L6+LaPierre,+Tiarra

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION  ** ** LESSON PLAN 6  **
 * UNIVERSITY OF MAINE AT FARMINGTON **
 * __ Teacher’s Name __ **** :  ** Ms. LaPierre ** __Date of Lesson__: **Glogster
 * __ Grade Level __ **** :  ** 10th ** __Topic__: **Theme
 * __ Objectives __ **
 * Student will understand that ** there are several themes present in The Great Gatsby.
 * Student will know ** the definition of theme, symbol and imagery as well as be able to identify critical details such as the green light, the eyes of T.J. Eckleburg, Owl eyes, car accidents, Gatsby's death, and the valley of ashes.
 * Student will be able to ** produce a Glog expressing their understanding of a theme from The Great Gatsby through the use of various images and organizational strategies** . **

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.
 * __ Maine Learning Results Alignment __ **

Students will use literary terms to analyze and interpret The Great Gatsby and use excerpts from the text to identify themes and describe how they are used to create meaning within the work.
 * Rationale: **
 * __ Assessment __ **

Students will use an idea rake graphic organizer to begin compiling ideas about how to best visually express the ideas of their themes. Students will use the Round Robin technique of cooperative learning to brainstorm ideas from the novel. Students will answer such questions as "How do we identify themes?" I will check for understanding by asking clarifying questions. Students will receive feedback from the teacher as well as peers and adjust their Glogster accordingly. Students add finishing touches to their Glogsters to make them professional, attractive and expressive.
 * Formative (Assessment for Learning) **

Students will create a Glogster that will illustrate their understanding of one of the themes from The Great Gatsby. The Glogster should include evidence from the novel that supports the theme, and at least 3 quotations. Students will be able to express creativity by adding music, videos, pictures, charts, anything that will help them convey their understanding of the theme they have chosen. I will score the Glogster using the rubric I have designed. Students will also be scored based on the presentation of their Glogs. An additional rubric is provided for that.
 * Summative (Assessment of Learning) **


 * __ Integration __ **
 * Technology: ** Students are using Glogster, a web-based poster creator, that is developed on the web to create a virtual representation of a poster.
 * Art: ** Students are using their artistic skills to create a poster that is visually stimulating while still delivering the necessary information.

Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and students are given time to think about answers. After the "think time," members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called.
 * __ Groupings __ **


 * __ Differentiated Instruction __ **

** Strategies:  ** ** Modifications/Accommodations  **
 * ** Verbal~ ** Students may use text in their product and must read closely to uncover useful quotations or images.
 * ** Logical~ ** Students must organize images logically in a way that best expresses meaning.
 * ** Musical~ ** Students may incorporate period appropriate music into their presentations.
 * ** Intrapersonal~ ** Students must work on their own to develop a unique an original poster that expresses their own ideas regarding The Great Gatsby.
 * ** Visual~ ** Students will use images to create a visual that express themes.
 * ** Naturalistic~ ** Students may use pictures of the natural world which they may either research or collect themselves.


 * // 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 a Blog 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 are going to be using Glogster to further express their understanding of themes in The Great Gatsby. · Idea Rake (1 per student) · Rubrics (1 per student) · Copies of __The Great Gatsby__ (1 per student) · Laptops for each student
 * __ Source for Lesson Plan and Research __ **

Students will make a Glogster account here: · []? Students can watch a tutorial of Glogster here: · [] Round-Robin Method of Cooperative Learning: · [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] Idea Rake Graphic Organizer: · [] Rubrics Created with: · [] Students will follow a WebQuest to complete this assignment: · []


 * __ 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.  // **

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 symbols 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 find new meanings and ideas. 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.
 * // 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 symbol 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 a Glogster, which allows students to experience new resources that allow them to explore their creativity and express their freedom.


 * // 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 theme, symbol and imagery as well as be able to identify critical details such as the green light, the eyes of T.J. Eckleburg, Owl eyes, car accidents, Gatsby's death, and the valley of ashes. Please refer to content notes for expansion on these ideas. //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 from the novel using quotes from the book in their Glogster. Students will be able to make meaning of a theme from The Great Gatsby and further develop meaning and express understanding by editing those Glogs.


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

Students are using Glogster, a web-based poster creator, that is developed on the web to create a virtual representation of a poster. This is a Type II technology because it allows students to integrate elements that cannot be added to a regular poster. Students who wish to go beyond the original objectives of this lesson are welcome to explain how their theme relates to characters in the novel, and provide evidence of this. Or they may provide evidence as to how the minor theme they are advocating connects to the major theme of the work.
 * // Rationale:  // **
 *  ** Verbal~ ** Students may use text in their product and must read closely to uncover useful quotations or images.
 * ** Logical~ ** Students must organize images logically in a way that best expresses meaning.
 * ** Musical~ ** Students may incorporate period appropriate music into their presentations.
 * ** Intrapersonal~ ** Students must work on their own to develop a unique an original poster that expresses their own ideas regarding The Great Gatsby.
 * ** Visual~ ** Students will use images to create a visual that express themes.
 * ** Naturalistic~ ** Students may use pictures of the natural world which they may either research or collect themselves.


 * // 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 Glogster, as well as on their class participation. However students' Idea rake organizers and responses to clarifying questions will be informally assessed as well. Students will use Idea rake organizers to begin compiling ideas about how to best visually express the ideas of their themes. Students will use the Round Robin technique of cooperative learning to brainstorm ideas from the novel. Students will answer such questions as "How do we identify themes?" I will check for understanding by asking clarifying questions. Students will receive feedback from the teacher as well as peers and adjust their Glogster accordingly. Students add finishing touches to their Glogsters to make them professional, attractive and expressive. Students are using Glogster, a web-based poster creator, that is developed on the web to create a virtual representation of a poster. This is a Type II technology because it allows students to integrate elements that cannot be added to a regular poster. Students who wish to go beyond the original objectives of this lesson are welcome to explain how their theme relates to characters in the novel, and provide evidence of this. Or they may provide evidence as to how the minor theme they are advocating connects to the major theme of the work
 * __ Teaching and Learning Sequence __ **** :  **

The classroom arrangement is set up in a semi circle of grouped desks/tables (4-5 students per group) around the perimeter of the classroom with the board at the opening of the semi circle. All students face inwards in the circle with a view of the board in order to create an atmosphere that fosters group discussion and allow a “stage” area for presentations. Class 1~ 1. Hook: Play symbolism Pictionary using symbols from The Great Gatsby. (20 minutes). 2. Objectives: Explain what students will understand, know, and be able to do. (5 minutes). 3. Cooperative learning: Students think about brainstorm ideas about themes from The Great Gatsby. (15 minutes). 4. Graphic Organizer: Use idea rake to begin compiling ideas about how to best visually express the ideas of their themes. (5 minutes). 5. Go to The Great Glogster Webquest page and begin process (35 minutes). 6. Finish Glogster for homework. Class 2~ 1. Revise: Students will pair up with a partner and look over each others' Glogsters, grading them on the rubric handouts. They will then explain why they gave them that grade, and give them feedback to help revise their Glogster. I will walk around the room while students are peer reviewing and give each student some feed back to help them further refine their product. (20 minutes) 2. Students will present their Glogsters using the projector at the front of the room and briefly (2-3 minutes) their theme and how they have illustrated it using Glogster. I will grade the students using the presentation rubric. (40 minutes). 3. We will take time to print the Glogs and hang them in the room and I will lead a discussion with the students about their themes and how some of them still relate to what students are experiencing every day. (20 minutes). Students will understand that there are several themes present in The Great Gatsby. The Great Gatsby presents themes that are important to today's society such as the role of wealth and social class, the decline of the American Dream, and the abandonment of responsibility. 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. Play symbolism Pictionary using symbols from The Great Gatsby.
 * Agenda: **
 * Where, Why, What, Hook, Tailors: ** Logical, Musical, Verbal, Visual, Kinisthetic, Interpersonal, Intrapersonal.

Students will know the definition of theme, symbol and imagery as well as be able to identify critical details such as the green light, the eyes of T.J. Eckleburg, Owl eyes, car accidents, Gatsby's death, and the valley of ashes. Students will use an idea rake graphic organizer to begin compiling ideas about how to best visually express the ideas of their themes. Students will answer such questions as "How do we identify themes?" I will check for understanding by asking clarifying questions. Students will receive feedback from the teacher as well as peers and adjust their Glogster accordingly.
 * Equip, Explore Rethink, Revise Tailors: ** Logical, Intrapersonal, Verbal, Visual.

Students will be able to produce a Glog expressing their understanding of a theme from The Great Gatsby through the use of various images and organizational strategies. Students will use the Round Robin technique of cooperative learning to brainstorm ideas from the novel. A question is posed with many answers and students are given time to think about answers. After the "think time," members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called. Students will answer such questions as "How do we identify themes?" I will check for understanding by asking clarifying questions. Students will receive feedback from the teacher as well as peers and adjust their Glogster accordingly. Students add finishing touches to their Glogsters to make them professional, attractive and expressive. 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: ** Logical, Verbal, Visual, Kinisthetic, Intrapersonal, Interpersonal, Musical, Naturalistic.
 * Evaluate, Tailors: ** Verbal, Logical, Visual, Intrapersonal, Interpersonal.

the definition of theme, symbol and imagery as well as be able to identify critical details such as the green light, the eyes of T.J. Eckleburg, Owl eyes, car accidents, Gatsby's death, and the valley of ashes. A scholarly description of the literary terms Image and Symbol may be found at, []. A symbol differs from metaphor and simile in that it need not contain a comparison. A symbol is an object or event that, by virtue of association, represents something more or something other than itself. (273) She goes on to explain that although the cross, for example, can symbolize Christianity, its symbolic meaning does not arise from a comparison. The cross is "not similar to redemption" (273). If, in your personal life, a particular stuffed toy comes to symbolize your relationship with someone, it is not because the relationship is like the stuffed toy in any way, but rather because you have, for some reason, **associated** it with the relationship. Perhaps it was gift that came to express more than itself. Relationships often acquire such things: songs, places, rocks, anything, in fact. It becomes your //personal// symbol of your love because no one else is aware of its special meaning. In that sense all souvenirs aspire to be symbols of your experiences. But these things can be quite arbitrary and are associated by a mere physical presence in the relationship. Holmon and Harmon define a symbol as "something that is itself and also stands for something else. . . . In a literary sense a symbol combines a literal and sensuous quality with an abstract or suggestive aspect." They also go on to say, "it is advisable to distinguish //symbol// from IMAGE, ALLEGORY, AND METAPHOR" adding two more concepts to the distinction Burroway makes. This is how they distinguish symbol from **IMAGE**. If we consider an **image** to have a concrete referent in the objective world and to function as image when it powerfully evokes that referent, then a symbol is like an image in doing the same thing but different from it in going beyond the evoking of the objective referent by making the referent suggest a meaning beyond itself; in other words, a symbol is an image that evokes an objective, concrete reality and prompts that reality to suggest another level of meaning. (Holman and Harmon) Without **images** there would be no literature at all, much less symbols. To Holman and Harmon images are either literal or figurative. The literal image calls up "a sensory representation of the literal object or sensation" while the figurative image involves us in a "turn" toward this other meaning. In "Young Goodman Brown" he takes a walk down "a dreary road, darkened by all the gloomiest trees of the forest, which barely stood aside to let the narrow path creep through, and closed immediately behind it."(8) This is an image of the path with its "trees." Does the path "turn" to another meaning? Do the trees? If so, they are symbolic. One important idea here is that symbols begin with imagery. The reader is rarely told directly that the image also suggests another level of meaning; instead the image functions in the play of literal meanings in the narrative. Brown walks on the path. The image is particular, concrete, and sensuous. But does it have symbolic associations? Here you must make interpretive decisions. Your tendency to be willing to let an image reach beyond the literal may have as much to do with your own cognitive style as with the shape of the text. The interpretations of the following Symbols may be found at [|this website.] ** The Green Light ** “Situated at the end of Daisy’s East Egg dock and barely visible from Gatsby’s West Egg lawn, the green light represents Gatsby’s hopes and dreams for the future. Gatsby associates it with Daisy, and in Chapter 1 he reaches toward it in the darkness as a guiding light to lead him to his goal. Because Gatsby’s quest for Daisy is broadly associated with the American dream, the green light also symbolizes that more generalized ideal. In Chapter 9, Nick compares the green light to how America, rising out of the ocean, must have looked to early settlers of the new nation.” ** The Valley of Ashes ** “First introduced in Chapter 2, the valley of ashes between West Egg and New York City consists of a long stretch of desolate land created by the dumping of industrial ashes. It represents the moral and social decay that results from the uninhibited pursuit of wealth, as the rich indulge themselves with regard for nothing but their own pleasure. The valley of ashes also symbolizes the plight of the poor, like George Wilson, who live among the dirty ashes and lose their vitality as a result.” ** The Eyes of Doctor T. J. Eckleburg: ** “The eyes of Doctor T. J. Eckleburg are a pair of fading, bespectacled eyes painted on an old advertising billboard over the valley of ashes. They may represent God staring down upon and judging American society as a moral wasteland, though the novel never makes this point explicitly. Instead, throughout the novel, Fitzgerald suggests that symbols only have meaning because characters instill them with meaning. The connection between the eyes of Doctor T. J. Eckleburg and God exists only in George Wilson’s grief-stricken mind. This lack of concrete significance contributes to the unsettling nature of the image. Thus, the eyes also come to represent the essential meaninglessness of the world and the arbitrariness of the mental process by which people invest objects with meaning. Nick explores these ideas in Chapter 8, when he imagines Gatsby’s final thoughts as a depressed consideration of the emptiness of symbols and dreams. · Idea Rake (1 per student) · Rubrics (2 per student)
 * __ Content Notes __ **
 * Image vs. Symbol:** In discussing fiction, it is best to start with symbols rather than other figures of speech though symbols are often discussed with other figures of speech. Janet Burroway again is very helpful for the clear way she distinguishes symbols from other figures of speech:
 * __ Handouts __ **