L2+Bertino,+Jennifer


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


 * Teacher’s Name:** Ms. Bertino **Lesson # : 2 Facet: Interpret Product: Xtranormal**
 * 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 the author's point of view.**
 * Student will be able to do interpret how the writing style affects your understanding of 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 lesson will be dealing with the writing style of the author and how that affects the understanding of the main character's point of view.**

__**Assessment**__
Students will do a Analyzing Point of view Graphic Organizer to determine how much they know about the author's point of view. They will then do a Three Step Interview that will allow students to talk to another student in the class about how the point of view influences the story and if it was told in a different point of view how that would drastically change the story. A class discussion of chapters six to twelve (point of view). Students will then begin working on their Xtranormal video's. Students will do a peer assessment using the ABCD Whisper to allow themselves to discuss their thoughts on the author's writing style. Teacher will give feedback on the Xtranormal videos and check for understanding. Students will go back and revise their Xtranormal videos.
 * Formative (Assessment for Learning)**

Students will make an Xtranormal video to demonstrate their understanding of point of view in The Catcher in the Rye. The purpose of this Xtranormal is also to illustrate an understanding of how the writing style affects the point of view.
 * Summative (Assessment of Learning)**

To get an understanding of how to make an Xtranormal video use the following link to help them make the movie. http://www.xtranormal.com/makemovies/edit_movie/a3968f68-5893-11e0-8927-003048d69c21/bge/?nosearch=1&noregion=1 This product will be assessed by a generic rubric for this assignment.

__**Integration**__
Technology: Students are using the online program Xtranormal to make a video to demonstrate to the teacher that students understand the importance of the authors writing and how it affects the point of view in the story.

Other Content Area's- Music- Students will use music to help illustrate Holden Caufield's personality.

=__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 point of view in the novel and how a different point of view would change or affect the story. After the group discussions the class will come back as a whole and have a larger discussion about chapters six to twelve. The second day students will be in the same groups and will be peer assessing each others work.

__**Differentiated Instruction**__
Intrapersonal- Students will reevaluate an individual piece of writing they did before and rewrite it in a different point of view. Interpersonal- Students will be working in groups during the three step interview to discuss the writing style of the author and how that impacts the story. Visual- Students will be drawing pictures on their interpretation of the story and discuss how that relates to the narrative of the story and how it would be different if told in a different point of view. Verbal- Students will be having a discussion on the author's point of view and how that influenced the story. Logical- Students will be using this intelligence when they are filling out the point of view graphic organizer because they need to be logical when choosing an alternate character to tell the story, they can't just pick any random character. Musical- Students will use a song that best fits Holden's character in their Xtranormal video and relate it to his point of view of his life.
 * Strategies**

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

Student must come to me and get all missing work. Students will have access to the assignments while they are missing, they can refer to the syllabus. Student must come to me and get all missing work and additional handouts related to that class period. Students and I will set up an action plan and I will ask them how much time they are needed to complete the homework. Based off the students answer we will come up with a compromise and come up with a appropriate time frame for completion of make up work.
 * Absence**

Type II- Every student will have an opportunity to do make Xtranormal video. Students are using this Xtranormal program to make an online movie to allow the teacher to check for understanding of the students of point of view in The Catcher in the Rye up to chapter twelve.
 * 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 notebook Graphic Organizer

__Source for Lesson Plan and Research__
Analyzing Point of View Graphic Organizer (http://eolit.hrw.com/hlla/newmainlinks/lit.jsp)

Xtranormal (http://www.xtranormal.com/makemovies/edit_movie/a3968f68-5893-11e0-8927-003048d69c21/bge/?nosearch=1&noregion=1)

The Catcher in the Rye novel

Three Step Interview (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 tohelp studnents feelmore comfortable in their learning environment.**

This lesson is helpful for those students who are clipboard learners because the Xtranormal video is graded based off of a rubric generated by the teacher to check for the students understanding. Also because this lesson has a significant amount of structure in it. Students who are considered Beach Balls benefit from this lesson because their is room for creativity with choosing a song that best represents Holden Caufield's personality and by having choice when making the Xtranormal video. The Puppies will be able to work out their own ideas and thoughts indidvually first by filling out the Graphic Organizer and then able to discuss their ideas in smaller groups first and test out the responses of their classmates before sharing them with the whole class. The microscopes are able to connect with this lesson because the students are able to have a discussion about the chapters and check for their understanding and determine how much they know.


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

Students will know the author's point of view. Students will be demonstrating this knowledge through the Point of View Graphic Organizer, a Three Step Interview discussion, a class discussion, an Xtranormal video with peer assessment and teachers assessment which will allow students to reflect on their work and revise it. Students final product will be an Xtranormal video where they demonstrate the importance of the author's point of view on the meaning of the story by putting the story in a different narrators point of view.

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 interpret how the writing style affects your understanding of The Catcher in the Rye.

Interpret: The goal is that students are able to interpret how different points of view ill have an impact on the meaning on The Catcher in the Rye. They also use interpret to determine how the character they chose will influence the scene in the book and how the story would be differently from that characters point of view.


 * //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 by having students make an Xtranormal video as their product that will allow students of various learning styles to succeed and participate in the work.**

Intrapersonal- Students will reevaluate an individual piece of writing they did before and rewrite it in a different point of view. Interpersonal- Students will be working in groups during the three step interview to discuss the writing style of the author and how that impacts the story. Visual- Students will be drawing pictures on their interpretation of the story and discuss how that relates to the narrative of the story and how it would be different if told in a different point of view. Verbal- Students will be having a discussion on the author's point of view and how that influenced the story. Logical- Students will be using this intelligence when they are filling out the point of view graphic organizer because they need to be logical when choosing an alternate character to tell the story, they can't just pick any random character. Musical- Students will use a song that best fits Holden's character in their Xtranormal video and relate it to his point of view of his life.


 * Technology- Students are using a Xtranormal video to demonstrate their understanding of point of view and the impact it has on the meaning of the story.**


 * //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,peer groups, discussions, and a final online video product to gain an understanding of the students progress.**

Throughout this lesson students will have numerous opportunities to be assessed on their understanding of the content of The Catcher in the Rye. First students will be assessed by doing a Point of View Graphic Organizer that will assess their knowledge of the first twelve chapters of the novel. Then students will be having a peer discussion and then a class discussion to analyze how much the students actually understand about the importance of the author's point of view on the story. These discussions will lead into students working on their final product, an Xtranormal video. Then students will revise feedback from the teacher and then begin revising

__Teaching and Learning Sequence__
Day 1-

The classroom will be set up into clusters of four desks in each group before the students even arrive. 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 with the students to make sure they have completed the reading and are up to chapter 13. (5 minutes) Students will then look back and choose a chapter between chapter 6 and 12 and write an excerpt from a different characters point of view other than Holden Caufield's. (15 minutes). Then students will individually work on their Point of View Graphic Organizers and answer the questions only based off of chapter's 6-12.(10 minutes) Students will then discuss with their table groups the Graphic Organizers and which characters point of view they would have chose to tell the story from. (10 minutes) Then we will rearrange the room so that it is in a horseshoe and everyone can see each other. (3 minutes) Then we will have a class discussion about the different point's of view that the students chose and discuss how that would influence and impact the story and whether or not it would have a positive or negative affect on the story. (30 minutes) The teacher will introduce their final assignment for this lesson to them. They will be doing an Xtranormal video taking a different character from the book and telling the story from a different point of view. They may use the same character they chose for their Point of View Graphic Organizer but they are not limited to that. (3 minutes) The students will have the rest of the class period to begin working on their Xtranormal videos. (6 minutes)

Day 2- The classroom will be set up into clusters of four desks in each group before the students even arrive. Students will have the only class period to work on their projects. (80 minutes)

Day 3- Students will seated in the same seats that would be in the day before. Students will share their progress of their projects with their peers and show them what they have made so far. This is a time for peer feedback in order for students to get other students opinions of their projects rather than just the teachers opinion. (10 minutes) The teacher have conferences with each student individually at her desk. During this time other students will continue working on their projects and making edits to them. (40 minutes) The students will have the rest of the class period to continue making revisions on their products. (30 minutes) Student must spend this time finishing up their projects. Anything that is not done by the end of the class period will be completed for homework.

Day 4- The class will be set up in a horseshoe and everyone will be able to see the board where the student will stand to present their projects. Students will present their projects to the class. (40 minutes) Students will fill out a self assessment on their projects. (20 minutes) We will have a debriefing and class reflection about Point of View and discuss the projects and the different ways things work and how those would help or hurt the stories meaning. (20 Minutes)

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 classroom will be set up into clusters of four desks in each group before the students even arrive. Day two the classroom will be set up into clusters of four desks in each group before the students even arrive.I will be giving them the whole class period to work on their projects. Day three will be for revisions and conferences with peers and the teacher. Day four will be presentations and the reflections. The classroom will be set up in a horseshoe arrangement.

Agenda: See Above

Students will understand that the writing style affects a reader's understanding of The Catcher in the Rye. Students will be able to understand the importance of point of view in a story and how different point of views alter someone's perception of what happened. Students will then look back and choose a chapter between chapter 6 and 12 and write an excerpt from a different characters point of view other than Holden Caufield's. Intrapersonal- Students will reevaluate a chapter in the book and rewrite an excerpt from it in a different characters point f view. an individual piece of writing they did before and rewrite it in a different point of view.
 * //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 12 (up to page 87)).//**
 * Where, Why, What, Hook, Tailors: Intrapersonal**

Students will know the author's point of view. Students will know the author's point of view. Students will use the Analyzing a Point of View Graphic Organizer. Students will do a peer assessment Students will use the ABCD Whisper activity to give students a way to discuss their thoughts on the author's writing style. Teachers will give feedback on the students Xtranormal video's up to that point and check for their understanding of the writing style and point of view in the book. Interpersonal- Students will be working in groups during the three step interview to discuss the writing style of the author and how that impacts the story. Verbal- Students will be having a discussion on the author's point of view and how that influenced the story. Logical- Students will be using this intelligence when they are filling out the point of view graphic organizer because they need to be logical when choosing an alternate character to tell the story, they can't just pick any random character.
 * Equip, Explore, Rethink, Revise, Tailors: Interpersonal, Verbal, Logical**

Students will be able to interpret how the writing style affects your understanding of The Catcher in the Rye. Product: Xtranormal. 3 days. Students will do a Three-Step Interview. Each student in the group has a partner and they ask the partner a question about how the point of view would be influenced and what would be drastic changes in the book. Then they switch roles and do the same thing and then they report back to the group with each others answers. Students will begin their Xtranormal video using another character from the book and using their point of view as the narrator of the book. Students will do a peer assessment Students will use the ABCD Whisper activity to give students a way to discuss their thoughts on the author's writing style.Teachers will give feedback on the students Xtranormal video's up to that point and check for their understanding of the writing style and point of view in the book. Students will take the feedback from the teacher and continue refining their Xtranormal video. Musical- Students will use a song that best fits Holden's character in their Xtranormal video and relate it to his point of view of his life. Interpersonal- Students will be working in groups during the three step interview to discuss the writing style of the author and how that impacts the story. Verbal- Students will be having a discussion on the author's point of view and how that influenced the story.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Musical, Interpersonal, Verbal**

Students Xtranormal videos will be evaluated based off of a rubric that I provide. (See attached rubric). I will be giving them feedback on day three about their projects and they have the rest of the class period and that night to revise the project for the following day. This lesson deals with the point of view from chapters 6-12 and the analysis of meaning of point of view. This will lead into the next lesson of literary devices and importance and meaning they have on the novel. Visual-Students will present their projects at the end. They will not be graded but they will be doing showing the class their own interpretation of point of view and how it affects a novel. Students will be drawing pictures on their interpretation of the story and discuss how that relates to the narrative of the story and how it would be different if told in a different point of view.
 * Evaluate, Tailors: Visual**

The First Person Point of View is when the person telling the story is using I or we. This point of view allows the readers to connect more personally with the author. This point of view generally allows the reader to understand the thoughts of the author more clearly. The “problem” with first person point of view is the writer tends to want to tell what happened rather than show it. Voice is really important in point of view and as the writer you must be cautious that you maintain the same voice throughout the entirety of the assignment. Word choice can help the readers determine a lot about the character. []
 * Content Notes**

The Second person point of view uses you and tells the reader what you want them to know. This choice of point of view is the least popular because many people don’t like being told about themselves or “told what to do.” Most people like to read books for to “escape” themselves. The most popular uses of second person point of view is adventure books, video games, self help books, short pieces, travel articles. []

Third person point of view uses he, she or they to tell their story. This is the most common point of view. This allows for more possibilities in writing. You can use a character and tell it through their point of view allowing the readers to relate to it better or you can tell it from multiple characters points of view and change the characters throughout the story. []

Omniscient point of view is told by using third person pronouns but it allows to refer to the future of what is going to happen. It was a very popular way of writing but has become less popular over time. The most important thing in this type of writing is using a distinguishing voice for each character so the readers can tell them apart. It is very difficult for new writers. []

Graphic Organizer Rubric Self Assessment
 * Handouts**