L5+Bertino,+Jennifer


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


 * Teacher’s Name:** Ms. Bertino **Lesson # : 5 Facet:Self Knowledge Product: Podcast**
 * Grade Level:**11th Grade **Topic: The Catcher in the Rye**

__**Objectives**__

 * Student will understand that** the writing style affects a reader's understanding of The Catcher in the Rye.
 * Student will know** first person and third person narrative.
 * Student will be able to** reflect on why the author chose that particular writing style and how it impacts the reader's understanding.

__**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**__
We will start the class off by having students will look up five facts about J.D. Salinger and then collect their information as a whole class. Then the students will use themselves as "time periods" and make themselves represent a time line of Salinger's life. Students will do a Round Robin Brainstorming activity. They will be divided into small groups and one person will act as the recorder. Students will be asked a question and given time to think about it and then everyone in the group has a chance to give input and the recorder writes down the groups answers. Students will write a blog entry about different narratives. The class will come together as a whole group and share each groups ideas.
 * Formative (Assessment for Learning)**
 * Students will use the Characterization Graphic Organizer.**
 * Student's will write a song about the story in Holden Caufield's point of view that can be part of their podcast video.**

Students will make a podcast as a radio talk show, discussing the author's writing style and why J.D. Salinger chose to write the story they way he did, (in Holden Caufield's perspective) and how if written in a different point of view that would have affected the novel.
 * Summative (Assessment of Learning)**

=__**Integration**__=

Technology- Students are using a Podcast 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- Music-Students will be incorporating music into this product by inlcuding a song that they think best fits Holden Caulfield's personality and point of view. This will help emphasize their point they are trying to convey in the podcast.

=__Groupings__= Students will be put into groups for the The Round Robing Brainstorming activity to discuss points of view in The Catcher in the Rye. 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. One of the students in each group will take on the role as the note taker or recorder.

=__**Differentiated Instruction**__= Musical- Students will be writing a song in Holden Caufield's point of view about the story. Interpersonal- Students will share their input with the group during the Round Robin Brainstorming activity about the authors writing style. Verbal- Students will be making a podcast/radio show discussing the writing style of the book. Intrapersonal- Students will be individually reflecting on their idea's during the Give One, Get One activity. Bodily- The students will be using themselve and moving around the room to represent different times of the author's life. Visual- The students will be visually illustrating Salinger's life by being a part of the time line.
 * 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. Characterization 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

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

Characterization Graphic Organizer- urbandreams.ousd.k12.ca.us/lessonplans/.../characterizationtable.pdf - Three Minute Review []

__**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 them to think logically about the events taken place in the book and in trying to determine how point of view has an affect on the novel will cause them to think logically about it. This will most helpful in their group discussions when they can work out their thoughts. This lesson is helpful for puppies because it gives them the opportunities to work in groups to discuss different factors of points of view and allows them to feel that they have a stable group were their voice will be heard. This will be emphasized in each group with the note taker writing down each persons thoughts and compiling the thoughts into group thoughts that can be shared with the class rather than making each individual student feel forced to speak out in front of the entire class. Bogs will also be useful for puppies because it allows them to organize their own thoughts and work in an individual environment that is best suited for their learning style. It allows students who are beach ball learners the chance to have creativity in their podcasts and as long as they follow the guidelines they have their own creative license to make the podcast what they want. This is very helpful for those students who are clipboards because each assignment leads into the next and it helps the students keep their thoughts focused into specific assignments that can all be beneficial for their final product, their podcast.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** **Student will know** first person and third person narrative **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 self knowledge from the novel and from previous lessons to analyze the author's writing style and discuss the affects it has on the characters, mainly Holden Caulfield.

Self Knowledge: The goal is that students have completed the book before starting this lesson so that they can use their own self knowledge to complete the necessary assignments and project within this lesson.


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

Musical- Students will be writing a song in Holden Caufield's point of view about the story. Interpersonal- Students will share their input with the group during the Round Robin Brainstorming activity about the authors writing style. Verbal- Students will be making a podcast/radio show discussing the writing style of the book. Intrapersonal- Students will be individually reflecting on their idea's during the Give One, Get One activity. Bodily- The students will be using themselve and moving around the room to represent different times of the author's life. Visual- The students will be visually illustrating Salinger's life by being a part of the time line.

Technology- Students are using a Podcast 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 podcast 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 be individually coming up with five facts about J.D. Salinger's life. Then they will discuss their facts they have come up with and make sure that each table has at least five different facts. Then as a class we will go through all the facts to make sure their are no duplicates and then students in the groups will write down their five facts on five different index cards. Once each group has all five facts written down on index cards with time periods to match each of the five facts on five different index cards they will give them to me. I will have their facts cards seperately but I will mix up the dates cards and give each student a date and they all have to put the dates in order of year in a straight line. Then I will mix up the facts cards and give each student a fact to see if they can match with the correct date. Then after they have completed that we will go over it. (20 minutes) We will have a class discussion about point of view and I will reiterate what point of view is and describe in detail the different points of view, more specifically first person point of view. (15 minutes) We will have a brief discussion of point of view in relation to The Catcher in the Rye and discuss what first person point of view is in The Catcher in the Rye. (10 minutes) Students will complete the Characterization Graphic Organizer. (10 minutes) Students will do a Round Robin Brainstorming activity. They will be divided into small groups and one person will act as the recorder. Students will be asked a question and given time to think about it and then everyone in the group has a chance to give input and the recorder writes down the groups answers. (27 minutes)

Day 2-

The class will come together as a whole and discuss each groups ideas from the previous day. (20 minutes) Students will write blog entries about narratives and the importance of a narrative and who is narrating and the significance that plays on a story. (15 minutes) Student's will write a song about the story in Holden Caufield's point of view that can be part of their podcast video. This will be done individually by each student. Each student will also choose a song that best describes Holden's personality and be prepared to share both of these with their group members. These may be incorporated in various places in the podcast but it is important that at least the top choice is present in the podcast. (25 minutes) I will introduce their Podcast assignments. Students will remain in the groups from Day one. Those will be their groups for their projects. I will hand out their product rubric and their presentation rubric and the self assessment and group assessment sheet so they know exactly what they will be graded on. Groups will begin talking about different ideas on how they want to set up their podcasts and how they are going to divide the work. Students will have a group work period. (20 minutes)

Day 3-

Students will have the class period to work on their projects. (80 minutes)

Day 4- Revisions and Conferences. (60 minutes) Peer review on projects. Different groups will share ideas and get feedback as well as my own feedback. (20 minutes).

Day 5- Presentations (They will not be graded based off of presentations, they are basically just so the class can hear what everyone has). Self Assessments Due by the end of class Group Assessments Due by the end of class

Students will understand that the writing style affects a reader's understanding of 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 have finished the book before this lesson.//** Students will be individually coming up with five facts about J.D. Salinger's life. Then they will discuss their facts they have come up with and make sure that each table has at least five different facts. Then as a class we will go through all the facts to make sure their are no duplicates and then students in the groups will write down their five facts on five different index cards. Once each group has all five facts written down on index cards with time periods to match each of the five facts on five different index cards they will give them to me. I will have their facts cards seperately but I will mix up the dates cards and give each student a date and they all have to put the dates in order of year in a straight line. Then I will mix up the facts cards and give each student a fact to see if they can match with the correct date. Then after they have completed that we will go over it. Bodily- The students will be using themselves and moving around the room to represent different times of the author's life. Visual- The students will be visually illustrating Salinger's life by being a part of the time line.


 * (Where)****,****(Why),** **(What),** **(Hook),(Tailor): Bodily, Visual**

Students will know first person and third person narrative. **Students will use the style chart as a graphic organizer.** Students will write a blog entry about different narratives. The class will come together as a whole group and share each groups ideas. Intrapersonal- Students will be individually reflecting on their idea's in their blog entries.
 * (Equip)**, **(Explore)**, **(Rethink),** **(Revise), (Tailor):**

Students will be able to reflect on why the author chose that particular writing style and how it impacts the reader's understanding. Students will do a Round Robin Brainstorming activity. They will be divided into small groups and one person will act as the recorder. Students will be asked a question and given time to think about it and then everyone in the group has a chance to give input and the recorder writes down the groups answers. **Student's will write a song about the story in Holden Caufield's point of view that can be part of their podcast video.** Musical- Students will be writing a song in Holden Caufield's point of view about the story. Interpersonal- Students will share their input with the group during the Round Robin Brainstorming activity about the authors writing style.
 * (Explore), (Experience)**, **(Rethink), (Revise), (Refine),** **(Organize),** **(Tailor)**: Musical, Interpersonal

Students will make a podcast as a radio talk show, discussing the author's writing style and why J.D. Salinger chose to write the story they way he did, (in Holden Caufield's perspective) and how if written in a different point of view that would have affected the novel. Verbal- Students will be making a podcast/radio show discussing the writing style of the book.
 * Evaluate, Tailors**: Verbal

http://www.the-writers-craft.com/first-person-point-of-view.html
 * Content Notes**

The First Person Narrator is told by one of the characters in the story. Typical words used to illustrate first person narrative: I, me, my, or mine. This character may be reliable and with the story being told in first person the reader usually learns what the character knows, thinks and witnesses.

There are multiple forms of Third Person (Objective, Limited and Omniscient). The Third person objective is told by someone that is not in the story so they are able to explain what is said and done. Common words to help determine the third person writing is usually he, his, she, hers, it, its, they. This narrator can't tell what the characters are thinking.

The third person limited is told by someone who is also not in the story but is telling the story from the point of view of one of the characters in the story. This narrator is able to say what the character is thinking, does, knows, and wintesses but can not speak for any of the other characters.

Third Person Omniscient is told by someone not in the story but is able to see inside all the minds of the charaacters and explian their actions, thoughts, etc. http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/pov.htm

First person point of view uses I or we and is tells stories of fiction. This character may be the main character of the story but they don't have to be. They can be the major character of the story as well. The first person narrative can be unreliable because it is only giving the perspective of the one character and limits the point of view of other characters. The first person point of view despite the fact that it may be unreliable information it really allows the reader to feel connected to the character. http://fictionwriting.about.com/od/glossary/g/firstperson.htm

Point of view in The Catcher in the Rye is criticial. It really makes up the story and gives the reader and indication of what life was supposidly like for Holden. Holden's perspective is what created the story line and told by a different character would alter the meaning dratically and the novel would no longer be The Catcher in the Rye. Holden's perspective of people is the only information as readers we are given to go off of. However, it is evident that in the book Holden doesn't have the most logical thinking so it is important that the readers understand this. http://www.shmoop.com/catcher-in-the-rye/narrator-point-of-view.html

Graphic Organizer Podcast Product Rubric Self Assessments Group Assessments
 * Handouts**