iMovie Tutorial**] __ o I will present this tutorial in class as well as provide a link from the class page for those who were absent.


 * __ 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:  // **

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 character 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 iMovie which allows students to experience new resources that allow them to explore their creativity and express their freedom. 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 themes 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 learn about new key concepts and themes. 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.


 * // 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 plot, protagonist, antagonist and be able to recognize important events and characters such as Gatsby, Nick, Tom, Daisy, Myrtle, George, and the party guests/scenes. //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 themes using quotes from the book in their // iMovie //. Student will be able to consider the way Point of View and narrator biases effect the way we interpret meaning.


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

Students are using iMovie in order to create a video that exposes truths about different characters by using various points of view not seen in __The Great Gatsby__. This is a Type II technology because it allows students to integrate elements that cannot be added to a regular comic. Students who wish to go beyond the original objectives of this lesson are welcome to use multiple forms of narration to convey the truths or untruths about the characters from The Great Gatsby and explain the specific effect of each.
 * // Rationale:  // **
 * ** Verbal~ ** Students must use quotations from the text in order to write a screenplay.
 * ** Visual~ ** Students work with cameras to create an iMovie that uses different angles and effects to express point of view.
 * ** Musical~ ** Students must incorporate some form of 1920's music into their film, either during performance or credits.
 * ** Interpersonal~ ** Students must develop teams and assign jobs to each member in order to most effectively create, film and edit their product.
 * ** Naturalist~ ** Students are free to film outdoors as long as it suits their needs.
 * ** Kinisthetic~ ** Students must take on the role of actor in the film and express ideas about their characters through movement.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.  // **


 * // Rationale:  // **

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 iMovie presentations, as well as on their class participation. However students will be informally assessed through KWL charts and Persuasion Map organizers as well. Students will use Persuasion Map organizers to pick an over-all direction for their film to go and pick characters (in place of reasons), to support with quotation from the text. Using the Three-step interview method of cooperative learning students will interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team. Students will answer questions like, “How does the narrator’s point of view affect the way we interpret characters and events?” Understanding will be assessed by responding to self-assessments in the form of a KWL chart. Students will receive feedback from the teacher as well as peers and revise their work accordingly. Students will create an iMovie in order to understand how character development and point of view influence the way we interpret The Great Gatsby. Their iMovie should reflect what they have learned about the importance of point of view and narrator, as well as use evidence from the text to support their interpretation of that character.
 * __ Teaching and Learning Sequence __ **** :  **

Class 1~ 1. Hook: Come in dressed as a flapper and talk about narrator and characterization. (15 min). 2. Objectives: Explain what students will understand, know, and be able to do. (10 minutes). 3. Sample: Show Student Samples. (10 minutes). 4. Graphic Organizer: Students will take time filling out Persuasion map organizers about their favorite characters and pulling quotes from the text. (20 min). 5. Cooperative Learning: Students will meet with groups to do a 3-step interview and collaborate on ideas for the project. (20 min). 6. Pre-Assessment: Students will fill out a KWL chart to let me know where they are at in the brainstorming process. Class 2~ 1. Script Writing: Provide story board resources and explain what is expected in the script (10 min). 2. Work time: Students will be given time to work on, write and finish their scripts (35 min). 3. Review: I will meet with student groups to review and edit their scripts and story boards (10 min). 4. Cameras: Students will be given time to play around with their laptop cameras and determine if that's how they want to film. If they wish to use a real camera, they will be given time to go check one out at the library. (10 min). 5. iMovie tutorial: I will give a tutorial of iMovie during the remaining class time. (15 min). Class 3~ 1. Filming: While some filming may require time outside of school, I will provide time for students to get some filming during one class period. (50 min). 2. Uploading and Editing: The remainder of the class will be spent uploading film onto laptops and beginning the editing process on iMovie. (30 min). Class 4~ 1. Final Edit: Students will finish editing their Gatsby films (15 min). 2. Peer Review: Groups will pair off and show the film to their peers and review areas that need improvement (15 min). 3. Finishing Touches: After the review students will have time to tweek the finishing touches on their projects and grade themselves against their rubric.(15 min). 4. Sign up: Students will sign up for presentation slots. (10 min). 5. The remainder of class time will be spent filling out the (L) section of their KWL charts and talking about what they have discovered about The Great Gatsby during the filming process. Class 5&6~ 1. Presentations: Students will present their final product to the class (60 min). 2. Review: After each presentation we will have a Q&A and give presentation feedback.
 * Agenda: **

Students will understand that the narrator effects the way we interpret characters and events. The Great Gatsby utilizes the device of first person narration to expose the biases of an unreliable narrator. Human beings are frequently prisoners of their own limited perspectives and the perspectives of others in their families, communities and cultures. It is important to learn the difference between truth and opinion and the Great Gatsby is an excellent catalyst for that form of thinking. // 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 //. In order to engage students I will ask students whether or not they think Nick is a reliable narrator and follow up with why or why not?
 * Where, Why, What, Hook, Tailors: **

Students will know the definition of plot, protagonist, antagonist and be able to recognize important events and characters such as Gatsby, Nick, Tom, Daisy, Myrtle, George, and the party guests/scenes. Students will use a persuasion map graphic organizer to arrange facts and details about several characters from the book. Students will answer questions like, "How does the narrator's point of view affect the way we interpret characters and events?" I will check for understanding by issuing self-assessments in the form of a KWS chart, asking students what they have learned and what they still have questions about. Students will receive feedback from peers and the teacher and revise their iMovie script accordingly.
 * Equip, Explore Rethink, Revise Tailors: **

Students will be able to consider the way Point of View and narrator biases affect the way we interpret meaning. Students will use a persuasion map graphic organizer to arrange facts and details about several characters from the book. Students will participate in a three-step interview in which they are a certain character from the book responding to questions about events and other characters. Students will pair up in order to participate in the Three-step interview method of cooperative learning. At the end of the discussion I will ask them to quickly get into a pre-selected group of 5 and ask any clarifying questions or answer questions they might have regarding the project. Once they have finished brainstorming for their iMovie I will have them assign each member of the group one of the following roles: a Writer who uses evidence from the text to incorporate in writing, a Video Editor who will cut and edit the finished iMovie and insert music and effects, and at least 3 actors who must participate in the film. If students would like to divide the work in another way so that each student gets a chance to try each aspect of production, that is acceptable as well. Students will answer questions like, "How does the narrator's point of view affect the way we interpret characters and events?" I will check for understanding by issuing self-assessments in the form of a KWS chart, asking students what they have learned and what they still have questions about. Students will receive feedback from peers and the teacher and revise their iMovie script accordingly. Students will add "finishing touches" to their iMovie that make work seem more professional and appealing. 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. Also a portfolio of student work and writing will be kept in order to monitor the progress of the student.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: **
 * Evaluate, Tailors: **


 * __ Content Notes __ **

Students will know the definition of plot, protagonist, antagonist and be able to recognize important events and characters such as Gatsby, Nick, Tom, Daisy, Myrtle, George, and the party guests/scenes. Definitions of Literary terms can be found at, [] ** Plot ** - The arrangement of ideas and/or incidents that make up a story. ** Character ** - Imaginary people created by the writer. Perhaps the most important element of literature. [] provides a list of the other major characters from __The Great Gatsby__, and an analysis of each. ** “Nick  ** is the narrator of The Great Gatsby and describes the characters and events of the novel from the first person point of view. Nick is the hardest character to understand in the book because he is the narrator and will therefore only give us an impression of himself that he would like to give. He tells the reader that "I am one of the few honest people that I have ever known", but we see him lie on several occasions. So it is all but impossible to get an accurate picture of Nick. He, unlike the rest of the characters, is not rich. He lives in West Egg in a small and modest house next to Gatsby's mansion. He is Daisy's cousin and went to College with Tom. He becomes Gatsby’s sole companion and confidante who ends up making all the arrangements for Gatsby’s funeral.” “To understand ** Gatsby ** one has to look at not only his true life, but the life that he tried to create for himself. The truth is that he came from poor beginnings and created a fantasy world where he was rich and powerful. Even in his youth Gatsby was not content with what he had. He wanted money, so he managed to get it. He wanted Daisy, and she slipped through his fingers. So even when his wealth and stature are at their greatest, he will not be content. He must have Daisy. Yes, there is love. But more than that there is a drive to posses her because that is what he wanted for all of those years. She was part of his image for the future and he had to have her. And although Gatsby seems very kind, he is not afraid to be unscrupulous to get what he wants. When he wanted money, he was more than willing to become a bootlegger. His drive is what makes him who he is, good and bad. And it is this drive that ends up ruining his life.” “** Daisy ** is a trapped woman. She's trapped in a marriage that she is unhappy in and trapped in a world where she has no chance to be free or independent. She is at the mercy of her husband, a man who takes her for granted. Daisy is also terribly clever, delivering some of the funnier lines of the book. When a reader looks at the foolishness and shallowness of Daisy they must realize that Daisy may be doing out of necessity. As she said when she delivered her daughter, "- that's the best thing a girl can be in this world, a beautiful little fool". Daisy is smart enough to understand the limits imposed on her and has become jaded and indulgent because of them. The word careless also describes Daisy well. Many of the things that Daisy does, the accident with Myrtle in particular, show a woman who is just careless. She has become very much wrapped up in herself. Part of this is due to the fact that she had been spoiled all her life. She was born into money and had an endless assortment of men who would continue to spoil her. So she has learned to think only of herself without regard for the people that it may hurt.” “** Tom ** is a man of old money. Being born into a family that is wealthy has made him a spoiled man. He hasn't really worked his entire life and instead spends his days in indulgence and ease. This is what motivates Tom; gratification. He has a shameless affair with Myrtle because it satisfies his needs. He flaunts their relationship in public because he does not concern himself with the consequences of his actions, he's never had to. This is also why he and Daisy escape in the end of the book. There was a situation they would have to face and they didn't want to. So they ran to their money and fled the situation, leaving it to be dealt with by others. Tom will spend his whole life doing things like that because that is who he is: A careless man who won't be bothered by the suffering he causes. Tom also exposes himself to be a racist near the opening of the story as he discusses genetic superiority, believing himself to be better than others.” “We get the feeling that ** Myrtle ** is not an especially smart woman. Strung along by Tom, Myrtle is convinced that he loves her and would leave his wife for her if he could. The whole bit about Daisy being a Catholic and not believing in divorce is, as Nick points out, not remotely true. Because she is unhappy in her marriage to George, Myrtle is drawn to Tom for certain specific reasons. George is passive, but Tom is controlling and authoritative. Myrtle puts up with Tom’s physical abuse because she equates it with masculinity – a quality that in her mind is lacking in her husband. She even yells at George, "throw me and down and beat me, you dirty little coward!" Myrtle also adds to the novel’s themes of class and wealth. She insists that she married below her caste, that she believed certain things about George until they got married and it was too late; he borrowed a suit for the wedding, for example.” “** George **, Myrtle’s husband, is the lifeless, exhausted owner of a run-down auto shop at the edge of the valley of ashes. George loves and idealizes Myrtle, and is devastated by her affair with Tom. George is consumed with grief when Myrtle is killed. George is comparable to Gatsby in that both are dreamers and both are ruined by their unrequited love for women who love Tom. The other thing to note about Wilson is that he’s the only character who talks about God. He tells Myrtle that she "can’t fool God," that "God sees everything." Again, he means for this to refer to her actions, but they implicitly comment on his own, and may speak once again to his reasons for committing suicide. His comments are also a reminder of notable //absence// of religion from the upper class, the class that "smash[es] up things and creatures" and is then able to retreat "back into […] money."
 * ** Causality ** - One event occurs because of another event.
 * <span style="mso-list: l14 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Foreshadowing ** - A suggestion of what is going to happen.
 * <span style="mso-list: l14 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Suspense ** - A sense of worry established by the author.
 * <span style="mso-list: l14 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Conflict ** - Struggle between opposing forces.
 * <span style="mso-list: l14 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Exposition ** - Background information regarding the setting, characters, plot.
 * <span style="mso-list: l14 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Complication or Rising Action ** - Intensification of conflict.
 * <span style="mso-list: l14 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Crisis ** - Turning point; moment of great tension that fixes the action.
 * <span style="mso-list: l14 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Resolution/Denouement ** - The way the story turns out.
 * <span style="mso-list: l12 level1 lfo12; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Protagonist ** - Major character at the center of the story.
 * <span style="mso-list: l12 level1 lfo12; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Antagonist ** - A character or force that opposes the protagonist.
 * <span style="mso-list: l12 level1 lfo12; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Minor character ** - 0ften provides support and illuminates the protagonist.
 * <span style="mso-list: l12 level1 lfo12; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Static character ** - A character who remains the same.
 * <span style="mso-list: l12 level1 lfo12; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Dynamic character ** - A character who changes in some important way.
 * <span style="mso-list: l12 level1 lfo12; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Characterization ** - The means by which writers reveal character.
 * <span style="mso-list: l12 level1 lfo12; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Explicit Judgment ** - Narrator gives facts and interpretive comment.
 * <span style="mso-list: l12 level1 lfo12; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;">** Implied Judgment ** - Narrator gives description; reader make the judgment.


 * __ Handouts __ **

o ** Copies of The Great Gatsby  ** o ** Rubric (1 per student)  ** o ** KWL chart (1 per student)  ** o ** Persuasion Map organizer (1 per student)  **