L5+LaPierre,+Tiarra

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION  ** ** LESSON PLAN 5  **
 * UNIVERSITY OF MAINE AT FARMINGTON **
 * __ Teacher’s Name __ **** :  ** Ms. LaPierre ** __Date of Lesson__: ** Digital Essay
 * __ Grade Level __ **** :  ** 10th ** __Topic__: **Symbolism
 * __ Objectives __ **
 * Student will understand that ** Fitzgerald uses symbols to create meaning in The Great Gatsby.
 * Student will know ** the definition of Symbolism and Imagery, as well as identify critical details ad events such as The Valley of Ashes, Gatsby's Death, the eyes of Dr. T.J. Eckleburg, the green light, car accidents and Gatsby's lavish parties.
 * Student will be able to ** analyze multiple symbols within The Great Gatsby and discuss their 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.

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

Students will use a Flow Chart to map out their ideas and develop a solid thesis. Students will participate in a Think-Pair Share method of cooperative learning to first, think on their own and then exchange ideas with partners to discuss symbolism. Students will be able to answer such questions as, "why are symbols important to the way we interpret the work?" I will check for understanding by issuing self-assessment in the form of exit cards asking 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 a Digital Essay to be posted on their Blog in order to compare and contrast the effect of symbols in __The Great Gatsby__. In class we will discuss key literary terms and critical details from the text to make sure every student has a wide array of symbols to choose from. Students will learn to identify and interpret symbols based on these discussions and apply their knowledge to __The Great Gatsby__. Their Digital Essay should reflect what they have learned about the use of symbols as well as use evidence from the text to support their interpretation of those symbols.
 * Summative (Assessment of Learning) **


 * __ Integration __ **
 * Technology: ** Students will create a digital essay and post it to their blog sites in order to further express their understanding of symbolism in The Great Gatsby.

The cooperative learning piece “Think-pair Share” is a three step structure. During the first step individuals think silently about a question posed by the instructor. The Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group. During the actual creation of the Digital Essay Students will work individually, and give feedback individually through the use of comments on peer websites.
 * __ Groupings __ **


 * __ Differentiated Instruction __ **

** Strategies:  ** ** Modifications/Accommodations  **
 *  Verbal~ Students must write an essay discussing symbols and images pulled from the reading.
 *  Logical~ Students must use logic and reasoning to write an essay that flows easily and fluidly from one idea to the next.
 *  Visual~ Students will discuss images from the text to create meaning.
 *  Interpersonal~ Students will peer edit paper, giving and receiving feedback on their essays.
 *  Intrapersonal~ Students will need to think independently to develop a concise and meaningful thesis that speaks through their own thoughts on the book.
 *  Naturalist~ may discuss symbolic archetypes from the natural world, or significance of geographical location of East and West Egg.


 * // 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 post their essays on their blog to further express their understanding of symbols in The Great Gatsby, and provide interesting feedback. · Index Cards (1 per student) · Flow Chart (1 per student) · Rubrics (1 per student) · Copies of __The Great Gatsby__ (1 per student) · Laptops for each student · Projector for 60 sec. recap. The account students will have a blog running currently through: · [|Blogger] Think-Pair Share Method of Cooperative Learning: · [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] Flow Chart Graphic Organizer: · [] Rubrics Created with: · []
 * __ Source for Lesson Plan and Research __ **


 * __ 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 Digital Essay, 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:  // ** Students will know the definition of Symbolism and Imagery, as well as identify critical details ad events such as The Valley of Ashes, Gatsby's Death, The eyes of Dr. T.J. Eckleburg, the green light, car accidents and Gatsby's lavish parties. 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 symbols from the novel using quotes from the book in their Digital Essay. Students will be able to make meaning of symbols from The Great Gatsby and further develop meaning and express understanding by editing blogs.


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

Students are using Blogger y, an online blog that allows bloggers to keep a public, to create a Digital Essay. This is a Type II technology because by using Blogger to explain the meaning that can be found behind symbols from __The Great Gatsby__, students are publicly stating their ideas and beliefs and using the text to assert their claims for people outside of the classroom to read and think about. If students so wish, they may use photos to enhance their essay and make their blogger look more eye catching and professional. 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 Digital Essays, as well as on their class participation. However students' Flow Charts and exit cards will be informally assessed as well. Students will use Flow Chart organizers to organize their thoughts on symbolism and create their thesis. Using the Think-Pair Share method of cooperative learning students will think individually and then discuss symbols from __The Great Gatsby__ with their group mates. Students will answer questions like, "why are symbols important to the way we interpret the work?" Understanding will be assessed by responding to self-assessments in the form of exit cards, which ask students what they have learned and what they still have questions about. The formative assessment will be peer feedback in the form of comments that they will leave for each other on their blog posts. Students are required to leave at least (1) comment on each student’s blog. I will also be posting comments on each student’s blog in order to help them refine their ideas. Students are using Blogger, an online blog that allows bloggers to keep a public, online account of whatever they wish. Students will post their Digital Essay as their final Blog entry for this class. The Essay will compare and contrast the effect of at least (2) symbols from __The Great Gatsby__. Students should also integrate at least (5) quotations that support their claims. Digital Essays will be graded based on a rubric. 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: Watch and discus a 60 second recap on symbols from The Great Gatsby (5 minutes). 2. Objectives: Explain what students will understand, know, and be able to do. (5 minutes). 3. Cooperative Learning: Students will get into Think-Pair Share groups to discuss symbols from the text. (10 minutes). 4. Lecture: Discuss thesis, what makes a good thesis and give examples. (20 minutes). 5. Graphic Organizer: Students use ideas from individual and group work to fill in a Flow chart and create a thesis. During this time students may come ask me to approve or look over their thesis. (25 minutes). 6. The remaining time will be spent uploading their introductory paragraph and thesis onto their blogs. They are to finish first paragraph for homework. (15 minutes). Class 2~ 1. Peer feedback: Students will log onto their blogger accounts and give feedback over 3 different peer introductions based on what we said about thesis. (15 minutes). 2. Independent work: Students will review feedback from 3 different peers and myself and begin revising introduction. (10 minutes). 3. Students will be given some in class time to work on the rest of their essays and begin finding photographs. (20 minutes). 4. The remainder of classes will be spent working on other projects, or discussing the text. They will be expected to have a rough draft of their essay finished for class 3. (35 minutes). Class 3~ 1. Cooperative learning: Students will pair up and comment on each other’s rough drafts. They will be looking for smooth integration of quotations and images, well written transitions, gaps in logic and grammatical errors. (30 minutes). 2. Revision: Students will be given time to revise based on peer feedback. (15 minutes). 3. The remainder of classes will be spent working on other projects, or discussing the text. They will be expected to have a final version of their essay for class the next day. (35 minutes). Class 4~ 1. Digital Essays due by the end of class time, There will be time set aside to put in finishing touches before I log onto their blogs to read and grade essay’s and peer review commentary. (15 minutes). 2. The rest of class is spent beginning lesson 6. (65 minutes).
 * // Rationale:  // **
 *  Verbal~ Students must write an essay discussing symbols and images pulled from the reading.
 *  Logical~ Students must use logic and reasoning to write an essay that flows easily and fluidly from one idea to the next.
 *  Visual~ Students will discuss images from the text to create meaning.
 *  Interpersonal~ Students will peer edit paper, giving and receiving feedback on their essays.
 *  Intrapersonal~ Students will need to think independently to develop a concise and meaningful thesis that speaks through their own thoughts on the book.
 *  Naturalist~ may discuss symbolic archetypes from the natural world, or significance of geographical location of East and West Egg.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.  // **
 * // Rationale:  // **
 * __ Teaching and Learning Sequence __ **** :  **
 * Agenda: **

=
Students will understand that Fitzgerald uses symbols to create meaning in The Great Gatsby. Symbols uncover meanings that give cultural relevance and open different windows of learning and perspective that is important in developing world view. 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.// 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 //. We will watch a 60 sec. recap on symbols from The Great Gatsby. ======

Where, Why, What, Hook, Tailors: Verbal, Visual, Intrapersonal, Logical.
Students will know the definition of Symbolism and Imagery, as well as identify critical details ad events such as The Valley of Ashes, Gatsby's Death, the eyes of Dr. T.J. Eckleburg, the green light, car accidents and Gatsby's lavish parties. Students will use a flow chart to map out their ideas and develop a solid thesis. Students will be able to answer such questions as, "why are symbols important to the way we interpret the work?" I will check for understanding by issuing self-assessment in the form of exit cards asking what they have learned and what they still have questions about. Students will receive feedback from the teacher as well as peers and adjust their Essays accordingly.
 * Equip, Explore Rethink, Revise Tailors: ** Verbal, Visual, Logical, Intrapersonal.

Students will use a flow chart to map out their ideas and develop a solid thesis. Students will use the Think-Pair Share method of cooperative learning to first, think on their own and then exchange ideas with partners. The cooperative learning piece “Think-pair Share” is a three step structure. During the first step individuals think silently about a question posed by the instructor. The Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group. During the actual creation of the Digital Essay Students will work individually, and give feedback individually through the use of comments on peer websites. Students will be able to answer such questions as, "why are symbols important to the way we interpret the work?" I will check for understanding by issuing self-assessment in the form of exit cards asking what they have learned and what they still have questions about. Students will receive feedback from the teacher as well as peers and adjust their Essays accordingly. Students add finishing touches to their essays to make the final draft clear and concise. 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: ** Interpersonal, Intrapersonal, Logical, Visual, Verbal.
 * Evaluate, Tailors: ** Verbal, Logical, Visual, Intrapersonal, Interpersonal.


 * __ Content Notes __ **

Student will know the definition of Symbolism and Imagery, as well as identify critical details ad events such as The Valley of Ashes, Gatsby's Death, the eyes of Dr. T.J. Eckleburg, the green light, car accidents and Gatsby's lavish parties. 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.
 * 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 __ **

· Index Cards (1 per student) · Flow Chart (1 per student) · Rubrics (1 per student)